A-Level Options Brochure_2024

A-level Options

Ibstock Place School Sixth Form

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Introduction

Contents

and Dr Hazell can assist you in understanding the requirements for different pathways. When thinking about possible subjects, it may be helpful to find out the answers to questions such as: • What opportunities does studying the subject open up? • Howmuch reading is involved? • Is there a practical element that you will really enjoy? • How often will you be preparing essays? • What is the balance between coursework (NEA) and final examinations? We hope that you will find some of the answers in the pages that follow.

for four A-levels, there will be an opportunity in October to review your progress and discontinue one course, if this is what you decide. For progression to some elite courses at some universities, it may be advantageous to gain four strong A-level grades. In each case, the Sixth Form Team will work closely with you to make sure your pathway is appropriate and secure. Pupils also take the Extended Project Qualification, which carries the same weight as half an A-level, and provides excellent preparation for the research and presentation skills needed for successful higher-level study. Choosing subjects We do not prescribe the combination of subjects you should take at A-level but we do have the experience to recommend an appropriate course based on your strengths, interests and aspirations. In addition to the subjects you have studied at (I)GCSE, you may be interested in the new subjects of Classical Civilisation, Economics, Politics and Psychology. Whatever combination you choose, providing we know your choices before the deadline in February, we shall endeavour to construct the timetable to accommodate them. It may be helpful to select one subject that contrasts with the others to demonstrate your breadth of study, unless your university aspirations are firm and the entry requirements for that course are more prescriptive. Choosing your A-level subjects is exciting as it gives you the opportunity to specialise and start to define your future path. Take time to think carefully and discuss your ideas with teachers, friends and family. Thoughts of future careers should be a consideration and Mr Robinson

Entry Requirements To begin our Sixth Form programme you need to have achieved at least 59 points from your nine best (I)GCSEs. The following tariff explains the points system: Grade - Points awarded

The move to Sixth Form is an exciting one. As part of the progression to A-level study, there are many decisions to be made, particularly when it comes to the curriculum. For the first time, you will choose the subjects you study. This is thrilling but we recognise that the process can also be daunting. Therefore, we have prepared this booklet to outline the A-level courses available to our Sixth Formers. Do not worry if you are not sure what you want to do after Sixth Form. Our bespoke ‘Foundations’ program ensures you will get access to the support and guidance you need to help you choose the Higher Education path that is right for you. Sixth Form is a hugely exciting time and we feel confident that you will choose a combination of subjects that you enjoy. Over the next fewmonths, there will be opportunities to discuss potential pathways. We are on hand to give you guidance, as are your tutors, Mr Greenwood and Mr Robinson. We hope that you enjoy finding out about some of the possibilities that the Sixth Form has to offer.

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Introduction

Latin

Art, Craft and Design

Mandarin Chinese

9 - 8 points 8 - 8 points 7 - 7 points 6 - 6 points 5 - 5 points 4 - 4 points 3 - 3 points

Biology

Mathematics

Chemistry

Music

10 12 14 16 18 20 22 24 26 28 30

Classical Civilisation Computer Science Drama and Theatre Studies

Physics Politics

Psychology

There are also subject requirements which must be met for entry to each A-level course. Details can be found on the subject pages later in this booklet.

Religious Studies

Economics

Spanish

English Literature Extended Project

The Sixth Form Curriculum We know that it can be a difficult decision to narrow down your studies to just three or four subjects, particularly when some of the options are new to you. For the next two years, you will want to focus on the subjects that you will find really engaging, and that will give you the best possible grades at the end. You may start the Sixth Form by studying three or four A-levels. It is important to think carefully about your choices in terms of the demands that they create; we want you to be successful from the start. The conditional offers set by UK universities typically require three A-level subjects. If you start the Sixth Form studying

French

Further Mathematics

Geography

German

History

Rachael Hemmings Director of Sixth Form

Zoe Jarvis Deputy Head (Academic)

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Art, Craft and Design Course content and structure The broad-based Art, Craft and Design title enables pupils to explore a range of two-dimensional, three- dimensional or time-based approaches to their studies. Artists, craftspeople and designers, while working within their own disciplines, are often inspired and influenced by those working in a wide range of different creative areas. They draw inspiration from images, compositions, forms and ideas outside of their own discipline. They work frequently in multi-disciplinary and cross-disciplinary ways, breaking traditional boundaries to create works of art, craft and design that combine ideas, concepts and materials in newways. There are two main components of this course: Component 2 - Externally Set Assignment: This takes the form of a project inspired by an externally set theme. Preparation for this is undertaken from 1 February of the second year of the course. A personally resolved outcome is produced over 15 hours. The disciplines associated with this subject are painting and drawing, printmaking, sculpture, fine art textiles, graphic communication, photography, three dimensional design, alternative media and interactive mixed media. Assessment overview Component 1 (60%) Personal Investigation and Personal Study Internal assessment and external moderation at the Centre by an Edexcel appointed moderator Component 2 (40%) Externally Set Assignment

Syllabus Edexcel (9ADO): Art, Craft and Design Entry requirements Grade 7 in GCSE Art and Design. The candidate must provide evidence of intellectual and practical skills in Art and Design. Consideration will be given to the candidate’s potential for further development and progress.

