INTERNATIONAL BACCALAUREATE A LEVEL · · PDF fileTHE INTERNATIONAL BACCALAUREATE 8 ......

S I X T H F O R M C U R R I C U L U M

I N T E R N AT I O N A LB A C C A L A U R E AT E

A L E V E L · B T E C

2 0 1 5 – 2 0 1 7

HEADMASTER’S INTRODUCTION 1

INTRODUCTION TO THE SIXTH FORM 2

SUBJECT CHOICES 6

THE INTERNATIONAL BACCALAUREATE 8

A LEVEL AND BTEC OPTIONS 12

THE EXTENDED PROJECT QUALIFICATION 13

FACILITATING & PREFERRED SUBJECTS 15

UNIVERSITY APPLICATION 16

INDIVIDUAL SUBJECT INFORMATION

(UNLESS OTHERWISE STATED, INFORMATION IS FOR BOTH A LEVEL AND IB COURSES):

ART AND DESIGN (A LEVEL) 19

VISUAL ARTS (IB) 21

GRAPHIC COMMUNICATION (A LEVEL) 22

BIOLOGY 24

BUSINESS (A LEVEL & BTEC) 26

CHEMISTRY 28

CHINESE (PRE-U) 30

CLASSICS (A LEVEL) 31

DESIGN & TECHNOLOGY 32

DRAMA & THEATRE STUDIES (A LEVEL) 34

ECONOMICS 35

ENGLISH / LITERATURE & PERFORMANCE 38

ENVIRONMENTAL SYSTEMS & SOCIETIES (IB) 41

FRENCH (A LEVEL) 42

GEOGRAPHY 43

GERMAN (A LEVEL) 45

HISTORY 46

ITALIAN (A LEVEL) 48

JAPANESE (A LEVEL) 49

LATIN (IB) 50

MATHEMATICS 51

MODERN LANGUAGES (IB) 54

MUSIC 56

MUSIC TECHNOLOGY (A LEVEL) 59

PHILOSOPHY 60

PHOTOGRAPHY (A LEVEL) 63

PHYSICAL EDUCATION (A LEVEL) 64

PHYSICS 66

POLITICS (A LEVEL) 68

PSYCHOLOGY (IB) 69

SPANISH (A LEVEL) 70

SPORT & EXERCISE SCIENCE (BTEC) 71

THEOLOGY (A LEVEL) 72

C O N T E N T S

This booklet provides details of the courses offered in the Sixth Form at Whitgift. To the academic information it gives must be added the rich variety of co-curricular activities provided, our music, drama and sports, the outstanding facilities and the tradition of commitment to each student’s all-round development.

Academically the School’s standards have reached exceptional levels, confirming Whitgift as one of the country’s leading boys’ day schools. Each student will be expected to achieve the highest standards of which he is capable during a demanding two-year course. In addition, the wide range of activities and opportunities for initiative, responsibility and leadership help develop each student as an individual, preparing him for Higher Education, his future life in society and his chosen career.

Education is individually tailored in the Sixth Form to each student’s needs. Courses leading to International Baccalaureate, A Level or BTEC qualifications are available and advice on suitability and requirements is provided.

The great majority of students in the Fifth Form reach a high standard at GCSE, enabling them to transfer with confidence into the Sixth Form. Strong motivation and a commitment to academic standards are also required. We look forward to continuing for two further crucial years our established relationship with students and their parents; the Sixth Form is, in many respects, the best and most rewarding part of what Whitgift has to offer.

We are very pleased to welcome each year to our Sixth Form new entrants from other schools. Integrating quickly, they can benefit from the stimulating new surroundings and wider opportunities. A scholarship programme also brings a number of very able students to the School from other countries. Financial considerations need not be a bar to entry to the School: scholarships are available, as is a generous scheme for bursaries provided by the Whitgift Foundation.

Dr C A BarnettHeadmaster

S I X T H F O R M C U R R I C U L U M 1

H E A D M A S T E R ’ S I N T R O D U C T I O N

The Sixth Form at Whitgift has a long standing tradition of combining academic excellence with a strong sense of responsibility, fostering a positive and creative atmosphere. We aim to make Sixth Form study an enjoyable discipline that will result not just in success in examinations but also in the formation of well-rounded individuals that are role models within our community.

Our primary objective is the attainment of academic excellence by enabling the pupils to be increasingly responsible for their own study programme. Within a well-structured framework they are supported in fulfilling their potential and make a smooth transition to higher education. To this end the academic progress of all is carefully monitored throughout the Sixth Form; our recent examination results have shown a quality of which both the students and the School can be justly proud. Excellence in public examinations is demonstrated not just by the very high percentage of students achieving extremely high grades in their subjects, but also by the fact that, in a very competitive arena, the overwhelming majority have progressed to their first choice university.

To assist the pupils and parents further with the transition from GCSEs, to develop academic potential and to look after the general welfare of the students, pupils are supported on a daily basis by a structured Sixth Form team. The Head of Sixth Form, Miss Lowson, is assisted by two Deputy Heads of Sixth Form, Mr Stanley and Mr Beecham, as well as four Assistant Heads of Year, Mr Martin, Mr Thater, Mr Cotton and Mr Cheng. The first point of contact for Sixth Formers and their parents on a day-to-day basis is their Form Tutor, a member of staff with whom they become closely associated over two years and who gives help and guidance in both academic and pastoral matters. The IB Diploma co-ordinator, Mr Dinnen and the deputy IB Diploma co-ordinator, Mr Thater, are responsible for the academic life and progress of IB Diploma students.

Although the emphasis in the Sixth Form is on academic success, we are also very conscious of the need for our pupils to be responsible and pro-active members of society both in terms of behaviour but also their contribution to extra curricular activities and events. All members of the Sixth Form enjoy a number of privileges and have access to a wide-ranging programme of activities arranged throughout the school day but also notably on weekends.

S I X T H F O R M C U R R I C U L U M2

A N I N T R O D U C T I O N T O T H E S I X T H F O R M

The great majority of students enter the Sixth Form directly from the Fifth Form, a tribute to the atmosphere and spirit within the school. We also welcome students from other schools both in the surrounding area and from further afield. Every effort is made to ensure that any new entrant to Whitgift quickly becomes part of the school community and soon feels comfortable.

Admission to the Sixth Form is not automatic, however, and internal students entering from the Upper Fifth Form and taking 11 GCSEs are expected to achieve at least 23 points. (A* = 4 points, A = 3 points, B = 2 points). Those taking 10 GCSEs require 22 points, those taking 9 need 21 and those sitting 8 need 20 points. The usual requirement for external candidates is seven GCSE passes at A*/A grade. Certain subjects also have specific GCSE grade requirements and all students should achieve an A* or an A grade in the subjects they wish to pursue post 16.

Application for entry into the Sixth Form by external candidates can be made at any stage, but we recommend early application in the final GCSE year. An application form should be completed and sent to the Head of Sixth Form, with a clear indication of the student’s desired route of study. All prospective Sixth Form boys will sit two examinations in subjects of their choice (normally subjects that they intend to study at IB or A Level). In addition, those boys whose native language is not English will also sit a proficiency exam in English. Applicants will usually have an interview with representatives of the Senior Management and Sixth Form teams. Receipt of satisfactory references from the student’s current or previous school is also required. The Headmaster may make an unconditional offer or one conditional upon specific grades being achieved at GCSE.

E N T R Y R E Q U I R E M E N T S


Sixth Formers at Whitgift have access to the new and extensive facilities on offer at the School and are encouraged to make use of the specific resources available only to them as members of the Sixth Form. Work is encouraged in departmental areas and the Sixth Form Study area which is fully equipped with computing/internet facilities. Sixth Formers may also use the main School Library to work or to conduct research in a less formal setting. The Library is staffed permanently and students have specific private study periods on their timetables to encourage organisation and study skills. The Sixth Form Common Room is a place where students can relax in a convivial atmosphere. The Common Room is situated adjacent to the library and computer rooms and contains a number of work study areas, careers department, and cafeteria.

S I X T H F O R M F A C I L I T I E S

The extensive facilities at Whitgift ensure that Sixth Form students have a comprehensive and wide-ranging choice of extra-curricular activities. All students are attached to the Upper School House system. There are House competitions and events covering a wide range of sporting, cultural, and artistic activities. In addition to House activities, students can involve themselves in a large number of sports including rugby, hockey, cricket, athletics, badminton, canoeing, climbing, cross-country running, rowing, fencing, fives, golf, rowing, scuba-diving, shooting, squash, swimming, table tennis, tennis and water polo. In addition, students can join the Outdoor Pursuits scheme or the Combined Cadet Force, or participate in the Duke of Edinburgh Award Scheme. There are also over thirty school societies. Those of particular interest to Sixth Form students include the Debating Society, Literary Society, Philosophy Society, Science Society, various musical groups and drama activities.

E X T R A - C U R R I C U L A R A C T I V I T I E S

A General Studies speaker programme is provided in both years of the Sixth Form in order to encourage an awareness of broader issues outside the standard curriculum. A range of speakers come to Whitgift and cover topics as diverse as art, poetry, adventure, careers, current affairs, science and politics.

G E N E R A L S T U D I E S


The objective of the Careers Department is to provide all the resources necessary to assist with career and Higher Education decisions. The Careers resources are available at all times with a full time assistant available to offer advice and help in finding information.

Careers events are spread throughout the year, including guest speakers and careers related visits.

Throughout the Sixth Form students are encouraged to think about the opportunities available in the wider curriculum and how these will help them to develop their CVs. During the Michaelmas Term there is a large Careers Convention, the focus of which is to provide vocational information. This is an ideal opportunity to build on the information gathered during Fifth Form work experience. For those who need it, there is the opportunity to gain further work experience during the Lower Sixth year.

In the Lent term of the Lower Sixth we begin to plan for university applications. Students are encouraged to gain information through a variety of media. A booklet of guidance on making applications is distributed, in addition to the “After Whitgift” information evening for parents and students. The end of the Trinity term sees the beginning of the university Open Day season and students are encouraged to make individual visits. This is also the time to consider taking a gap year between school and university for which early planning is recommended. Information is kept on a number of challenging opportunities through our own contacts and specialist providers. Presentations from visiting speakers allow students to put any queries directly to previous participants and the organisers.

During the Trinity Term in the Lower Sixth there is an “After Whitgift” Course which concentrates on self-presentation and making successful applications. All students are offered the opportunity of a practice interview. All university applications are processed in the first half of the Michaelmas Term of the Upper Sixth. Candidates for Oxbridge and medical subjects necessarily have an earlier deadline. All students receive individual attention and advice from the Careers Department, the Sixth Form Team, Form Tutors and subject teachers.

C A R E E R S I N F O R M AT I O N

The Sixth Form Committee is the representative body of the Sixth Form and consists of an elected member from each of the tutor groups. Its responsibilities include representing the views of the Sixth Form to members of staff, initiating and organising social activities and fostering links with the world outside Whitgift.

S I X T H F O R M C O M M I T T E E


There are three academic routes available in the Whitgift Sixth Form.

Route A – International Baccalaureate (IB) DiplomaThe IB consists of six subjects studied over two years. Students opt to study three of these subjects at Higher Level for specialist depth and three subjects at Standard Level to retain breadth. The IB also has three additional elements that must be completed by all students: The Theory of Knowledge (TOK), Creativity, Action and Service (CAS) and an Extended Essay. Students choose one from each of five subject groups: English, Foreign Languages, Humanities, Sciences, and Mathematics. The sixth subject is either a creative subject or an optional second subject from the Languages, Sciences or Humanities groups.

The IB Diploma is assessed by the submission of coursework and through examinations at the conclusion of the Upper Sixth year. By only being examined at the end of the Upper Sixth, IB students are able to maintain momentum and develop their skills over the full course. The six core subjects are graded on a scale of 0 - 7 points. Student performance in TOK, CAS and the Extended Essay can contribute up to another 3 points. Thus, the overall IB is graded on a maximum score of 45 points.

The IB is a widely respected and internationally recognised qualification. University Admissions Tutors are aware of the challenge and breadth that IB provides and in recent years we have seen students gain places at highly-regarded institutions with scores which compare favourably with A Levels.

Further Education offers vary according to university and subject. As a general guide, well regarded universities make offers in the of 30 – 38 points, whilst Oxbridge offers tend to be 39 - 41. Offers often specify an overall points total, together with particular grades for Higher Level subjects.

Route B – A Levels The Government is planning to change the structure of A Levels starting in September 2015. Some subjects are remaining as they are at present, with AS Level modules taken at the end of the Lower Sixth Year contributing towards the final A Level which is completed in the Upper Sixth. Other subjects are being reformed, with AS exams available in the Lower Sixth Year, but not counting towards the full A Level. At Whitgift, the decision has been taken that all students will study 4 AS Levels in the Lower Sixth. They will certainly sit AS module exams in those subjects which are not being reformed and the current expectation is that they will also sit AS exams in the new-style subjects: this would give all boys full opportunity to demonstrate their ability in external exams to university admissions tutors. However, this policy on exams may be reviewed if further advice or changes follow. These considerations should in no way influence your son’s choice of subjects.

S U B J E C T C H O I C E S


S U B J E C T C H O I C E S

Route C – BTEC Level 3 Extended DiplomaWhitgift also offers this innovative and nationally recognised vocational qualification. A BTEC Diploma allows students the opportunity to attain the equivalent UCAS points of up to three full A levels. The BTEC course will fill the majority of a student’s Sixth Form timetable, but there may be a possibility (after obtaining the approval of the School) of combining BTEC studies with an additional A Level or Standard Level IB certificate. The BTEC Diploma is a specialised qualification and students with an interest in Route C are invited to discuss their plans with Mr Collinson and Miss Lowson at an early stage.

C H O O S I N G Y O U R R O U T E

A student’s path through Sixth Form of Route A (IB Diploma), Route B (A Level), or Route C (BTEC) and the important subject choices within each Route, should be based upon his individual ability, his interests and his ideas for his university application and career. It should be noted that IB and A level students have approximately the same number of taught periods per fortnight and all students should be spending approximately equal numbers of hours on their homework per week. Students might wish to compare the academic syllabi for their preferred subjects, consider what they enjoy and what they will be able to stay motivated in studying over two years, as well as the subjects they are best at. They might wish to maintain wider interests in addition to studying particular specialisms for university.

Students may choose the IB because the breath of study of the Diploma Programme, in addition to the focus on personal development offered by CAS, TOK and the extended essay, represents a more hollistic educational ethos and is therefore better preparation for both university life and the job market. In addition, the IB has an explicitly international outlook, and all students participate in an international exchange trip with a partner IB school.

Students tend to choose A Level if they are sure that they want to take certain subjects no further and are ready to specialise and devote more time to their preferred subjects. Whilst the IB officially recognises the worth of extra-curricular endeavour, A Level students at Whitgift certainly do not lack opportunities for personal development above and beyond their academic studies.

