A Rossall education is designed to ensure our students are equipped with the knowledge and skills, attributes and values that will enable them to positively meet the challenges of an increasingly complex, competitive and dynamic world.
Our curriculum navigates a balance between allowing students the intellectual freedom to explore a broad array of subject areas, such that they can ignite and follow their individual passions and interests, with the traditional recognition of the importance of the mastery of core subjects.
Each academic subject has curated a progressive learning journey that promotes intellectual curiosity, embeds fundamental skills and knowledge and enriches students’ creative and critical capacities. Collectively these promote an active scholarly community, within and beyond the classroom, that is motivated to enable every student at Rossall to achieve their personal potential.
Our curriculum is delivered through our Teaching and Learning ‘Core’. A series of common practices that are consistently, routinely performed to facilitate a ‘Rossall Experience’ every lesson, every day. These research and evidence-informed practices are enriched and enhanced by our expert staff to ensure an engaging, active and challenging academic atmosphere within our classrooms.
Here you can find the slideshows for each year and links to the videos from the Introductory Evenings.
YEARS 10 AND 11 – KEY STAGE 4
Making GCSE subject choices is the first significant step in a series of decisions that each pupil will make on their journey to adulthood. For some pupils, the process of making subject choices will be refreshingly straightforward and will be guided and informed by academic aptitude, intrinsic interest and/or professional aspirations. However, for other pupils, the process may be somewhat less clear and our role in this case is to provide you with the support and guidance that you need. We want all pupils to make informed choices so that they benefit from a curriculum which is academically challenging and hugely enjoyable.
We strongly believe that all young people should study at least one modern foreign language at GCSE level. As an IBDP World School, we are committed to developing an active understanding of internationalism and multiculturalism. Indeed, in the global village of the twenty-first century, British children will be at a distinct disadvantage if their language acquisition skills are nothing more than rudimentary. Young people should aspire to be culturally and politically literate and studying a humanities subject enables them to develop their critical and speculative faculties, whilst gaining a greater understanding of the world in which they live.
It is really important for pupils to consult with parents and teaching staff when making subject choices. Additionally, they can discuss subject choices with their Form tutor, Head of Year and Mrs Wright in her role as Head of Careers. Mr Prest (Director of Sixth Form) and the Sixth Form team are also available to discuss choice of subjects and how it may impact upon specific university courses. Oxbridge and other prestigious universities will pay particularly careful attention to a GCSE profile; they will be interested in the breadth and perceived academic rigour of GCSEs. It is also worth noting that top universities will expect students to achieve grades 7-9 in the majority of their subjects.
GCSE courses are designed to develop independent learning and critical thinking. There is a strong emphasis placed upon self-motivation. Conscientious and self-disciplined pupils will routinely achieve top grades. As pupils move up through the School, they are expected to demonstrate greater personal initiative and active involvement with their learning. Top grades cannot be achieved by simply reiterating well learned facts. Pupils must be actively engaged in their studies, for they need to develop their interpretative skills and learn how to collect and handle data adeptly. Furthermore, pupils need to develop the ability to apply and adapt theoretical knowledge acquired in the classroom to real life scenarios. Consequently, it is vitally important that pupils choose subjects which they actively enjoy.
It is important, even at this stage, that pupils give careful consideration to the subjects that they may wish to study for the International Baccalaureate Diploma Programme or for A Levels. As much as possible, pupils should aim to keep their options open and choose courses which provide them with the freedom and flexibility to pursue Sixth Form choices that support their future aspirations.
Making these choices can seem a little daunting but we will do everything we can to guide and support you through this process. We hope that you perceive this to be an exciting step, for it enables you to play an increasingly active role in the design of your own academic curriculum and in the determination of your future path.
The linear structure of A Levels means that university admission departments are placing increasing importance upon GCSE results. Routinely, applicants are profiled upon the basis of these results and the clear message is that quality is much more important than quantity. Inevitably, if we overburden pupils then we run the very real risk of compromising the overall quality of their results and our GCSE subject menu and breadth is designed with this in mind.
We work to ensure that this balanced curriculum also provides time to develop ‘softer skills’ which are sought increasingly by universities and future employers. Rossall School endeavours to develop young people who are:
COMMON CORE SUBJECTS (TAKEN BY ALL PUPILS)
OPTION SCHEME SUBJECTS (PUPILS SELECT FOUR FROM THE FOLLOWING)
HUMANITIES
at least one subject from this block must be chosen
MODERN FOREIGN LANGUAGES
at least one subject from this block must be chosen
OTHER SUBJECTS
CO-CURRICULAR SUBJECTS
Offered outside of the timetable
Very occasionally, pupils are granted permission to opt out of a modern foreign language. This permission needs to be explicitly granted by the Deputy Head (Academic) and is almost always dependent upon support from the EAL or Learning Development departments.
For further details concerning the individual courses, please refer to the subject specific information set out below.
COMPULSORY SUBJECTS
All pupils have to study the compulsory subjects of Mathematics, Science, English Language and English Literature and also a Modern Foreign Language.
SCIENCE
In Science, all pupils will study Biology, Chemistry and Physics but there are two different courses that will be followed. The strongest scientists will study separate (‘triple’) Sciences and will gain three separate GCSE grades, one each of Biology, Chemistry and Physics (this is usually those pupils in set 1). All other pupils will still study all three sciences but not in as much detail as those described above. These pupils will sit for a combined GCSE Science qualification known by AQA as Trilogy which is equivalent to two GCSEs, and they will receive a double grade e.g. 77, 66 etc. at the end of their course.
All students begin their GCSE Science courses in January of year 9. Topics common to the separate and combined Science courses are taught in Year 9 and 10 and then the decision about which course is most suitable for each pupil is made later in Year 10 or at the beginning of Year 11.
HUMANITIES
Within the Humanities option, pupils will be asked to choose from History, Geography and Religious Studies. All pupils have to study one of those subjects but pupils can choose to study more than one if they wish.
MODERN FOREIGN LANGUAGES
For the Modern Foreign Language option, pupils will be asked to choose from French, German and Spanish. All pupils have to study one Modern Foreign Language but pupils can choose to study more than one if they wish.
OPTIONS
Pupils then have the free choice of three other subjects from those in this booklet. As mentioned above, one of these choices can be a second Modern Foreign Language, or can be selected from the Humanities or “Other” option blocks.
ROSSALL DIPLOMA OPTIONS
GCSE Astronomy, Business Studies and Ancient Greek are offered. However these will be taught within the co-curricular programme, ie. outside of the six timetabled lessons per day.
INTRODUCTION
The Year 10 Human Universe course extends the horizons of our pupils, in terms of their development both as a learner and as a person. Inspired by modern conceptions of liberal arts education, the course has the following aims:
Each term is unified by an overarching theme: Space (Michaelmas), Invention (Lent), and Communities (Summer). The themes will present pupils with a distinctive educational context in which they will engage with a wide range of activities, projects, lectures, and workshops developed by subject specialists drawn from across the Rossall learning community. Pupils will take responsibility for the direction of their learning, and their teachers will be on hand to provide encouragement and support.
THE ROSSALL SCHOOL LEARNER PROFILE
Rossall is an IB World School, and as such we are committed to providing pupils with opportunities to grow their international mindedness, to think of themselves as global citizens, and to actively engage with contemporary affairs. Human Universe forms a significant part of this commitment by developing pupils as learners and thinkers who embody the qualities and values expressed in the Rossall School Learner Profile. Underpinning Human Universe is our aspiration that pupils will be:
STRUCTURE
Human Universe is delivered in two lessons per fortnight, and pupils will enjoy a vibrant and varied educational experience. Pupils will be assessed not only on the content of the work they produce, but also in terms of skills progression.
In year 11, pupils will make use of the skills that they have developed in Human Universe and work towards their Higher Project Qualification (HPQ). This is a GCSE qualification (graded A*-C), and requires pupils to undertake a project of their own devising. Pupils are assessed on the way they manage their project – how they develop an idea, conduct research, create a product (a 2,000 word essay or an artefact), and reflect on the process. There is no limit to the scope of investigation, and recent projects have included:
The HPQ is an excellent introduction to formally assessed project work, and is effective preparation for the Extended Project Qualification (A-level) and Extended Essay (IB Diploma Programme) undertaken in the Sixth Form. Pupils have two HPQ lessons per fortnight in which they are guided through the process.
COMPULSORY CORE SUBJECTS
IGCSE – EDEXCEL
What are the aims of the course?
To enable students to:
What does it involve?
The study of:
The development of skills to:
How is it assessed?
Coursework (40%) – two written tasks – and one examination (60%).
There is a Speaking and Listening presentation which is assessed independently, and a separate grade is awarded.
Why is it a useful qualification?
IGCSE – EDEXCEL
What are the aims of the course?
To enable students to:
What does it involve?
The study of:
The development of skills to:
How is it assessed?
Coursework (40%) – two written essays – and one examination (60%).
Why is it a useful qualification?
GCSE – EDEXCEL
What are the aims of the course?
To give pupils the ability to see the world in a more clear and defined manner by offering them a structured pathway through problem solving skills to higher level thinking. To allow students to develop their knowledge and understanding of mathematical concepts and techniques; acquire a foundation of mathematical skills for further study in the subject or related areas; enjoy using and applying mathematical techniques and concepts, and become confident in using mathematics to solve problems; and appreciate the importance of mathematics in society, employment and study.
What does it involve?
Students will study six main topic areas:
1: Numbers and the number system
2: Equations, formulae and identities
3: Sequences, functions and graphs
4: Geometry and trigonometry
5: Vectors and transformation geometry
6: Statistics and probability
This course will demand seven hours per week of taught lessons and require a further two hours of consolidation and stretching through homework tasks which will enhance a student’s understanding of this subject.
How is it assessed?
There are two, 2 hour examination papers, both of which allow the use of a calculator.
Why is it a useful qualification?
Mathematics continues to be a ‘core’ subject and is a foundation stone for many of the sciences as well as providing a clear pathway to problem solving skills in business and economics as well as technology and engineering. To quote Galileo, “The book of nature is written in the language of mathematics.”
GCSE – AQA
What are the aims of the course?
GCSE Biology pupils develop an understanding of the nature, processes and methods of biology through scientific enquiries that help answer questions about the world around them. Throughout the course they learn to apply observational, practical, modelling and problem-solving skills, both in the laboratory and in the field. Students develop an ability to evaluate claims based on biology through critical analysis of the methodology, evidence and conclusions, both qualitatively and quantitatively.
What does it involve?
Study of the following biological principles:
How is it assessed?
Two exam papers of 1 hour 45 minutes including multiple choice, short answer and open response questions.
Paper 1 assesses topics 1–4: Cell biology; Organisation; Infection and response; and Bioenergetics.
Paper 2 assesses topics 5–7: Homeostasis and response; Inheritance, variation and evolution; and Ecology.
Why is it a useful qualification?
Biology helps students to develop curiosity about the natural world, have insight into how science works, and an appreciation of its relevance to their everyday lives. Studying Biology allows humans to better understand their own bodies and helps individuals understand the interaction between humans, microbes and the world around them. It also develops interests in the lives of living organisms in an effort to preserve them.
GCSE – AQA
What are the aims of the course?
Chemistry is an incredibly fascinating field of study. Because it is so fundamental to our world Chemistry plays a role in everyone’s life and touches almost every aspect of our existence in some way. You will learn the basic principles of Chemistry through a mix of theoretical and practical work and develop an understanding of the scientific skills essential for further study.
What does it involve?
The Chemistry topics studied for GCSE are:
Chemistry is a practical subject so carrying out practical work is an essential part of studying this subject.
How is it assessed?
Two extended papers, both 1 hour and 45 minutes duration. These are both a mixture of multiple choice, structured, closed short answer and open response questions.
Why is it a useful qualification?
AQA GCSE Chemistry is a rich, challenging course that prepares pupils for further study at Sixth Form Level. As well as teaching you the Chemistry content, the course develops essential skills such as numeracy, problem solving and logical thinking that are transferable to other disciplines. It also ensures that you are scientifically literate and able to understand scientific issues and their implications for society.
GCSE – AQA
What are the aims of the course?
Physics helps you to develop a sense of wonder and curiosity about the world in which we live, and to take an informed interest in Science and scientific developments. You will learn the basic principles of Physics through a mix of theoretical and practical work and develop an understanding of the scientific skills essential for further study.
What does it involve?
The Physics topics studied for GCSE are:
Physics is a practical subject so carrying out experimental work is an integral part of studying this subject.
How is it assessed?
Triple Award candidates sit two extended papers and in each of the three sciences:
Paper 1 – 1 hour 45 minutes on the first four topics, consisting of multiple-choice, short-answer and structured questions.
Paper 2 – 1 hour 45 minutes on the second four topics, consisting of multiple-choice, short-answer and structured questions.
For Trilogy, both exams are 1 hour 15 minutes and the marks are combined with Biology and Chemistry to calculate the final grade.
Why is it a useful qualification?
AQA GCSE Physics is a challenging and rewarding course that prepares students for further study at A-level or IB. As well as teaching you the Physics content, the course develops essential skills such as numeracy, problem solving and logical thinking that are transferable to other disciplines. Studying sciences at school also ensures that you are scientifically literate and able to understand scientific issues and their implications for society.
HUMANITIES
GCSE AQA
What are the aims of the course?
The aim of the GCSE course is for the student to acquire knowledge and understanding of a variety of places, environments and geographical patterns at a range of scales from local to global, and to gain an appreciation of the physical and human processes which affect their development. The study of contemporary geography will equip each student with a clear understanding of the complex and diverse world in which we live.
What does it involve?
Physical Geography units (for Paper 1) include earthquakes and volcanoes, rivers and coasts. Human Geography units (for Paper 2) include population and development, globalisation and tourism and the quality of life.
The course also stresses the role of environmental management with the emphasis on decision making at a practical level using detailed case studies, and students will also undertake two field-study visits, learning a wide range of fieldwork techniques in order to tackle Paper 3.
How is it assessed?
Paper 1 – Living with the physical environment
Written examination, 1 hour 30 minutes, 88 marks (including 3 marks for spelling, punctuation, grammar and specialist terminology (SPaG)). 35% of GCSE.
Paper 2 – Challenges in the human environment
Written examination, 1 hour 30 minutes, 88 marks (including 3 marks for SPaG). 35% of GCSE.
Paper 3 – Geographical applications
Written examination, 1 hour 15 minutes, 76 marks (including 6 marks for SPaG). 30% of GCSE.
Are there any specific entry requirements?
A good, positive attitude to learning, proven over the course of Key Stage 3 Geography. A good level of English language ability would also be an advantage.
Why is it a useful qualification?
As well as being the ideal preparation for the A Level and IB Geography courses, the GCSE Geography course develops the transferable skills and key skills that employers are looking for and can lead to a wide variety of employment opportunities. The close link between Geography and the world around us makes for a long and varied list of related careers.
GCSE – AQA
What are the aims of the course?