Other notes Drawing is an essential skill for studying art and design at GCE and degree level. It forms a core element of the practice of artists, craftspeople and designers. It can take many forms; at its simplest and most direct it consists of marks of pencil or pen on paper, though it can employ any media and be applied in two and three dimensions or time-based media. Drawing in the context of this qualification is taken to mean the following: recording the observed world, using mark-making in appropriate media; exploring ideas visually, through the act of mark-making; investigating, through the exploration of drawing media, to find newways of expressing ideas, feelings or observations; experimenting with various tools, materials and techniques. Close links with Design Technology offers further facilities and experiences, ensuring that interdisciplinary connections are established. Visits to galleries and museums and the analysis of art from a range of historical and cultural sources are an integral part of this course. Regular attendance at workshops is expected.

Component 1 - Personal Investigation: This component incorporates three major elements: supporting studies, practical work and a personal study of a minimum 1000 words of continuous prose. These elements are integrally connected. Supporting studies may combine investigation and research for both the practical work and personal study; however, the personal study must be presented as a separate outcome and is worth 12% of the overall qualification.

Externally set theme, internally assessed then externally moderated at the Centre by an Edexcel appointed moderator The appropriately weighted mark scheme, derived from the Assessment Objectives, is used for each corresponding component.

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Biology Course content and structure Biology is a diverse, dynamic and rigorous subject, requiring a variety of different skills which enable us to understand the natural world. The study of Biology facilitates appreciation of current issues such as gene technology, stem cell technology and cancer research. Biology is also at the forefront of the most challenging intellectual problems such as managing the environment and control of human populations, understanding the most elemental building blocks of life and the workings of key organs in the human body. The Biology course provides breadth and depth of coverage for its range of topics, which include learning about human body systems, microbes, plants and the environment. Pupils considering taking Biology should have a good (I)GCSE functional level of Chemistry and Mathematics, the ability to write clearly and concisely and a retentive memory. Principal topics are as follows: Paper 1: Advanced Biochemistry, Microbiology and Genetics

Paper 2: Advanced Physiology, Evolution and Ecology Paper 3: General and Practical Principles Assessment overview A-level Biology is a two-year course with topics covered and cross-connections made throughout the Lower Sixth and Upper Sixth years. There are three written papers consisting of a variety of objective questions, structured questions and short-answer questions. Pupils will be assessed on ‘How ScienceWorks’ and on questions related to the practical work completed in class. Each of the written examinations is between 1-hour 15-minutes and 2-hours 30-minutes long. Practical and data handling skills will also be assessed by your teacher and this will be reported in a separate practical skills grade. There is no coursework in A-level Biology. Other notes It is desirable, but not essential, to study Chemistry or Mathematics in conjunction with this subject.

Syllabus Edexcel Biology B 9BI0 Entry requirements

Grade 8 in (I)GCSE Biology, Grade 8/8 in (I)GCSE Double Award Science and Grade 7 in (I)GCSE Chemistry and (I)GCSE Mathematics

University and careers links The study of Biology opens the door to a large number of career options. As it is a diverse subject, study could lead to working in fields such as medicine, biomedical engineering, scientific research, food technology, environmental science, forensic science, dentistry, nursing, pharmacy, veterinary science, marine biology and conservation.

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Chemistry Course content and structure Chemistry is the branch of science concerned with materials of every description. It is often called the central science because it overlaps with both Biology and Physics. This course is designed to equip pupils with the skills and understanding to make decisions about the way chemistry affects everyday life by applying concepts into contemporary areas of chemistry including climate change and green chemistry, pharmaceuticals and chemistry research. In addition, it allows pupils to develop a range of generic skills needed by both employers and universities. For instance, a successful GCE- level chemist will be an effective problem solver and be able to communicate efficiently both orally and in writing. During experimental work pupils need to work effectively as part of a group, which develops team participation and leadership skills. Pupils will also build up a range of practical skills that require creativity and accuracy, while developing a firm understanding of health and safety issues.

