Bloxham School

Sixth Form Courses

September 2017

Subject List:

Biology

Business

Chemistry

Computer Science

Design and Technology

Drama and Theatre Studies

Economics

English Literature

EPQ

Fine Art

Geography

Government and Politics

History

Mathematics

Modern Foreign Languages – French and Spanish

Music

Music Technology

Photography

Physical Education

Physics

Psychology

Textiles

Theology

Teaching Staff: K.A.McKee (Head of Department), D.D.Finch, C. Dunford

Examination Board: AQA

Why choose this subject? Possibly to enter higher education or to pursue a particular career, but above all because you are interested in studying this challenging, innovative, practical science and because you enjoy it. Pupils who have previously studied Biology as part of a co-ordinated, integrated or combined science course or as a separate science at GCSE are equally acceptable as A level candidates but they should be aware that they are likely to find the course challenging unless they have achieved an A grade or above at GCSE. With which subjects might it be combined? Biology is most frequently combined with one or more of the following: Chemistry, Physical Education, Mathematics, Physics, Psychology or Geography. However, other combinations are possible, although some candidates will find parts of the course very demanding when studied without the support of at least one other science. Candidates hoping to take a degree in Biological sciences would normally be expected to have studied Chemistry at A Level. Mathematics is often helpful but not essential. What do we expect from candidates? Enthusiasm, hard work, determination, initiative and willingness to complete work set and submit it on time. Wider reading around the subject and participation in related extracurricular activities are essential and contributes to the high performance of our candidates in examinations. The nature of the course The A Level Biology course is taught over two years with external exams to be taken at the end of the Upper 6th Year. The A Level exam consists of three written papers. Paper 1 assesses the course content taught in the Lower 6th Year and makes up 35% of their A Level. This is a two hour exam consisting of a mixture of short and long answers and also an extended response question worth 15 marks. The total for this paper is 91 marks. Paper 2 assesses their Upper 6th work in the same way as Paper 1 with the same marks and time allocations. Paper 3 is a synoptic paper that covers material over both Lower and Upper 6th years and includes a 25 mark essay as well as 15 marks based on experimental work carried out over the two years. This is a two hour paper worth 78 marks and 30% of their final A Level grade. There a no controlled assessments for A Level Biology but the student will undertake 12 specific investigations that they will be asked questions about in Paper 3. Higher Education and Careers Whilst it is accepted that many students will not yet have made firm decisions about their future careers, the following list shows the variety of job opportunities for which A Level Biology is strongly recommended: Medicine, Biomedical Science, Veterinary Science, Agriculture and Horticulture, Forestry and Fisheries, the Scientific Civil Service, Conservation, Environmental Health, the Pharmaceutical, Food, Drink, Agrochemical and Fertiliser Industries, Technical and Medical Sales and Marketing. In addition, there are exciting new opportunities in the expanding fields of Food Science, Biotechnology and Genetic Engineering. There will always be a requirement for good Biologists. What is needed in today's biologists is a flexibility of approach coupled with the basic skills which will allow them to adapt to changing situations. However, it is also hoped that many pupils will appreciate the wider benefits of their Biological education in employment not directly related to their studies.

Biology

Teaching Staff: A.L.Cooper (Head of Department), R.S.Dann, S Hussain Examination Board: Edexcel Why choose this subject? Business activity affects us all, whether as consumers, employees, shareholders, savers, borrowers or entrepreneurs. The importance of its influence on our lives is ever-growing and changing. All students, whatever career they choose to pursue, will be affected by what is studied in Business. The subject prepares students for the world of work in general and for a variety of business-related careers or higher education courses. Students are given the opportunity to develop creative and analytical thinking through investigating businesses and markets, analysing business systems, proposing improvements to business activities, investigating the importance of financial forecasting, investigating the external environment and its effects on business and investigating the growing importance of international trading. With which subjects might it be combined? The subject could be studied alongside a wide range of other A Level choices. It most naturally complements Geography, Politics and D&T, but would offer variety and work-related skills to any student. What do we expect from candidates? This is a demanding and yet accessible A Level subject. It requires a genuine interest in business and the economy, an enquiring mind and the ability to develop analytical arguments based on theory and real world examples. A good standard of written English is of benefit and a sound level of numeracy is highly desirable. Ideally, you should have both Maths and English GCSE at grade B. These abilities are more important than previous study of business at GCSE Level. The nature of the course During the first year two themes are studied: Marketing and people Managing business activities The themes studied in the second year are: Business decisions and strategy Global Business In the second year, three exams are undertaken in order to achieve the A Level. Each exam lasts two hours and is composed of data response, case study and report writing questions. Higher Education and Careers The subject offers access to a wide range of Higher Education courses in Business, Finance or Management and for many courses that have a business or vocational element.

Business

Teaching Staff: N.E.C..Evans (Head of Department), D.A.Cooper, M.H. Sitsapasen and F.D.Britnell Examination Board: AQA Why choose this subject? Chemistry is a core science, a fascinating and diverse subject which stimulates students who have a wide range of talents and interests. Chemistry is central to civilised life as we know it. The products of the chemicals industry clothe us, warm us, transport us, restore our health when we are ill and provide us with the thousands of materials which we use at work and at play. It is a service subject to those hoping to study Medicine, Veterinary Science, Pharmacology and many Biology-based subjects. It is necessary also for those interested in research in Chemistry itself, Molecular Science and Chemical Engineering. It is valued as an intellectual training for some other groups such as accountants With what subjects might it be combined? Chemistry is most frequently combined with Maths and/or Biology and/or Physics. What do we expect from candidates? Whilst it is normally expected that a pupil starting A level Chemistry will have a good pass in GCSE Maths, the Maths content of the course is not overly demanding. Those offering Core and Additional science or double award science at GCSE will normally be expected to have A or A* grades. Aims and nature of the course Courses based on these specifications should encourage students to: • develop their interest in and enthusiasm for the subject, including developing an interest in further study and

careers associated with the subject • develop essential knowledge and understanding of different areas of the subject and how they relate to each

other • develop and demonstrate a deep appreciation of the skills, knowledge and understanding of scientific

methods • develop competence and confidence in a variety of practical, mathematical and problem solving skills • understand how society makes decisions about scientific issues and how the sciences contribute to the

success of the economy and society • use theories, models and ideas to develop scientific explanations • use knowledge and understanding to pose scientific questions, define scientific problems, present scientific

