International School, LuxembourgA.S.B.L.

KS5 Handbook

2

Table of Contents

Introduction ......................................................................................................................... 3

AS Subject Entry Requirements Matrix ................................................................................... 5

AS/A2 Art ............................................................................................................................ 7

Biology .............................................................................................................................. 10

Chemistry .......................................................................................................................... 14

Drama and theatre studies.................................................................................................. 18

Economics ......................................................................................................................... 21

English literature ................................................................................................................ 24

Geography ......................................................................................................................... 24

MFL (German, French)........................................................................................................ 28

History .............................................................................................................................. 32

Mathematics ...................................................................................................................... 34

Media studies ..................................................................................................................... 36

Music technology ............................................................................................................... 38

Physics .............................................................................................................................. 40

Psychology ........................................................................................................................ 42

Version: 06th February 2015

3

Introduction At St George’s International School, we offer students a range of international AS and A-Level

courses from a variety of UK exam boards (Edexcel, AQA and CIE). The international AS

(Advanced Subsidiary) Level and the A (Advanced) Level courses focus on traditional study skills

and take a minimum of 2 years to complete. They are the accepted route into University and

Higher Education in the UK and worldwide, although they are not the only route.

A-Levels are very demanding and academically rigorous courses offered by UK examination

boards. They enable students to study individual subjects in depth, and to specialise in those

areas in which they feel they are particularly strong and have a keen interest.

A-LEVEL REFORM 2015 Over the course of three years the structure of A-Levels will change in that AS and A-Levels will be considered as two separate qualifications. Under the new system, students are free to take AS Levels, but they will no longer count towards A-Level grades. Instead they will be a stand-alone qualification. AS and A-Level courses are designed to be “co-teachable”, so a student taking an AS exam in their first year of Sixth Form can continue to do the A-Level exam the following year, having covered the same ground as their A-Level peers. Students can sit an AS exam but it may not count towards the A-Level grade. Essentially what this means is that an A-Level course will only be assessed after 2 years.

The changes will eventually affect all exam boards over the next 3 years. In the meantime

students can continue to take exams for Cambridge International AS and A-Levels in November

and June. The following options are available for all exam boards;

1. Take all components of the A-Level in one sitting (the linear route) 2. Follow a staged assessment route by taking all AS Level components in one exam series

and completing the final A-Level in a subsequent series 3. Take AS Level as a standalone option

HOW TO SELECT YOUR COURSE

You can now choose a course of study that is more flexible for you, whether you want to stay

for one year, two years or three years at Sixth Form it is entirely up to you, however, in Year 12

you are required to study 4 subjects and one can be dropped at the end of the year.

“When you choose your A-Level you shouldn’t choose it for the specification, you

should choose it based on what really interests you and what you are good at.”

Universities are interested in quality rather than quantity. For most university applications it is

necessary for students to have three good A-Level passes at grade B or above.

4

ENTRY REQUIREMENTS

AS and A-Level entry

The amount and depth of content at A-Level cannot be compared to the course content at

GCSE level and therefore students need to appreciate and respect the volume and complexity of

the work they will undertake at A-Level. It is therefore necessary that students complete

considerable self directed study, reviewing classroom notes and reading ahead from their

textbooks.

These entry requirements are a guideline as to the minimum requirements needed to

succeed at AS Level; each student’s suitability for a course will be judged on an individual basis

and will require a discussion between the student and subject teachers.

Please note that a minimum of four students are required for a course to run.

Entry into Year 13 requires three C grades or above at AS Level.

5

AS Subject Entry Requirements Matrix

These entry requirements are a guideline as to the minimum requirements needed to succeed

at AS Level; each student’s suitability for a course will be judged on an individual basis.

Please note that a minimum of four students are required for a course to run.

SUBJECT EXAM

BOARD

ESSENTIAL

MINIMUM ENTRY

REQUIREMENTS

(GCSE or equivalent)

PREFERRED

SKILLS and/or

QUALIFICATIONS

PAGE

8AD01

Art

Edexcel Grade B in art

A good portfolio of work

An interest in art, both

contemporary and historical, is essential

The ability to work

independently

Willingness to visit art galleries

and exhibitions outside of school during own free time

7

9700 Biology CIE Grade B in science

Grade C in English

Grade C in maths

Grade A in science

recommended A high level of motivation and

enthusiasm for science is also

required

An aptitude for literacy is of

benefit

10

9707 Business

studies

CIE Grade B in maths

Grade C in English

IGCSE in business studies is an

advantage

An interest in business issues is

essential

12

9701 Chemistry CIE Grade B in science

Grade C in maths

Grade C in English

Grade A in science

recommended Grade B in maths

recommended

A high level of motivation and

enthusiasm for science is also

required

14

9713 Applied ICT CIE Grade A* to C in GCSE

ICT or equivalent

A high level of

mathematical skills

An interest in computing is

essential

Self-motivation – you will be

required to work using your

own initiative

16

9DRO Drama and

theatre studies

Edexcel Grade C in English Grade C in drama

Experience of public

performance

An interest in drama and

theatre is essential

18

9708 Economics CIE Grade C in English

Grade C in maths

No previous study of the

subject is assumed, but IGCSE

in economics is an advantage

An interest in economic issues

and current affairs is essential

21

8ETO/9ETO

English literature

CIE Grade B or above in

English or the

recommendation of the

teacher

An interest in literature in all its

forms is essential

A strong work ethic and the

desire to be challenged 24

6

9696 Geography CIE Grade C in English

An interest in geography and

current affairs is essential

Geography GCSE (or

equivalent) is essential

26

8FR01/9FR01

French language

(MFL)

Edexcel Grade A in French

Interest and good

understanding of the French

language and culture

Willingness to communicate

orally and in writing

28

8GN01/9GN01

German language

(MFL)

Edexcel Grade A in German Interest and good

understanding of the German

language and culture Willingness to communicate

orally and in writing

28

XHI01

History

Edexcel Grade C in English

An interest in history is

essential History GCSE is desirable but

not essential

32

8371

Mathematics

Edexcel Grade B in maths

A-A* recommended in mathematics

An interest in mathematics is

essential

Self-motivation – you will be

required to work on your own initiative

A logical and inquisitive mind

Good knowledge and skills in

algebra and trigonometry

34

9607

Media studies

CIE Grade C in English

Grade B in GCSE media is

desirable

An interest in current trends in

different types of media

Capable of demonstrating flair

and creativity with a good eye for art & design

36

8MT01

Music technology

Edexcel Grade C in English

Grade B in music or a

portfolio to demonstrate

musical ability and understanding

Have been studying at least

one instrument for several

years An ability to study and work

well on your own

Must be ICT literate

38

9702

Physics

CIE Grade B in science

Grade B in maths

Grade C in English

Grade A recommended in

science Grade A recommended in maths

A high level of motivation and

enthusiasm for science and

mathematics is also required.

40

9PS0 Psychology Edexcel Grade B in English

Grade B in science

Grade C in maths

Demonstration of self-discipline

and independent working Ability to analyse data and

research methods

42

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AS/A2 Art Edexcel (8AD01)

What will students learn?

The aims of the AS & Advanced GCE in art & design are to encourage students to develop:

intellectual, imaginative, creative and intuitive powers investigative, analytical, experimental, practical, technical and expressive skills, aesthetic

understanding and critical judgement independence of mind in relation to developing their own ideas, refining their own

intentions and personal outcomes an interest in, enthusiasm for, and enjoyment of art, craft and design experience of working with a broad range of media, including traditional and new media

technologies an understanding of the interrelationships between art, craft and design processes and

an awareness of the contexts in which they operate experience of working within relevant and real frameworks and, where appropriate, make

links to the creative industries

knowledge, understanding and application of art, craft, design and media and technologies in contemporary and past societies and cultures

an awareness of different roles, functions and audiences and consumers of art, craft and design practice.

