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Academic Subject Information

Please find below a list of all the subjects that are available at Princethorpe College. Some are only available at GCSE level and Sixth Form and others are only available at Sixth Form. Click on the subject to open up the detailed curriculum and course information.

Art

There is a flourishing Art Department, and the outstanding collection of award-winning canvases on display around the school is testament to the creativity and talent of our pupils.  

The Art Department encourages experimentation in ideas and techniques, self-expression and hard work. As a result, our pupils have enjoyed considerable success in regional and national competitions. 

Key Stage 3 

The department’s aim is to encourage pupils to explore materials and techniques through challenging and enjoyable projects. Throughout KS3 the pupils build upon their artistic skills. These are: drawing, painting, mixed media, colour theory, ceramics, sculpture, modelling, printmaking, ICT and art appreciation. A wide variety of KS3 work is on display around the department. 

Key Stage 4/GCSE

Art is taken as an option at GCSE with usually two to three groups per year. Pupils follow the 9-1 OCR Fine Art Course. The Art and Design syllabus has less emphasis than previously on quantity and more on quality. Pupils are able to work in all, or a number of, the following media: drawing, painting, printmaking, modelling, ceramics, sculpture, lens-based and any other suitable form of two-dimensional imagery. The course is assessed by the work completed for an Art and Design Portfolio and also through an Externally Set Task, which culminates in a 10 hour period of sustained focus (timed examination) over two days. 

Art GCSE

GCSE pupils will be required to work in one or more area(s) of Fine Art, such as those listed below. Combination of these areas are also possible:

  • Drawing
  • Installation
  • Lens-/Light-based Media
  • Mixed-media
  • Land art
  • Printing
  • Painting
  • Sculpture

Techniques

Depending on the chosen area of study, pupils will be expected to demonstrate the ability to work creatively with processes and techniques appropriate to the chosen area(s) of study such as: painting (various media), drawing (various media), printing (e.g. screen printing, etching, aquatint, lithography, block printing), stencils, carving, modelling, constructing, mosaic, mobiles, environmental art, graffito, kinetic media, light based media, digital media and mixed-media.

Component 01: Portfolio

This is a portfolio of work produced to a centre- or learner-set starting point leading to final artefact(s)/product(s)/personal outcome(s).

There is no restriction on the scale of work produced or the timeframe for undertaking the work but learners should carefully select, organise and present work to ensure that they provide evidence of meeting all four assessment objectives.

Learners must show they have:

  • developed ideas through investigations and demonstrated critical understanding of sources from a given starting point
  • produced material informed by context that is relevant to the development of their ideas
  • refined work by exploring ideas, selecting and experimenting with media appropriate to their chosen specification title and area(s) of study
  • recorded ideas, observations and insights relevant to intentions as work progresses
  • presented a personal and meaningful response that realises intentions.

Component 02: Externally Set Task

This task was previously known as the externally set examination. The Set Task paper is given to pupils on (or as close to) 1 January and pupils have approximately eight weeks’ preparation time (this is determined by Easter).

The Art Department aims to give pupils as much time as possible to prepare. The paper has five starting points for the pupils to choose from. This allows pupils the freedom to work on an area they feel they would like to explore that perhaps was not covered in the Portfolio unit. The Set Task culminates in a ten-hour examination across two days. Both preparatory studies and the examination are worth 40% of the GCSE.

Both components are marked using the relevant marking criteria in Section 3f of the specification.

Co-curricular Activities

After school clubs are run on one evening and a lunchtime. However, additional times can be negotiated with the Art Department. The clubs are invaluable to pupils in examination groups by giving them crucial extra time in which to further develop their work.

The department regularly takes GCSE pupils on gallery visits to further develop their artistic awareness. Tate Britain is a regular favourite and in recent years trips have gone to the Tate Modern, National Portrait Gallery in London and The Ashmolean and Pitt Rivers in Oxford.

Examination Board and Specification:

Board:

OCR

Subject:

Art and Design GCSE (9-1): Fine Art

Code:

J171

Unit 1:

Portfolio (Code: J171-01)

Unit 2:

Set Task (Code: J171-02

For more information, visit www.ocr.org.uk
 
 
 
 
The Sixth Form 

Art students in the Sixth Form follow the OCR Fine Art syllabus (H603) and have their own studio space in one of the three lofty art studios. Groups are of a good size with students having a strong sense of camaraderie with one another.  

The A-level course consists of two components and is similar in structure to the GCSE. 

Component 1 Personal Investigation and Related Study (3,000 word illustrated essay) is worth 60% of the total qualification. This component allows students opportunities to generate and develop ideas, research primary and contextual sources, record practical and written observations, experiment with media and processes, and refine ideas towards personal resolve outcomes. 

Component 2 the Externally Set Assignment is worth 40% of the total qualification. This has a set preparation time and examination dates are determined by the position of Easter. This component allows the same opportunities as Component 1 in response to an externally set theme and culminates in a 15-hour period of sustained focus (timed examination) over three days. 

Art A-Level

What is Art?

The expression or application of human creative skill and imagination, typically in a visual form such as painting or sculpture.  
Works produced by such skill and imagination. 
Creativity is allowing yourself to make mistakes.  
Art is knowing which ones to keep. 
Art is something that makes us more thoughtful and well-rounded humans. 

At Princethorpe Art is a practical subject that has a strong skills base. It is a subject concerned with the development of self-awareness and the awakening of each individual’s potential. It helps nurture and promote our creativeness whilst exploring the contextual and historical aspects of Art. It is engaging and rewarding! 

 

Will I just be drawing and painting?

No! In fact, from the outset we encourage students to branch out and experiment with materials and use as wide a range of them as possible. Married with traditional drawing and painting materials and practices, A-level students may work with printmaking, photography, digital photography and 3D modelling (ceramic, plaster, Mod-Roc, latex or chicken wire etc). Some very successful A-level work has been produced by using little paint! 

 

What type of student chooses Art?

A-level artists generally fall into one of two categories: 

  • Those who wish to make their career in Art or an art-related area; 
  • Students who wish to obtain another A-level to broaden their experience and extend their creative abilities. 
 

It is advisable to have studied GCSE Art before taking A-level Art?

Yes we recommend that a student will have achieved a GCSE grade 6 in an Art endorsement, preferably Fine Art.  BTEC equivalents will also be considered. A consultation with Mr Hubball will be arranged to discuss previous artistic experience and a portfolio of your work will be needed for this. 

 

What are the career/higher education prospects? 

Popular career paths include: 

  • Artist 
  • Architect 
  • Graphic designer 
  • Fashion designer 

(Everything you see that is man-made has been designed by someone).  

Students wishing to study Art, Fashion or Design at a higher level are advised to undertake a foundation in Art and Design after A-levels and before university. This will then open up their opportunities at degree level. Competition is high at degree level and a good portfolio of work is essential.  Top Architecture courses do not require a foundation in Art and Design, but the most sought after courses do require a good A-level in Art (preferably Fine Art). 

 

What aspects of the subject will I be studying? 

1 - Personal Investigation (coursework) – 60% 

(including Related Study - 3,000 word illustrated essay) 


2 - Externally Set Task – 40% 


Students are given an outline to follow to progress their coursework. It is essential for them to tailor their work to their own interests in tandem with established artwork and to produce work that is individual and personal and which demonstrates a knowledge and understanding of the world of art.  

 

The Externally Set Taskexamination paper consists of one overall theme with suggested starting points. Again students are encouraged to produce work that is original and insightful, whilst using the work of artists for inspiration.  

 

Students are guided through all areas of their work with the assistance of Art Department staff. 

 

How will I be assessed throughout the course? 

Coursework is assessed at the end of the course with marks being sent to the examination board for 30 May.  

Coursework is mainly sketchbook based with some larger studies being required to help progress your work towards a final piece or pieces. 

Coursework is worth 60% of the A-level. 


Externally Set Task papers are given out on 1 February of the Upper Sixth year. The external exam is assessed at the end of the exam period (just after the Easter break). A time limit is placed on the preparation period for the examination; however, the Art Department schedules this to ensure that students get the maximum time available. 

The culmination of the Externally Set Task is a 15-hour examination during which candidates produce a final piece or series.  

The examination is worth 40% of the A-level. 

 

What co-curricular opportunities are there within this subject? 

There are three Sixth Form art studios with each student having their own dedicated space in which to work. They are encouraged to use this facility during their study periods. The studios are also open whilst art clubs are run; this is an ideal opportunity to get really ’stuck-in’ to your large paintings or sculptures! The Photo Suite is also a fantastic resource that A-level Art students use outside of their lessons. 


In the Lower Sixth students are taken to Compton Verney to undertake a one-day life drawing workshop and in the Upper Sixth students have the opportunity to go on a gallery visit. In recent years this has been to the Tate galleries in London.  

 
Board: OCR
Subject: Fine Art
Code: A-level H601
 

“If you enjoyed Art through GCSE, then there is no better subject for you. Art at A-level gives a whole new outlook on art, as you discover new media and are taught different techniques to use including contact printing in the dark room, life drawing classes and making sculptures. I can guarantee it would be a choice you wouldn’t regret - I know I definitely haven’t. In fact, due to my experience at A-level I have decided to continue the subject further into higher education. I find it’s the subject I look forward to most each day; it’s a great chance to express your creativity. There are constant opportunities in art such as field trips, your own working area and all the help you could need from encouraging teachers. The atmosphere in Art is like no other, it’s relaxed and friendly but all students are highly self-driven. I highly recommend this subject; I know I would do it again in a heartbeat.” 

 
 
 
 

Co-curricular Activities 

School clubs are run at lunchtime and on one evening during the week and cater for all age groups. These clubs aim to enrich the curriculum by enabling pupils to further explore the art practices that they have learnt in class and also try out new practices such as oil pastel drawing, painting outdoors, ceramics or Origami. The clubs have been invaluable to pupils in examination groups by giving them crucial extra time in which to develop their work. A specific club is run just for Year 11 when they are in their externally set task preparation period. 

The department regularly takes A-level and GCSE pupils on gallery visits to further develop their artistic awareness. Lower Sixth Form students take part in life drawing classes at Compton Verney and Upper Sixth Form students visit the Tate Galleries and National Galleries in London. Most years we take our Year 11 students to Oxford where they have a fabulous day drawing in and around the Ashmolean, Pitt Rivers and Christchurch Picture Galleries. Our most recent overseas trip was to Paris where we visited the Louvre, the Musee D’Orsay, the Pompidou Centre. and went up the Eiffel Tower. 

 
 
 

Classics

Pupils at Princethorpe are given the option to study the language, literature and culture of the Roman people who have played such a vital part in the development of our own language and culture. Studying Latin gives pupils an insight into the structure of modern languages and also enables them to develop analytical skills which will prove to be of lifelong benefit.

Key Stage 3/Level 1 

Most pupils in Year 7 take an introductory course in Latin which may lead to further development of the course in Year 8. In Year 9 Latin may be studied either as an option on the timetable or as an additional subject taught in a twilight session after school. Pupils are taught using the Cambridge Latin Course, our “in-house” Learning Manuals and practice papers. This material introduces the basic Latin grammar which forms the foundation to the study of more complex grammar and syntax in later stages of the course. At the end of Year 9 they are entered for the Eduqas Level 1 examination in Roman language and civilization.  