arguments and scientific ideas • use appropriate methodology, including information and communication technology (ICT), to answer scientific

questions and solve scientific problems • carry out experimental and investigative activities, including appropriate risk management, in a range of

contexts • analyse and interpret data to provide evidence, recognising correlations and causal relationships • evaluate methodology, evidence and data, and resolve conflicting evidence • know that scientific knowledge and understanding develops over time • communicate information and ideas in appropriate ways using appropriate terminology • consider applications and implications of science and evaluate their associated benefits and risks • consider ethical issues in the treatment of humans, other organisms and the environment • evaluate the role of the scientific community in validating new knowledge and ensuring integrity • evaluate the ways in which society uses science to inform decision making. The AS specification content will be covered in the L6. The 2nd year will develop the course into full A-level with all assessments taken at the end of the course. These are linear qualifications. All assessments must be taken in the same series. Higher Education and Careers Most universities offer chemistry both as a main and a joint subject of study. Increasingly, a chemistry degree is in demand in its own right in the medical, dental and veterinary fields, especially for forensic science, pathology, occupational science and medical research. For pupils intending to become doctors, dentists, pharmacists or vets, A level Chemistry is an essential requirement. For Engineering of various types, for Mining and Mineral Science courses and for many Agricultural and related courses, it is advantageous to have studied Chemistry at A Level.

Chemistry

Teaching Staff: A.J.Gray (Head of Department) Examination Board: Cambridge International Examinations Why choose this subject?

The increasing importance of information technologies means there will be a growing demand for professionals

who are qualified in technical computing skills. This is currently an area of national skills shortage and therefore

a number of good career opportunities exist. This course is excellent preparation for those students intending

to pursue Computer Science at degree level, or for anyone considering any kind of career in computing.

The course is also an excellent preparation if you want to study or work in areas that rely on the skills you’ll

develop, especially where they’re applied to technical problems. These areas include engineering, financial and

resource management, science and medicine.

Aims of the course It is envisaged that learners will use the skills and knowledge of computer science acquired through this course in one of three ways: • to provide a general understanding and perspective of the development of computer technology and systems, which will inform their decisions and support their participation in an increasingly technologically dependent society • to provide the necessary skills and knowledge to seek employment in areas that use computer science • to develop their knowledge and understanding of computer science through entry to higher education, where this qualification will provide a useful foundation for further study of computer science or more specialist aspects of computer science. The course specifically covers: Fundamentals of programming (using Python), data structures and algorithms Computational thinking and problem solving Fundamentals of data representation, computer systems, organisation and architecture Consequences of uses of computing, including security, privacy and ethics Fundamentals of communication, networking and internet technologies Fundamentals of databases and data modelling Assessment A-level assessments in Computer Science require students to demonstrate their ability to draw together their knowledge, skills and understanding from across the full course of study. Paper 1 Theory Fundamentals, written examination, 1 hour 30 minutes (AS) Paper 2 Fundamental Problem-solving and Programming skills, written examination, 2 hours (AS) Paper 3 Advanced Theory, written examination, 1 hour 30 minutes (A2) Paper 4 Further Problem-solving and Programming skills, written examination, 2 hours (A2) Previous learning and prerequisites There are no previous learning requirements in order to start this course. Although it is recommended that taking this subject alongside Maths would be beneficial, or else having at least a grade B at Maths GCSE. Higher Education and Careers A Level Computer Science provides a suitable foundation for the study of computer science or related courses in higher education. Equally, it is suitable for candidates intending to pursue careers or further study in computer science or ICT, or as part of a course of general education.

Computer Science

Teaching Staff: S.F. Westbury (Head of Department), T.M. Skevington Edexcel: Design and Technology 2017: Product Design (awaiting accreditation by Ofqual for first teaching 2017)

Why choose this subject? D&T should be chosen if you studied and enjoyed Design & Technology at GCSE, are good at practical problem-solving and if you are interested in design or want to follow a career in any form of design or engineering. With which subjects might it be combined? The majority of students combine Design and Technology with three of the following subjects: Maths, Physics, Art, Computer Science, Theatre Studies or Business Studies. Other successful combinations have included Biology and Geography. What do we expect from candidates? Students should have studied a design-based course before. The D&T subjects mentioned above would be ideal. Those choosing to do this subject must be prepared to work hard on the various coursework units that start in the first term and which incorporate a significant amount of ICT including CAD. Equipping students with design skills for the future Students will be able to recognise design needs and develop an understanding of how current global issues, including integrating technology, impact on today’s world. Encourages creativity and innovation Edexcel contextual challenges at AS will give students the freedom to take design risks and innovate in a situation where it is safe to test and refine ideas. This will give them the confidence at A level to further develop these skills in their own design brief with a client or end user. The Course Structure

Component Overview of A level Assessment

Component 1

50% of qualification

Principles of Design

and Technology

Written Exam 2hrs 30 mins 120 marks

The paper includes calculations, short-open and open-response questions. as well as extended-writing questions.

Component 2

50% of

qualification

Independent Design

and Make Project

Non-examined assessment 120 marks

The investigation report is internally assessed and

externally moderated.

Component Overview of AS level Assessment

Component 1

50% of qualification

Principles of Design

and Technology

Written Exam 2hrs 30 mins 100 marks

The paper includes calculations, short-open and open-response questions as well as extended-writing questions.

Component 2

50% of

qualification

Independent Design

and Make Project

Non-examined assessment. 100 marks

The investigation report is internally assessed and

externally moderated.

Higher Education and Careers D&T is suitable and recommended in combination with the subjects mentioned above for courses and careers in Design and Engineering. It also suits Agriculture, Architecture, Business Media and Surveying. These are just some of the more obvious broad areas that give a hint of the range of opportunities available. It is also a suitable qualification for many other careers.

Design & Technology

Teaching Staff: S. Herrmann (Director of Drama), D. Parker (Drama teacher)

Examination Board: Edexcel Why choose this subject? Theatre Studies requires creativity and collaboration in a supportive environment. It develops confidence, self-expression, creative thinking, analytical skills, and team-work. First teaching of the new Drama and Theatre Studies A-level will take place from September 2016, which will include many exciting elements: workshops exploring texts; seminars discussing and exploring performance theory; trips to see and analysis of live theatre; and public performance. You will also have the opportunity to work with professional directors, actors and Theatre companies. Theatre Studies has an active delivery of lessons and involves working with energy and a sense of fun, which students value and gain a great deal from.

