Sixth Form Handbook 2022-24

IBSTOCK PLACE SCHOOL

2022–2024 SIXTH FORM

Table of contents

Introduction

2 6 8

Art and Design

Biology

Business and Management

10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50 52 54 56 58

Chemistry

Classical Civilisation Computer Science

Drama and Theatre Studies

Economics

English Literature Extended Project

French

Further Mathematics

Geography

German History

History of Art

Latin

Mandarin Chinese

Mathematics

Music

Physics Politics

Psychology

Religious Studies

Spanish

A-Level Requirements for Degree Courses University and Careers Advice Timetable

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Introduction

Life in the Sixth Form Sixth Form will not be ‘just like school so far, but with more free time’! You have been used to studying nine or so subjects but it is now your choice to spend two more years studying your favourite subjects in depth. The Sixth Form demands that you work to a more adult standard. However, besides the academic aspect of Sixth Form, you do have the chance to make new friends, become a School Leader, enjoy the privileges of the Sixth Form facilities and enjoy a more mature relationship with your teachers. Life in Sixth Form is exciting but also rigorous and challenging. In the Sixth Form, you will be able to show initiative in your learning as you will be studying independently, pursuing your own research and developing the ability to think for yourself - all skills vital for university and beyond. You will be spending more time on independent study for each subject than you spend with your subject teacher, so of course it will be important for you to manage your time carefully (and to seek and accept advice about this when necessary). You will also be expected to meet the responsibilities that come with increased independence – in your studies, in your relationships with others and in your use of Sixth Form facilities. 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:

Sixth Year. The Extended Project Qualification, which all of our pupils take, carries the same weight as half an A-Level, so long as it is taken at Level 3. You will find an overview of the courses in this booklet. Use this to determine those in which you might be interested and then visit the staff at the relevant display at the Open Evening in September 2021 for more detailed information. They will be there to tell you about the course and to advise you on your strengths and abilities. Choosing subjects We do not prescribe the combination of subjects you should take but we do have the experience to recommend an appropriate course based on your strengths, interests and aspirations. That said, one of the great features of the IPS Senior Curriculum leading up to PVI is that, if you have worked hard at (I)GCSE studies, you will have the academic background to take almost any of the subjects on offer. You may be interested in new subjects such as Business and Management, Classical Civilisation, Economics, History of Art, Politics, Psychology or Religious Studies, or wish to pursue your favourite subjects in much greater depth. Whatever combination you choose, providing we know your choices before March, we shall construct the timetable to accommodate it. It can be helpful to select at least 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 dictate another course. At the end of this booklet is a general list of prerequisite subjects for certain university courses; you should look at the individual university’s website or handbook to check what is required, as these change regularly. Your tutor will be happy to help with this task. It is normal for some Sixth Form entrants to be unsure about their subject choices. What follows provides some guidelines about how to choose between the possibilities. Even if you are certain, it is an important decision so it is sensible to think as clearly as you can about why you are making your selection.

Number-graded (I)GCSEs 9 8 7 6 5 4 3 8 points 8 points 7 points 6 points 5 points 4 points 3 points

Practical Music examinations (ABRSM) obtained at Grade 7 (Pass) or above will be considered equivalent to a grade 7 at IGCSE/GCSE, as will a Pass or better in the PCertLAM (LAMDA). There are also individual subject requirements you need to meet – precise details can be found on the subject pages later in this booklet. The Sixth Form Curriculum In the Sixth Form, you take either three or four subjects for A-Level. Pupils start on four subjects and then the majority drop to three during the Autumn Term, once they are confident that they have chosen the right ones. All of your public examinations will be taken at the end of the Upper

Ask yourself these questions:

What really excites you about the subject? • How much reading is involved?