Students will need to show the following qualities:

This specification requires students to develop practical and theoretical knowledge and understanding of:

relevant materials, processes, technologies and resources

how ideas, feelings and meanings can be conveyed and interpreted in images and artefacts

how images and artefacts relate to the time and place in which they were made and to their social and cultural contexts

continuity and change in different genres, styles and traditions

a working visual/written vocabulary and specialist terminology.

This specification requires students to develop the skills to:

record experiences and observations, mainly in visual form; undertake research and gather, select and organise visual and other appropriate information

explore relevant resources; analyse, discuss and evaluate images, objects and artefacts; make and record independent judgements

use knowledge and understanding of the work of others to develop and extend thinking and inform own work

generate and explore potential lines of enquiry using appropriate media and techniques apply knowledge and understanding in making images and artefacts; review and modify

work, and plan and develop ideas in the light of own and others’ evaluations

organise, select and communicate ideas, solutions and responses, and present them in a range of visual, tactile and/or sensory forms.

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How will students be assessed?

Unit number and unit title

Overview of content and assessment information

Number of marks

allocated in the unit

Component 1 Personal Investigation 9AD0/01

This component allows students opportunities to generate and develop ideas, research primary and contextual sources, record practical and written observations, experiment with media and processes, and refine ideas towards producing personal resolved outcome(s). This will require students to address each of the assessment objectives. Students must work within one of the following titles: art, craft and design, fine art, graphic communication, textile design, three-dimensional design, photography. Assessment ● Incorporates three major elements: supporting studies, practical work, and a personal study. ● Supporting studies and practical work will comprise a portfolio of development work and outcomes based on themes and ideas developed from personal starting points. ● The personal study will be evidenced through critical written communication showing contextual research and understanding in a minimum 1000 words of continuous prose, which may contain integrated images.

60% of the total

qualification

Marks available: 90.

The personal study comprises 12% of the total qualification and is marked out of

18.

Work must cover all four

assessment objectives and be marked using the

Edexcel assessment grid

Component 2 Externally Set Assignment 9AD0/02

This component allows students opportunities to generate and develop ideas, research primary and contextual sources, record practical and written observations, experiment with media and processes, and refine ideas towards producing personal resolved outcome(s) in response to an externally set theme. This will require students to address each of the assessment objectives. Students must continue to work within the same title as component 1. Assessment Incorporates two major elements: preparatory studies and the 15–hour period of sustained focus. ● Preparatory studies will comprise a portfolio of practical and written development work based on the Externally Set Assignment. ● During the 15–hour period of sustained focus under examination conditions, students will produce final outcome(s) extending from their preparatory studies in response to the Externally Set Assignment. ● The Externally Set Assignment is released on 1 February and contains a theme and suggested starting points. ● Students have from 1 February until the commencement of the final 15–hour period of sustained focus to develop preparatory studies.

40% of the total

qualification

Marks available: 72. The 15–hour

period of sustained focus

under examination

conditions may take place over

multiple sessions (a maximum of

five, within three consecutive

weeks). ● Work must cover all four assessment objectives and be marked using the Edexcel assessment grid

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What do students need to take this course?

Grade B or above in art at GCSE and a good portfolio of work

An interest in art, both contemporary and historical is essential

The ability to work independently

Willingness to visits art galleries and exhibitions in their own time

What can students do after they finish this course?

Art is good for students who wish to undertake further studies in art, craft and design, usually at Art College or in further education. It is also useful for those who are hoping to take up careers for which an art and design background is relevant. Employment opportunities with Art qualifications: Animator Architect Art director Art therapist Ceramicist Fine Artist Film maker Illustrator Musician Printmaker Publisher Teacher Stylist

Automotive designer (transport) Costume designer Fashion designer Games designer Graphic designer Industrial designer Interior designer Product designer Textile designer Theatre / set designer Shoe designer Web designer

Advertising layout Exhibition curator Fashion buyer Fashion journalist Landscape architect Location finder (TV & films) Magazine layout Make-up artist/ stylist Performing arts Photographer Picture editor TV producer Window dresser Writer/ Radio

Famous people who went to Art school: Actors: Rachel McAdams, Adam Sandler, Brad Pitt, Ben Stiller, Alan Rickman, Robbie Coltrane, Bonnie Wright, Peter Capaldi, (Dr Who), Lily Cole (model/actress/broadcaster). Musicians: Kanye West, Chuck D, John Lennon, Freddie Mercury, Ian Dury (Ian Dury and the Blockheads), Keith Richards, David Byrne (Talking Heads), Franz Ferdinand, Steve Mackey, (bass guitarist for Pulp), Florence Mary Welch (Florence + the Machine). Film directors: Steven Spielberg, Ridley Scott (Alien, Gladiator). Fashion designers: Stella McCartney, Vivienne Westwood, Christopher Bailey (Burberry). Artists: David Hockney (painter, printmaker), Peter Blake (Designed the Beatles' album cover “Sgt. Pepper's Lonely Hearts Club Band”), Raymond Briggs (illustrator and author, The Snow Man, Fungus the Bogeyman). Car designers: Ian Callum, (Director of Design for Jaguar), Dirk van Braeckel (Head of Design at Bentley Motors).

10

Biology

CIE (9700)

What will students learn?

The A-Level biology course is split into two modules: the first will be studied and examined in

Year 12 (AS) and the second will be studied and examined in Year 13 (A2).

The AS level course will cover the following topics:

1 Cell structure 2 Biological molecules 3 Enzymes 4 Cell membranes and transport 5 The mitotic cell cycle 6 Nucleic acids and protein synthesis 7 Transport in plants 8 Transport in mammals 9 Gas exchange and smoking 10 Infectious disease

11 Immunity

The A2 course will then continue with the following topics:

12 Energy and respiration 13 Photosynthesis 14 Homeostasis 15 Control and co-ordination 16 Inherited change 17 Selection and evolution 18 Biodiversity, classification and conservation

19 Genetic technology

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How will students be assessed?

Exam Paper Component Exam Length Exam Weighting

1 Multiple choice 1 hour 31% AS Level

15.5% A-Level

2 AS Structured questions 1 hour 15 min 46% AS Level

23% A-Level

3 Advanced practical skills 2 hours 23% AS Level

11.5% A-Level

4 A2 Structured questions 2 hours 38.5% A-Level

5 Planning, analysis and

evaluation 1 hour 15 min 11.5% A-Level

What do students need to take this course?

Grade B or above in Double Award science IGCSE (grade A recommended)

Grade C or above in English IGCSE

Grade C or above in mathematics IGCSE

An aptitude for literacy is of benefit as the A-level biology course has an abundance of unfamiliar vocabulary embedded in it that requires it to be learned and used articulately in the correct context.

A high level of motivation and enthusiasm for science is also required. Biology is a difficult subject which is covered in great depth and, as such, requires a large amount of home study.

What can students do after they finish this course?

A-Level biology will give students an awareness of the natural world around them. It will provide

them with the ability to think objectively and apply a scientific argument to situations outside of

the classroom. These skills are transferrable and are recognised by universities even if they do

not intend to pursue a career in the sciences.

A qualification in biology will increase a student’s chances of accessing a variety of science-based

courses at a tertiary level and is especially useful if they have ambitions to enter a career in the

natural/biological sciences such as marine biology, medicine, dentistry, microbiology,

biochemistry and many more other avenues.

12

Business studies

CIE (9707)

What will students learn?

The A-Level business studies syllabus enables students to understand and appreciate the nature

and scope of business and the role it plays in society.

The syllabus covers economic, environmental, ethical, governmental, legal, social and

technological issues and leads to an understanding of organisations and the markets they serve.

Students also study the management of organisations and, in particular, the process of decision-

making.

