Key Stage 5

Curriculum
Booklet
October 2017
CURRICULUM DOCUMENTS
Introduction

Structure of the Curriculum

Sixth Form Curriculum Model Diagram

Requirements for entry onto specific A Level

courses

Academic Difficulties

The Individual Learning Department

Able, Gifted and Talented Provision

Applying to University: The UCAS Timeline

Individual Subject Guides Available:

Extended Project Qualification (EPQ)

English Literature

Mathematics & Further Mathematics

Biology

Chemistry

Physics

Geography

History

Religious Education

Business Studies

Economics

The Difference between Business and

Economics

Psychology

Modern Foreign Languages: French and

German

Art and Design

Design and Technology: Product Design

Drama and Theatre Studies

Music

Physical Education
INTRODUCTION
In its broadest sense the curriculum is everything
that we do at School, both in the classroom and
beyond, including the many clubs and activities
that run at lunchtime and after school, the trips
away at weekends and in the holidays, and the
habits of study and thought that characterise the
School’s ethos.
This broad curriculum contains the values,
attitudes and ethos that make The Peterborough
School unique. These attributes are enshrined in
the over-arching Peterborough Plus values: seven
values that define a holistic approach to the pupils
and their education. Amongst other things, these
seven values include academic excellence and
passion for learning. The academic curriculum
allows all our pupils access to a wide variety of
learning opportunities that promote these core
values.
This curriculum aims to promote pupils’ self-
esteem and emotional well-being, and enable them
to form successful, worthwhile relationships with
others whilst developing their capacity for
leadership.
The curriculum is flexible and can respond to
national trends or pupil interests if they are in
alignment with our educational principles. We are
committed to a broad and balanced academic and
wider curriculum and a successful blend of
tradition and modernity.
Our main focus is on equipping our pupils with the
skills and attributes that will stay with them for the
rest of their life and equip them to be happy and
successful.

The academic curriculum builds on pupils’

strengths, interests and experiences. It is
designed so that pupils develop confidence in their
ability to learn independently and collaboratively. It
develops and supports a love of learning and a
commitment to a lifetime of learning. Education
must be about fun as well as serious study;
because enjoyment and success ultimately lead to
more valuable learning.

The academic curriculum equips pupils with the

essential skills of literacy, numeracy and
communications technology, and promotes enquiry
and rational thinking. Pupils receive a balanced
education, giving them opportunities to be creative,
innovative and enterprising in all the major
curriculum and intellectual disciplines. The
curriculum at all stages includes compulsory and
optional subject choices from the creative arts,
science and technology, sports, modern foreign
languages, humanities, mathematics and English.
STRUCTURE OF THE
CURRICULUM
The A Level programme has recently seen subjects, and there are a range of opportunities
significant national reform. All A Level courses available in these two fields.
offered at The Peterborough School from
September 2017 are the new ‘reformed’ A Levels. The current Peterborough School Sixth Form
Curriculum may be set out as a diagrammatic
The most significant change is that the AS model (see overleaf).
qualification has been ‘de-coupled’ from the full A
Level. This means that the Lower Sixth AS ACADEMIC SCHEDULE
examinations no longer count towards the final A
Level assessment grade. The table that follows shows the number of one-
hour periods assigned to each A Level and each
This is a return to the more traditional ‘linear’ A activity during the fortnightly timetable throughout
Level model that existed before the major A Level the two years.
reforms of ‘Curriculum 2000’.
Periods
Pupils choosing an A Level subject are assessed
on two years’ worth of work at the end of the A Level Subject 1 10
course and there are no modules or re-sit A Level Subject 2 10
opportunities along the way as there were
A Level Subject 3 10
previously.
Independent Study Periods / A Level 10
There has been little significant change to the Subject 4
content of the A Level courses or to standards and Enrichment 4
grading.
EPQ 2

The Sixth Form curriculum at The Peterborough Games 2

School is based around the study of three, or PSHE 1
occasionally four academic subjects to advanced
level, with a significant degree of valuable Chapel 1
enrichment.

All pupils follow linear A Level courses, which are EXAMINATION BOARDS
assessed primarily in the summer of the final
Upper Sixth year. Each department at The Peterborough School
offers a syllabus from one of the exam boards
The academic subjects available to study cover all listed below.
the major intellectual and curriculum areas, with
subjects drawn from the sciences, mathematics, AQA www.aqa.org.uk
English, modern foreign languages, humanities
and the creative arts. OCR www.ocr.org.uk

In addition to chosen subjects, all Sixth Form EDEXCEL www.edexcel.org.uk

students undertake the Extended Project
Qualification (EPQ), which brings valuable WJEC www.wjec.co.uk
academic enrichment and promotes excellent
study skills for university life. Pupils also complete
a core curriculum of volunteering and elective
SIXTH FORM CURRICULUM MODEL DIAGRAM

French English
German Literature

Biology Business Studies

Economics
Chemistry Geography
Physics History
Psychology
PE Philosophy

Fine Art
Product Design
Mathematics
Music Further
Theatre Studies Maths
REQUIREMENTS FOR ENTRY ONTO SPECIFIC A LEVEL COURSES
The Peterborough School threshold, or minimum entry requirement, for a full three A Level programme is 5 B
grades at GCSE, which must include minimum B grades in the individual subjects to be studied at A Level,
however please see the detail below regarding individual subject requirements, which may dictate a higher
threshold.

Essential Notes
Subject Qualification Desirable GCSE
GCSE
Experience of an art & design
 TPS Threshold based GCSE subject and
Art & Design A-level
 6 in Art & Design 7 in Art & Design evidence of an art & design
(reformed)
portfolio are highly desirable.
Ability to work independently.
 TPS Threshold 7:7 in Core and GCSE Science alone is not a
 7:7 in Core and Additional suitable basis.
Biology A-level
Additional Science or 7 in Pupils with lower grades must
(reformed)
Science or 7 Biology and discuss their options with the
Biology 7 in Maths HOD before signing up
Business A-level  TPS Threshold 5 in English, 5 in Keen interest in business news
(reformed) Mathematics would be helpful.
 TPS Threshold
7:7 in Core and GCSE Science alone is not a
 7:7 in Core and
Additional suitable basis.
Chemistry A-level Additional
Science or 7 in Pupils with lower grades must
(reformed) Science or 7 in
Chemistry and 7 discuss their options with the
Chemistry
in Maths HOD before signing up.

A keen interest in theatre and

performance is desirable and
Drama A-level  TPS Threshold helpful, as is previous
(reformed)  6 in Drama experience of performing.
Ability to work creatively and
independently is also helpful.
Keen interest in ‘real world
Economics A-level  TPS Threshold 6 in English, 6 in issues’ helpful (e.g. how
(reformed) Mathematics countries increase living
standards and reduce poverty).

Genuine appetite for reading: as

 TPS Threshold At least a 7 grade
well as set texts, wider reading
English A-level  6 in English in English
is required. The ability to write
Literature (reformed) Language and Language and
with accuracy and fluency is
English Literature English Literature
essential.

French A-level  TPS Threshold A stay in the target language

7 in French
(reformed)  6 in French country is recommended.

Non Higher Tier GCSE

geographers should have good
Geography A-level  TPS Threshold
GCSEs. Those with poorer
(reformed)  6 in Geography
grades must expect to argue
their case.
A stay in the target language
German A-level  TPS Threshold
7 in German country is recommended.
(reformed)  6 German
 Experience of an art & design
Design &
6 in Design & based GCSE subject and
Technology: A-level  TPS Threshold
Technology: evidence of an art & design
Product (reformed
Product Design portfolio are highly desirable.
Design
Ability to work independently

Lively and enquiring mind

 TPS Threshold 7 in History
A-level helpful and a willingness to read
History  6 in History 7 in English
(reformed) around the subject out of class
Literature
time.

Pupils with less than a 7 grade

7 in Mathematics in GCSE Mathematics (or
A-level  TPS Threshold
Mathematics equivalent) will find this course
(unreformed)  6 in Mathematics
very demanding. A good level of
algebra is required.
A passionate interest in
mathematics is essential. Pupils
 TPS Threshold
Further A-level with less than an 8 in GCSE
 7 in Mathematics 8 in Mathematics
Mathematics (unreformed) Mathematics (or equivalent) will
find the AS course very
demanding.
 TPS Threshold
A minimum of Grade 5 on an
Music
A-level  6 in Music 7 in Music instrument / voice should also
(reformed)
be considered essential.

Genuine appetite for the

7 in Physical
theoretical aspects of sports
Physical A-level  TPS Threshold Education, with at
performance.
Education (reformed)  6 in PE least a 6 in the
Coaching/officiating will be part
theory paper
of the practical assessment.

 TPS Threshold 7:7 in Core and GCSE Science alone is not a

 7:7 in Core and Additional suitable basis.
A-level
Physics Additional Science or 7 in Pupils with lower grades must
(reformed)
Science or 7 in Physics and 7 in discuss their options with the
Physics Maths HOD before signing up.

GCSE Science alone is not a

 TPS Threshold suitable basis. Pupils with lower
A-level  6 Additional grades must discuss their
Psychology 6 in Mathematics
(reformed) Science or 6 in options with the HOD before
best two sciences signing up.

6 grade in English Literature

should also be considered
essential because there is a
 TPS Threshold 7 in Religious significant essay writing
Religious A-level  6 in Religious Studies component that requires
Studies (reformed) Studies 7 in English confidence with extended
Literature writing. Ideal for lively, enquiring
minds. Interested pupils are
encouraged to speak with the
HoD before signing up.
ACADEMIC DIFFICULTIES
At The Peterborough School we are highly proud
of our caring and friendly environment. It is the
duty of all staff to support students in their
academic and personal lives. In particular, we
have a strong pastoral network of Form Tutors, the
Director of Sixth Form, Mr Stroud, the Head of
Pastoral Care, Mrs Rivers, the Deputy
Headmaster, Mr Cameron and ultimately the
Headmaster, Mr Meadows, who all have pastoral
responsibilities.
Mr Stroud is available to support students in all
aspects of their academic and personal
development; they can drop into the office at any
time or make an appointment to discuss various
issues at length. There is a firm commitment to
maintain open links with parents and student
progress is continually monitored.
Each student’s immediate care is the responsibility
of the Form Tutor. Tutor groups are typically made
up of between five and ten students. Tutors
therefore get to know their tutees very well during
their time in the Sixth Form. Strong links are
forged, enabling Tutors to spot students’ difficulties
early, support them thoroughly, help celebrate their
achievements and carry out routine administration
tasks.
In the Senior School, subject teachers usually
manage academic difficulties. Students will be
guided in their organisation by Tutors and can ask
subject teachers for extended deadlines if they find
it difficult to complete work on time. If students fail
to meet deadlines, or submit inadequate
assignments or work which is clearly below the
usual standard of which they are known to be
capable, their names will be referred to their Form
Tutor, the Director of Sixth Form or the Deputy
Headmaster. Additional support and monitoring
can then be arranged to ensure that each student
fulfils his or her potential during their time at The
Peterborough School.
Students with additional learning difficulties are
supported and encouraged by all staff but with an
oversight by the Individual Learning Department.
We work with students with additional learning
needs, such as dyslexia, dyspraxia, ADHD and
Autistic Spectrum Disorders, to enable them to
unlock their full potential.
THE INDIVIDUAL LEARNING
DEPARTMENT
We aim to ensure that all pupils receive the
support they need, when they need it, to make the
most of a broad and balanced programme of study
within the framework or curriculum in which they
are partaking.
The department seeks to fulfil its statutory duty
with regard to the Code of Practice for Special
Educational Needs. Pupil Profiles are prepared
with pupils and shared with parents and staff. An
SEN List recording all the pupils in the School with
a recognised support need is kept and used to
inform all staff.
The Pupil Profile acts as a ‘voice’ for the student
and is a guideline for staff concerning the teaching
and support of pupils with special needs across the
School. Pupil Profiles are reviewed regularly by the
Individual Learning Department and Form Tutors.
Identification of pupils with special needs is made
as early as possible on entry to the School by a
variety of methods – cognitive ability testing;
monitoring of progress; close liaison with
departments and teaching staff; discussion with
individual pupils and consultation with parents.
Students are encouraged to become independent
and confident lifelong learners by nurturing their
self-esteem and knowledge of themselves as
learners. We work closely with students to identify
their strengths and individual learning styles. We
help them to develop strategies to maximise
success and minimise barriers to learning.
Mrs S Ward
Head of Individual Learning
ABLE, GIFTED AND TALENTED
PROVISION

Able, Gifted and Talented (AG&T) pupils are

identified via robust evaluation systems that have
been assessed and validated as part of the NACE
Challenge Award. These pupils are encouraged to
enrich and extend their intellectual skills. This may
be through the normal school curriculum, by
personalising and extending learning or by the
many extra-curricular opportunities and enrichment
provision we offer or guide pupils towards.

