sixth form

Our students choose Rossall for the Sixth Form education because they want to have the best opportunity to secure their first choice destination, whether that is university in the UK or any number of other paths open to them.

It is no accident that the Rossall campus feels very much like an Oxford or Cambridge college. When the school was established over 170 years ago, the intention from the outset was to create an environment where pupils would embark on a seamless journey from school to the best universities in the country. 

That remains the ambition for many of our pupils and, though times may have changed, our pupils still proceed to some of the most sought-after colleges and universities around the world.

Prospectus

A university education is not the only path and whatever our students’ goals are, Rossall is the place where they can establish themselves and learn approaches that will enable them to thrive.

A Sixth Form education at Rossall is designed to stimulate and challenge in equal measure. We want our Sixth Formers to be intellectually curious, to articulate and defend their opinions, and to work both collaboratively and independently. 

We also want our sixth formers to establish great habits, which they will take forward for the rest of their lives:

  • Independent study skills

  • Engagement with healthy pursuits

  • Lifelong love of learning

  • Making social connections

Our Sixth Form pupils enjoy a wide array of extracurricular and extra-mural pursuits. The range is vast from wall-climbing and basketball, through to scuba diving and cookery skills, to the Bank of England Challenge and the Farrell Literary Society. 

In addition, invited guest lecturers provide diversity of opinion and provoke debate as part of our Speaker Series programme. Students are also encouraged to get out of their comfort zone to be bold and to try new things. 

This could be something as simple as starting a new sport or activity, or it could include spending 24 hours in the wild, participating in the Duke of Edinburgh’s Award, or signing up for the World Challenge expedition to Cambodia and Vietnam.

IB & A LEVEL

At Sixth Form level, Rossall offers the very best of two worlds – the traditional A Level route and the International Baccalaureate Diploma.

The A level route is most suited to students who wish to specialise in three or four subjects – students are given free choice across a wide range of subjects, so the subject combination can play perfectly to the strengths and passions of the individual. 

Many A level students will also wish to further enhance and strengthen their academic learning by following an examined course in Theory of Knowledge or the Extended Project Qualification (EPQ).

The International Baccalaureate Diploma Programme is ideal for students who wish to retain a broader subject range in the Sixth Form – and to show off that broad range of skills, knowledge and understanding to universities and future employers! 

As well as six subjects, with two or three at higher level and the remainder at standard level, students also pursue the Theory of Knowledge course, write an extended essay and build up a portfolio of service and community work. The IB is a challenging and stretching programme which is highly valued by universities.

A LEVELS

At Sixth Form, subjects are studied in much greater depth than they are at GCSE and they require considerable more private study time. If you are to be successful you must be committed and this is more likely to happen if you enjoy the subject. 

Choosing your combination of Sixth Form subjects is an important task and for many a difficult one. Rossall is committed to providing a unique educational experience for its students. 

Our provision is quite distinctive and enables students to pursue courses, which will prepare them well for entry into Higher Education – including those seeking Oxbridge entry. 

Our pursuit of excellence, through the solid academic A level course and the many course combinations will benefit students during their time at school and as they secure their futures.

INTERNATIONAL BACCALAUREATE PROGRAMME

The International Baccalaureate Diploma is an educational qualification offered by over 200 schools in the UK and recognised worldwide as the educational ‘gold standard’. 

The focus is on creating fully-rounded learners who are enquiring, open-minded and independent.

The IBO is a foundation that has developed and offers international education. Rossall is an authorised school to offer the IB Diploma to its students.

The IB has the potential to powerfully shape the lives of students who participate in its programmes’

The IB Diploma course has been established for over forty years. It is a comprehensive and rigorous two-year Sixth Form curriculum, leading to examinations which are recognised by universities throughout the world.

The International Baccalaureate Organisation (IBO) is based in Geneva, is independent of any interference from national governments and therefore the Diploma has not suffered from any grade inflation. This is one of the reasons why more and more schools opt for the IB Diploma which was recently rated “10 out of 10” by the Financial Times. With currently 4,998 participating schools, from 146 countries, the IB Diploma is truly a worldwide qualification. Rossall has been accredited as an IB World School since 1998 and has considerable experience in the delivery of the programme. The curriculum model bridges the gap between the specialisation required by some national systems and the breadth preferred in others.