Syllabus Edexcel 9CH01 Entry requirements

Assessment overview GCE Chemistry is a two-year course with topics covered and cross-connections made throughout the Lower Sixth and Upper Sixth years. There is no coursework; instead pupils will be required to complete a number of core practical tasks throughout the course, covering specific skills and techniques. Papers 1 and 2 are written papers, each 105 minutes long. Paper 3 is 120 minutes long and will assess practical knowledge and skills in the three key areas of physical, inorganic and organic chemistry.

Grade 8 in (I)GCSE Chemistry or Grade 8/8 in (I)GCSE Double Award Science, plus Grade 8 in Mathematics

University and careers links As well as being a route to further study of Chemistry-related subjects at university, both employers and universities view success in GCE Chemistry as a clear indication of sound academic ability and strong skills in critical thinking. The skills gained in the study of Chemistry open the doors to a wide variety of careers in the world of business and finance as well as being essential for medicine, veterinary medicine and dentistry. Remember - not all chemists wear white coats! Chemistry graduates are in demand for both research and business.

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Classical Civilisation

Course content and structure Classical Civilisation is the study in English of the works, literary or artistic, of ancient Greece and Rome, in their historical and social context. Pupils are able to range more widely than they would if they were working in the original language, and the syllabus offers a great variety of topics. The course is divided into three units of study: • TheWorld of the Hero – a close study of Virgil’s Aeneid and either Homer’s Iliad or Odyssey • Culture and the Arts – a study of either Greek Theatre or Greek Art • Beliefs and Ideas – an exploration of either Greek religion or Athenian democracy All modules involve artistic appreciation and the evaluation of evidence, in differing proportion - but the unique advantage of the subject is its scope for developing many skills not normally brought together under one heading, and to link them through the civilisations being studied.

Assessment overview For TheWorld of the Hero: • A commentary question and two short essays, where analysis of a particular extract is required • An essay, testing the ability to argue a question about ancient epic from detailed knowledge For Culture and the Arts: • Short responses and essays on two topic-based sources • An essay, testing the ability to argue a question about the topic from detailed knowledge For Beliefs and Ideas: • Short responses and essays on two topic-based sources • An essay, testing the ability to argue a question about the topic from detailed knowledge Other notes An important component of Classical Civilisation is trips to museums, lectures and conferences, as well as to classical sites abroad. Studying this subject gives great scope for pupils to explore and research for themselves.

University and careers links Classical Civilisation may be studied further in Honours courses or as part of a Joint Honours course, combined with such subjects as Archaeology, Modern History or Philosophy, at many universities in the United Kingdom. Increasingly, universities see Classical Civilisation at A-level as an entry prerequisite for more traditional Classics degrees. A degree involving the subject commands respect in all the areas where arts and humanities are valued: journalism, law, politics, banking, consultancy, the Civil Service, publishing and management among many others.

Syllabus OCR H408 Entry requirements

Those who have not studied a classical subject at (I)GCSE can take up Classical Civilisation at A-level; the course requires no knowledge of Latin or Greek. History (I)GCSE is helpful but not essential. Good reading and writing skills, however, are highly desirable.

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Computer Science

Non-Examination Assessment - Systematic approach to problem solving

Course content and structure Computer Science is exciting and rigorous. Throughout this two-year course pupils will develop an understanding of the fundamental principles of computing in addition to becoming able to analyse problems through practical programming experience. Pupils will also learn mathematical skills related to algebra, algorithms, and number bases and develop the ability to evaluate the individual, social, legal, and cultural opportunities, and risks of digital technology. Pupils considering taking Computer Science should be confident and competent programmers. Ideally, they will have experience working with the Python programming language. Principal topics are as follows: Paper 1 - Programming, Data Structures, Algorithms, and Theory of Computation Paper 2 - Data Representation, Computer Systems, Computer Organisation and Architecture, Consequences of Computing, Communication and Networking, Databases and Big Data

Other notes It is desirable, but not essential, to study Mathematics in conjunction with this subject. Pupils who wish to study for a Computer Science degree should note that many universities require A-level Mathematics.

University and careers links The study of Computer Science provides access to a wide range of career options. Analytical thinking and innovation plus complex problem solving are skills that are highly valued by universities and employers alike. Successful candidates could enjoy a career in a number of areas, including but not limited to software engineering, engineering, robotics, data science, cyber security, game design and development and forensic analysis. Many problems in science, healthcare and business can be solved effectively with properly applied computer science expertise and many computer scientists choose to combine their skills sets with additional proficiency in other subjects.

Assessment overview Paper 1 - A 2-hour 30-minute written paper consisting of both short answer and extended answer questions on the theoretical principles of Computer Science. It is worth 40% of the total A-level marks. Paper 2 - A 2-hour 30-minute written paper which tests programming ability, as well as theoretical knowledge of Computer Science. It is worth 40% of the total A-level marks. Non-Examination Assessment - A practical computing project which assesses the ability to use the knowledge and skills gained throughout the course to solve or investigate a practical problem of the pupil’s choosing. It is worth 20% of the total A-level marks.