History is continuously changing the world around us and historic events have helped to shape our society. Studying GCSE History will help you to answer big questions such as ‘why do wars happen?’ and ‘how have we come to live in a diverse and multi-cultural society?’ Learning about past events and the people who have influenced the course of history will allow you to understand how we arrived at the present, and how our actions will continue to develop the future.
What does it involve?
The course is divided across two examination papers. Paper 1 is a world study: Understanding the Modern World, and consists of ‘Conflict & Tension, 1894-1918’ and ‘Germany, 1890-1945’. Paper 2 is a British study – Shaping the Nation – and is made up of an in-depth study of ‘Elizabethan England, 1568-1603’ and an investigation over a longer period of time – ‘Health and the People, c.1000 to the Present Day’.
How is it assessed?
Two examinations, each worth 50% of the course. Each examination lasts for 2 hours.
Paper 1 – Understanding the Modern World.
Paper 2 – Shaping the Nation.
Are there any specific entry requirements?
A keen interest in History is essential; the ability to read independently around the topics studied and to construct and sustain written arguments is also desirable.
Why is it a useful qualification?
Apart from studying a wide range of exciting historic periods you will also acquire a range of handy skills that will prepare you for A Levels and future work. These include: excellent communication and writing skills; how to construct an effective argument; research and problem-solving skills; investigation skills; analytical and interpretation skills. Studying History can also lead to exciting career options, including journalism, the law, business, politics, archaeology and teaching.
GCSE – AQA
What are the aims of the course?
Students will be challenged with questions about belief, values, meaning, purpose and truth, enabling them to develop their own attitudes towards religious issues. Maybe it is because our society has become so multi-cultural that issues of religion are headline news. What people believe and how they behave has become a fascinating area for study.
What does it involve?
Beliefs, teachings and practices from the following religions:
Religious, philosophical and ethical studies themes:
How is it assessed?
Two written examinations of 1 hour 45 minutes in length.
Why is it a useful qualification?
More students now take Religious Studies at GCSE and A Level than at any other time in the past. Students will gain an appreciation of how religion, philosophy and ethics form the basis of our culture. They will develop analytical and critical thinking skills, the ability to work with abstract ideas, leadership and research skills. All these skills will help prepare them for further study.
LANGUAGES
IGCSE – Edexcel
What are the aims of the course?
The course aims to develop the pupils’ ability to use the language for purposes of practical communication, acquire the skills required for further studies and develop an understanding of the culture and civilization of the countries where the languages studied are spoken.
What does it involve?
The course concentrates on authentic situations where learners practise the four skills (reading, writing, listening and speaking) and covers topics such as home and family, holidays, school and future plans.
How is it assessed?
Paper 1: Listening 25%
Paper 2: Reading and writing 50%
Paper 3: Speaking 25%
Are there any specific entry requirements?
There are no specific requirements as this course caters for all students’ abilities.
Why is it a useful qualification?
As well as the educational benefits of studying a language and the academic rigour this involves, the course also has many practical uses for travel and leisure activities abroad. The study of this qualification is a very good step towards further studies at A Level.
IGCSE – Edexcel
What are the aims of the course?
The course aims to develop the pupils’ ability to use the language for purposes of practical communication, acquire the skills required for further studies and develop an understanding of the culture and civilization of the countries where the languages studied are spoken.
What does it involve?
The course concentrates on authentic situations where learners practise the four skills (reading, writing, listening and speaking) and covers topics such as home and family, holidays, school and future plans.
How is it assessed?
Paper 1: Listening 25%
Paper 2: Reading and writing 50%
Paper 3: Speaking 25%
Are there any specific entry requirements?
There are no specific requirements as this course caters for all students’ abilities.
Why is it a useful qualification?
As well as the educational benefits of studying a language and the academic rigour this involves, the course also has many practical uses for travel and leisure activities abroad. The study of this qualification is a very good step towards further studies at A Level.
IGCSE – Edexcel
What are the aims of the course?
The course aims to develop the pupils’ ability to use the language for purposes of practical communication, acquire the skills required for further studies and develop an understanding of the culture and civilization of the countries where the languages studied are spoken.
What does it involve?
The course concentrates on authentic situations where learners practise the four skills (reading, writing, listening and speaking) and covers topics such as home and family, holidays, school and future plans.
How is it assessed?
Paper 1: Listening 25%
Paper 2: Reading and writing 50%
Paper 3: Speaking 25%
Are there any specific entry requirements?
There are no specific requirements as this course caters for all students’ abilities.
Why is it a useful qualification?
As well as the educational benefits of studying a language and the academic rigour this involves, the course also has many practical uses for travel and leisure activities abroad. The study of this qualification is a very good step towards further studies at A Level.
OPTIONS
GCSE – OCR
What are the aims of the course?
Students will develop a practical and theoretical knowledge and understanding of:
What does it involve?
Students will be required to develop the skills to:
How is it assessed?
The GCSE course is addressed over two components both of which are internally assessed and externally moderated:
Component 1 takes the form of a portfolio of work and will contribute 60% towards the total mark.
Component 2 takes the form of an externally set task (examination) and will contribute 40% towards the total mark.
Are there any specific entry requirements?
Students should have an appropriate level of skill, an enquiring mind and demonstrate a genuine interest and commitment to the subject.
Why is it a useful qualification?
As well as being the ideal preparation for A Level Art & Design, Photography and Graphic Communication or IB Visual Arts courses, the GCSE course will also develop creative and imaginative skills and might lead to further training in such areas as arts administration, museum and gallery curation, fashion, textiles, the games and film industry, architecture, design, photography, animation, the theatre, fine art, advertising and many more.
GCSE – OCR
What are the aims of the course?
This maths course is a bridging course to A Level maths and further maths. It is for students who are achieving top grades in GCSE maths and want to extend their knowledge beyond what is studied at GCSE. It aims to introduce some of the key topics that form the basis of much of the A Level courses, such as further trigonometry, calculus, binomial expansion to name a few.
What does it involve?
One lesson per week students will cover the content of the FSMQ (Free Standing Mathematics Qualification). Therefore there is quite a lot of independent work involved to ensure that the content is learned well enough for the exam. It is generally more relaxed than a normal maths lesson, and is skills focused rather than exam focused. Some students take the course but do not sit the exam, which is still a good way of making the jump to A Level more reasonable.
How is it assessed?
There is a written examination, usually right at the end of the GCSE series, which lasts 2 hours.
Are there any specific entry requirements?
This is a course designed for top achieving Y10/11 students who want to extend their knowledge with a view to taking A Level Maths and/or Further Maths. It is an intensive and selective course that is not appropriate for the majority of students. Advice can be sought from the teacher if unsure.
Why is it a useful qualification?
This should be seen entirely as a bridging course to soften the step up to A Level maths and further maths. It is not particularly useful beyond that but having a solid basis in the covered concepts can be extremely useful. It is also not a necessity to have this in order to study A Level maths or further maths.
What are the aims of the course?
The AQA GCSE in Dance is a powerful and expressive subject which encourages students to develop their creative, physical, emotional and intellectual capacity, whatever their previous experience in the subject. This GCSE focuses on the aesthetic and artistic qualities of dance and the symbolic use of movement to express and communicate ideas and concepts through the interrelated processes of performance, choreography and appreciation.
The practical component of the course enables students to study dance by ‘doing’ and the anthology of professional works will provide a springboard for the development of creative and engaging practical tasks. The study of the anthology will facilitate the development of student’s skills in performance and choreography as well as broaden their knowledge and understanding of dance and ability to critically appraise dances of different styles and cultural influences.
What does it involve?
The course includes the study of the GCSE Dance Anthology – six short professional dance works, which form the focus for critical analysis of professional dance works. Drawing on this study, you will develop your own performance, creative and choreographic practice. The course content is split into three components:
How is it assessed?
|
Component 1: Performance and Choreography (Total component 60%) Performance 30% of GCSE 40 marks
Set phrases through a solo performance Duet/trio
Choreography 30% of GCSE 40 marks
● Solo or group choreography |
|
How is it assessed? Internally marked and externally moderated |
Component 2: Appreciation
|
What is assessed ● Knowledge and understanding of choreographic processes and performing skills ● Critical appreciation of own work ● Critical appreciation of professional works |
|
How is it assessed ● 40% of GCSE ● Written exam: 1 hour 30 minutes ● 80 marks |
|
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Entry requirements
GCSE Dance acknowledges the important role that dance plays in young people’s lives. Whilst many pupils will bring some previous experience of dance, others will have very little. This course aims to value and build on whatever experience they have.
Why is this qualification useful?
This course builds on subject content which is typically taught at key stage 3 and provides a suitable foundation for the study of A Level Dance. In addition, the specification provides a coherent, exciting and diverse course of study. Students will broaden their skills and experience to better prepare them for the demands of A-level if they choose to progress with their studies.
IGCSE – CIE
What are the aims of the course?
The purpose of Design Technology is to develop both technological capability and technological perspective. Capturing the essence of technological activity which is intervention in the made and natural worlds, pupils gain insight into ‘how technology works’ which informs a constructively critical view of technology, enables consideration of how technology might be used to provide products and systems that help create the sort of society in which students wish to live.
What does it involve?
Developing creative thinking, and applying problem solving skills to practical and technological problems. Pupils will learn the communication skills central to design, making and evaluation, while also improving their understanding of the design and making of products, taking into consideration sustainability and the wider impact on society. Pupils will develop a range of transferable skills, including the ability to make aesthetic, economic, moral and technical value judgments.
How is it assessed?
The course is assessed via two examinations, and one design project.
Paper 1 is based on providing a solution to a design problem, and equates to 25% of the course grade.
Paper 2 is a written paper that tests pupils knowledge across all of the course topics, this is also 25%.
The final 50% is based on the design project, this is an extended investigation, designing and realisation exercise that takes place in Year 11.
Are there any specific entry requirements?
Pupils beginning this course are not expected to have studied Design Technology in a formal way previously.
Why is it a useful qualification?
The importance of giving young people technological perspective cannot be underestimated. The intertwined challenges facing the human race and the planet will only be confronted successfully by our understanding, development and deployment of technology. This course will provide the necessary foundation to continue to Sixth form study, and ultimately to a degree in subjects ranging from Product Design and Industrial Design, to Architecture and Mechanical Engineering.
GCSE – EDUQAS
What are the aims of the course?
The Eduqas GCSE in Drama is an exciting, inspiring and practical course designed to promote involvement in and enjoyment of Drama. Pupils work collaboratively to develop ideas and experiment with dramatic conventions, forms and techniques to produce a piece of original theatre and perform an extract from an existing text. In addition to their own theatre making, learners must also know and understand the roles of performer, designer and director, and participate in theatre as an audience member.
What does it involve?
Across three components pupils study:
Pupils have the opportunity to work practically as designers and/or performers on:
How is it assessed?
Component 1 – Devising Theatre, 40%
Pupils produce a piece of theatre in response to a stimulus, along with a portfolio of supporting evidence and an evaluation.
Component 2 – Performing from a Text, 20%
Pupils study two extracts from a chosen text and create a performance using text from both extracts.
Component 3 – Interpreting Theatre, 40%, written examination, 90 minutes
Section A – a series of questions on a set text
Section B – analysis of a live theatre production seen during the course.
Are there any specific entry requirements?
There are no previous learning requirements for this specification, although pupils will be expected to have a proven interest in theatre.
Why is it a useful qualification?
This course builds on subject content which is typically taught at key stage 3 and provides a suitable foundation for the study of Drama and Theatre Studies at A Level. In addition, the specification provides a coherent, satisfying and worthwhile course of study – developing transferable skills – for learners who do not progress to further study in this subject.
Students will have the opportunity to prepare for a range of Cambridge English Examinations including:
A2 Key for Schools (A2) – KET
B1 Preliminary for Schools (B1) – PET
B2 First for Schools (B2) – FCE
C1 Advanced (C1) – CAE
Because the exams are offered at a range of different levels, this means that all pupils can enter an examination at the appropriate level for their ability. The examinations may be taken at different stages through the academic year, usually once a term. Students who have passed an examination at one level will begin preparation for the next level. The examinations are taken in school.
What does it involve?
The number and length of the papers varies according to level, but in all cases the examinations test the following skills:
In addition, B2 First and C1 Advanced also assess Use of English, or grammar and vocabulary in context.
IGCSE – CIE
What are the aims of the course?
What does it involve?
Students will develop vocabulary and grammatical accuracy based on five broad topic areas – everyday activities, personal and social life, the world around us, the world of work, and the international world. The study of these topic areas help develop students’ understanding of the culture and lifestyles of countries where English is spoken.
Students will read a range of written texts to develop their reading skills, and participate in discussions about familiar topics. They will also write in English on everyday topics.
How is it assessed?
Paper 1 – Listening, 50 minutes, 25%
Paper 2 – Reading, 1 hour, 25 %
Paper 3 – Speaking, 10 minutes approximately, 25%
Paper 4 – Writing, 1 hour, 25%
Are there any specific entry requirements?
This course is suitable for students who have a good functional grasp of elementary English.
Why is it a useful qualification?
Cambridge IGCSE English (as an Additional Language) gives students a solid foundation for further study. Students who achieve grades 9 to 6 are well prepared to follow a wide range of courses.
IGCSE – CIE
What are the aims of the course?
The Cambridge IGCSE First Language Chinese syllabus is designed for learners whose first language is Chinese. The syllabus develops learners’ ability to communicate clearly, accurately and effectively.
What does it involve?
Pupils learn how to employ a wide-ranging vocabulary, use correct grammar, spelling and punctuation, and develop a personal style and an awareness of the audience being addressed. Learners are also encouraged to read widely, both for their own enjoyment and in order to develop an appreciation of how writers achieve their effects. The syllabus also complements other areas of study by encouraging skills of more general application.
How is it assessed?
Paper 1 – Reading, Directed Writing and Classical Chinese, 2 hours 15 minutes, 50%.
Paper 2 – Either argumentative or discursive writing and either descriptive or narrative composition, 2 hours, 50%.
Why is it a useful qualification?
Cambridge IGCSE First Language qualifications are accepted by universities and employers as proof of knowledge and understanding of a language. Successful candidates gain lifelong skills including:
IGCSE – CIE
What are the aims of the course?
What does it involve?
Students will study a range of genres and text types including literature, fiction and non-fiction. They will consider the use of language and style and the ways in which writers achieve effects and influence readers.
They will develop their writing skills and the ability to create and compose texts with a variety of forms and purposes. This will include writing a letter, report, article, journal, speech, interview and summary.
How is it assessed?
Paper 1 – Reading, 2 hours
Paper 2 – Writing, 2 hours
Are there any specific entry requirements?
Candidates should have a good level of English equivalent to B2 on the CEFR.
Why is it a useful qualification?
The qualification demonstrates the ability to read, understand and create a wide range of text types. It also provides good preparation for A Level study in English Language.
IGCSE – CIE
What are the aims of the course?
Read and understand a wide range of texts and develop the learners’ ability to communicate clearly, accurately and effectively.
What does it involve?