The Diploma programme involves the study of six subjects. All students must study a subject from each of six subject areas:

  1. Literature in the student’s own language

  2. A Modern Foreign Language (French B, German B, Spanish ab initio & B, Mandarin B)

  3. A Humanities subject (Business Management, Economics, Geography, History, Philosophy, Psychology)

  4. An Experimental Science (Biology, Chemistry, DT, Physics)

  5. Mathematics

  6. Visual Arts, Music – or a second subject from one of the above groups.

IB Course Descriptions

Students normally study three of their subjects at Higher Level (HL) and three subjects at Standard Level (SL). HL subjects are taught for four hours per week; SL subjects are taught for a minimum of two and a half hours per week. There are internally assessed components in every subject and public IB examinations take place at the end of the Upper Sixth year. Thus, no valuable teaching time is lost to exams during the course.

The Theory of Knowledge (TOK)

The teaching of TOK is at the core of the Diploma. TOK explores the relationships between the various disciplines and it encourages critical thinking, reflection and analysis of knowledge and understanding in an international context.

The Extended Essay (EE)

Each Diploma student undertakes independent research, resulting in a 4,000-word essay in a subject of their own choice. The EE is highly valued by universities as it is proof of a student’s ability to work independently.

Creativity, Action and Service (CAS)

The CAS programme enables students to develop into rounded members of society. They initiate, lead and participate in projects which benefit their personal development as well as the wider community.

The IB Diploma is, therefore, a very comprehensive qualification, which is highly respected around the world. One former Rossall IB student called it an “Inspirational Beginning”.

Some prestigious UK universities (for example Kings’ College London) are now actively recruiting IB students as research, as well as experience, have shown that IB Diploma students are well prepared for success at university.

BTEC

BTEC stands for the Business and Technology Education Council. BTECs are specialist work-related qualifications. They combine practical learning with subject and theory content.

BTECs are designed for young people interested in a particular sector or industry but who are open to exploring many different careers in that sector.

You could study a BTEC at Level 2 or 3, either alongside academic qualifications. You can also study a BTEC as a standalone course.

For courses beginning September 2024

Course Information

  • 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:

    • Get involved if the opportunity arises, and if the opportunity is not available, then create it yourself.

    • Be ambitious for yourself and bring those around you up to your level.

    • Never be apathetic – apathy is the quickest way to waste your potential.

    • Be kind – to those around you, but also to yourself. It is ok not to be ok, and it is absolutely fine to make mistakes. Learning from them is all part of the journey.

    • Constantly ask yourself: what can I do to become a better human being.

    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 – AQA 

    WHAT ARE THE AIMS OF THE COURSE?

    Students will develop a practical and theoretical knowledge  and understanding of: 

    • Relevant materials, processes, technologies and resources

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

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

    • Continuity and change in different genres, styles and traditions 

    • A working vocabulary and specialist terminology. 

    WHAT DOES IT INVOLVE? 

    Students will be required to develop the skills to:

    • Record experiences and observations, undertake research and gather relevant information 

    • Explore relevant resources, analyse and evaluate images,  objects and artefacts 

    • Use knowledge and understanding of the work of others to develop their own work 

    • Explore potential lines of enquiry using appropriate media and techniques 

    • Apply knowledge and understanding in making images and artefacts, review and modify work and plan and develop ideas. 

    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: 

    • Imagination, creativity and resourcefulness

    • Critical awareness and the ability to be reflective

    • Creative problem-solving and decision making

    • Research with written communication 

    • Visual presentation 

    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?

    • To develop essential knowledge and understanding of different areas of Biology and how they relate to each other 

    • To develop and demonstrate a deeper appreciation of the skills, knowledge and understanding of how science works 

    • To develop interest in and enthusiasm for Biology,  including developing an interest in further study and careers in Biology 

    • To appreciate how society makes decisions about scientific issues and how the sciences contribute to the success of the economy and society. 