Syllabus OCR H446 Computer Science Entry requirements

Grade 7 in GCSE Computer Science (or significant experience using a high-level programming language) and Grade 7 in (I) GCSE Mathematics

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Drama and Theatre Studies Course content and structure Component 1 - TheatreWorkshop: Section C: This is a ‘closed book’ part of the written examination. Candidates will be required to respond to a question based on a specific extract from the text studied. Details of the 10-15 minute extract will be released during March of the final year.

University and careers links An A-level qualification in Drama and Theatre Studies can lead to awide variety of interesting study options at degree level. Universities and drama schools now cater for a number of permutations; for example, the following full-time, three year degrees might be of interest: • Drama, BA (Hons), Bristol/Manchester/Leeds/Exeter • Acting, BA (Hons), LAMDA/ RADA/Guildhall • Directing, BA (Hons), Rose Bruford College • Modern Drama Studies, BA (Hons), Brunel University

Pupils will participate in the creation, development and performance of a piece of theatre based on a reinterpretation of an extract from a text chosen from a list supplied byWJEC/Eduqas. The piece must be developed using the techniques and working methods of either an influential practitioner or a recognised theatre company. Component 2 - Text in Action: Pupils will participate in the creation, development, and performance of two pieces of theatre: 1 A devised piece using the techniques of an influential theatre practitioner or company. 2 Perform an extract from a text in a different style. Pupils will also produce aWritten Process and Evaluation Report. Pupils will be externally assessed by a visiting examiner for this component. Component 3 - Text in Performance: Sections A and B: This is an ‘open book’ part of the written examination. Candidates will respond to two questions based on two different texts, one pre-1956 and one post-1956.

Assessment overview Component 1: Internally assessed, externally moderated: 20% Component 2: Externally assessed: 40% Component 3: Externally assessed: 40%

Other notes Candidates must be able to demonstrate that they have the ability, drive, commitment and enthusiasm to study this challenging subject at A-level. Value of wider theatre appreciation. It is essential for this course that candidates have prior experience of seeing a broad range of theatre from a variety of theatre sources; for example, pupils will have visited productions by the Royal National Theatre, the Royal Shakespeare Company, Regional Repertoire, the Fringe or Commercial Theatre.

Syllabus Eduqas 601/8554/5 Entry requirements

Grade 7 in (I)GCSE Drama; a performance of a directed monologue of your own choice; an interviewwith the Head of Drama to discuss previous experience in Drama including live performances you may have recently attended.

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Economics Course content and structure Component 1 - Markets and Market Failure Pupils will consider howmarkets work, looking at how supply and demand interact to allocate resources in local, national and international markets, applying supply and demand analysis to real-world situations and offering explanations of consumer behaviour. This will involve considering how consumers act in a rational way to maximise satisfaction and how firms maximise profit, but also why consumers may not behave rationally. Having investigated howmarkets work, pupils will then look at market failure, such as those toward the environment, before considering the strengths and weaknesses of possible government intervention to remedy market failures. Pupils will then go on to consider price determination in a competitive market, looking at production, costs and revenue. They will also consider perfect competition, imperfectly competitive markets and monopoly as well as a look at the labour market including the distribution of income and wealth with a focus on poverty and inequality. Component 2 - The National and International Economy Pupils will be introduced to the aggregate demand/ aggregate supply model so that they can use it to analyse changes in real output and the price level. They will examine the use of policy tools such as interest rates and austerity measures, predict the likely impact and effectiveness of such policies, and consider these in an historical context. Pupils will consider the different approaches that may be used by policymakers to address macroeconomic issues

Syllabus AQA A Level Award (7136) Entry requirements

such as the pandemic, unemployment and government debt and be able to identify the criteria for success. Pupils will be expected to understand the significance of globalisation, international trade, the balance of payments and exchange rates. They will examine public finance, macroeconomic policies and the role of the financial sector in a global context. Pupils will consider the factors influencing the growth and development of emerging and developing countries. Component 3 - Economic Principles and Issues No additional content from that covered in Components 1 and 2 Components 1 and 2 are assessed through two 2-hour written papers, each worth 33.3% of the total A-level marks (80 marks each). Section A: One data response question from a choice of two, each one containing four parts (40 marks in total). Section B: One essay question from a choice of three, each with two parts (40 marks in total) Component 3 Component 3 is assessed through a 2-hour written paper worth 33.3% of the total A-level marks (80 marks). Section A: 30 multiple choice questions (30 marks in total) Section B: One case study question with three parts (50 marks in total) Assessment overview Components 1 and 2

Other notes Economics involves the study of how people behave and interact with each other. The dynamic between consumers, manufacturers, financial markets and government makes for a constantly changing and exciting world. Concepts will be taught in the context of the UK and Global Economy. Pupils will have the opportunity to participate in national essay competitions and to attend conferences that have included speakers such as Tim Harford, Paul Krugman and John McDonnell. There is also a thriving Investment Club.