The following topics are studied in the core syllabus (AS) during Year 12 and in the extended

syllabus (A2) during Year 13:

Business and its environment: enterprise, business structure, size of business, business

objectives, stakeholders, external influences

People in organisations: management and leadership, motivation, human resource

management, organisation structure, business communication

Marketing: market research, the marketing mix, marketing planning, international

marketing

Operations and project management: operations planning, inventory management,

capacity utilisation, lean production, quality, project management

Finance and accounting: sources of finance, cash flow forecasts, costs, budgets,

accounting fundamentals, budgets, published accounts, investment appraisals

Strategic management: strategic analysis, strategic choice, strategic implementation

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What do students need to take this course?

No previous study of the subject is assumed, but IGCSE in business studies is an advantage

An interest in business issues is essential

Grade B in GCSE maths

Grade C in English

What can students do after they finish this course?

By the end of this course students will understand the nature of business and its role in society

and have an appreciation of the diverse issues that are associated with business activity.

They will also have developed skills in decision-making and problem solving, the management

of information and effective communication. These skills are valuable for both further studies

and in most careers.

A-Level business studies is widely recognised and is accepted by universities and employers as

proof of essential knowledge and ability. As well as providing an excellent base for a career in

all kinds of business, it is also useful for those thinking of careers in law, economics and

accounting.

How will students be assessed?

Exam Paper Components Exam Length/

Weighting Breakdown of Exam

Paper 1

Based on core topics

1 hour 15 minutes

40% AS

20% A2

Section A: 4 short answer

questions

Section B: essay on core

curriculum (1 from a choice of

3 questions)

Paper 2

Based on core topics

1 hour 30 minutes

60% AS

30% A2

2 data response questions

Paper 3

Based on core and

extension topics

3 hours

50% A2

Case study: 5 questions + 1

essay (from a choice of 2)

14

Chemistry CIE (9701)

What will students learn?

The A-Level chemistry course is spread over two years and consists of physical chemistry,

inorganic chemistry and organic chemistry. Students will be assessed on their knowledge and

understanding skills; data-handling and problem-solving skills and experimental skills and

investigations.

Physical chemistry includes the study of:

Atomic structure; atoms, molecules and ratios; chemical bonding; states of matter; chemical

energetic; electrochemistry; equilibria and acid-base equilibiria; and reaction kinetics

Inorganic chemistry includes the study of:

A selected range of elements and their compounds; patterns in the Periodic Table across Period

3 and down Groups II, IV and VII; transition elements and their compounds; everyday aspects

of nitrogen, sulphur and their compounds

Organic chemistry is the study of hydrocarbon compounds and their associated functional

groups.

This includes: alkanes, alkenes, arenes, halogenoalkanes, alcohols, aldehydes and ketones,

carboxylic acids and esters, nitriles, amides, amines and amino acids. Students will study the

structures, reaction mechanisms, uses and impacts on environment and economy.

At the end of the first year students will take an AS examination on the material covered. During

the second year, these topics are studied in greater depth leading to an A-Level qualification after

examination.

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How will students be assessed?

Exam Paper Component Exam Length Exam Weighting

1 Multiple choice 1 hour 31% AS Level

15.5% A-Level

2 AS Structured questions 1 hour 15 min 46% AS Level

23% A-Level

3 Advanced practical skills 2 hours 23% AS Level

11.5% A-Level

4 A2 Structured questions 2 hours 38.5% A-Level

5 Planning, analysis and

evaluation 1 hour 15 min 11.5% A-Level

What do students need to take this course?

Grade B in Double Award science IGCSE (grade A recommended)

Grade C or above in mathematics IGCSE (grade B recommended)

Grade C or above in English IGCSE

A high level of motivation and enthusiasm for science is also required

What can students do after they finish this course?

A-Level chemistry will provide students with the ability to think objectively and logically; analyse

data; plan and execute investigations; recognise usefulness and limitations of scientific method

and apply to other disciplines or everyday life. These skills are transferrable and are recognised

by universities.

Chemistry is essential for further study in chemistry or biochemistry medicine, dentistry and

veterinary science. It is also recommended for studying life sciences (including biology, genetics,

neuroscience and pharmacy).

The analytical skills gained in chemistry provide a good basis for careers in many sectors including

finance, management, law, computing and IT.

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CIE Applied ICT

CIE (9713)

What will students learn? The Applied ICT syllabus is split into 4 units. Unit 1 This is a written paper, all questions are compulsory. The candidates should be able to demonstrate knowledge and understanding of:

the functions and uses of the main hardware and software components of ICT systems, including portable communication systems;

the ways in which organisations use ICT;

the impact on society of the use of ICT in the home;

the stages of the systems life cycle and the methods used within each of these stages;

ICT and computing terminology. Unit 2 A practical test assessing skills. The candidates should be able to:

select the right software for the task; communicate effectively with other

ICT users using email and search for appropriate information using the internet;

prepare, create, amend and edit documents and interactive presentations;

create both flat-file and relational database structures, add data, check the data entry, perform searches, reorganise data by sorting and present calculated values based on the data;

create graphs and charts; integrate data from several sources; output data in different forms; create and test a data model using a

spreadsheet, extract and summarise data in a variety of forms.

Unit 3 This is a written paper, all questions are compulsory. The candidates should be able to demonstrate their knowledge and understanding of:

the ways in which a wide range of organisations use ICT;

the impact on society of the use of a wide range of online applications;

the networking of information-processing systems and the use of online services.

Unit 4 A practical test assessing skills. The candidates should be able to fulfil all of the practical skills:

create a mail merged document using a word processor and data handling package;

create an automated procedure which enables a user to select both the required document and the data to merge it with;

output data in different forms.

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Exam Paper

Components Exam

Length/Weighing Breakdown of

Exam

Paper 1 ICT systems including portable communication devices

How organisations use ICT Impact of ICT on society

Computer networks

Duration: 1Hr 15 min (80 Marks) 40% - AS Level 20% - A-Level

Written paper on sections from 1 to 4

Paper 2 Software selection Communication Document presentation and

production

ICT systems including portable communication devices

How organisations use ICT Impact of ICT on society Computer networks Integration 1

Output data Data handling 2 – Spreadsheets

Duration: 2Hrs 30 min (120 Marks) 60% - AS Level 30% - A-Level

Practical paper on sections from 8 to 14

Paper 3 ICT systems including portable communication devices

How organisations use ICT – Part 1

Impact of ICT on society – Part 1

Systems life cycle How organisations use ICT –

Part 2

Impact of ICT on society – Part 2

Computer networks

Duration: 1Hr 15 min (80 Marks) 20% - A-Level

Written paper on sections from 1 to 7

Paper 4 Integration 2 – Mail merge Integration 3 – Automation

Output data

Duration: 2Hrs 10 min (90 Marks) 30% - A-Level

Practical paper on sections from 15 to 18

What do students need to take this course?

Grade A* to C in GCSE ICT or equivalent

A high level of mathematical skills

Self-motivation – students will be required to work using their own initiative

An interest in computing is essential

What can students do after they finish this course?

This A and AS level course deals with topics that students may require in the first year of a

computer science or engineering degree. This gives learners the knowledge, understanding and

skills that they need to prepare for higher education.

18

Drama and theatre studies Edexcel (9DRO) __________________________________________________________________

What will students learn?

Edexcel A-Level drama and theatre studies looks at plays from the point of view of a director,

designer, performer and critic. It combines the activities of exploring and performing plays,

creating and analysing theatre, and the critical evaluation of all of these elements.

Students will experience a range of opportunities to develop their dramatic and theatrical skills,

enabling them to grow creatively and imaginatively in both devised and scripted work.

The course is designed to give thorough understanding of drama and theatre, including critical

concepts and specialist terminology.