Key Stage 4/GCSE 

Latin is  offered as part of the curriculum for Key Stage 4 for those pupils who wish to further their studies in Latin. It is offered to pupils who have proved themselves competent in the subject in Years 8 and 9. Pupils who choose Latin in Year 10 begin preparation for the GCSE qualification which embraces Latin language, literature and Roman civilization in Year 11.  

Latin GCSE

Why study Latin at GCSE?

The purpose of a GCSE course in Latin is to acquire an understanding of some of the elements of classical civilisation, literature and language which have had a profound influence on modern societies; to fire imagination; and to deepen and develop experience by considering a wide range of issues, such as aesthetic, ethical, linguistic, political, religious and social questions.

 

What will the study of Latin offer me?

GCSE Latin aims to provide:

  • a satisfying experience and a basis for possible further study which gives pupils the opportunity to develop an appropriate level of competence in Latin, a sensitive analytical approach to language generally, and an awareness of the influence of Latin on the languages of today.
  • an opportunity to read, understand, appreciate and make a personal response to Latin literature in the original language and in the context of the Roman civilisation.
  • an opportunity for pupils to acquire an understanding of the Roman civilisation and to consider the effect of its culture on our own society.
  • The main emphasis in Year 10 will be on Latin language and Roman civilisation; Latin literature will be introduced at the beginning of the Michaelmas Term of Year 11. All three areas will be continued into Year 11 in preparation for the examinations at the end of the academic year.
 
 

Summary of Assessment

Component 1: Latin Language.

Written examination (1h 30m) 50% of Qualification

This paper will be in two sections:

  • Section A
    A range of short comprehension questions testing understanding of the storyline (55% of the marks for this component)
    Translation of a passage from Latin into English, with a gradation of difficulty (35% of the marks for this component)
  • Section B
    Either translation from English into Latin
    or the permitted alternative, i.e. recognise, analyse and explain items of syntax and accidence (10% of the marks for this component)

Component 2: Latin Literature and Sources (Themes).

Written examination (1h 15m) 30% of Qualification

A prescription of Latin literature, both prose and verse, on a theme together with prescribed ancient source materials on the same theme.

Each theme is accompanied by a selection of prescribed ancient source materials (e.g. paintings, sculptures, buildings, graffiti) on which one or more questions will be asked.

The Theme to be examined in 2024, 2025 and 2026 is Love and Marriage.

This is an open-book assessment

Component 3: A prescribed topic of Roman civilisation.

Written examination (1h) 20% of Qualification

A prescribed topic of Roman Civilisation.

Exam Board and Specifications:

Board: WJEC Edugas
Subject: GCSE Latin
Code: C990PB
 
 
 
Public Examinations 

Pupils in Year 9 may be entered for the Latin examination offered by the WJEC Board. Known as ‘Certificates in Latin’, this qualification is well regarded by universities. Any pupils who so wish may continue their studies into Years 10 and 11 in order to gain a GCSE qualification (Eduqas). 

The Sixth Form 

A-level Latin is available in the Sixth Form, subject to demand. Pupils are prepared for the OCR examinations; studies involve a combination of language, background and literature.  

Latin A-Level

Latin will be offered if there is a sufficient demand. If the demand is not there we may be able to facilitate an individual student to study Latin via private tuition. 

What is Latin? 

Latin forms the infrastructure of English and many other European languages and as such is intrinsically valuable. Analysis of language and literature trains the mind to be precise and to focus on the most important details. Studying Latin may at times be challenging, but it is always rewarding. 

 

Latin combines well with many other A-levels such as History, Modern Languages and English.  

 

What type of student chooses Latin? 

You will need at least a grade 7 at GCSE. You enjoy tackling translations and are looking forward to reading more literature in the original language. 

 

What are the career/higher education prospects? 

Classics graduates find employment in a wide variety of jobs, such as the civil service and law, management and administration. The analytical skills developed by Classicists are particularly prized by employers. Latin is highly regarded by university admissions tutors in all disciplines and can lead to almost anything at university. It may well be especially helpful to students of Classics, History, English, Law, Philosophy, Theology and Medicine. 

 

What aspects of the subject will I be studying? 

Lower Sixth Candidates are expected to translate from Latin into English (with the option of translating from English to Latin) and to study both verse and prose set texts. Common authors are Cicero and Ovid. 

 

Upper Sixth Translation from Latin is a regular exercise; occasional translation into Latin directly consolidates language structures and vocabulary. There is also a close study of texts by verse and prose authors in preparation for the literature examinations and to contribute to linguistic skills. Common authors are Tacitus, Ovid and Vergil. 

 

How will I be assessed throughout the course? 

Latin is assessed by written examination papers at the end of the course. 

 

Unseen translation (H443/01) 33% 

1 hour 45 minutes written examination 

A Unseen translation of prose passage 

B Unseen translation of verse passage 
Prose Composition or Comprehension (H443/02) 17% 

1 hour 15 minutes written examination 

A Comprehension on an unseen passage or 

B Prose composition (English to Latin translation) 
Prose Literature (H443/03) 25% 

2 hour written examination 

A Commentary questions on a passage from chosen author 

B Essay on a passage from chosen author 
Verse Literature (H443/04) 25% 

2 hour written examination 

A Commentary questions on a passage from chosen author 

B Essay on a passage from chosen author  
 
 
 

What co-curricular opportunities are there within this subject? 

There are occasional trips to Warwick University (such as A.G. Leventis Ancient Worlds Study Day and Warwick Ancient Drama Festival) and to relevant Classical sites and the Department will support students’ applications to the annual JACT Latin Summer School. Additional support and materials are always available for students in order to enhance their learning. 

 
Board: OCR
Subject: Latin
Code A-level H443
 

“I enjoy the language, but I especially love the literature side of A-level Latin. Studying Latin at A-level will I am sure be a real asset in my future studies. I am going on to do a degree in Law at university and Latin has really helped my applications as it’s just a bit different and has set me apart from other candidates.” 

 
 
 
 

Co-curricular Activities 

Some pupils do not wish to choose Latin as one of their timetabled subjects at Key Stages 3 in Year 9, but still retain an interest in further studies in Latin. 

Such pupils are given the opportunity to study Latin in their own time. After-school lessons are available for those Year 9 pupils who opt to study Latin on a Twilight basis.  

Pupils who attend these twilight sessions are prepared for the same WJEC Level 1 examination as mentioned above. They may also use their co-curricular studies for the Skills section of the Duke of Edinburgh award.  

Classical Greek is also offered as a co-curricular club at a Beginner and Post-Beginner level. This club is aimed at pupils in Y8 -10 and Post-Beginners work towards achieving the Intermediate Certificate in Classical Greek (which is a recognised QIP with UCAS).  

 
 
 

Computer Science

Computer Science is at the heart of modern life and is constantly evolving and expanding its role in society. The Computer Science Department seeks to give pupils a deep understanding of the principles underpinning the technology we all use every day, as well as strengthening their ability to use those tools effectively. 

Key Stage 3  

In Year 7 pupils study four units:  

  • Creating a game – pupils will learn the basics of how code is behind all computer programs and use specialist software to create a basic computer game  
  • Computer Systems – pupils will gain an understanding of the components that make up a computer, the software that runs on it and how these things have developed over time 
  • Coding a Virtual Pet – pupils build on their understanding of how to code a game by introducing sub programs.  
  • Edublocks – pupils bridge their knowledge of block-based coding with an introduction to Python programming.  
  • Python Olympics – pupils are given an introduction to basic programming constructs and to the Python programming language 

In Year 8 there are a further five units consisting of: 

  • Data Representation – pupils learn how computers turn numbers, text and images into computer code and back again. 
  • Python - pupils build on their learnt understanding of the programming language. 
  • Computer Networks – pupils will learn the dangers posed by computer hackers, viruses and other kinds of computer crime. They will also learn about counter-measures that can be put in place against these threats. 
  • HTML & JavaScript – pupils build a website and utilise learnt skills of HTML & JavaScript 
  • Micro:bit programming – pupils learn to control a micro:bit computer using a simple programming language 

If pupils choose to continue their study of Computer Science in Year 9, there are nine further units: 

  • Algorithms, Advanced Python and Sub Programs – where pupils develop the coding skills necessary to succeed in GCSE Computer Science 
  • Logic, Computer Hardware, Networks and Artificial Intelligence – where pupils explore other facets of Computer Science and the impact it’s had on modern life 

Key Stage 4/GCSE 

In Year 10 pupils can opt to study OCR GCSE Computer Science. This is a very modern qualification, which gives students a real understanding of how computers work and how to create software as well as being a great platform for further study in Computer Science. 

Pupils will study for two exams at the end of Year 11. In addition to this, pupils will undertake a non- examined assessment which will test their practical programming skills. This will take place in Year 11, once they have a firm underpinning in the theory of programming. 

Computer Science GCSE

“Computer Science is not about computers any more. It is about living.”

Nicholas Negroponte

“There are 10 kinds of people in the world: those who understand binary numerals, and those who don’t.”

Ian Stewart

What is Computer Science?

Computer science is the study of how computers work. Whereas ICT typically looks at how people use computers, computer science seeks to understand the principles that make a computer work - how the hardware is built, the programs that control the Internet, our home computers, our phones and even our microwaves.

 

Why study Computer Science?

How does Google know where I am when I search? How does Siri understand what I’m saying? How can BBC iPlayer tell which programs I like?

 

If you’ve asked any of these questions before, then computer science might be for you. The GCSE teaches you to look below the surface and consider how things really work.

 

The course is engaging and practical, encouraging creativity and problem solving. It encourages pupils to develop their understanding and application of the core concepts in computer science. Students also analyse problems in computational terms and devise creative solutions by designing, writing, testing and evaluating programs.

 

This course will provide an excellent foundation for further study (and then lucrative careers) in ICT, computer science, software engineering and computer game design. It will also be of great benefit for those aspiring to work in many other vocations, in sectors including mathematics, physics and engineering.

 

What will I study?

The course is taught in 11 topics:

  1. Systems architecture
  2.  Memory and storage
  3. Computer networks, connections and protocols
  4. Network security
  5. System software
  6. Ethical, legal, cultural and environmental issues
  7. Algorithms
  8. Programming techniques
  9. Producing robust programs
  10. Computational logic
  11. Translators and facilities
 

How will I be assessed?

Paper 1 is a written exam based on computer systems. It is worth 50% of the marks and covers topics 1-6.

Paper 2 is also worth 50% of the marks and is again assessed by an exam paper - looking at computational thinking, algorithms and programming (covering topics 7-11).

 

All students are given the opportunity to undertake programming tasks during their course of study. The programming tasks help pupils prepare for their Paper 1 examination.

 

What transferable skills will I gain?

Computer Science is highly regarded by universities and employers because it teaches pupils to think logically and to analysis complex concepts and ideas. Pupils will study technology that they may have previously taken for granted and seek to understand it on a deeper level. Pupils will also study how computers have affected wider society and how they might continue to expand their importance in the future.