Each year, the Head of Individual Learning, Deputy

Headmaster and Heads of Departments review
and update a register on those students who show
a particular ability within their curriculum area.
They use cognitive abilities test data and subject
specific criteria to help make their judgements as
accurately as possible.

A summary of events relating to AG&T will appear

in the Green Book, including the dates of any
relevant workshops or forums. These are events
focused particularly at engaging AG&T students in
debates on current affairs or topics of interest.

However, we hope that students who have been

identified will be proactive in their approach and
show independent skills to investigate
opportunities that are outside of the School
environment.

Within the core curriculum students are given

regular opportunities to complete tasks that will
stretch all abilities. This may be through open
tasks that allow a range of responses, the type of
questions being asked, or by completing slightly
different class and homework tasks. Finally, it is
important to note that we do not believe ability and
potential is fixed, students should be encouraged
to build on the aptitudes they have already shown.

If your son or daughter is identified as being able in

a subject area you will receive a letter that
identifies which subject(s) this covers. Students
are then able to register with a number of
organisations which exist to provide help, advice,
activity days as well as receiving support and
advice within the School.

Mrs Sarah Ward

Head of Individual Learning
 APPLYING TO UNIVERSITY: THE UCAS TIMELINE
Lower Sixth

Provide Higher Education information to students and parents via tutor periods and the
Higher Education Evening held in February / March.
6th Form pupils are encouraged to visit the careers and university resources area.
Students use Centigrade Testing to identify their occupational interests and match their
interests to jobs and higher education courses. More details are available from Cambridge
February – Occupational Analysts (www.coa.co.uk).
March Students are encouraged to begin to conduct their research.
Students are encouraged to complete wider background reading within their chosen subject
area and to attend relevant courses.
Students are encouraged to attend relevant Careers Experience Courses organised by
Universities, Woodard and other companies and to gain appropriate work experience.
Students are encouraged to seek careers advice from the Head of Careers.

 Students attend UCAS Conference with Director of Sixth Form and UCAS Coordinator
 UCAS Day – Mid June: Students register with UCAS online, are advised on how to
complete a personal statement, and begin planning it. Courses are researched and a course
search from is completed.
 Students begin to discuss their university intentions with tutors, allowing tutors to give
advice and guidance ensuring that students are being realistic in their plans.
 Students work with tutors and subject tutors to draft personal statements.
 Students continue with on-line applications and personal statements (these can then be
updated in September). These drafts are submitted to Mr Meadows towards the end of June,
June via tutors, prior to individual interviews with him.
 Individual tutorials with Tutors and Director of Sixth Form are held to discuss applications.

 Oxbridge/Medical/Dental/Veterinary Applicants:
Special help is provided for Oxbridge, Medical, Dentistry and Veterinary Science school
applicants who will need to submit completed application forms by 15 October and who will
be interviewed by universities thereafter. Mock interviews at give students the opportunity to
act on any feedback given, and ensure that they have all the qualifications, work experience
and skills needed to meet the entry profile for their chosen course. Advice and preparation
for the BMAT (medicine and veterinary) and LNAT (law) tests set by some universities is also
given, in conjunction with other organisations.

 Predicted grades are obtained from staff and references are written.
June - August
 These may be revised in the light of students AS results.
Upper Sixth

Monitoring of students’ progress. Individual tutorials with tutors and Director of Sixth Form
September - about applications and supporting Personal Statements Writing
October Form filling: All students complete and submit UCAS applications for checking and
discussion.

Mid September  Application form deadline for Oxbridge, medical, vet and dentistry school applicants is mid
September.

 All UCAS applications should be submitted to the UCAS Coordinator and Head Master.
Mid October It is envisaged that the majority of applications will be sent to UCAS by the beginning of
November.

Interview Practice
 Interview practice provided for those students who are likely to have selection interviews
as part of the admissions process.
Ongoing
 Prepare students who are asked to submit work. Particularly at Oxbridge, students may
be asked to submit examples of their Sixth Form work. This allows interviewers to judge
the calibre of an applicant’s ‘normal’ school work, although many interviewers are wise to
the fact that submitted work is often polished up and redrafted before it is sent off.

 Interview feedback forms - Students who have been interviewed are asked to complete
January university interview feedback forms. These can be evaluated to examine the content of
interviews and to provide advice and guidance to future applicants.

 UCAS Extra enacted in the very rare event of a student not receiving an offer.
 Advice given on firm and insurance offers - Students need to understand that the
February insurance offer they accept should be for a lower grade or points score than their
firm acceptance.
 The Clearing and Adjustment process is explained to all students.

 Student Finance enrolment. Students are advised on financial support available and the
March
process whereby this can be accessed.

 Results are available mid-August.

August Students who have not met their firm or conditional offers are given advice and guidance
and what to do if they need to go into Clearing.
INDIVIDUAL SUBJECT GUIDES

EXTENDED PROJECT
QUALIFICATION
Head of Department: Mrs L Grinyer
INTRODUCTION
This course enables students to select, research,
present and manage a topic of their own choice.
The Extended Project Qualification carries as many
UCAS points as a GCE AS Level (and more as it is
the only AS to have A* as a grade). Its purpose is
to add a further dimension to Sixth Form study and
to stretch the more ambitious student.
WHAT TYPE OF STUDENT IS THIS
COURSE FOR?
All students in the Sixth Form will undertake an EPQ.
Participation in the EPQ should enhance a student’s
performance in all subjects and provide an excellent
foundation for study at university. The course offers
significant benefits, as candidates:
 undertake a significant piece of research which
should be excellent preparation for university study
 develop their skills in project management,
analysis and presentation
 have an experience of working independently
which they can quote on their university
applications and discuss at interview
 gain an extra qualification in an increasingly
competitive world.
TEACHING AND ASSESSMENT
At The Peterborough School, we offer the EPQ to all
Sixth Form students, running the course from June in
the Lower Sixth to December in the Upper Sixth.
Alongside the taught section of the course, the
student is expected to work independently to
complete their project. Progress will be monitored by
a supervisor who will offer guidance and support.
The topic candidates select may be drawn from purely
personal interest; an existing area of study; a leisure
interest; voluntary/community work or future career
aspirations. Candidates can choose the outcome of
their project which might be:
 a dissertation presenting an argument, typically
around 5,000 words
 an artefact, for example a work of art or 3D design
model, with written explanation of around 1,500
words
 a project including a short film, use of internet
based media, a piece of music, dance or theatre
with a written explanation of around 1,500 words.
Part of the final assessment asks the students to
reflect on their experience and to evaluate objectively
their own performance. The EPQ is assessed
internally and moderated externally.
WHAT ARE THE BENEFITS OF TAKING AN
EPQ?
“The potential benefits are enormous. Opportunities to
get deeply involved in a subject that interests you, to
develop research skills, to pull together different areas
of the other subjects you are studying and to develop
extended writing skills will all be enormously valuable
preparation for going to university. I would strongly
encourage students to do an extended project
whichever university they want to go to.”
Geoff Parks, Director of Admissions at Cambridge
University

ENGLISH LITERATURE
Head of Department: Mrs L Grinyer
Examination Board: AQA
Specification Code: A Level 7712
INTRODUCTION
This course encourages students to develop
interest in and enjoyment of English Literature,
through reading widely, critically and
independently, across centuries, genre and
gender, and through experience of an extensive
range of views about texts and how to read them.
PREVIOUS KNOWLEDGE
You will need at least a Level 7 in English and
English Literature at GCSE. A love of reading is
essential together with coherent, accurate written
expression.
WHAT TYPE OF STUDENT IS THIS COURSE
FOR?
Many students choose to take English Literature in
the Sixth Form because they enjoyed it at GCSE,
or because they love reading and responding to
literature. This course builds on GCSE success,
developing and enabling students to communicate
the knowledge, understanding and insight
appropriate to literary study.
CAREER DESTINATIONS
English is a flexible and adaptable subject that
opens up a wide range of career choices. The
AQA specification lays an appropriate format of
further study of English Literature or related
subjects in higher education. English Literature is a
highly-regarded academic subject at A Level.
SPECIFICATION OVERVIEW
For A Level English Literature, candidates study
six texts, three thematically linked to the topic of
Love through the Ages, and three linked to the
topic of World War I. As well as sitting examination
papers they will also complete a non-examined
assessment.
SCHEME OF ASSESSMENT
A LEVEL
Set Texts
Paper 1
The Taming of the Shrew
Pre 19th Century Poetry Anthology
Rebecca: Post 1900
Paper 2
Journey’s End
The War Poems of Wilfred Owen
The First Casualty: Post 2000
Paper 3 (NEA)
Two coursework texts (one pre-1900)
 Paper 1 NON-EXAMINED ASSESSMENT
REQUIREMENTS
Section A
Shakespeare – The Taming of the
Shrew Students write an extended essay of approximately
Love through Section B 2500 words comparing two texts with a shared
the Ages Unseen Poetry theme: one of which must have been written pre-
40% Section C
Comparing texts 1900. Students work closely with teachers as they
Rebecca explore coursework texts and negotiate tasks.
Pre-1900 Anthology Students have the opportunity to redraft and
improve their work, with the guidance and support
of their teachers, before the final deadline.

Paper 2 RECOMMENDED READING

Section A
Journey’s End Students can prepare for this course by reading as
WW1 and its Section B widely as possible. Reading lists are issued before
aftermath Unseen extract the start of A Level which focus on the prescribed
40% Essay linking two texts: The War
Poems of Wilfred Owen/The First area of study. Further reading lists are issued as
Casualty required throughout the course.
The First Casualty

NEA

20% Comparative study of two texts – one of

2500 words which must have been written pre-1900

RESOURCES USED

As well as using the prescribed text books,

students are encouraged to read widely to
enhance their studies. Reading lists are issued and
many books which support the students’ reading of
the primary texts can be found in the school LRC.
Students are guided to make selective use of
internet resources. The school subscribes to
publications such as English Review Magazine.
Video films and programmes and audio tapes are
often used and students will be expected to attend
live performances and external lectures or seminar
sessions as appropriate.