Assessment Objectives for both courses AO1 Create and develop ideas to communicate meaning as part of the theatre-making process, making connections between dramatic theory and practice (20%) AO2 Apply theatrical skills to realise artistic intentions in live performance (30%) AO3 Demonstrate knowledge and understanding of how drama and theatre is developed and performed (30%)

AO4 Analyse and evaluate their own work and the work of others (20%)

How will students be assessed?

Students will be examined in three ways.

1. Written portfolio coursework and performances will be assessed internally and

moderated externally

2. Live performances will be assessed by a visiting examiner

3. Written exams will be examined externally

What do students need to take this course?

English GCSE at grade C or above

An interest in and enthusiasm for performance

Performance experience is desirable but not essential

19

Course Overview

All students will be entered for both the AS examination as preparation for A2.

Component number and

unit title

Assessment information

AS drama and theatre studies

Number of marks

allocated in the unit

Component 1: Exploration

and performance

8DR0/01

Performances (internally assessed) There are two performances required in this component: A group performance of an extract: The group performance is weighted more heavily than the monologue/duologue. The artistic intention of the group piece will be captured in a written portfolio. A monologue/duologue from a second extract: For the monologue/duologue students will have to produce approximately a 150-200 words per extract outlining their artistic intention for the piece.

96 marks

Coursework

60% of the qualification

Component 2: Theatre

makers in practice

8DR0/02

1 hour 45 minute written exam (externally assessed) Component 2 consists of a written examination based on the exploration of a set text and the review of a live piece of theatre.

48 marks

Written examination

40% of the qualification

Component number and

unit title

Assessment information

A2 Drama and theatre studies

Number of marks

allocated in the unit

Component 1 DR0/01: Devising

Devising Component 1 focuses on a devised original performance piece using one key extract from a performance text and a theatre practitioner as stimuli. Portfolio The portfolio is a student response to statements about the creation and development of their devising project and analysing and evaluation their work. Students are internally assessed on both the portfolio and the final performance.

80 marks

Coursework

40% of the qualification

Component 2 9DR0/02: text in performance

Externally assessed by a

visiting examiner

Students stage a group performance and a monologue or duologue. Students produce approximately a 150-200 words per extract outlining their artistic intention for the piece.

60 marks

Coursework

20% of the qualification

20

Component 3 9DR0/03: Theatre

makers in practice

2 hours and 30 minutes externally examined written paper The new component 3 consists of a written examination based on the exploration of two set texts and the review of a live piece of theatre.

80 marks

Written exam

40% of the qualification

What can students do after they finish this course?

By the end of this course students will understand the nature of performance from the

perspective of an actor, designer, director and critic.

They will also have developed skills in team work, decision-making, problem solving and

effective communication. These skills are valuable for both further studies and in most careers.

Drama and theatre studies A-Level is widely recognised and is accepted by universities and

employers as proof of essential knowledge and ability. It provides an excellent base for a

related career in business, law or politics along with careers in the creative industries, theatre,

technical theatre, TV, radio, film, journalism and any other careers which require confident

presentation skills.

Students will be equipped with the skills and knowledge needed to progress onto performance

based courses at both universities and international drama schools.

21

Economics

CIE (9708)

What will students learn?

The A-Level economics syllabus aims to provide a basis of factual economic knowledge. It also allows the student to develop a facility for self-expression and an appreciation of the methods of study used by the economist and the most effective ways economic data can be analysed, discussed and presented. The following topics are studied in the core syllabus (AS) during Year 12 and in the supplementary syllabus (A2) during Year 13:

All candidates study these AS-Level topics

A-Level candidates also study these additional topics

1. Basic economic ideas and resource allocation

Scarcity, choice and opportunity cost

• Positive and normative statements • Factors of production • Resource allocation in different economic systems and issues of transition • Production possibility curves • Money • Classification of goods and services

• Efficient resource allocation • Externalities and market failure • Social costs and benefits; cost-benefit analysis

2. The price system and the micro economy

• Demand and supply curves • Price elasticity, income elasticity and cross-elasticities of demand • Price elasticity of supply • Interaction of demand and supply • Market equilibrium and disequilibrium • Consumer and producer surplus

• Law of diminishing marginal utility • Indifference curves • Budget lines • Types of cost, revenue and profit, short-run and long-run production • Different market structures • Growth and survival of firms • Differing objectives of a firm

3. Government microeconomic intervention

Maximum and minimum prices

• Taxes (direct and indirect) • Subsidies • Transfer payments • Direct provision of goods and services • Nationalisation and privatisation

• Policies to achieve efficient resource allocation and correct market failure • Equity and policies towards income and wealth redistribution • Labour market forces and government intervention

22

- Demand and supply of labour

- Wage determination in perfect markets

- Wage determination in imperfect markets

• Government failure in microeconomic intervention

4. The macro economy Aggregate demand and aggregate supply analysis

• Inflation • Balance of payments • Exchange rates • The terms of trade • Principles of absolute and comparative advantage • Protectionism

• Economic growth, economic development and sustainability • National Income statistics • Classification of countries • Employment / unemployment • The circular flow of income • Money supply (theory) • Keynesian and monetarist schools • The demand for money and interest rate determination • Policies towards developing economies; policies of trade and aid

5. Government macro intervention

Types of policy: fiscal, monetary and supply side policy

• Policies to correct balance of payments disequilibrium • Policies to correct inflation and deflation

Government macro policy aims

• Inter-connectedness of problems • Effectiveness of policy options to meet all macroeconomic objectives

How will students be assessed?

Paper Weighting

AS Level A Level

Paper 1 1 hour

30 multiple choice questions (Core)

40%

20%

Paper 2 1 hour 30 mins

(a) Data response (Core) 1 question (b) Structured essay (Core) 1 from a choice of 3

30%

30%

15%

15%

Paper 3 1 hour 15 mins 15%

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30 multiple choice questions (Supplement)

Paper 4 2 hours 15 mins

(a) Data response (Supplement) 1 question (b) Essays (Supplement) 2 from a choice of 6

10%

25%

There are four Assessment Objectives (AOs) for Cambridge International AS and A-Level economics. Students are expected to demonstrate: AO1 Knowledge and understanding Outline concepts and theories.

AO2 Application Interpret and apply knowledge and understanding to information presented in written, numerical or graphical form. AO3 Analysis Analyse economic issues and arguments, using relevant economic concepts, theories and information, and communicate conclusions in a clear, reasoned manner. AO4 Evaluation Critically evaluate economic information, arguments, proposals and policies, taking into consideration relevant information and economic principles and distinguishing facts from hypothetical statements and value judgements.

What do students need to take this course?

Grade C in English

Grade C in maths

No previous study of the subject is assumed, but IGCSE economics is an advantage

An interest in economic issues and current affairs is essential

What can students do after they finish this course?

The A-Level economics syllabus enables students to acquire a sound foundation of economic

ideas, and allows students to gain the ability to explain and analyse economic issues and

arguments and to evaluate economic information. These are skills which are useful both in further

education and the employment market.

The economics A-Level is widely recognised and accepted by universities and employers as proof

of essential knowledge and ability. It provides an excellent base for a related career in business,

law, economics and accounting.

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English Literature

Edexcel 8ETO/9ETO

What will students learn?

The A-Level English Literature course is split into two units of study. The first study unit is covered

in year 12 and examined in May/June (AS), and the second unit is studied in year 13 and is

examined in May/June of that year (A Level).

The assessment objectives for the course include: 1. The ability to respond to texts of various genres in the three main literary forms (prose,

poetry and drama). 2. An understanding of the ways in which writers’ choices of form, structure and language

shape meanings. 3. The ability to produce informed, independent opinions and judgements on literary texts. 4. The ability to communicate clearly the knowledge, understanding and insight appropriate

for literary study. 5. The ability to appreciate and discuss varying opinions of literary works.