• How long is the preparation for a science practical or art assignment? If you are considering Drama or Music, how much rehearsal time is needed? • How often will you be preparing essays? • Is there a coursework element? Do not worry if you are not sure what you want to do afterwards. You will go to university to study something that interests you. You may not use the knowledge you gain from your degree in

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Preparing for university-level studies - Extended Project and Short Course The last few years have seen competition for places within higher education intensify and, as such, it is important that your mainstream academic programme consists of more than just your basic academic subjects. University admissions tutors look increasingly for evidence of applicants having excellent skills of independent learning and of having studied an appropriately broad curriculum. They also value the ability to think creatively, to problem solve and to communicate effectively, both on paper and in front of an audience. To this end, all Sixth Form pupils follow a course leading to the Extended Project Qualification . Offered by AQA and carrying all-important UCAS tariff points if taken to Level 3, the course is taken over the first four terms of the Sixth Form. It allows pupils to choose an area of academic interest and to research it in depth before producing a written report and a presentation to their peers. Before the research process begins, pupils undertake a series of introductory lessons in which they learn not just about research methods, but also about the skills of critical thinking and analysis which will be needed to produce a successful project. Universities increasingly value the Extended Project Qualification and the attributes it develops. For example, a significant number of university offers are now accompanied by a second, lower offer, contingent upon obtaining a good grade, usually a Grade A, in the Extended Project. Research titles can range far and wide and, in the past, pupils have looked at areas as diverse as the nature of existential theatre or the possibility of time travel. Indeed, the best projects often cross traditional subject boundaries and, in so doing, raise the possibility of cross-disciplinary work. As you complete your project, you will be able to use your experiences to inform your university application. Indeed, it is likely that the final project will also feature in the UCAS reference which the School will write in support of this application. More details relating to the Extended Project are provided during Lower Sixth orientation at the end of the PVI year. In addition to the Extended Project, the Sixth Form curriculum also provides for breadth in the form of the so-called Short Course. These activities lead to an English Speaking Board qualification which tests oral communication and carries UCAS points. This course does not come with the kind of pressure which attends naturally to full A-Level study.

your career but your skills will be transferable. It is important, though, that you ascertain the requirements of any university course to which you aspire before making a final selection of A-Level subjects. The conditional offers set by UK universities require three A-Level subjects. As a consequence, the majority of Sixth Form pupils in the UK take just three subjects from the outset. However, here at IPS we think it is important to provide some flexibility. First, it can be a difficult decision to narrow down to just three subjects from nine, particularly when some of the options are brand new, such as Economics or Religious Studies. After all, for the next two years, you will want to focus on three subjects that will both engage you and give you the best possible grades at the end. Hence, at IPS, Sixth Formers start by studying four subjects in the first term. After Half Term, however, you will be given the opportunity to drop one subject. At this point, the number of lessons per subject rises from five to six each week. Hence, the total number of lessons you attend each week will fall from 20 to 18. The balance is taken by Independent Study Periods. Secondly, some pupils who are strong academically may want to improve their chances of entry to some of the more prestigious and competitive higher education institutions by studying four subjects throughout the Sixth Form. Principally, pupils who take both Mathematics and Further Mathematics may well wish to study four A-Levels in total. Such pupils can persist with their four choices at IPS. These pupils too will move to six periods per subject per week, to 24 periods in total from 20 each week. To realise this increase in lessons, these pupils will drop the Short Course and lose some Independent Study Periods. If you are uncertain about whether a three or four subject programme suits you best, you can seek advice from your subject teachers, your tutor and the Head and Deputy Head of Sixth Form. Procedures for choosing subjects • Preliminary notification of possible subject choices takes place in January 2022. • There are opportunities for the parents of PVI pupils to discuss choices with staff at the Parents’ Evening. Other appointments may be made with the Sixth Form staff and/or subject teachers as necessary. • We expect to have firm choices of subjects by March 2022 so we may timetable for all requested subject combinations. Although changes may be made after this time, they will be subject to the timetable structure created from this initial free choice.