Grade 7 in (I)GCSE English Language and Grade 7 in (I)GCSE Mathematics

University and careers links The skills and knowledge developed in the course are valuable in both the business and academic spheres. The subject combines well with a range of social science and humanities subjects and it leads to higher education courses in areas such as Economics, Law, Business, Accounting, Geography or International Relations. Typical successful offers to read Economics at Oxbridge include both Mathematics and Economics.

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English Literature Course content and structure Matthew Arnold described the study of literature as a

Syllabus Edexcel (9ETO): English Literature Entry requirements Grade 8 in GCSE English Literature and Grade 7 in GCSE English Language

selected from poetry, drama, prose or literary non-fiction. This component is worth 20% of the overall qualification, and consists of a single comparative essay of approximately 3000 words. Other notes Value of wider reading: A reading list is available on the English Department SharePoint site to assist pupils in preparing for this course. Attending stage productions and watching film or television adaptations of set and related texts is useful in developing critical vocabulary. Value of historical and cultural knowledge: The course requires an understanding of the heritage and historical context of the canon of English Literature. Visits to galleries and museums to research the relevant periods will enliven pupils’ work.

Section B: Pupils answer one essay question, from a choice of two, on A Streetcar Named Desire . Component 2: Prose Pupils study two texts unified by the theme of ‘Science and Society’: Mary Shelley’s Frankenstein and Margaret Atwood’s The Handmaid’s Tale . • Formal Assessment – a written examination lasting 1-hour 15-minutes (20% of the overall qualification): Pupils answer one comparative essay question from a choice of two. Component 3: Poetry This component gives pupils the opportunity to make an in-depth study of poetic form, meaning and language. They read a selection of post-2000 poetry, including work by Seamus Heaney, Simon Armitage and AndrewMotion, and a selection of poems by John Donne. • Formal Assessment – a written examination lasting 2-hours 15-minutes (30% of the overall qualification): Section A: Pupils answer one comparative essay question, from a choice of two, comparing an unseen poemwith a work that has already been studied as part of the course. Section B: Pupils answer one essay question, from a choice of two, on John Donne’s poetry. Component 4: Non-examination Assessment Pupils make an intensive study of two texts, which may be linked by theme, movement, author or period. These may be

means of “getting to know…the best which has been thought and said in the world”. The English Faculty at Ibstock also takes this view. Our Sixth Form syllabus allows pupils to develop their knowledge and understanding of literature, to read with discernment, and communicate with precision. It fosters analytical and expressive skills that are greatly valued by the admissions tutors of leading universities, and which are highly transferable. Most importantly, however, our subject also provides an opportunity to study works of outstanding importance and beauty, and promotes a love of literature that will enhance our pupils’ lives. Please note that the specific texts named in each of the course components are those that are currently studied and are subject to change. Component 1: Drama Pupils study Shakespeare’s tragedy Othello alongside A Streetcar Named Desire by TennesseeWilliams. Shakespeare’s play is considered in the light of a stimulating selection of critical essays. • Formal Assessment – a written examination lasting 2-hours 15-minutes (30% of the overall qualification): Section A: Pupils answer one essay question, from a choice of two, on Shakespeare, incorporating ideas from their wider, critical reading.

University and careers links The specification is designed to provide an excellent foundation for the study of the subject and of related courses in Further and Higher Education. A number of pupils from Ibstock regularly go on to study English Literature at high-profile universities in the UK Likewise, the critical, evaluative, and analytical skills gained at A-level English Literature are highly regarded pre-requisites for courses in Law, the Humanities, and Languages. Former pupils who have gone on to study mathematics/sciences at university regularly report being at a significant advantage having studied essay-writing at A-level.

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Extended Project Course content and structure The Extended Project Qualification has become an increasingly

avoid plagiarism; use Harvard referencing; and develop the skills needed to give an oral presentation on the research topic. Candidates are required to maintain an Activity Log to chart the progress of their learning. Some previous research questions on which candidates have written projects: • How far have political changes in Afghanistan in the last decade brought a positive impact on the lives of women? • What was the most significant effect that arose from the Peasants’ Revolt of 1381? • Does Stalin’s style of government still exist in the current Russian government? • Should bullfighting be banned in Spain? • How ethical is the use of embryonic stem cells to treat incurable diseases? Assessment overview At Level 3, candidates submit their completed projects in the form of a 5000-word dissertation. An oral presentation is then prepared and delivered. Candidates are assessed on four aspects: project management; use of resources; the ability to develop and realise an argument; and review and self evaluation of their work.