 
 

Co-curricular Activities

The Department offers regular lunchtime sessions for pupils to enable course or interest-based activity, as well as a weekly after-school clinic.

Exam Board and Specification:

Board: OCR
Subject: Computer Science (GCSE)
Code: J277
 
 

For more information visit: www.ocr.org.uk

 
 

The Sixth Form 

The Computer Science department offers an A-level in Computer Science (OCR). 

A-level Computer Science includes units on programming, data structures, problem solving, computation, data representation, computer systems, computer organisation and architecture, the consequences of computing and communication and networking. 

A-level Computer Science also includes a non-examined assessment. Students will learn the practical programming skills required for this in the first year and will complete it in the second year of the course. 

Computer Science A-Level

What is Computer Science?

Computer Science is the study of the underlying science behind the computer systems that make our modern world possible. Students will learn how to take an idea from a vague description to a rigorously and logically programmed solution. Computer Science includes algorithm design, programming, networking, computer architecture, data representation and how computing technology has revolutionised the world around us.  

 

Why study Computer Science?  

The A Level Computer Science qualification helps students to understand the core academic principles of computer science. Classroom learning is transferred into creating real-world systems through the creation of an independent programming project. Students will develop their technical understanding and their ability to analyse and solve problems using computational thinking. 

 

What type of student chooses Computer Science?

To access the content in A-level Computer Science students must have previous experience of Computer Science or be able to show considerable experience of computer programming. The A-level contains advanced mathematical content; students should therefore have achieved a grade 6 or above for GCSE Mathematics. Regardless of the nature of previous experience, the willingness to learn new skills is necessary, as well as an ability to work independently.  

 

What are the career/higher education prospects?

There are a huge array of university courses leading on from A-level Computer Science including (but not limited to) Computer Science itself, Network Engineering, Games Design, Computer Security and Software Engineering. Due to its emphasis on logical thinking, Computer Science is highly respected and valued by universities, trainers and employers, regardless of their field.  

 

What aspects of the subject will I be studying?

The units studied in Lower Sixth are: components of a computer, systems software, software development, exchanging data, networks, computational thinking, programming techniques, algorithms, data structures.  

 

The units studied in Upper Sixth: data types, boolean algebra, legal, moral, ethical and cultural issues. Students will also undertake a non-examined programming assessment for 20% of their grade, testing their practical software design and programming skills. 

 

How will I be assessed throughout the course?

Students will complete three assessments, all completed in the Upper Sixth. During the year students will complete a non-exam assessment for 20% of their marks, tackling a practical program. At the end of the year students will sit two exams, each worth 40% of their grade. Progress will be assessed internally throughout the two years via end of unit tests and coding assignments.  

 

What co-curricular opportunities are there within this subject?  

The Department offers regular lunchtime sessions for students to enable course or interest-based activity, as well as a weekly after-school clinic. 

 
TBoard: OCR
Subject: Computer Science
Code: A-level H446
 
 
 
 

Co-curricular Activities 

Computer Science offers sessions at lunchtimes and after school, allowing pupils to develop their interests in programming, making websites and apps as well as offering support for coursework and controlled assessment. 

 
 
 

Dance (BTEC)

What is the BTEC Level 2 Tech Award in Performing Arts (Dance)?

The BTEC Dance Tech Award is a two-year course which can result in a Level 2 Pass, Merit, Distinction or Distinction*.


The Tech Award is a highly creative course and provides learners with the opportunity to gain sector-specific knowledge and skills in a vocational context, enabling students to; refine their performance skills, explore diverse styles and choreograph their own work.

 

How will I be assessed?

Internally Assessed Components (Externally Moderated):

Component 1: Exploring the Performing Arts

[Mandatory 30% of BTEC Tech award Qualification]

Learners will develop their understanding of Dance by examining the work of three performing arts professionals in different styles. They will practically explore the repertoire and discover how professionals communicate a theme through stylistic qualities. Learners will investigate the various roles, responsibilities, skills and techniques required to create a successful performance. 

 

Component 2: Developing Skills and Techniques in the Performing Arts

[Mandatory 30% of BTEC Tech award Qualification]

Learners will develop technical and interpretative dance skills, then apply these to a performance of repertoire in a chosen style. They will reflect on their development throughout the rehearsal process by responding to feedback and identifying targets for improvement, thus enabling them to demonstrate an effective performance with relevant stylistic qualities.

Components 1 and 2 are assessed through non-exam internal assessment; a combination of performance and written work. These assessments have been designed for learners to demonstrate application of the conceptual knowledge underpinning the sector through realistic tasks and activities. These assignments are set by Pearson (an exam board), marked by the teacher and moderated by the exam board.

 

Externally Assessed Component:

Component 3: Responding to a Brief

[Mandatory 40% of BTEC Tech award Qualification]

Learners will respond to a given brief and stimulus to choreograph a performance. Working as part of a group, learners will embark upon a creative process, making decisions about the content and delivery of performance material suitable for a specific target audience. They will select and apply relevant techniques to realise their creative ideas. Learners will document their creative intentions, planning and development, and also reflect on the effectiveness of their performance by producing a written report.

 

Component 3 is synoptic and builds on the learning from Components 1 and 2, requiring learners to respond to a ‘real-life scenario’. This external assessment is taken under supervised conditions, which is then marked and a grade awarded by Pearson.

 

What dance skills will I develop?

Technical Skills:

  • Alignment
  • Accuracy
  • Balance
  • Coordination
  • Contraction
  • Extension
  • Flexibility
  • Movement memory
  • Posture
  • Stamina
  • Spatial Awareness
  • Strength
  • Suspension
  • Trust
  • Use of breath
  • Use of weight
  • Interpretative Skills:
  • Awareness of the audience
  • Commitment
  • Dynamic range
  • Facial expression
  • Focus
  • Emphasis
  • Energy
  • Projection
  • Handling of props
  • Interaction with other performers
  • Musicality
  • Stage presence
  • Timing
  • Use of space 
 

Is this course right for me?

  • There are no specific prior requirements. The primary requirements are enthusiasm along with a willingness to learn and respond to feedback.
  • It is beneficial if you have an excitement to watch, recreate and choreograph dance performances.
  • You will require a hard-working, determined attitude to develop your physical skills and understanding of the subject.
  • You will have three lessons a week, two will be practical and one will be theory (this may vary slightly throughout the course).
  • You are assessed on your approach and processes as well as the end outcomes so it is important you are organised and pro-active throughout the course.
  • It is key that you are motivated to work individually and co-operatively with peers.
  • This course would prepare you for further studies in performing arts.
 

What transferable skills will I learn?

  • You will develop your research skills to investigate the performing arts.
  • You will improve your communication skills by listening, sharing knowledge and pitching creative ideas.
  • You will increase your understanding of anatomy to inform your reflective practice.
  • You will broaden your use of terminology and writing skills.
  • You will develop your confidence, self-esteem and social skills in the process of devising performances. 
 
 

Co-curricular Activities 

There will be opportunities to partake in optional dance clubs to further develop skills and undertake additional rehearsals linked to the course.

There will be opportunity to perform and assist with choreography for performances at the college.

Students will be invited to watch professional performance work to support their studies.

 
Board: Pearson Edexcel
Subject: Dance (BTEC Tech Award Level 1/2 Performing Arts - Issue 4 2022)
Code: 603/7054/3
 
 
 

Design and Technology
(inc Food Technology, Textiles, Resistant Materials & Electronics)

The Design and Technology Department enjoys comprehensive facilities for Food Technology, Textiles, an Electronics room/Design Studio and Resistant Materials workshops. All rooms are equipped with PCs and the workshop and Design Studio house a range of CAD/CAM equipment including three Markerbot 3D Printers, three laser cutters, milling machine and vinyl cutters.  The Textile and Fashion rooms are fully resourced with sewing machines, overlockers, mannequins and sublimation printers.  

Key Stage 3 

At Key Stage 3, pupils experience modules in the different areas of Technology; this allows pupils to experience a broad and balanced curriculum that is exciting, practical and is delivered by teachers with particular subject specialisms.  

In Years 7, 8 and 9 pupils rotate around the subject areas of Food, Textiles, Resistant Materials and Electronic Products. Within these subject areas students are taught to follow a design process and will use ICT, CAD and CAM where appropriate. Pupils are encouraged to be creative, to develop and use skills in a wide range of material areas and to produce practical outcomes of the highest quality possible. Pupils are continually monitored as they complete homework and class-based tasks, and they are assessed at the end of the module when the pupils evaluate their progress and set new targets in conjunction with the teacher. The interim rewards are in the form of school merits in addition to any departmental certificates or awards. All modules include opportunities for da Vinci Awards. The Technology curriculum offers a ‘product design philosophy’ at all levels where projects of true purpose are designed and made to solve real problems by means of design and production of three-dimensional objects. 

Key Stage 4/GCSE 

The GCSE courses offered are Eduqas Design and Technology, Eduqas Art Textiles and AQA Food Preparation & Nutrition. Within Design and Technology pupils can opt to specialise in either Resistant Materials or Electronics. Each course is based on controlled assessment and a final written examination. Pupils are continually monitored or assessed at three or four weekly intervals in a similar manner to Key Stage 3. Pupil reports are based on ‘criteria’ reference where descriptors are used to match the different abilities and skills of a pupil. Pupils and staff evaluate work and interim rewards are in the form of senior school merits and departmental certificates. The controlled assessment tasks are in the form of project based practical activities within the particular material specialism. Projects have the opportunity to be entered into national competitions such as the Big Bang competition, Young Engineers for Britain and Young Fashion Designer UK awards. Practical outcomes are displayed at the College’s annual Summer Art, Photography and Design Show. 

Design & Technology GCSE

Design and Technology consists of a written examination and a Design and Manufacturing project.

Pupils can opt to specialise in either the area of:

  • Design and Technology: Electronic Systems, Programmable Components and Mechanical Devices or
  • Design and Technology: Resistant Materials

You may only choose one of these two Design and Technology subjects in your group of Option Subjects.

Design and Technology:

Electronic Systems, Programmable Components and Mechanical Devices

Why choose Electronic Systems, Programmable Components and Mechanical Devices?

We live in a world surrounded by electronic products and gadgets. Wouldn’t it be great to find out how they work, understand how they were designed and then build on this experience to develop your own electronic systems and products?

 

You will build on your experience of electronics in Year 9 to learn about components, circuits, systems and electronic product design.

Ask yourself...

  • Am I interested in how electronic items work?
  • Do I like a challenge?
  • Do I enjoy solving problems in practical ways?
  • Do I want to design and manufacture my own working circuit board (PCB)?
  • Do I like working practically with electronics, PCBs and materials (woods, metals and plastics)?
  • Do I enjoy using a range of media, including ICT to communicate and express my design thoughts?
  • Do I like to solve problems independently?
  • Do I enjoy the satisfaction of meeting a REAL challenge?

If so, then GCSE DT: Electronic Systems, Programmable Components and Mechanical Devices is for you

 

What will I study?

You will learn about a wide range of electronic components including digital electronics, Peripheral Interface Controllers (PICs) and Integrated Circuits (ICs).