With which subjects might it be combined? Naturally, Theatre Studies fits very well with English. However, students often select it as a contrasting subject in a range of combinations, including Maths and Sciences. What matters most is an enthusiasm for the subject and a willingness to develop detail of performance.

What do we expect from candidates? A willingness to take risks and be brave in performance, underpinned by a modesty in rehearsal – showing reflection and emotional intelligence to collaborate with others to produce high-quality performance work. Alongside this, the ability to be organised and detailed in the approach to written work.

Course Outline

Unit 1: Devising 40%

This unit requires students to create an original piece of theatre based on the practitioner Brecht (20 marks). A portfolio of 3,000 words to evaluate the process and the final production accompanies the performance (60 marks).

Unit 2: Text in Performance 20%

In this unit students perform in one group piece and either a monologue or duologue taken from published plays.

Unit 3: Written exam 40%

This 2 1/2 hour examination assesses students on their ability to analyse and evaluate a live theatre performance they have seen. Students must then answer questions on an unseen extract from the studied text from the perspective or performer and designer. Students will also reimagine this text for a contemporary audience.

Higher Education and Careers There is clear evidence that Theatre Studies facilitates acceptance to Russell Group Universities, particularly for Law courses and for essay-based subjects. Some may pursue a career in the industry by auditioning for Drama Schools. Whatever the route, the transferable skills gained on the course will be formative and provide a distinct advantage for the future.

Drama & Theatre Studies

Teaching Staff: A. L. Cooper (Head of Department)

Examination Board: Edexcel

Why choose this subject? The subject helps to develop a logical, analytical approach to the complex problems arising from economic activity at a personal, business and national level. It encourages an interest in and understanding of current economic issues and institutions. With which subjects might it be combined? As a genuine social science, Economics is compatible with both Humanities and Science A Levels. The most closely related subjects are Maths, History, Politics and Geography. What do we expect from candidates? A readiness to keep abreast of economic issues is expected, through reading newspapers and watching news and current affairs programmes. An ability to handle simple calculations, and to express oneself simply but accurately on paper, are vital skills for success in Economics. It will be a distinct advantage to have a grade A in GCSE Maths and English. To study Economics at university students will normally expect you to have studied Maths to A Level. The nature of the course, The 1st year of study provides a broad overview of both micro and macro economics, covering areas such as:

how markets work

why markets fail and the possible policy remedies

the key measures of economic performance

the main objectives and instruments of government policy

The second year of the course, is more specialised and requires more searching analysis and evaluation. Topics for study include:

the nature of competition and pricing in markets

the role of international trade and exchange rates

poverty and inequality in developing countries

promoting growth and development

Assessment is at the end of the two years. There are three exams each lasting two hours. Higher Education and Careers Economics is without doubt a valued qualification for Higher Education where it is recognised that the skills developed such as scientific analysis and the ability to express oneself fluently and effectively on paper prepare students for higher level study. It is particularly relevant to careers in Business, Finance and the Public Services. Can I study both Economics and Business Studies? This is not really advisable as it narrows your options and top universities do not consider this to be a desirable combination.

Economics

Teaching Staff: C. J. Saunders (Head of Department), A. Garcia, J. H. Moyle, L.M Hunt, C.M. Summers.

Examination Board: Edexcel Why choose this subject? As C. S. Lewis said, 'We read to know we're not alone.' The study of literature allows us to see the world differently and also allows us to connect with the experiences of others, characters perhaps far-removed from our every-day lives. In a more practical sense, the subject offers the opportunity to form and shape arguments, provides us with excellent grounding in our written work and demands that we think carefully about the way language is used to shape meaning and the reader's response. With which subjects might it be combined? Subjects which might be found to be particularly compatible with English are History, which can inform our awareness of the context in which texts were written, Modern Languages, which often benefit from the training which we provide in literary criticism, and Theatre Studies, which reminds students that plays are texts for performance. What do we expect from candidates? English is not an easy option; it requires a great deal of reading and the painstaking preparation of essays. It is an appropriate choice for anyone who has the sense to question the world around them. The nature of the course We cover a wide range of texts; from Shakespeare’s tragedies to 21st century poetry, exploring Gothic panoramas and dystopian visions of the future along the way. The AS and A2 courses are taught in lessons shared between two teachers. You will be required to write essays, prepare presentations and discuss your ideas in class. We supplement the classroom study of texts, wherever possible, with theatre productions, student conferences, and evening talks by members of the department and library sessions.

A Level course

Component 1: Drama (2 hr 15 mins. exam) Section A: Shakespeare. One essay response on chosen Shakespeare text, including critical reading (35 marks). Section B: Other drama. One essay response on linked drama text (25 marks) The texts will be linked by genre (e.g. tragedy)

Component 2: Prose (1 hr exam) A comparative essay on two prose texts selected by your teacher on one of the chosen themes (40 marks): Possible themes include: Childhood; Colonisation and its Aftermath; Crime and Detection; Science and Society; The Supernatural; Women and Society

Component 3: Poetry (2 hr 15 mins. exam) Section A (Post-2000 poetry): Comparative response on

an unseen poem and a set poem from ‘Poems of the Decade’ (30 marks) Section B (pre-2000 poetry): An explorative essay on a studied poet or literary movement (30 marks)

Component 4: Coursework There are no prescribed texts here; students are offered a free choice of two texts (including literary non-fiction), with guidance from their teacher.

Higher Education and careers It should be made clear that English is not to be discarded, either at A Level or as a degree subject, on the mistaken assumption that it will not qualify you for a job. Approximately half of the graduates of Britain's universities have Arts degrees, and such people are readily employed in all walks of business and professional life. A Level Literature is suitable for many professions: Teaching, Creative Writing, Journalism, Advertising, Public Relations and Marketing.

English Literature

Centre Co-ordinator: E.E.Moyle Examination Board: AQA Why choose the EPQ? The Extended Project Qualification is an exciting option for those students who wish to pursue an area of study outside of their A Level courses. The EPQ is a process-based qualification, requiring students to plan, deliver and evaluate their own projects. Students are assigned a supervisor who will oversee their progress. A taught element, concerning methods of research, referencing and presentation skills, is delivered throughout the process, outside of the school timetable. Students begin work on the EPQ in the autumn term of the Lower Sixth year and aim to complete it by December of the Upper Sixth year.