UCAS Points Level 3 Extended Projects are worth half a GCE for UCAS points status (i.e. the equivalent of an AS Level) and are graded A* to E. Syllabus AQA 7993

popular way of developing skills that are vital to pupils as they move from secondary to higher education, from school to university. In making this transition, our Sixth Formers need to become self-directed in their approach to learning. The Extended Project aims to develop this skill in ways that are innovative and challenging, to deepen understandings, forge expertise and widen perspectives. Although the successful completion of an A-level course is a necessary stepping stone along any Sixth Former’s educational path, the prescriptive nature of such specifications does not always allow other fields and topics that may be of interest to the individual to be investigated. This is where the Extended Project comes in. It provides opportunities for the development of critical, reflective, problem solving and independent learning skills through the planning, research and evaluation of a self selected research question. Throughout their in-depth study, candidates have a dedicated Extended Project tutor who oversees their progress, and they are also taught by other staff members of the Extended Project team. During the course, pupils will: identify and evaluate sources of evidence; research information online; develop critical thinking skills; consider ethical considerations; analyse evidence-based research; put forward convincing arguments; identify a project topic and research question; devise and revise a project proposal; organise a research timetable; locate and access research sources; structure a project; undertake a literature review; become familiar with conventions of academic writing;

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French Course content and structure Although the disciplines associatedwith this subject are the same as GCSE - Listening, Reading, Writing and Speaking, and the study of grammar - the A-level course offers you a broad “liberal arts” education. France has played a key role in European and world history, culture, art and literature, and studying French at A-level will broaden your mind. You will learn about the current trends, social issues, history, politics, art, literature and film of the francophoneworld. French links well to Humanities and Arts A-levels, whilst offering a refreshing blast of culture for those studyingMathematics and Science. French A-level is a taster of what you can expect to study if you choose aModern Languages degree at university or provides the option of maintaining a language to a high level at university alongside a more science - or humanity-based course. Paper 1 - Listening, Reading andWriting (2.5 hours, 50% of the A-level) This consists of passages of audio and written language, to which you respond by answering written questions in French. You will also translate two passages of 100 words, one into French, one into English.

Syllabus AQA 7652 Entry requirements Grade 8 in GCSE French and a minimum of grade 7 in (I)GCSE English Literature

What pupils need to learn At A-level, pupils build on the strong basis that they will have already achieved at GCSE. In addition to an excellent command of grammar and linguistic structures, an interest in current affairs and a curiosity about thewider world are vital to the enjoyment of French A-level. We teach pupils vocabulary from awide range of authentic resources so that they are able to debate a variety of issues, both orally and in writing, and understandwritten and aural material. We also encourage pupils to see French films, readwidely, research areas of interest and speak French whenever possible.

Throughout the A-level course, pupils will be offered the chance to view a range of films, access library resources and attend short courses. In addition, the Internet provides us with limitless access to French current affairs, resources for languages learners and podcasts of interviews and news items to keep abreast of topical issues in the target language. University and careers links The A-level specification is designed to provide a suitable foundation for the study of the subject or related courses in further and higher education, and a number of pupils from Ibstock regularly go on to study French at high-profile universities in the UK. Languages are important in almost all careers in our increasingly global society, and universities view languages as being some of the more rigorous and intellectually demanding subjects at A-level. France remains one of Britain’s biggest trading partners and the language most in demand by British companies. A number of French A-level pupils have continuedwith the subject at university in recent years, either as a ‘straight’ languages degree or alongside a business qualification.

Paper 2 - Writing (2 hours, 20% of the A-level)

This paper demands a written essay on each of the two works studied, a film and a novel. All questions require a critical and analytical appreciation of the issues covered and of features such as the form and the technique of presentation, e.g. the effect of the narrative voice in the novel, or camera work in the film. Both the film and the book are chosen to link in with the social issues studied and past pupils will tell you that this is one of the most enjoyable elements of French A-level studies. Paper 3 - Speaking (20 minutes, 30% of the A-level) Pupils undertake an individual research project from one of four sub-themes, i.e. aspects of French- speaking society, current trends or current issues, artistic culture in the French-speaking world or aspects of political life. Pupils present their research and discuss their findings with the examiner. In addition, pupils prepare a stimulus card based on one of the themes above, discussed for a further five minutes.