Students should be encouraged to discuss their future plans in as much detail as possible to ensure that they embark on a purposeful, rewarding and enjoyable Sixth Form career. Friendly and knowledgeable support and advice for prospective Sixth Formers and their parents is available from the Careers Department, the Sixth Form Team and other Senior staff. The final decision on the most appropriate Route must be mutually agreed by the student, his parents and the School.

To enable us to estimate staffing, and timetabling requirements for the next academic year, we ask all students to make choices for their preferred route and combination of subjects in Michaelmas of the Upper Fifth year. Although some combinations of subjects will not be possible, and a course may be withdrawn if there is insufficient demand, we will use these choices as the basis for an arrangement of subjects designed to meet as many of the desired combinations as possible. We reserve the right not to allow students who change their minds to switch to a subject where teaching groups might be unacceptably large.


The International Baccalaureate Diploma is an internationally recognised pre-university qualification which, in the words of Alec Peterson, the first Director General of the International Baccalaureate Organisation, ‘aims to develop to their fullest potential the powers of each individual to understand, to modify and to enjoy his or her environment, both inner and outer, in its physical, social, moral, aesthetic and spiritual aspects.’

The International Baccalaureate Diploma is currently a symbol of academic excellence worldwide; it also enjoys unprecedented prestige with UK universities. The student who satisfies its demands demonstrates a strong commitment to learning, both in terms of the mastery of subject content and in the development of wide-ranging skills. He is also encouraged to appreciate the value of human diversity and its legitimate boundaries, while at the same time understanding our common humanity.

The breadth, depth and flexibility of the Diploma curriculum is represented by the hexagon model, with six academic areas surrounding a core.

T H E I N T E R N AT I O N A L B A C C A L A U R E AT E

Group 1English Literature

Literature and Performance, in EnglishFrench, German or Japanese Literature

Group 2French; German;Italian; Spanish; Japanese; Latin;

Mandarin Chinese;English for non-native

speakers

Group 3EconomicsGeography

HistoryPhilosophyPsychology

Group 4Biology

ChemistryPhysics

Design TechnologyEnvironmental

Systems and Societies

Group 6Music

Visual Artsanother option from Groups 2, 3 or 4

Group 5Mathematical Studies

Mathematics


Students study six subjects, one from each of the six groups, as well as the core elements of the programme. Three subjects are studied at Higher Level for specialist depth, and three at Standard Level to retain breadth.

The Group 1 French, German and Japanese Literature courses are only open to native speakers; there may also be an opportunity for students of other nationalities to study a Self-taught Literature course in their mother tongue. Group 2 languages allow a student to continue an additional language they have studied previously or begin studying a language they have not studied previously ab initio.

Subject Choices (All available at Higher Level and Standard Level, unless indicated otherwise)

Group 1: English Literature, Literature and Performance (SL only), French Literature, German Literature, Japanese Literature, Self-taught Literature (in a student’s mother tongue; SL only)

Group 2: Prior experience French, English (non-native speakers only), German, Italian, Japanese (SL only), Latin, Mandarin Chinese (SL only), Spanish Ab initio (SL only) French, German, Italian, Japanese, Mandarin Chinese, Spanish

Group 3: Economics, Geography, History, Philosophy, Psychology

Group 4: Biology, Chemistry, Physics, Design Technology, Environmental Systems and Societies (SL only)

Group 5: Mathematics, Mathematics Studies (SL only).

Group 6: Music, Visual Arts, or Another subject chosen from Groups 1, 2, 3, or 4

IB regulations mean it is not possible to take Literature and Performance together with English Literature or Environmental Systems and Societies.

Subjects may not be offered if the demand is insufficient.



Example combinationsHere are some examples of possible combinations of subjects that can be studied in the IB Diploma. There are many other possible combinations and indeed you could enter any of the careers with rather different options.

An aspiring medicHigher Level Chemistry Biology PsychologyStandard Level Literature and Performance Mathematics German

A politicianHigher Level History French English LiteratureStandard Level Mathematical Studies Spanish ab initio Environmental Systems

An engineerHigher Level Mathematics Physics ChemistryStandard Level English Literature Economics Latin

A City power-brokerHigher Level Mathematics PhysicsStandard Level Literature and Performance Geography Chinese ab initio

A future barristerHigher Level English Literature History PhilosophyStandard Level Biology Mathematical Studies Japanese


S I X T H F O R M C U R R I C U L U M1 0

This is an interdisciplinary requirement intended to stimulate critical reflection on the knowledge and experience gained inside and outside the classroom. The course challenges students to question the bases of knowledge, to be aware of subjective and ideological biases and to develop the ability to analyse evidence that is expressed in rational argument.

TOK is a key element in encouraging students to appreciate other cultural perspectives. The course is unique to the International Baccalaureate.

The aim of the International Baccalaureate is to educate the whole person and foster responsible, compassionate citizens. The CAS programme encourages students to share their energy and special talents with others. Students may, for example, participate in theatre or musical productions, sports and community service activities.

Students should, through these activities, develop greater awareness of themselves, concern for others, and the ability to work cooperatively with other people.

C R E AT I V I T Y, A C T I O N , S E R V I C E ( C A S )

Each student has the opportunity to investigate a topic of special interest. Supervised by a subject specialist from the teaching staff, this represents excellent preparartion for undergraduate study and greatly strengthens any university application.

The recommendation is that students devote a total of about 40 hours of private study and writing time to the essay. It may be written in one of over 30 subjects, including many languages.

The essay permits students to deepen their programmes of study, for example by selecting a topic in one of their Higher Level courses. Students often use it to focus on a topic relevant to their proposed programme of study at university.

E X T E N D E D E S S AY

T H E O R Y O F K N O W L E D G E ( T O K )

S I X T H F O R M C U R R I C U L U M 1 1

The following subjects are provided as full A Level courses over two years. Please note that some courses may not be available, however, if the demand is insufficient. In addition to their chosen subjects, students at Whitgift study Critical Reflection in the Lower Sixth, and have General Studies and Games lessons in both years of the Sixth Form.

Art and Design Business* Classical Civilisation Design and Technology Economics*French Geography Graphic Design History Japanese Mandarin Chinese1 Music TechnologyPhotography Physics Spanish

* Exam Board regulations do not permit the combination of Theology and Philosophy at A Level; the study of the combination of Business and Economics is strongly discouraged for university applications.

Biology Chemistry Drama and Theatre Studies EnglishFurther Mathematics German Greek ItalianLatin Mathematics Music Philosophy* Physical EducationPolitics Theology*

A L E V E L A N D B T E C O P T I O N S I N T H E S I X T H F O R M


1 Please note this is the Pre-U course.

B T E C L E V E L 3 E X T E N D E D D I P L O M A

The two BTEC courses available are Business and Sport & Exercise Science. The BTEC Diploma is a specialised qualification and students with an interest in Route C are invited to discuss their plans with Mr Collinson and Miss Lowson at an early stage.

E X T E N D E D P R O J E C T Q U A L I F I C AT I O N


The Extended Project is an exciting new qualification which gives A level students the opportunity to conduct a dissertation or investigation into a subject of entirely their own choosing. It supports students with the transition to higher education and the world of work, and provides opportunities for the development of critical, reflective, problem-solving and independent learning skills through the planning, research and evaluation of a self-selected project. It allows students to research a topic which develops their understanding of their chosen A Levels, or to choose a topic in a different area, extending the breadth of their curriculum.

It is worth half an A level, and earns extra UCAS points, in some cases even a lower University offer, in addition to teaching skills which are highly valued by Universities. The top universities in Britain are united in recommending that students undertake an extended project:

“We welcome the introduction of the Extended Project and would encourage you to undertake one as it will help you develop independent study and research skills and ease the transition from school/college to higher education.” Cambridge University

“The skills that students develop through the Extended Project are excellent preparation for university-level study. Students can refer to the Extended Project in their UCAS personal statements and at interview to demonstrate some of the qualities that universities are looking for” Manchester University

“Extended Projects will provide an applicant with the opportunity to develop research and academic skills relevant for study at Oxford. Candidates are encouraged to draw upon their experience of undertaking the project when writing their personal statement, particularly if the topic is allied to their chosen degree course.” Oxford University

Extended Project structureThe course will be taught over two periods a fortnight, in the Lower Sixth. These lessons are in addition to the standard timetable for A Level study, and students undertaking the project will need to be well organised and committed. In Michaelmas term of Lower Sixth, the lessons will focus on broadening specific thinking skills and research techniques, whilst lessons in the subsequent terms will enable students to work on the project and record their progress on a week to week basis.

Students also prepare a presentation on their topic which is also assessed as part of the final overall grade.

Dissertation Information This type of Project is a university-style dissertation on any topic which can be researched and argued about; for example, a controversial biological, historical, ethical, philosophical, psychological, economic or environmental issue. The dissertation uses secondary research sources to provide a reasoned defence of a point of view, with consideration of counter-arguments.


E X T E N D E D P R O J E C T Q U A L I F I C AT I O N

Scientific Investigation/Field Study Information This type of Project is a scientific investigative project involving the collection of data from primary research, which may happen within the context of a geographical or biological field study – for example, a study of erosion, a study of pollution or a statistical survey of attitudes concerning a social issue. The Investigation/Field Study uses primary sources of data, such as questionnaires, observation or scientific experimentation, with a process of hypothesis creation and testing.

AssessmentExtended Projects are different to essays, in that students are marked for the process, not just the outcome of their work. Projects will be assessed at school before being submitted for moderation.

The written report and / or other evidence of work must be accompanied by:

A completed project log, detailing your initial ideas, plans, research methods, resources used, record of advice from supervisor, development of ideas, record of the presentation and a reflection on the process of producing the project.

A presentation of your completed project to other students and staff such as a PowerPoint show or a short lecture and must include a question and answer element to a non-expert audience.

All candidates are required to meet the following Assessment Objectives, which are weighted as indicated below:

20% ManageIdentify, design, plan and carry out a project, applying a range of skills, strategies and methods to achieve objectives.

20% Use resourcesResearch, critically select, organise and use information, and select and use a range of resources. Analyse data, apply relevantly and demonstrate understanding of any links, connections and complexities of the topic.

40% Develop and realiseSelect and use a range of skills, including, where appropriate,new technologies and problem solving, to take decisionscritically and achieve planned outcomes.

20% ReviewEvaluate all aspects of the extended project, including outcomes in relation to stated objectives and own learning and performance. Select and use a range of communication skills and media to present evidenced project outcomes and conclusions in an appropriate format.


Many of the Russell Group universities currently distinguish between Sixth Form courses on the grounds of their perceived academic rigour and their value in terms of providing a sound foundation for undergraduate study. A wide variety of lists are published online and this volume of material can be confusing!

So-called “Facilitating subjects” are A Level and IB Higher Level subjects that are explicitly requested by university admissions departments more frequently than others. It is important to emphasise that many other A Level and IB Higher Level subjects are accepted as being as rigorous and challenging as these subjects, but they are more rarely stipulated explicitly as being requirements for entry to courses.

So-called “Preferred subjects” are A Level and IB Higher Level subjects that are judged to be a rigorous preparation for undergraduate study. For the most competitive academic university courses, a student should normally not take more than one subject from the “non-preferred” list at A Level or IB Higher Level. Inevitably there are individual exceptions to this guidance, and specific advice should be sought from senior members of staff.

A Level and IB Higher Level subjects that are “facilitating” and “preferred”BiologyChemistryEnglish LiteratureFrench; German; Italian; Spanish; Japanese; Mandarin ChineseGeographyHistoryLatin; GreekMathematicsFurther Mathematics (A Level only)Physics

A Level and IB Higher Level subjects that are “non-facilitating” but “preferred”Classical CivilisationEconomicsGovernment & PoliticsMusicPsychologyTheology; Religious Studies; Philosophy

A Level and IB Higher Level subjects that are not explicitly designated as either “facilitating” or “preferred”, but are still important and appropriate subjects for relevant coursesArt and Design; Photography; Art GraphicsBusiness StudiesDesign and TechnologyDrama/TheatreMusic TechnologyPhysical Education

C H O I C E O F S U B J E C T S : FA C I L I TAT I N G A N D P R E F E R R E D S U B J E C T S


Some university courses require specific subjects to have been studied at A Level. Other courses prefer certain subjects or subject combinations. Below is a guide to the requirements for some university courses. This is not an exhaustive list and further information can be obtained from the Careers Department. Different combinations may be expected for Oxbridge entry. Please note that combination courses are also available at many universities.

University Course Sixth Form choices

American Studies Essay writing studies preferred such as English or History

Architecture, Graphic Design Some courses require Mathematics or Physics but a wide range of subjects is possible. A design portfolio is essential.

Biochemistry Chemistry usually supported by another science; Mathematics or Biology is preferable.

Biological Sciences: Chemistry and Biology are required.Biology, Botany, Zoology, Applied Biology, Microbiology, Biotechnology

Business Studies, Accountancy, Some courses require or prefer Mathematics.Management Studies Economics or Business Studies tend to be

preferable.

Chemistry Chemistry and another science are usually required. Often Mathematics is required.

Chemical Engineering Chemistry, Mathematics and Physics are required.

Classics Latin/Greek preferred.

Classical Civilisation/Studies No language required but essay writing studies preferred such as Classical Civilisation, English or History

Computer Science Mathematics is usually required.

Economics A strong achievement in Mathematics is required for most courses. Economics is preferable.

U N I V E R S I T Y A P P L I C AT I O N F O R S I X T H F O R M S T U D E N T S


Engineering: Mathematics and Physics are usually required.Aeronautical, Civil, Electrical, (Further Maths for Oxbridge)Electronic, Marine, Mechanical

English English is usually required.

Geography Geography is usually required.

Geology Two or three subjects in science / Mathematics are usually required.

History History is usually required. Additional essay writing

subjects are preferable.

Languages The chosen language is usually required and additional languages are preferred.

Law Essay writing subjects are useful. A language and/

or Mathematics are favourable.

Mathematics Mathematics is required and Further Mathematics and/or Physics are preferable.

Medicine and Dentistry Chemistry and Biology are required. Mathematics and/or Physics are preferred. Evidence of communication skills is desirable in an AS subject or from extra curricular activities. Work experience is expected.

Music Many courses require specific instrumental standards e.g. ABRSM 7 or 8. This varies depending on the extent to which performance is part of the course.

Music Technology Music Technology Physics and Maths often needed.



Pharmacy, Pharmacology Two or three science subjects are required, usually including Chemistry.

Philosophy A science / Mathematics can be an advantage. Ethics / Philosophy are preferable.

Physics Physics and Mathematics are required.

Physiology Chemistry is often required and Biology, Physics and/or Mathematics are preferable.

Politics Politics is useful but not required.

Psychology Science subjects are often required.

Social Sciences Usually there are no specific requirements.