To date, our students have gained 100% A* - C grades.

With which subjects might it be combined? An EPQ can be undertaken in any discipline and can take many forms – dissertation, artefact, presentation, public event. What do we expect from candidates? It is important to note that the EPQ requires a student to work independently. Candidates work to define their own area of study and are responsible for keeping their logbook up to date and so arranging meetings with their supervisor. The nature of the course An extended project is equivalent in size to half an A level and equivalent in standard to a full A level (an A* can be awarded)

What does an extended project involve?

Examples of possible outcomes for the extended project are:

devise, design and plan the project

research, critically select, organise and use information

select and use a range of resources

analyse data, apply findings and demonstrate understanding of any links, connections and complexities of the topic

select and use a range of skills to carry out the project and achieve planned outcomes

a design (1,000 word report + presentation)

a report with findings from an investigation or study (5,000 words + presentation)

a dissertation presenting an argument (5,000 + presentation )

an artefact (1,000 word report + presentation )

a performance (1,000 word report + presentation)

Higher Education and careers Universities are showing significant interest in the EPQ and there is a recognition that these students will be well equipped to deal with the transition from A Level to undergraduate study. The Admissions section on most university websites encourages those with EPQs to make reference to it in their applications –some universities will take the EPQ into account when making conditional offers.

EPQ

Teaching staff: R.Lehmann, M.M. Taylor Examination Board: AQA Why choose this subject? To develop imagination, creativity, curiosity and practical skills. To enhance personal expression, aesthetic awareness, image analysis, conceptual thinking, as well as historical and cultural understanding. To show evidence of sustained research and effort through work journals, preparatory sheets and the production of final creative outcomes. To produce a portfolio for entry to university and Art College. With which subjects might it be combined? The study of Art can be successfully combined with all subjects to enhance creative problem-solving skills, cultural awareness and self-expression. Good combinations would be with Maths, Physics, Geography and DT for Architecture and Engineering courses. History, English, Religious Studies and Modern Languages for History of Art. The nature of the course and what is required. All students on the course will be need enthusiasm, determination, creativity and will be expected to take advantage of weekly studio prep sessions and maintain observational drawing practice to enhance visual analysis. Experimentation with a range of media is essential. It will be expected that students research the context and history of art, record their observations in a variety of media, and produce practical work and written investigations (a 3000 word written assignment for A Level). The A Level courses comprise of the following components:- Component 1 This personal investigation consists of coursework with no time limit and is worth 60% of the marks. Students

choose their own starting point and work on this throughout the course. Students develop work based on an idea, issue,

concept or a series of related outcomes. It must be supported by a related written piece of 3,000 words.

Component 2 This is an externally set assignment, worth 40% of the A-level; AQA will provide the question papers for

distribution to students at the start of February. Each endorsement title will have its own paper with a choice of eight

questions to be used as starting points; students will have to choose one and they will have 15 hours of supervised time.

Students must produce a finished outcome or a series of related finished outcomes in the 15 hours.

Higher Education and careers The range of options open to Art students can be very wide and Art graduates are readily employed in professions such as Publishing, the Design industry, Fashion, Advertising, Marketing, Film & Television, Education, Entertainment and Architecture. The course will also enhance the general creative thinking of those engaged in the Sciences, Law and all business enterprises. Those who wish to apply for Art Foundation courses and Art degree Courses at Art School will compile a portfolio of work as part of their course and this has proved to be a useful addition at interview for Engineering and Design related subjects.

Fine Art

Teaching Staff: N.St.J.D. Pigott (Head of Department), C E.Evans, E.C.Hicks, S.D.A.Thompson M.A.Buckland

Examination Board: AQA Why choose the subject? Whether you are walking the dog, watching the television or lying on an exotic foreign beach, Geography is always around you and it addresses some of the major issues of the day, from global warming to planning for additional housing. The considerable range of topics covered (encompassing both the Humanities and the Sciences) is one reason for the popularity of the subject. A wide range of resources are used and pupils are encouraged to find out how things work for themselves and a particular emphasis is placed on fieldwork. Geography also teaches a wide variety of essential skills. Candidates learn to solve problems, present arguments, write reports and analyse Geographical Information Systems. Students will research, analyse and use a wide range of ICT skills within the subject. With which subjects might it be combined? There is some advantage as far as content is concerned in combining A-Level Geography with Biology, Business Studies or Economics. Such subjects as History and English also develop similar skills. However, contrasting subjects can produce an interesting variety to a student’s study programme and any combination is possible. What do we expect from candidates? The most important requirement is an enthusiasm for the subject. Willingness to enter into discussion is immensely helpful whilst commitment to conscientious reading and written work is clearly essential. Candidates attend a four-day field course in South Wales at Easter in the Lower Sixth, a stimulating and enjoyable experience, as previous participants will confirm. The nature of the course The AQA Specification comprises three components made up of 2 written papers of 2 hours 30 minutes and a geographical investigation. Physical and human geography are tested in turn with questions ranging from multiple choice, through short answer structured questions, to extended prose in the form of essays. The physical geography course looks at the water and carbon cycles, coastal systems and landscapes together with hazards such as earthquakes and tropical storms. Topics such as global systems and governance, changing places and contemporary urban environments are covered in the human geography paper. The geographical investigation gives the candidates an opportunity to choose their own questions. Data must be collected in the field and the results form the basis of a 3,000 – 4,000 word assessed report. Higher Education and Careers Geography A-Level is, of course, highly desirable for candidates seeking to study Geography at University. It will also be advantageous for such courses as Environmental Science, Agriculture and Leisure Management. There are a remarkable number of careers which involve Geography: town planning, environmental monitoring, marketing and leisure management and the production of computerised maps of many kinds. Many of those who study Geography, however, will choose careers in finance, management or some other unrelated area. The wide range of skills acquired in the subject (together with the overall 'roundedness' of the student) will always be an attraction to a potential employer.