Other notes Every year, A-level pupils are offered a variety of experiences outside the

classroom. These include film study days, a weekend trip to Paris and film screenings in the School Theatre. We also encourage our A-level candidates to spend part of their holidays in a country where French is spoken. In addition, our pupils have the opportunity to participate in a wide variety of competitions, from debating to translation and creative writing.

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Further Mathematics The study of Further Mathematics will further broaden and deepen your mathematical skills, introducing higher-level concepts beyond those met in A-level Mathematics.

Syllabus Edexcel 9FM0 Entry requirements Either Grade 9 in (I)GCSE Mathematics, A in Additional Mathematics, or 8 in Further Mathematics. Must be taken with A-level Mathematics

Course content and structure The course is made up of two Mandatory Units:

Core 1 – Complex numbers, argand diagrams, series, roots of polynomials, volumes of revolution, matrices, linear transformations, proof by induction, vectors Core 2 – Complex numbers, series, methods in calculus, volumes of revolution, polar coordinates, hyperbolic functions, methods in differential equations, modelling with differential equations Pupils then take two optional units from: Further Mechanics 1 – Momentum and impulse, work, energy and power, elastic strings and springs, elastic collisions in one dimension, elastic collisions in two dimensions Further Mechanics 2 – Circular motion, centres of mass of plane figures, further centres of mass, kinematics, dynamics Further Statistics 1 – Discrete probability distributions, Poisson and Binomial distributions, Geometric and negative binomial distributions, hypothesis testing, central limit theorem, chi-squared tests, probability generating functions, quality of tests

University and careers links As well as being of significant importance to a number of career areas, universities increasingly require Further Mathematics modules as a prerequisite for studying Mathematics. If you are studyingMathematics A-level, you enjoy Mathematics and are intending to apply for a degree in Mathematics or aMaths-related subject (e.g. all forms of Engineering, Economics, Statistics, Computing and Sciences), then you should consider A-level Further Mathematics.

Assessment overview Each module is assessed by a 90 minute examination.

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Geography Course content and structure Component 1: Physical Geography

Fieldwork In Lower Sixth, pupils undertake urban and physical fieldwork which involves local trips in London and we also hope to offer an optional overseas residential trip. ICT Pupils will have the opportunity to use Geographical Information Systems (GIS). GIS is an interactive computer programme designed to allow pupils to analyse spatial relationships between sets of data. It encourages pupils to think laterally about problems and make links between geographical concepts and places.

Syllabus AQA 7037 Entry requirements At least Grade 7 in (I)GCSE Geography

The study of core physical concepts including the water and carbon cycles, glacial environments, and natural hazards such as wildfires, earthquakes and tropical cyclones. The central approach is to understand how these natural systems function and the challenges of managing human impacts and behaviour on them. 2 1/2 hour written paper (40% of A level). Component 2: Human Geography An issues-based approach to contemporary human topics including globalisation and super powers, urban change and the environment, and the changing nature of place. 2 1/2 hour written paper (40% of A level). Component 3: Geographical Investigation (NEA) Pupils submit a piece of work which is externally moderated and contributes to their final A-level grade. Pupils are taught how to conduct enquiries through a number of local trips and then complete their own enquiry worth 20% of the A level.

University and careers links At university level, Geography can be taught as a single subject or as part of a combination. Common disciplines studied with Geography include Social Anthropology, Biology, Economics, Environmental Science and Urban Planning. There is room to specialise on most university courses and many encourage students to become established human or physical geographers during their final year. Geography provides a unique view of the world; it encourages a broad and synoptic outlook, challenges assumptions and inspires forward thinking. Geography graduates engage critically and imaginatively with the world and, therefore, are considered highly employable.

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German Course content and structure Although the disciplines associated with this subject are the same as GCSE - Listening, Reading, Writing, Speaking, and the study of grammar - the A-level course offers you a broad, “liberal arts” education. You will learn about the current trends, social issues, history, politics, art, literature and film of Germany and Austria. The study of German will broaden your mind and the subject links well to English, History, Politics and Geography A-levels, whilst offering a refreshing blast of culture for those studying Maths and Science. German A-level is a taster of what you can expect to study if you choose a Modern Languages degree at university. Paper 1 - Listening, Reading andWriting (2-hours 30-minutes, 50% of the A-level) This consists of passages of audio and written language, to which you respond by answering written questions in German. You will also translate two passages of 100 words, one into German, one into English.