 

This will be done through mainly practical tasks including the use of CAD circuit simulation software. You will also learn about how electronics systems are cased, what materials are used and what impact the decisions made by designers of electronic products have on our society.

 

How would I be assessed?

You will be assessed in two ways:

2 hour written examination  
Questions are based on the common core knowledge (see page 16 for reference) and the use of electronic systems, programmable components and mechanical devices.		 [50% of GCSE] 100 marks
Design and Make task project      
The Design and Make task requires the pupil to design and manufacture an electronic product. This includes the PCB and casing. The design has to based on a theme which is set by the examination board and released on 1 June each year.

 

 

[50% of GCSE] 100 marks
 
 

 

 

What about you?

Are you ready to:

  • use your design skills to communicate with others?
  • use ICT including CAD (casing and PCB design), and CAM (use of laser cutter)?
  • use the support available to solve problems?
  • work independently?
  • work with others?
  • purchase the materials that you use in your projects?
 

Where can this course lead?

Further and Higher Education such as...

  • A-level Product Design at Princethorpe College, then onto courses in circuit or systems design at degree level
  • apprenticeships

...or Careers in:

  • manufacturing and engineering
  • electrical engineering
  • electronic systems design
  • electronic systems maintenance
  • product design
  • circuit design
 
Board: EQUQAS
Subject: Design and Technology GCSE
Code: 603/1121/6
 

For more information visit www.eduqas.co.uk
 
 

Design and Technology - Resistant Materials GCSE

Why choose Resistant Materials?

The specification has been designed to encourage pupils to be able to design and make products with creativity and originality using a range of materials and techniques. In this challenging and exciting GCSE course pupils will work with a range of materials using a range of production processes.

Ask yourself...                                              

  • Do I enjoy making things?
  • Do I like a challenge?
  • Do I enjoy solving problems in practical ways?
  • Do I want to produce products that not only work well but also look fantastic?
  • Have I enjoyed Design and Technology workshop projects?
  • Do I enjoy using a range of media, including ICT to communicate and express my design thoughts?
  • Do I like to solve practical problems independently?

If so, then GCSE DT: Resistant Materials is the course for you!

 

What will I study?

Through practical tasks and project work you will investigate a range of materials and associated production processes.

 

You will carry out a major project of your choice. You will construct a design folio that clearly communicates your design thoughts and ideas.

 

How would I be assessed?

You will be assessed in two ways:

2-hour written examination
Questions are based on the common core knowledge (referenced above) and the use of resistant materials.		 [50% of GCSE] 100 marks
Design and Make task project   [50% of GCSE] 100 marks
 
 

The Design and Make task requires the pupil to design and manufacture a resistant material product (wood, metal or plastics). The design has to be based on a theme which is set by the examination board and released on 1 June each year.

 

What about you?

Are you ready to:         

  • use your design skills to communicate with others?
  • use ICT - including the use of CAD/CAM? 
  • work independently? 
  • work with others? 
  • pay for the materials you use in your project?
 

Where might this lead?

For starters…                                                

  • A-level Design and Technology: Product Design at Princethorpe College
  • vocational courses
  • apprenticeships

...and then you could move on to:

  • advertising
  • printing
  • technical illustration
  • graphics
  • general illustration
  • television
  • video editing work
  • computer graphics
  • computer-aided design
  • manufacturing and engineering
 
Board: EDUQAS
Subject: Design and Technology GCSE
Code: 603/1121/6
 

For more information visit www.eduqas.co.uk
 
 
 
 

Food Preparation And Nutrition GCSE

Why choose Food Preparation and Nutrition?

The specification has been designed to give pupils the opportunity to extend and apply their skills, knowledge and understanding of food and nutrition within a variety of contexts. In this challenging and exciting GCSE course, pupils will develop their critical thinking and manage a range of resources in order to develop food items which are suited to the needs of individuals or families. They will also explore the influences of current trends and the cultural and technological changes which influence the health of our nation.

Please note that if there is sufficient demand to put on two groups of Food and Nutrition, one of those groups would have a twilight lesson for one period per week to enable them to access the double-period length of time necessary. If that is the case, we will contact families to notify them and confirm that they would still like to continue with that choice.

Ask yourself...

  • Do I enjoy working with food?
  • Do I enjoy solving problems in practical ways?
  • Have I enjoyed working on the “Design Brief” assignments?
  • Do I enjoy researching, experimenting with, and evaluating foods?
  • Do I enjoy the theoretical side of Food and Nutrition as well as the practical aspects?

If so, then you might want to consider the Food Preparation and Nutrition course at GCSE.

You investigate nutrition and dietary needs of individuals. You investigate the functions of food and the effects of heat and cooking. You develop new recipes and improve the “old” ones! Your two controlled assessment projects will be completed with practical work, relevant written work and ICT.

 

How would I be assessed?

This is 50% exam and 50% non exam assessment. You will be assessed in three ways:

Task 1: Written Food Investigation [15% of GCSE]
Task 2: Food Preparation Assessment [35% of GCSE]
Written Examination [50% of GCSE]
 
 
 

What about you?

Are you ready to:

  • experiment and learn about the science of Food Preparation and Nutrition?
  • use ICT to communicate your evidence?
  • work independently?
  • work with others?
  • create a body of theory work to support your GCSE?
  • provide ingredients each week?
 

Where might this lead?

  • Employment in the catering industry
  • Employment as a Food Scientist
  • Employment as a Home Economist for food companies, supermarkets or magazines
  • Employment in the health industry as a Dietician or Nutritionist, not to mention knowing how to feed others and yourself healthily, creatively and economically.
 
Board: AQA
Subject: Food Preparation and Nutrition
Code: 8585
 

For more information visit www.aqa.org.uk
 
 
 

Textiles GCSE

GCSE Art and Design (Textile Design) is a highly creative course that will expose you to the multiple facets of Textiles and Fashion Design. This course can be taken alongside GCSE Art and also GCSE DT, so if you are particularly creative and design minded, then we can offer the breadth of subjects.

You will be introduced to a range of techniques from September to December of Year 10. This will enable you to fully develop your skills and technique preferences and demonstrate your progress through your portfolio work.

The areas of study/techniques are:

  • art textiles
  • fashion design and illustration
  • costume design
  • constructed textiles
  • printed and dyed textiles
  • surface pattern
  • stitched and/or embellished textiles
  • soft furnishings and/or textiles for interiors
  • digital textiles
  • installed textiles

If so, then GCSE Textile Design could be the course for you.

What would I study?

You will investigate and experiment with various textile components, and experiment with multiple textile techniques. Past and present artists, designers, and creative inspiration will be an integral part of your work too. Through project work, you will learn different textiles techniques such as printing, batik, tie dye, appliqué, construction and weaving.

 

Component 1:

Component 1 is worth 60% of the course and is portfolio-based assessment work. You will select a theme of your choice that will be explored using the different areas of study. You will also create a final outcome for component 1, the result of your exploration; this could be a garment, a theatre costume, a wall hanging, canvas, interior design product, or textiles sculpture or really any piece that is creative, and textiles based. The choice is yours.

 

Component 2:

Component 2 is worth 40% of the GCSE course and you will choose a theme from a list set by the exam board. This component is based on preparatory study that leads to a ten hour period of sustained focus/ practical exam in which you will produce a response to your chosen theme, visual stimuli or written brief.

 

Is this the right course for me?

Yes, if you are creative, hardworking, organised, and proactive and of course, you need to have an interest in Textiles and Fashion. This is a challenging course in terms of the volume/quality of work that needs to be produced by the end of Year 11. Do not worry if your drawing skills are limited, as this will not determine your success at GCSE. Your desire to succeed and love of fashion and textiles are the most important requirements for this course.

 

Both Component 1 and Component 2 are marked internally and then externally moderated by the exam board at the end of Year 11. Co-curricular opportunities are an important part of this subject.

 
Board: EDUQAS
Subject: GCSE Art and Design (Textile Design)
Code: C653QS Textile Design
 

For more information visit www.eduqas.co.uk
 
 
 
 

The Sixth Form 

Design and Technology offer the Eduqas Design and Technology specification at A-level and Eduqas Textiles and Fashion. 

Projects have the opportunity to be entered into national competitions such as the National Science and Engineering Awards and the Young Engineer of Britain Competition. 

To embark on the A-level course in Design and Technology, students need to be committed to working on a course that is challenging, demanding and exciting.  

Students are expected to work in the department if they have available free time at school, in addition to their normal timetabled lessons. Our dedicated students achieve projects of a high quality and find the course very rewarding, satisfying and enjoyable. This advanced course can lead to many interesting career options within the areas of engineering, design and technology. 

Design and Technology - Product Design A-LEvel

Why study Product Design? 

  • If you want to demonstrate to universities and future employers that you can perform in a creative problem solving environment, work to deadlines and industry standards, communicate your ideas using a full range of ICT and presentation packages, think laterally, use analytical skills and be part of a cutting edge subject...then why not study Design and Technology? 
  • Are you interested in discovering how existing products are designed and manufactured? 
  • Are you interested in finding out about a wide range of materials, not just those that you are familiar with? 
  • Are you interested in creating solutions to real problems? 
  • Do you want to develop a wide range of graphical communication skills including CAD? 
  • Do you want to develop a wide range of practical skills working with a variety of materials? 
 

What type of student chooses Product Design? 

  • Are you creative? 
  • Are you able to work with others, to communicate your ideas and thoughts whilst considering their views? 
  • Are you inventive? 
  • Are you prepared to strive for a high quality of outcome when manufacturing products? 
  • Are you prepared to work with a variety of familiar and unfamiliar materials and media? 
  • Do you enjoy a challenge? 
 

What are the career/higher education prospects? 

Product Design can open the door to many careers including: 

  • Product and Industrial design 
  • Automotive design 
  • Furniture design 
  • Fashion 
  • Model making 
  • CAD design 
  • Graphics 
  • Manufacturing systems 
  • Advertising 
  • Printing 
  • Technical or general illustration 
  • Television or video editing work 
  • Computer graphics 
 

What aspects of the subject will I be studying? 

The course is split into 50% written/drawn examination and 50% design and manufacture project. 

 

How will I be assessed throughout the course? 

You will design and manufacture a full size solution to a problem.  

There is a written theory paper each year to support your practical work. 

What co-curricular opportunities are there within this subject? 

Sixth Formers are welcome to attend during any available free daytime sessions and at lunchtime for many of the following aspects of design: 

  • Use ICT - including CAD/CAM 
  • Produce 3D solutions 
  • Making models 
  • Make working prototypes 
  • Work independently on individual projects 
  • Work with others in a team 
 
Board: Eduqas
Subject: Eduquas A-level Design and Technology
Code: 603/1178/2
 

“I really enjoyed Design and Technology at GCSE, so that made choosing to do A-level Design and Technology easy. The best thing about the subject is that you have practical, fun lessons that make you think and good teachers that support you in the subject too! One word of warning, students who take up Design and Technology need to be focused at completing the projects they start. I’ve enjoyed it so much that I am now going to do a Business and Design degree at university.” 