Geography

Teaching Staff: T.W.Tuthill (Head of Department), R.Hudson Examination Board: Edexcel Why choose this subject? Politics exists because people disagree. They disagree about how they should live, about who should get what and about who should make decisions. The main reason for taking the AS and A-level courses in Government and Politics is likely to be a genuine interest in modern day politics. The subject will appeal to those who enjoy discussing and debating current affairs and will both broaden and deepen students’ understanding of political events, issues and institutions. The course will also serve to develop the skills required to communicate effectively and to argue a case with relevance, clarity and coherence. Above all, Government and Politics makes an excellent choice of subject because it is challenging and absorbing, whilst at the same time relevant and accessible. With which subjects might it be combined? Government and Politics goes well with any combination of subjects, serving as it does to broaden and enrich the curriculum. It has clear links with subjects such as History and Economics, whilst demanding skills of self-expression and analysis similar to a subject such as English. At the same time, adding Government and Politics to a choice of Science or Modern Language subjects adds valuable diversity. What do we expect from candidates? It is important that candidates have lively and enquiring minds, an interest in Politics and current affairs, a desire to explore new ideas and an ability to communicate their ideas effectively. The nature of the course The AS-level provides broad coverage of the politics of the United Kingdom, including its local, national and European dimensions. It considers:

the central ideas of citizenship, democracy and participation

the role of elections, parties and pressure groups in the UK

the major institutions of UK government and their effectiveness

the key issues affecting the development of the UK political system and the desirability of constitutional change.

Candidates will be prepared for two AS papers. Those wishing to continue the subject in the Upper Sixth will sit an additional two papers for A2. The course develops a deeper understanding of aspects of the subject, broadening out to a comparative study of the politics and government of the USA. It examines: The second year of the course develops a deeper understanding of aspects of the subject, broadening out to a comparative study of the politics and government of the USA. It examines:

the adequacy of US elections, parties and pressure groups in terms of popular participation and full democracy

the institutions of US government and the interrelationship between its legislative,

executive and judicial processes.

the similarities and contrasts between the UK and US political systems, drawing together the understanding developed in the rest of the course.

The two A2 units are assessed through a combination of short-answer and essay questions, providing the second 50% of the full A Level qualification.

Higher Education and Careers Government and Politics is a recognised and valued qualification for Higher Education, indicating an ability to analyse, evaluate and communicate effectively. It is a valuable foundation for a career in law, business or public service. If you have any other questions please ask Mr Tuthill or any of the current pupils what the course is like.

Government & Politics

Teaching Staff: R.Hudson (Head of Department), S.J.Batten

Examination Board: OCR

Why choose this subject?

Beyond being genuinely interesting in its own right, History has much to offer in terms of developing students’ critical skills and intellectual powers. It encourages independent thinking, provides students with an understanding of cause and effect, and gives them the confidence to form their own judgements. With which subjects might it be combined?

History combines well with English, Languages, Politics, Economics and Geography. However, historical

methodology involves the same logical and objective analysis as most subjects, and so would not be out of

place in any combination.

What do we expect from candidates?

A sensitivity to language, an interest in ideas and the ability to argue sensibly are the main requirements. There

is no major difference between GCSE and A-Level History in terms of the required skillset, however the options

studied are significantly different, meaning it can also be started without having studied History at GCSE.

The nature of the course

The A Level course consists of four distinct units, three of which are assessed by an examination in summer

2018. The fourth unit is a 4,000 word coursework piece on a topic of the students own choosing which is

submitted in Easter 2018. The particular units studied are:

Disorder and Rebellion in Tudor England (40% of overall mark, 2 hour 30 minute paper).

The French Revolution and the Rule of Napoleon (15% of overall mark, 1 hour paper).

The Making of Georgian Britain 1678-1760 (25% of overall mark, 1 hour 30 minute paper).

Coursework (20% of overall mark)

Higher Education and Careers

The study of History provides students with a range of transferable skills of relevance to almost all degree

courses. Of those studying History at university, a significant number enter the legal profession, with History

graduates also heavily represented in the fields of politics, publishing, journalism, media and writing.

History

Teaching staff: JF Berry (Head of Department), DR Best, MJM Moir, AM Goldsmith, HE Woodward Examination Board: Edexcel Why choose this subject? The mental powers which the study of Mathematics is intended to promote, such as abstract logical reasoning, analysis and synthesis, and above all, clarity of thought and expression, make Mathematics a suitable subject for the student who wishes to take a broad rather than specialised A-level course, whatever the other subjects may be. With which subjects might it be combined? Traditionally, Mathematics is an A Level subject which has been mostly often combined with Physics and Chemistry, but now most students choose to combine it with any subject. What do we expect from candidates? Mathematics is a popular Sixth Form subject, both nationally and at Bloxham. However, it is not advisable for the student who finds the subject difficult to embark on the A2 or AS course. Although determination and hard work can play a large part in achieving success, a measure of mathematical ability is essential. As a rule, a pupil should have achieved a grade 7 or higher at GCSE. The nature of the course The course develops and extends the methods introduced at GCSE Higher Level. At AS and A2, pure and applied (both mechanics and statistics) is studied. At the end of the Lower Sixth Form, 3 exams may be taken to determine an AS grade. The terminal exams at the end of the Upper Sixth Form will examine all topics covered over the two years. Further Maths may also be an option for the most able Mathematicians. Higher Education and Careers A Mathematics AS or A level is a very useful, and in many cases, an essential qualification in a wide variety of careers and degrees. For the scientist, the study of Mathematics beyond GCSE remains highly desirable, and the undergraduate scientist who does not have an understanding of the Mathematics specification finds this a considerable disadvantage when embarking on a university course.

Mathematics

Teaching Staff: French D.F.McLellan (Head of Department), J Cochran & C.M.McCaffrey Spanish R.A.Devesa; E Lesu

Examination Board: AQA Why choose to study a Modern Language? If students are considering continuing their language studies they should in the first instance enjoy communicating with people and feel the need to improve their competence from the purely functional language of GCSE to the more interesting and challenging language of opinion, argument and explanation.

With which subjects might it be combined? The study of languages can be usefully combined with any subject at A-level.

What do we expect from candidates? The courses are designed to lead pupils to a greater competence without allowing them to feel overwhelmed or lost in the first few weeks. However, they must be prepared to work hard, to be enthusiastic and to make use of the varied opportunities which are offered to them during the course; whether it be taking part in the exchange to Bordeaux, attending the language assistante classes, watching foreign-language films, or listening to or watching the news on the internet. Almost all business within the department is conducted in the target language and they must be willing at least to try to speak the foreign language at all times in the classroom.

The nature of the course Core content Aspects of French/Spanish speaking society and Social issues and trends Political and Artistic culture and Political culture Grammar

Options Works: Literary texts and films (Either two texts or a text and a film)

Paper 1 – Listening, Reading and Writing

What is assessed?