Sports Science P.E. is preferable and a science subject is required for some courses.

Theology Theology/Philosophy are preferable.

Veterinary Science Chemistry and Biology are required. Mathematics and/or Physics are preferred Extensive work experience is required.



A R T A N D D E S I G N ( A L E V E L )

A Level Art students will follow the Edexcel Art, Craft and Design course. This is a broad based course that will enable students to explore and study a wide range of two dimensional and three dimensional approaches/ techniques, which will include drawing, painting, printmaking and sculpture.

Students will be encouraged to work and develop skills in a multi-disciplinary way, exploring connections between areas of Art, craft and design and gain knowledge and understanding of the variety of disciplines covered.

The work students produce should demonstrate use of visual language and creative skills and will allow students to express their thinking, feelings, observations and ideas. A Level Art and Design consists of four components:

Component 1: Personal Investigation

This component will allow 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 resolved outcomes.

This will involve:

• Developing ideas

• Exploring media, developing and applying skills

• Researching, recording, analysing and reviewing

• Creating and presenting outcome(s)

Supporting studies and practical work will comprise a portfolio of development work and outcomes based on themes and ideas developed from personal starting points.

Component 2: Externally Set Assignment

This component incorporates two major elements: preparatory studies and the 10 hour period of sustained focus.

• The Externally Set Assignment contains a theme and suggested starting points.

• Students will have from the commencement of the Externally- Set Assignment until the commencement of the final 10 hour period of sustained focus to develop preparatory studies.

• Preparatory studies will comprise of a portfolio of practical and written development work

• During the 10 hour period of sustained focus, students will produce final outcomes extending from their Externally set assignment preparatory studies

• Creating and presenting outcome(s) based on ideas developed from personal starting points


A R T A N D D E S I G N ( A L E V E L )


This component will allow 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 resolved outcomes.

This will involve:


• Explore media, developing and applying skills



All of which incorporates the following major elements

• A written personal study which will be evidenced through critical written communication showing contextual research and understanding in a minimum of 1000 words of continuous prose with integrated images.

• Supporting studies and practical work will comprise a portfolio of development work and outcomes based on themes and ideas developed from personal starting points.

Component 2: Externally-Set Assignment


• The Externally Set Assignment contains a theme and suggested starting points.

• Students must continue to work within the same title as component 1.

• Students will have from the commencement of the Externally- Set Assignment until the commencement of the final 15 hour period of sustained focus to develop preparatory studies.





V I S U A L A R T S ( I B )

The Visual Arts courses place an emphasis on the individual investigating varied aspects of creative work and exploring the possibilities offered by a variety of processes and procedures. The IB offers students a choice of three courses, one at Higher Level and two at Standard Level.

Higher Level

The course starts with a Theme that is personal, important and chosen by each student. The workshops that they are then taught will teach them new skills in Art as well as reiterate and strengthen skills they have already. As students discover their strengths and interests, they are given increasing autonomy over the two years, while working under supervision. Higher Level will include drawing, sculpture, painting, life drawing, photography, printmaking, as well as gallery visits and contextual documentation. Students will be expected to produce between 12 -18 pieces of art work plus sketch books for their end of course exhibition.

Standard Level A

This course may include pupils who have had no experience of art since the Lower or Upper Third years as well as those who have not taken a GCSE Art course. The project is undertaken in exactly the same way as for the Higher Level. Standard Level A will include drawing, sculpture, painting, electronic media, photography, printmaking, as well as gallery visits and contextual documentation. Students will be expected to produce up to 12 pieces of art work plus sketch books for their end of course exhibition.

Standard Level B

This course may attract students who are interested in art but who do not feel their strengths lie in practical studio work. The course focusses more on the students’ interest in the History of Art. Students will be introduced to the world of art through gallery visits as well as discussing and analysing art work. In the first term pupils will be taught to engage in the art they view, regardless of their personal preferences. Students will also be expected to produce their own Art work inspired/ influenced by the art/ artists they research.


A R T A N D D E S I G N ( G R A P H I C C O M M U N I C AT I O N ) ( A L E V E L )

A Level Art and Design Graphics students will follow the Edexcel course. Graphic communication conveys information and ideas through visual means. The critical element for a Graphic designer is the effective communication of a message or idea through the organisation of images and words. The scope of Graphic communication has been extended through the growth of design applications in the home and in public through the development of the internet. Students will be taught the need to understand user and audience needs and how these groups respond to different forms of communication.

When undertaking work in Graphic Communication students will be required to engage with:

• A range of materials and tools for Graphic Communication, including where appropriate, digital media

• Ways in which information and ideas can be effectively communicated through the organisation of images and words

• The basic Typographical and layout requirements for digital and print based products

• The appropriate application of their chosen media and the ability to realise ideas through the techniques employed

• Historical and contemporary themes and sources within the context of the chosen disciplines

The main disciplines within Graphic Communication are as follows:

• Advertising

• Illustration

• Branding

• Information design

Students will be required to work in one or more of the above disciplines to communicate their ideas.


A R T A N D D E S I G N ( G R A P H I C C O M M U N I C AT I O N ) ( A L E V E L )

A Level Art and Design Graphic Communication consists of two components:


This component will allow 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 resolved outcomes.This will involve:





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 Externally-Set Assignment contains a theme and suggested starting points.

• Students will have from the commencement of the Externally-Set Assignment until the commencement of the final 10 hour period of sustained focus to develop preparatory studies.





B I O L O G Y ( A L E V E L )

Biology is the science of life, and lies at the heart of major social problems that face the human race. As such, it is a subject of interest to everyone, whether they pursue it as a career or not. It is also the fastest developing science; as we venture further into the 21st century, our body of biological knowledge is expanding at a rapid pace. Studying Biology teaches us to ask questions, make observations, evaluate evidence and solve problems. The wide range of skills acquired during the study of Biology in the 6th form, including logical thinking, critical evaluation and data analysis is valued by both university admissions tutors and employers alike. Aside from continuing into directly biological subjects or careers, studying A Level Biology is excellent preparation for studying any scientific subject at university and a wide range of scientific and non-scientific careers.

The course will cover the following:3.1 Biological Molecules- water, carbohydrates, lipids, proteins, enzymes, DNA and RNA3.2 Cells- cell structure, cell transport, cell recognition and the immune response3.3 Exchange mechanisms- Gas exchange, circulation, digestion and absorption, mass transport in plants3.4 Genetics- DNA and chromosomes, protein synthesis, genetic diversity, adaptation and natural selection, species, taxonomy and biodiversity3.5 Energy transfers between and within organisms - photosynthesis, respiration, energy transfers in ecosystems and nutrient cycles3.6 Organisms respond to changes in their internal and external conditions - survival and response mechanisms, nervous control, the skeletal muscular system and homeostatic mechanisms3.7 Genetics, populations and ecosystems - inheritance, evolution of new species and populations3.8 Control of gene expression - regulating transcription and translation, gene technology and genome project.

To study A Level Biology students will need a minimum of an A grade at (I)GCSE Mathematics.

For pupils who have taken GCSE Dual Award Science, two A grades are required overall including an A in Biology. For Triple Award students, an A is required in Biology.


B I O L O G Y ( I B )

The focus of IB Biology is to gain experience as to how scientists work and communicate with each other. Boys will have the opportunity to acquire a substantial knowledge base of Biology, and at the same time develop a broad understanding of the principles of the subject. Academic study is combined with practical investigations. The wide range of skills acquired during the study of Biology in the 6th form, including logical thinking, critical evaluation and data analysis is valued by both university admissions tutors and employers alike. Aside from continuing into directly biological subjects or careers, studying IB Biology is excellent preparation for studying any scientific subject at university and a wide range of scientific and non-scientific careers.

Topics studied at both Higher and Standard Level include:

1. Cell biology

2. Molecular biology

3. Genetics

4. Ecology

5. Evolution and biodiversity

6. Human physiology

In addition, Higher Level students cover the following topics:

1. Nucleic acids

2. Metabolism, respiration and photosynthesis

3. Plant biology

4. Genetics and evolution

5. Advance animal physiology

Both Higher and Standard Level students will be taught the human physiology option for their options paper.

Pupils will also complete an investigation based course work assignment on an area of biological interest in the Trinity Term of the Lower Sixth.

For pupils to take this subject at Higher Level, those who have taken GCSE Dual Award Science require two A grades overall including an A in Biology. For Triple Award students, an A is required in Biology.


B U S I N E S S ( A L E V E L )

The A Level Business course is about problem solving within the context of specific businesses and providing solutions to how the business could proceed. This course provides an invaluable insight into the world of business and commerce for those wishing to enter areas such as Management, Marketing, Human Resources, Accounting and Finance at university and beyond.

A Level Business helps students to develop a critical understanding of organisations and the markets they serve. They will develop an appreciation that business behaviour can be influenced by different stakeholders such as consumers, competitors and the government. The course will help them to acquire a range of skills including decision-making and problem-solving in the context of real business situations.

The passion the department’s staff members have for Business is infectious and with many who have worked successfully in the world of commerce in companies such as Procter and Gamble and HSBC; Business at Whitgift is both stimulating and current. Students will be able to apply the theory taught to real businesses that they know about as well as coming up with their own business ideas which makes the course relevant, exciting and inspiring.

This four-unit Edexcel specification requires students to develop their ability to acquire a range of important and transferable skills including data skills, presenting arguments, making judgments and conducting research. Finance makes up approximately 25% of the two year course content. This course has no coursework or controlled assessment

The course is structured into four themes:

Theme 1: Marketing and peopleIn this theme, students are introduced to the market, explore marketing and the people within a business and investigate entrepreneurs and business start-up. Students will consider questions such as how do businesses compete with each other? How important is the rise of social media to businesses? Why do the prices of products continually change? How successful are different types of marketing campaigns? How do businesses motivate their staff?

Theme 2: Managing business activitiesIn this theme, students explore the finances of a business and how they operate as well as the external influences on business. It enables students to develop an understanding of raising and managing finance, and measuring business performance. Students will consider questions such as how do entrepreneurs find the finance to start up and run their business? How do different businesses produce their goods?

Theme 3: Business decisions and strategyThis theme looks more at business strategy, enabling students to take a strategic view of business opportunities and issues. Students look at the objectives of a business and their financial and non-financial performance measures and how businesses grow. Students will consider questions such as


B U S I N E S S ( A L E V E L )

why do businesses choose to merge with or take over other businesses (with real examples)? What determines the success of an investment or a project?

Theme 4: Global BusinessStudents investigate businesses that trade on a global scale and explore their reasons for doing so. Students develop an understanding of the globally competitive environment and will consider questions such as what has driven the growth of Asia, South Africa and the UK? What has driven the world to become a more global market? How can businesses compete on a global scale?

The exams will be focused around data-response, including short answer questions as well as extended-response. There is no coursework for this subject.

B U S I N E S S B T E C L E V E L 3 E X T E N D E D D I P L O M A

The BTEC diploma in Business is designed to help students develop knowledge, understanding and skills and apply them in real business contexts. Studying a BTEC National provides an opportunity for students to gain a qualification suitable for entry to University or enables them to become occupationally ready to take up employment in business at the appropriate level.

The course covers 18 units over two years that are hugely diverse, challenging and exciting. The 4 core units provide an introduction to and understanding of the business environment, management of resources, marketing and communication – all fundamental to the success of business organisations.

A further 14 units are chosen from a group of 42, which include Creative Product Promotion, Market Research, Starting a Small Business, Understanding Business Ethics and International Business.All assessment is based on coursework and there are no terminal examinations.

It should be noted that the course is fairly narrow in its content compared to 3 A Levels or a number of BTEC certificates, so it does tie a student to a Business degree.


C H E M I S T R Y ( A L E V E L )

A Level Chemists will follow the new OCR B Salters course starting in 2015. Key features of the course include the integration of a variety of activities with an emphasis on practical skills development, and the application of Chemistry in the wider world. Looking through the unit titles (below) gives a flavour of the nature of the Chemistry studied. Please note that this information is based on a draft specification:

ELEMENTS OF LIFEThe elements and compounds in the universe, the human body and in salt deposits.

DEVELOPING FUELSFuels, what they consist of, how energy involved in their combustion is measured and the contributions that chemists make to the development of better fuels.

ELEMENTS FROM THE SEAThe extraction of halogens from minerals in the sea, together with a study of the properties and uses of these elements and their compounds.

THE OZONE STORYImportant processes occurring in the ozone layer of the atmosphere

WHAT’S IN A MEDICINEMedicines such as aspirin, leading to much functional group chemistry and methods of analysis.

THE CHEMICAL INDUSTRYHow chemists use industrial processes to benefit mankind.

POLYMERS AND LIFEHow chemists use industrial processes to benefit mankind.

OCEANSThe role of the oceans in dissolving substances and maintaining pH.

DEVELOPING METALSThe reactions and properties of the transition metals.

COLOUR BY DESIGNDyes and the use of chemistry to provide colour to order.

To study Chemistry at A Level, students require an A in (I)GCSE Mathematics.

For pupils who have taken GCSE Dual Award Science, two A grades are required overall including an A in Chemistry. For Triple Award students, an A is required in Chemistry.


C H E M I S T R Y ( I B )

The course aims to cover a wide range of topics that will interest and challenge students. Academic study is combined with practical and ICT based investigations. Students will develop their knowledge base of Chemistry and a range of analytical and investigative skills. The Higher Level course is suitable for those wishing to study sciences at university whilst the Standard Level course is accessible and interesting to those who do not.

Topics at both Higher and Standard Level include;

• Quantitative Chemistry

• Atomic Theory

• Periodicity

• Bonding Energetics

• Kinetics

• Equilibrium

• Acids/Bases

• Oxidation/Reduction

• Organic Chemistry

An optional topic Medicinal Chemistry is studied at both HL and SL.Both Standard and Higher level courses are practical based and require 60 hours at Higher Level and 40 hours at Standard Level over the 2 years – this includes an extended project which is the formal assessment towards the final examination.

For pupils to take this subject at Higher Level, those who have taken GCSE Dual Award Science require two A grades overall including an A in Chemistry. For Triple Award students, an A is required in Chemistry.


C H I N E S E ( P R E - U )

The Cambridge Pre-U Mandarin Chinese course is a relatively new Sixth Form option at Whitgift and it can be taken with other A Level courses at the same time. The course allows students to progress from GCSE and further develop their ability to understand Mandarin Chinese. It aims to enable candidates to communicate confidently and clearly in Mandarin Chinese and offers an opportunity to develop insights into the culture and civilisations where Chinese is spoken.

Candidates taking the Cambridge Pre-U Mandarin Chinese course are required to take all assessment components at the end of the two year course in one exam season.

The main advantages of the Cambridge Pre-U Mandarin Chinese course are:

• Although native speakers are allowed to take the exam, their grades are awarded separately from non-native speakers.