 
 
 

Textiles A-lEvel

What is Textiles?  

Textiles and Fashion is a dedicated specialist subject that impacts all our daily lives. There are three basic human requirements; Food, Shelter and Clothing and the subject of Textiles is integral to two of these fundamental needs. Textiles and Fashion is a form of expression and as industry is worth $3 Trillion to the global economy, so these subjects touch everyone’s lives.  

 

Why study Textiles? 

You will need to demonstrate to universities and potential employers that you are an innovator; that you are a creative thinker and are able to work to a deadline. This course will prepare you, by developing your skills and understanding of the creative design and making process but also developing your own personal design style. Studying Textiles provides entry to an unprecedented range of specialisms, skills – both traditional and digital – and careers. 

 

What type of student chooses Textiles? 

Students interested in a career in Textiles/ Fashion, those who are creative, innovative, imaginative and have an eye for detail. Students who enjoy a challenge and problem solving and can communicate effectively through a visual language and our self motivated 

 

Areas of study:  

Textiles encompasses a very broad range of materials, techniques, and processes, including a growing number of interdisciplinary approaches. These comprise woven, embroidered, knitted, printed, painted, dyed, manipulated, embellished and constructional methods which are utilised to produce a great variety of textile and fashion outcomes that include but not limited to costume/ high end fashion, products, accessories and body adornment. Skills based workshops will form the initial part of the course.  

 

What will be assessed?  

  1. A Personal Investigation (coursework) – 60% - 120 marks. 
    (including Related Study - 1,000 word written element that links to the practical work)  
  2. An Externally Set Assignment  – 40% - 80 marks 
    The Externally Set Assignment consists of two parts:  

    Part 1: Preparatory study period 
    The externally set assignment is released to students from 1 February (in the second year of the course) and will consist of a series of visual and written stimuli/ starting points, one of which is chosen by the student. 

    Part 2: 15-hour period of sustained focus work. 
    The resolution of the students’ ideas from the preparatory is completed during the designated 15 hours and they must show how their planning relates to the outcome/s. 

    The period of sustained focus work will be over a three-day period of five hours a day scheduled by the Textile & Fashion Department. 
 

What skills will I develop? 

Thinking:

  • Creativity  
  • Critical thinking  
  • Problem-solving  
  • Communication  
  • Strategy  
  • Working  
  • Research  
  • Collaboration  
  • Perseverance  
  • Self-direction 

Skills: 

  • Design & Practical skills 
  • Presentation skills  
  • Digital comms  
  • Sustainability and responsible design 
  • Social responsibility 
 

What are the career/higher education prospects?  

An A-level in Textiles and Fashion opens many doors. There are multiple careers in this industry and certainly don’t just think ‘design’. Whilst being a designer is an important role, there’s a huge variety of careers available to students who opt for this course beyond Sixth Form and university.  

  • Textile Design 
  • Fashion Design 
  • Print Designer  
  • Surface Design 
  • Interior Design 
  • Jewellery design 
  • CAD Design  
  • Architecture  
  • Fabric Technology  
  • Garment Technology 
  • Merchandising  
  • Visual Merchandising 
  • Brand Management 
  • Buying 
  • Trend Prediction/ Forecasting 
  • Textiles Science/ Researching 
  • Marketing and PR communications 
  • Fashion Journalism  
  • Retail Management 
  • Fashion Photography 
  • Styling  
  • Textiles Manufacturing 
  • Pattern Cutting and grading. 
  • Textiles Curating 
 
Board: Eduqas
Subject: A-level Art and Design (Textile Design)
Code: A653QS
 

"I chose Textiles as I strongly believe the skills you develop through taking this subject at both GCSE and A Level allow you to explore opportunities in many different industries such as fashion, interiors, and cars. This was an aspect of the subject I was initially very intrigued by - its versatility of applications and transferable skills. The subject has allowed me to embrace the creation process of a product through constant experimentation with different techniques, such as printing, dyeing, and hand embroidery. Being in a classroom setting, alongside people who have the same passion and enthusiasm of the subject allowed me to gain inspiration, share ideas, and push myself further, as everyone’s work is very distinct, and each adopts its own style. 

I find that the subject is very rewarding once I’ve mastered certain skills and techniques, and due to my A Level experience, I am driven towards pursuing this subject at university as well.” 

 
 
 
 

Co-curricular Activities 

Both Food Technology and Textiles offer after school clubs for pupils of all ages. Year 8 and 9 Food pupils enter national competitions such as Future Chef. The Resistant Materials workshop is available after school and at lunchtime to work on project work. There is also a Year 7 and 8 Resistant Materials Club. At lunchtimes a Young Designers Club offers Year 7, 8 and 9 pupils the opportunity to work on projects and the department also offers a High Tech Club. Robotics is highly successful and runs after school on a Tuesday. Pupils compete with success in either the VEX IQ challenge or the FTC challenge. Pupils participate in schemes such as Arkwright Scholarship for Year 11 and the Toyota Challenge. 

 
 
 

Drama and Theatre Studies

Our small yet dynamic department offers a rich and creative space for our pupils to grow.  

Our ethos is to: 

  • Encourage creativity 
  • Develop empathy, sensitivity and emotional intelligence  
  • Delight in collaboration 
  • Allow pupils to become independent artists 
  • Foster and instil an interest in the arts 
  • Enjoy and critique live theatre 
  • Demonstrate artistic integrity 
  • Be academically rigorous, and cerebral in our approach to creativity 
  • Offer a space in which it is safe to take risks 
  • Develop and demonstrate the importance of a sense of company and communion in the arts 
  • Allow everyone the space and security to explore feelings and situations 
  • Encourage looking beyond ourselves and explore what is beyond our comfort zones 
  • Broaden horizons 

Key Stage 3 

KS3 Drama is taught as a separate curriculum subject with a dedicated lesson per week. A thematic and stylistic approach is taken throughout the key stage whereby intrinsic drama skills are addressed. We aim to develop use of space, physical skills, use of voice, devising and script work. The emphasis is on collaborative group work and on building the confidence of individuals through an inclusive approach. There are many opportunities for creative and innovative work through improvisation, and pupils are encouraged to reflect on their work through self and peer evaluation processes. 

Key Stage 4/GCSE Drama  

GCSE Drama provides students with a solid foundation in creative, practical, theoretical, technical and performance elements of Theatre. Students learn to collaborate with others, think analytically and evaluate effectively. GCSE Drama encourages critical thinking skills and enables students to become effective and independent learners. With the focus on working imaginatively, collaborating creatively and communicating effectively, this course provides pupils with a toolkit of transferable skills, applicable both in further studies of the Theatre Industry and in the general workplace. 

AQA GCSE Drama enables pupils to gain an understanding of Theatre and Dramatic Texts.  

Drama GCSE

What is GCSE Drama?

GCSE Drama is a collaborative and highly creative course. It involves the staging and devising of both scripted and original work. It is for pupils wishing to develop their performance and stage craft skills whilst working in groups.

 

What transferable skills will I learn?

As well as gaining an understanding of theatre and performance you will develop: enthusiasm, confidence, self esteem, conversation and social skills. This is not just a course for the budding actor; the GCSE course will develop tolerance, understanding, co-operation and team building, all of which are valuable in the workplace.

 

What does the course involve?

You will be taking the AQA GCSE Drama course which is broken down into three components. 

Component 1:

Component 1 is worth 40% of the course and is a written exam. The exam will last 1 hour and 45 minutes and you will answer three sections;

  • Section A: multiple choice (4 marks)
  • Section B: four questions on a given extract from the set play chosen (44 marks)
  • Section C: one two-part question (from a choice) on the work of theatre makers in a single live theatre production (32 marks)

Component 2:

Component 2 is worth 40% of the GCSE course and is devised coursework (Practical).  You will be assessed on the process of creating devised drama, performance of the piece and your ability to analyse and evaluate your own work.

 

Component 3:

Component 3 is worth 20% of the GCSE course and is a performance of two extracts from a play. You will be assessed on your performance of each extract equally.

 

Is this the right course for me?

Yes if you...                     

  • are highly creative
  • have an interest in theatre, story telling and performance
  • If you are interested in the world we live in socially, culturally or historically
  • like expressing your ideas and opinions and working in groups
  • like being part of a team working towards a shared vision and experience
  • thrive on constructive criticism
  • have a sense of humour, grit, determination and resilience.
  • have an aesthetic eye for the arts and an honest and analytical approach to study
 
Board: AQA
Subject: Drama
Code: 8261
 

For more information visit www.aqa.org.uk
 
 
 
 

The Sixth Form 

A-level Drama and Theatre Studies 

A-level Drama and Theatre Studies inspires students to become independent theatre makers with the skills they need to go on to higher education, whether that is to study a course in Drama and Theatre or another subject. This qualification emphasises practical creativity alongside research and theoretical understanding whereby students learn through practical workshop experience, seeing live theatre and making all elements of theatre for themselves. 

Students are introduced to a wide range of theatrical styles and contexts as they explore plays practically and devise and work on performances. They will develop skills that are not just essential for Drama but are applicable to a wide range of higher education subjects and in the workplace. 

We currently follow AQA specification which specifically refine students’ collaborative skills, their analytical thinking and their approach to research. Candidates grow in confidence and maturity as they successfully realise their own ideas. They learn to evaluate objectively and develop a sound appreciation of the influences that cultural and social contexts can have on decision-making. 

Drama and Theatre Studies A-level

What is Drama and Theatre Studies? 

At A-level we aim to:  

  • Encourage creativity 
  • Develop empathy, sensitivity and emotional intelligence  
  • Delight in collaboration 
  • Allow students to become independent artists 
  • Foster and instil an interest in the arts 
  • Enjoy and critique live theatre 
  • Demonstrate artistic integrity 
  • Be academically rigorous, and cerebral in our approach to creativity 
  • Offer a space in which it is safe to take risks 
  • Develop and demonstrate the importance of a sense of company and communion in the arts 
  • Allow everyone the space and security to explore feelings and situations 
  • Encourage looking beyond ourselves and explore what is beyond our comfort zones 
  • Broaden horizons 

A-level Drama and Theatre Studies allows students to pursue their interests in performance and theatre by developing their skills in a range of practical drama elements including acting, directing, costume, setting, mask and technical design. However, the requirements of the specification, with its 40% written paper weighting, also enables them to gain an entry qualification for courses in higher education, whether in the area of drama and theatre studies or in a host of many other subjects. 

The specification offers students the freedom to choose both the content and the form of their practical presentations at each level. At A-level, candidates devise drama on any topic to be performed in a theatrical style of their choice as well as performing three extracts from different plays. 

 

In addition to the practical units students will study live theatre; this includes understanding of how performers, designers and directors communicate meaning to an audience through a detailed consideration of how aspects of the presentation contribute to the total effect of the production seen. 

 

In the Lower Sixth students study one set text and in the Upper Sixth two further set texts, developing their own interpretation of each play from a performance perspective. They will adopt the viewpoint of an actor, director or designer and give consideration to the staging aspects as appropriate to the style and genre of the play. 

 

Why study Drama and Theatre Studies? 