    WHAT DOES IT INVOLVE? 

    Year 12 

    • Biological molecules 

    • Cells 

    • Organisms exchange substances with their environment • Genetic information, variation and relationships between organisms. 

    Year 13 

    • Energy transfers in and between organisms 

    • Organisms respond to changes in their internal and external environments 

    • Genetics, populations, evolution and ecosystems • the control of gene expression. 

    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?

    • Develop an enthusiasm for studying business • Gain a holistic understanding of business in a range of contexts 

    • Develop a critical understanding of organisations and their ability to meet society’s needs and wants 

    • Understand that business behaviour can be studied from a range of perspectives 

    • Be aware of the ethical dilemmas and responsibilities faced by organisations and individuals 

    • Apply numerical skills in a range of business contexts. 

    WHAT DOES IT INVOLVE? 

    There are four themes involved in the course: 

    • Marketing and people 

    • Managing business activities 

    • Business decisions and strategy 

    • Global business 

    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: 

    • Data skills – students will be expected to manipulate data in a variety of forms and to interpret their results

    • Presenting arguments and making judgements and justified recommendations on the basis of the available evidence

    • Conducting research into a specific theme in preparation for one or more tasks 

    • Challenging their own assumptions using evidence that has become available.

  • 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:

    • Development of practical skills in chemistry 

    • Foundations in chemistry 

    • The Periodic Table and energy 

    • Core organic chemistry 

    • Physical chemistry and the transition elements

    • Organic chemistry and analysis. 

    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.

  • 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

    •     Practical Technique in Contemporary and Jazz Dance

    •     Performance Skills for the Dancer

    •     Choreography

    •     Dance History and its Context

    •     Safe Studio Practice, Alignment and a Healthy Approach to Training

    •     Critical Engagement with your own work

    •     Analysis of Dance as an Art Form

    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%)

    •     Section A: Solo performance linked to a specific practitioner of choice

    •     Section B: Performance in a Quartet

    •     Section C: Group choreography for 3-5 dancers

    Component 2 – Examination: Critical Engagement (2 hours, 30 minutes – 50%)

    •     Section A: Set work – Rooster (Bruce, 1991); Area of study – Rambert Dance Company 1966-2002

    •     Section B: Set work – Singin’ in the Rain (Donen & Kelly, 1952); Area of study – American Jazz Dance 1940-1975

    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 – 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: 

    • Read a wide range of literary texts across genres and eras 

    • Learn how to analyse and appreciate literary techniques • Develop a writing style which is appropriate for the study of literature 

    • Prepare for academic study at university 

    • Develop a love and enjoyment of literature. 

    WHAT DOES IT INVOLVE? 

    • An in-depth study of nine literary texts 

    • Wider reading in terms of the context of literary texts and the literary critics 

    • Essay writing 

    • Learning how to analyse the written word. 

    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?

    • Improves essay writing, and analytical and annotation skills 

    • A good grounding for university study in any subject

    • Considered to be a serious subject by universities when applying for higher education 

    • Excellent preparation for studying English Language/Literature at university.

  • 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: 

    • The Dissertation (a 5000-word essay similar to a university style dissertation) 

    • The Artefact (a practical project accompanied by a 1000-word report) 

    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?

    • An EPQ is worth valuable UCAS points: A top grade in an EPQ is worth the equivalent of half an A Level (28 UCAS points) which could be invaluable when applying to universities. 

    • It develops useful skills: Skills such as time management, research skills, presentation skills, and essay writing can all be developed during the course of the EPQ, and many of these skills are transferable to university and beyond. 

    • It allows freedom in subject selection: The EPQ lets students choose their own subject to explore.

  • 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: 

    • Understanding of meaning, function, style, scale, colour and content 

    • Awareness of their intended audience or purpose of their chosen area 

    • Ability to respond to an issue, concept or idea, working to a brief or answering a need 

    • Understanding of a variety of appropriate materials and genres. 

    WHAT DOES IT INVOLVE? 