Pupils learn how to critically read a variety of texts and to use knowledge gained from this reading to inform and improve their own writing. The course develops pupils’ skills of evaluation, analysis and comparison and enables them to acquire and apply a wide range of language. They will also develop their understanding of grammatical terminology and linguistic concepts.
How is it assessed?
Two 2 hour papers with equal weighting.
Paper 1 -Reading and directed writing, 2 hrs, 50%
Paper 2 – Writing (2 composition tasks), 2 hrs, 50%
Why is it a useful qualification?
It allows pupils to develop important skills, especially their ability to communicate and analyse effectively. Completion of the course is a requirement for German recognition.
GCSE – EDUQAS
What are the aims of the course?
This is an exciting and creative course which focuses on practical cooking skills to ensure students develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials. At its heart, this qualification focuses on nurturing students’ practical cookery skills to give them a strong understanding of nutrition.
What does it involve?
Food preparation skills are integrated into five core topics:
How is it assessed?
Written Examination 1 hour 45 minutes, 100 marks, 50% of the total GCSE.
Non-Examination Assessment 50% of the total GCSE.
Task 1 – Food investigation, 30 marks.
Pupils’ understanding of the working characteristics, functional and chemical properties of ingredients.
Task 2 – Food preparation assessment, 70 marks.
Pupils’ knowledge, skills and understanding in relation to the planning, preparation, cooking, presentation of food and application of nutrition related to the chosen task. Pupils will prepare, cook and present a final menu of three dishes within a single period of no more than three hours, planning in advance how this will be achieved.
For task 1 and task 2 a written report (1,500–2,000 words) including photographic evidence of the practical investigation is required.
Are there any specific entry requirements?
No previous study is required, though an interest in the subject is recommended.
Why is it a useful qualification?
Upon completion of this course, students will be qualified to go on to further study, or embark on an apprenticeship or full-time career in the catering or food industries.
GCSE – OCR
What are the aims of the course?
This two year course will build on the material covered in Year 9, with pupils developing a secure understanding of the grammar and syntax of the language. It is a challenging and rewarding course which will enhance pupils’ understanding of English and other modern languages and encourage them to develop valuable skills in logic and problem solving. Pupils read both verse and prose literature in the original language, learning how to respond sensitively to the literature of Ancient Rome.
What does it involve?
Pupils will study the ‘Latin to GCSE’ book series, a course which is designed to assist pupils in developing excellent linguistic skills while presenting the language in an interesting and relatively simplistic format. Towards the end of Year 10, pupils will begin reading the first of two texts: extracts from Roman prose and verse authors such as Pliny, Tacitus and Virgil. They will read the text in the original language and learn how to analyse what makes the literature effective.
How is it assessed?
The GCSE examination consists three written papers.
There is no coursework.
Paper 1, 50% – Latin Language: a paper involving comprehension questions on passages of Latin and a translation passage.
Paper 2, 25% – Latin Prose Literature: questions based on the prose authors studied, such as Pliny, Tacitus and Cicero.
Paper 3, 25% – Latin Verse Literature: questions based on the poetry authors studied, such as Virgil and Catullus.
Are there any specific entry requirements?
Studying Latin in Year 9 is useful but not essential. Good linguists can start the course in Year 10 if they are willing to catch up with the work over the summer.
Why is it a useful qualification?
Latin continues to be a subject that is respected by universities and employers because the course is challenging and helps you to develop valuable skills in problem solving and communication. Because few schools offer it, a GCSE in Latin will stand out on your CV. For those who wish to take study of Latin further, it is available as an A Level subject in the Sixth Form, and Classics is a respected university course, often leading to careers in law, accountancy, the civil service and many others.
GCSE – EDEXCEL
What are the aims of the course?
What does it involve?
Students will study a range of genres and text types including literature, fiction and non-fiction. They will consider the use of language and style and the ways in which writers achieve effects and influence readers.
They will develop their writing skills and the ability to create and compose texts with a variety of forms and purposes. This will include writing a letter, report, article, journal, speech, interview and summary.
How is it assessed?
Paper 1 – Reading, 2 hours
Component 3: Coursework portfolio – Three pieces of extended writing (500 – 800 words per piece)
Are there any specific entry requirements?
Candidates should have a good level of English equivalent to B2 on the CEFR.
Why is it a useful qualification?
The qualification demonstrates the ability to read, understand and create a wide range of text types. It also provides good preparation for A Level study in English Language.
GCSE – AQA
What are the aims of the course?
GCSE study in physical education is broad, coherent and practical, encouraging students to be inspired, motivated and challenged by the subject and enabling them to make informed decisions about further learning opportunities and career pathways. The course equips students with the
knowledge, understanding, skills and values to develop and maintain their performance in physical activities and understand the benefits to health, fitness and well-being.
What does it involve?
The theoretical section of the course looks at how participation and performance in sport can be improved through the understanding and application of applied anatomy and physiology, movement analysis, physical training, use of data, sports psychology, socio-cultural influences and health, fitness and well-being. The coursework section requires participation and assessment in a wide variety of sports, as well as a written piece which analyses and improves personal performance.
How is it assessed?
Paper 1 – 1 hour 15 minutes written examination, 30% of GCSE.
Paper 2 – 1 hour 15 minutes written examination, 30% of GCSE.
Non-examination assessment – internally assessed and externally moderated, 100 marks, 40% of GCSE:
1. Practical performance in three different physical activities in the role of player/performer – including at least one team performance and one individual performance.
2. Written analysis and evaluation of performance to bring about improvement in one activity.
Why is it a useful qualification?
As well as being the ideal preparation for the A Level Physical Education course, the GCSE PE course develops the transferable skills and key skills that employers are looking for and can lead to a wide variety of employment
opportunities. This can include further training in such areas as recreational management, sports science, physiotherapy, coaching, officiating, the fitness industry, the armed forces and the Civil Service.
ROSSALL DIPLOMA OPTIONS
Rossall School offers Diplomas in Astronomy, Business Studies and Ancient Greek. These will be taught within the co-curricular programme, ie. outside of the six timetabled lessons per day.
These facilitating subjects enrich the foundations of a number of subjects offered in the Sixth Form.
Where appropriate, pupils will have the opportunity to sit a formal GCSE in these subjects also.
ROSSALL DIPLOMA FOLLOWING GCSE – OCR
What are the aims of the course?
Greek is a two year course available for students of Latin as an off-timetable GCSE. It is a challenging and rewarding course which will require pupils to learn a fascinating language written in a different alphabet and in which so many English words have their origins, particularly scientific and medical words. Pupils will also read both verse and prose literature in the original language, learning how to respond sensitively to the literature of Classical Athens.
What does it involve?
Pupils will study the ‘Greek to GCSE’ book series, a course which is designed to assist pupils in developing excellent linguistic skills while presenting the language in an interesting and relatively simplistic format. In Year 11, pupils will begin reading the first of two texts: extracts from Greek prose and verse authors such as Herodotus, Euripides and Homer. They will read the text in the original language and learn how to analyse what makes the literature effective.
How is it assessed?
The GCSE examination consists three written papers. There is no coursework.
Paper 1, 50% – Greek Language: a paper involving comprehension questions on passages of Greek and a translation passage.
Paper 2, 25% – Greek Prose Literature: questions based on the prose author studied, Herodotus.
Paper 3, 25% – Greek Verse Literature: questions based on the poetry authors studied, such as Euripides and Homer.
Are there any specific entry requirements?
Pupils wishing to study Ancient Greek should also be studying Latin at GCSE – the links between the two courses are strong and so Greek is an option for students who are confident in, and really enjoy, Latin.
Why is it a useful qualification?
Greek has a reputation for being a challenging subject and is therefore respected by universities and employers because it helps you to develop valuable skills in problem solving and literary appreciation. Because very few schools offer it, a GCSE in Greek will stand out on your CV. For those who wish to take study of Greek to higher education level, Classics is a respected university course, often leading to careers in law, accountancy, the civil service and many others.
ROSSALL DIPLOMA FOLLOWING GCSE – EDEXCEL
What are the aims of the course?
This is an opportunity to study a wonderful and increasingly ‘modern’ subject – taught by resident astronomer Dr Nick Lister and all in our dedicated and unique Lawrence House Astronomy and Space Science Centre. The centre comprises a classroom, lecture theatre, Planetarium (always a favourite), and a plethora of telescopes and equipment for you to use.
There has never been a better time to study astronomy – all the latest and greatest revelations are included in this fantastic syllabus.
What does it involve?
There are many topics, roughly divided into five major ‘chapters’. You will learn about:
How is it assessed?
At the end of your GCSE course you will be assessed in two written examinations. These will test your knowledge based around how we view the Universe, and how astronomers discover its secrets.
Paper 1 50% – How and what we observe in our night sky, with the naked eye.
Paper 2 50% – How, as astronomers, we observe and comprehend the greater Universe, with optical
(telescopic) aid.
Are there any specific entry requirements?
No previous learning is required, but an interest in Astronomy is recommended.
Why is it a useful qualification?
Upon successful completion of your Astronomy GCSE you will have gained a (very) rare qualification. This can certainly be used to further your interest in Astronomy and Astrophysics – A Level, IB and later Degree courses will always be an option. Moreover; the Astronomy GCSE is a fantastic vehicle towards enhancing your scientific, theoretical, and even philosophical knowledge.
ROSSALL DIPLOMA FOLLOWING GCSE – EDEXCEL
What are the aims of the course?
The Edexcel International GCSE Business Studies syllabus develops learners’ understanding of business activity in the public and private sectors, and the importance of innovation and change. Learners find out how the major types of business organisation are established, financed and run, and how their activities are regulated. Factors influencing business decision-making are also considered, as are the essential values of cooperation and interdependence.
What does it involve?
Learners not only study business concepts and techniques but also enhance related skills such as numeracy and inquiry.
How is it assessed?
The Edexcel International GCSE in Business Studies specification is assessed through a single examination. Covering business in the context of international markets and the United Kingdom, it is designed as a two-year course for teaching in international schools and colleges and UK independent schools.
Why is it a useful qualification?
All students will encounter the world of business therefore studying Business Studies will help them engage in business activity with confidence and competence as they will understand how businesses function and the roles they play in our society. Students will come to learn how business activity affects the daily lives of us all, as we work, spend, save, invest, travel, and play. They will understand the influence of business on jobs, incomes, and opportunities for personal enterprise and development as well as the significant impact on, not only on our standard of living and quality of life, but also on the environment in which we live.
YEARS 12 AND 13 – KEY STAGE 5
The transition from GCSEs into the Sixth Form is one of the most rewarding journeys in education. Moving from a series of compulsory subjects, to a bespoke timetable based on the strengths and passions of the individual, allows every student to flourish in their specialist areas, providing a pathway for even greater success in whichever route is taken beyond school.
The Sixth Form at Rossall is unique in the Fylde Coast in offering A Levels and the International Baccalaureate, with the option to undertake BTECs alongside one or more A Level subjects. In the International Baccalaureate, students select three subjects at Higher Level and three subjects at Standard Level, to be studied in conjunction with the IB Core of Creativity, Activity and Service, Theory of Knowledge and the Extended Essay. Students must select subjects from a number of different subject areas and the information provided later in this guide explains this in more detail. A Level students typically opt to study three subjects, alongside the Extended Project Qualification and an Enrichment option. Some
students, most commonly those studying the Sciences and Mathematics, or a Modern Foreign Language may study four subjects. Students on the A Level path
way also have the option to study a BTEC Extended Diploma in combination with one A Level subject. At the heart of the transition onto any of the above courses is the necessity to make the right choice for you – for some, this will come naturally but we are here to support those who are uncertain about their best pathway. Certain courses in Higher Education or for Degree Apprenticeships will require specific subjects, or a combination of subjects as an entry requirement. It is important, therefore, for students to consult with members of the Sixth Form Team, or those on Senior Management, as well as their form tutor, and their parents or guardians, as they make these choices that may well determine their academic success.
Whilst academic success is at the forefront of all that we do – it has to be, with so much focus placed on life beyond school – in the Sixth Form, we believe it is important to explore the multi-faceted nature of the word ‘success’. Academic grades are obviously important, to both the student and the school, but they do not define, solely, the success of the individual. For some, securing a C Grade in a subject they have found challenging, is akin to another who secures an A*. Success is about individual target setting; designing your own path through life; setting high standards for yourself and those around you; and learning from, rather than being afraid of making mistakes.
Indeed, life in the Sixth Form is about taking the opportunity to try new things; to step out of your comfort zone; to be ambitious; to take risks and be brave; to reach out and help those around you; to celebrate success, both personal and of your peer-group; and to embrace the challenges when they inevitably arrive. In return, we ask the following from you:
Put simply, we want every student who journeys through the Sixth Form at Rossall to become a better human being because of their experiences here, and we will do everything possible to make that happen.
Kind regards,
Mr N Crombie
Director of Sixth Form
A Sixth Form education at Rossall is a true pre-university experience, designed to stimulate, challenge and inspire in equal measure. Our world class Sixth Form curriculum is unique in the region; we offer A Levels, an A Level and BTEC combined programme and the International Baccalaureate Diploma. Those students studying A Level or BTEC will extend their qualification portfolio by completing the Extended Project Qualification and will have the opportunity to maintain breadth of interests through our tailored Enrichment programme. The EPQ is a formal opportunity for students to exercise full control of what they learn, and reflect on the process of learning, and gives them the chance to explore their passions and interests whilst developing academic research skills so sought after by universities. Enrichment sessions give students a
chance to explore an academic area that complements and enhances their learning experiences in the Sixth Form and will include options such as Photography, Astronomy, Film and Geology.
Choosing the correct Sixth Form pathway can be a tough decision for students to make, but the chance to select a course of study post-sixteen gives students a unique opportunity to opt for the qualification that best fits with their learning style, their interests and, of course, their plans for the future.
Ultimately, the choice is down to the individual. At Rossall, our staff encourage students to ask themselves three questions to help them make their choice:
WHICH SUBJECTS DO I ENJOY?
DO I POSSESS THE NECESSARY SKILLS AND ABILITIES TO TAKE THESE SUBJECTS?
WHICH SUBJECTS DO I NEED FOR ENTRY TO MY INTENDED UNIVERSITY OR COLLEGE COURSE?
Armed with this knowledge and self-awareness, students can make a choice that will make their time in the Sixth Form productive, enjoyable and successful. Our teachers provide a brilliant balance of inspiration, care and deep subject knowledge to ensure that our students have all they need for a successful future. We are proud of our students’ academic achievements and delighted that they consistently achieve above national and world averages in their examinations.
It is not easy to decide which subjects you wish to study at Sixth Form. It is a huge decision that can impact on your university choices and even your future career. The UK’s leading universities make no secret of favouring some subjects over others and if you have aspirations to study at one of the top destinations, you must choose wisely.
Universities look for students who not only have good grades, but grades in the right subjects for the course they want to apply for. If you already know what you want to study at university, you should think about choosing subjects that give you the best possible preparation for your chosen degree course. If you are not sure what you want to study at university, it is important to choose subjects that will leave as many options open as possible.