  • The sheer variety of the work we do is one of the great attractions and one of the great challenges of the course 
  • The practical is based on group work and encourages co-operative skills – unique for an A-level subject 
  • Drama students noticeably develop greater self-confidence and sensitivity to others during the course 
  • Students will need to see live theatre regularly and experience a wide variety of styles of productions 
 

What type of student chooses Drama and Theatre Studies? 

The subject does not just appeal to those who wish to perform! Students will experience all aspects of Theatre Making such as theatre design, lighting, sound and costume. Nonetheless, a willingness to have a go is important. 

 

Although there is no formal requirement for a GCSE in Drama, students must be willing to learn how to write fluent, and cohesive essays. To this end, a grade 6 or 5 at English GCSE is more than desirable. In addition, they will need to provide some evidence of an existing, proven interest in Drama and Theatre. This could be in terms of activities undertaken in school, or in local drama groups. 

 

There are strong links between Drama and Theatre Studies and many other A-level subjects. The common ground is with English as we too study set texts. The course also combines beautifully with Music. What we do is tell stories and present them on the stage, so we seek inspiration from a wide range of subject matter from History, Religious Studies, Geography, Psychology, Sociology and Art.  

 

What are the career/higher education prospects? 

Many of our past students have gone on to study aspects of Theatre at a higher level and at Drama School. That said, the course does not automatically provide an entry to a career on the stage! It is however, a very useful subject for those contemplating media, arts and theatre-based careers, or for those who plan to be in the public eye as well as working with and managing teams of people. 

 

The self-confidence and co-operative skills it develops and enhances are obviously vital in a great number of careers, such as human resources, education, management, social service and the creative arts industry. 

 

AQA Drama and Theatre Studies is a highly regarded academic and practically diverse A-level, of equal validity with any other subject. Theatre Studies students are in no sense disadvantaged by their choice; if anything, they have an advantage in the inter-personal and creative thinking skills it promotes. 

 

What aspects of the subject will I be studying? 

Over the course, students will be introduced to Theatre History through performance, will learn how to critically evaluate live theatre and will study a prescribed text. For the practical unit they will devise an original piece of theatre, working on their chosen practitioner. For their final practical exam they will perform three extracts from different plays selected to illustrate their understanding of influential practitioners. As well as this, they will be expected to be a leading figure in promoting Theatre in the school and attend a wide variety of live Theatre events. 

 

In the final written exam students will study two further prescribed plays through theoretical and practical means. They will also learn how to realise a synoptic directorial vision of the texts.  

 

How will I be assessed throughout the course?  

Component 1: Drama and theatre 

  • Section A: Interpretation of set text 
    Study of set text prescribed, one question 
  • Section B: Interpretation of set text 
    Study of set text prescribed, one two-part question on given extract 
  • Section C: Live Theatre Production Seen 
    Response to live theatre  
 3 hour Written paper 40% 
Component 2: Creating original drama  Creation and presentation of devised drama inspired by a prescribed practitioner 30% 
Component 3: Process and performance (practical)  Presentation of two extracts from different plays and accompanying portfolio 30% 
 
 
 

What co-curricular opportunities are there within this subject? 

There are plenty of opportunities for students to share their work at drama evenings so that they can seek to refine their work through audience feedback.  

 

We encourage A-level students to be involved in either performing, co-directing or designing an element of the annual College production. 

 

As a department we attend as many events that will enrich our experience of Theatre, these include workshops with Gecko, Frantic Assembly and Splendid Theatre as well as seminars with prominent Theatre Designers and Practitioners such as Stephen Berkoff. 

 

Theatre trips are a vital aspect of the course. There is the expectation that students should see 3-5 events per year. 

There are opportunities to lead and inspire our younger students by taking on a Performing Arts Leader or ambassadorial role. 

 
Board: AQA
Subject: Drama and Theatre Studies
Code: A-level 2241
 

“I chose Drama and Theatre Studies because I had an interest in the subject and knew I wanted to pursue a career in this field. I didn’t appreciate how academic the course was, but I have since found that it has really helped with my essay writing skills. Doing Theatre Studies has enabled me to pursue my career choice of Stage Management and has allowed me to explore the different aspects of theatre production which I didn’t know before. To take this course you should have a real passion for theatre as your exam is based on productions you have seen as well as the set text. I would recommend taking this subject to anyone wishing to have a career in the arts, but also to people who want to develop their interpersonal skills.”

 
 
 
 

Co-curricular Activities 

Pupils are encouraged to participate in a wide variety of activities to support their study of Drama: 

  • Vine and Vessel Theatre Productions 
  • Kith and Kin drama evenings 
  • PALs Drama Club led by Performance Arts Leaders 
  • Regular theatre trips 
  • Back stage and technical support 
  • External visiting theatre companies such as Frantic Assembly, Gecko and Splendid 
 
 
 

Economics and Business 

All of us are consumers. Every 11 year-old knows about pocket money and most have large wish lists for birthdays and Christmas. Of course, we (and they) cannot possibly have everything we want so we all have to make choices. In a word, that is what Economics is all about – choice, or, if you prefer, decisions. On a global scale the choices we all make have an influence on the future of our planet. The term carbon footprint has become the accepted way of describing the impact we, as individuals, are having on our planet from the decisions we all make. Most of us aspire to higher living standards but at what cost for the future of our planet? This is the classic economic dilemma which we all face – every choice or decision has consequences and a trade-off or, in economic terms, opportunity-cost. 

Economics and the world of business are inextricably linked. Businesses make products and provide services which help to satisfy many of our wants and needs. Business Studies is, literally, the study of business: how they are formed, what are their objectives, how they are financed and so on. In the last few years there has been a huge growth in business related TV programmes such as Dragons’ Den and The Apprentice, which are all helping to popularise the world of business and which are very helpful in bringing the subject to life in the classroom. 

Key Stage 4/GCSE 

The Business Studies GCSE course focuses on the study of small businesses. Many of our parents own their own businesses whilst others are often managers or executives in the firms they work for. The course material is centred on the real world and focuses on businesses that most teenage pupils can easily relate to. In Year 11, the focus switches from starting a small business to building a business. This takes the concepts and ideas learned in Year 10 and develops them further; challenging pupils to explore how a business can grow successfully and the internal and external challenges it faces in trying to do so. 

Business Studies GCSE

What would you like to know?

  • How much is Mark Zuckerberg worth?         
  • Could you be the next Apprentice?
  • Could you be the next Dragon in the Den?
  • Will Brexit make everything in the UK more expensive?
  • Is Business Studies a suitable subject for you?

This course will appeal to those pupils who:

  • are thinking about pursuing a career in business
  • enjoy studying a subject that affects their own everyday lives
  • are motivated and interested in seeing how a small business is set up, marketed, and run on a day to day basis

Have you watched and enjoyed The Dragons’ Den on the BBC?  

If you find it interesting and enjoyable, then this might be the subject for you. This, and other television programmes such as The Apprentice, give an insight into the world of business and are great for bringing the subject to life in the classroom.

Have I got what it takes to cope?

Success on this course depends on:

  • your motivation and interest – do not do the subject unless you are interested in the world of business
  • your willingness to participate in practical activities, group work, and discussion-based tasks and making presentations – just like people have to do every day in the business world
  • an ability to write well - how good is your English grammar and spelling?
  • your numeracy - are you confident at arithmetic?
  • Can you understand graphs and data?
  • your ICT skills - you will need to use spreadsheets and graphs, and be comfortable producing presentations using PowerPoint
  • your ability to learn - there is a lot of new material to master
  • your ability to apply the subject to the real world.

This is vitally important because...

Business Studies is about the real world!

You will find the subject a lot easier to understand if you can learn to apply the subject to yourself, your family and the world around you. You can learn a lot just watching adverts on TV, going to a football match or to the cinema! If you can learn to see the world around you as a business person does, you will find the subject a lot easier and a lot more fun. It is like spending time in Italy to learn Italian!

Frequently Asked Questions 

Do I have to take this GCSE if I want to study Economics or Business Studies at A-level?

No! It is not necessary to have taken the GCSE in Business Studies in order to take Economics or Business Studies A-level but it certainly acts as a useful introduction to the A-level course. Those who have studied Business Studies at GCSE usually find some of the initial A-level course content familiar as many of the topics overlap. The same qualities required for success at GCSE apply to A-level.

 

What will I study?

Theme 1 - Year 10

  • Topic 1.1 Enterprise and entrepreneurship
  • Topic 1.2 Spotting a business opportunity
  • Topic 1.3 Putting a business idea into practice
  • Topic 1.4 Making the business effective
  • Topic 1.5 Understanding external influences on business

Theme 2 - Year 11

  • Topic 2.1 Growing the business
  • Topic 2.2 Making marketing decisions
  • Topic 2.3 Making operational decisions
  • Topic 2.4 Making financial decisions
  • Topic 2.5 Making human resource decisions
 

How is the subject assessed?

Theme 1: Investigating Small Business - Assessed with a 1 hour 30 minutes written exam paper at the end of Year 11. The paper will consist of calculations, multiple-choice, short-answer and extended-writing questions. 
[50% of the GCSE]

 

Theme 2: Growing a Business - Assessed with a 1 hour 30 minutes written exam paper at the end of Year 11. The paper will consist of calculations, multiple-choice, short-answer and extended-writing questions.
[50% of the GCSE]

 

Is there anything else I should know?

We expect business pupils to approach the subject as they would the world of work. Impressions do count and punctuality, appearance, organisation, motivation and commitment are all essential in the business world; we expect the same from our pupils in our classrooms. These qualities are not something we wish to impose on pupils as ‘rules’ but in choosing this subject you are agreeing to play your part in achieving your full potential.

 
Board: Pearson Edexcel
Subject: Business (9-1)
Code: 1BS0

Units:

1BS0/01 Theme 1

1BS0/02 Theme 2
 

For more information visit: www.edexcel.com or https://qualifications.pearson.com/en/qualifications/edexcel-gcses/business-2017.html
 
 
 
 

The Sixth Form 

At A-level we offer separate A-level courses provided by Edexcel, in ‘Economics A’ and Business Studies as well as BTEC Business. Students do not need to have studied Economics or Business Studies at GCSE to study them at A-level, so all students start with a clean slate. They are popular courses which many 16 year-olds choose as options. Economics A is a course dominated by topical case study materials which means it is essential that students are able and, above all, willing to investigate whatever issues are in the news as the course progresses. The Business A-level focuses on the growth and development of Business, including Finance, Marketing and People in Business. The dramatic economic events of the Pandemic and Brexit, and the subsequent impact that this has had on governments, banking, business and consumers, illustrate the relevance of the study of Economics and Business.  

Business Studies A-LEvel

What is Business Studies? 

This course will appeal to those students who: 

  • wish to pursue a career in business or as an economist; 
  • may have completed GCSE courses in Business Studies (or Economics) and wish to further their studies; 
  • are motivated by innovative and new ideas; 
  • want to keep their options open - Business can be combined with a wide range of other subjects; 
  • like to keep up with the news and global events. 
 

Why study Business? 