AS Unit

This module will explore a selection of poetry, prose and drama:

Poetry: Selection of specified modern poetry from Poems of the Decade: An Anthology

of the Forward Books of Poetry.

Prose: Students study two prose texts (including at least one pre-1900) on a chosen

theme. E.g. Colonisation and its Aftermath, Crime and Detection, Science and Society.

Drama: Students study one play from either tragedy or comedy. Either Pre or Post 1900

plays may be studied.

A Level Unit

This module will also explore a selection of poetry, prose and drama:

Poetry: A selection of 21st century poems from different poets and a study of a specific

poetic movement. E.g. Romanticism, metaphysical.

Prose: Students study two prose novels on a similar theme and focus on comparative

elements.

Drama: One Shakespeare play is studied along with one other play from either Tragedy

or Comedy.

Coursework: Students study two texts from any literary style and period and investigate

the comparative nature between them.

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What do students need to take this course?

Minimum Grade B in GCSE English and English Literature or the recommendation of the teacher

An interest in literature in all its forms is essential

A strong work ethic and the desire to be challenged

What can students do after they finish this course?

English Literature students develop an understanding and enjoyment of literary texts that is a pleasure for life, and in addition gain skills for life, including:

The ability to write clearly and effectively Skills in developing arguments Skills in researching and managing information The ability to synthesise critical arguments with their own The ability to analyse complex texts in different forms and styles

All the above skills are invaluable at university. The course builds a strong foundation for their

ability to excel in all subjects where writing and analysis of any kind are expected. Furthermore,

the ability to communicate eloquently and persuasively is admired and indeed sought after in

most professions be it a lawyer, doctor, engineer, environmentalist, teacher or any other career

they decide to pursue.

How will students be assessed?

Exam Paper Components Exam Length/

Weighting Breakdown of Exam

AS Level Paper 1 Paper 2

Poetry & Drama

Prose

2 hours 60% AS 1 hour. 40% AS

1 questions on Poetry studied including 1 comparative. 1 question on the Drama text studied from a choice of 2 1 comparative question on the 2 prose texts studied.

A-Level:

Paper 1

Paper 2

Paper 3.

Coursework

Drama

Prose

Poetry

Drama, Prose or Poetry.

2 hrs 15. 30%

1 Hr. 20%

2 Hrs 15. 30%

1 Term 20%

1 question on each text

1 Comparative essay.

2 questions on the poems

studied and one question on an

‘unseen’ poem not studied.

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Geography

CIE (9696)

What will students learn?

Geography occupies a central position in understanding and interpreting social, economic, political and environmental conditions and change, in both space and time. The Cambridge syllabus encourages students to think about the specific contribution they can make to understanding contemporary issues and also the complexity of natural systems, their linkages and their impact upon the human race. Students are also shown that it is equally important to understand the impacts of the human race upon the environment and how these impacts can be managed in achieving sustainable development. The study of environments is rooted in an understanding of physical processes, so this syllabus emphasises studying real examples to show the variety and

complexity of human and physical environments.

AS Module: Physical and Human Core Geography

This module focuses on the Physical and Human Core Options. The topics are:

Physical Core (all studied) Human Core (all studied)

• Hydrology and fluvial geomorphology • Population

• Atmosphere and weather • Migration

• Rocks and weathering • Settlement dynamics

A2 Module: Advanced Physical and Human Geography

This module focuses on the Advanced Physical and Human Options. The topics are:

Advanced Physical Advanced Human

(Two of these are studied) (Two of these are studied)

• Tropical environments • Environmental management

• Coastal environments • Production, location and change

• Hazardous environments • Global interdependence

• Arid and semi-arid environments • Economic transition

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What do students need to take this course?

Grade C in English at GCSE

An interest in geography and current affairs is essential

Geography GCSE (or equivalent) is essential

What can students do after they finish this course?

By completing the A-Level geography course students will have learned how to evaluate and analyse data, relate studied theories to the world around us and gain a thorough understanding of some of the more complex physical and human processes that occur on Earth. Geography is a very open subject sharing cross-curricular content with economics, maths, history, politics and the natural sciences. A qualification in the subject will allow the student to consider either science or arts-based courses at university. Geography is a well-regarded subject by employers, with links to future careers in areas such as environmental management, urban planning, marketing, transport management and teaching.

How will students be assessed?

Exam Paper

Components Exam

Length/ Weighting

Breakdown of Exam

Paper 1

Core Geography

Physical Core

Human Core

3 hours

100% AS

50% A2

Students answer questions in 3 sections.

Section A, they must answer 5 of 6

questions on the Physical and Human Core

topics for a total of 50 marks. In each of

Sections B and C, students answer 1 of 3

structured questions based on the Physical

and Human Core topics, for a total of 25

marks in each section.

Paper 2

Paper 3

Advanced Geography

Advanced Physical

Options

Advanced Human

Options

1½ hours

25% A2

1½ hours

25% A2

Students answer 2 essay questions, each

on a different optional topic, from a total

of 8 questions, on each paper, based on

the Advanced Physical & Human Options

syllabus, for a total of 100 marks.

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MFL (German, French)

Edexcel (8GN01), (8FR01) Edexcel (9GN01), (9FR01)

What will students learn?

Students will develop the ability to understand the language from a variety of registers.

They will learn to communicate confidently and clearly in the language and will form a sound base of skills, language and attitudes required for further study, work and leisure. They will also study the main elements of grammar to include most tenses, sentence formation and parts of

speech.

Students will widen their knowledge of the culture and civilization of the countries where the language is spoken, including the study of literary texts where appropriate.

How will students learn?

• During the language course, students will be taking notes, listening to recordings, reading texts, completing oral work and producing pieces of writing. It is very important to learn

vocabulary regularly and spend time on the self-study program.

Structure of the exam

There are 3 papers based on content from the following themes. FRENCH : Theme 1: Les changements dans la société française Theme 1 is set in the context of France only.

Les changements dans les structures familiales Les changements dans les attitudes envers le mariage, les couples et la famille.

L’éducation Le système éducatif et les questions estudiantines.

Le monde du travail La vie active en France et les attitudes envers le travail; le droit à la grève; l’égalité des sexes. Theme 2: La culture politique et artistique dans les pays francophones Theme 2 is set in the context of francophone countries and communities.

La musique Les changements et les développements; l’impact de la musique sur la culture populaire.

Les médias La liberté d’expression; la presse écrite et en ligne; l’impact sur la société et la politique.

Les festivals et les traditions Les festivals, fêtes, coutumes et traditions.

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Theme 3: L’immigration et la société multiculturelle française

Theme 3 is set in the context of France only.

· L’intégration et le multiculturalisme

Les origines de l’immigration (à partir du 20ème siècle); l’évolution des stratégies

politiques; les bienfaits at les défis de l’intégration et du multiculturalisme.

· La montée de l’extrême droite

Les objectifs du Front national (FN); les leaders du FN; la montée du FN; l’opinion publique.

Theme 4: L’Occupation et la Résistance

Theme 4 is set in the context of France only.

· L’Occupation

La vie sous le régime de Vichy et l’autorité du Maréchal Pétain; La France occupée et la

collaboration; l’antisémitisme.

· La Résistance

La Résistance des Français, l’importance de Jean Moulin et Charles de Gaulle

GERMAN: Theme 1: Gesellschaftliche Entwicklung in Deutschland Theme 1 is set in the context of Germany only.

Natur und Umwelt Umweltbewusstsein; Recycling; erneuerbare Energie; nachhaltig leben

Bildung Bildungswesen und die Situation von Studenten; Sitzenbleiben, Berufsausbildung

Die Welt der Arbeit Das Arbeitsleben in Deutschland und Arbeitsmoral; deutsche Geschäfte und Industrien Theme 2: Politische und künstlerische Kultur im deutschen Sprachraum Theme 2 is set in the context of German-speaking countries and communities.