    Students will be required to work in a range of areas  relevant to graphic communication such as: 

    • Advertising 

    • Packaging design 

    • Design for print 

    • Illustration 

    • Branding 

    • Multimedia 

    Students will gain a knowledge and understanding of:

    • Relevant materials, processes, technologies and resources

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

    • A working vocabulary and specialist terminology that is relevant using the work of others to inspire them 

    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: 

    • Imagination, creativity and resourcefulness 

    • Critical awareness and the ability to be reflective

    • Research with written communication 

    • Visual presentation 

    • IT, particularly using creative software 

    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 Courses

  • A LEVEL – EDEXCEL 

    WHAT ARE THE AIMS OF THE COURSE?

    • Develop an understanding of mathematics and mathematical processes in a way that promotes confidence and fosters enjoyment 

    • Develop the ability to reason logically and recognise incorrect reasoning, to generalise and to construct mathematical proofs 

    • Use mathematics as an effective means of communication 

    • Take increasing responsibility for learning and the evaluation of mathematical development 

    WHAT DOES IT INVOLVE? 

    Core Mathematics (approximately 67%) 

    • This extends GCSE work in algebra, coordinate geometry and trigonometry whilst introducing new ideas and techniques, in abstract mathematical theory.

    Mechanics (approximately 16%) 

    • Including mathematical modelling in which systems of forces are analysed and the motion of bodies is considered. 

    Statistics (approximately 17%) 

    • This develops the ideas of probability and statistics met in GCSE mathematics, progressing to the modelling of real life situations.

    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?

    • Develop an understanding of mathematics and mathematical processes in a way that promotes confidence and fosters enjoyment 

    • Develop the ability to reason logically and recognise incorrect reasoning, to generalise and to construct mathematical proofs 

    • Extend range of mathematical skills and techniques and use them in more difficult, unstructured problems

    • Use mathematics as an effective means of communication. 

    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: 

    • Develop performing skills 

    • Develop composing skills 

    • Develop and extend the knowledge, understanding and skills needed to communicate effectively as musicians 

    • Develop knowledge and understanding of a variety of instruments and styles 

    • Reflect critically and make personal judgements on their own and others’ music 

    • Engage with, and extend appreciation of, the diverse heritage of music in order to promote personal, social,  intellectual and cultural development. 

    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?

    • Be introduced to a variety of experiences that explore a range of photographic media, techniques and processes, both traditional and new

    • Explore relevant images, artefacts and resources relating to a range of art, craft and design, from the past and from recent times, which will be integral to the investigating and making processes

    • Create responses which will demonstrate the above, and an understanding of different styles, through practical and critical activities.

    WHAT DOES IT INVOLVE?

    Students will gain a knowledge of:

    • Relevant materials, processes, technologies and resources

    • How ideas, feelings and meanings can be conveyed and interpreted through images

    • Historical and contemporary developments and different styles and genres

    • How images and artefacts relate to social, environmental, cultural and/or ethical contexts

    • Continuity and change in different styles, genres and traditions

    • A working vocabulary and specialist terminology relevant to photography.

    HOW IS IT ASSESSED?

    The course has 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 Photography have already gained a GCSE or equivalent in Art and Design or similar subject.

    WHY IS IT A USEFUL QUALIFICATION?

    Studying Photography at this level improves skills in the following areas:

    • The ability to respond to an issue, theme, concept or idea, or work to a brief or answer a need in photography

    • Understanding of techniques related to the production of photographic images and, where appropriate, presentation and layout

    These skills might lead to careers in areas such as advertising, marketing, design, illustration, communication, branding and multimedia.

  • 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: 

    • Higher education degree courses 

    • The Police Force 

    • Armed Forces 

    • Leisure and recreation management 

    • Physiotherapy and nursing 

    • A sporting career

  • A LEVEL – AQA 

    WHAT ARE THE AIMS OF THE COURSE? 

    • To develop an interest in, and enthusiasm for, the subject 

    • To develop competence and confidence in practical, mathematical and problem solving skills 

    • To use theories, models and ideas to pose scientific questions, define scientific problems, present scientific  arguments and scientific ideas 

    • To understand how society makes decisions about scientific issues and how the sciences contribute to the  success of the economy and society. 