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The Sixth Form Timetable

Careers guidance and university entrance procedure Careers guidance is seen as a continuous process in the Sixth Form at Ibstock Place School and happens through appointments with your tutor, assemblies, guest speakers, visits and external programmes, as well as your own reading and research. Your career direction and choice of university will be monitored by your tutor. All applications made for Higher Education courses are overseen by the Head and Deputy Head of Sixth Form alongside the Assistant Head of Sixth Form. A separate Handbook is distributed at the time, providing detailed guidance and a schedule of deadlines.. We maintain a library of university prospectuses, but the best information is available online – we spend a lot of time researching university options using online resources and software which helps direct our pupils. Careers lectures are included in the Sixth Form Tutorial Programme. You will be invited to attend Higher Education information sessions in the Lower Sixth and visits to universities will be encouraged. Subject Specialist Advisors in each department will monitor the best courses for you to follow. Also, some pupils will wish to apply to overseas universities during their time in the Sixth Form. The School has much experience in this area and can offer assistance to these pupils who are using, for example, Common Application in order to gain a place at an American institution. The Deputy Head of Sixth Form is in charge of overseas university applications and can offer advice and support for SAT preparation. Annually, we host an International Universities Fair where admissions tutors from universities around the world, such as UC Berkeley, Toronto and Leiden, visit the School and offer valuable advice to aspirant applicants. There is a Careers Fair in November each year, where speakers from a range of careers are available with whom you may discuss your aspirations. More advice can be sought from the Master in Charge of Careers. The School is also able to assist those pupils seeking work experience opportunities in a wide range of fields, using its extensive network of parents and associates. Oxford, Cambridge, Medical School and other Early Applications We have a team of staff, known as EAST (Early Applications Support Team), dedicated to supporting these candidates. The Deputy Head of Sixth Form leads provision in this area, working closely with other specialists. Pupils will have to make their applications in October 2023, in contrast to the normal deadline which can be as late as January 2024. We shall also support you with additional Oxbridge preparation, including practice interviews and entry tests such as BMAT, UCAT, TSA or MAT. Universities offering Veterinary Science and Dentistry also require early application. Extending your involvement – clubs and activities There are many exciting possibilities for Sixth Formers at Ibstock Place School, with activities ranging from inter-school

The typical weekly allocation of periods is as follows:

LVI

UVI

4 or 3 A-Level subjects

Start with 20, then 18 or 24

18 or 24

Extended Project

2

1

Sixth Form Speaker Programme, Higher Education Preparation sessions and Life Skills sessions

2

2

Community Outreach

2

-

Short Course

1 or 0

-

Recreational Games

2

2

Independent study periods (ISPs) 0 – 3

7 or 1

Total

30

30

Learning resources Independent learning is key to success at A-Level and the quality and range of the facilities available to our Sixth Form reflect our belief in its importance. The Sixth Form Study Hall is located on the mezzanine floor in the Great Hall. Dedicated to independent study, its spacious interior and lofty ceiling create a calm and scholarly atmosphere. Computers and work stations line the walls while the desks in the body of the room are broad and deep. The roomy, airy Study Hall is ideal for independent study. The Library is available all day and into the evenings for Sixth Formers. Its stock of resources grows constantly and the full- time Librarian is always pleased to help research information for our pupils. In addition, several departments have their own multi-media resources alongside their collection of printed materials. For example, the Extended Project team provides access to JSTOR, the standard academic digital library for scholars, researchers and students. The entire Sixth Form area, including the Sixth Form Common Room and its ‘break-out rooms’, is covered by our wireless network to enable you to move around with your own laptops while remaining on the network. The Common Room is available for Sixth Form use throughout the day, including during lunch, break time and Independent Study Periods. Whilst this area is used for ‘down time’ during break and lunchtime, pupils also use it for collaborative learning. Of course, our teachers are our greatest resource; their love of their subject, their interest in your development and their knowledge of your abilities will be a constant support to you during your time in the Sixth Form.