Things to take into consideration:
DOES THE COURSE YOU WISH TO STUDY AT UNIVERSITY REQUIRE SPECIFIC SUBJECTS?
Some courses require you to take certain subjects at A Level and IB. Students interested in studying Medicine at university must take Chemistry, Biology and either Mathematics or Physics (or both). Similarly, language courses typically require an A Level or IB Higher Level in that particular language.
CERTAIN SUBJECTS CAN KEEP YOUR OPTIONS OPEN FOR THE FUTURE
Facilitating subjects such as English Literature, Mathematics and Further Mathematics, Sciences, Languages, History and Geography are useful if you do not know what you want to study at university and will give you more of a choice if and when you do decide to advance to higher education.
A LEVEL AND IB SUBJECTS ARE MORE DIFFICULT THAN GCSE LEVEL
At Sixth Form level, subjects are studied in greater detail and the transition from GCSE to IB or A Level is significant. Many A Level and IB subjects require at least a Grade 6 at iGCSE/GCSE to continue to study the subject at an advanced level.
SUBJECTS CAN AFFECT YOUR UNIVERSITY CHOICE
If there is a certain university you have your heart set on, find out their course entry requirements before making your subject choices, but be realistic and open to advice.
CHOOSE SUBJECTS YOU WILL ENJOY!
Most importantly, you have to enjoy what you are studying. You are more likely to do well in a subject if you feel passionate about it.
A LEVEL COURSES
A LEVEL – AQA
WHAT ARE THE AIMS OF THE COURSE?
Students will develop a practical and theoretical knowledge and understanding of:
WHAT DOES IT INVOLVE?
Students will be required to develop the skills to:
HOW IS IT ASSESSED?
The course is addressed over two components both of which are internally assessed and externally moderated.
Component 1 takes the form of a personal investigation and will contribute 60% towards your total mark. Component 2 takes the form of an externally set assignment which is given to you during your second year. This component will give you a choice of starting points from which you must select one and work on preparatory work leading up to a 15 hour examination.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
It is highly recommended that students who wish to take Art & Design in the Sixth Form have gained a grade 6 or above in this or a similar subject.
WHY IS IT A USEFUL QUALIFICATION?
Studying Art and Design improves skills in the following areas:
These skills can lead to further training and careers in areas such as arts administration, museum and gallery curation, fashion, architecture, design, illustration, photography, fine art, marketing and advertising.
A LEVEL – AQA
WHAT ARE THE AIMS OF THE COURSE?
WHAT DOES IT INVOLVE?
Year 12
Year 13
HOW IS IT ASSESSED?
Paper 1 – 35%
Topics 1-4, including relevant practical skills. 91 marks in total from both short and long answer questions.
Paper 2 – 35%
Topics 5–8, including relevant practical skills. 76 marks for short and long answer questions and a 15 mark comprehension question.
Paper 3 – 30%
All topics, 1 to 8, including relevant practical skills. 38 marks: structured questions, including practical techniques, 15 marks: critical analysis of given experimental data and a 25 mark essay.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
While there are no specific entry requirements it is strongly recommended that the student has a good background in a range of Biology topics.
WHY IS IT A USEFUL QUALIFICATION?
Biology is a natural fit to pursuing career pathways in the science and health sectors. Students pursuing a qualification in biology will develop skills of literacy, numeracy, problem solving and critical thinking. Biologists connect with natural, social, economic, political and technological fields giving them insight into the ever changing world in which we live.
A LEVEL – EDEXCEL
WHAT ARE THE AIMS OF THE COURSE?
WHAT DOES IT INVOLVE?
There are four themes involved in the course:
HOW IS IT ASSESSED?
There are three examinations at the end of the two year course of study:
Paper 1
Marketing, people and global businesses
Written examination: 2 hours
35% of A Level
Paper 2
Business activities, decisions and strategy
Written examination: 2 hours
35% of A Level
Paper 3
Investigating business in a competitive environment Written examination: 2 hours
30% of A Level
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
It is not necessary to have studied this subject at GCSE level, however, GCSE passes in both English and Mathematics will be an indicator of potential in this subject. The course of study is highly analytical and does involve the learning of a significant amount of business related terminology.
WHY IS IT A USEFUL QUALIFICATION?
Business encourages students to acquire a range of important and transferable skills such as:
A LEVEL – OCR
WHAT ARE THE AIMS OF THE COURSE?
Chemistry at A Level is a rich, interactive course that helps students develop theoretical and practical skills designed to provide a solid grounding for studying Chemistry at university. Students will be challenged to gain technical skills that help them to analyse experimental data and explore both traditional and modern theoretical concepts.
WHAT DOES IT INVOLVE?
Students are taught practical skills integrated with theoretical subjects and are examined externally at the end of the course.
The two year course is comprised of 6 topics. The topics are:
HOW IS IT ASSESSED?
A Level students will sit three papers:
Paper 1
Periodic table, elements and physical chemistry
2 hours 15 minutes
100 marks
37% of A Level
Paper 2
Synthesis and analytical techniques
2 hours 15 minutes
100 marks
37% of A Level
Paper 3
Unified chemistry
1 hour 30 minutes
70 marks
26% of A Level
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
Students should have obtained a minimum of a grade 6 in Chemistry or Double Award Science.
WHY IS IT A USEFUL QUALIFICATION?
To study Chemistry is to study the world in which we live. This central science is essential for future medical doctors, dentists and vets. It is fundamental to forensic science and environmental science, and opens doors to more science courses at university than any other subject. It contains significant transferable skills that will help all students with their studies in higher education whether they choose to study chemistry or anything else.
A LEVEL – EDUQAS
WHAT ARE THE AIMS OF THE COURSE?
Drama and Theatre provides students with the opportunity to work as either performers and/or designers on three different performances. It encourages students to make connections between dramatic theory and their own practice. Students explore the work of two key theatre practitioners and apply their research to their own creative output. Students also learn about the processes and practices involved in interpreting and performing theatre by watching and analysing live theatre.
WHAT DOES IT INVOLVE?
In Component 1, students reinterpret a text to create a piece of theatre in the style of a key practitioner.
For Component 2, students engage with a stimulus to create two pieces of theatre; one an interpretation of a text of their own choice, the other a devised piece.
In Component 3, students study two complete performance texts and one extract from a third.
HOW IS IT ASSESSED?
The performance created for Component 1 (20% of the qualification) is internally assessed and externally moderated. In addition to the performance each student must produce a creative log which documents their creative process.
The performances created for Component 2 (40% of the qualification) are externally assessed by a visiting examiner.
Component 3 (40% of the qualification) is assessed by written examination.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
Whilst there are no specific entry requirements students would be expected to have a proven interest in theatre, ideally through the study of Drama at GCSE.
WHY IS IT A USEFUL QUALIFICATION?
Drama and Theatre is a practical and challenging qualification which encourages students to develop and apply an informed, analytical framework for making, performing, interpreting and understanding theatre.
A LEVEL – AQA
WHAT ARE THE AIMS OF THE COURSE?
The aim of Economics is to understand the world around us and to provide students with tools to interpret society’s decisions. The course aims to equip students with the literary and numerical skills to collect empirical evidence about how the economy is performing, and to make judgments on policy. The course offers a broad, rigorous choice for students with an innate intellectual curiosity.
WHAT DOES IT INVOLVE?
The basic question Economics seeks to answer is how resources should be allocated, arising from the problem of scarcity. The course seeks to answer questions such as: ‘Why does the price of crude oil rise when an oil pipeline is damaged?’ ‘Is measuring ‘economic development’ more important than GDP?’ and ‘How should the Government intervene in the market to prevent air pollution?’ The course is split into microeconomics and macroeconomics and students will study both of these areas each year.
HOW IS IT ASSESSED?
Three written papers, each lasting two hours. Each paper is marked out of 80 and each counts for 33.3% of the A Level.
Paper One focuses on microeconomics (Markets and Market Failure), Paper Two on macroeconomics (The National and International Economy) and Paper Three a mix of the two (Economic Principles and Issues).
Each paper will consist of short written answers and longer essays, and paper three also contains 30 multiple choice questions.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
There are no specific entry requirements, though enthusiasm for the subject, and a curiosity for what goes on in the world are highly desirable. There will be essays and mathematical problems throughout the course, so some confidence with English and numeracy is helpful.
WHY IS IT A USEFUL QUALIFICATION?
Economics combines neatly with a vast array of other subjects, and helps students understand the reasons behind political decisions. The breadth of skills required, and depth of understanding students gain from the course, make Economics a demanding, but highly respected qualification to obtain. As the fastest growing subject at A Level in terms of student numbers, the content in Economics is a clear winner with students, who enjoy its rigorous method of looking at society and our world.
A LEVEL – OCR
WHAT ARE THE AIMS OF THE COURSE?
Students will be encouraged to:
WHAT DOES IT INVOLVE?
HOW IS IT ASSESSED?
Paper 1
Written examination
2 hours 30 minutes
40% of A Level
Closed book
2 questions on Drama and Poetry pre-1900
Paper 2
Written examination
2 hours 30 minutes
40% of A Level
2 questions on the chosen topic area
Close reading and analysis
Comparative and contextual study
Coursework
20% of A Level
2 pieces on post-1900 Literature
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
Students who wish to take A Level English Literature should have gained at least Grade 6 in both iGCSE/GCSE English Language and English Literature.
WHY IS IT A USEFUL QUALIFICATION?
COMPULSORY FOR A LEVEL STUDENTS – AQA
WHAT ARE THE AIMS OF THE COURSE?
The Extended Project is an A-level standard standalone qualification designed to extend and develop the students’ abilities beyond the A-level syllabus. It puts the student in control, giving them the chance to explore something new. Excellent preparation for higher education, the Extended Project encourages independent thought, critical thinking and personal exploration.
WHAT DOES IT INVOLVE?
The Extended Project has no examination; it is an independent coursework project. Students will select one of the following topic formats for their project:
Students will also complete a Production Log and give a live presentation to a non-specialist audience about their project.
HOW IS IT ASSESSED?
Students will be assessed on how they:
Manage 20%: How well work is managed, such as planning and choosing which methods to use.
Use Resources 20%: How information and resources are used and selected throughout the Project.
Develop and Realise 40%: The range of skills used to achieve the final outcome.
Review 20%: How effectively work is reviewed afterwards.
WHY IS IT A USEFUL QUALIFICATION?
What are the aims?
A Level Dance is a dynamic qualification which encourages students to develop their creative, physical, emotional and intellectual capacity, alongside transferable skills such as teamwork, communication and problem-solving. All of these are sought-after skills by higher education and employers and will help you stand out in the workplace. By doing this course you can enjoy a career that requires creativity, leadership, confidence, and teamwork.
What does it involve?
Component 1 Performance and Choreography (practical exam, 50%).
The aim of this part of the subject content is to allow you to develop and apply the knowledge, understanding and skills required to perform a dance as both a soloist and as part of a quartet. You will also be required to create a piece of group choreography. The solo performance will directly link to a specific practitioner that you are studying in Component 2. You will have the opportunity to explore and analyse key characteristics of both the movement and choreographic style of that practitioner. This will then develop into a solo performance for assessment.
Component 2 Critical Engagement (written exam, 50%)
Critical engagement with two set works and corresponding contextual areas of study will enable you to develop and demonstrate an in-depth knowledge and understanding of dance through time and location relating to specific features of the genre, including style, technique, influences, key practitioners, professional repertoire and communication of dance ideas.
Topics covered on this course
How is it assessed?
The A Level (AQA) course comprises two components which are externally assessed. Examination = 100% (50% Practical, 50% Written)
Component 1 – Examination: Performance and Choreography (Practical Examination – 50%)
Component 2 – Examination: Critical Engagement (2 hours, 30 minutes – 50%)
Entry requirements
Although GCSE Dance is beneficial it is not a prerequisite of the course. To fully take advantage of this course you will need to be passionate about dance, committed, dedicated, and resilient; have a desire to expand your knowledge, movement vocabulary and creativity; and be happy to challenge yourself. To demonstrate the key attribute you will be expected to attend a dance workshop to assess your suitability for this course of study.
Why is it a useful qualification?
The course can lead to a range of degree courses, including Dance and Performing Arts. For those exceptional performers, it could lead to the study of Dance or Musical Theatre at a vocational school. Whilst a performer’s career can be brief, a career or vocation in the dance industry can last your entire lifetime. Skills learnt lead to employment in Education, PR, Marketing, Creative administration, Events management or many roles requiring communication and a creative outlook.
A LEVEL – AQA
WHAT ARE THE AIMS OF THE COURSE?
Students will study core Human and Physical Geography. In each area of study, students will consider the values and attitudes of decision makers, consider their own values and attitudes to the issues being studied and support their learning of ideas through the study of specific case studies.
Students are also required to undertake preparatory, investigative work in the field in order to be able to produce a fieldwork investigation.
WHAT DOES IT INVOLVE?
Physical Geography – Water and carbon cycles, coastal systems and landscapes, hazards or ecosystems under stress.
Human Geography – Global systems and global governance, changing places, contemporary urban environments or population and the environment or resource security.
Geographical Fieldwork Investigation – Students complete an individual investigation which must include data collected in the field – based on a question or issue defined and developed by the student.
HOW IS IT ASSESSED?
Component 1
Physical Geography
Written examination, 2 hours 30 minutes, 120 marks 40% of A Level
Component 2
Human Geography
Written examination, 2 hours 30 minutes, 120 marks 40% of A Level
Component 3
Geographical Fieldwork Investigation
3000 – 4000 words fieldwork write up, 60 marks 20% of A Level
Marked internally
Moderated externally
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
Students who wish to take Geography in the Sixth Form should have gained at least a Grade 6 at iGCSE/GCSE Geography.
WHY IS IT A USEFUL QUALIFICATION?
Geography is inherently multi-disciplinary in a world that increasingly values people who have the skills needed to work across the physical and social sciences. Geographers acquire multiple skills such as data analysis and the ability to understand geographic information systems. Geographers learn about the physics of climate change, the interaction of weather events and flood risk, and the way people’s behaviour is influenced by the space around them.
A LEVEL – AQA
WHAT ARE THE AIMS OF THE COURSE?
Students will be introduced to a variety of experiences that explore a range of graphic communication media, processes and techniques. Students will be expected to demonstrate all of the following:
WHAT DOES IT INVOLVE?
Students will be required to work in a range of areas relevant to graphic communication such as:
Students will gain a knowledge and understanding of:
HOW IS IT ASSESSED?
The course is addressed over two components both of which are internally assessed and externally moderated.
Component 1 takes the form of a personal investigation and will contribute 60% towards the total mark.
Component 2 takes the form of an externally set assignment which is given during the second year. This component gives students a choice of starting points from which they must select one and work on preparatory work leading up to a 15 hour examination.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
It is highly recommended that students who wish to take Graphic Communication in the Sixth Form have already gained a GCSE or equivalent in Art & Design or similar.