• The ‘Chinese Culture’ paper requires students to research and write two English essays with 600-750 word each (topics are chosen by candidates). Weighing 25% of the final mark, native speakers have no clear advantages at this unit.

• A list of core vocabulary is available from the exam board. Candidates may expect to encounter unfamiliar vocabulary in the examination, but only items in the list will be tested.

• For Paper 2 and Paper 3, candidates will be allowed to have a Chinese/English dictionary. In the Reading section, candidates will be tested by questions in English only. Written translation tasks are required from Chinese to English only;

• At the top end, the Pre-U is set above the A-level. It is assessed on a nine point scale - Distinction 1, 2 and 3; Merit 1, 2 and 3; and Pass 1, 2 and 3. A Distinction 2 grade will be worth slightly more than an A* in terms of UCAS points.

An A grade, or better, at GCSE is required to study Mandarin Chinese in the Sixth Form.


C L A S S I C S ( A L E V E L )

Classics (A Level)Three subjects of the Classical corpus are offered at Whitgift: Latin, Greek and Classical Civilisation. The IB course does not offer Classical Civilisation, only Latin and Greek.

Latin and GreekThe courses for the Classical Languages are designed to enable students firstly to acquire an understanding of the linguistic structures of Latin and Greek, secondly to read and make a personal response to a selection of Classical Greek/Latin literature and lastly to consider the cultural, moral and political issues that emerge from their reading. The courses for Latin and Greek both examine unprepared translations, analysis, and comprehension of literature through essays and context questions. There are two parts to both the Latin and Greek courses: Literature and Language.

LiteratureThis part of the course tests comprehension and appreciation of two half texts or one whole text, one prose and one verse. Students have to explain the context and discuss the literary features of any given passage. It also requires students to translate two passages and to write one essay on the two texts. Typical authors include Cicero, Tacitus, Virgil, and Ovid amongst others.

LanguageStudents have to translate two passages of Latin/Greek prose into idiomatic English. A defined vocabulary list is provided for use in the Lower Sixth. Any words not in this list will be glossed. At Upper Sixth Level, there is no prescribed list and students are required to use context and educated guesswork to determine the meaning of any unknown words. Scansion may be required as part of the verse translation. The translation of individual English sentences into Latin or Greek is also introduced in the Lower Sixth as an optional alternative to unseen prose translation form Latin/Greek to English. In the Upper Sixth, this is developed into translation of a passage of consecutive prose into Latin/Greek instead of the prose unseen. This challenging exercise is very highly regarded and excellent preparation for any university course in Classics. An A grade, or better, is required at GCSE to study Latin or Greek at A Level.

There is no coursework offered in Latin or Greek, but both subjects provide opportunities for candidates to demonstrate the key skills, which will be vital components of all subjects (Communication, Information Technology, Problem-solving, etc.).

An A is required at (I)GCSE to study Latin or Greek at A Level.

Classical CivilisationThe AQA course is taught at Whitgift.

The course for the Lower Sixth comprises two modules on two topics (History/Literature) chosen from a choice of 6 per module: Greek/Roman History and Society (e.g. Athenian Democracy/Cicero/Women in Antiquity/Greek Tragedy) and Greek/Roman Literature (e.g. Homer’s Iliad or Odyssey, Aristophanes).

The course for the Upper Sixth comprises two modules: Greek History and Culture (e.g. Greek Sculpture/Greek Tragedy/Persian Wars, Alexander the Great) Roman History and Culture (e.g. Virgil’s Aeneid).

All the above four units make up full course and provide a varied but coherent study of selected aspects of Graeco/Roman culture in the fields of history, literature, art, architecture and philosophy.


D E S I G N A N D T E C H N O L O G Y ( A L E V E L )

The two year AQA course allows you to further your studies through Product Design. You will have the opportunity to study, propose and realise prototype solutions to designing and making opportunities closely linked to the real world of product/system manufacture. A multi-material approach is taken to the work and every effort is made by tutors to encourage students to produce professionally finished articles through the study of design, manufacturing processes and techniques. Ideas are often developed to the point where an original design becomes a marketable product.

To further this development, the department aims to foster an awareness amongst all students of the need to follow business/industrial practice and liaison. This relationship with the manufacturer means that students are expected to have a working knowledge of most materials available in the workshop situation. This choice may range from ceramics and textiles through to the more familiar materials (timber, metal, plastics). The more advanced composite ‘smart’ materials, for example, carbon fibre and Kevlar, could also be employed.

Design and Technology is very much a contemporary subject and delivers skills that business and manufacturing companies are seeking ranging from group work, presentation of an idea to others, multi-tasking, working to precise deadlines and practical problem solving. It sits comfortably within subject combinations for both Arts- and Science-based degree courses with career paths in, for example, all engineering based careers (Aeronautical, Automotive, Chemical, Civil, Construction, Electrical, Electronic, Marine, Mechanical, Structural, Systems); Architecture; Product Design, Graphic Design; Industrial Design; Computing/Software Engineering; Stage Design and Model Making; Robotics.

Although entrance to the course would normally depend upon a student attaining a Grade B at GCSE Product Design, individual applications are considered on their own merit; when, for example, a student wishes to take an A Level without pursuing the subject at GCSE. The course is made up of four units:

Unit 1: PROD1 Materials, Components and ApplicationTo develop an understanding of the physical and mechanical properties of a broad range of materials and components. Students should understand why these are used in specific applications with particular emphasis on the life-cycle of products including manufacture, use and disposal. Unit 2: PROD2 Learning Through Designing and Making (Coursework) Coursework may take a number of forms: a simple design-and-make project, two smaller projects or a portfolio of work.

Unit 3: PROD3 Design and ManufactureIn Unit 3 it is expected that students will build on the knowledge gained from the subject content in Units 1 & 2. This knowledge and understanding will be developed through Unit 4 coursework and a further study of how materials and components play a major part in the following:

• Design and Market Influences

• Processes and Manufacture

Unit 4: PROD4 Design and Making PracticeThis coursework unit consists of a written (or electronic) design folder and a manufactured outcome.


D E S I G N A N D T E C H N O L O G Y ( I B )

The study of Design Technology involves gaining information about the world around us, processing it and then using it to form a strategy or alter a situation. The designer or technologist is interested not only in the consumer/material environment but also the political, social and economic considerations which affect people’s priorities. This programme of study assumes no previous knowledge of design technology and is suitable for the scientist or non-science specialist. The course utilises knowledge, skills and the design process within problem-solving contexts and uses local and readily available resources. The design cycle is at the core of the programme and is about designing and the role of the designer. All students complete a design and manufacture based project lasting approximately 28 hours for SL or 41 hours for HL.

ContentAll students study the following topics as part of the IB core.

– Design Process – the design cycle, generating ideas, developing concepts– Product Innovation – designers and the product cycle, invention and innovation, people and markets– Green Design – principles, life cycle analysis and strategies for green design– Materials – classification of materials, properties of materials, timber, metals, plastics, ceramics and composites– Product Development – manufacturing techniques, craft production, mechanisation, automation and economic consideration– Product Design – ergonomics and the designer in society– Evaluation – evaluation and designing, evaluation and manufacture, evaluation and the consumer.

At Higher Level, students also study these additional topics.

– Energy – machines, types of energy, transport and renewable resources– Structures – forces, strength & stiffness (inc. Young’s Modulus), beams– Mechanical Design – general concepts, mechanical motion, conversion– Advanced Manufacturing Techniques – joining, moulding, casting, forming– Sustainable Development – appropriate technologies, architecture.

All students study Computer Aided Design and Computer Aided Manufacture (CAD/CAM)throughout the course.

InvestigationsThese are short, focussed and teacher directed. Students study a number of investigations some of which are complex and will make conceptual demands on the individual.

Design ProductAs well as a practical outcome the student will produce a Log Book to record the development of the project and a Project Report which takes the form of a simplified design folio.


D R A M A A N D T H E AT R E S T U D I E S ( A L E V E L O N LY )

This is a course that offers a judicious and exciting mixture of the practical, the theoretical and the academic. As well as being a most valuable qualification in its own right it can act as a useful support and elaboration for English, Classics and Modern Languages. It is not necessary to have studied GCSE drama in order to take this subject at A Level, but a good knowledge of theatre and performing is needed if a GCSE qualification has not been achieved. The AQA syllabus is followed.

The A Level course consists of the following units:

Unit 1 – Prescribed Play and Live Theatre Production

• The study of one set play from a practical perspective. Choices include: Sophocles – Antigone; Shakespeare – Taming of the Shrew; Ibsen – A Doll’s House; O’Casey – The Shadow of a Gunman; Littlewood and Theatre Workshop – Oh What a Lovely War.

• The study of a live production seen during the course from a performance perspective.

Unit 2 – Presentation of an Extract from a Play

• Performance by a group of an extract from a published play.

• Includes presentation of development work and supporting notes.

Unit 3 – Further Prescribed Plays including Pre-Twentieth Century

• The study of two further plays from a practical and comparison perspective.

• Pre-Twentieth Century choices include: Middleton/Tourneur – The Revenger’s Tragedy; Moliere

– Tartuffe; Farquhar – The Recruiting Officer; Goldoni – The Servant of Two Masters; Wilde– Lady

Windermere’s Fan; Chekhov– The Seagull.

• Contemporary Drama choices included: Lorca – Blood Wedding; Brecht – The Good Person of Szechwan; Miller – A View from the Bridge; Berkoff – The Trial; Wertenbaker – Our Country’s Good; Edmunson – Corum Boy.

Unit 4 – Presentation of Devised Drama

• Performance by a group of devised drama, inspired by A2 course content.

• Includes presentation of development work and supporting notes.


E C O N O M I C S ( A L E V E L )

Economics is the science of choice. Through the study of decision-making by consumers, businesses and governments, students gain a fantastic insight into the world around them. Economics is an internet-paced, dynamic subject; this has never been truer than over the past six years. The modern world has changed irrevocably during this time as a result of a credit crunch and global recession. The study of Economics can help us understand these changes as well as helping us understand what the future might look like.

The enthusiasm the department’s staff have for their subject is infectious and with many who have worked successfully in the world of commerce, economics at Whitgift is both challenging and contemporary.

Economics is a popular A Level subject which is not surprising given the number of doors it can open: from law to finance, consultancy, accountancy, business and politics. There is also more direct progression towards a career as an Economist working for a bank, the government, the UN, the Bank of England or the International Monetary Fund. Equally it can help further careers and degrees in development and humanitarian work too.

A Level Economics at Whitgift follows the EDEXCEL syllabus. The course provides an opportunity to study an academically challenging and ever changing range of fundamental issues in an objective and analytical manner. Students will study rigorous economic theory and apply their knowledge to the evaluation of contentious issues such as irrational human behaviour, congestion charging, the behaviour of firms, the European Union, regulation of the banking sector, government economic policy and strategies to encourage economic growth in developing countries. Many of the concepts studied in Economics are abstract in their nature and require both lateral thinking and good numeracy skills. The method of assessment is a combination of multiple choice questions, data response questions and essay questions. There is no coursework for this subject. As a Social Science A Level economics blends well with all subjects. IGCSE Economics is NOT required in order to study the subject at A Level.

The course is structured into four themes:

Theme 1: Introduction to markets & market failureThis theme focuses on microeconomic concepts: the nature of economics, how the price mechanism allocates resources in markets, supply and demand analysis and why markets sometime fail. Students will consider questions such as why do London house prices continue to rise? Why are fish stocks falling? Would a tax on junk food solve the obesity epidemic?

Theme 2: The UK economy – performance & policiesThis theme covers the ‘big’ issues that affect the whole economy. When should the Bank of England raise interest rates? Should George Osborne raise taxes to pay for the spending on health and education? What policies will the most effective in sustaining the UK’s economic recovery? Why might falling prices be a cause for concern? Why did unemployment not rise that much following the recent recession? Why does the UK import more goods than it exports? Does it matter?


E C O N O M I C S ( A L E V E L )

Theme 3: Business behaviour and the labour market. This theme looks at the nature of competition between companies, different market structures and government intervention to promote competition in markets, as well as how wages are determined in the labour market. Students will investigate questions such as is privatisation a good thing? Why do firms collude? Should government be allowed to stop mergers? Why do supermarkets advertise so much? Why are footballers paid more than nurses?

Theme 4: A global perspectiveThis theme focuses on the application, analysis and evaluation of economic models in a global context, the role of the state and financial sector, and the assessment of policies which might be used to deal with economic problems in developed and developing countries. Students will investigate questions such as is globalisation a good thing? Has the recent world recession created a protectionist threat? Is the growth in the Chinese economy sustainable? To what extent should banks be regulated? Is inequality an inevitable consequence of capitalism? Why do some developing countries struggle to develop? Is aid helping or hindering growth in Africa? What role should the state play in the economy?


E C O N O M I C S ( I B )

Economics is offered at Standard and Higher level, with both offering a strong internationalist approach to the field. The course provides the opportunity to study an academically challenging and ever-changing range of fundamental issues in an objective and analytical manner. Students will study rigorous economic theory and apply their knowledge to the evaluation of contentious issues such as fixed exchange rates, congestion charging, competition, regulation, government economic policy and strategies to encourage economic growth in developing countries. IGCSE Economics is NOT required in order to study the subject at IB level.

The course is split into four sections:

1. Microeconomics (supply & demand, theory of the firm & market failure)

2. Macroeconomics (economic growth, unemployment, inflation, the balance of payments & macroeconomic policy)

3. International economics (international trade, exchange rates & economic integration)

4. Development Economics (strategies for promoting development, aid & debt)

The course is assessed both internally and externally. Internal assessment accounts for 20% of the total mark and consists of a portfolio of three commentaries of up to 750 words each, based on published extracts from the news media. External assessment is carried out by way of two 90 minute exams, each based on different sections of the syllabus. Higher Level students will also sit an extension paper with a focus on Higher Level topics and quantitative methods. For both levels, questions will be of various types including short-answer, extended-response and data-response.


E N G L I S H ( A L E V E L )

If you enjoy reading a variety of literature, discussing books and ideas, and are able to represent your arguments coherently in essays, then English will appeal to you. A Level is a natural development of English Literature GCSE: it is primarily an analytical subject, and allows you to study a wide range of literature – all students will study at least 8 texts. The thriving Senior Literary Society augments the classroom study of English with a programme of invited speakers and a large number of theatre trips to a variety of venues which would habitually include the Young Vic, the Royal Court and the National Theatre. We also run a residential trip to the Lake District in which boys explore the Romantic movement, its philosophy and its poets in the inspiring surroundings of Grasmere.

English complements any combination of A Level subjects, being a bastion of both the Arts and the Humanities, as well as an extremely useful addition to a predominantly science cluster. It is a core subject, highly regarded by universities. The versatility of English makes it an ideal subject for University application and it is a well-trodden pathway into careers as diverse as the Law and PR.