    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. 

    • Year 1 topics include: Measurements and their errors; particles and radiation; waves; mechanics and materials; electricity. 

    • Year 2 topics include: Further mechanics and thermal physics; fields and their consequences; nuclear physics; turning points in physics. 

    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:

    • A portfolio

    • A final outcome.

    Component Two – This is an externally set assignment. There are two parts to this component:

    • Supporting studies, created during the preparation period

    • A final outcome, produced during a supervised test of 15 hours’ total duration.

    Component Three – There are two parts to this component:

    • practical work

    • A written analysis of between 1000 and 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.

  • A LEVEL – AQA 

    WHAT ARE THE AIMS OF THE COURSE?

    Students should be able to: 

    • Demonstrate knowledge and understanding of  psychological concepts, theories, research studies,  research methods and ethical issues in relation to  psychology 

    • Analyse, interpret and evaluate psychological concepts,  theories, research studies and research methods 

    • Evaluate therapies and treatments; their appropriateness  and effectiveness 

    • Gain knowledge and understanding of research methods, practical research skills and mathematical skills 

    WHAT DOES IT INVOLVE? 

    Students will follow a series of compulsory and optional topics, including: 

    • Social Influence – obedience and compliance;

    • Psychopathology – mental illnesses (OCD, depression  and phobias);  

    • Biopsychology – how the brain and nervous system  work on a biological level 

    • Relationships – relationship models and explanations for  attraction, 

    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: 

    • develop their interest in a rigorous study of religion and belief and relate it to the wider world 

    • develop knowledge and understanding appropriate to a specialist study of religion 

    • develop an understanding and appreciation of religious thought and its contribution to individuals, communities and societies 

    • adopt an enquiring, critical and reflective approach to the study of religion 

    • reflect on and develop their own values, opinions and attitudes in the light of their study. 

    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.

  • 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.

  • 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?

    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?

    • Develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance

    • Enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes.

    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.

  • INTERNATIONAL BACCALAUREATE

    WHAT ARE THE AIMS OF THE COURSE?

    The aims of the Business Management course at Higher Level and Standard Level are to:

    • Encourage a holistic view of the world of business

    • Empower students to think critically and strategically about individual and organisational behaviour

    • Promote the importance of exploring business issues from different cultural perspectives, and from local, national and regional viewpoints

    • Promote awareness of the importance of environmental, social and ethical factors in the actions of individuals and organisations

    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.

  • INTERNATIONAL BACCALAUREATE

    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.

  • INTERNATIONAL BACCALAUREATE

    WHAT ARE THE AIMS OF THE COURSE?

    • To promote understanding of environmental processes from local to global

    • To provide a body of knowledge, methodologies and skills that can be used in the analysis of environmental issues at local and global levels

    • To recognise the extent to which technology plays a role in both causing and solving environmental problems

    • To appreciate the value of local and international collaboration in resolving environmental problems.

    • To appreciate that environmental issues may be controversial.

    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.

  • INTERNATIONAL BACCALAUREATE

    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:

    • Develop an understanding of the inter-relationships between people, places, spaces and the environment

    • Develop a concern for human welfare and the quality of the environment, and an understanding of the need for planning and sustainable management

    • Appreciate the relevance of Geography in analysing contemporary issues and challenges, and develop a global perspective of diversity and change.

    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.

  • INTERNATIONAL BACCALAUREATE

    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.

  • INTERNATIONAL BACCALAUREATE

    WHAT ARE THE AIMS OF THE COURSE?

    The aims of Psychology are to enable students to:

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

    • Ensure that ethical practices are upheld in psychological inquiry

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

    • Develop an understanding of alternative explanations of behaviour

    • Understand and use diverse methods of psychological inquiry

    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.

  • INTERNATIONAL BACCALAUREATE

    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:

    • explore philosophical concepts and issues in an inquiring and intellectually curious way

    • articulate their own views, ideas and arguments

    • reflect critically on their own experiences and perspectives

    • be open to and learn from the thinking of others

    • appreciate the diversity of perspectives, traditions and approaches within philosophical thinking

    • apply their philosophical knowledge and skills to the world around them.