WHY IS IT A USEFUL QUALIFICATION?
Studying Graphic Communication at this level improves skills in the following areas and as a result is useful in a variety of careers:
All these skills may lead to further training and careers in areas such as advertising, marketing, design, illustration, communication, branding and multimedia.
A LEVEL – AQA
WHAT ARE THE AIMS OF THE COURSE?
History is an exploratory subject that will encourage you to foster a deeper understanding of past events, people and societies, whilst allowing you to appreciate the world in which we now live. Ultimately, the History course aims to provide an enjoyable and intellectually stimulating examination of the past.
WHAT DOES IT INVOLVE?
This course examines Russia from the 1917 Revolution to dictatorship under Stalin. You will explore the events which led to the downfall of the Romanov dynasty and the creation of a socialist state, and study key figures such as Trotsky, Lenin and Stalin. You will also study the Tudor dynasty in England, culminating in the reign of Queen Elizabeth I.
An ability to interpret and analyse the content of historical documents and a willingness to read widely are essential skills.
HOW IS IT ASSESSED?
Two written examinations, each of 2 hours and 30 minutes. Papers 1 and 2 each account for 40% of the A Level and a and a personal study on the growth and decline of witchcraft in Britain between 1560 and 1660, totalling 4500 words and worth 40 marks or 20% of the A-Level.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
At least Grade 6 in History or similar subjects (e.g. English).
WHY IS IT A USEFUL QUALIFICATION?
History is highly regarded in its own right, however, it also encourages you to develop a wide range of transferable skills, which are valued by universities and employers such as flexibility, making judgements, problem-solving, understanding people and effective communication skills as you establish theories and support them with evidence.
A LEVEL – OCR
WHAT ARE THE AIMS OF THE COURSE?
Building on the foundations established at GCSE level, the A-Level Latin course is designed to enhance the linguistic skills of students with the ultimate aim of being able to translate unseen passages of Latin prose and poetry as written by Roman authors over 2000 years ago. Students also engage in the study of a broad range of Latin literature and delve more deeply into the cultural context in which this literature was written, whether Cicero’s political speeches or Ovid’s love poetry.
WHAT DOES IT INVOLVE?
Language – further study using John Taylor’s course books will refine and enhance linguistic skills and prepare students for attempting unseen prose and verse passages from a range of books and different authors.
Literature – students will study four different literature texts across the two years; two prose and two verse. These are likely to include Cicero, Ovid, Tacitus and Virgil.
HOW IS IT ASSESSED?
Language – there are two papers: the first paper is an unseen translation paper which includes passages of prose and verse to translate into English; the second paper offers a choice between a comprehension passage and a short passage of English to translate into Latin.
Literature – there are two papers; one for prose literature and one for verse literature. Each offers passages for analysis for all of the texts studied and a final long essay question based on one of the texts studied.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
Students must achieve a Grade 6 or above at GCSE Latin.
WHY IS IT A USEFUL QUALIFICATION?
A Level Latin offers excellent preparation for a range of university courses, with skills developed in critical thinking, the logic and problem solving required to translate Latin and the appreciation of the beauty of literature. It will compliment the study of Maths, Science, Humanities and other languages. The subject is hugely respected by universities and employers, and students of Classics often move into careers such as Law, Medicine and the Civil Service as well as many others.
A LEVEL – EDEXCEL
WHAT ARE THE AIMS OF THE COURSE?
WHAT DOES IT INVOLVE?
Core Mathematics (approximately 67%)
Mechanics (approximately 16%)
Statistics (approximately 17%)
HOW IS IT ASSESSED?
Paper 1
Pure Mathematics
Written examination
2 hours
Paper 2
Pure Mathematics
Written examination
2 hours
Paper 3
Mechanics and Statistics
Written examination
2 hours
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
Students who wish to take A Level Mathematics should have taken the Higher Tier at GCSE/iGCSE and gained at least a grade 7 or equivalent.
WHY IS IT A USEFUL QUALIFICATION?
Mathematics imparts those skills which directly increase productivity in the workplace such as the ability to think logically and to solve complex problems. Success in Mathematics also shows that the student possesses essential qualities such as determination and perseverance.
Universities value Maths and it is a prerequisite subject for a huge number of degrees. Sciences such as Biology, Chemistry and Physics use many mathematical techniques, and subjects such as Geography, Psychology and Sociology are also likely to have components which will be far more easily mastered by those with prior study of Mathematics.
Research carried out at the LSE has found that there is a high wage premium (up to +11%) associated with having studied Mathematics at A Level.
A LEVEL – EDEXCEL
WHAT ARE THE AIMS OF THE COURSE?
WHAT DOES IT INVOLVE?
This course involves the study of algebraic techniques to a high level. Students will learn to solve first and second order linear differential equations, consider ‘Maclaurin’ and ‘Taylor’ series expansions and explore the topic of polar coordinates. All in all, this course serves as an excellent basis for the serious mathematician who is considering a Mathematical or Engineering based course at university.
HOW IS IT ASSESSED?
Year 12
Students will complete the AS level course in Mathematics, alongside the AS level course in Further Mathematics. They will sit an internal assessment at the end of Year 12, and this will consist of 2 papers, one core and one applied. The applied section includes mechanics, statistics, harder pure maths and/or decision maths, and a choice is to be made between these courses. This will be chosen as a class near the beginning of the course, and followed through into Year 13.
Year 13
A further four examinations are taken, making a total of seven examinations for the Maths and Further Maths Course courses. A Level examinations are 2 hours each and Further Maths papers are 90 minutes each.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
Students who wish to take Further Mathematics should have taken the Higher Tier at iGCSE/GCSE and gained at least a Grade 8.
WHY IS IT A USEFUL QUALIFICATION?
Mathematics imparts those skills which directly increase productivity in the work place such as the ability to think logically and to solve complex problems. Success in Mathematics also shows that the student possesses essential qualities such as determination and perseverance.
Further Maths is also highly desirable, if not required, by many top universities for Mathematics, Science and Engineering courses, as well as Computing and Economics.
A LEVEL – AQA
WHAT ARE THE AIMS OF THE COURSE?
Students will be encouraged to enhance their linguistic skills and promote and develop a capacity for critical thinking on the basis of their knowledge and understanding of the language, culture and society of the country or countries where the language is spoken.
WHAT DOES IT INVOLVE?
The course core content includes a range of themes based on social issues and trends, political and artistic culture, and grammar. In addition, all students will have the opportunity to study a range of literary texts and films.
HOW IS IT ASSESSED?
Students will sit all examinations at the end of the course.
Paper 1
Listening, reading and writing
2 hours 30 minutes
50% of A Level
Paper 2
Writing. Students will be writing two essays based on the literary texts and/or film they have studied.
2 hours
20% of A Level
Paper 3
Speaking. The oral examination consists of the discussion of one theme based on a stimulus card followed by the presentation and discussion of the student’s Individual Research Project.
21-23 minutes, including 5 minutes preparation time 30% of A Level
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
Students should have the skills and knowledge associated with a GCSE language course.
WHY IS IT A USEFUL QUALIFICATION?
The ability to speak a second language is an acknowledged and proven competitive advantage in the workplace. It will enable students to understand other cultures, teaching them to be flexible and mobile. It will open their heart and encourage them to meet new people, make friends and possibly change their life!
A LEVEL – EDEXCEL
WHAT ARE THE AIMS OF THE COURSE?
The aims and objectives of the course are to enable students to:
WHAT DOES IT INVOLVE?
Each student is required to perform and record a recital of solo and/or ensemble music in front of a live audience of at least two people.
Students must submit two compositions of a combined duration of 6 minutes.
The examination component of the course focuses on developing listening and appraisal skills through the study of music across a variety of styles and genres.
HOW IS IT ASSESSED?
The A Level course comprises three components which are all externally assessed:
Component 1
Performing. A non-examined component, 30% of A Level
Component 2
Composition. A non-examined component, 30% of A Level
Component 3
Appraising. An examination paper
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
Although GCSE Music is beneficial, it is not a prerequisite of the course. Students must, however, have the ability to read and understand written musical notation in at least two different clefs, and should be of at least an ABRSM (or equivalent) Grade 5 standard on their chosen instrument.
WHY IS IT A USEFUL QUALIFICATION?
Studying music at A Level gives students the power to engage with music more deeply as a performer, composer and listener.
Even if students are not considering a career in music, A Level Music is held in high esteem by universities and other institutions of higher education. It is a very versatile subject to choose – essential for any student wanting a career within the music industry but also an excellent addition to any other combination of subjects.
A LEVEL – AQA
WHAT ARE THE AIMS OF THE COURSE?
Philosophy A-level provides students with the opportunity to engage with some of the big philosophical questions, and to work out their own responses to issues that have engaged humanity since Ancient Greece. Students will learn a range of philosophical methodologies, and apply them to a selection of key problems.
WHAT DOES IT INVOLVE?
Four topics are studied:
(i) Moral Philosophy;
(ii) Metaphysics of God;
(iii) Epistemology;
(iv) Metaphysics of Mind.
HOW IS IT ASSESSED?
2 papers, each of 3 hours. There are a range of question types – short answer and essay.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
Curiosity is the essential requirement – students must be willing to question their own beliefs and values, and rigorously scrutinise abstract ideas. Being argumentative is also desirable.
WHY IS IT A USEFUL QUALIFICATION?
Philosophy students make use of the tools of logic and reason to analyse the ways humans use language to describe the world, and our place within it. They learn critical thinking, close reading, clear writing, and logical analysis, all of which are key skills to take forward into higher education and employment.
A LEVEL – AQA
WHAT ARE THE AIMS OF THE COURSE?
A Level Physical Education builds on students’ experience from Key Stage 4 and GCSE to enhance their knowledge and increase their understanding of the factors that affect performance and participation in Physical Education. The qualification aims to equip students with skills and knowledge required for higher education or the world of work.
WHAT DOES IT INVOLVE?
This two year course comprises two components: theory (70%) and practical (30%). The theoretical element contains seven modules within exercise physiology, sports psychology and sport and society. In the practical element, students are required to demonstrate their ability as a performer or coach in one activity and produce a written or verbal piece of coursework.
HOW IS IT ASSESSED?
Paper One
2 hour written examination – 105 marks – multiple choice, short answer and extended writing across all three areas of study.
Paper Two
2 hour written examination – 105 marks – multiple choice, short answer and extended writing across all three areas of study.
Practical
90 marks – Students are internally assessed and externally moderated on their performance and their written/verbal analysis.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
Although GCSE Physical Education will give a good foundation for the A Level course, it is not a necessity. It is necessary for students to be participating in one sport at a good level i.e. School First Team/Club/County/National.
WHY IS IT A USEFUL QUALIFICATION?
A Level Physical Education is beneficial to students considering the following careers:
A LEVEL – AQA
WHAT ARE THE AIMS OF THE COURSE?
WHAT DOES IT INVOLVE?
Physics is a practical subject and throughout the course, students will carry out a wide range of practical activities to develop their skills and understanding, and to prepare them to study a physics-based subject at university.
HOW IS IT ASSESSED?
The A Level course lasts two years with three examinations at the end of the second year. Although there is no coursework, students’ performance during practical lessons will be assessed throughout the course.
Paper 1
2 hour written examination largely on Year 12 work.
Paper 2
2 hour written examination largely on Year 13 work.
Paper 3
2 hour written examination on practical experiments and skills, data analysis and turning points in Physics
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
A minimum of grade 6 at Higher Tier iGCSE/GCSE Physics, and an aptitude for Mathematics, but a grade 7 (or above) in both subjects is preferable.
WHY IS IT A USEFUL QUALIFICATION?
Physics is a rigorous and well respected qualification, highly valued by universities. A qualification in Physics is essential for many branches of Engineering and recommended for courses in Pure Science, Electronics, Veterinary Science and Medicine.
Physicists explore the fundamental nature of almost everything we know of. They probe the furthest reaches of the earth to study the smallest pieces of matter. Join them to enter a world deep beneath the surface of normal human experience.
A LEVEL – EDEXCEL
WHAT ARE THE AIMS OF THE COURSE?
In A Level Politics we aim for our students to leave the subject with fantastic grades and with the skills they will need to be successful at university and beyond. However, more than that, each student should leave with a love of the subject, curious to learn more and with a burning desire to discuss and debate the big issues and questions that affect us all.
WHAT DOES IT INVOLVE?
Studying Politics means asking the big questions. Who governs? Why do they govern? How should they govern? What should society look like? To answer these we study both British and American politics, drawing comparisons between how the two countries are governed. Alongside this we study key political ideas and ideologies. Throughout the subject students improve both their subject knowledge and intellectual skills and have countless opportunities to discuss those issues they feel strongly about.
HOW IS IT ASSESSED?
Three externally examined examination papers, each lasting 2 hours.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
We would normally require a Grade 6 at GCSE History or if GCSE History has not been not studied, a 6 for GCSE English Literature.
WHY IS IT A USEFUL QUALIFICATION?
Politics is a great A Level that can be used to study many different subjects at university, developing as it does the ability to reason, debate effectively and write persuasively. Many students who study the subject go on to study Politics or International Relations at university. Many others will go on to study related subjects such as History, Law or Economics.
A LEVEL – CAMBRIDGE INTERNATIONAL
WHAT ARE THE AIMS OF THE COURSE?
By studying Product Design and Architecture you will bring together elements from Art, Business and Engineering. Developing new concepts, engineering solutions to problems, and coming up with ways to present and market your concepts within the world of design. You will combine together aesthetics, functionality and financial considerations in a way that will provide you with a skill set valued in many different job markets, all over the world.
WHAT DOES IT INVOLVE?
While studying this course you will develop your ability to communicate ideas in the form of drawing and presentation techniques, learning the importance of the use of ergonomics and anthropometrics in design. You will have the opportunity to develop skills in prototype and scale modelling, working with a wide variety of materials, Computer Aided Design (CAD), working with industry standard software including: Autodesk inventor, Fusion 360 and Revit.
HOW IS IT ASSESSED?
Component One – This is an internally set assignment. There are two parts to this component:
Component Two – This is an externally set assignment. There are two parts to this component:
Component Three – There are two parts to this component:
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
We would expect students to have studied either Design and Technology or Art at GCSE level, attaining a grade C or above. The ability to draw, and communicate your ideas effectively are key aspects of this course.
WHY IS IT A USEFUL QUALIFICATION?
It teaches core skills, developing your ability to problem solve, as well as communicating your concepts and ideas through a wide range of media. You will develop understanding of clients, empathising with their needs and developing products that consider ergonomic requirements. As a course it can lead on to many university options and career paths including: product design, architecture, industrial design, automotive design, engineering, furniture design, ergonomic design and interior design.
A LEVEL – AQA
WHAT ARE THE AIMS OF THE COURSE?
Students should be able to:
WHAT DOES IT INVOLVE?
Students will follow a series of compulsory and optional topics, including:
Throughout the course students will study approaches to and debates within psychology, as well as analysing research methods used by psychologists throughout the ages.