MATHEMATICS
Head of Department: Mr C King
Examination Board: Edexcel
Specification Code: tba
INTRODUCTION
The A Level Mathematics course is taught and
examined in modular form, modules being chosen
from three different branches of Mathematics. The
courses will encourage candidates to:
 develop their understanding of Mathematics
and mathematical processes in a way that
promotes confidence and fosters enjoyment
 develop abilities to reason logically and
recognise incorrect reasoning, to generalise
and to construct mathematical proofs
 extend their range of mathematical skills and
techniques and use them in more difficult,
unstructured problems
 understand how mathematical modelling can be
used to interpret real world problems
 use Mathematics as an effective means of
communication
 read and comprehend mathematical arguments
and articles concerning applications of
Mathematics
 acquire the skills needed to use technology
such as calculators and computers effectively,
recognising when such use may be
inappropriate
 develop an awareness of the relevance of
Mathematics to other fields of study, to the
world of work and to society in general
 take increasing responsibility for their own
learning and the evaluation of their own
mathematical development
PREVIOUS EXPERIENCE AND
KNOWLEDGE
Students embarking on A level Mathematics are
expected to have covered all the material in the
GCSE Mathematics Higher Tier and to have
achieved at least a grade A.
WHAT TYPE OF STUDENT IS THIS
COURSE FOR?
The main reason for studying Mathematics at A
level is that it is interesting and enjoyable. People
like its challenge, its clarity, and the fact that you
know when you are right. The solution of a
problem has an excitement and a satisfaction of its
own.
CAREER DESTINATIONS
The subject area of Mathematics is very broad and
its use underpins much of science, engineering
and technology and, increasingly, finance and
commerce. Career opportunities are available
throughout industry, business, the private and
public sectors, with large employers and in small
organisations. Many mathematicians are also at
the heart of education as teachers, lecturers and
university researchers.
SPECIFICATION OVERVIEW
Pure Mathematics extends topics such as algebra
and trigonometry as well as introducing new ideas
such as calculus. It is considered to be the core
material and represents two-thirds of the A level
course. Mechanics deals with turning a
complicated physical problem into a simpler one
that can be analysed and solved using
mathematical methods.
Statistics deals with the analysis of numerical data
and extends the work covered for GCSE. The
concept of statistical modelling is
introduced.Decision deals with algorithms and
logical processes.
Module Topics and Further Notes SCHEME OF ASSESSMENT
Algebra and functions;
coordinate geometry in the

Qualification
(x,y) plane; sequences and

Assessment
Component

Overview
series; differentiation and
Pure integration.
P1 Mathematics
Algebra and functions;
1 coordinate geometry in the
(x,y) plane; sequences and
series; trigonometry; 2 hrs
exponentials and logarithms; Paper 1 AS content
differentiation and integration. Pure Mathematics assessed at A
100
Algebra and functions; 1 Level standard
marks

A Level Mathematics
trigonometry; exponentials and Remaining pure
2 hrs
logarithms; differentiation and Paper 2 content which
Pure numerical methods. Pure Mathematics builds on and
100
P2 Mathematics Algebra and functions; 2 incorporates AS
marks
content.
2 coordinate geometry in the
Section A:
(x,y) plane; sequences and Statistics (50 2 hrs
series; differentiation; Paper 3
marks)
Statistics and
integration and vectors. Section B: 100
Mechanics
Mathematical models in Mechanics (50 marks
mechanics; vectors in marks)
mechanics; kinematics of a
particle moving in a straight
line; dynamics of a particle
moving in a straight line or
Mechanics
plane; statics of a particle and
And
P3 moments.
Statistics
Mathematical models in
probability and statistics;
representation and summary of
data; probability; correlation
and regression; discrete
random variable; discrete
distributions and the Normal
distribution.
FURTHER MATHEMATICS SCHEME OF ASSESSMENT

Qualification

Assessment
Head of Department: Mr C King

Component

Overview
Examination Board: Edexcel
Specification Code: tba

Module Topics and Further Notes

Based on the fixed
Complex numbers; 1.5 hrs
Paper 1 core content.
series; matrix algebra; Further Pure AS content
Further Pure 75
FP1 proof; numerical Mathematics 1 assessed at A level
Mathematics 1 marks
solution of equations; standard
coordinate systems. Based on the fixed
core content. 1.5 hrs
Inequalities; series; Paper 2
Remaining pure
differential equations; Further Pure
Further Pure content which builds 75
FP2 complex numbers; Mathematics 2
Mathematics 2 on and incorporates marks
Maclaurin and Taylor AS content

A Level Further
Mathematics
series. Students take one
Matrix algebra; vectors; of the following four
Further Pure hyperbolic functions; Paper 3 options: 1.5 hrs
FP3 Further
Mathematics 3 calculus; further
Mathematics  Further Pure 75
coordinate systems.
Option 1  Further Statistics marks
 Further Mechanics
 Decision Maths
OPTIONS Students take one
of the following four
Topics and Further Notes Paper 4 options: 1.5 hrs
Algorithms; algorithms on graphs; Further
Mathematics  Further Pure 75
the route inspection problem; Option 2  Further Statistics marks
critical path analysis; linear  Further Mechanics
programming; matchings.  Decision Maths
Decision Content aligned to
1.5 hrs
Mathematics Transportation problems; the Paper 1 Paper 1 of A level
Simplex method; flows in networks; Further Pure Further Maths,
75
allocation (assignment) problems; Mathematics assessed at AS
AS Level Further

marks
level standard
Mathematics

the travelling salesman; game

Students take one
theory; dynamic programming.
of the following four
The Binomial and Poisson options:
Further distributions; continuous random Paper 2 1.5 hrs
Further
Statistics variables; continuous distributions;  Further Pure
Mathematics 75
samples and hypothesis tests.  Further Statistics
Option marks
Kinematics of a particle moving in a  Further Mechanics
Further straight line or plane; centres of  Decision Maths
Mechanics mass; work and energy; collisions
and statics of a rigid body.
 WHAT TYPE OF STUDENT IS THIS
COURSE FOR?

The subject is suitable for those who wish to

pursue any number of science-based courses as
well as those interested in medicine and medicine
related qualifications. Some will study Biology with
an intrinsic desire for knowledge of the living world
or just for the love of Biology itself.

BIOLOGY
Head of Department: Miss C Johnson
Examination Board: AQA
Specification Code: A Level 7402
INTRODUCTION
Biology is, without doubt, one of the most exciting
subjects available to the decision makers of the
future. Combining fundamental global challenges
with cutting edge technology, A Level Biology
gives the perceptive student an insight into the
dilemmas facing a growing population.
CAREER DESTINATIONS
There are increasing numbers of courses related
to Biology including Medicine, Biochemistry,
Biomedical Science, Biotechnology, Ecology,
Forensic Science, Genetics, Microbiology,
Neuroscience, Pharmacology, Physiology,
Environmental Science, Sports and Exercise
Science, Zoology, Biomaterials and Prosthetics.
Many graduates from these courses go on to work
in related fields and others go on to more general
careers using the higher order thinking skills that
they have acquired.

PREVIOUS KNOWLEDGE & EXPERIENCE

The course builds on GCSE Biology by taking

familiar topics to greater depth and bringing it into
line with Physics and Chemistry. It also introduces
new concepts, raises ethical questions and makes
intellectual demands of the student as each topic
requires ever greater engagement and
understanding. Students require a minimum of 7:7
in GCSE Science on a higher tier paper or a
Grade 7 in GCSE Biology. The study of further
Biology is extremely beneficial but not essential.
Students also require a Grade 7 in Mathematics
before embarking on the course.
A LEVEL SPECIFICATION OVERVIEW
Unit Modules
All life on Earth shares a
common chemistry. The cells
of all living organisms contain
only a few groups of carbon-
based compounds that interact
Biological
in similar ways. Students will
Molecules
study:
 Carbohydrates
 Lipids
 Proteins
 Nucleic acids
 Water
All life on Earth exists as cells.
These have basic features in
common. All cells arise from
other cells, by binary fission in
prokaryotic cells and by
mitosis and meiosis in
eukaryotic cells. Students
Cells learn about:
 Cell structure
 Cell Division
 Immunity
Cell membranes and
transport
The exchange of substances
between the internal and
external environments takes
place at exchange surfaces. In
Organisms
large organisms, exchange
exchange
surfaces are associated with
substances
mass transport systems.
with their
 SA:V ratio
environment
 Gas Exchange
 Digestion
 Mass Transport
Biodiversity is reflected in the
vast number of species of
organisms and in variation of
individual characteristics within
a single species. Genetic
diversity within a species can
be caused by gene mutation,
Genetic chromosome mutation or
information, random factors associated with
variation and meiosis and fertilisation.
relationships Natural selection results in
between species becoming better
organisms adapted to their environment.
Students learn about:
 DNA
 Genetic diversity
 Taxonomy
 Investigating diversity
Life depends on continuous
transfers of energy.
Knowledge of how this
Energy happens is gained through
transfers in studying:
and between
 Photosynthesis
organisms
 Respiration
 Energy and ecosystems
Nutrient cycles
A stimulus is a change in the
internal or external
environment. A receptor
detects a stimulus. A co-
Organisms ordinator formulates a suitable
respond to
response to a stimulus. An
changes in effector produces a response.
their internal Students learn:
and external
 Stimuli are detected
environments
 Nervous coordination
 Skeletal muscles act as
effectors
 Homeostasis
The theory of evolution
underpins modern Biology.
Different species sharing a
common ancestry, as
Genetics, represented in phylogenetic
populations, classification. The following
evolution and concepts are considered:
ecosystems
 Inheritance
 Populations
 Evolution and speciation
 Populations in ecosystems
Cells are able to control their
metabolic activities by
regulating the transcription and
translation of their genome.
Cells translate translate only
part of their genetic code. This
control of translation enables
cells to have specialised
functions, forming tissues and
organs:
The control of
 Alteration of bases in DNA
gene
can alter the structure of
expression
proteins
 Control of gene expression
 Using genome projects
 Gene technologies allow
the study and alteration of
gene function allowing a
better understanding of
function and the design of
new industrial and medical
processes
A LEVEL SCHEME OF ASSESSMENT

Paper 1 Paper 2 Paper 3

What’s What’s What’s
assessed assessed assessed
Any content Any content Any content
from topics 1 – from topics 5 - from topics 1 –
4, including 8, including 8, including
relevant relevant relevant
practical skills practical skills practical skills
Assessed Assessed
Assessed
Written Exam Written Exam
Written Exam
2 hours 2 hours
2 hours
91 marks 78 marks
91 marks
35% of A 30% of A
35% of A Level
Level Level
Questions

Questions 38 marks:
Questions
76 marks: Structured
76 marks: questions,
Mixture of including
Mixture of
short and long practical
short and long techniques
answer
answer
questions 15 marks:
questions Critical
analysis of
15 marks: given
15 marks: experimental
Extended data
Comprehensio
response
n questions 25 marks: One
questions essay from a
choice of two
titles

RESOURCES USED

The text books available for this course are AQA

Biology (G. Toole), published by Nelson Thornes
and The Complete Course for AQA Biology
published by CGP Books.

Additional, key concept reference material will

supplement the student’s overview and contextual
analysis of issues.
RECOMMENDED READING
Upon starting the course, students will be
encouraged to subscribe to Student BMJ and
embark on regular reading around the subject.
The library contains an array of text books as well
as books on ‘popular science’. Pupils should read
a variety of books, both fiction and non-fiction from
Ishiguru’s, Never Let Me Go and Michael
Crichton’s Next to more seminal texts such as
works by Dawkins, Jones and Ridley. Pupils
should consider reading any science-orientated
book such as Bill Bryson’s A Short History of Time,
A Brave New World by Aldous Huxley and Nature
via Nurture by Matthew Ridley.
A full reading list for the Sixth Form is available
from the Senior LRC.
LINKS WITH OTHER GCE SUBJECTS
Students taking GCE Chemistry will find that the
study of organic chemistry increases their
understanding of Biological molecules but this is
not a prerequisite for Biology AS or A2: most
students will find the stimulating syllabus and
engaged application more than enough to both
achieve and enjoy GCE Biology. There are also
close links with GCE Psychology.
MEDICAL SOCIETY
For those students wishing to pursue a career in
Medicine, Veterinary Science or Dentistry, the
Medical Society provides support and guidance in
the preparation for admissions tests such as the
UKCAT and BMAT. Practice for Multiple Mini
Interviews (MMI’s) and more traditional interviews
is also given, alongside specialist advice for UCAS
applications.
 WHAT TYPE OF STUDENT IS THIS
COURSE FOR?

With a qualification in Chemistry you could go on

to further or higher education, studying Chemistry
or one of the other sciences or related subjects, or
work in science based industry such as chemical
engineering, materials science or biotechnology. It
is essential for the medical field, pharmacy and
environmental science. Chemistry is also a well-
respected subject in its own right and suitable for
CHEMISTRY entry into a wide range of professions.

CAREER DESTINATIONS
Head of Department: Mrs K Davis
Examination Board: OCR Chemistry lies centrally between Mathematics and
Physics on one hand and Medicine and the Life
Specification Code: A Level H432
Sciences on the other. As a result, the range of
careers open to graduate chemists is very
INTRODUCTION extensive. Many enter work in the chemical
industry, or in academic government
The Advanced GCE in Chemistry serves the needs establishments. Others use the logical and
of a wide range of students as they follow their practical training of a Chemistry degree to enter
individual routes through lifelong learning. The the marketing, sales or management. Analytical
course contains the following broad objectives: chemistry is important in environmental
conservation, and chemical analysts are required
 developing and using practical techniques to in clinical and forensic laboratories and in quality
investigate chemistry control throughout the manufacturing industry.
 observing and using trends in the behaviour of
substances
 solving chemical problems using mathematical
techniques
 solving chemical problems using concepts
 studying the application of chemistry in selected
fields, together with their social and economic
aspects.

PREVIOUS KNOWLEDGE & EXPERIENCE

The GCE specification builds upon the knowledge

gained in the GCSE Chemistry course.