    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.

  • INTERNATIONAL BACCALAUREATE

    WHAT ARE THE AIMS OF THE COURSE?

    • To develop essential knowledge and understanding of different areas of Biology and how they relate to each other

    • To develop and demonstrate a deeper appreciation of the skills, knowledge and understanding of how science works

    • To develop interest in and enthusiasm for Biology, including developing an interest in further study and careers in Biology

    • To appreciate how society makes decisions about scientific issues and how the sciences contribute to the success of the economy and society.

    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:

    • Models of the particulate nature of matter

    • Models of bonding and structure

    • Classification of matter

    • What drives chemical reactions?

    • How much, how fast and how far?

    • What are the mechanisms of chemical change?

    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.

  • INTERNATIONAL BACCALAUREATE

    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.

    • A. Space, time and motion

    • B. The particulate nature of matter

    • C. Wave behaviour

    • D. Fields

    • E. Nuclear and quantum physics

    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.

  • INTERNATIONAL BACCALAUREATE

    WHAT ARE THE AIMS OF THE COURSE?

    • To appreciate the international dimensions of Mathematics and the multiplicity of its cultural and historical perspectives

    • Foster enjoyment from engaging in mathematical pursuits, and develop an appreciation of the beauty, power and usefulness of Mathematics

    • Develop logical, critical and creative thinking in Mathematics

    • Develop patience and persistence in problem solving

    • Have an enhanced awareness of technological developments in a variety of mathematical contexts

    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.

  • INTERNATIONAL BACCALAUREATE

    WHAT ARE THE AIMS OF THE COURSE?

    This course aims to enable students to:

    • Enjoy lifelong engagement with the arts

    • Become informed, reflective and critical practitioners in the arts

    • Understand the dynamic and changing nature of the arts

    • Explore and value the diversity of the arts across time, place and cultures

    • Express ideas with confidence and competence

    • Develop perceptual and analytical skills

    WHAT DOES IT INVOLVE?

    • While undertaking this course students will:

    • Make artwork that is influenced by personal and cultural contexts

    • Become informed and critical observers and makers of visual culture and media

    • Develop skills, techniques and processes in order to communicate concepts and ideas

    HOW IS IT ASSESSED?

    At both Standard Level and Higher Level the course consists of three interrelated areas.

    • Theoretical practice results in a Comparative Study worth 20% of the final mark and is marked externally

    • Art-making practice results in a Process Portfolio worth 40% of the final mark and is marked externally

    • Curatorial practice results in an Exhibition worth 40%
      of the final mark and is marked internally

    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.

BTC

  • 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:

    • Singing

    • Dancing

    • Acting

    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.

  • BTEC – PEARSON

    WHAT ARE THE AIMS OF THE COURSE? 

    The BTEC Sports Diploma is the equivalent of two A Levels, and the BTEC Sports Extended Diploma is the equivalent of three A levels. It applies learning that brings together knowledge and understanding with practical and technical skills. This is achieved through learners performing vocational tasks that encourage the development of appropriate vocational behaviours and transferable skills. 

    WHAT DOES IT INVOLVE?

    The Diploma involves 9 units of work, and the Extended Diploma is 14 units of work. The mandatory units for the Diploma are: anatomy and physiology, fitness training and programming, professional development in the sports industry, sports leadership, practical sports performance, investigating business in sport and skill acquisition in sport. Extra mandatory units for the Extended Diploma are: practical sports performance, coaching for performance, research methods in sport and development and provision of sports and physical activity.

    HOW IS IT ASSESSED?

    Most units are assessed with coursework consisting of assignments, video evidence or presentations. One unit is assessed with an examination and another with a supervised written assessment.

    ARE THERE ANY SPECIFIC ENTRY REQUIREMENTS?

    There are no specific entry requirements for BTEC Sport.

    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?

    • To provide preparation and training for the IELTS  Academic Test 

    • To help you develop the language skills you need to  succeed in your other academic subjects and prepare for  university study. 

    • To develop general English skills to enable you to  participate fully in all areas of school life. 

    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.

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