HOW IS IT ASSESSED?
The A Level is assessed with three equally weighted written papers, each lasting 2 hours.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
Students should have at least a Grade 6 in iGCSE/GCSE Maths, a science (preferably Biology) and English. It is not necessary to have taken GCSE Psychology, as the course is designed for beginners.
WHY IS IT A USEFUL QUALIFICATION?
Psychology is consistently in the top chosen subjects at A Level and universities across the UK. The reason for this is simple, it is a great way to learn a science subject, study the human mind and gain transferable skills in report writing and statistical analysis.
A Level Psychology is designed to help you understand how people think and behave. Students from Rossall who have taken Psychology now enjoy a wide range of careers in Medicine, Business, Marketing, Law, Policing and even Food Psychology. Now officially classed as the fourth science subject, Psychology can support many scientific disciplines, including Medicine and Neuroscience.
A-LEVEL (Edexcel)
WHAT ARE THE AIMS OF THE COURSE?
The aims and objectives of this qualification are to enable students to:
WHAT DOES IT INVOLVE?
Philosophy of Religion – this paper helps students to explore some of the main contemporary philosophical issues and questions about religion, such as belief in God or the conviction that life has both meaning and purpose. It provides a relevant and challenging context for exploring the particular beliefs, values and practices that characterise religious communities. In turn, the paper provides a sound basis for understanding and reflecting on the contemporary influence of religion, the views of those who do not share a religious belief and the impact of these factors on people’s lives.
Ethics – this paper is focused on exploring both common ground and controversy in dealing with issues that arise in the areas of morality and religion in the context of the modern world. The paper will help students to study some of the underlying ideas and concepts of these issues, as well as questions and issues about how ethical and religious ideas and solutions may be applied in practice in contemporary social, political and personal situations.
New Testament – this paper comprises a study of extended textual material. This study is set in a historical context so that students can become familiar with some of the more technical language and terminology used in the texts. It is also set in the context of the specific study of the Gospel texts, and involves a detailed understanding of the nature of selected passages of text as well as the scholarly and critical methods used today to study the text of the New Testament.
HOW IS IT ASSESSED?
Each paper is assessed at the end of Year 13. There are three 2 hour exams. There is a good mix of shorter answer questions and extended pieces of writing.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
Grade 6 GCSE (or equivalent) in RS full or short course (if taken), and a grade 6 in English Language. Students are examined through their written work, and whilst we work on developing the crucial exam skills throughout the course, being able to write concisely and coherently right from the start of Year 12 is desirable.
WHY IS IT A USEFUL QUALIFICATION?
Understanding and appreciation – students develop an appreciation of religious thought and its contribution to individuals, communities and societies. This is achieved through an enquiring, critical and reflective approach to the study of religion.
Holistic understanding of religion – students develop insightful evaluations of ultimate questions about the purposes and commitments of human life, especially as expressed in philosophy, ethics and religion.
Focus on scholarship – in the second year of study the specification content encourages students to compare the significant ideas presented in works of scholars selected from the fields of philosophy, ethics and religion. This will enable students to reflect on and develop their values, opinions and attitudes in the light of their studies.
Transferable skills for progression to higher education – students will use ideas from a range of approaches to the study of religions and beliefs in order to research and present a wide range of well-informed and reasonable arguments, which engage profoundly with moral, religious and spiritual issues. This will enable students to make a smooth transition to the next level of study.
INTERNATIONAL BACCALAUREATE COURSES
INTERNATIONAL BACCALAUREATE
WHAT ARE THE AIMS OF THE COURSE?
This course aims to foster a lifelong interest in and enjoyment of language and literature amongst students who are encouraged to communicate and collaborate with confidence. Students develop skills in interpretation, analysis and evaluation of a wide range of texts, developing sensitivity to the formal and aesthetic qualities of them and an appreciation of how they contribute to diverse responses and open up multiple meanings.
WHAT DOES IT INVOLVE?
Students will learn about the complex and dynamic nature of language. Throughout the course, students will explore the various ways in which language choices, text types, literary forms and contextual elements all affect meaning. Through close analysis of various types of text and literary forms, students will consider their own interpretations, as well as the critical perspectives of others, to explore how such positions are shaped by cultural beliefs and to negotiate meanings for texts.
HOW IS IT ASSESSED?
At Standard Level, 70% of the course is assessed externally through two examination papers.
Paper 1 (1 hour 15 minutes) paper consists of two non-literary passages, from two different text types, each accompanied by a question. Students choose one passage and write an analysis of it.
Paper 2 (1 hour 45 minutes) consists of four general questions. In response to one question students write a comparative essay based on two works studied in the course.
30% of the course is assessed internally through an oral commentary.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
GCSE or iGCSE grade 6 or equivalent
WHY IS IT A USEFUL QUALIFICATION?
The course develops students into critically minded and coherent communicators with a sensitivity to the foundational nature, and pervasive influence, of language in the world at large.
INTERNATIONAL BACCALAUREATE
WHAT ARE THE AIMS OF THE COURSE?
This course aims to foster a lifelong interest in and enjoyment of literature amongst students who develop skills in interpretation, analysis and evaluation. Students cultivate a sensitivity to the formal and aesthetic qualities of literary texts and an appreciation of how they contribute to diverse responses and open up multiple meanings.
WHAT DOES IT INVOLVE?
Students will learn about the various manifestations of literature as a powerful mode of writing across cultures and throughout history. Through close analysis of literary texts in a number of forms and from different times and places, students will consider their own interpretations, as well as the critical perspectives of others. This course is particularly concerned with empowering students to consider the ways in which literature represents and constructs social and cultural identities.
HOW IS IT ASSESSED?
Paper 1 is a guided literary analysis (Standard Level 35%, 1 hour 15 minutes; Higher Level 35% 2 hours 15 minutes) consisting of two passages, from two different literary forms, each accompanied by a question – one is answered at Standard Level, both at Higher Level.
Paper 2 is a comparative essay (Standard Level 35%, 1 hour 45 minutes; Higher Level 25%, 1 hour 45 minutes) consisting of four general questions. In response to one question, students write a comparative essay based on two works studied in the course.
Higher Level students also complete an essay worth 20% on one literary work studied during the course.
The Internal Assessment is based on extracts from two works studied, and takes the form of an oral presentation and a subsequent question and answer session based on how the extracts treat a particular global issue. It is worth 30% at Standard Level and 20% at Higher Level.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
GCSE or iGCSE Grade 6 or equivalent.
WHY IS IT A USEFUL QUALIFICATION?
The course provides opportunities for students to collaborate and be better prepared for an ever-changing world of work. Students are encouraged to become reflective, creative and critical thinkers, and confident communicators. Through the study of a wide range of texts, students are encouraged to think about the needs, perspectives, values and attitudes of other people. They will become more independent learners and global citizens through the study of a variety of texts and perspectives.
INTERNATIONAL BACCALAUREATE
WHAT ARE THE AIMS OF THE COURSE?
This course aims to foster a lifelong interest in and enjoyment of literature amongst students who develop skills in interpretation, analysis and evaluation. Students cultivate a sensitivity to the formal and aesthetic qualities of literary texts and an appreciation of how they contribute to diverse responses and open up multiple meanings.
WHAT DOES IT INVOLVE?
Students will learn about the various manifestations of literature as a powerful mode of writing across cultures and throughout history. Through close analysis of literary texts in a number of forms and from different times and places, students will consider their own interpretations, as well as the critical perspectives of others. This course is particularly concerned with empowering students to consider the ways in which literature represents and constructs social and cultural identities.
HOW IS IT ASSESSED?
Paper 1 is a guided literary analysis (Standard Level 35%, 1 hour 15 minutes; Higher Level 35% 2 hours 15 minutes) consisting of two passages, from two different literary forms, each accompanied by a question – one is answered at Standard Level, both at Higher Level.
Paper 2 is a comparative essay (Standard Level 35%, 1 hour 45 minutes; Higher Level 25%, 1 hour 45 minutes) consisting of four general questions. In response to one question, students write a comparative essay based on two works studied in the course.
Higher Level students also complete an essay worth 20% on one literary work studied during the course.
The Internal Assessment is based on extracts from two works studied, and takes the form of an oral presentation and a susequent question and answer session based on how the extracts treat a particular global issue. It is worth 30% at Standard Level and 20% at Higher Level.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
GCSE or iGCSE Grade 6 or equivalent.
WHY IS IT A USEFUL QUALIFICATION?
The course provides opportunities for students to collaborate and be better prepared for an ever-changing world of work. Students are encouraged to become reflective, creative and critical thinkers, and confident communicators. Through the study of a wide range of texts, students are encouraged to think about the needs, perspectives, values and attitudes of other people. They will become more independent learners and global citizens through the study of a variety of texts and perspectives.
INTERNATIONAL BACCALAUREATE
WHAT ARE THE AIMS OF THE COURSE?
This course aims to foster a lifelong interest in and enjoyment of literature amongst students who develop skills in interpretation, analysis and evaluation. Students cultivate a sensitivity to the formal and aesthetic qualities of literary texts and an appreciation of how they contribute to diverse responses and open up multiple meanings.
WHAT DOES IT INVOLVE?
Students will learn about the various manifestations of literature as a powerful mode of writing across cultures and throughout history. Through close analysis of literary texts in a number of forms and from different times and places, students will consider their own interpretations, as well as the critical perspectives of others. This course is particularly concerned with empowering students to consider the ways in which literature represents and constructs social and cultural identities.
HOW IS IT ASSESSED?
Paper 1 is a guided literary analysis (Standard Level 35%, 1 hour 15 minutes; Higher Level 35% 2 hours 15 minutes) consisting of two passages, from two different literary forms, each accompanied by a question – one is answered at Standard Level, both at Higher Level.
Paper 2 is a comparative essay (Standard Level 35%, 1 hour 45 minutes; Higher Level 25%, 1 hour 45 minutes) consisting of four general questions. In response to one question, students write a comparative essay based on two works studied in the course.
Higher Level students also complete an essay worth 20% on one literary work studied during the course.
The Internal Assessment is based on extracts from two works studied, and takes the form of an oral presentation and a susequent question and answer session based on how the extracts treat a particular global issue. It is worth 30% at Standard Level and 20% at Higher Level.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
GCSE or iGCSE Grade 6 or equivalent.
WHY IS IT A USEFUL QUALIFICATION?
The course provides opportunities for students to collaborate and be better prepared for an ever-changing world of work. Students are encouraged to become reflective, creative and critical thinkers, and confident communicators. Through the study of a wide range of texts, students are encouraged to think about the needs, perspectives, values and attitudes of other people. They will become more independent learners and global citizens through the study of a variety of texts and perspectives.
INTERNATIONAL BACCALAUREATE
WHAT ARE THE AIMS OF THE COURSE?
This course aims to foster a lifelong interest in and enjoyment of literature amongst students who develop skills in interpretation, analysis and evaluation. Students cultivate a sensitivity to the formal and aesthetic qualities of literary texts and an appreciation of how they contribute to diverse responses and open up multiple meanings.
WHAT DOES IT INVOLVE?
Students will learn about the various manifestations of literature as a powerful mode of writing across cultures and throughout history. Through close analysis of literary texts in a number of forms and from different times and places, students will consider their own interpretations, as well as the critical perspectives of others. This course is particularly concerned with empowering students to consider the ways in which literature represents and constructs social and cultural identities.
There are twenty-three Self Taught languages available to study. Rossall seeks to provide expert tuition for any requested language. Courses offered previously include: Chinese, Dutch, Russian, Spanish, Turkish and Vietnamese.
HOW IS IT ASSESSED?
Paper 1 is a guided literary analysis (Standard Level 35%, 1 hour 15 minutes; Higher Level 35% 2 hours 15 minutes) consisting of two passages, from two different literary forms, each accompanied by a question – one is answered at Standard Level, both at Higher Level.
Paper 2 is a comparative essay (Standard Level 35%, 1 hour 45 minutes; Higher Level 25%, 1 hour 45 minutes) consisting of four general questions. In response to one question, students write a comparative essay based on two works studied in the course.
Higher Level students also complete an essay worth 20% on one literary work studied during the course.
The Internal Assessment is based on extracts from two works studied, and takes the form of an oral presentation and a susequent question and answer session based on how the extracts treat a particular global issue. It is worth 30% at Standard Level and 20% at Higher Level.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
GCSE or iGCSE Grade 6 or equivalent.
WHY IS IT A USEFUL QUALIFICATION?
The course provides opportunities for students to collaborate and be better prepared for an ever-changing world of work. Students are encouraged to become reflective, creative and critical thinkers, and confident communicators. Through the study of a wide range of texts, students are encouraged to think about the needs, perspectives, values and attitudes of other people. They will become more independent learners and global citizens through the study of a variety of texts and perspectives.
INTERNATIONAL BACCALAUREATE
WHAT ARE THE AIMS OF THE COURSE?
Students are expected to extend the range and complexity of the language they use and understand in order to communicate. They continue to develop their knowledge of vocabulary and grammar, as well as their conceptual understanding of how language works, in order to construct, analyse and evaluate arguments on a variety of topics relating to course content and the target language culture(s).
WHAT DOES IT INVOLVE?
The study of language requires careful attention to forms, structures, functions and conceptual understandings of language. Knowledge of vocabulary and grammar is reinforced and extended by understanding: audience, context, purpose, meaning. Students expand the range of their communication skills by understanding and producing a wide variety of oral and written texts. Students must study authentic texts that explore the culture(s) of the target language. At HL they also study two literary works.
HOW IS IT ASSESSED?
75% External assessment.
Paper 1 (25% – Standard Level 1 hour 15 minutes, Higher Level 1 hour 30 minutes) consists of one writing task of 250–400 words at SL and 450-600 words at HL from a choice of three, each from a different theme, using an appropriate text type.
Paper 2 (50% – Standard Level 1 hour 45 minutes, Higher Level 2 hours) consists of comprehension exercises on three audio passages and three written texts, drawn from all five themes.
An Internal Assessment (25%) consists of an individual oral assessment which involves a presentation based on a visual stimulus at SL and on an extract from one of the literary works at HL, followed by a conversation with the teacher on the topic of the stimulus and one additional topic. At Higher Level, one or more additional themes may be discussed.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
GCSE or iGCSE Grade 4 or equivalent.
WHY IS IT A USEFUL QUALIFICATION?
The course centres on language acquisition ensuring that students have access to, and are exposed, to an additional language. Students engage with issues of global significance, use critical-thinking skills and listen carefully to the perspectives of others. They learn to show respect for the rights of people everywhere, critically appreciate the values and traditions of others and show empathy, compassion and respect.
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WHAT ARE THE AIMS OF THE COURSE?
Students are expected to extend the range and complexity of the language they use and understand in order to communicate. They continue to develop their knowledge of vocabulary and grammar, as well as their conceptual understanding of how language works, in order to construct, analyse and evaluate arguments on a variety of topics relating to course content and the target language culture(s).
WHAT DOES IT INVOLVE?