Students require a minimum of 7:7 in GCSE

Combined Science or a grade 7 in GCSE
Chemistry and also a grade 7 in GCSE
Mathematics before embarking on the course.
SPECIFICATION OVERVIEW SCHEME OF ASSESSMENT

Unit Further Notes Content Assessment

Development  Practical skills assessed in a Overview
of practical written examination
1
skills in  Practical skills assessed in the Periodic Table,
Chemistry practical endorsement Elements and
 Atoms, compounds, molecules Physical Chemistry
and equations (01)
Foundations in
2  Amount of substance 37% of total
Chemistry
 Acid-base and redox reactions A Level
Content is split 100 marks
 Electrons, bonding and structure
into six 2 hours 15 minutes
 The periodic table and
periodicity teaching Written Paper
 Group 2 and the halogens modules:
Periodic Table
3  Qualitative analysis
and Energy Module 1
 Enthalpy changes
 Reaction rates and equilibrium Development Synthesis and
(qualitative) of practical analytical
 Basic concepts skills in techniques (02)
 Hydrocarbons Chemistry 37% of total
Core Organic  Alcohols and haloalkanes 100 marks A Level
4
Chemistry  Organic synthesis Module 2 2 hours 15 minutes
 Analytical techniques (IR and Foundations in Written Paper
MS) Chemistry
 Reaction rates and equilibrium
(quantitative) Module 3
Physical
 pH and Buffers
Chemistry and Periodic Table
5  Enthalpy, entropy and free
Transition
energy
and Energy Unified Chemistry
Elements
 Redox and electrode potentials (03)
 Transition elements Module 4
Core Organic 26% of total
70 marks
 Aromatic compounds Chemistry A Level
1 hour 30 minutes
 Carbonyl compounds Written Paper
 Carboxylic acids and esters Module 5
Organic
 Nitrogen compounds Physical
6 Chemistry and
Analysis  Polymers Chemistry and
 Organic synthesis Transition
 Chromatography and Elements
spectroscopy (NMR)
Module 6 Practical
Organic endorsement in
Chemistry and Reported
Chemistry (04)*
Analysis separately
Non-exam
assessment

Component 01 assesses content from modules

1, 2, 3 and 5.

Component 02 assesses content from modules

1, 2, 4 and 6.

Component 03 assesses content from all

modules (1 to 6).
ASSESSMENT OF PRACTICAL SKILLS LINKS WITH OTHER GCE SUBJECTS
AND THE PRACTICAL ENDORSEMENT
The study of AS or A level Chemistry links well with
Module 1 of the specification content relates to the other science subjects, Biology and Physics and
practical skills learners are expected to gain also Mathematics. In addition, students have
throughout the course, which are assessed found that Chemistry provides links with less
throughout the written examinations and also obvious subjects such as History and Geography.
through the Practical Endorsement. Practical
activities are embedded within the learning
outcomes of the course to encourage practical
activities in the classroom which contribute to the
achievement of the Practical Endorsement as well
as enhancing learners’ understanding of chemical
theory and practical skills.

RESOURCES USED

A Level Chemistry A for OCR (Year 1 and AS

Student Book)
Rob Ritchie and Dave Gent OUP

A Level Chemistry A for OCR

Rob Ritchie and Dave Gent OUP

Calculations in AS/A2 Chemistry Longman

The following non text resources are helpful:

Education in Although this is written primarily

Chemistry for teachers, it contains
valuable information including
useful websites.
Chemistry Aimed at A Level students.
Review
ChemNet Offered by the Royal Society of
Chemistry.
www.chem A very useful website with clear
guide.co.uk explanations of all AS and A
Level topics
www.knock Lots of revision sheets
hardy.org.uk
 CAREER DESTINATIONS
Physics applications, like the career opportunities,
are extremely varied. Employers today actively seek
out people who can prove their ability to think
logically, understand complex ideas and apply them
to the real world. If you want a career in science, the
media, education, business or a host of other fields,
physics can help give you the edge. Typical sectors
where physicists are found include research and
development, design and production, medical
physics, astronomy and astrophysics,
telecommunications and education.

PHYSICS SPECIFICATION OVERVIEW

Head of Department: Mr S Law A Level (Year 1 Content)

Examination Board: Pearson Edexcel Working as a Physicist
Advanced GCE in
Physics Mechanics

Specification Code: 9PH0 Electric Circuits

Waves and Particle Nature of Light
INTRODUCTION A Level (Year 2 Content)

The A Level Physics specification covers initially Working as a Physicist

fundamental areas of Physics, such as Forces, Further Mechanics
Waves and Electricity, and later topics build on
these topics in order to give students a broad Electric and Magnetic Fields
knowledge of both classical and modern Physics
concepts. The speciation also has a practical Nuclear and Particle Physics
endorsement which gives students opportunities to
Thermodynamics
use relevant apparatus and techniques to develop
and demonstrate special practical skills. The course Space
is designed to inspire students to think as Scientists.
Nuclear Radiation

PREVIOUS KNOWLEDGE & EXPERIENCE Gravitational Fields

Oscillations
The A Level GCE specification builds upon the
knowledge gained in the GCSE Physics course.
The assessment of experiment and investigative
Please note that the ordering of topics within this
skills builds from SC1 area of the GCSE Science
table does not imply a particular teaching order.
course. Other skills will be developed throughout
the course.

WHAT TYPE OF STUDENT IS THIS COURSE

FOR?
This course is for the student who wishes to extend
their knowledge of Physics beyond GCSE and go
on to study Physics or a Physics related course at
university. Students require a minimum grade of 7:7
in GCSE Science or a grade 7 in GCSE Physics
and also a grade 7 in Mathematics before
embarking on the course.
SCHEME OF ASSESSMENT RESOURCES USED
A Level Assessment Model
Edexcel A Level Physics Year 1 Student Book
At A Level, there are three question papers. The Pearson, Miles Hudson
papers will both contain a variety of short and long
response questions. Some of the questions may
require more extended responses. Paper 1 and Edexcel A Level Physics Year 2 Student Book
Paper 2 will also contain 10 to 15 multiple –choice Pearson, Miles Hudson
questions.

Paper 1 Paper 2 Paper 3 AS & A Level Physics through diagram

Advanced Advanced General and Oxford Revision, Stephen Pople
Physics I Physics Practical
30% of A 30% of A Level Principles in
Level Physics Understanding Physics
40% of A Level
Working as a Working as a Questions in Jim Breithaunt

Physicist Physicist this paper

may draw on
Mechanics Material RECOMMENDED READING
any of the
Waves and topics in this
specification. A Brief History of Science
Particles
Electric Circuits The paper will
Nature of John Gribbin
include
Light questions In Search of Schrodinger’s Cat
Further Thermo that assess
conceptual John Gribbin
Mechanics dynamics and
Electric and theoretical A Brief History of Time
understanding
Magnetic Space Stephen Hawking
of experimental
Fields method QED Strange Theory of Light and Matter
(indirect
Nuclear practical skill) Richard Feynman
that will draw
Radiation New Scientist
on students’
Nuclear and experience
Weekly
Particle Gravitational of the core
practical’s.
Physics Fields

Oscillation
 CAREER DESTINATIONS

We encourage students to discuss topical issues,

analyse data and to search for patterns. These
transferable skills are obviously very desirable in
the workplace. Most companies have placed
emphasis on their ethical and environmental
responsibilities, and therefore an advanced
Geography qualification will place you in a very
employable position. Whether you consider
yourself stronger at the Humanities or the
Sciences, Geography is an excellent companion to
your other courses.

SPECIFICATION OVERVIEW
GEOGRAPHY
A Level Units: How it is Assessed:
Head of Department: Mrs L Wisdom Unit 1 Physical Geography
Examination Board: AQA A Level Geography Water and Carbon Cycles:
Specification Code: 7037 This section of the course
focuses on the major stores of
water and carbon at or near
the Earth’s surface and the
INTRODUCTION dynamic cyclical relationships
associated with them. These
The study of Geography stimulates an interest in, are major elements in the
and a sense of wonder about, places. It helps us natural environment and
make sense of a complex and dynamically understanding them is
changing world. Geography explains how places fundamental to many aspects
and landscapes are formed, how people and their of physical geography.
environments interact and how a diverse range of Coastal Systems and
economies, societies and environments are Landscapes: This section of
interconnected. Whether it is the threat of global our specification focuses on
warming, the consequences of our ageing coastal zones, which are Unit 1 Physical
population or controversial planning decisions in dynamic environments in Geography
our local area, the media provide a constant which landscapes develop by
reminder of the importance of ‘Geography’ in our Written Exam: 2
the interaction of winds,
lives. hours 30 minutes,
waves, currents and terrestrial
40% of the A Level.
and marine sediments. The
Students will develop the use and application of a operation and outcomes of Question types
variety of geographical skills such as basic fundamental geomorphological include: multiple
investigative, cartographic, graphical, applied ICT processes and their choice, short
and statistical skills. Students will develop a critical association with distinctive answers, levels of
awareness of the appropriateness and limitations landscapes are readily response and
of different skills and resources. observable. extended prose.
Hazards: This optional section
of our specification focuses on
PREVIOUS KNOWLEDGE OR EXPERIENCE the lithosphere and the
REQUIRED atmosphere, which
intermittently but regularly
present natural hazards to
Geography at GCSE is a not requirement in order
human populations, often in
to take Geography at A Level. Several topics
dramatic and sometimes
covered in the course are developments of work
catastrophic fashion. By
covered at GCSE, but others are new. The main
exploring the origin and nature
requirements are that the student has an enquiring
of these hazards and the
mind, an interest in the environment and current
various ways in which people
affairs, a willingness to explore new ideas and an
respond to them, students are
ability to communicate ideas effectively.
able to engage with many
dimensions of the relationships
between people and the
environments they occupy.
 A Level Units: How it is Assessed: A Level Units: How it is Assessed:
Unit 2 Human Geography
Global Systems and Global
Governance: This section of
our specification focuses on
globalisation – the economic,
political and social changes
associated with technological
and other driving forces which
have been a key feature of
global economy and society in
recent decades.
Changing Places: This
section of our specification
focuses on people's
engagement with places, their
experience of them and the Unit 3 Geography Fieldwork
qualities they ascribe to them, Unit 3 Geographical
Investigation
all of which are of fundamental Investigation
importance in their lives. Students are required to
complete four days of fieldwork 3000-4000 words.
Students acknowledge this
importance and engage with throughout the A Level course 20% of the A Level.
how places are known and in relation to both physical and Marked by teachers
experienced, how their human geography subject and moderated by
character is appreciated, the Unit 2 Human matter. The fieldwork is AQA.
factors and processes which Geography undertaken in the Lower Sixth.
impact upon places and how
Written Exam: 2
they change and develop over
hours 30 minutes,
time. Through developing this
40% of the A Level.
knowledge, students will gain
understanding of the way in Question types
which their own lives and include: multiple
those of others are affected by choice, short
continuity and change in the answers, levels of
nature of places which are of response and
fundamental importance in extended prose.
their lives.
Population and the
Environment: This optional
section of our specification has
been designed to explore the
relationships between key
aspects of physical geography
and population numbers,
population health and well-
being, levels of economic
development and the role and
impact of the natural
environment. Engaging with
these themes at different
scales fosters opportunities for
students to contemplate the
reciprocating relationships
between the physical
environment and human
populations and the
relationships between people
in their local, national and
international communities.
 KNOWLEDGE & EXPERIENCE REQUIRED
Students need to have an enquiring mind, an
interest in the past and its relevance to current
affairs and the ability to communicate their ideas
effectively. Those students who have studied
History GCSE will find that the skills they have
learned will be developed to a higher level
although it is not a necessarily a requirement to
have studied History at GCSE in order to embark
on the A level course; aptitude and interest in the
subject are, of course, expected. Typically, GCSE
pupils will have achieved at least a grade B before
embarking on the A level course. A number of
HISTORY topics offered for study are developments from
GCSE but plenty of topics will be new to most
Head of Department: Mr C McManus students.
Examination Board: Edexcel (History
Level 3)
Specification Code: 8HI0 & 9HI0 WHAT TYPE OF STUDENT IS THIS
COURSE FOR?