Musik Wandel und Trends; Einfluss der Musik auf die populäre Kultur

Die Medien Fernsehen, Digital-, Print- und Onlinemedien; Einfluss auf Gesellschaft und Politik

Die Rolle von Festen und Traditionen

Feste, Feiern, Sitten, Traditionen

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Theme 3: Immigration und die deutsche multikulturelle Gesellschaft

Theme 3 is set in the context of Germany only.

· Integration und Multikulturalismus

Gastarbeiter, Immigranten, Asylbewerber, die Vorteile und Schwierigkeiten der sozialen

Integration und des Multikulturalismus

· Die wirtschaftliche und soziale Auswirkung von Immigration

Konkurrenz um Arbeit; Zugang zu Arbeit und Wohnmöglichkeiten; zunehmender

Extremismus

Theme 4: Die Wiedervereinigung Deutschlands

Theme 4 is set in the context of Germany only.

· Die Gesellschaft in der DDR vor der Wiedervereinigung

Kommunismus in der DDR; Beziehungen zum Westen; Arbeit und Wohnen

· Deutschland seit der Wiedervereinigung

Zusammenbruch des Kommunismus; Auswanderung von Ost- nach Westdeutschland

(Übersiedlung); Auswirkungen auf die deutsche Wirtschaft und Gesellschaft

How will students be assessed?

• The AS-Level MFL Language course with the Edexcel exam board is a 1-year course.

• The A-Level MFL language course with the Edexcel exam board is a 1-year course.

Exam Paper Components Exam Length / Weighting

AS Level Paper 1: Listening, reading and translation (*Paper code: 8FR0/01 – 8GN0/01) An unseen passage to be translated

from French/German to English.

Written examination: 1 hour and 50 minutes

40% of the qualification 64 marks

Paper 2: Written response to work, grammar and translation (*Paper code: 8FR0/02 – 8GN0/02) An unseen passage to be translated

from English to French/German

Written examination:1 hour and 40 minutes

30% of the qualification 48 marks

Paper 3: Speaking (*Paper code: 8FR0/03 – 8GN0/03) Internally conducted and externally assessed

Total assessment time: between 27 and 30

minutes, which includes a single period

of 15 minutes formal preparation time

30% of the qualification 48 marks

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A2 Paper 1: Listening, reading and translation (*Paper code: 9FR0/01 – 9GN0/01) An unseen passage to be translated

from French/German to English.

Written examination: 1 hour and 50 minutes

40% of the qualification 64 marks

Paper 2: Written response to works and translation (*Paper code: 9FR0/02 – 9GN0/02) An unseen passage to be translated

from English to French/German.

Written examination: 2 hours and 40 minutes

30% of the qualification 48 marks

Paper 3: Speaking (*Paper code: 9FR0/03 – 9GN0/03) Internally conducted and externally assessed

Total assessment time: between 21 and 23

minutes, which includes a single period

of 5 minutes’ formal preparation time

30% of the qualification 48 marks

What do students need to take this course?

Grade A in the chosen language/s at IGCSE

Interest and good understanding of the language and culture

Willingness to communicate orally and in writing

What can students do after they finish this course?

Among university admission tutors, A-Level is a highly regarded qualification due to the

wide range of language and study skills acquired during the course. It combines well with

humanities, arts and business. Competence in the languages is a great advantage for

anyone who will work in an international context or have contact with native or foreign

language speakers across the world. Outstanding students could move on to become

translators or even interpreters.

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History

International Edexcel (XHI01)

What will students learn?

Students of Edexcel International A-Level history will study highly relevant historical events including

recent developments in Britain, China and America. Part of this exciting new international course also

takes an international relations approach, encouraging students to make critical interpretations of

divisive periods of world history. This course will encourage students to:

develop a foundational understanding of economic history and assess the effectiveness of the

various policies used by governments in the twentieth century, ranging from state planned

communism to Keynesian mixed economies to free-market monetarist approaches

acquire an understanding of different identities within society and an appreciation of aspects such as

social, cultural, religious and ethnic diversity

improve as effective and independent learners, and as critical and reflective thinkers with curious

and enquiring minds

organise and communicate their historical knowledge and understanding in different ways, arguing a

case and reaching substantiated judgements.

Overview of content

AS (Year 12) Unit 1: Britain 1964-1990

This option comprises a study of the fascinating years in Britain between Wilson's slender victory in 1964

and the dramatic downfall of Thatcher in 1990. Students will gain an in-depth understanding of the

seemingly intractable problems facing British governments in these years and the extensive changes

brought about in the attempts to deal with these problems. The final section invites students to explore

the notable changes to British society and culture between 1964 and 1990.

AS (Year 12) Unit 2: China 1900-1976A

This option comprises an in-depth study of China in a period of momentous change in the twentieth

century, from the fall of the Qing dynasty in 1911 to the civil war and communist victory following WW2,

to Mao’s Great Leap Forward and Cultural Revolution of the late 1960s.

A2 (Year 13) Unit 3: Civil Rights and Race Relations in the USA, 1865–2009

This option explores developments that have shaped contemporary America and remain a fundamental

issue in US society: the changing pattern of race relations between black and white Americans over a

period that began with millions of black Americans in slavery and ended with Barack Obama as

President.

A2 (Year 13) Unit 4: The World Divided: Superpower Relations, 1943–90

This option contains a study in depth of historical interpretations on a broad question, namely the

reasons for the outbreak and development of the Cold War in the years 1943–53. This is contextualised

by, and overlaps with, a study of superpower relations (USA, USSR and China) in the years 1953–90.

The two main themes are confrontation and the threat of war on the one hand, and Détente and the

resolution of conflict on the other.

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How will students be assessed?

AS (Year 12) Unit 1: Britain 1964-1990

Written examination, lasting 2 hours.

Students answer two questions from a choice of four.

Essay questions assess understanding of the period in depth and the ability to analyse and

evaluate historical interpretations.

AS (Year 12) Unit 2: China 1900-1976A

Written examination, lasting 2 hours.

Students answer two questions: one from Section A and one from Section B.

Section A comprises one compulsory question in two parts, which assesses the ability to analyse

and evaluate two sources.

Section B comprises a choice of three essays, which assess understanding of the period in depth.

A2 (Year 13) Unit 3: Civil Rights and Race Relations in the USA, 1865–2009

Written examination, lasting 2 hours.

Students answer two questions: one from Section A and one from Section B.

Section A comprises one compulsory essay, which assesses source analysis and evaluation skills.

Section B comprises a choice of two essays, which assess the ability to evaluate the significance

of historical explanations of the period in breadth.

Unit 4: The World Divided: Superpower Relations, 1943–90

Written examination, lasting 2 hours.

Students answer two questions: one from Section A and one from Section B.

Section A comprises one compulsory question, which assesses the ability to evaluate contrasting

interpretations of the period studied.

Section B comprises a choice of two essays, which assess understanding of the period

in depth.

What do students need to take this course?

Grade B in English and/or history at IGCSE/GCSE

The ability to write substantial pieces of extended writing in exam conditions

What can students do after they finish this course?

By the end of this course students will have learned how to evaluate and analyse information, how to

weigh up evidence and how to communicate complex ideas effectively. These skills are recognised and

valued by universities, colleges and employers. Students will also have a deep level of understanding of

the economic, political and social forces that have shaped the highly complex world we live in today. As

such, history provides an excellent foundation for a number of excellent careers including, politics,

government, journalism, law and business.

34

Mathematics

Edexcel (8371)

What will students learn?