The study of language requires careful attention to forms, structures, functions and conceptual understandings of language. Knowledge of vocabulary and grammar is reinforced and extended by understanding: audience, context, purpose, meaning. Students expand the range of their communication skills by understanding and producing a wide variety of oral and written texts. Students must study authentic texts that explore the culture(s) of the target language. At HL they also study two literary works.
HOW IS IT ASSESSED?
75% External assessment.
Paper 1 (25% – Standard Level 1 hour 15 minutes, Higher Level 1 hour 30 minutes) consists of one writing task of 250–400 words at SL and 450-600 words at HL from a choice of three, each from a different theme, using an appropriate text type.
Paper 2 (50% – Standard Level 1 hour 45 minutes, Higher Level 2 hours) consists of comprehension exercises on three audio passages and three written texts, drawn from all five themes.
An Internal Assessment (25%) consists of an individual oral assessment which involves a presentation based on a visual stimulus at SL and on an extract from one of the literary works at HL, followed by a conversation with the teacher on the topic of the stimulus and one additional topic. At Higher Level, one or more additional themes may be discussed.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
GCSE or iGCSE Grade 4 or equivalent.
WHY IS IT A USEFUL QUALIFICATION?
The course centres on language acquisition ensuring that students have access to, and are exposed, to an additional language. Students engage with issues of global significance, use critical-thinking skills and listen carefully to the perspectives of others. They learn to show respect for the rights of people everywhere, critically appreciate the values and traditions of others and show empathy, compassion and respect.
INTERNATIONAL BACCALAUREATE
WHAT ARE THE AIMS OF THE COURSE?
Students are expected to extend the range and complexity of the language they use and understand in order to communicate. They continue to develop their knowledge of vocabulary and grammar, as well as their conceptual understanding of how language works, in order to construct, analyse and evaluate arguments on a variety of topics relating to course content and the target language culture(s).
WHAT DOES IT INVOLVE?
The study of language requires careful attention to forms, structures, functions and conceptual understandings of language. Knowledge of vocabulary and grammar is reinforced and extended by understanding: audience, context, purpose, meaning. Students expand the range of their communication skills by understanding and producing a wide variety of oral and written texts. Students must study authentic texts that explore the culture(s) of the target language. At HL they also study two literary works.
HOW IS IT ASSESSED?
75% External assessment.
Paper 1 (25% – Standard Level 1 hour 15 minutes, Higher Level 1 hour 30 minutes) consists of one writing task of 250–400 words at SL and 450-600 words at HL from a choice of three, each from a different theme, using an appropriate text type.
Paper 2 (50% – Standard Level 1 hour 45 minutes, Higher Level 2 hours) consists of comprehension exercises on three audio passages and three written texts, drawn from all five themes.
An Internal Assessment (25%) consists of an individual oral assessment which involves a presentation based on a visual stimulus at SL and on an extract from one of the literary works at HL, followed by a conversation with the teacher on the topic of the stimulus and one additional topic. At Higher Level, one or more additional themes may be discussed.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
GCSE or iGCSE Grade 4 or equivalent.
WHY IS IT A USEFUL QUALIFICATION?
The course centres on language acquisition ensuring that students have access to, and are exposed, to an additional language. Students engage with issues of global significance, use critical-thinking skills and listen carefully to the perspectives of others. They learn to show respect for the rights of people everywhere, critically appreciate the values and traditions of others and show empathy, compassion and respect.
INTERNATIONAL BACCALAUREATE
WHAT ARE THE AIMS OF THE COURSE?
Students are expected to extend the range and complexity of the language they use and understand in order to communicate. They continue to develop their knowledge of vocabulary and grammar, as well as their conceptual understanding of how language works, in order to construct, analyse and evaluate arguments on a variety of topics relating to course content and the target language culture(s).
WHAT DOES IT INVOLVE?
The study of language requires careful attention to forms, structures, functions and conceptual understandings of language. Knowledge of vocabulary and grammar is reinforced and extended by understanding: audience, context, purpose, meaning. Students expand the range of their communication skills by understanding and producing a wide variety of oral and written texts. Students must study authentic texts that explore the culture(s) of the target language. At HL they also study two literary works.
HOW IS IT ASSESSED?
75% External assessment.
Paper 1 (25% – Standard Level 1 hour 15 minutes, Higher Level 1 hour 30 minutes) consists of one writing task of 250–400 words at SL and 450-600 words at HL from a choice of three, each from a different theme, using an appropriate text type.
Paper 2 (50% – Standard Level 1 hour 45 minutes, Higher Level 2 hours) consists of comprehension exercises on three audio passages and three written texts, drawn from all five themes.
An Internal Assessment (25%) consists of an individual oral assessment which involves a presentation based on a visual stimulus at SL and on an extract from one of the literary works at HL, followed by a conversation with the teacher on the topic of the stimulus and one additional topic. At Higher Level, one or more additional themes may be discussed.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
GCSE or iGCSE Grade 4 or equivalent.
WHY IS IT A USEFUL QUALIFICATION?
The course centres on language acquisition ensuring that students have access to, and are exposed, to an additional language. Students engage with issues of global significance, use critical-thinking skills and listen carefully to the perspectives of others. They learn to show respect for the rights of people everywhere, critically appreciate the values and traditions of others and show empathy, compassion and respect.
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WHAT ARE THE AIMS OF THE COURSE?
Language ab initio is a language acquisition course designed for students with no prior experience of the target language, or for those students with very limited previous exposure.
WHAT DOES IT INVOLVE?
HOW IS IT ASSESSED?
Paper 1 (1 hour)
Productive skills—writing (30 marks)
Two written tasks of 70–150 words each from a choice of three tasks, choosing a text type for each task from among those listed in the examination instructions.
Paper 2 (1 hour 45 minutes)
Receptive skills—separate sections for listening and reading (65 marks) 50%
Listening comprehension (45 minutes) (25 marks)
Reading comprehension (1 hour) (40 marks)
Individual Oral Assessment
An internal assessment.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
There are no specific entry requirements for Language ab initio.
WHY IS IT A USEFUL QUALIFICATION?
This course provides students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical and creative, thinking skills.
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WHAT ARE THE AIMS OF THE COURSE?
The aims of the Business Management course at Higher Level and Standard Level are to:
WHAT DOES IT INVOLVE?
The course covers the key characteristics of business organisation including human resource management, finance and accounts, marketing and operations management. Links between the topics are central to the course. Through the exploration of six underpinning concepts (change, culture, ethics, globalisation, innovation and strategy), the course allows students to develop a holistic understanding of today’s complex and dynamic business environment.
HOW IS IT ASSESSED?
External Assessment
External assessment for Higher Level and Standard Level students consists of two written examination papers.
Paper 1 is based on a case study issued in advance.
Paper 2 consists of structured questions based on stimulus material and an extended response question that assesses students’ understanding of the key concepts of the course.
Internal Assessment
Internal assessment for HL students is a research project and for SL a written commentary on real world businesses.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
It is not necessary to have studied this subject previously, however proficiency in both English and Mathematics will be an indicator of potential in this subject. The course of study is highly analytical and does involve the learning of a significant amount of business-related terminology.
WHY IS IT A USEFUL QUALIFICATION?
The skills gained in Business and Management allow students to build commercial awareness and start contributing to their chosen employer quickly and effectively.
The course teaches valuable skills and knowledge useful for university study in related areas.
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WHAT ARE THE AIMS OF THE COURSE?
The aim of Economics is to understand the world around us and to provide students with tools to interpret society’s decisions. The course equips students with the literary and numerical skills to collect empirical evidence about how the economy is performing, and to make judgments on policy. The course offers a broad, rigorous choice for students with an innate intellectual curiosity.
WHAT DOES IT INVOLVE?
The basic question Economics seeks to answer is how resources should be allocated, arising from the problem of scarcity. The course seeks to answer questions such as: ‘Why does the price of crude oil rise when an oil pipeline is damaged?’ ‘Is measuring ‘economic development’ more important than GDP?’ and ‘How should the Government intervene in the market to prevent air pollution?’ Standard Level and Higher Level students of Economics are presented with a common syllabus, with a Higher Level extension in some topics.
HOW IS IT ASSESSED?
Both Standard Level and Higher Level complete three Internal Assessments worth 30% of the final grade for SL and 20% for HL.
Standard Level two papers:
Paper 1: Extended Response 75 minutes worth 30% of final grade.
Paper 2: Data Response 1 hour 45 minutes 40% of final grade.
Higher Level three papers:
Paper 1: Extended response 75 minutes worth 20% of final grade.
Paper 2: Data response 1 hour 45 minutes 30% of final grade.
Paper 3: Policy response 1 hour 45 minutes worth 30% of final grade.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
There are no specific entry requirements, though enthusiasm for the subject, and a curiosity for what goes on in the world are highly desirable. There will be essays and mathematical problems throughout the course, so some confidence with English and numeracy is helpful.
WHY IS IT A USEFUL QUALIFICATION?
Economics combines neatly with a vast array of other subjects, and helps students understand the reasons behind political decisions. It is part of Group 3 in the IB programme ‘Individuals and Societies’ and complements many other subjects therein. The breadth of skills required, and the depth of understanding students gain from the course, make Economics a demanding, but highly respected qualification to obtain.
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WHAT ARE THE AIMS OF THE COURSE?
WHAT DOES IT INVOLVE?
Students will study the ecosystem, human population, resource use, conservation and biodiversity, population management, global warming and environmental value systems.
HOW IS IT ASSESSED?
External assessment consists of two written papers and provides opportunities for students to demonstrate an understanding through the application, use, synthesis, analysis and evaluation of environmental issues, information, concepts, methods, techniques and explanations.
Internal assessment accounts for 20% of the final assessment and is comprised of a series of practical and fieldwork activities.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
Students will be able to study this course successfully with no specific previous knowledge of Science or Geography.
An awareness of local global environmental concerns and an understanding of scientific investigative methods would be good preparation.
WHY IS IT A USEFUL QUALIFICATION?
The prime intent of this course is to provide students with a coherent perspective of the inter-relationships 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.
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WHAT ARE THE AIMS OF THE COURSE?
The aims of the Geography syllabus at Standard Level (SL) and Higher Level (HL) are to enable students to:
WHAT DOES IT INVOLVE?
Optional themes: Drainage basins; coastal margins; extreme environments; geophysical hazards; leisure, tourism and sport; food and health; urban environments.
Global Change: Changing population; global climate – vulnerability and resilience; global resource consumption and security.
Geographic Perspectives: Global interactions; power, places and networks; human development and diversity; global risks and resilience.
Fieldwork: written report on a fieldwork question.
HOW IS IT ASSESSED?
Paper 1 (SL – 90 minutes, 35%; HL – 2 hours 15 minutes, 35%). Each option has a structured question and an extended answer question.
Paper 2 (SL – 75 minutes, 40%; HL – 75 minutes, 25%). Three structured questions, based on each core unit, an infographic stimulus, with structured questions and one extended answer question.
Paper 3 (HL only – 1 hour, 20%). Choice of three extended answer questions, based on each HL core unit.
Internal Assesment – Fieldwork question to be based on any suitable topic from the syllabus. SL-25%, HL-20%
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
Students should have gained a Grade 6 at iGCSE/GCSE or equivalent. Students who have not studied GCSE Geography may find the Geography HL or SL courses challenging.
WHY IS IT A USEFUL QUALIFICATION?
IB Geography develops intellectual skills, such as critically evaluating and judging evidence; research skills, such as using a range of technical methods for the collection and analysis of data; transferable skills, such as teamwork, problem solving, IT skills, and communication skills; personal attributes, such as time-management, development of responsibility. Geography is a useful subject for those planning to continue their studies in areas such as Civil Engineering, Sociology and Geology.
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WHAT ARE THE AIMS OF THE COURSE?
IB History is an exploratory subject that encourages you to develop a sense of inquiry. It is also a course that aims to foster a deeper understanding of the past whilst allowing you to engage with multiple perspectives before expressing your own informed opinions. This will include an exploration of the nature of humans and the world today within a political, economic, social and cultural framework.
WHAT DOES IT INVOLVE?
At Standard Level, the course comprises Papers 1 and 2.
Paper 1 is ‘The Move to Global War’ – Japanese, German and Italian expansion in the 1930s.
Paper 2 involves two main topics – ‘Twentieth Century Authoritarian States’ and ‘The Cold War: Superpower Tensions and Rivalries’.
At Higher Level you will additionally study ‘Italian and German Unification’, ‘Imperial Russia, Revolution and the establishment of the Soviet Union’ and interwar European politics.
HOW IS IT ASSESSED?
Two written examinations at Standard Level and three at Higher Level. In addition, you will conduct their own personal investigation on a topic of their choice.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
A Grade 6 or above in GCSE History or equivalent (e.g. English) is recommended.
WHY IS IT A USEFUL QUALIFICATION?
The course will encourage you to become an independent learner, with the tools to form your own opinions and to defend and substantiate them. The course is designed to reinforce an emphasis upon international-mindedness, encouraging you to appreciate a multitude of global perspectives. You will explore historical examples of many of the challenges that face the world today, such as conflict, rights and governance, increasing an understanding of contemporary society by engaging with the past.
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WHAT ARE THE AIMS OF THE COURSE?
The aims of Psychology are to enable students to:
WHAT DOES IT INVOLVE?
In both Higher and Standard Level Psychology, students will undertake three core areas of study in the first year. These are biological, social and cognitive psychology.
The themes in the first year include, social influence; stereotype formation and effects; Post Traumatic Stress Disorder, the biology of love, and memory. Alongside this, students will also learn research methodology and undertake various experimental pieces of work. The Higher Level extension topics are animal experimentation, globalisation and cognition in a digital world.
In the second year, Higher Level and Standard Level students will study Abnormal (Clinical) Psychology as an applied module. Higher Level students will then also take the Psychology of Health as an applied module and the qualitative research module.
HOW IS IT ASSESSED?
Higher Level
Three papers:
Paper 1 (35%), Paper 2 (25%), Paper 3 (20%)
Internal assessment (20%) group quantitative experiment
and written report.
Standard Level
Two papers:
Paper 1 (50%), Paper 2 (25%), Internal assessment (25%) group quantitative experiment and written report.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
There are no specific entry requirements but students should have attained a Grade 6 or above in GCSE (or equivalent) Maths, English and a Science (preferably Biology).
WHY IS IT A USEFUL QUALIFICATION?
Psychology is now recognised as a full Science and universities now welcome it as a facilitating subject. Students who have taken this course have gone on to many different careers from working with chefs and supermarkets to medicine, business and marketing and, of course, the various disciplines within Psychology.
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WHAT ARE THE AIMS OF THE COURSE?
IB Philosophy provides students with the opportunity to engage with some of the big philosophical questions, and to work out their own responses to issues that have engaged humanity since Ancient Greece. Students will learn a range of philosophical methodologies, and apply them to a selection of key problems.