This course will appeal to those students who: 

  • wish to pursue a career in business or as an economist; 
  • may have completed GCSE courses in Business Studies (or Economics) and wish to further their studies; 
  • are motivated by innovative and new ideas; 
  • want to keep their options open - Business can be combined with a wide range of other subjects; 
  • like to keep up with the news and global events. 
 

What type of student chooses Business? 

You do not need to have studied Business Studies at GCSE to study Business Studies at A-level. If you have studied the subject before, some topics will be familiar to you, but these can be readily learned and understood by students new to the subject. In order to succeed it is most important that you have: 

  • an interest in the process of changing raw materials into a finished product ready to sell in shops; 
  • an interest in global business affairs;  
  • a desire to explore and work with others to present them; 
  • competent mathematical skills – the ability to calculate, use and manipulate business finance accounts; 
  • an ability to write clearly and succinctly under timed conditions. 
 

What are the career/higher education prospects? 

In the future all A-level students will aim to obtain fruitful and enjoyable employment. All will work in some kind of business organisation, whether private or public. All who have studied this subject will make some use of the knowledge and understanding they have gained on this course in their future careers. Typical careers followed by former students include: 

  • Accountancy 
  • Business Management 
  • Sales and Marketing 
  • Human Resource Management 
  • Banking and Finance 
 

What aspects of the subject will I be studying?

Theme 1 – Marketing and People 

  • Meeting Customer Needs 
  • The Market 
  • Marketing Mix and Strategy 
  • Managing People 
  • Entrepreneurs and Leaders 

Theme 2 – Managing Business Activities 

  • Raising Finance 
  • Financial Planning 
  • Managing Finance 
  • Resource Management 
  • External Influences 

Theme 3 – Business Decisions and Strategy 

  • Business Objectives and Strategy 
  • Business Growth 
  • Decision Making Techniques 
  • Influences on Business Decisions 
  • Assessing Competitiveness 
  • Managing Change 

Theme 4 – Global Business 

  • Globalisation 
  • Global Markets and Business Expansion 
  • Global Marketing 
  • Global Industries and Companies 
 
 

How will I be assessed throughout the course? 

All four units are externally assessed by written examination. 

Paper Title

Duration & Weighting

Exam Structure and Themes
1     Themes 1 and 4
2  Business activities, decisions and strategy

2 hours (35%)

100 marks

Themes 2 and 3

Section A and B each comprise of one data response question broken down into a number of parts, including one extended open-response question 
3 Investigating business in a competitive environment 

2 hours 

(30%)

100 marks

Synoptic paper covering all four themes in the course

Section A: Focus on the broad context provided by the pre-released case study 

Section B: Focus on a strand within the context  

Questions in Sections A and B each comprise one data response question broken down into a number of parts, including one extended open-response question 
 
 
 

What co-curricular opportunities are there within this subject? 

Opportunities exist for the most enterprising students to take part in a number of games, simulations and competitions. 

 
Board: Edexcel
Subject: Business
Code: A-level 9BS0
 

"If you enjoy keeping up with current events, then Business Studies will seem like second nature and you’ll enjoy it. It gives you a better understanding of the world around you and opens doors to careers ranging from accountancy to banking services.” 

 
 
 
 

Business Studies BTEC

What is BTEC Business Studies? 

The topic areas that underpin business include human resource management, finance, marketing and business information management. Studying business gives students the opportunity to study these business sectors and have an insight into possible career paths in the future. 

 

Why study BTEC Business Studies? 

The BTEC Level 3 National Extended Certificate in Business is an Applied General qualification. It is for post-16 students who want to continue their education through applied learning and who aim to progress to higher education and perhaps ultimately to employment in the business sector.  

 

The qualification is equivalent in size to one A-level and aims to provide a coherent introduction to study of the business sector. 

This course will appeal to those students who: 

  • want to know how businesses work and succeed; 
  • may have completed GCSE courses in Business Studies and wish to further their studies; 
  • wish to develop strong problem-solving skills; 
  • wish to work collaboratively and develop good interpersonal skills; 
  • are keen to develop good self-management and the resilience to complete independent learning; 
  • are motivated by innovative and new ideas; 
  • want to keep their options open - Business can be combined with a wide range of other subjects. 
 

What type of student chooses BTEC Business Studies? 

You do not need to have studied Business Studies at GCSE to study the BTEC Business Studies. If you have studied the subject before, some topics will be familiar to you, but the core topics will be covered in much more detail. You will also carry out research on large companies and complete coursework assignments on businesses that are of interest to you. You should:  

  • be interested in why and how different businesses have been set up and what makes them successful; 
  • have an interest in the financial decisions a business makes; 
  • be interested in how new products are brought to market and what entices us to buy them; 
  • be interested in who is the best candidate for a job and why recruiting the right staff is so important. 
 

What are the career/higher education prospects? 

Prospects for higher education and employment following a BTEC Business Studies course are very good. The BTEC attracts UCAS points in a similar way to A-level subjects. It is excellent preparation for university as students have shown themselves to be resilient and have the ability to self-manage. Here are a few examples of courses BTEC Business students commonly go on to study: 

  • Business and Management 
  • Management and Sport 
  • Sales and Marketing 
  • Human Resource Management 
  • Accounting 
  • Fashion and Marketing 
 

What aspects of the subject will I be studying? 

Unit 1 – Exploring People 

  • Features of different businesses and analysis what makes them successful 
  • The environment in which businesses operate 
  • Business Markets 
  • Innovation and Business success 

Unit 2 – Developing a Marketing Campaign 

  • The role of Marketing 
  • Influences of Marketing Activity 
  • Planning a Marketing Campaign 

Unit 3 – Personal and Business Finance 

  • Managing Personal Finance 
  • Personal Finance Sector 
  • Purpose of Accounting 
  • Sources of Business Finance 
  • Break Even and Cash Flow 
  • Financial Statements 

Unit 8 – Recruitment and Selection 

  • How recruitment and selection can lead to business success 
  • Undertake a recruitment activity 
  • Reflect on the recruitment process and your individual performance 
 

How will I be assessed throughout the course? 

Unit Internal/External Assessment Exam/Coursework 

  1. Exploring Business Internal Assessment Coursework 
  2. Developing a Marking Campaign External Assessment Coursework 
  3. Personal and Business Finance External Assessment 2 Hour Written Exam 
  4. Recruitment and Selection Process Internal Assessment Coursework 

Please note that given the nature of the regular coursework in BTEC, all students should bring a laptop to their lessons. 

 

What co-curricular opportunities are there within this subject? 

Students will have the opportunity to visit local businesses, including Jaguar Land Rover in Solihull.  

 
Board: Pearson
Subject: BTEC Level 3 National Extended Certificate in Business
Code: 601//7159/5
 
 
 
 

economics A-level

What is Economics? 

Economics can be defined as the social science that analyses the production, distribution, and consumption of goods and services. The Economics A-level that we offer at Princethorpe enables students to use real life business contexts to help them understand the complexities of the world around them and combines the core elements of both subjects. All businesses operate within an economic context and a nation’s economy cannot exist without businesses to drive it forward and contribute towards its output, or Gross Domestic Product (GDP). 

 

Students will use data to help them analyse markets and economies, and how governments try and influence both. They will also use economic theory to explain events and develop an understanding of the strategies employed by businesses in response to these events, for example the raising of interest rates by the Bank of England. 

 

Why study Economics? 

This course will appeal to those students who: 

  • wish to pursue a career in business or as an economist; 
  • may have completed GCSE courses in Business Studies (or Economics) and wish to further their studies; 
  • enjoy studying a subject that affects their own everyday lives; 
  • are motivated and interested in investigating topics by undertaking their own research; 
  • want to keep their options open - Economics can be combined with a wide range of other subjects. 
 

What type of student chooses Economics? 

You do not need to have studied Business Studies or Economics at GCSE to study Economics at A-level. However, grade 6 in GCSE English (Language or Literature) and GCSE Mathematics is required. If you have studied the subject before, some topics will be familiar to you, but these can be readily learned and understood by students new to the subject. In order to succeed it is most important that you have: 

  • a lively and enquiring mind; 
  • an interest in business and economic affairs;  
  • a desire to explore new ideas and communicate them effectively; 
  • competent mathematical skills – the ability to handle data, statistics, graphs and calculations; 
  • an ability to write clearly and succinctly under timed conditions. 

Most Sixth Formers who study Economics go on to university. Of these, a high proportion have gone on to study some aspect of Economics or Business Studies. When they return to Princethorpe many comment on how useful the A-level was in preparing them for their university courses. 

 

What are the career/higher education prospects? 

In the future all A-level students will aim to obtain fruitful and enjoyable employment. All will work in some kind of business organisation, whether private or public. All who have studied this subject will make some use of the knowledge and understanding they have gained on this course in their future careers. Typical careers followed by former students include: 

  • Accountancy 
  • Business Management 
  • Sales and Marketing 
  • Human Resource Management 
  • Banking and Finance 
 

What aspects of the subject will I be studying?  

Theme 1 – Introduction to Markets and  

  • Market Failure 
  • Nature of Economics 
  • How markets work 
  • Market Failure 
  • Government Intervention 

Theme 2 – The UK Economy - Performance and Policies 

  • Measures of Economic Performance 
  • Aggregate Demand 
  • Aggregate Supply 
  • National Income 
  • Economic Performance 
  • Macroeconomic Objectives and Policies 

Theme 3 – Business Behaviour and the Labour Market 

  • Business Growth 
  • Business Objectives 
  • Revenues, Costs and Profits 
  • Market Structures 
  • Labour Market 
  • Government Intervention 

Theme 4 – A Global Perspective  

  • International Economics 
  • Poverty and Inequality 
  • Emerging and Developing Economies 
  • The Financial Sector 
  • Role of the State in the Macroeconomy  
 

How will I be assessed throughout the course? 

All four units are externally assessed by written examination. 

Paper Title

Duration

& Weighting

 Exam Structure and Themes
1 Marketing and business behaviour

2 hours (35%)

100 marks

Themes 1 and 3

 

Section A comprises a range of multiple-choice and short answer questions. 

 

Section B comprises one data response question broken down into a number of parts. 

Section C comprises a choice of extended open-response questions; students select one from a choice of two. 
2 The national and global economy 

2 hours  (35%) 

100 marks

Themes 2 and 4

 

Section A comprises a range of multiple-choice and short answer questions. 

 

Section B comprises one data response question broken down into a number of parts. 

Section C comprises a choice of extended open-response questions; students select one from a choice of two. 
3 The economic environment and business 

2 hours  (30%)

100 marks

Synoptic paper covering all four themes in the course 

 

The paper comprises two sections. 

 

Each section comprises one data response question broken down into a number of parts, including a choice of extended open-response questions; students select one from a choice of two. 
 
 
 

What co-curricular opportunities are there within this subject? 