The mathematics Edexcel Advanced and Advanced Subsidiary GCE syllabus is split into six units; core mathematics 1, 2, 3 & 4, mechanics 1 and statistics 1. Students study core 1 & 2 and mechanics 1 in Year 12 (AS) and cover the remaining units in Year 13 (A2). The modules are

progressive and are taught on a basis of assumed knowledge to IGCSE level.

Core mathematics topics In the core mathematics modules students will study, in greater depth, pure mathematics. There will also be an introduction to new, previously unexplored topics. Topics include:

Algebra and functions

Coordinate geometry

Sketching curves Differentiation Integration Sequences and

series Trigonometry Numeral methods

Vectors

Mechanics topics

Sometimes called ‘applied maths’, the mechanics module enables students to experience the role maths has to play in the physical world in relation to the

movement of objects.

Topics include:

Kinematics of a particle

Dynamics of a particle

Statistics of a particle

Moments Vectors

Statistics topics

In the statistics modules students will build on the “data and probability” studied at IGCSE and expand their study of statistics to include various

distributions and testing.

Topics include:

Representation of data

Averages

Standard deviation and Interquartile Range

Probability Correlation

Regression Discrete random

variables

Normal distribution

35

How will students be assessed?

Exam paper/component

Exam length/weighting Breakdown of exam Exam sitting

C1 1hr 30min – 1/6 of an A-Level

Non-calculator paper

Year 12 AS

C2 1hr 30min – 1/6 of an A-Level

Calculator permitted All papers:

7-11 Qs answered on the paper

75 marks per paper Available May/June

C3 1hr 30min – 1/6 of an A-Level

Year 13 A2

C4 1hr 30min – 1/6 of an A-Level

M1 1hr 30min – 1/6 of an A-Level

Year 12 AS

S1 1hr 30min – 1/6 of an A-Level

Year 13 A2

What do students need to take this course?

Grade A-A* recommended, in mathematics

An interest in mathematics is essential

Self motivation – students will be required to work on their own initiative

A logical and inquisitive mind

Excellent knowledge and skills in algebra and trigonometry

What can students do after they finish this course?

An AS in mathematics is very valuable as a supporting subject to many courses at Advanced GCE

and degree level, especially the sciences, geography, psychology, sociology, medical, economics

and business courses.

Advanced GCE mathematics is a much sought-after qualification to a wide variety of full-time

courses in higher education. There are so many areas of employment and vocational qualifications

that would see a mathematics GCE as a requirement.

Higher Education courses or careers that either require Advanced GCE mathematics or are

strongly related include:

Economics

Medicine

Architecture

Engineering

Computing, programming

or software development

Accountancy

Teaching

Psychology

Physics

Computing, programming

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Media Studies

CIE (9607)

What will students learn?

Media students develop the skills required to create their own media texts (this can be in small

groups) and to understand and analyse the contexts in which media industries operate.

There is NO expectation or requirement that you have undertaken the GCSE Media course.

The AS & A2 courses are equally split between a 2-hour exam (50%) & coursework presented through a multimedia blog (50%). AS: film production (coursework), film industry and TV drama analysis (exam). A2: music promotion package: video, website, CD cover (coursework), media theories & the regulation/censorship of newspapers, TV and film (exam).

AS UNIT 1: FOUNDATION PORTFOLIO

THE BRIEF: Create the opening two minutes of a new feature film, including titles. Research, planning and an evaluation to be presented through an individual blog.

STUDENTS LEARN:

Blogging: presenting work online Vodcasting: presenting research in video-

based podcasts Cinematography: develop filming skills

through practice exercises Planning: how to produce a convincing film,

and handle the logistics Screenwriting: formalising a plot Idents: create an individual film company Editing: using Final Cut Pro X to express your

narrative Audience & distribution: a target audience is

researched and defined, & actual distributors researched for

Industry, media language: throughout the process, links are made to the exam

See next page for A2 unit details.

AS UNIT 2: KEY MEDIA CONCEPTS

IN BRIEF: Analysing the film industry and media language/representations. Two 45 minute essays, with 30 minutes for note-taking on a 5-minute TV drama clip (viewed 4 times).

STUDENTS LEARN:

Media language: how to identify shot types, editing techniques, sound use and more

Semiotics: a framework for analysing how meanings are created (encoded) in any text

Representation: how to recognise and analyse the use of stereo/countertypes

Cinema/film industry: we use two production companies to examine themes such as: Production: budgets & raising finance, casting,

genre … and how these all link to… Distribution, marketing: why do some films get

worldwide releases, others straight-to-DVD? What marketing techniques are used to appeal to specific audiences, national & international? The role of festivals, age ratings & more

Exhibition: the increasing access in cinemas & beyond, because of …

Digitisation: changing every level of film

FILM INDUSTRY CASE STUDIES

The UK ‘Indie’ Warp Films has produced a series of critically acclaimed, mostly low budget films (Four Lions, Submarine, Tyrannosaur, ‘71) but has failed to produce any real ‘box office’ hits, and struggles to get its films released in the US and other markets.

The UK’s leading film production company, Working Title (Billy Elliot, Shaun of the Dead, Bridget Jones’ Diary), is owned by Hollywood studio NBC-Universal, and might not enjoy the same level of critical success but is usually a box office winner, and its films are screened across the world.

37

A2 UNIT 3: ADVANCED PORTFOLIO

IN BRIEF: Create a music promo package (video, website, CD cover), with all work presented through an individual multimedia blog.

STUDENTS LEARN:

Project management: organising cast, locations, props for a larger shoot

Advanced editing: music video provides more opportunities for use of CGI/SFX

Social media: develop accounts to engage with the audience

Viral media: encourage the audience to become producers

Website design: create a fully functional website, including an online store

Music industry: the impact of falling revenue from CD sales & the new business strategies

A2 UNIT 4: CRITICAL PERSPECTIVES

IN BRIEF: 3 essays in 2 hours: 2 30-minute essays applying media theories to coursework productions + a 1-hour essay on media regulation

STUDENTS LEARN:

Media theories: a wide range of academic theories drawn from many academic fields. This is particularly good preparation for university-level work.

Key concepts: the main areas of theory covered are Media language, Audience, representation, Genre & Representation

Regulation: this involves some history, politics, economics and philosophy! Why are some media industries (newspapers) allowed to set their own rules while others (film, TV) are very strictly controlled by government?

How will students be assessed?

Exam paper Components Weighting

Component 1

Foundation Portfolio

Coursework in which candidates work individually or as a small

group to produce a film opening, publishing a multimedia blog to evidence research and planning and to evaluate their work.

100 marks - Internally assessed and externally moderated

50% of AS Level

Component 2 Key

Media Concepts

2 hours

There are two sections to this paper:

Section A: Textual analysis and representation (50

marks)

Section B: Institutions and audiences (50 marks)

100 marks - Externally assessed

50% of AS Level

Component 3

Advanced Portfolio

Coursework in which candidates produce a campaign of

media products, digital evidence of the process of their work and a creative critical reflection.

100 marks - Internally assessed and externally moderated

25% of A Level

Component 4 Critical

Perspectives

2 hours

There are two sections to this paper:

Section A: Evaluation of production skills

development (50 marks)

Section B: Contemporary media issues (50 marks)

100 marks - Externally assessed

25% of A Level

What do students need to take this course?

Essential - Grade C in English A general interest in the media, not just one industry or genre, and an enquiring mind! Some creativity and the ability to work collaboratively on practice exercises

What can students do after they finish this course? The portfolio media students develop can create opportunities, for example in event

management, online marketing and business generally, with the project management skills

evidenced by the productions also valuable. The sophisticated theory covered on the A2, and

cross-curricular nature of the media regulation topic, are a good preparation for university, with

the mix of practical, theory, and research skills beneficial for many degree topics, not just media

fields.

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Music technology

Edexcel (8MT01)

What will students learn?