INTRODUCTION The course will appeal to students who:

“Only people who have an acquaintance with the  have an interest in the way the world has
landmarks of change in past societies can plug developed through the ages
themselves into debate and discussion about the  enjoy investigation, discovery, discussion and
modern world and its future.” debate
 want to improve their analytical skills
The History Department seeks
 want to broaden science or language AS or A2
 to encourage and develop open and enquiring studies
minds and an appreciation that individual
viewpoints can differ
 to assist the pupils to develop informed CAREER DESTINATIONS
opinions and the ability to support them with
Students who wish to keep their options open
reasoned arguments
should consider studying A level History. History is
 to help pupils develop desirable personal
regarded as a useful qualification for a wide range
qualities such as perseverance, initiative, and
of higher education and career choices, e.g. law,
the ability to work independently and
the civil service, business management, social
cooperatively
science / work, broadcasting, the diplomatic
 to stimulate curiosity about and interest in the
service, journalism, politics and publishing.
past
 to help pupils appreciate diversity and to value
inheritance
 to equip the pupils to consider how far the past
influences the present to develop distinctive,
disciplined, problem solving methods, critical
enquiry skills, thinking skills and communication
skills
SPECIFICATION OVERVIEW

ROUTE C:
REVOLUTION IN EARLY MODERN &
MODERN EUROPE

Paper Option
Option 1C:
Paper 1 Britain 1625 – 1701: Conflict,
Revolution & Settlement
Option 2C.2:
Paper 2
Russia in Revolution 1894 – 1924
Option 36.2:
Paper 3
Ireland and the Union 1774 - 1923
Historical Enquiry
Coursework
set by the Centre

SCHEME OF ASSESSMENT
Mode of Assessment
Nature of Paper

Weighting
Duration
Paper

Breadth Study
1 with Exam 2hr 15 30%
Interpretations
2 Depth Study Exams 1hr 30 20%

Themes in
3 Breadth with Exam 2hr 15 30%
aspects in Depth

Historical Enquiry 4000

Course
4 & Historical word 20%
work essay
Interpretation

AS History will not be available. Students choosing

the subject will complete their studies over two
years, completing their examination at the end of
their Upper Sixth year.
 CAREER DESTINATIONS

The study of Religious Studies at GCE Advanced

Level opens up a range of career and academic
destinations including degree study of philosophy
and theology, access to caring, medical and
paramedical professions, teaching and community
work. Further examples may be seen at
www.purplepigeon.net (Connexions
Cambridgeshire)

RELIGIOUS EDUCATION SPECIFICATION OVERVIEW (A LEVEL)

Head of Department: Miss A Loffman A Level

Examination Board: Edexcel Each unit is assessed in a 2 hour examination at
the end of the A Level course.
INTRODUCTION Title Topic Outline

This course is open to anyone with an interest in Philosophy of Philosophical issues and
people, cultures and beliefs, who would like to learn Religion questions; The nature
more about world faiths, study the philosophy and and influence of
religious experience;
ethics of religion and secular society.
Problems of evil and
suffering; Philosophical
language; Works of
PREVIOUS KNOWLEDGE OR EXPERIENCE scholars; Influences of
REQUIRED developments in
religious belief.
Whilst there are no prior knowledge requirements
for Religious Studies at GCE level, a B grade pass
in GCSE RS and English Language is essential. Significant concepts in
Religion and Ethics issues or debates in
religion and ethics; A
WHAT TYPE OF STUDENT IS THIS study of three ethical
theories; Application of
COURSE FOR?
ethical theories to issues
of importance; Ethical
It is strongly advised that potential candidates
language; Deontology,
embark on the course with a commitment to the Virtue Ethics and the
subject and a willingness to explore, discuss, works of scholars;
challenge and read widely. As this is an academic Medical ethics:
course, students of any world faith may apply as beginning and end of life
well as those of no faith. issues.

Study of Religion: Religious beliefs, values

Christianity and teachings; Sources
of wisdom and authority;
Practices that shape
and express religious
identity; Social and
historical developments;
Works of scholars;
Religion and society;
Primary texts.
RECOMMENDED READING

Students are expected to read widely from a wide

range of books on philosophy and ethics available
in the Department and Senior School Resource
Centre. It is recommended that students become
informed about current religious issues and news
events that are reported in newspapers and on
television. Students are also advised to research
the growing range of high quality information
available on video, DVD and the internet.

BUSINESS STUDIES
Head of Department: Mr S Dyer
Examination Board: OCR
Specification Code: A Level H431
INTRODUCTION
Business is about analysing and evaluating the
decisions that businesses make in the real world.
To be able to do this well, students must be able to
use the knowledge that they learn throughout the
course. They must pull apart the advantages and
disadvantages of decisions that have or will be
made, the factors effecting the decisions and be
able to recommend strategies for real businesses to
follow.
Business encourages students to apply decision-
making skills, particularly considering why the size
and scope of a business makes a difference to the
action taken. You will study a number of different
businesses and all of your examinations will be
based on real businesses and the problems they
face.
It is an inter-disciplinary course, which includes
elements of accountancy, management science and
economics, as well as psychology and law. The
course also develops the personal skills needed to
work effectively within organisations. These include
communication skills, the ability to work in groups
and an understanding of how organisations work.
PREVIOUS KNOWLEDGE OR EXPERIENCE
REQUIRED
Previous knowledge of the subject is not required.
Success at A level will be enhanced if students have
a genuine interest in how businesses in the real
world operate. There is a need to be able to use
numbers with confidence and to write persuasive
arguments.
WHAT TYPE OF STUDENT IS THIS COURSE
FOR?
The course is suitable for students who
 look at the world/businesses and ask ‘why
do they do it like that?’
 enjoy discussing what is going on in the
real world
 wish to develop their communication and
numerical skills
 are not looking for the ‘right’ answer, but
the ‘best’ answer
CAREER DESTINATIONS
 A level Business is an excellent base for a
university degree, especially degrees in
business, management, human resources,
accountancy, law, finance, philosophy, politics
and economics, sociology and psychology.
Careers with a business degree are diverse and
have high earning potential.
 A range of career possibilities including
banking, insurance, advertising,
distribution, sales, accounting, law,
education, central or local government
and business consultancy. Business
skills, which touch on every part of our
modern society, are in high demand
worldwide and are often well paid.
 Entrepreneurship and the benefits of running
your own business.
SPECIFICATION OVERVIEW RESOURCES USED

The course aims to encourage students to develop a
critical understanding of organisations and allows
students to demonstrate an understanding of the
economic, environmental, ethical and international
issues that arise in the processes of business
behaviour. The course allows students to develop a
range of skills including the ability to make decisions
and evaluate management information.
SCHEME OF ASSESSMENT
Candidates take three units for the A Level.
OCR Business for A Level
A. Mottershead et al (2015)
Business Studies
Hall et al 4th edition, Causeway Press (2008)
A-Z Business Studies Handbook
Marcouse 5th edition, Hodder & Stoughton (2006)
Extensive use is made of the Internet as this subject
requires the latest information on legislation, the
economy and business news, in particular the BBC
news economy tracker and biz/ed.co.uk which is
tailored for students. Microsoft Excel is used to
support the learning of financial management
concepts and techniques.

Weighting Experiential learning also takes place as students

Assessment

take part in the Young Enterprise Company

Detail
Topic
Level

programme, running their own company and taking

on the role of a director. Learning is applied to real
A Level

businesses through visits.

RECOMMENDED WORK
Business 2 hrs
In preparation for the course pupils should take
33.33%

Operating in a analysis and Written

A 01*

local business Exam notice of local, national and international business

corporate
environment decision- 80 news, listen to and watch business programmes
making. marks such as Dragon’s Den and The Bottom Line and The
Outsourcing 2 hrs Apprentice.
33.33%

The UK Written
A 02*

and
business Exam
acquisitions. 80
environment LINKS WITH OTHER GCE SUBJECTS
Strategies for marks
marketing,
operations and 2 hrs Business Studies is an excellent bridge between
33.33%

The global Written Science and the Humanities. Students who enjoy
A 03*

HR. Financial
business Exam the investigative side of Science will be able to build
considerations.
environment 80
External on their skills whilst studying Business; they will use
marks
influences. numerical evidence to examine and evaluate the
*indicates synoptic assessment performance of businesses. Students who enjoy
reflecting and evaluating on topics in Geography and
History will also be able to further develop these
skills in Business. All students are welcome to join
the Young Enterprise scheme, but it is specifically
recommended for Business students.
 CAREER DESTINATIONS

Students will have a head start in careers and

degree courses in Economics, Business
Management, Finance, Banking, Local
Government and Politics.

SPECIFICATION OVERVIEW

Students will foster an appreciation of economic

concepts and theories in a range of contexts, and
ECONOMICS consider their value and limitations in explaining
real-world phenomena. They will distinguish
Head of Department: Mr S Dyer between development and growth in an economy.
Examination Board: OCR They will be encouraged to learn about international
economies, including economic integration such as
Specification Code: A Level H460
in the EU, and the globalisation of economies.

INTRODUCTION

The course covers a combination of microeconomic SCHEME OF ASSESSMENT

and macroeconomic content drawing on local,
national and international contexts. It develops a Candidates take three units for the A Level.
critical approach to economic models, and applies
them to a range of contexts, particularly focusing on

Weighting
the market economy and the role of the government
in addressing market failure. Students will select,

Assessment
interpret and use appropriate data from a range of

Detail
Topic
Level

sources. They will develop an understanding of

economic concepts and theories and consideration

A Level
of current economic issues, problems and
institutions that affect everyday life.

2 hrs
PREVIOUS KNOWLEDGE OR EXPERIENCE

33.33%
A level

Written
REQUIRED Microecono
01

Exam
mics Micro 80
Previous knowledge of the subject is not required. economic marks
theory, macro 2 hrs
Success at A level will be enhanced if students have a
economic
33.33%
A level

genuine interest in current affairs and GCSEs in Written

Macro functions in
02

Exam
Mathematics and English at Grade B or above. economics the UK and 80
globally, marks
WHAT TYPE OF STUDENT IS THIS COURSE market failure
FOR? and policy
approaches, 2 hrs
A level 03*

Themes in
33.33%

The course is suitable for students who the financial Written

economics
sector and Exam
(unseen 80
regulation.
 enjoy current affairs and themes) marks
 wish to learn about issues that affect citizens
and consumers
*indicates synoptic assessment
 would like to develop an understanding of the
role of government
 wish to develop analytical and quantitative skills
 want to study a subject which encourages
theoretical debate
RESOURCES USED

NB Resources will be reviewed for September

2015

OCR A Level Economics (Book 1)

Peter Smith (2015)

OCR A Level Economics (Book 2)

Peter Smith (2015)

Economics Through Diagrams

Andrew Gillespie, Oxford University Press (2009)

Economics, 5th Ed.

Alain Anderton, Pearson Longman (2008)

Extensive use is made of the Internet as this

subject requires the latest information on the
economy and economic news. In particular use is
made of sites tailored for students such as
www.tutor2u.net.

RECOMMENDED WORK

In preparation for the course students should take

notice of local, national and international economic
and business news; it is recommended they listen to
or watch programmes on current affairs, such as the
Radio 4 Today programme.