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debating competitions to cookery courses, as well as a wide range of visits designed to provide varied and adventurous opportunities. Many activities are set up and managed by pupils themselves. ‘Employability surveys’ of businesses recruiting graduates consistently point out that the ‘soft skills’ of initiative, perseverance, enthusiasm, determination and resourcefulness make a considerable difference at interview – the opportunity to develop these skills exists in abundance through clubs and activities. Games Games are an important part of the curriculum for Sixth Formers, particularly during the Games afternoon double period when preparation for representative sports will take place. All VI pupils take part in some activity on Wednesday afternoons and those involved in representative sports will have the chance to lead PVI pupils in squad or team practice. Creative Arts Ibstock Place School has a fine reputation for Music, Drama and Dance. The Music Department has a large team of visiting instrumental and vocal teachers, and all Sixth Formers are encouraged to maintain their instrumental learning or take up a new instrument. Talents can be developed in either acting or backstage skills in one of the many productions; there are versatile drama spaces and resources, with lighting and audio facilities enabling experimentation with different styles of performance. Sixth Formers also play a major role in the Dance Studio. Throughout the year, Sixth Form performers will be essential to the ensembles formed for events such as Carol Service, May Fair and Prize Giving. Community Outreach All Lower Sixth pupils who continue with only three A Levels will take part in the weekly IPS Community Outreach programme, led by the Director of Partnerships. The aim of the scheme is for pupils to have an opportunity to build

their skills in resilience, communication, and teamwork, while providing valuable service to others in the community. Previously, pupils have undertaken voluntary work at Linden Lodge School (for the visually and multi-sensory impaired); the Mosaic Jewish Primary School; The Scrubbery (a local ‘Scrub Hub’ making scrubs to supply to NHS hospitals); community gardening, led by Mr O’Sullivan, and Plogolution, a litter- picking environmental charity. In Upper Sixth, there will be other ad hoc opportunities to help the local community, such as by helping with donation drives, wrapping Christmas gifts, and providing social support for isolated local people. Responsibility and leadership The School emphasises the importance of individual responsibility and of the well-being of the whole community. The Prefects share responsibilities with all Sixth Formers for the smooth running of the School. Each House also has Captains who will assist the Housemaster in a great many matters, including preparation for our various House Competitions. There will also be many opportunities to take up positions of responsibility in the running of Clubs and Societies and the School Cabinet will be led by members of the Sixth Form. As noted above, Sixth Form pupils are expected to take the lead in all School activities and to represent the School on occasions such as Open Days and Entrance Examination Day. Additional responsibility also comes with the exclusive use of Sixth Form facilities and the rights accorded to Sixth Formers. For example, the Common Room is provided for your use on the understanding that you will care for it and keep it tidy. I have tried to anticipate all of your questions in this booklet, though some of you may need clarification. If you wish to see me please do so, or email me at: rpalmer@ibstockplaceschool.co.uk.

Rachel Palmer, Head of Sixth Form

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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.

I don’t paint things. I only paint the difference between things. Henri Matisse

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ART 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 new ways. 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. 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, alter- native media and interactive mixed media. There are two main components of this course: Component 1 - Personal Investigation:

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 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. 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 andmost 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 new ways of expressing ideas, feelings or observations; experimenting with various tools, materials and techniques. Close links with Design Technology and History of Art offer 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 Life Drawing classes is expected.

University and careers links The specification is intended to form part of an education continuum which prepares pupils to undertake further studies in Art. Candidates will create a portfolio of work to support their applications. The course is also intended to meet the needs of pupils who will study subjects or take up careers for which an Art background is relevant. Pupils will develop flexible and transferable skills and abilities which will enable them to choose from a wide range of future opportunities.

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Syllabus Edexcel Biology B 9BI0 Entry requirements Grade 7 in (I)GCSE Biology and

Chemistry or Grade 8/7 in (I)GCSE Double Award Science, plus Grade 7 in Mathematics

The essence of science: ask an impertinent question, and you are on the way to a

pertinent answer. Jacob Bronowski

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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 GCE Biology is a two-year linear course with topics covered and cross-connections made throughout the LVI and UVI 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 Science Works’ and on questions related to the practical work completed in class. Each of the written examinations is between 1¾ hours and 2½ hours long. All of the papers will be sat in June of the UVI year. 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.