Aspects of French/Spanish-speaking society: current trends and issues

Artistic culture in the French/Spanish-speaking world

Aspects of political life in the French/Spanish-speaking world

Grammar

How it is assessed?

Written exam: 2 hours 30 minutes. 40% of A Level

Paper 2 – Writing

What is assessed?

Either two texts or a text and a film in the target language. Grammar

How it is assessed?

Two essays: 2 hours. 30% of A Level

Paper 3 - Speaking

What is assessed?

Knowledge of themes and your research project (see below)

Individual research project: One of four sub-themes ie Aspects of French/Spanish-speaking society: current

trends, Aspects of French/Spanish-speaking society: current issues, Artistic culture in the French/Spanish-

speaking world, Aspects of political life in the French/Spanish-speaking world

How it is assessed?

Two discussions: one on a stimulus card, one about your research project

21–23 minutes (including 5 minutes preparation time). 30% of AS/ A-level

Higher Education and Careers With unemployment rates among language graduates the third lowest of any discipline (only Law and Teacher Training have a better record), it is obvious that language skills are regarded increasingly by employers as useful, not to say essential, in many fields.

Modern Languages French & Spanish

Teaching Staff: A. J. Redpath (Director of Music), J Ramm and visiting instrumental specialists

Examination Board: AQA Why choose this subject? Students should choose this subject because they love music. A wide range of genres are studies from Jazz, Pop Music, Music for Media and classical symphonies. It is an obvious choice for young musicians who wish to develop performing, composing and appraising skills and is an active course which employs a healthy combination of coursework and examination. With which subjects might it be combined? Music sits comfortably with Arts, Sciences and Humanities and is a qualification which remains highly respected by universities and employers. What do we expect of candidates? Students must have an overwhelming enthusiasm and passion for music. This is a course which involves daily listening to, performing and composing music and enables students to really get to grips with how and why music works. A performance standard of at least Grade V (or equivalent) on a first instrument is desirable and a similar level of musical theory would be appropriate. The nature of the course This course extends the core GCSE Music skills of performing, composing and appraising in ways which emphasise their interdependence. The majority of the content is coursework based, with the benefit of being able to only submit the best work from a student. PERFORMING 30% of final grade. Internally moderated externally assessed. One solo and one ensemble performance, 5-8 minutes each COMPOSING 30% of final grade. Internally moderated externally assessed. Choice of one from the following: Compositional techniques (two exercise), composition (based on one of four briefs), arranging. LISTENING 40% of final grade. Exam & ANALYSING Ability to apply and analyse music including recognising cadences, melody dictation,

modulations and analysing a score. Written analysis of a set works through a choice of essay questions.

Higher Education and Careers Students are well prepared to read Music at university and pursue music-based careers. The essential skills developed in the study of this subject provide a solid base for the study of both academically rigorous and creative degree courses.

Music

Teaching Staff: J.Seagroatt Examination Board: Edexcel Why choose this subject? Technology plays a key role in music across the world. This course is designed to allow pupils to study music through technology, using professional recording equipment including computer-based recording and audio processing. Students will also develop an in-depth, contextual understanding of the impact of technology on a range of music in the 20th century. The Music Technology AS-level course encourages students, including those who do not play a traditional instrument, to create original material using technology. The newly updated specification retains an emphasis on practical work, but has been refined and updated with new tasks relating to the use of technology in composition, recording and music production. Success in Music Technology depends upon the development and application of high-level sequential reasoning and problem solving skills, as well as the ability to make creative judgements within a fast-changing matrix of options. At Bloxham we are also acutely aware that the teaching of Music Technology must be tuned to working realities. Accordingly, the core curriculum is enhanced with key 'value added' components: an industry practice focus, portfolio enhancement projects and 'pitching' practices, in-depth essay assignments on the music industry and sensible college pathway guidance. Our students learn very early in the course that the music industry is fast moving and forgets quickly, and that a degree in music technology does not guarantee a job sitting behind a mixing desk in Abbey Road Studios. They learn that a reputation for reliability, self-responsibility, pride in their own work, and informed confidence in their judgements count for as much in the music industry as they do in any other work setting. What do we expect from candidates? Primarily we expect enthusiasm, commitment and a lively, enquiring attitude to all aspects of the digital world. Pupils would benefit from having passed GCSE Music and from having the ability to perform on an instrument or voice. Turntablists and DJs are welcome on the course, but they too would benefit from having the conventional musical skills outlined above. With which subjects might Music Technology be combined? Part art, part technology and part science, Music Technology sits well in any suite of AS choices. Students who have performing ability may wish to take this course alongside AS Music or other performance related subjects. Keen performers and composers who want to develop their recording and arranging skills can also benefit from following this course. The nature of the course The course comprises eight units, four at AS level and four at A2, all either externally assessed or examined. These are underpinned by three Areas of Study: recording and production techniques for both corrective and creative purposes; principles of sound and audio technology; and, the development of recording and production technology. The eight units are as follows: students produce four pieces (units) of practical work, two at AS level and two for A2. They will also present logbooks of their working. At both AS and A2 the units are; a multi-track recording, and a technology-based composition (both based on stimuli supplied by Edexcel). These comprise 40% of the qualification marks at both AS & A2. There are also two end-of-year examination papers for both AS and A2 students; Listening and Analysing, and Producing and Analysing, which assess both a pupil’s practical abilities, and their knowledge of the three Areas of Study. These comprise 60% of the qualification marks at both AS & A2. Higher Education and Careers A-level Music Technology is accepted for full credit for entrance to Higher Education, and there are many career possibilities for those proficient in handling Music Technology. As the music industry continues to expand across the globe, both physically and digitally, it creates many employment opportunities in areas such as film, advertising & commercial music commissions, DJ, producer and studio work, library and production music, sound-reinforcement management, teaching, publishing and web and game content development.