LINKS WITH OTHER GCE SUBJECTS

Many other subjects supplement the study of

Economics which prides itself on being cross-
curricular. Other Social Sciences such as Sociology
and Psychology engage the learner to think about
their personal circumstances and their role in
society. History, Geography, Business, Critical
Thinking, Mathematics and the Sciences can be
taught cohesively and complement the study of
Economics. The study of any of these subjects can
assist those learners studying to progress to Higher
Education and employment.
BUSINESS STUDIES AND ECONOMICS
THE DIFFERENCE
BUSINESS STUDIES
SUBJECT CONTENT
Business teaches students to think about the decisions
made by businesses.
The approach in the course is less theoretical than
Economics and involves studying in some detail how
today’s businesses carry out their various functions
including marketing, finance, production (operations
management), and human resource management
(personnel).
The course also looks at how outside activities affect
businesses and in turn how businesses react to these -
for example, the effect of changes in Government policy,
competition, demand, pressure groups and ethics.
The A Level covers similar topics from the AS but in more
detail and requiring more sophisticated essay-writing
skills.
Both AS and A-Level are 100% examined.
Business knowledge is more compartmentalised and
each area of business can be seen as its own topic.
This allows students to use the areas that they
understand best to approach a business problem.
SKILLS
Business requires a reasonable level of numeracy and
involves more number work than Economics.
However, the course is testing Business and not
mathematics, and the important skill is to understand
and apply the figures to the business being studied.
The ability to analyse, evaluate and write good English
is very important. Sources of information for Business
include textbooks, reference materials, government
and business data, the internet and students’ own
experience.
Business can seem more practical than Economics but
there is still a significant body of theory to learn.
However Business theory often follows a 'common
sense' approach which lends itself to learning through
doing.
THE BUSINESS STUDENT…
Knows the theory and can use it well.
Understands how people work.
Wants to understand how things are made.
Can use numbers to explain what is happening.
Applies knowledge to avoid failure.
Analyses what is good and bad.
Likes using the rules to solve the
problems.
ECONOMICS
SUBJECT CONTENT
Economics teaches students to think
logically and to use theories to understand
how economics operates.
Component 1 relies heavily on interpretation
of diagrams to explain changes of supply
and demand. It also studies how the private
sector works and the effects of competition
and comparing this with the public sector
provision.
Component 2 is the macroeconomic part of
the course is what most people associate
with economics.
This includes economic growth, inflation,
unemployment and international trade, and
the difficulties that UK Governments face
when they attempt to steer the economy in
their chosen direction.
Both AS and A-Level are 100% examined.
Economics builds upon the knowledge and
understanding learned in the previous
lesson.
The topics taught at the beginning of the
course are the foundation for everything that
follows.
SKILLS
A level Economics requires a reasonable
level of numeracy, but it is not
mathematical. The main skill that a good
economist needs is the ability to analyse
trends and explain these using economic
theory. The ability to see how one
economic policy (e.g. low inflation) may
affect other parts (e.g. employment) is
paramount. This requires a clear mind and
an ability to think and analyse logically and
to write good English.
During the course, students will be
expected to collect and use information
from many sources, including textbooks,
quality newspapers, the internet and their
own experience.
Economics can be very theoretical which
some students find dry but is essential to
master before it can be applied to real
situations. Learning precise definitions, for
example, is essential. More practically-
mined students should therefore choose
Business.
THE ECONOMICS STUDENT…
Knows the theory and can recall it
precisely.
Understands how the world works.
Applies knowledge to recognise failure.
Can use graphs to show relationships.
Can create data to show what has
happened.
Analyses what is correct and incorrect.
Likes using the rules to create new problems.
 CAREER DESTINATIONS

This course is extremely beneficial for careers in

health, welfare, medicine, law, teaching,
marketing, human resources, general
management, the police and the media.

SPECIFICATION OVERVIEW

Module Topic

PSYCHOLOGY Attachments in
Development:
Head of Department: Mr D Moxon A variety of issues relating to
attachment and bonding, as
Examination Board: AQA well as the effects of day care
Specification Code: A-level Psychology 7182 on children’s social
development.
Human Memory: Research
INTRODUCTION and theories conducted within
the area of memory and
Students taking AS and A Level Psychology learn forgetting, as well as research
to understand the reasons and motivations behind into strategies for improving
human behaviour and the facets of abnormal memory.
behaviour. Issues specifically related to
Psychology such as ethics, culture and gender are Paper 1: Psychopathology:
Introductory How psychological abnormality
discussed during the course, providing insight into 1
Topics in can be defined, as well as the
other areas of society. Psychology gives students Psychology biological and psychological
a unique understanding of why people behave in a explanations of abnormal
certain way and what causes human behaviour behaviour including phobias,
both from a biological and social perspective. depression and OCD. We
consider treatment of
abnormality, including drugs
PREVIOUS KNOWLEDGE OR EXPERIENCE and CBT.
REQUIRED
Social Psychology:
Research and theories into
Students will be expected to have met the
obedience and conformity are
matriculation requirements for the School and studied in this module, as well
achieved a GCSE mean score of 5.5 including as resisting pressures to
English and Maths at grade C or above. No other conform and independent
specific GCSE subjects are required. behaviour.

WHAT TYPE OF STUDENT IS THIS

COURSE FOR?
Biopsychology:
We consider biological aspects
A Level Psychology is an excellent foundation for
of psychology including
further study in this subject or related subjects in divisions of the nervous
higher education. system, endocrine system and
Paper 2:
localisation of function in the
2 Psychology
brain. Ways of studying the
in Context
brain are considered as well as
applied research into biological
rhythms.
 SCHEME OF ASSESSMENT
Research Methods:
Students develop knowledge

Scheme of Assessment
and understanding of the

Mode of Assessment

Weighting
scientific process and
techniques of data handling

Duration
and inferential statistics. Both

Name
Unit
Quantitative and qualitative
techniques are considered.

AS
Approaches in psychology:

A2
The origins of Psychology are
considered as well as specific
theoretical approaches to the
discipline including: Learning, Introductory

33.3%
50%
2 Written

AS
the cognitive approach, the 1 Topics in
hrs Exam
biological approach, the Psychology
psychodynamic approach and
the humanistic approach.

33.3%
50%
Psychology 2 Written

AS
2
in Context hrs Exam
Relationships:
The formation, maintenance
and breakdown of

A Level
relationships, as well as Issues and

cultural variations. We also
consider sexual selection
strategies and parental
investment behaviour.
Consideration is given to
virtual relationships and social
media.
Paper 3: Stress:
Issues and A specific focus on stress,
3 examiners.
Options in including the physiology of
Psychology stress, stress & illness and
managing & coping with
stress.
Forensic Psychology:
Problems of defining crime are
looked at as well as
explanations of criminal
behaviour. Dealing with
offender behaviour is also
considered including Anger
Management
33.3%
2 Written
3 Options in
hrs Exam
Psychology
RECOMMENDED READING
The magazine Psychology Review is written
especially for A level students.The articles are
relevant to the work studied and there are also
examination advice columns from the principal
Cara Flanagan has written an Essential
Dictionary of Psychology which can be obtained
from Philip Allan Updates.
Other textbooks have been written especially for
this A level course, two of which are given below:
AQA Psychology for A-level Yr 1 & AS
Flanagan et al (2015)
AQA Psychology for A-level Yr 2
Flanagan et al (2016)

LINKS WITH OTHER GCE SUBJECTS A2 Human Relationships

David Moxon Heinemann
The study of AS or A level Biology would link with
this subject, especially when studying the AS Memory
Biological Psychology units at both AS and A2 David Moxon Heinemann
level. There are similar links with Physical
Education at AS Level. Useful websites include:
www.s-cool.co.uk
www.clickpsych.com

MODERN FOREIGN LANGUAGES
FRENCH AND GERMAN
Head of Department: Mr A Jackson
Examination Board: AQA
Specification Code: Advanced Level
INTRODUCTION
New technology and improved travel and
communications have resulted in the world
becoming a much smaller place. It is crucial,
therefore, that we learn to speak with and
understand each other. This can only be done
effectively by learning other languages and
appreciating associated cultures.
An Advanced level qualification in a modern
foreign language will teach you to communicate at
a higher level in the language you choose to study,
as well as developing your general study,
independent learning and research skills. You will
have the chance to learn much more about a wide,
varied and interesting range of aspects of the
societies in which the language is spoken.
PREVIOUS KNOWLEDGE OR EXPERIENCE
REQUIRED
You have developed vital language skills and
knowledge at Key Stage 4. The Advanced language
courses will build substantially upon this and
introduce you to a new level of language structure
and much more complex vocabulary. Prospective
Advanced Level students will have achieved at least
a grade B at GCSE in the language before
embarking on an Advanced language course.
WHAT TYPE OF STUDENT IS THIS
COURSE FOR?
You will need to feel confident in the four language
skills of listening, speaking, reading and writing,
and have knowledge of and an interest in the
culture and way of life of the target language
countries. You must be interested in developing
this understanding in much more depth than at
GCSE level, through a combination of familiar
topics studied in much more depth and new, more
mature topics, such as the digital world,
immigration, cultural life and historical and
contemporary topics related directly to France and
Germany.
An Advanced language qualification in French and
German will appeal to you if you are keen on
travel, different countries and cultures, and are
interested in more than the confines of Anglo-
Saxon and American culture.
CAREER DESTINATIONS
There will be a range of opportunities open to you
in which you can further develop your linguistic
skills and knowledge. Some students choose to do
a degree course in the language they have
studied, and possibly learn a new language
alongside their established language, whilst others
do a joint degree course and continue to study
their chosen language with a different subject,
such as business studies. In the multinational
nature of modern business and commerce,
employers are actively seeking employees with
language skills and experience, and a language
qualification will put you in a stronger position for
interesting employment with good career and
travel opportunities.
Examples of employment where language skills
are particularly valued include journalism and
media, engineering, marketing, travel and tourism,
customer service, the Civil Service (diplomatic
service, customs and excise, immigration) and
teaching, both in the UK and abroad.
SPECIFICATION OVERVIEW: FRENCH SCHEME OF ASSESSMENT A LEVEL

Aspects of French- Aspects of French- Paper 1: Listening, Reading and Writing

speaking society: speaking society: Written exam:
current trends current issues How it is 2 hours 30 minutes
The changing nature of assessed 100 marks
Positive features of a
family 50% of A-level
diverse society
Listening and responding to spoken
The cyber-society passages from a range of contexts
Life for the marginalised
and sources.
The place of voluntary
work How criminals are treated Reading and responding to a
What is variety of texts written for different
Aspects of political life assessed purposes, drawn from a range of
Artistic culture in the
in the French-speaking authentic sources.
French-speaking world
world
A culture proud of its Teenagers, the right to Translation into English.
heritage vote and political
commitment Translation into the language of
Contemporary study.
Demonstrations, strikes – Paper 2: Writing
francophone music
who holds the power?
Written paper:
Cinema: the 7th art form How it is 2 hours
Politics and immigration
assessed 80 marks
20% of A-level

One question on a set text with a

choice of two questions and one
SPECIFICATION OVERVIEW: GERMAN
question on a film with a choice of
What is
Multiculturalism in two questions or two questions on
Aspects of German- assessed
German-speaking set texts with a choice of two
speaking society questions for each text. All
society
The changing state of questions are set and answered in
Immigration the target language.
the family

The digital world Integration Paper 3: Speaking

Oral Examination:
Youth culture: fashion 21-23 minutes
Racism
and trends, music, How it is (including 5 minutes preparation
television assessed time)
Artistic culture in the Aspects of political life 60 marks
German-speaking in the German- 30% of A-level
world speaking world Discussion of a sub-theme (5-6
Festivals and traditions Germany and the minutes) with the discussion based
European Union on a stimulus card.
Art and architecture The student has a choice of two
Politics and youth
What is cards and studies the chosen card
Cultural life in Berlin, assessed for 5 minutes before the test
German reunification
past and present begins.
and its consequences

Presentation (2 minutes) followed

by discussion of individual research
project (9-10 minutes)

ART AND DESIGN
Head of Department: Mr A Harwin
GCE A Level Art and Design
(2 year – examined in Year 13)
Examination Board: AQA
Specification Code:
Art and Design: Fine Art – 7202C & 7202X
Art and Design: Textile Design – 7204C &
7204X
INTRODUCTION
The new A Level Art and Design course is exciting
and challenging; students are able to develop their
creative potential whilst developing their technical
skills in a wide range of media.
Most students moving on from GCSE will undertake
the Fine Art endorsements as in both courses this is
broad enough to accommodate almost any range or
combination of media or technique.
*Students who have completed an Art Textiles
GCSE can choose to complete their studies in the
Textile Design endorsement.
A LEVEL STRUCTURE
This two year course is formed of two parts, a
foundation or developmental stage in Year 12 and
a moderated and examined stage in Year 13.
In Year 12 students will develop their skills in a
wide range of techniques through a series of short
projects. In Year 13 students will use these skills to
produce two units of work; a coursework unit called
the ‘personal investigation’ and an examination
unit in response to an externally set title.
PREVIOUS KNOWLEDGE OR EXPERIENCE
REQUIRED
Students will normally have completed a GCSE Art
and Design course with a good pass (grades B or
above, though particularly committed students at
grade C will be considered). Students new to the
school should submit their portfolio of work. At A
Level, good written English is necessary for the
completion of the 1000 – 3000 word personal
investigation.
Students should have a basic working knowledge
of a range of materials and techniques; they
should have experience of researching the work of
other artists, craftspeople and designers, and the
ability to relate this to their own work. Students
should have experience of maintaining a
sketchbook and the ability to develop their own
ideas, not solely relying upon the guidance of a
teacher.
WHAT TYPE OF STUDENT ARE THESE
COURSES FOR?
These courses are not only for students who love
Art and Design and the act of creation, or for those
who wish to take up one of the many exciting
career destinations available to an Art and Design
graduate (see below), they provide a great
addition to your portfolio of AS or A Level subjects.
They develop a broad range of skills that
employers value such as communication, lateral
thinking and creative problem-solving, general
intellect, the willingness to learn, an ability to find
things out, flexibility and adaptability, as well as
self-motivation. So, if you have enjoyed GCSE but
do not intend to follow a career in Art and Design,
this could still be a good choice for you!
CAREER DESTINATIONS
This course can lead to a variety of career
destinations. Students would normally undertake a
further one year pre BA ‘Foundation’ course before
completing their chosen degree; this enables them
to develop their skills further, create a professional
portfolio for interview and most importantly enable
them to make an informed choice about which
specialism to choose.
Career destinations are most directly related to A LEVEL ART AND DESIGN
their course experience, though as Art and Design
degrees enhance creative and imaginative