The A-Level music technology course is split into 4 units. Students cover units 1 and 2 in the first year and are examined in June (AS). In the second year students complete units 3 and 4, and

are examined in June of that year (A2).

Unit 1: Music technology portfolio 1

Externally assessed, 70% of the total AS marks, 30% of the total GCE marks

Content summary:

Students will learn and use a variety of music and music technology skills in order to complete this unit. MIDI sequencing and multi-track recording as well as arranging skills are all key components assessed through the practical work carried out. Students must complete three tasks which together make the music technology portfolio 1:

Task 1A: Sequenced realised performance

Task 1B: Multi-track recording

Task 1C: Creative sequenced arrangement.

Students will also submit a logbook that will provide information on the resources used in each task as well as assessed questions on their creative sequenced arrangement. Unit 2: Listening and analysing

Externally assessed, 30% of the total AS marks, 15% of the total GCE marks

Content summary:

This unit provides students with an opportunity to study the styles most common in popular music. Students will have the opportunity to demonstrate this knowledge using aural discrimination skills. Students are required to study the development of popular music styles from 1910 through to the present day. This is not intended to be a comprehensive and in-depth study of every popular, jazz or rock music style, but an overview of the main styles and trends during the development of popular music. Two special focus styles will be selected each year for more in depth study. For the special focus styles, in addition to the main fingerprints of the style, students will be expected to have an extended knowledge and understanding of context.

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Unit 3: Music technology portfolio 2

Externally assessed, 60% of the total AS marks, 30% of the total GCE marks Content summary: Unit 3 builds on skills acquired in Unit 1, and extends these to include a composition task. It involves detailed study of Area of Study 3: the development of technology based music. Students must complete three tasks which together make the music technology portfolio 2: Task 3A: Sequenced integrated performance Task 3B: Multi-track recording Task 3C: Composing using music technology. Students will also submit a logbook which will provide information on the resources used in each task. Unit 4: Analysing and producing

Externally assessed, 40% of the total A2 marks, 20% of the total GCE marks

Content summary:

Students will be expected to demonstrate their knowledge of music and the principles of music technology through a series of written commentaries, manipulations and production tasks using

material provided on an examination paper and recorded on an audio CD.

The examination will test students’ musical understanding, their ability to manipulate and correct recorded music and their ability to write commentaries on technological processes. They will also be tested on their ability to produce a balanced stereo mix.

What do students need to take this course?

Grade C in English at GCSE

Grade B in music at GCSE or a portfolio to demonstrate musical ability and understanding

Have been studying at least one instrument for several years

An ability to study and work well on their own

Must be ICT literate

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Physics

CIE (9702)

What will students learn?

The A-Level physics course studied is the Cambridge International Examinations (CIE) physics specification. This course is spread over two years and is comprised of the AS and A2 components. Students complete the AS course content in the first year and the A2 content in the second year. Students will be assessed on their knowledge and understanding of the content together with their data-handling, problem-solving, experimental and investigation skills.

The AS Level course will cover the following topics:

• Physical quantities and units • Measurement techniques • Kinematics • Dynamics • Forces, density and pressure • Work, energy and power • Deformation of solids • Waves • Superposition • Electric fields • Current of electricity • D.C. circuits • Particle and nuclear physics

The AS Level course will be examined at the end of the first year (see the specific examination details below). A minimum of a grade C is required at this level to gain entry onto the A2 component of the course.

The A2 course will then carry on to the following topics:

• Motion in a circle • Gravitational fields • Ideal gases • Temperature • Thermal properties of materials • Oscillations • Communication • Capacitance • Electronics • Magnetic fields • Electromagnetic induction • Alternating currents • Quantum physics

The A2 course will be examined at the end of the second year (see the specific examination details below).

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How will students be assessed?

Exam Paper Component Exam Length Exam Weighting

1 Multiple choice 1 hour 15 min 31% AS Level

15.5% A-Level

2 AS Structured questions 1 hour 15 min 46% AS Level

23% A-Level

3 Advanced practical skills 2 hours 23% AS Level

11.5% A-Level

4 A2 Structured questions 2 hours 38.5% A-Level

5 Planning, analysis and

evaluation 1 hour 15 min 11.5% A-Level

What do students need to take this course?

Grade B in Double Award science IGCSE (grade A recommended)

Grade B in mathematics IGCSE (grade A recommended)

Grade C in English IGCSE

A high level of motivation and enthusiasm for science and mathematics is also required. Physics is a difficult, technical subject which is covered in detail and involves a great deal of mathematics. A significant amount of home study will be required to achieve high grades.

What can students do after they finish this course?

A-Level physics is a highly respected qualification which will provide students with the ability to

think logically and objectively, analyse data, plan and execute investigations, recognise the

usefulness and limitations of scientific method and apply these skills to other disciplines or

everyday life.

A-Level physics is essential for further study in physics or engineering at university and

complements any mathematics or numerical based subjects.

The analytical and mathematical skills gained in physics provide a good basis for careers in many

sectors including finance, accountancy, management, law and IT.

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Psychology

Edexcel (9PS0)

What will students learn? Psychology is the scientific study of the mind and behaviour. Psychology is now a recognised science subject in the curriculum and always popular. Edexcel psychology focuses on How Science Works by applying psychological theories and methodologies in small-scale research projects. The subject matter relates in particular to the sciences, mathematics and English but can also combine successfully with a range of other subjects such

as business and sociology.

In the first year of study, students are introduced to four major approaches to understanding human behaviour. In each approach they will discover a key topic of research, learn about important studies related to that topic and find out how research is conducted in that area of psychology. They will learn statistical tests to help interpret data collected in classes.

TOPIC 1 – Social psychology: Prejudice and obedience. TOPIC 2 – Cognitive psychology: Memory. TOPIC 3 – Biological psychology: Body mechanisms relating to behaviour. TOPIC 4 – Learning theories: Classical conditioning, operant conditioning and phobias.

In the second year of study students will apply their knowledge of the above approaches into real life issues that psychologists face every day:

TOPIC 5 – Clinical psychology: Exploring the symptoms and causes of psychological

problems such as schizophrenia.

TOPIC 6 - Criminological psychology: An opportunity to find out about the causes of anti-social and criminal behaviour and how offenders are treated.

TOPIC 9 – Psychological skills: Developing an understanding of how to use theories and evidence from many areas of psychology and how to apply them to a range of issues.

Students are required to engage in small-scale research projects, which underpin their knowledge of psychological research methods and issues, assessed through written examination at both levels. In all areas they will be encouraged to use recent evidence from events in the news.

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How will students be assessed?

Exam Paper Component Exam Length Exam Weighting

1 Foundations in psychology 2 hours 35%

2 Applications of psychology 2 hours 35%

3 Psychological skills 2 hours 30%

What do students need to take this course?

Grade B in science IGCSE Grade B in English IGCSE Grade C in maths IGCSE Ability to carry out independent research Genuine interest in the research of human behaviour

What can students do after they finish this course?

Taking A-Level psychology will give students a good grounding in the subject and provide them with an insight into a few different careers in psychology as well as obtaining transferable skills that may be useful in other professions that require working directly with people or in research. A-Level psychology is generally a requirement for entry to psychology degree courses (further advice will be offered on these during the course). Work in this area is highly rewarding, but difficult to get into. However, psychology is relevant to many other occupations, and the second year of study can be geared towards the student’s career interests. Career Possibilities Medicine and Health Care, the Police, Education, Management and and/or work in Human Resources, as well as the various Applied Psychology posts such as Criminal and Forensic, Educational, Organisational and Clinical psychology.

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St George’s International School, Luxembourg A.S.B.L

11, rue des PeupliersL-2328 Luxembourgtel: +352 42 32 24fax: +352 42 32 34www.st-georges.lu