Music Technology

Teaching staff: R.D.J. Matthew (Head of Department) Examination Board: AQA Why choose this subject? To develop a visual awareness and critical analysis. To enhance personal expression, aesthetic pleasure, imagination, sensitivity, conceptual thinking, practical skills, as well as historical and cultural awareness. To show evidence of sustained effort through work journals, preparatory sheets and the production of final creative outcomes. To create a portfolio for entry to Art College and university courses. With which subjects might it be combined? The study of Photography can be successfully combined with all subjects to enhance creative problem-solving skills, cultural awareness and self-expression. Good combinations would be with Chemistry, Maths, Physics, Geography and DT for Architecture and Engineering courses. History, English, Religious Studies and Modern Languages for History of Art. The nature of the course and what is required. All students on the course will need enthusiasm, determination, creativity and will be expected to take advantage of weekly studio prep sessions and maintain studio practice to enhance visual analysis. Experimentation with a range of digital and darkroom media is essential. It will be expected that students research the context and history of art, record their observations in a variety of media, and produce practical work and written investigations (a 3000 word written assignment). They will need access to their own digital SLR. The A Level course comprises of the following components:- Component 1This personal investigation consists of coursework with no time limit and is worth 60% of the

marks. Students choose their own starting point and work on this throughout the course. Students develop work

based on an idea, issue, concept or a series of related outcomes. It must be supported by a related written

piece of 3,000 words.

Component 2 This is an externally set assignment, worth 40% of the A-level; AQA will provide the question

papers for distribution to students at the start of February. Each endorsement title will have its own paper with a

choice of eight questions to be used as starting points; students will have to choose one and they will have 15

hours of supervised time. Students must produce a finished outcome or a series of related finished outcomes in

the 15 hours.

Higher Education and careers The range of options open to Art students can be very wide and Art graduates are readily employed in professions such as Publishing, Journalism, the Design industry, Fashion, Advertising, Marketing, Film & Television, Education, Entertainment and Architecture. The course will also enhance the general creative thinking of those engaged in the Sciences, Law and all business enterprises. Those who wish to apply for Art Foundation courses and Art degree Courses at Art School will compile a portfolio of work as part of their course.

Photography

Teaching Staff: A D Millington (Head of Department), G.A.Stindt, M.J.Ruck Examination Board: AQA Why choose this subject? The A-level physics course will undoubtedly provide a challenge for those students who choose to do it. There will be opportunities to develop practical skills, practise data-handling skills, increase understanding of the part that mathematics plays in physics, use imagination, place physics in a social or historical context, argue about issues that arise and develop ICT skills. Physics is an excellent choice for any student intending to study one of the STEM (Science, Technology, Engineering and Mathematics) subjects at university. It is also extremely well respected as being one of the most academically rigorous subjects. With which subjects might it be combined? Physics is often successfully combined with mathematics, DT and other sciences. What do we expect from candidates? It is normally expected that students will have achieved the minimum of an A grade in GCSE physics (or double award science). Additionally, it is highly recommended that students taking physics also have an A grade or above in GCSE mathematics. Although A-level mathematics is not a pre-requisite for the course, it is very strongly advised and those students without this may find aspects of the course difficult and be at a disadvantage. The nature of the course Physics has been a linear course since September 2015 meaning that the full A-level is examined at the end of the U6 year with three 2 hour papers. There are regular tests throughout the course, and school exams at the end of the L6, to provide a good indications of progress and your likely A-level grade. Taught in the L6: 1 – Measurements & errors 2 – Particles & radiation 3 – Waves 4 – Mechanics & materials 5 – Electricity Taught in the U6: 6 – Further mechanics & thermal physics 7 – Fields & their consequences 8 – Nuclear physics In addition to the topics above, the main attraction of the AQA course is the opportunity to study an optional topic which may be more directly relevant to your proposed course of study at university. The options available are: 9 – Astrophysics 10 – Medical physics 11 – Engineering physics 12 – Turning points in physics (key experiments, including a section on Special Relativity) 13 – Electronics An award will also be made by the exam board for practical skills, and a program of 12 essential experiments must be completed throughout the course. Questions on the skills and techniques required for these will appear in the exam papers and a practical assessment mark (pass or fail) will appear on your exam certificate. Higher Education and Careers An A-level qualification in Physics will enable students to go on to degree level studies at university, particularly if students are looking to read physics or engineering. For the student who wishes to pursue other career avenues, the course provides a stimulating experience and sound background, as well as developing logical thought and teaching many other widely applicable skills.

Physics

Teaching Staff: D.A.Dales (Head of Department), R.J.Hobley, L.Yates, R.M.Odlin Examination Board: OCR Why choose the subject? This challenging new course provides opportunities for the student to study a wide range of aspects of Physical Education, from the science of human movement to the influence that modern technology is having on sport. The course combines a good balance of practical and theoretical work. The scientific element of the course is physiology and biomechanics, as such, candidates should possess a sound background in Biology and Physics at GCSE. Principally students should have a genuine interest in physical activity. It will appeal to those who have a keen interest in sport and recreation and those who want to develop their understanding through rigorous academic learning and practical involvement. With what subjects might it be combined? Physical Education is a particularly diverse subject and therefore it sits well with many other subjects. Business Studies, Politics and Biology are the more obvious choices, but Music and Art require similar levels of self-expression. What do we expect from candidates?

A lively and enquiring mind and the ability to communicate ideas effectively both verbally and on paper.

An interest in physical education and sport.

A willingness to explore new ideas.

The nature of the course The course covers a wide and diverse range of topics over the 2-year period and students are assessed orally, via examinations and through practical performance. Exam Content of this new course Applied anatomy and physiology Exercise physiology Biomechanics Skill acquisition Sports psychology Sport and society *Non-Exam assessment in one practical performance and one Performance Analysis Task Higher Education and Careers The study of Physical Education is good preparation for Higher Education courses and careers in PE, Teaching, Recreation/Sport and Leisure Management, Marketing, Sports Development, Coaching, Sports Science, Journalism, Sports Product Design, Physiotherapy and Sports Therapy.