Further Notes
Component
thinking, graduates move into many other

Topic
Level
commercial and professional environments.
Opportunities include:-

 Working as independent professional artists,

designers and photographers within design
agencies Personal
and corporations investigation.
 within national and international art Candidate
Candidates are
organisations, museums and galleries, and as chooses
expected to continue

A Level
teachers at all levels of education thematic focus
their work in their

1
for study; this
 British designers in all disciplines including own time, developing
will include
Fashion, Furniture, Product, Interiors, sketchbook work
practical work
Graphics, Illustration, Theatre, Model-making, (class time plus 5
and a written
hours per week).
Multi Media, Textiles and Three-Dimensional element of
Design are sought after all over the world between 1000
 Photographers work in a wide range of fields and 3000 words.
including art photography, photo-journalism,
fashion and editorial work and portraiture Paper will be given
out 1st February and
 Fine Art and other Art and Design Graduates can be worked on
have unparalleled influence in the visual arts, until marking
based on the high quality and professional deadline (early May).
A Level

relevance of their educational experience. 2 At the end of this

Externally set
time there will be a
assignment.
15 hour timed
element where
students are
expected to work
unaided, completing
their work.

SCHEME OF ASSESSMENT
A LEVEL ART AND DESIGN

Assessment
Component

Weighting
Duration

Mode of
Name
Level

A 1 Personal September – Internal / 60%

Level Investigation January 31st externally
moderated

A 2 Externally set 1st February 15 hour 40%

Level assignment – early May unaided
element
externally
moderated
as a whole
RESOURCES/MATERIALS USED

Candidates will use a range of resources including Art

Books, CD ROMs and the internet, they will respond to a
wide range of stimuli and starting points.

Candidates will be required to supply a good quality A3

spiral bound hard covered sketchbook (Pink Pig or
similar) for each coursework unit and be prepared to
supply some of their own materials.

RECOMMENDED READING

The Story of Art E H Gombrich

The 20th Century Art Book Phaidon Press

Candidates should maintain an interest in art and design,

visiting galleries locally and nationally whenever possible;
read the arts sections of the quality press.

COURSEWORK REQUIREMENTS

Coursework tasks will be as described above; candidates

are expected to develop their ideas fully through the
completion of preparatory studies within their sketchbooks
and often at a larger scale. They will complete a
sketchbook/work journal for each coursework unit and be
expected to complete at least 5 hours of work at home
each week.

LINKS WITH OTHER SUBJECT AREAS

Art and Design creates links with many other subject areas;
practically ICT skills are regularly used and research and
writing skills are developed particularly at A Level. The
department has joined with other areas for other activities
such as foreign visits.

DESIGN AND TECHNOLOGY
PRODUCT DESIGN
Head of Department: Mr S Holbird
Examination Board: AQA
Specification Code: Design & Technology
Product Design
(3D) (2550)
INTRODUCTION
A-level Design and Technology: Product Design (3-D
Design) helps students take a broad view of design and
technology, develop their capacity to design and make
products and appreciate the complex relations between
design, materials, manufacture and marketing.
The specification provides students with the opportunity to
design and make a product (or in the case of AS, a number
of smaller products) in both years of the course. The
course has 50 per cent coursework in order to recognise
the importance of practical work within this subject.
The course is designed to help candidates to:
 initiate design solutions, develop, test and trial working
models and prototypes
 develop and sustain imagination, innovation and flair
when working with concepts and materials
 develop an understanding of contemporary design and
technological practices and consider the uses and effects
of new technologies and modern materials
 develop thinking skills, financial capability, enterprise
and entrepreneurial skills
Students can undertake the full A level course (AS and A2)
over two years or opt to study the AS for one year.
PREVIOUS KNOWLEDGE OR EXPERIENCE
REQUIRED
Within The Peterborough School we will require
students to have completed a GCSE Graphic Products
course with a good pass (preferably grades B or
above, though particularly committed students at grade
C will be considered). Students new to the school
should submit their portfolio of work. It is
recommended that candidates have attained
communication and literacy skills at a level equivalent
to GCSE grade C in English.
Students should have independent ability in sketching
and rendering, modelling, research and concept
development. It is also important that students can
creatively solve problems and can think analytically
about their own design solutions and that of other
designers.
WHAT TYPE OF STUDENT IS THIS COURSE
FOR?
The key to success with this course is that students
are willing to develop a passion for design. They need
to be naturally creative, have an inquisitive mind and
be impressed with and interested in the work of other
designers. Students who opt for this course also need
to possess natural ability in sketching and model-
making and be independent enough to initiate their
own research.
CAREER DESTINATIONS
There are a wide variety of vocational and post-
graduate paths to follow having completed this A-
Level. The course paves the way towards subjects
such as product design, architecture, industrial design,
graphic design and engineering. The skills gained in
this course are also exceptionally transferrable. The
primary aim of the course is to induce creativity and
lateral-thinking which are valuable in every walk of life.
 SPECIFICATION OVERVIEW

What’s How it’s Evidence

assessed assessed

Core technical Written

Paper 1

principles and exam Mixture of short

core designing answer, multiple choice
and making 25% of A- and extended response
principles level
Mixture of short
answer, multiple choice
and extended response
questions.

Section A:
 Product Analysis.
Specialist
Written  Up to 6 short answer
knowledge,
Paper 2

exam questions based on

technical and
visual stimulus of
designing and
25% of A- product(s).
making
level
principles
Section B:
Commercial
manufacture.
 Mixture of short
and extended
response
questions
NEA (Non-examined Content)

Practical
application of
Substantial
technical
design and Written or digital design
principles,
make task portfolio and
designing and
photographic evidence
making
50% of A- of final prototype
principles and
level
specialist
knowledge

RESOURCES & MATERIALS USED LINKS WITH OTHER GCE SUBJECTS

Candidates will use a range of written and online resources
and they will be required to be familiar with the department’s
subscription to design magazines. They will respond to a
wide range of stimuli and starting points. It is recommended
that students have their own stock of basic graphics
equipment.
Art and Design creates links with many other
subject areas; practically ICT skills are regularly
used and research and writing skills are developed
particularly at A2 level. The department has joined
with other subject areas for other activities such as
foreign visits.

RECOMMENDED READING

A reading list will be compiled in order to support candidates

with their learning.
Candidates should maintain an interest in design. There are
a number of apps that feed the user with daily design works,
interesting articles and reviews of exhibitions.
 CAREER DESTINATIONS

Careers possibilities, in which Drama experience is

useful, could be any aspect of theatre: front of house,
technical theatre, stage or costume design and
performing. Skills developed through the course
would be required in fields such as law, education,
business and marketing or any career that involves
meeting people face to face. The study of Drama
helps develop transferable skills, which can be taken
into any career or job. Drama and Theatre Studies is
recognised by all major universities as contributing
DRAMA & THEATRE STUDIES relevant points for entry qualifications.

Head of Department: Mrs R Shang SPECIFICATION OVERVIEW

Examination Board: AQA Assessment
Component Topic
Specification Code: A Level 7262 Section A
One question on
INTRODUCTION one set play
Section B
This course would be attractive to students who enjoy One three-part
Externally set
working practically and have a keen interest in theatre. question on a
1 Drama and
given extract from
Seeing plays live in a variety of theatrical settings and and assessed.
another set play
styles is a requirement of the course. Students study the Theatre
Section C
works of influential directors; designers, theatre companies One question on
and playwrights who have made a significant contribution a single live
to theatre practice. Students also study and explore pivotal theatre production
and vital plays from Ancient Greece to the present day. Internally
Plays that are studied are done so in a practical manner in assessed
Process of and
order to apply practical ideas to examination questions.
creating devised externally
2 Creating drama and a moderated.
Original performance of Assessment
PREVIOUS KNOWLEDGE & EXPERIENCE Drama devised drama also includes
a working
A passion and interest for performing is a great advantage notebook.
for success at this course. It is also recommended that Extract three
students should have developed a level of practical and is performed
critical awareness of drama and theatre equivalent to Practical as a final,
GCSE, but attainment in GCSE Drama is not a exploration and externally
3 Making performance of examined
requirement.
Theatre three extracts assessed
from three piece.
different plays A reflective
WHAT TYPE OF STUDENT IS THIS COURSE FOR? report

This course would be suitable for students who can work

as a member of a creative team, who are imaginative,
creative and analytical. Students will be required to
communicate effectively using drama. This will involve
problem solving and the use of appropriate and focused
research. Independent self-evaluation will be required to
support practical work.
SPECIFICATION OVERVIEW RECOMMENDED READING

Any books looking at the history of theatre.

Duration
Level

Mode of
Component Assessment Weighting  An Actor Prepares Stanislavski, Constantin
 Antigone Sophocles
 Bronte Polly Teale
Drama and
A 1
3
Written 40%  Stanislavski: An Introduction
Theatre hours Benedetti, Jean
Creating  Through the Body Callery, Dymphna
Practical  The Complete Brecht Toolkit
A 2 Original and 30% Unwin, Stephen
Drama Written
 The Theatre and its Double
Making Artaurd, Antonin
A 3 Practical 30%  Our Country’s Good
Theatre
Wertenbaker, Timberlake
 Devising Theatre: A Practical & Theoretical
Handbook Oddey, Alison
Throughout the course, students are assessed on their
 The Director’s Craft: A Handbook for the
ability to:
Theatre Mitchell, Katie
 Demonstrate the application of performance and /or  Kneehigh Anthology Volume 1: Oberon
production skills through the creation and realisation of Modern Plays Grose, Carl and Murphy, Anna
drama and theatre. Maria
 Demonstrate knowledge and understanding of practical  The Frantic Assembly Book of Devising
and theoretical aspects of drama and theatre using Theatre Graham, Scott and Hoggett, Steven
appropriate terminology  Taking Stock: The Theatre of
 Interpret plays from different periods and genres
Max Stafford-Clark
 Make critical and evaluate judgements of live theatre
Stafford – Clark, Max and Roberts, Phillip
 Our Country’s Good, Page to Stage:
A Study Guide
Stafford-Clark,Max and McKeown, Maeve

We also recommend experience of as much live

theatre as possible.

COURSEWORK REQUIREMENTS

The Practical Components 2 and 3 are the main

coursework elements. Candidates are required to
work in groups between two and eight to create an
effective interpretation of extracts from Component
3 and present an original piece of theatre or for an
audience. Playing time for the presentation would
be between 15 – 40 minutes. Each group is self-
RESOURCES USED contained and totally responsible for all aspects of
the drama piece created, which should
 Course book and texts ranging from Ancient Greek to
Contemporary Drama demonstrate the results of creative co-operation in
 Research using the Internet applying appropriate techniques to realise clear
 Supporting notes completed using ICT skills dramatic intentions for an audience. Candidates
 Stage Lighting are required to provide a working notebook and a
 Digital Theatre website reflective response which will demonstrate
understanding of practical decisions made.