Syllabus AQA 7662 Entry requirements Grade 8 in GCSE German and a minimum of grade 7 in (I)GCSE English Literature University and careers links The A-level specification is designed to provide a suitable foundation for the study of the subject or related courses in further and higher education. Opportunities to study German at a top university have never been so abundant and A-level Germanists are in demand. Languages are important in almost all careers in our global society and universities view languages as being some of the more rigorous and intellectually demanding subjects at A-level. Germany has a strong economy and is Britain’s biggest trading partner - speakers of German are in high demand by British companies and can expect a premiumwage. Throughout the years, a number of Ibstock Germanists have gone on to study German at a prestige UK university.

Paper 2 - Writing (2 hours, 20% of the A-level)

In addition, we support applications for awards such as the Dresden Scholarship to enable an extended stay in Germany. Throughout the A-level course, pupils are given the opportunity to participate in a variety of ‘outside the classroom’ experiences. These include the Ibstock German Debating Competition against similar schools from the local area, film screenings in the theatre and film study days at the British Film Institute. In addition, the Internet provides us with limitless access to German current affairs, resources for languages learners and podcasts of interviews and news items to keep abreast of topical issues in the target language.

What pupils need to learn At A-level, pupils build on the strong basis that they will have already achieved at GCSE. In addition to an excellent command of grammar and linguistic structures, an interest in current affairs and a curiosity about the wider world are vital to the enjoyment of German A-level. We teach pupils vocabulary from awide range of authentic resources so that they are able to debate a variety of issues, both orally and in writing, and understandwritten and aural material. We also encourage pupils to see German films, readwidely, research areas of interest and speak German whenever possible.

This paper demands a written essay on each of the two works studied, a film and a novel. All questions require a critical and analytical appreciation of the concepts and issues covered and of features such as the form and the technique of presentation, e.g. the effect of the narrative voice in the novel, or camera work in the film. Both the film and the book are chosen to link in with the social issues studied and past pupils will tell you that this is one of the most enjoyable elements of German A-level studies. Paper 3 - Speaking (20 minutes, 30% of the A-level) Pupils undertake an individual research project from one of four sub-themes, i.e. aspects of German-speaking society, artistic culture in the German-speaking world, multiculturalism in German-speaking society and aspects of political life in German-speaking society. . Pupils present their research and discuss their findings with the examiner. In addition, pupils prepare a stimulus card based on one of the themes above, discussed for a further five minutes.

Other notes At least once in the A-level course,

Germanists have the opportunity to take part in a trip to a German-speaking country. We also strongly encourage our A-level candidates to spend part of their holidays in

a country where German is spoken, and help them in applying for work experience in Germany.

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History Course content and structure

Unit 3: Civil rights and race relations in the USA, 1850-2009 • ‘Free at last’, 1865-77 - the end of legal slavery in the US • The triumph of ‘Jim Crow’, 1883-c1900 - re-introducing slavery in all but name • The New Deal and race relations, 1933-41 • ‘I have a dream’, 1954-68 - key advances in civil rights • Obama’s campaign for the presidency, 2004-09 • The changing geography of civil rights issues • Changing portrayal of civil rights issues in fiction and film Unit 4: VietnamWar Coursework The Vietnam Coursework unit looks at the background to the conflict from the end of WW2. The unit covers increasing and changing American military involvement under successive US presidents from Truman to Nixon. The principal focus of the coursework is to understand why the Americans failed in their attempt to contain communism in Vietnam.

Syllabus Edexcel 9HI0 Entry requirements Grade 7 in (I)GCSE History University and careers links

The study of History involves exploring the significance of events, individuals, issues and contrasting social structures, the theories and language of historical scholarship and the use - and abuse - of historical evidence. It is important for pupils to realise that historical debate is never settled, and that critical and logical skills play a key role in this discipline. Unit 1: Britain 1625-1701: Conflict, revolution and settlement • The quest for political stability, 1625-88 • Religion: conflict and dissent, 1625-88 • Social and intellectual challenge, 1625-88 • Economy, trade and empire, 1625-88 • How revolutionary, in the years to 1701, was the Glorious Revolution of 1688-89? Unit 2: France in revolution, 1774-99 • The origins and onset of revolution, 1774-89 • Revolution and the failure of constitutional monarchy resulting in the execution of Louis XVI, 1789-93 • The National Convention, the Jacobins and the Terror, 1793-94 • From the Directory to Brumaire, 1795-99 (the rise of Napoleon)

Historians use their particular skills and knowledge in a wide range of careers, including: law, education, museums, banking and finance, journalism and publishing, politics, leisure and tourism, research and the civil service. History can be taken as a single subject at university, but can be combined with many other subjects, so pupils can pursue their interest with a range of higher degrees.

Assessment overview Unit 1: Three questions (30%): 2¼ hours Unit 2: Two questions (20%): 1½ hours Unit 3: Three questions (30%): 2¼ hours Unit 4: Coursework assignment (20%)

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