The structure of the course is linear; students are examined at the end of their Upper Sixth year. There is a coursework element worth 20% which allows boys to encounter the freedom of a longer piece of independent, personal research, closer in style to university work. There is a wide range of texts on offer, the only compulsory writer being Shakespeare. Possibilities range from Chaucer, Milton, Wilde and Tennyson to contemporary texts such as Alan Bennett’s ‘The History Boys’ and Ian McEwan’s ‘Atonement’.


E N G L I S H / L I T E R AT U R E & P E R F O R M A N C E ( I B )

Either English Literature or Literature and Performance is studied in Group 1 by all Whitgift IB students. The first decision is whether to take English at Higher Level or Standard Level or Standard Level Literature and Performance. This depends upon the student’s innate aptitude for the subject and his plans for Higher Education. Anyone thinking of reading English or a related literary subject should take Higher Level.

The course structure in English is similar for both levels; Higher Level simply covers the required components more comprehensively. Both levels promote the enjoyment of literature, through an appreciation of a range of works of different periods, genres, styles and contexts; they develop

the students’ powers of expression and analysis; they broaden students’ perspectives by opening windows on other experiences.

The syllabus is divided into four compulsory parts:

Part 1 Works In Translation – E.g. Season of Migration to the North; The Outsider and Broken AprilHigher Level: 3 worksStandard Level: 2 works

Part 2 Detailed Study – E.g. Chaucer’s The Miller’s Tale, Shakespeare’s Othello and Waugh’s A Handful of DustHigher Level: 3 worksStandard Level: 2 works

Part 3 Literary Genres – E.g. Romantic PoetryHigher Level: 4 worksStandard Level: 3 works

Part 4 Options – E.g. Orwell’s essays, Salter’s short stories and Spiegelmann’s Maus.Higher Level: 3 worksStandard Level: 3 worksThere is also an exam testing analysis of an unseen passage or poem.

Assessment is by a combination of coursework and examination (50% each) and of External (70%) and internal (30%) assessment. The internal assessment consists of two oral presentations at different points in the course. Two examination papers are taken in the May of the second year.

This is an excellent course for those who enjoy reading and then discussing or writing about that reading. It offers tremendous breadth and variety of reading experience; it is worth noting that not all reading is required to be at the same depth. The course includes some close analytical study and some broader comparative and contextual work.

*Group 1 – Literature Of Other LanguagesStudents for whom English is not their first language may study the literature of their first language in Group 1. Taught courses of this nature are offered in French, German and Japanese. It may be possible for native speakers of other languages to pursue a self-taught course, though only at Standard Level. Please contact the Head of Languages, Mr Hunt, if you would like to discuss any of these options further.


L I T E R AT U R E & P E R F O R M A N C E ( I B )

This course is an interdisciplinary synthesis of English Literature and performance theatre. The emphasis for nearly all elements of the course is on the practical and theoretical transformation of texts from page to stage.

At the heart of the course is the interaction between:

1) A conventional literary emphasis on close reading, critical writing and discussion (as with Standard and Higher Level English Literature).

2) The practical, aesthetic and symbolic elements of performance that are identifiable in transforming literature into performance, either actual or theoretical.

In the process of studying texts for Literature and Performance, different views and angles go beyond what is characteristic of either literary or theatre studies as single disciplines; students with a strong background in performance theatre, as well as developed literary analysis from GCSE English tend to be most suited for the demands of this particular course.

The course consists of the following parts:

Prose and Performance: Students consider the implications of dramatizing an extract from a novel in a theoretical sense.

Poetry: Students compare poets’ works through literary analysis. This is the only unit which doesn’t contain practical transformation.

Playwrights in Performance: Students carry out a piece of coursework that incorporates critical analysis of the realisation of an extract or a series of linked extracts from a Shakespeare play. Students prepare and perform the extract(s) and then complete the essay based on the performance.

Performance (in a group) and Individual Oral Presentation: Students present one performance during this unit as part of a group. This performance is a transformation based on one or more poetry or prose text studied In class, symbolically exploring the text, the writer’s style and language on the page through dramatic performance. The individual oral is a structured presentation completed after the transformation. The presentation is entirely individual, and the student must speak for 15 minutes assessing the literary and theatrical worth of the practical transformation.

The requirements of the course are significant and demand commitment outside of the timetable in producing theatrical pieces through devising and rehearsing. Each text is studied in great depth, and analysed in a literary and theatrical sense, fostering a deep understanding of all issues and topics. Literature and Performance can be studied at Standard Level only.

IB regulations mean it is not possible to take Literature and Performance together with English Literature, Theatre, or Environmental Systems and Societies.


E N V I R O N M E N TA L S Y S T E M S & S O C I E T I E S ( I B O N LY )

Environmental Systems and Societies is an interdisciplinary subject, designed to combine the techniques and knowledge associated with Biology with those associated with Geography.

The prime intent of this course is to provide students with a coherent perspective of the interrelationships between environmental systems and societies; one that enables them to adopt an informed personal response to the wide range of pressing environmental issues that they will inevitably come to face. Students’ attention can be constantly drawn to their own relationship with their environment and the significance of choices and decisions that they make in their own lives. It is intended that students develop a sound understanding of the interrelationships between environmental systems and societies, rather than a purely journalistic appreciation of environmental issues. The teaching approach is therefore conducive to students evaluating the scientific, ethical and socio-political aspects of issues.

Students will be able to study this course successfully with no specific previous knowledge of Biology or Geography. However, as the course aims to foster an international perspective, awareness of local and global environmental concerns and an understanding of the scientific method, a course that shares these aims would be good preparation.

Students successfully completing this course will have developed the personal skills of cooperation and responsibility appropriate for effective investigation and problem solving of environmental issues and will use a holistic approach to make reasoned and balanced judgments using appropriate economic, historical, cultural, socio-political and scientific sources. As such, students wishing to seek careers involving resource management, cost benefit analysis, community planning, environmental Law or diplomatic relations may well wish to consider this course to be one of their International Baccalaureate subjects.

Environmental Systems and Societies can be studied at Standard Level only.


F R E N C H ( A L E V E L )

The ability to communicate in another language is undoubtedly a key factor for success in today’s multicultural and global society. As a major world language, spoken as a native language in all five continents of the world and an official working language in dozens of international organisations such as the European Union and the United Nations, French gives students a clear practical advantage on many levels.

The A Level French course at Whitgift focuses on the need to achieve written and oral fluency, to communicate sensitively and coherently and to develop receptive skills. We also acknowledge the importance of a sound understanding of francophone cultures, and this is facilitated through the study of a range of up-to-date material. Our course combines perfectly with any other subject, including Sciences, Humanities or Arts, and this reflects the many exciting degree courses in the UK which combine French with almost any subject imaginable.

The course prepares students to sit a reading, writing and listening paper and an oral exam. Study of the language is approached through the context of a range of topic areas focussing on contemporary social issues (such as media, health and well-being, relationships, the environment, multicultural society) and relating to aspects of francophone history and culture (such as literature, film and history). Much emphasis is placed on developing advanced language skills which enable students to explore and discuss a range of texts and media both in the classroom and through independent study.

The course draws on a broad range of resources, including films, literature, newspapers, websites and music and through these, French language is taught in a variety of interesting contexts, which explore past and present French and francophone cultures.

Regular use of the Digital Language Laboratory is a prominent feature of this course, as is one conversation lesson per week with a native language assistant. The Modern Languages Department also organises a number of visits to cinemas, theatres and galleries to encourage a broader cultural awareness among all the pupils.

An A grade, or better, at GCSE is required to study French in the Sixth Form.


G E O G R A P H Y ( A L E V E L )

Geography at A Level is an exciting opportunity to gain an understanding of the world in which we live. This is done by getting out of the classroom and into the real world: from UK fieldtrips in Slapton Ley, Devon to Geography Department expeditions in the Italian Dolomites and Iceland. The aim is the same; to allow you to explore the cultures, world issues and dynamic physical environments that shape our planet.

Geography students and graduates from University are highly marketable and skilled individuals. For example, geographers have gone on to become accountants in the City, journalists for the Daily Telegraph, merchant bankers, teachers and town planners, marketing and retail managers in Marks & Spencer, officers in the Marines, environmental scientists, surveyors mapping oil fields in Saudi Arabia, hydrologists working for Severn-Trent, lawyers and, of course, entrepreneurs running their own businesses in countless fields from Adventure tours in the Arctic to service providers on the Internet.

In the A Level Geography course the emphasis is on learning from ‘hands-on’ experience by planning and carrying out fieldwork in the UK and abroad. Students learn how to accurately collect data in a variety of environments and with a variety of people and will use computers to analyse geographical data. Students will often be in the Library and on the Internet researching for essays. They will have the opportunity to attend lectures at Universities and to present research findings in group seminars. As well as developing an understanding of Geography, the course also allows the development of all key skills necessary for successful UCAS application and later employment.

The A Level Edexcel syllabus includes familiar topics studied in more depth such as coasts and globalization, as well as stimulating new options such as hazardous environments and climate change.

Geography complements any combination of subjects. Increasingly, Universities and employers look for students with a breadth of academic experience. Geography offers scientists the chance to develop their literacy and communication skills, while it offers artists the opportunity to improve their IT and numeracy skills. It is also a highly regarded A Level subject in its own right and, with its broad academic coverage, it is of interest to many universities and employers looking for students with a proven track-record of skills-based learning, problem solving and team work.


G E O G R A P H Y ( I B )

The International Baccalaureate Geography course is an exciting addition to the current Geography syllabus studied here at Whitgift. A geographical education is an education for life. It developsin us an enthusiasm and enjoyment of our environments, and improves our understanding of environmental and cultural challenges that face the world. The study of Geography helps to create environmentally responsible citizens who are aware of the need to create sustainable development. A particularly wide range of skills relevant to employment, are developed through the learningof Geography and its stimulating use of contemporary issues and real world examples. In short, geographical knowledge is essential for decision-makers of tomorrow, and it is an immensely popular and relevant subject for the student, and a useful aid in understanding the changes and complexities of the 21st Century.

The IB course has many elements that are ideally suited to the above. At its core lies the study of demography, the global implications of population increase, movement, and structure. This is studied at both Standard and Higher level, and gives the student a broad overview of globalpopulation issues. This is linked in to the nature of resource development and depletion, and the concept of sustainable development.

One of the great benefits of IB Geography is its flexibility. There are many options that can be studied, from coasts, arid environments, climatic hazards, to settlements and globalisation. This allows us to tailor a course to the specific interest of teachers and pupils alike, and allows us to run fieldtrips in conjunction with other IB schools abroad to further the international flavour of the course. It is here that perhaps the IB scores its biggest strength; the department is keen to widen its international contacts to encourage links and communication between IB schools and foster exchanges of pupils and teachers alike. The IT literate Geography student will perhaps benefitmost from these programmes, after all, the subject lends itself to be studied in a variety of different human and physical landscapes. Standard Level pupils study to the same depth in their options, but fewer are taken.

Coursework is an important part of any Geography syllabus. The IB syllabus requires two pieces of coursework (both HL and SL) to be completed. Much of the fieldwork for these essays will be done in conjunction with the A level fieldwork in a residential visit in locations such as Devon or Dorset. Naturally, the Extended Essay, a piece of work of 4000 words, can be on a geographical theme; in fact Geography has proved to be one of the consistently popular areas in which to do this work.

Geographers who take the IB syllabus will emerge with a wide variety of skills applicable for living and working in the 21st Century. It combines well with both the arts and sciences, and is hugely enjoyable. No other subject combines the numerical and analytical skills as well as IB Geography, and the opportunity to study a wide range of global issues and problems makes it a fascinating subject.


G E R M A N ( A L E V E L )

German is a lively and rewarding course that is open to all. The study of German today is particularly significant with such a large proportion of German speakers in Europe, especially in the new member countries of the EU. Fluency in German is a great advantage for those seeking a career in industry, engineering, sciences, or even law. Though some of the students who choose German study other Arts subjects or languages, there is also a tradition of combining German with History, Politics, Maths and other sciences.

The principal aim of the course is to develop fluency in the written and spoken language, and to generate a lot of enjoyment and enthusiasm. Over the two-year course, students cover a wide range of topics: Leisure in Germany, the German education system, post-1990 Germany and Media. These are only a few of the topics on offer, and by the end of the course, students will have developed an understanding of most aspects of German society and culture. Students are also given the opportunity to study some literary texts, and in the past these have included pre-twentieth century texts as well as more modern authors.

Throughout their course, students will make regular use of the language laboratory, including web-based resources and DVDs, and each student sees the language assistant for 45 minutes per week. We also organise a four-day study visit to Germany on a biennial basis. The programme always proves to be a great success, and students gain a lot from the experience. In the past, support has also been given to students wishing to take part in a work experience placement in Germany.

There are numerous resources available to students: the German department subscribes to many magazines, and there are newspapers, books and videos. Outings to the theatre and the cinema are organised, and students also take part in study days, usually in Central London, on which they gain further insight and tips for exam technique.

The four skills of listening, reading, writing and speaking are assessed in the modular exams. All students, whether they intend to go on to study German at university or not, find German a very rewarding course that is accessible to anyone who is interested in other countries and other peoples.

An A grade, or better, at GCSE is required to study German in the Sixth Form.


H I S T O R Y ( A L E V E L )

A Level History comprises three examined units and one coursework component. The aim is to offer both breadth and in depth study and also a degree of freedom to follow personal interests in the coursework component. The course looks at British, European and world history over a period of at least 200 years. We follow the EDEXCEL A Level course.

Unit 1 is Russia 1917-1991, which looks at Russia from Lenin to Yeltsin. During the course Communist government in the USSR from 1917-85, Industrial and agricultural change 1917-85, Control of the people, 1917-85 and Social Developments 1917-85 will be studied. In addition the reasons for the fall of the USSR in c1985-91 will be examined and analysed. This is a fascinating period which saw key political, social and economic features of communist rule in Russia during the twentieth century, an era that saw its authority and influence rise to the status of a superpower, only to diminish later in the century.

This unit is examined in a 2 hours 15 minutes exam, comprising two essays and one source based interpretations question. It counts as 30% of the A Level.

Unit 2 is China 1949-76, which comprises a study in depth of the transformation of communist china in the years 1949-76. The aftershocks of these changes are still being felt today, as china emerges as a great economic and political power on the world stage. Students will gain an in depth understanding of the nature and extent of change in this period, the effects of Mao Zedong’s policies on the lives of the Chinese people, and Mao’s role in driving dramatic political, social and economic changes. The boys will study Establishing communist rule 1949-57, Agriculture and Industry, 1949-65; The Cultural Revolution and its aftermath, 1966-76 and social and cultural changes, 1949-76.

This unit is examined by a 1 hour 30 minutes exam comprising of one source question and one essay. It counts as 20% of the A Level.