MUSIC
Head of Department: Mrs H McKillop
Examination Board: WJEC Eduqas
INTRODUCTION
The WJEC Eduqas A level in Music offers a broad and
coherent course of study. The WJEC Eduqas specification
is designed to allow learners to pursue their own musical
interests. Learners develop skills in the three distinct but
related disciplines of performing, composing and
appraising, whilst having flexibility to specialise in either
performing or composing. Learners may choose to
apportion 10% of their assessment to either performing or
composing as an in-depth study. The WJEC Eduqas
specification is designed to offer contrast and breadth as
well as
depth of study. Learners will engage with both classical
and popular music. All learners will study the development
of the symphony, engaging with landmark orchestral
repertoire, which is important in developing knowledge and
understanding of musical elements and language in
context. Learners will use the musical language of this
period to compose one piece of music to a brief. Learners
will also choose one area of study from Pop and Rock,
Musical Theatre and Jazz and one further area of study
exploring the musical language and styles from either the
early twentieth century or the late twentieth and early
twenty-first centuries.
PREVIOUS KNOWLEDGE & EXPERIENCE
The essential pre-requisite knowledge, skills and
understanding are those acquired through
experience as a performer and as an attentive
listener. These should be at a level of attainment
equivalent to that needed for successful completion
of GCSE in Music. An appropriate foundation may
equally have been laid down within the context of
the National Curriculum Key Stages 1 to 3,
supplemented by continuing extra-curricular
participation in musical activities or by following
syllabuses for graded performance examinations
offered by conservatoire examining boards.
WHAT TYPE OF STUDENT IS THIS
COURSE FOR?
This course is designed to develop students’ skills
to a level appropriate for entrance to courses of
study in music in higher education and to provide
access to a range of music-related employment, as
well as to inform and enrich the appreciation and
enjoyment of music for students for whom it can
remain a life-long interest. Its academic rigour sets
out approaches and lays down standards for
critical judgement which may be transferred to
candidates’ learning in other subjects.
CAREER DESTINATIONS
Today music is a major industry with a wide range
of opportunities, employing an estimated 130,000
full-time in the UK alone. Students may want to
study music for the love of it, or to pursue a career
as a singer, instrumentalist, or composer, but the
possibilities don't stop there. Whatever the level of
skill achieved, there are career paths open,
whether it be in teaching or music therapy,
production, promotion, management, as well as
performance.
SPECIFICATION OVERVIEW
For this specification learners must choose either Option A
in both Components 1 and 2 or Option B in both
Components 1 and 2. All learners must study Component
3.
Module Further Notes
Performing
Option A: Performing (35%)
Option A:
A performance consisting of a
Total duration of
minimum of three pieces. At least one
performances:
of these pieces must be as a soloist.
10-12 minutes
The other pieces may be either as a
Option A: 35%
soloist or as part of an ensemble or a
of qualification
combination of both. One piece must
reflect the musical characteristics of
Option B:
one area of
Total duration of
study. At least one other piece must
1 performances:
reflect the musical characteristics of
6-8 minutes
one other, different area of study.
Option B: 25%
of qualification
Option B: Performing (25%)
A performance consisting of a
Non-exam
minimum of two pieces either as a
assessment:
soloist or as part of an ensemble or a
externally
combination of both. One piece must
assessed by a
reflect the musical characteristics of
visiting
one area of study.
examiner
Option A: Composing (25%)
Two compositions, one of which must
reflect the musical techniques and
conventions associated with the
Composing Western Classical Tradition and be in
response to a brief set by WJEC.
Option A: Learners will have a choice of four set
Total duration of briefs, released during the first week of
compositions: September in the academic year in
4-6 minutes which the assessment is to be taken.
Option A: 25% The second composition is a free
of qualification composition.
Option B: Total Option B: Composing (35%)
2 duration of Three compositions, one of which must
compositions:
reflect the musical techniques and
8-10 minutes
conventions associated with the
Option B: 35%
Western Classical Tradition and be in
of qualification response to a brief set by WJEC.
Learners will have a choice of four set
Non-exam
briefs, released during the first week of
assessment:
September in the academic year in
externally which the assessment is to be taken.
assessed by The second composition must reflect
WJEC the musical characteristics of one
different area of study (i.e. not the
Western Classical Tradition) while the
third composition is a free
composition.
Module Further Notes
3 Component 3: Three areas of study:
Appraising Area of study A: The
Written Western Classical
examination: Tradition (The Development
2 hours 15 of the Symphony 1750-1900)
minutes 40% which includes two set
of works. Choose one set work
qualification for detailed analysis and the
other for general study.
Symphony No. 104 in D
major, 'London': Haydn
Symphony No. 4 in A
major, 'Italian': Mendelssohn
A choice of one area of
study from:
Area of study B: Rock and
Pop
Area of study C: Musical
Theatre
Area of study D: Jazz
A choice of one area of
study from:
Area of study E: Into the
Twentieth Century
including two set works:
Trio for Oboe, Bassoon
and Piano, Movement II:
Poulenc
Three Nocturnes,
Number 1, Nuages: Debussy
Area of study F: Into the
Twenty-first Century
including two set works:
Asyla, Movement 3,
Ecstasio: Thomas Adès
String Quartet No. 2
(Opus California)
Movements 1 (Boardwalk)
and 4 (Natural
Bridges): Sally Beamish
Questions:
1. Set work analysis with a
score
2. Extended responses on
wider context
3. Unprepared extracts of
music with and without a
score
4. Comparison questions
This component includes a
listening examination.
RECOMMENDED READING
Other useful sources of information include major
encyclopaedias which are also available on CD
ROM, such as Encyclopaedia Britannica. These,
and compact reference books such as The New
Oxford Companion to Music, offer good starting-
points for an enquiry, or definitions of technical
terms, but are either too general or too limited in
their scope to be adequate as the principal source
of candidates’ knowledge at this level.
 WHAT TYPE OF STUDENT IS THIS
COURSE FOR?

This course is for the student who wishes to

PHYSICAL EDUCATION
Head of Department: Mr S Roberts
Examination Board: OCR
Specification Code: H555
INTRODUCTION
Our subject provides students with the exciting opportunity
to gain a deeper understanding of PE. Stimulating content
is at the heart of these engaging qualifications, which will
encourage students to immerse themselves in the world of
sports and PE.
Studying A Level Physical Education will give you a
fantastic insight into the amazing world of sports
performance. Not only will you have the chance to perform
or coach a sport through the non-exam assessment
component, you will also develop a wide-ranging
knowledge into the how and why of physical activity and
sport.
advance her own personal understanding of both
the practical and theoretical aspects of this subject.
It is for the student who is eager to refine her own
performance in at least two activities and who is
willing to practise above and beyond the normal
curriculum hours. This course is also for the
student who may want to continue with the subject
with a vocational direction or a higher education
course of study.
CAREER DESTINATIONS
The knowledge and understanding of the topics
covered during this course can be useful in jobs
needing a level of physical fitness, such as a
career in the armed forces, the police force or fire
service. A qualification in Physical Education will
also be valuable to those hoping to pursue a career
in Sports Science, Physiotherapy, Sports Therapy,
Exercise and Nutritional Health, Sports Studies,
Sports Technology, Sport and Leisure
Management, Sports Coaching, Sports Psychology
and Outdoor Pursuits, as well as those wishing to
enter the teaching or coaching profession, or as a
participant at any level.

PREVIOUS KNOWLEDGE & EXPERIENCE

Undoubtedly it is helpful if this subject has been studied at

GCSE PE, however, is not a mandatory requirement but a
good pass in GCSE Science, particularly Biology, and a
willingness to undertake some additional reading prior to
the start of this course would also be desirable. The
specification also allows students who have gained Sports
Leadership Awards and/or sports coaching qualifications to
utilise these as a basis for evaluative studies and the
analysis of performance in Component 4, Section 2.
SPECIFICATION OVERVIEW
Unit Content Overview
This group of topics focuses on key systems
of the human body involved in movement and
An Introduction to Physical Education
physical activity.
Candidates will develop their knowledge and
understanding of the changes within these
body systems prior to exercise, during
exercise of differing intensities, and during
recovery.
1 Application of this theoretical knowledge will
enable candidates to understand how
changes in physiological states can influence
performance in physical activities and sport.
Candidates will be expected to be able to
interpret data and graphs relating to changes
in these body systems during exercise of
differing intensities and during recovery.
This component focuses on the psychological
factors affecting physical activities and
sports, including: models and theories that
Psychological Factors Affecting Performance
affect learning and performance in physical
activities; how different methods of training
and feedback work and why their
effectiveness differs from person to person;
group dynamics and the effects of leadership
and stress on performers.
2 Through the study of this component,
candidates will gain a deeper understanding
of the underlying psychological factors that
influence our performance in physical activity
and sport. They will learn how to apply the
theories to practical examples, giving
guidance and feedback in constructive ways
that are suited to that individual’s personality;
therefore assisting in developing practical
performance in physical activities and sports.
Unit Content Overview
This component focuses on the
sociological and contemporary factors that
influence and affect physical activity and
Socio-cultural and Contemporary Issues
sport for both the audience and the
performer and how sport affects society. It
includes the emergence and evolution of
modern sport and how social and cultural
factors shaped the characteristics of
sports and pastimes in pre-industrial and
post-industrial Britain.
3
The impact of the modern Olympic
Games will be understood as well as the
impact on society of hosting global
sporting events. The ever-evolving
modern technology and its influence on
sport performers and spectators will be
understood and practical examples will be
used by candidates to show the effect of
modern technology.
Learners will be required to undertake two
parts within this component.
Part 1: Performance/coaching of a sport
Performance within Physical Education
or activity from the approved DfE list.
Part 2: The Evaluation and Analysis of
Performance for Improvement (EAPI) of a
sport or activity from the approved DfE
list. This does not have to be the same
4 sport or activity that was undertaken in
part 1, although it can be.
Learners will identify and justify the major
area of weakness within the performance
to prioritise for improvement and will
propose a long term (2-3 months)
development plan to improve the area of
performance identified.
This component is assessed via NEA.
SCHEME OF ASSESSMENT

Component
Component

Weighting
Weighting

Duration
Duration

Marks
Marks
Physiological Factors 90 Socio-cultural and
Contemporary Issues 60
Affecting Performance
Anatomy and Physiology Sport, society and
Exercise Physiology technological
Biomechanics influences

Section A 10 Section A
10 marks, short-answer 10
10 marks, short-answer
questions on any topic questions on any topic

30 Section B
1 Section B 2 hrs 20
% 3 2 x 20 mark questions 1 hr
3 x 20 mark questions %
1 question per topic – the on any part of this
20 marks will be broken component
60
down into part questions The 20 marks will be 40
broken down into part
Section C questions
1 x 20 mark extended
response ‘synoptic’ Section C
question which links two or 1 x 10 mark extended
more topics response ‘synoptic’
20 question which links 10
Psychological Factors two or more topics
Affecting Performance 60
Skill Acquisition
Sports Psychology Performance within
Physical Education 60
Section A
10
10 marks, short-answer 1)
questions on any topic 30
4 Performance or 30
NEA
%
coaching practical
Section B
20
2 2 x 20 mark questions 1 hr 2) 30
%
1 question per topic – the EAPI
20 marks will be broken
down into part questions 40

Section C
1 x 10 mark extended
response ‘synoptic’
question which links two or
more topics 10
RESOURCES USED LINKS WITH OTHER GCE SUBJECTS

Main textbook used is PE For A Level, Year 1 & 2, by Cross-curricular links include those with Biology,
Honeybourne J. & Powell S. (2016) Chemistry, Geography, Physics, Psychology and
Travel and Tourism.
There are also many websites relating to all aspects of PE
and sport including www.sportsquest.com,
www.olympics.org.uk, www.english.sports.gov.uk and
research information can be found on www.sportsci.org. In
addition there is daily online newspaper at
www.teachingtimes.com.

RECOMMENDED READING

Keeping up to date with current sporting affairs by

watching the news and reading the national press will
provide a very useful basis to this course. In addition
the following two books will provide an overall view of
all topics covered.

 Exercise and Physiology –Theory and Application

to Fitness and Performance
Power S. and Howley, E

 Complete A to Z PE Handbook
Rob James, Graham Thompson & Nesta Wiggins-James

 Physical Education & Sport AS & A2

Michael Hill
 The Peterborough School

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Peterborough
Cambridgeshire
PE3 6AP

T: 01733 343357
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office@tpsch.co.uk

www.thepeterboroughschool.co.uk