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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Syllabus AQA A-Level Business (7132)

Entry requirements Grade 6 in (I)GCSE Mathematics and English Literature

If I’d asked my customers what they wanted, they’d have said a faster horse. Henry Ford

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BUSINESS AND MANAGEMENT

Course content and structure After introducing the general nature of business, the first year of the course covers the four main functional areas of an enterprise. The Upper Sixth is then dedicated entirely to business strategy. What is business? Pupils study the broad economic, political, and social factors that influence the success of a business. Issues such as population change, consumer confidence, interest rates and industry regulation are explored with a focus on both UK and international case studies. Marketing This module investigates the way in which consumers decide to make purchases and how businesses can use marketing tools to influence such decisions. Pupils study a broad suite of marketing tools including advertising and PR, as well as theoretical principles such as price elasticity of demand and customer segmentation. Accounts and Finance Pupils are introduced to the key concepts of accounting and finance, gaining an understanding of the flow of money through a business and the factors influencing profitability. They learn to analyse financial data and apply technical methodology, such as ratio analysis and discounted cashflow, in order to make robust investment recommendations. Operations and Project Management Operations management is concerned with how a business can most efficiently organise its resources to make products or to deliver services. Pupils study the mechanisms and key metrics of day-to-day business performance while also learning about the management of one-off projects aimed at delivering specific transformation goals.

Management, Decision-Making, and Human Resources

Pupils gain an understanding of the psychological and behavioural factors influencingemployeeperformance. This module blends theoretical components, such as management strategy and motivational models, with practical issues such as employee recruitment and retention. Important contextual factors such as employment law are also studied. Strategy The Upper Sixth year is dedicated to business strategy. Pupils learn first how to analyse and identify existing business strategies, before considering the questions of innovation and strategic change. A key focus is on the management of change within organisations, drawing on knowledge of the functional areas previously studied. The evolving nature of business strategy is addressed, with a focus on globalisation, automation, and the digital economy. Assessment overview There are three written papers that test the subject content across all modules. The majority of marks are awarded through essay and data response formats, including several case study questions. A small number of multiple choice and short-answer questions are also used. Other notes Pupils on this course are expected to link the theoretical issues studied in class with current affairs and, in doing so, continuously develop their own commercial awareness. Pupils choosing A-Level Business may therefore wish to start exploring publications such as The Economist , the Financial Times , Bloomberg , and Harvard Business Review in advance of starting the course.

University and careers links The diverse nature of the Business syllabus means that it combines well with a variety of humanities and science disciplines. In terms of enrolment numbers, Business is the most popular undergraduate degree subject in the UK, reflecting employers’ widespread demand for a commercial skillset. The subject also provides an excellent foundation for many scholarship programmes run by the top-tier professional services and management consultancy firms.

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Syllabus Edexcel 9CH01

Entry requirements Grade 8 in (I)GCSE Chemistry or Grade

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

Science may set limits to knowledge, but should not set limits

to imagination. Bertrand Russell

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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. The two-year Sixth Form course in Chemistry is fast paced and comprehensive, covering the Edexcel Advanced GCE content. This approach ensures that pupils are well equipped for embarking on specialist university courses.

Assessment overview Edexcel’s Advanced GCE specification is covered in the two-year linear Sixth Form course and is examined in June of the LVI and UVI 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.

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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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.

The unexamined life is not worth living. Plato

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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: • The World 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 The World 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.

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Syllabus AQA A-Level (7517) 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

I do not fear computers. I fear lack of them. Isaac Asimov

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COMPUTER SCIENCE

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

Assessment overview A-Level Computer Science is a two year linear course with topics covered and cross-connections made throughout the LVI and UVI years. Paper 1 A 2-hour 30-minute on-screen paper which tests programming ability, as well as theoretical knowledge of Computer Science. It is worth 40% of the total A-Level marks. Paper 2 A 2-hour 30-minute written paper consisting of both short answer and extended answer questions on the theoretical principles Computer Science. It is worth 40% of the total A-Level marks. Non-Exam 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 pupils choosing. It is worth 20% of the total A-Level marks. 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 an A-Level in Mathematics.