Unit 3 is The British experience of warfare, c1789-1918. This unit explores the British experience of war in different aspects of major overseas conflicts and the changing relationship between the state and the people as the government attempted to create an effective fighting machine and prepare the people for war. Within the primarily military focus on the experience of warfare, this option allows the boys the opportunity to explore its political, social and economic dimensions and their part in generating pressure for change. The course will study Changes in organising the military and Changes in the role of the people. Particular focus will be on Britain and the French Wars, 1793-1815, The Crimean War, 1854-56, The Second Boer War, 1899-1902, Trench warfare on the Western Front, 1914-18, The war in the air, 1914-18.

This unit is examined by a 2 hour 15 minutes exam comprising one source question and two essays. It counts as 30% of the A Level.

Unit 4 is the coursework unit. In this unit then boys will complete and independently researched enquiry on historical interpretations, e.g. the origins of World War One or the origins of the Cold War.This unit is assessed by a 3000-4000 word essay and counts as 20% of the A Level.


H I S T O R Y ( I B )

History is a useful qualification for those considering careers in fields such as law, journalism, politics, and business. History is valued by universities and employers for the range of subjects that it covers – political, economic, social and cultural – and for the skills that it develops: research, analytical thinking, high level communication and the ability to construct a reasoned argument. The study of the past is also fascinating and enjoyable in its own right.

The IB course in History covers a wide range of nineteenth and twentieth century topics, and examines aspects of German, Italian, Russian, Chinese and international history. At Higher Level 20%, and at Standard Level 25%, of the course is an internally-assessed investigation.

Both Standard and Higher Level students study Papers 1 and 2 and complete a Historical Investi- gation.

Paper 1 uses sources to examine international relations 1918-36, covering the Paris Peace Settle- ment and its impact on Europe, the League of Nations, confrontation and cooperation in the 1920s, the Depression and challenges to collective security in the 1930s.

Paper 2 comprises comparative examinations of the causes, practices and effects of wars and the origins and development of single-party states. Wars covered include the two world wars and the Russian, Chinese and Spanish Civil Wars. Dictators studied include Lenin, Stalin, Hitler, Mao and Castro.

The Historical Investigation is a 2000 word structured research and analysis task on a topic of the student’s choice, completed at the end of the Lower Sixth year.

Higher Level students also study Paper 3. Over the two year course, they will cover German and Italian unification, European diplomacy and the First World War 1870-1923, conflict and cooperation in the interwar years 1919-39, and Russia from autocracy to communist state 1853-1924.


I TA L I A N ( A L E V E L )

It is a distinct advantage for native speakers of English to be qualified in a second Modern European Language. Italian is a valuable language to have, given the relatively small number of schools who study the subject in such large numbers and the high demand in the sectors of finance, law and industry for Italian speakers. It is also an extremely enjoyable subject to study at A Level and we aim to instil in our students an enthusiasm for and interest in the language and culture of Italy. This has led to many of our Sixth Form students going on to study Italian at university either with another language or with another subject such as Law or Engineering.

Italian A Level with EDEXCEL is an appealing course that is suitable for the committed, enthusiastic GCSE language learner. The ultimate goal is linguistic competence but equally important is knowledge of the culture and lifestyle of Italy and the Italians. We aim to combine intellectual rigour and high academic standards with the level of enjoyment that is necessary to achieve success.

The course leads on naturally from GCSE studies with the four skills of listening, reading, writing and speaking all being of equal importance. The topics we study become more interesting and sophisticated and students have more freedom in the issues we look at. The A Level Italian course covers the following topics: relationships, young people, travel and tourism, current affairs, Information Technology, the environment, politics and Italy in a worldwide sense.

Such a broad choice of topics and of skills allows us to use a variety of media ranging from literary texts to film and television. We try to enhance the work done in class and the students’ interestin the subject through an emphasis on independent learning and research that benefits not only their Italian but also their personal development. They are encouraged to make use of the Internet and Italian websites, the magazines that are bought for them by the department as well as satellite television and a large stock of accessible Italian books in the library. There is also the opportunityto participate in the Senior Modern Languages Society. Language skills are further developed by weekly assistant lessons and visits to Italy. Lower and Upper Sixth students are encouraged to participate in our successful exchange with a school in Verona. We now have an established link with Hotel Poiano in Garda where we hope to offer work experience to students during the summer.

An A grade, or better, at GCSE is required to study Italian in the Sixth Form.


J A PA N E S E ( A L E V E L )

The opportunity to study Japanese to such a high level is very rare in the UK. The fluencydeveloped through the course enables access to a rich culture which will remain a mystery to those unable to speak the language.

The EDEXCEL course is taught at Whitgift, and allows the student to progress from GCSE. During the Lower Sixth, students will learn to produce independent and creative work in Japanese, whilst studying formal grammar, and translation and comprehension skills. 200 new Kanji (Chinese characters) are taught, adding to the 200 already learnt at GCSE. To support this learning, materials are drawn from a wide range of resources, including authentic texts. Topic areas covered include: tourism, human relations, society, leisure and the arts, education, technology and the workingworld.

The examination consists of one paper, in which the tasks are reading comprehension, grammar manipulation, a translation from Japanese to English and a 400 character letter, report or article. There is neither a listening exam nor an oral exam although speaking and listening skills will be developed over the course.

Further topic areas are added at A2; these are customs and traditions, national and international events and literature and the arts. Grammar continues to be studied at a higher level, and afurther 200 Kanji are learnt. Again, there is just one examination paper, involving a comprehension, translation into Japanese and two essays. Students will be prepared to write essays on the Topic Area; “The year in Japan” and on the short story “Hana”.

It is the policy of the Department to offer a broad and stimulating course which is, at the same time, tailored to meet the requirements of the examinations. Whilst there is currently neither an oral noran aural exam at A Level, listening and speaking activities are included in lessons, and students are expected to use Japanese to communicate when appropriate. All students have weekly tutorials with our native tutor, in groups of two or three. This gives them the opportunity to discuss any areas in which they require additional support. Film viewings also feature, as does the exchange trip to Japan, which offers the students an excellent opportunity to discover the language and culture of this fascinating culture at first hand.

An A grade, or better, at GCSE is required to study Japanese in the Sixth Form.


L AT I N ( I B )

The structure of the Latin course is very similar to that for Greek.

Part 1: Study of the Latin Language.In order to develop basic language skills with the eventual aim of translating an unprepared text into fluent and coherent English, the author chosen would be either Ovid or Cicero.

Part 2: Study of Latin Literature. Two topics outlined below would comprise the literary elements:

a) Roman Epic - Virgil - Aeneid book 1 (and Georgics book 4 for Higher Level only). This would be supported by reading the other books of the Aeneid in translation.

b) Latin Love Elegy – selected poems of Catullus and Propertius (and Tibullus for Higher Level only). This would be supported by reading further selections from Catullus, Propertius, Tibullus and Ovid in translation.

Part 3: Individual study.Many topics could be chosen from the rich culture of Rome (history, literature, religion, mythology, art, archaeology, heritage etc.) e.g.:

a) Assess levels of bias and/or propaganda in Roman historians. b) Is the Aeneid anything more than propaganda?

c) How is Augustus (or Tiberius or Nero) depicted in the Annals?

d) How did Augustus use architecture as an instrument of political propaganda?

e) Ovid’s ‘Metamorphoses’ as the basis of all ‘Western’ mythology.

f) Discuss the development or artistic style in the wall-paintings of Pompeii and Herculaneum. g) Why did Christianity become the religion of the late Roman Empire?

An A grade, or better, is required at (I)GCSE to study Latin at Higher Level.


M AT H E M AT I C S A N D F U R T H E R M AT H E M AT I C S ( A L E V E L )

Students choose to study Mathematics in the Sixth Form for a variety of reasons. First and foremost, it is a rich and intellectually demanding subject which calls for mental discipline and clear, logical thinking. As such, it is very highly regarded by universities and employers alike, irrespective of your chosen career direction. Secondly, Mathematics forms the basis of many fields of study in Engineering and the Physical Sciences, and is therefore a prerequisite for further development in these areas. Moreover, recent trends have seen the applicability of Mathematics expand way beyond these traditional fields. The subject is increasingly used to solve complex problems of Management and Finance, particularly in industry, and also for research in Economics, Geography and the Biological Sciences.

The courses are made up of modules from the OCR Modular Scheme.

A Level Mathematics comprises 4 compulsory core modules C1, C2, C3 and C4 together with 2 modules in Applied Mathematics. The core modules are essentially Pure Mathematics, including Algebra, Trigonometry and Calculus. These are the basic tools and techniques which mathematicians and scientists use. The applied modules look at Mechanics and Statistics. Three modules are studied in the Lower Sixth (C1, C2 and M1) and three modules in the Upper Sixth (C3, C4, S1). There is no coursework.

Further Mathematics is recommended to able candidates. Degrees in the Mathematics, Physical Sciences, Engineering and Computer Science at the top universities are taught from a highly mathematical standpoint, so candidates for these courses should take A Level Further Mathematics. This means choosing Mathematics in one block and Further Mathematics in another block. As with A Level Mathematics, the course splits into Pure Mathematics and further study in Mechanics and Statistics as well as Decision Mathematics. More sophisticated techniques are developed and many more links can be seen between different areas of Mathematics because of the greater depth and breadth of study.

Mathematics in the Sixth Form is a challenging subject; a minimum requirement is a grade A in GCSE Mathematics. A high A or A* would be expected. Students will also be assessed with an algebra test at the start of the course and will need to show sufficient ability in this area.

For those looking to study Further Mathematics an A* at GCSE is required. A sound understanding of the material covered in the OCR Additional Maths FSMQ course (or equivalent) is expected, and students will need to demonstrate this at the start of the course. It is expected that all students taking this option intend to take the full Further Maths A Level in the Upper Sixth.


M AT H E M AT I C S ( I B )

Mathematics is unusual in that there are 3 courses: Mathematical Studies and Mathematics SL run as Standard Level courses, alongside the challenging Mathematics Higher Level courses. Students are strongly advised to consider carefully which course is most appropriate to them. This is particularly true for students who may wish to go on to study one of the Physical Sciences, Engineering, or Economics where some universities make stipulations as to which IB Mathematics courses they will accept. All pupils on the course will need a graphical calculator – the current model they need is the Casio fx-9860GII.

Mathematical Studies Standard Level Maths Studies caters for students with varied backgrounds and abilities. It is designed to be accessible even to those who have found some areas of Mathematics in school challenging, in that many of the topics can be studied with relatively little assumed knowledge. Many parts of the course are set in context, which gives students more confidence in approaching them. The course aims to develop practical mathematical skills for use in later life and should be chosen by most students whose primary interest may be in one of the Arts fields and who do not intend using mathematics in their future studies.

The course develops basic skills of numeracy, establishes mathematical models for a range of practical situations and gives students experience in the logical processes of reasoning. Mathematics is an international language and, at the level of Maths Studies, correct mathematical notation will be used in order to promote clarity and guard against ambiguity. However, many results used in the course may not be proved algebraically, but demonstrated numerically. Currently the Studies course is run over one year and the final exam is sat at the end of the Lower Sixth. This then leaves more time in the U6th to focus on other subjects. Assessment is by 2 written papers and a single extended project.

Mathematics Standard Level Mathematics SL is a rigorous, demanding course. It should be chosen by students who wish to go on to university to study a Maths-related course but who may not need the depth of Mathematics HL. Equally, it is suitable for able students whose primary interest may be in one of the Arts fields, but who also have a serious passion for Maths. The syllabus is designed to give a student a sound introduction to Mathematics as a subject, but also to equip him with the tools he may need to use in the sort of applications mentioned above.

The emphasis is on Pure Mathematics, and includes in depth treatment of Algebra, Calculus, Trigonometry, the Exponential Function and Vectors. At this level, students will at all stages be taught correct and efficient use of appropriate mathematical notation, working will be shown using correct method and logical symbols, results will be proved where necessary and good practice will be promoted in terms of presentation and layout. For those going on to use Mathematics in their further study or work, it is vital that they learn how to present a carefully reasoned argument, both to mathematics specialists and also to those who may have less mathematical knowledge than themselves. Assessment is by 2 written papers and one exploration project.


M AT H E M AT I C S ( I B )

Mathematics Higher LevelMathematics HL is a rigorous and very demanding course. It is designed for students with confidence and a strong background in Mathematics; in practice this means that they should be in one of the top sets in the Upper Fifth Form or have looked at extension material over the summer if coming from a lower Fifth Form set. They probably wish to go on to a top university to study a Mathematics or a Maths-related course such as Engineering and the Physical Sciences, Economics or Computer Science. Mathematics is treated as a subject in its own right, not merely as a tool to solve problems, although of course the theory does have numerous applications in a wide variety of fields.

The emphasis is again on Pure Mathematics; in addition to the topics listed in the Mathematics SL section, the syllabus includes further Integration and Differentiation techniques, Complex Numbers, Proof by Induction and further Vector Geometry. These are all topics from A2 Further Mathematics. Students will at all stages be taught correct and efficient use of appropriate mathematical notation, working will be shown using correct method and logical symbols, results will be proved wherever possible and good practice will be promoted in terms of presentation and layout. Assessment is by 3 written papers and one exploration project.

To study IB Mathematics at Higher Level, students will need a minimum of an A* grade at GCSE Mathematics and a sound understanding of the material covered in the OCR Additional Maths FSMQ (or equivalent).


M O D E R N L A N G U A G E S ( I B )

The IB’s ethos with its focus on internationalism and developing higher level thinking skills quite naturally makes the study of a language compulsory.

We offer our modern languages at different levels within the IB:

Standard – offers progression from I/GCSE and teaches the language to around A Level standard.

Higher – offers progression from I/GCSE and teaches the language to beyond A Level standard. The study of literature is a compulsory part of the Higher Level course. An A grade at I/GCSE is required in order to be eligible to study a modern language at Higher Level.

Ab initio – this is designed to offer the opportunity to begin a new language from scratch. The level reached is somewhat beyond I/GCSE. You may not take a language ab initio if you have learned it to any significant degree previously.

The Modern Languages available are French, German, Italian, Japanese, Mandarin Chinese and Spanish. (Please note that Japanese and Mandarin Chinese are not offered at Higher Level).

For students whose native language is not English, it is possible to study English as a modern language in Group 2.

It may be possible to study other languages if a sufficiently high level in them has been reached. Please discuss this with the Head of Languages.

The Standard Level Course

The Standard Level course offers natural progression from I/GCSE. In terms of topics covered the Standard Level course focuses on the three core topics of Global Issues, Social Relationships and Communication and Media.

Assessment comes in the form of several group oral assessments and an individual writing assessment during the second year as well as terminal reading and writing papers alongside an individual oral exam.