Students undertake a systematic critical inquiry into stimulating and challenging questions such as: What does it mean to be human? What is meant when something is said to be right or wrong? What are the principles on which knowledge is constructed? What is the relationship between justice, freedom and equality? These questions arise out of everyday experiences and the practice of philosophy deepens and clarifies the understanding of these questions, as well as possible responses.
The aims of the philosophy course are to engage students in philosophical activity, enabling them to:
WHAT DOES IT INVOLVE?
Core themes that are studied by all Philosophy students:
(i) What is it to be Human?
(ii) Moral Philosophy
(iii) Set text: Descartes’ ‘Meditations’
In addition, HL students study:
(iv) Philosophy of Religion
(v) What is Philosophy?
HOW IS IT ASSESSED?
At HL, there are 3 exams (1hr, 1hr 15 mins, 2hrs 30 mins). At SL, there are two exams (1hr, 1hr 45 mins). All students complete an IA in which they write about a philosophical issue found in a film, piece of literature, or news article.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
Grade 6 GCSE (or equivalent) in RS full or short course (if taken), and a grade 6 in English Language. Curiosity is also essential – students must be willing to question beliefs and values, and rigorously scrutinise abstract ideas. Being argumentative is also desirable. The specific skills required to succeed in Philosophy are developed within the teaching of the course itself.
WHY IS IT A USEFUL QUALIFICATION?
Philosophy students make use of the tools of logic and reason to analyse the ways humans use language to describe the world, and our place within it. They learn critical thinking, close reading, clear writing, and logical analysis, all of which are key skills to take forward into higher education and employment.
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WHAT ARE THE AIMS OF THE COURSE?
WHAT DOES IT INVOLVE?
Core Themes (Standard Level SL and Higher Level HL)
These include: Cell biology; molecular biology; genetics; ecology; evolution and biodiversity; human physiology. The course provides students with a fundamental understanding of biology and the experience of the associated skills.
Additional Higher Level (HL)
The HL course requires students to increase their knowledge and understanding of the subject with additional content which is conceptually more demanding and explores topics in greater depth. The increase in breadth and depth should result in increased networked knowledge, allowing students to make more connections between diverse areas of the syllabus.
HOW IS IT ASSESSED?
Assessment SL: Paper 1 multiple choice questions and data based questions. Paper 2 has data-based questions, short and extended response questions. External assessment : 3 Hours.
Assessment HL: Paper 1 multiple choice questions and data based questions Paper 2 data-based questions, short and extended response questions. External assessment: 4 Hours and 30 minutes.
Assessed Practical: Individual Investigation, 10 hours, worth 20%.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
While there are no specific entry requirements, it is strongly recommended that the student has a good background in a range of Biology topics.
WHY IS IT A USEFUL QUALIFICATION?
Biology is a natural fit to pursuing career pathways in the science and health sectors. Students pursuing a qualification in Biology will develop skills in literacy, numeracy, problem solving and critical thinking. Biologists connect with natural, social, economic, political and technological fields, giving them insight into the ever changing world in which we live.
WHAT ARE THE AIMS OF THE COURSE?
Students will explore the chemical world we live in. They will develop practical and analytical skills, as well as their own investigative skills. They will study a wide range of theoretical topics and throughout the course will study the very nature of science. It is designed to be immersive and interactive and is an excellent preparation for studying Chemistry and related subjects at university.
WHAT DOES IT INVOLVE?
Core Themes (Standard Level and Higher Level)
There are two organising concepts: structure and reactivity. Each of these concepts is subdivided into topics, which are all connected through the idea that structure determines reactivity, which in turn transforms structure. The main topics are:
Additional Higher Level (HL)
The HL course requires students to increase their knowledge and understanding of the subject, including additional mathematical skill. Some of the HL content is conceptually more demanding and explored in greater depth. The increased breadth and depth at HL results in increased networked knowledge, requiring the student to make more connections between diverse areas of the syllabus.
HOW IS IT ASSESSED?
External Assessment (SL)
Paper 1 – multiple-choice questions and data-based questions (1 hour and 30 minutes)
Paper 2 – short-answer and extended-response questions (1 hour and 30 minutes)
External Assessment (HL)
Paper 1 – multiple-choice questions and data-based questions (2 hours)
Paper 2 – short-answer and extended-response questions (2 hours and 30 minutes)
Internal Assessment
The internal assessment for both Standard Level and Higher Level is a scientific investigation which accounts for 20% of the final mark.
It is internally assessed and externally moderated by the International Baccalaureate Organisation (IBO).
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
Students should have obtained a minimum of a Grade 6 in iGCSE/GCSE Chemistry or Double Award Science.
WHY IS IT A USEFUL QUALIFICATION?
To study Chemistry is to study the world in which we live. This central science is essential for future medical doctors, dentists and vets. It is fundamental to forensic science and environmental science, and opens doors to more science courses at university than any other subject. It contains significant transferable skills that will help all students with their studies in higher education whether they choose to study Chemistry or anything else.
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WHAT ARE THE AIMS OF THE COURSE?
The course can be seen as an interface between the science and the arts, using principles from both in the design cycle. The Design Technology IB course is based upon a model of learning that incorporates knowledge, skills and design principles in problem solving contexts.
Design and Technology develops students’ interdisciplinary skills and their capacity for imaginative, innovative thinking, creativity and independence.
WHAT DOES IT INVOLVE?
Students studying Design and Technology IB at Rossall will have the opportunity to gain a broad understanding of the skills and knowledge inherent within this area of design. Students will be encouraged to develop their critical thinking, to see the relationships between designer, manufacturer and user, and to perceive the importance of the subject within the world in which we live.
HOW IS IT ASSESSED?
All Standard and Higher Level students complete a design project as an internal assessment task. Internal assessment accounts for 40% of the final mark.
The Standard Level course is assessed through a multiple choice paper (Paper 1), a core paper, which consists of a short response and extended answer questions (Paper 2), and the internal assessment design project.
At Higher Level, students answer an additional paper (Paper 3) based on the HL extension material, one of which is based on a case study.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
It is beneficial to have studied a design-related subject at GCSE level, however, the course assumes no prior knowledge and is assessed solely on the material studied over the two years.
WHY IS IT A USEFUL QUALIFICATION?
This course provides a pathway into a diverse range of university courses and future careers. Previous students have left Rossall to study Engineering, Industrial Design, Transport Design, Product Design and Architecture.
These are fast developing sectors where there are currently many opportunities for graduates with this type of qualification.
WHAT ARE THE AIMS OF THE COURSE?
To study Physics is to attempt to understand the nature of the universe itself. It is the search for answers from how the universe exploded into life in the Big Bang to what the nature of time itself is. Some of the greatest discoveries in history have been made by physicists and these discoveries have revolutionised our world—and physicists are continuing to change the way we think today. The course embraces the practical nature of Physics, seeking to reinforce the theories learnt in the classroom with experiments carried out in the laboratory. In this way students are ready to carry out their own extended investigation (IA) and are well prepared to study the subject at university.
WHAT DOES IT INVOLVE?
The structure of IB Physics is intended to promote concept-based learning that can be connected through three concepts: energy, particles and forces. These three concepts appear throughout the Physics syllabus in each of the themes. There are five organising themes in the Physics syllabus.
These themes represent the main areas of Physics at IB level, and each is subdivided into topics. “Space, time and motion” includes the topics of kinematics and rigid body mechanics, “Fields” includes the topics of gravitational fields and induction, “Nuclear and quantum physics” includes the topics of radioactive decay and fission.
The SL course provides students with a fundamental understanding of physics and experience of the associated skills. The HL course requires students to increase their knowledge and understanding of the subject, and so provides a solid foundation for further study at university level.
HOW IS IT ASSESSED?
External assessment details – Standard Level (SL)
Paper 1 – multiple-choice questions and data-based questions (1 hour and 30 minutes)
Paper 2 – short-answer and extended-response questions (1 hour and 30 minutes)
External assessment details – Higher Level (HL)
Paper 1 – multiple-choice questions and data-based questions (2 hours)
Paper 2 – short-answer and extended-response questions (2 hours and 30 minutes)
Internal (individual) assessment: Duration: 10 hours; weighting: 20%
The internal assessment consists of one task: the scientific investigation.This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
Physics Higher Level: Grade 7 at iGCSE/GCSE and an aptitude for Mathematics as this course goes well beyond A Level.
Physics Standard Level: Grade 6 at Higher Tier iGCSE/GCSE Physics and Maths as this course is much closer to A Level than AS Physics in level of difficulty and content covered.
WHY IS IT A USEFUL QUALIFICATION?
A qualification in Physics is essential to study Physics or Engineering at university and recommended for courses in Pure Sciences, Electronics, Veterinary Science and Medicine.Physics is a widely respected, numerical, problem solving discipline that is also highly regarded by employers and universities for entry to a wide range of unrelated degrees and careers.
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WHAT ARE THE AIMS OF THE COURSE?
WHAT DOES IT INVOLVE?
Mathematics is split into Analysis and Approaches, or Applications and Interpretations.
For Higher Level we offer both courses, and for Standard Level we offer Applications and Interpretations. For both courses an intimate understanding of the content is required by the end.
Higher Level is a very challenging course, broadly equivalent to A level Further Mathematics, whilst Standard Level is equivalent to A level Mathematics.
HOW IS IT ASSESSED?
Mathematics Higher Level
Two examination papers – 30% each
Paper 3 – 20%
Coursework – 20%
Mathematics Standard Level
Two examination papers – 40% each
Coursework – 20%
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
Mathematics Higher Level: Grade 8/9 at iGCSE/GCSE and have a natural aptitude for mathematics.
Mathematics Standard Level: Grade 6 or equivalent at Higher Tier iGCSE/GCSE.
WHY IS IT A USEFUL QUALIFICATION?
Higher Level: The course provides a sound basis for students wishing to pursue sciences, engineering, economics or similar mathematics related courses at university. The course facilitates detail and rigour, enabling the students to develop high standards of mathematical processing.
Mathematics Standard Level: This course provides a grounding for students considering a degree in a subject which requires mathematical understanding including Social Sciences, Business and Economics.
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WHAT ARE THE AIMS OF THE COURSE?
WHAT DOES IT INVOLVE?
Students will explore a range of musical material from across four areas of inquiry. These are:
HOW IS IT ASSESSED?
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
While prior music experience is not mandatory at Standard Level, it is recommended. Students should bear in mind that much of this course consists of creating and performing music. Prior experience of playing and writing music would be very beneficial.
WHY IS IT A USEFUL QUALIFICATION?
The Diploma Programme Music course provides an appropriate foundation for further study in Music at university level or in Music career pathways.
It also provides an enriching and valuable course of study for students who may pursue other careers. This course provides all students with the opportunity to engage in the world of music as lifelong participants.
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WHAT ARE THE AIMS OF THE COURSE?
This course aims to enable students to:
WHAT DOES IT INVOLVE?
HOW IS IT ASSESSED?
At both Standard Level and Higher Level the course consists of three interrelated areas.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
It is most beneficial if students taking this course have studied GCSE or equivalent in Art and Design.
WHY IS IT A USEFUL QUALIFICATION?
The IB Visual Arts course encourages students to challenge their own creative and cultural expectations and boundaries. Students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives, students are expected to engage in, experiment with and critically reflect upon a range of contemporary practices and media.
BTEC COURSES
B T E C
WHAT ARE THE AIMS OF THE COURSE?
The Musical Theatre Level 3 Extended Diploma programme is an exciting course that develops technique & performance skills in:
These skills will be integrated into performances, through a range of different styles & approaches. It provides future West End stars with a path to higher education courses, or vocational training in the industry. Students will have workshops with professionals & coaches. They will also engage with work experience and present performances.
WHAT DOES IT INVOLVE?
Students will participate in units ranging from dance, acting & singing through to learning about the business side of show business. The course is a mixture of practical modules along with relevant theory & academic inquiry. Students will analyse practical work in written evaluations & write essays on texts & practitioners relating to historical and contemporary musical theatre.
WHY IS IT A USEFUL QUALIFICATION?
BTECs can be adjusted with optional units to suit the needs of the learner. BTECs embody a fundamentally learner-centred approach to the curriculum, with a flexible, unit-based structure and knowledge applied in project-based assessments. They focus on the holistic development of the practical, interpersonal and thinking skills required to be able to succeed in employment and higher education.
PRE-U AND IELTS COURSES
PRE U – CIE
WHAT ARE THE AIMS OF THE COURSE?
By studying Product Design and Architecture you will bring together elements from Art, Business and Engineering. Developing new concepts, engineering solutions to problems, and coming up with ways to present and market your concepts within the world of design. You will combine together aesthetics, functionality and financial considerations in a way that will provide you with a skill set valued in many different job markets, all over the world.
WHAT DOES IT INVOLVE?
While studying this course you will develop your ability to communicate ideas in the form of drawing and presentation techniques, learning the importance of the use of ergonomics and anthropometrics in design. You will have the opportunity to develop skills in prototype and scale modelling, working with a wide variety of materials, Computer Aided Design (CAD), working with industry standard software including: Autodesk inventor, Fusion 360 and Revit.
HOW IS IT ASSESSED?
In the first year you will take Component 1, a portfolio of Product Design and Architecture projects, alongside Component 2, an externally set assignment taken under controlled conditions. In your U6th year you will complete Component 3, a personal Investigation which will be an in-depth study based on a theme informed by an aspect of Product design or Architecture. This will comprise of a portfolio of work supported by a written analysis of approximately 1500 words.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
We would expect students to have studied either Design and Technology or Art at GCSE level, attaining a grade C or above. The ability to draw, and communicate your ideas effectively are key aspects of this course.
WHY IS IT A USEFUL QUALIFICATION?
It teaches core skills, developing your ability to problem solve, as well as communicating your concepts and ideas through a wide range of media. You will develop understanding of clients, empathising with their needs and developing products that consider ergonomic requirements. As a course it can lead on to many university options and career paths including: product design, architecture, industrial design, automotive design, engineering, furniture design, ergonomic design and interior design.
IELTS
WHAT ARE THE AIMS OF THE COURSE?
WHAT DOES IT INVOLVE?
Most students requiring EAL will have 4 hours of tuition a week in Year 12, and 3 hours a week in Year 13. Teaching takes place in relatively small groups. The focus will be on developing the more formal, academic language required for study at this level. Students will cover a range of topics relevant to the IELTS examination and will be encouraged to participate actively in lessons. Clinics will be available for those requiring additional practice or support.
HOW IS IT ASSESSED?
The examination involves four separate components:
Reading
A 1 hour paper with 40 questions based on 3 reading passages.
Writing
A 1 hour paper with 2 tasks. Task 1 is based on a visual stimulus and Task 2 is a discussion essay.
Listening
Students will listen to four recorded texts, monologues and conversations by a range of native speakers, and answer a series of questions.
Speaking
The speaking component is conducted by an IELTS examiner and takes between 11 and 14 minutes to complete.
ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?
We strongly recommend that students aim to reach level B2 before starting an A Level course.
WHY IS IT A USEFUL QUALIFICATION?
IELTS is the most widely accepted English language qualification at universities in the UK and other countries.