Non-Exam Assessment Systematic approach to problem solving

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 so many computer scientists choose to combine their skills sets with additional proficiency in other subjects.

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Syllabus WJEC/Eduqas 601/8554/5

Entry requirements Grade 7 in (I)GCSE Drama; a performance of a directed monologue of your own choice; an interview with the Head of Drama to discuss previous experience in Drama including live

performances you may have recently attended.

If this were played upon a stage now, I could condemn it as improbable fiction. William Shakespeare

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DRAMA AND THEATRE STUDIES

Course content and structure Component 1 - Theatre Workshop: 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 by WJEC/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: Candidates will be assessed on acting. Pupils will participate in the creation, development and performance of two pieces of theatre based on a stimulus supplied by WJEC/Eduqas. • A devised piece using the techniques and working methods of either an influential theatre practitioner or a recognised theatre company (both different from that chosen for Component 1) • An extract from a text in a different style chosen by the pupil • Candidates are also required to produce a process and evaluation report within one week of completion of the practical work. Candidates must realise their performance live for a visiting examiner. Those choosing design must also give a 5-10 minute presentation of their design to the examiner. Component 3 - Text in Performance: Sections A and B: This is an ‘open book’ written examination. Candidates will respond to two questions based on two different texts, one pre-1956: THE TROJAN WOMEN by Euripides, and one post-1956: ACCIDENTAL DEATH OF AN ANARCHIST by Dario Fo. Section C: This is a ‘closed book’ part of the written examination. Candidates will be required to respond

to an extract of text printed on the examination paper. A question based on a specific extract from THE CURIOUS INCIDENT OF THE DOG IN THE NIGHT-TIME by Mark Haddon, adapted by Simon Stephens. Details of the 10-15 minute extract will be released during the first week of March of the final year in which the examination is to be taken. Assessment overview Component 1 : Internally assessed, externally moderated: 20% 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. Component 2 : Externally assessed: 40% Component 3 : Externally assessed: 40% Other notes

University and careers links An A-Level qualification in Drama and Theatre Studies can lead to a wide 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

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Syllabus AQA A Level Award (2141) Entry requirements Grade 7 in (I) GCSE English Language and Grade 7 in (I)GCSE Mathematics

If all the economists were laid end to end, they’d never reach a conclusion. George Bernard Shaw

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ECONOMICS

Course content and structure Component 1 - Markets and Market Failure Pupils will consider how markets 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 how markets 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. 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 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 Component 2 - The National and International Economy

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 Assessment overview 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) 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.

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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Syllabus Edexcel 9ET0

Entry requirements Grade 7 in GCSE English and Grade 7 in GCSE English Literature

The two most engaging powers of an author are to make new things familiar,

familiar things new. William Makepeace Thackeray

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ENGLISH LITERATURE

Course content and structure Matthew Arnold described the study of literature as a means of “getting to know…the best which has been thought and said in the world”. The English Faculty at IPS 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. Component 1: Drama Pupils study Shakespeare’s tragedy Othello alongside A Streetcar Named Desire by Tennessee Williams. Shakespeare’s play is considered in the light of a stimulating selection of critical essays. • Formal Assessment – awrittenexamination lasting 2¼ hours (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. 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 – awrittenexamination lasting 1¼ hours (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 the former Poet Laureate, Andrew Motion, and a selection of poems by John Donne. • Formal Assessment – awrittenexamination lasting 2¼ hours (30% of the overall qualification): Section A: Pupils answer one comparative essay question, from a choice of two, comparing an unseen poem with 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: Coursework Pupils make an intensive study of two texts, which may be linked by theme, movement, author or period. These may be 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 website 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.

University and careers links The English Literature A-Level course is ideal for those considering reading Humanities or Creative Arts subjects at university. The study of literature helps to prepare pupils for careers in law, journalism, media or publishing and is an enriching subject for those pupils studying the three Sciences.

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Where there is much desire to learn, there of necessity will be much arguing, much writing, many opinions; for opinions in good men is but knowledge in the making. John Milton

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