M O D E R N L A N G U A G E S ( I B )

The Higher Level Course

The Higher Level course also offers natural progression from I/GCSE. The Higher Level courseadds Cultural Diversity, Customs and Traditions, Health, Leisure and Science and Technology to the three core topics of Global Issues, Social Relationships and Communication and Media. It is also compulsory to study some literature in the language studied. This forms the basis of the individual writing assessment at Higher Level. Pupils studying a language at Higher rather than StandardLevel are expected to develop a much broader vocabulary and a solid grasp of tone, register and style in the target language. They are expected to tease out the nuances and subtleties of the language rather than simply communicate. Assessment comes in the form of several group oral assessments and an individual writing assessment during the second year as well as terminal reading and writing papers alongside an individual oral exam.

The ab initio Course

The ab initio courses are language learning courses for beginners, designed to be followed over two years by students with little or no previous knowledge of learning the target language. The main focus of the course is on the acquisition of language required for purposes and situations usual in every day social interaction. This offers a fantastic opportunity to start something new and fresh. Pupils often find ab initio language lessons a welcome change from the other subjects they are studying throughout the week.

The ab initio course counts as a Standard Level. There is no such thing as a Higher Level ab initiocourse.

All language courses within the IB require a great deal of commitment. Students will be expected to engage independently with the language on a daily basis – watching TV, reading newspapers, short stories and internet pages. There is a special room within the languages area set aside for the Sixth Formers to work independently on their languages. Compulsory lessons will also be arranged with our native speaker language assistants to aid the development of oral fluency.

An A grade, or better, at GCSE is required to study a Modern Language at Higher Level.


M U S I C ( A L E V E L )

Music (A Level)Music at A Level offers an excellent opportunity to strengthen the skills of composition, analysis and performance required for GCSE. It is a highly regarded course, which will complement any set of subjects since it requires confidence, clarity of thought, rigour of practice and analytical thinking. The course includes focused work on the analysis of music, the development of aural perception, solo and ensemble performance, and composition. Candidates should aim to be of grade 6 standard or higher for the A Level. If you wish to go to university or to a conservatoire to study Music then A Level Music is necessary. It is also often required for Popular Music courses and for Music Technology courses.

In addition to the obvious career paths of Musical Performer, Composer, Conductor, or Teacher, people with A-level music can be found in a huge variety of jobs including Journalism, Broadcasting Media, Theatre Production, Politics, Publishing, Law, Arts Administration, Architecture, Business and Banking.

Unit 1 – Performing Music – 5 minutes of music

Unit 2 – Composing – three minutes of music

Unit 3 – Developing Musical Understanding – a two-hour exam in the summer term

Unit 4 – Extended Performance – 12-15 minute recital

Unit 5 – Composition and Technical Study – two pieces of work

Unit 6 – Further Musical Understanding – a two-hour exam in the summer term


M U S I C ( I B )

The aim of the IB Music course is to give students the opportunity to explore and enjoy the huge diversity of music throughout the world, developing the students’ perceptual skills through a breadth of musical experiences. This will be built around the three core areas of Analysis, Composition and Performance, but with limitless bounds to the music that can be considered. By focusing on a skills-based approach to listening and an open-minded and inquisitive approach to contextualising music, pupils are encouraged to make connections between musical cultures and to reflect upon how this can inform them about themselves and others, and how it can deepen their musicianship as composers and performers. Teaching will encourage students to develop their skills and thinking, promoting self-awareness and confidence in their own abilities. Students will be studying internationalism through the variety of music explored which will cover an understanding of music throughout the world and through different times.

If you wish to go to a university or a conservatoire to study Music then taking Higher Level Music is necessary. It may also be required for courses in Popular Music Culture and courses in Music Technology. It is always essential to check the requirements with the university in question. Additionally, Music is a highly regarded subject to have in your Diploma, as it reflects a broad range of skills and experiences including composing, analysing, essay writing, team-work, interpersonal skills and public performance. As such it is of significant worth when applying for almost any course at university but perhaps more especially for those in the Humanities and Arts.

SyllabusThe course can be taken at Standard or Higher Level. The difference between these is that at Standard Level a candidate does not have to take all of the elements that a Higher Level candidate must. Most notably a Standard Level candidate will take either Creating or Solo Performing; a Higher Level candidate must do both.

There are three components:

• Musical Perception– Comprises the study of two set works (which for the coming session are Classical Symphony(Prokofiev) and Yellow River piano concerto (Xian))

– Also the study of a multitude of musical cultures and genres including, but not limited to: WesternClassical Music, World Music, Pop Music, Electronic Music, Jazz and Blues, Film Music

– An Investigation of Musical Links, which is an investigative piece of work into two different musical cultures, chosen by the candidate, looking at a specific musical element. The final work is submitted as a media script (maximum 2000 words) which could be a lecture, a website, a radio broadcast etc.

– In addition to the ‘coursework’ Musical Links Investigation, the Musical Perception part of the course is assessed by a Listening Exam (3 hours for HL, 2 hours 15 minutes for SL). Students answer questions on the set works, including a comparison question, and then also questions on un-prepared musical examples that are taken from a variety of genres.


M U S I C ( I B )

• Creating– Two (SL) or Three compositions (HL) with recordings. These can be traditional compositions or Music Technology compositions– Each composition should be 3-6 minutes in length– Students can also choose to offer an Arrangement, a piece of Improvisation or some Stylistic Techniques (e.g. Bach chorale, Renaissance counterpoint, 18th century counterpoint, 19th century song accompaniment) as part of their portfolio

• Solo Performing– Candidates must record a portfolio of pieces– 15 minutes in total for SL, 20 minutes in total for HL

NB SL choose either Creating or Performing

Whilst the Music IB Diploma does not prescribe a level of difficulty for performing it is expected that any student wishing to pursue the course will have at least Grade 5 before commencing the course.


M U S I C T E C H N O L O G Y ( A L E V E L O N LY )

Music Technology is a widely growing area of interest and plays an integral part in modern society. If you have an iPod then you use Music Technology. All recorded music and all records mixed in studios use Music Technology as do all nightclub PA’s, electric guitarists, radio DJs, broadcasters and sound designers. If you are interested in music and in how it is recorded, produced and mixed, or how it can be sequenced using computers, or how synthesisers create sounds and how microphones work, and have a passion for the great pantheon of recorded modern music whether it is pop, rock, reggae, jazz, Motown, metal, disco, punk, techno or whatever, then the Music Technology course is for you.

The course offers the opportunity to study music from a technical perspective. It will complement any set of subjects, although boys wishing to study Music Technology at University usually also need Music and Physics A-levels. It requires analytical thinking, very good organisational skills and attention to detail. There is a large amount of coursework so the ability to work independently and to manage time is important. Boys who wish to do the course must usually have taken Music GCSE and have a thorough grounding in music theory. In exceptional circumstances it is not necessary to have taken Music GCSE but in this case a demonstrable acumen and familiarity with Music Technology must be shown, normally in the form of existing Music Technology compositions and recordings already made by the candidate.

If you wish to go to university to study Audio Engineering, Sound Design, Music Technology, Popular Music Culture, Media Studies or some kind of Multimedia then the A Level Music Technology course is relevant. Often if you wish to study Music related university courses, however, you must also have taken A Level Music – it is always essential to check this with the university in question.

Teaching is done in the Music Studio at the rear of the Concert Hall, which is equipped with Mac workstations comprising Mac Pros running Apple Logic Studio, and also in the Music ICT room with Mac mini’s running Logic Express. There are three areas of study that underpin the whole course:

• AoS 1: The Principles and Practice of Music Technology• AoS 2: Popular Music Styles since 1910• AoS 3: The Development of Technology-based Music

The course divides into four units: Portfolio 1 (Sequenced Realised Performance, Multi-track Recording & Creative Sequenced Arrangement), Listening and Analysing, Portfolio 2 (Sequenced Integrated Performance, Multi-track Recording & Composing using Music Technology) and Analysing and Producing.


P H I L O S O P H Y ( A L E V E L )

Philosophy deals with issues that are profound, usually difficult, and important for humanity. Philosophy brings you into contact with the most important and fundamental questions. It involves a critical examination of our most fundamental beliefs about truth and reality, right and wrong. It challenges many of our assumptions about what we know and encourages us to reflect on how we should live.

Philosophy students enjoy discussion and reflection and have the confidence to pursue their own lines of reasoning and develop their own rigorous written arguments. They will develop their powers of analysis through engagement with challenging original texts and troubling conceptual issues.

The OCR course consists of two parts: Philosophy, in which pupils study the significant questions about the existence of God and the nature of knowledge and truth with reference to the thinkers who have defined western thought since before the birth of Christ and up to the present day, and Ethics, in which pupils consider a range of contemporary moral concerns and the different systems philosophers have used to decide what is right. The course comprises:

Philosophy of Religion: Can a rational person believe in God?

• The philosophy of Plato and Aristotle

• Judaeo-Christian conception of God

• Arguments for and against God’s existence

• The soul and the possibility of life after death

• The coherence of Christian belief about the nature of God

• Miracles and religious experience

• The meaning of religious language

Ethics: How should I live?

• The major ethical systems: Kant, Utilitarianism, Natural Law, Situation Ethics, Virtue Ethics

• The meaning of ethical language

• The nature of conscience and the issue of free will

• Personhood and Applied Ethics: medical ethics, war, environmental ethics, sexual ethics

Philosophy imparts skills that will be valued by any future employer. It teaches you to think analytically, to write and speak clearly and persuasively, to evaluate evidence, to construct and present sound arguments, to recognize flaws in opposing arguments and to have a deep sense of justice – skills which are essential in a wide spectrum of professions.

A Level Religious Studies (Philosophy and Ethics) is a preferred subject for Russell Group universities such as the LSE and Cambridge. A preferred subject is one Admissions Tutors consider an effective preparation for university study.

Philosophy helps you to live a more fully human life by demanding that you confront challenging questions. Why study Philosophy? Why Not?


P H I L O S O P H Y ( I B )

Philosophy brings you into contact with the most important and fundamental human questions.It involves a critical examination of our most fundamental beliefs about truth and reality, right and wrong. It challenges many of our assumptions about what we know and encourages us to reflect on how we should live.

The IB Philosophy programme explores many of the fundamental questions that have asked since the beginning of time, and confronts new problems arising within contemporary society: Whatis really real? What is a human being? How can we know? What is the right thing to do? These questions are explored through an examination of philosophical themes and texts.

The emphasis of IB Philosophy is on doing, rather than just reading about, philosophy. It demands intellectual rigour, an open and critical mind, and a willingness to appreciate alternative views. IB Philosophy in particular encourages candidates be aware of conceptual biases, including their own. To facilitate this and to advance the international ethos of the IB, students will explore continental and non-Western approaches to philosophy, such as existentialism, Confucianism and Buddhism. Philosophy is a universal activity that fosters tolerance by transcending ethnic and religious boundaries.

Students taking IB Philosophy will encounter material they would be given at undergraduate level. They will engage in a dialogue with living philosophers and the great philosophers of the past. At the core of the subject is a concern with truth and clarity of understanding achieved through clear thinking, careful analysis of arguments and close reading. But more than that, Philosophy helps you to live a more fully human life by demanding that you answer the fundamental questions of our existence.

Why study Philosophy? Why not?

Higher Level

Paper 1: The Core Theme, ‘What is a human being?’ and the study of two of additional themes such as Theories and Problems of Ethics, Theory of Knowledge, Philosophy of Religion or Political Philosophy.

Paper 2: The study of a philosophical text such as Descartes’ Meditations or Plato’s Republic.

Paper 3: Exploring Philosophical Activity

Standard Level

Paper 1: The study of the Core Theme, ‘What is a “human” being?’ and the study of only one theme from: Philosophy of Religion, Theories and problems of ethics or Political Philosophy

Paper 2: The study of one text such as Descartes’ Meditations or Plato’s Republic. Philosophy imparts skills that will be valued by any future employer. It teaches you to thinkanalytically, to write and speak clearly and persuasively, to evaluate evidence, to construct andpresent sound arguments, to recognize flaws in opposing arguments and to have a deep sense of justice – skills which are essential in a wide spectrum of professions.


P H O T O G R A P H Y ( A L E V E L )

AS Level Art and Design Photography students will follow the Edexcel course. Photography has been used by practitioners to record, document and present examples of everyday life, in ordinary and extraordinary circumstances. It is also used as a vehicle for artistic expression, communicating personal ideas about the world around us. It is used to convey personal identity more widely than any other art form. When undertaking work in Photography students will be required to engage with:

• The operations and principles of creating a photographic image, including the use of available and controlled light, lenses, cameras and light sensitive materials, including digital and non-digital.

• A range of materials used in photography, including print and screen based materials

• Ways in which ideas, feelings and information can be communicated effectively through photographic images

• How the formal elements evoke responses in the viewer, with particular reference to tone, colour, shape and composition

• The processes for production of digital and print based photographs

• Methods of presentation of photographic images

• The appropriateness of the chosen media and the ability to realise the full potential of their ideas through the techniques employed

• The potential of collaborative working methodologies in the creative process

• Historical and contemporary themes and sources within the context of the chosen disciplines The main disciplines within Photography are as follows:

• Film based Photography

• Digital photography

• Film and video

Students will be required to work in one or more of the above disciplines to communicate their ideas.


P H O T O G R A P H Y ( A L E V E L )


This component will allow 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 resolved outcomes.This will involve:




• Creating and presenting outcome(s)Supporting studies and practical work will comprise a portfolio of development work and outcomes based on themes and ideas developed from personal starting points.


This component incorporates two major elements: preparatory studies and the 10 hour period of sustained focus. • The Externally Set Assignment contains a theme and suggested starting points. • Students will have from the commencement of the Externally- Set Assignment until the commencement of the final 10 hour period of sustained focus to develop preparatory studies. • Preparatory studies will comprise of a portfolio of practical and written development work• During the 10 hour period of sustained focus, students will produce final outcomes extending from their Externally set assignment preparatory studies • Creating and presenting outcome(s) based on ideas developed from personal starting points


P H Y S I C A L E D U C AT I O N ( A L E V E L )

The specifications take a multidisciplinary approach, encouraging the development of different methods of enquiry drawn from a wide range of disciplines, with the focal point being the performer and the performance. The syllabus is based on the interaction between theory and practices of Physical Education.

The A Level course contains the following aspects:

Anatomy and PhysiologyThis section focuses on the impact of physical activity on the systems of the body and on young people’s participation and performance in physical activity as a part of a balanced, active and healthy lifestyle. Candidates develop their knowledge and understanding of anatomical and physiological factors affecting body and mind readiness. The application of the knowledge will enable the candidate to evaluate lifestyle choices critically in relation to their impact on the body systems and lifelong participation in physical activity.

Acquiring Movement SkillsThis section focuses on the acquisition of movement skills; candidates will develop their knowledge and understanding of the relationship between skill, strategy and body and mind readiness so as to improve the effectiveness and efficiency of performance. This section includes coverage of practice conditions and their effect on performance as well as the underlying information processing needed for effective and efficient performance.