Physical Education

Teaching Staff: D.A.Cooper (Head of Department), D.D. Finch, L.Yates Examination Board: AQA Specification A Why choose this subject? Have you ever wondered whether you were born with your personality? Whether aggressive behaviour can be eliminated in society? Why we soon forget facts we have memorised for a test? These, and many other questions about all aspects of human behaviour and experience, are studied by psychologists. Sometimes the answers are obvious, sometimes not, and psychologists often disagree as to the correct explanation for a type of behaviour. If you choose this course then you will find out a great deal about yourself – about the ways you think, feel and behave, and about your interactions with other people. It is not always comfortable looking at human behaviour, but it is interesting, stimulating and a great deal of fun. With which subjects might it be combined? Psychology can be successfully combined with any combination of other subjects – it sits equally well with Arts or Science subjects. What do we expect from candidates? It is important that the demands of this course are not underestimated – indeed B grades in GCSE Mathematics, English and Science are the normal minimum entrance requirements. Competence in Mathematics is particularly important because 10% of the assessment will be of Mathematical ability. A consistently high level of effort is required to complete an A level Psychology qualification successfully. The nature of the course The main aim of this course is to provide a general introduction to theory, research and applications in Psychology. Topic areas within the syllabus are tackled in a variety of ways and students will experience a variety of teaching and learning styles. These will include discussion work, computer activities, experimental and observation work, class teaching and individual support. Pupils will also be encouraged to research and present their own ideas on particular issues, discuss the role of psychology in understanding controversial areas such as racism, and critically evaluate published research papers. In the first year of the course the topics studied include: Introductory topics in psychology: social influence, memory, attachment and psychopathology Psychology in context: approaches in psychology, biopsychology and research methods. In the second year many of the topics will be revisited and in addition there will be advanced study of: Cognition and development, eating behaviour, aggression and research methods. Higher Education and Careers Psychology is recognised as a valuable qualification in its own right and for University entrance in all subjects. This is because there is hardly a walk of life in which Psychology is not useful. The emphasis on normal behaviour gives valuable insights for those working with other people, while the study of abnormal behaviour allows us to be more sensitive to the difficulties which can arise in our own and others' lives. The study of Psychology is particularly valued in the caring professions, personnel work, management, the media, law, marketing, teaching and the police force: indeed any 'people' orientated career.

Psychology

Teaching staff: A. Hickling (Head of Department) Examination Board: AQA Why choose this subject? This would be an ideal subject for anyone who has a passionate interest in exploring what can be achieved using fabric within a functional or decorative context. It provides the opportunity to develop a range of decorative skills with a more specialist approach, where success is not dependent on previous ability or background in Art. It could include fashion design in it broader context, costume design, surface pattern, printing and the construction of a wide range of products. With which subject might it be combined? This subject blends particularly well with Design and Technology, Theatre Studies and Art, but has also worked well as the only creative subject within an otherwise academic choice of subjects (e.g. sciences.) What do we expect from candidates? All students on the course will be need enthusiasm, determination, creativity, imagination and will be expected to work independently outside class time. Experimentation with a range of media is essential. It will be expected that students research the work of artists and designers as appropriate to their work, record their observations in a variety of media, and produce practical work. It would be advantageous if students had some experience in either Textiles, Design and Technology or Art at GCSE level, but is not a requirement. They should be prepared to work consistently hard throughout the course and demonstrate a keen interest in the subject with a willingness to look at the work of other textile artists by visiting galleries and exhibitions. The nature of the course The A Level course has two components, Component 1 Personal investigation (60% of A level) This is a practical investigation supported by written material. Students are required to conduct a practical investigation, into an idea, issue, concept or theme, supported by written material. The focus of the investigation must be identified independently by the student and must lead to a finished outcome or a series of related finished outcomes. The investigation should be a coherent, in-depth study that demonstrates the student’s ability to construct and develop a sustained line of reasoning from an initial starting point to a final realisation. Component 2 Externally Set Assignment (40% of A level) The test is in two parts: a preparatory period of approximately six weeks for initial research and investigations. This is followed by a timed 15 hour unaided test during which candidates are required to produce a final piece of work. Higher Education and Careers It is recommended that students apply for Art Foundation rather than proceed directly onto a Degree Course from A-level. The range of career opportunities available to Textiles students is broad. It can include Theatre, Product Design, Fashion Design, Knitwear design, Constructed and print, Textile manufacture/design and Teaching.

Textiles

Teaching Staff: D.M.M.Herring (Head of Department), M.G.Price Examination Board: Edexcel Why choose this subject? A-level Theology at Bloxham leads to an A-level in Religious Studies. It is a valuable course to undertake in its own right, offering a highly respected, academic discipline relevant to a broad range of careers, including Law, English, the Arts and the Humanities as well as Theology. Students engage with the big questions in life within a theological and philosophical framework. They learn critical thinking, essay writing and research skills as they engage theologically with the world around them. With what subjects might it be combined? This is a useful subject for students to combine with any others, but it may appeal especially to those studying the Humanities, English or Politics. What do we expect from candidates? Students will be interested in the impact of religion on human culture, thought and experience, but they do not have to be religious themselves in any way: some of the best theologians are atheists. They will be interested in current and historical religious ideas and willing to ask questions and challenge received ideas. They will learn to think clearly and critically, and to analyse and evaluate arguments carefully. The course will involve open discussion, research, essay writing and background reading. It will draw on some of the work covered in GCSE courses, but students who have not studied Religious Studies for GCSE are able to take RS at A-level. The nature of the course, its content and the method of examination The Specification was completely revised for 2016, and this specification has received Ofqual approval. The A Level course has three components, and there are three two-hour exams at the end of the U6. We teach this as a linear, two year course, and do not normally offer AS level in addition to A Level. AS Religious Studies covers the first three topics in all three papers, and there are three one-hour exams. 1. Philosophy of Religion (DMMH):

Philosophical issues and questions; The nature and influence of religious experience; Problems of

evil and suffering; Philosophical language; Works of scholars; Influences of developments in religious belief.

2. Religion and Ethics (MGP):

Significant concepts in issues or debates in religion and ethics; A study of three ethical theories; Application of ethical theories to issues of importance; Ethical language; Deontology, Virtue Ethics and the works of scholars; Medical ethics: beginning and end of life issues.

3. New Testament Studies (DMMH): Social, historical and religious context of the New Testament; Texts and interpretation of the Person of Jesus; Interpreting the text and issues of relationship, purpose and authorship; Ways of interpreting the scripture; Texts and interpretation: the Kingdom of God, conflict, the death and resurrection of Jesus; Scientific and historical-critical challenges, ethical living and the works of scholars.

In addition to lessons covering course content, there is one lesson per two-week cycle on Theology skills to help prepare students to tackle the study and examination demands of the course.

Higher Education and Careers Religious Studies offers preparation for a wide range of further studies. Universities welcome both the content and the intellectual rigour that this course offers, and that fact that RS is strongly multi-disciplinary makes it especially valuable to those students planning to study Law, Humanities, Social Sciences, Arts or Politics.

Theology