Socio-Cultural Studies relating to participation in physical activityThis section focuses on physical activity as an intrinsically valuable and necessary experience in contemporary society. Candidates will develop their knowledge and understanding of the role of physical activity and its impact on young people developing a balanced, active and healthy lifestyle.

Acquiring, developing and evaluating practical skills in Physical EducationCandidates are assessed in two chosen activities focusing on performance, coaching/leading an activity and officiating. Candidates will develop an understanding of the short and long term health and fitness benefits of activities as well as an awareness of the opportunities for participation and progression both locally and nationally. In the roles of performing, coaching and officiating, candidates will develop their understanding of the factors that make for an effective and efficient performance through the development of their knowledge and understanding of the relationship between skill, strategy and fitness. Students will observe a live performance by another candidate in one of their own assessed performance activities. They will consider the factors that make for an effective and efficient performance and give a detailed evaluative response.

Principles and concepts across different areas of Physical Education: Comparative StudiesThis section focuses on the factors that affect participation and improve competence in, physical activity as part of a balanced, active and healthy lifestyle in each of the United States of America and


P H Y S I C A L E D U C AT I O N ( A L E V E L )

Australia as compared to the United Kingdom. The application of the concepts studied will enable candidates to evaluate critically the consumer focused and other key sociological influences that limit or encourage involvement in physical activity in each of the United States of America and Australia as compared to the United Kingdom.

Sports PsychologyThis section focuses on the sports psychology factors, such as individual differences and group dynamics that affect participation and improve competence in physical activity as part of a balanced, active and healthy lifestyle. Candidates will develop their knowledge and understanding of, and the ability to apply, psychological concepts such as attitudes and achievement motivation, which have an impact on young people being physically active. The application of the knowledge gained through the study of topics such as personality, leadership and social facilitation, will enable candidates to become informed and discerning decision makers through understanding how people make the most of opportunities and pathways to be involved in physical activities. The application of sports psychology concepts, such as self-confidence and goal setting, will enable candidates to evaluate critically consumer and other key psychological influences that limit or encourage involvement in physical activity.

Exercise and Sport PhysiologyThis section focuses on how the body changes as a result of physical activity and how physical competence may be improved as a result of sustaining a balanced, active and healthy lifestyle. Candidates develop their knowledge and understanding of the measurement, analysis and appraisal of physical fitness and the ability to apply physiological concepts that enable young people to be physically active as part of a balanced, active and healthy lifestyle.

The improvement of effective performance and the critical evaluation of practical activities inPhysical Education.Candidates are assessed in one activity focusing on performance, coaching/leading an activity and officiating. Candidates will develop an understanding of the short and long term health and fitness benefits of activities as well as an awareness of the opportunities for participation and progression both locally and nationally.

In the roles of performing, coaching and officiating, candidates will develop their understanding of the factors that make for an effective and efficient performance through the development of their knowledge and understanding of the relationship between skill, strategy and fitness. Candidates will observe a live performance by another candidate in their own assessed activity. They will then recommend an appropriate strategy to improve performance.

To study A Level Physical Education, you must have completed the IGCSE PE course and gained an A grade or higher. Furthermore, boys must be capable of an appropriate practical performance commensurate to A Level standards.

S I X T H F O R M C U R R I C U L U M – A L E V E L & B T E C C O U R S E S4 0 S I X T H F O R M C U R R I C U L U M6 6

Qualifications in this subject are highly sought after in the scientific and engineering communities, but they are also very marketable in many governmental and commercial activities. Physics A Level is essential for many degree courses in Engineering and is often a requirement for Architecture.

The syllabus content justifies the high regard in which the subject is held, but should also help to satisfy the curiosity of all who take an intelligent interest in the workings of the universe around us. Students learn about physical phenomena, how they have been modelled theoretically and how the theories of Physics have been applied in our technological society.

Many of the topics covered in A Level Physics will be familiar to students from their IGCSE studies but each is covered in much greater depth. Many of the unanswered questions from IGCSE are resolved and the fascinating links between quite different areas of the subject begin to be seen and understood. The subject becomes much more cohesive as these connections fall into place. Many of the topics are covered in more mathematical detail than at IGCSE and, again, this leads to a fuller understanding of the subject.

We teach the AQA syllabus A. In the Lower Sixth Particle Physics, Quantum phenomena, Electricity, Mechanics, Materials and Waves are covered. In the Upper Sixth the course continues onto Nuclear Physics, Thermal Physics, Gravitational, Electric and Magnetic Fields as well as further Mechanics. There is also an option topic to be chosen from Astrophysics, Medical Physics, Engineering Physics and Turning Points in Physics. Practical work is completed throughout the year and the skills that they develop are assessed in their final exams. In both years of the course, one double lesson per week is usually given over to practical work.

To study Physics at A Level an A grade, or higher, is required in (I)GCSE Mathematics.

For pupils who have taken GCSE Dual Award Science, two A grades are required overall including an A in Physics. For Triple Award students, an A is required in in Physics.

P H Y S I C S ( A L E V E L )

S I X T H F O R M C U R R I C U L U M – A L E V E L & B T E C C O U R S E S 4 1S I X T H F O R M C U R R I C U L U M 6 7

The amazing thing about Physics is the incredibly wide range of topics that the subject covers. At one extreme are the almost unimaginably small fundamental particles of which everything around us is constructed, and at the other, the universe and its evolution are considered. Yet Physics also covers topics as varied as Light, Electricity and Radioactivity. One of the problems of IGCSE Physics is to understand how such diverse areas are related. The IB course goes a long way towards discovering the links that hold the subject together as a whole. In addition, ideas that were only touched upon at IGCSE are extended, often quantitatively, to give a much deeper picture. As a consequence, you probably need to enjoy Mathematics in order to enjoy Physics.

Whilst it may be thought that Physics provides answers and facts, one of the many fascinations of the subject is that this may not necessarily be the case at all. The ideas that students come across in Theory of Knowledge are particularly applicable to Physics where the entire subject is built around mental models and pictures that have gradually been evolved to fit in with our observations of what goes on around us.

Both Standard Level and Higher Level Physics study the core topics of:

• Measurement and uncertainties

• Mechanics

• Thermal Physics

• Waves

• Electricity and Magnetism

• Circular motion and Gravitation

• Atomic, Nuclear and Particle Physics

• Energy Production

Both levels have one additional optional topic to be chosen from areas as different as Relativity, Engineering Physics, Imaging and Astrophysics. Higher Level Physics extends these areas and also includes Fields, Electromagnetic Induction and Quantum Physics.

Practical work plays a vital part at both levels. Normally a double lesson per week will be given over to practical work at Higher Level and one per fortnight at Standard Level. Students also have to design and complete a practical of their choice that contributes towards their final grade.

For pupils to take this subject at Higher Level, those who have taken GCSE Dual Award Science require two A grades overall including an A in Physics. For Triple Award students, an A is required in Physics.

P H Y S I C S ( I B )


P O L I T I C S ( A L E V E L )

The A Level is officially called Government and Politics, and incorporates the study of British Politics and American Politics.

The first part of the syllabus covers mainly the British political system. It introduces students to the study of politics by focusing upon key concepts such as democracy and the electoral system, the ideas and values of the main political parties and the impact of pressure groups on policy creation. There is also an opportunity to examine the way the UK is governed, within the context of the European Union, covering the constitution and the main institutions of government, including Parliament, the Prime Minister and the Cabinet.

In the second part of the course students have an opportunity to study American politics which includes analysis of the current political situation in the United States and its institutions. It entails investigation of the US Congress, the Presidency, the Supreme Court, political parties, elections and the role of pressure groups. Consideration of the American political system will aid students’ understanding of the political situation to be found in the UK.

The skills acquired during the study of Government and Politics are of universal application. Students must be prepared to take an active interest in political issues and gain the knowledge required to be informed citizens of a liberal democracy. The subject fosters an ability to investigate, assess, order and communicate information, which provides a good basis for a range of university degrees and careers.

The A Level is assessed by four unit exams, two on British politics and two on US politics.


P S Y C H O L O G Y ( I B O N LY )

Psychology is the systematic study of behaviour and mental processes. Psychology has its roots in both the natural and social sciences, leading to a variety of research designs and applications, and providing a unique approach to understanding modern society.

IB psychology examines the interaction of biological, cognitive and sociocultural influences on human behaviour, thereby adopting an integrative approach at its core (Paper 1)

It also allows students the opportunity to study specialised areas of psychology in depth, there are five specialised options:

• Abnormal psychology

• Developmental psychology

• Health psychology

• Psychology of human relationships

• Sports psychology.

Students at Higher Level (HL) study two specialised options whereas Standard Level (SL) students study only one (Paper 2).

In addition, all students will have to carry out an internal assessment requiring them to conduct and report on their own experimental study, which is internally marked and submitted for moderation.

Higher Level students will have an additional examination which will assess them on their knowledge and comprehension of qualitative research methodology (Paper 3).

The aims of the psychology course at HL and at SL are to:

• develop an awareness of how psychological research can be applied for the benefit of human

beings

• ensure that ethical practices are upheld in psychological inquiry

• develop an understanding of the biological, cognitive and sociocultural influences on human

behaviour

• develop an understanding of alternative explanations of behaviour

• understand and use diverse methods of psychological inquiry.


S PA N I S H ( A L E V E L )

Spanish is a lively and rewarding course that is open to all those who have been awarded an A or A* grade at GCSE.

Spanish is the official language of 22 countries, spoken by more than 470 million people as their mother tongue.

Studying Spanish does not only mean studying the language but also its culture and traditions. The Spanish Department aims to instil in our students enthusiasm and interest in all Spanish-speaking countries.

At university level, Spanish is a very popular subject, both on its own and also in combination with other non-language related subjects such as Business, Law and Psychology. For the last few years, Spain has received the highest numbers of Erasmus students in Europe.

The course:The main aim of the A Level course is to develop fluency in both the written and spoken language and broaden the range of vocabulary.

In the first year, boys will study four topics. These are Media, Popular Culture, Healthy Living/Lifestyle and Family/Relationships. These build on what they have studied at (I)GCSE and cover a wide range of interesting and engaging issues. The common thread amongst these is discovering how people speak at a personal level, and what their individual views are on these everyday topics.

In the second year there are another five topics: Environment, the Multicultural Society, Contemporary Social Issues and a choice of two (of five) cultural topics for in-depth study.

Throughout their course, students will make regular use of the digital language laboratory and attend a weekly conversation lesson of 45 minutes with one of our native language assistants. Moreover, Sixth form students are encouraged to participate in a 4 day study trip to Spain.

Self-study and independent learning are vital parts of the A-level course. Students are encouraged to use the Internet, press and films. There is also the opportunity to attend a number of visits to the cinema and theatre and be part of Polyglossia, Whitgift’s Languages and Linguistics society.

We also take part in Debating and Theatre competitions. This year, a group of Spanish Sixth Formers won the ‘Best Spanish (Group Performance)’ prize at the Inter-School Hispanic Theatre Festival.

AssessmentThe core skills of listening, reading, writing and speaking are all assessed in summative examinations. We follow the AQA exam syllabus.

An A grade, or better, is required at (I)GCSE to study Spanish at A Level.


S P O R T & E X E R C I S E S C I E N C E ( B T E C )

The BTEC diploma in Sport and Exercise Science is designed to equip students with the knowledge, understanding and practical skills required for success in Sport related subjects. In particular, it prepares students for entry to appropriate undergraduate degree courses as well as other career paths that require a scientific sport background. The course has been designed to reflect the generic skills and knowledge that all students interested in sports and exercise should possess.

The course covers 18 units over two years that are hugely diverse, challenging and exciting. The 6 core units are:

1. Anatomy for Sport and Exercise

2. Sport and Exercise Physiology

3. Sport and Exercise Psychology

4. Research Methods for Sport and Exercise Sciences

5. Research Project in Sport and Exercise Sciences

6. Sports Biomechanics in Action

A further 12 units are chosen from a group of 12 varying from Sport Injuries, Sports Coaching, Training and Fitness for Sport as well as Outdoor and Adventurous Activities.

All assessment is based on the achievement of specified outcomes and there are no terminal examinations. All units provide clear guidance on their requirements and are assessed through coursework.

The course also provides opportunities for students to develop further skills. These include Environmental Issues, Cultural Differences and Moral, Ethical and Social Understandings.


T H E O L O G Y ( A L E V E L )

It is true to say that between three and four billion of the world’s population are directly involved in the major religions. The fostering of religious understanding, therefore, has immense implications, not only for the convictions, values and world-views of people throughout the world, but also for the flourishing of communities, institutions and whole social systems. Theological study is at the forefront of a response to this complex situation. Theology is about pursuing questions of meaning, truth and practice in relation to the religions of the world. It has responsibilities to a wide range of academic disciplines, as well as to religious communities and modern societies which are deeply concerned about the massive transformations occurring around us.

Theology at Whitgift seeks to equip students with the necessary skills to engage with the modern world. You need to develop an enquiring, critical and empathetic approach to key texts and theological ideas. The course content seeks to develop students’ ability to:

• interpret and understand Biblical texts by a judicious use of insight from other disciplines such asliterary criticism, sociology and archaeology;

• consider the social, cultural and historical context from which the beliefs emerge by studying thecontribution of key figures to the development of Christian thought and practice. The OCR course includes the following components:

The New Testament

• First century Palestine and the background to the Gospels.

• Source criticism and the synoptic problem.

• Passion and resurrection narratives in Mark, Matthew and Luke

• Issues relating to and arising from the text.

• Significance of the Jews and the Romans.

• Jewish features in the account.

Developments in Christian Thought

• Hermeneutics; fundamentalist, evangelical and liberal approaches to the interpretation of the Bible.

• Interpretation of the Bible

• Knowledge of God

• The person of Christ

• Liberation Theology

• Theology of Religion


T H E O L O G Y ( A L E V E L )

Theology students are as eligible for, and successful as, any others in pursuing the kind of course or obtaining the kind of job that Arts students might consider. The key skills of analysis and interpretation learned can be utilised in many professions including: research, teaching, accountancy, computing, market analysis, publishing, journalism, the civil service, the legal profession or in commercial life.

At a deeper level, the question is about what people become in themselves. The outcome in that respect is not directly the business of those who teach. For the most part they share the objectives of any teacher, namely, to enable students to think clearly, to handle evidence with discrimination, to express themselves lucidly, to argue cogently, and to distinguish as far as possible between truth and falsehood. In short, the value of an academic discipline belongs as much to the study of Theology as any other subject. You also gain insight into the nature of revelation and the distinctive contribution made by theology to the development of society.

Equally important, we hope they will gain a better understanding of themselves and their world, in whatever direction this leads them.

Whitgift SchoolHaling ParkSouth CroydonCR2 6YT

Telephone: 020 8688 9222Fax: 020 8760 0682email: [email protected]

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