Opportunities exist for the most enterprising students to take part in a number of games, simulations and competitions

 
Board: Edexcel
Subject: Economics A
Code: A-level 9EC0
 

“I chose Economics at A-level as I really enjoyed the GCSE Business course and I wanted to learn more about the subject. The course is really beneficial as it complements my other subjects. Additionally, the course is so diverse and covers so many aspects of economics from emerging markets such as the BRIC (Brazil, Russia, India and China) nations to topics such as how a new business can manage its start-up costs in the first couple of weeks. To other students thinking about this option I really think they should go for it as the course suits most people and it is genuinely interesting; it is definitely not essential to have a GCSE in the subject before taking A-level, as you can pick up terminology and aspects of business so quickly. As a result of learning about the subject over the last four years, I have applied to study Economics and Business Management at university as I love the subject and have a genuine interest and passion for it. As for the future, I am really excited about where I can go with this degree."

 
 
 
 
 

English

Our aim is to cultivate confident and compassionate thinkers with educated opinions and excellent writing and communication skills, increasing the world’s reservoir of creative and productive young people.    

Key Stage 3 

Our Key Stage 3 curriculum is knowledge rich and skills based. Over the course of Years 7, 8 and 9, pupils study work from the ancient past to the present. Texts are deliberately and carefully chosen to ensure historical breadth and depth and to give pupils a clear understanding of the development of literature over time. Careful thought is given to the texts chosen for study and the sequence in which they are studied so the students can experience a coherent story of English. Outcomes are varied and include analytical essays, creative responses, knowledge quizzes, transactional writing, the spoken word as well as independent research projects. Classes are supplemented by fortnightly library lessons where students can read for pleasure, and a range of strategies are pursued to promote a reading culture across the school. 

Drama is taught as a separate subject in Years 7 to 9, although we also aim to integrate aspects of drama in the English curriculum. 

Key Stage 4/GCSE 

We prepare students for the Edexcel IGCSE specifications in English Language and English Literature. Study for the English Language qualification is based on an anthology of fiction and non-fiction texts. Through studying these texts students will learn about the conventions of different forms and styles of writing and can use these as models for their own writing. This approach has the added benefit of helping students to prepare for their final exams, as they are assessed on both the anthology pieces they have studied and their responses to unprepared reading material. In addition, they complete coursework assignments which assess and develop their reading and writing skills. 

The English Literature course offers a wide choice of titles from prescribed lists of prose and drama texts, including a Shakespeare play, as well as offering a wide-ranging poetry anthology. Assessment is a mix of examination and coursework units. Overall these are stimulating courses which offer some flexibility in the teaching. 

English GCSE

What is English?

People communicate with each other using an agreed set of sounds or written shapes to represent objects, actions, ideas and feelings. When these sounds and shapes are linked together using an agreed set of rules, we have a language. We use a language called English and for those who learn it well, the English language is a very powerful tool for passing on their thoughts and emotions to others.

 

Why do I study English?

It may possibly have crossed the mind of many Year 9 pupils as they come to choose their options that some subjects have it easy. There is no competition in the market-place for them in order to run their courses – everybody in the whole year does English, whether they like it or not! Where, they may wonder, is the justice in that? And what is the point of English anyway?

 

Margaret Atwood, an award-winning writer herself, puts it quite well…

“Reading and writing, like everything else, improve with practice.  And, of course, if there are no young readers and writers, there will shortly be no older ones. Literacy will be dead, and democracy – which many believe goes hand in hand with it – will be dead as well.”

 

Barack Obama puts it this way:

“Literacy is the most basic currency of the knowledge economy.”

 

Look carefully at that last sentence. The answer to questions about why we study English, quite simply, is that without literacy skills there is absolutely no point in studying other subjects. An ability to read and write is fundamental to your success for the rest of your life.

 

“Fair enough”, our Year 9 pupils may say, “but haven’t I done enough? After all, I’ve been reading and writing for most of my life. Why can’t I choose what subjects I study?”

 

Look at the next quotation.

“Adolescents entering the adult world in the 21st century will read and write more than at any other time in human history. They will need advanced levels of literacy to perform their jobs, run their households, act as citizens and conduct their personal lives.”

(Richard Vaca)

 

“Well,” the pupil may suggest, “of course, I can always use a computer.”

 

“The digital world is centred around the written word.”

(UNESCO)

(UNESCO 

What will I study?

The study of English and English Literature provides many challenges and rewards. Most pupils are entered for both English Language and English Literature as two separate GCSE subjects. Since 2014, we have followed the Pearson Edexcel IGCSE courses. 

 

During the English Language course, you will have opportunities to study many different types of writing and you will develop your own writing skills through writing for a variety of different audiences and purposes. There are opportunities for creative writing and also opportunities to explore how language is used in different contexts, in speeches, for example, or in aspects of the media. Your own communication skills will be developed through a variety of different individual and group activities.

 

The English Literature course is quite diverse, as you will be studying a wide variety of texts, including plays, poetry and novels drawn from different periods.

 

How will I be assessed?

Assessment will be through examinations at the end of the course and through coursework tasks. In this way, your results do not depend entirely on the final examinations.

 

What transferable skills will I learn?

Through these courses we aim to equip you with an exciting range of personal skills which will help you, not only in the world of work, but also to enjoy a range of social and leisure activities as well. The study of English gives you marketable skills; it gives opportunities to explore the world of ideas and relationships; it provides academic training and discipline.

 

“Two years to study all that! You must be joking! It’s going to take a lifetime.” That’s true.

 

With English you will never stop learning. Your IGCSE course is only one stage along the way.

 
Board: Pearson Edexcel
Subject: IGCSE in English (Specification A)
Subject: IGCSE in English Literature
Code: 4ET1
 
 
 
 

The Sixth Form 

We have a well-established English Literature course. Students are prepared for two examination papers and a coursework unit. One of the examinations focuses on the tragic genre, involving the study of a Shakespearean tragedy and a tragedy by a more contemporary dramatist, together with the study of a tragic poet. The other examination focuses on the crime genre and gives students the opportunity to study some crime fiction and crime writing in other genres. The coursework unit gives students some freedom of choice, as they take a novel and a poet of their choosing and write studies of these, each informed by their study of some literary theories. Overall, this is a challenging, but stimulating and diverse course which focuses valuably on texts in context. 

In addition, we also offer a combined English Language and Literature course which is a very popular option. 

There is a clear literary element in this course and students study a novel with a focus on imagined worlds, and a selection of poems by a chosen poet; but the texts will be approached from a linguistic as well as literary perspective. Students also study a range of non-fiction with a focus on place and get a chance to produce their own creative writing in response to some of their reading, supported by a critical commentary on their own work. Further literary study involves a Shakespeare play which is explored from both linguistic and literary perspectives. These elements are all assessed through examination papers. In addition, students carry out their own coursework investigation on an area of language of interest to them through texts they will choose with guidance from their teachers. This wide-ranging course develops abilities to both explore and use language to effect in a range of different contexts. 

English Language and Literature A-Level

What is English Language and Literature? 

This course offers students an opportunity to undertake some close study of literary texts whilst at the same time having opportunities to respond creatively to their reading through producing texts of their own of various kinds inspired by what they have read. Students also have opportunities to explore non-fictional writing and to study film and other media in their work. 

 

Why study English Language and Literature? 

This is a broad course that gives students the opportunity to explore how language works in a variety of different contexts, developing appreciation of language as a vehicle for communication in literature and in the wider world. 

 

What type of student chooses English Language and Literature? 

This course should appeal to those who have enjoyed their literature studies at GCSE but also wish to continue with some creative writing and develop their understanding of how language works in terms of their own writing and in terms of literature and other media. 

 

What are the career/higher education prospects? 

This is a well-respected and well-recognised academic course of particular benefit to those who are interested in journalism of all kinds, public relations, advertising and other career opportunities in the media. 

 

What aspects of the subject will I be studying? 

You will study closely a classic novel from the point of view of how language is used. You will be taught methods of close analysis enabling you to identify and explore the effects of specific features in the text. You will study closely a range of poems by a chosen poet, exploring specific characteristics of the ways in which the poet presents time, place, people and events. 

 

You will also study a play, focusing on the ways in which conflicts are presented.  

 

For the language aspect of the course you will study an anthology containing a range of different text types with a focus on places. You will need to use one of these pieces of writing as a starting point for a piece of your own creative work and will need to write a critical commentary on your own work – focusing on the critical decisions you made in order to accomplish what you hoped to achieve. You will study an additional novel focusing on the role of the individual in society and use this as a starting point for a further piece of creative writing of your own, on which once again you will write a critical commentary. 

 

You will have the opportunity to do some independent study for coursework purposes, making connections between literary and non-literary texts, following a structure you will be given. This will involve a review of the material, an analysis section and your conclusions. 

 

How will I be assessed throughout the course?  

The A-level will be assessed in the following ways: 

  • You will complete a 3 hour written paper offering responses to the novel you have analysed, the poet you have studied and the anthology of writing about place. 
  • You will complete a 2 hour 30 minute written paper giving a response to the play you have studied and a creative response to the novel you have studied for this purpose. 
  • Your personal investigation of connections between literary and non-literary texts will be assessed through a coursework study of 2,500 – 3,000 words. 
 

What co-curricular opportunities are there within this subject? 

In recent years we have organised theatre trips, trips to poetry readings, and had visiting authors in school to speak to the students. 

 
Board: AQA
Subject: English Language and Literature
Code: A-level 7707
 

“I would most definitely recommend English as an A-level subject. I took the combined English and have enjoyed it hugely. You learn a lot around the course and the material you read is always interesting. There is a really good balance between literature content and language. Having two separate teachers really helps to differentiate between the two, but also creates links between your knowledge.”

 
 
 

English Literature A-level

What is English Literature? 

English Literature is the study of poetry, novels and plays of perceived literary merit. 

 

Why study English Literature? 

The course gives you opportunities to develop analytical and critical thinking skills through close study of a range of texts – poetry, prose and drama – from a range of different periods. 

 

What type of student chooses English Literature? 

This course will appeal to anyone with a genuine interest in reading and the theatre. 

 

What are the career/higher education prospects? 

This is a very well-respected academic course which can be usefully combined with virtually any other subject. Through the course students develop skills which they can apply in a number of career paths including the law, teaching, advertising, social work, personnel work, publishing and virtually anything else! Even students for science-based courses such as Medicine say how their English Literature A-level prepared them for their essays and written assignments.  

 

What aspects of the subject will I be studying? 

You will focus on a specific genre, either comedy or tragedy. Within that genre, you will study two plays including one Shakespeare play. You will also study a novel and a selection of poetry that relates to this genre. You will also study another specific kind of writing, either crime writing or political writing. Within this element of the course you will cover three texts: at least one novel and at least one poet or selection of poetry. 

 

In addition, you will study different literary theories through an anthology of writing about literature, including feminist theory and Marxist theory. You will have an opportunity to apply these theories to a number of different texts through two coursework studies. In these you will be applying a literary theory to a different text and we hope to give you some independent choice in the texts you use here.  

 

How will I be assessed throughout the course? 

The A-level will be assessed in the following ways: 

  • A written examination paper of 2 hours 30 minutes on either the comic or the tragic genre in which you will be assessed on the texts you have studied for this unit. 
  • A 3 hour written paper in which you will be assessed on the texts you have studied for the crime writing or political writing unit. 
  • Two coursework assignments in which you apply different literary theories to texts of your own choice. 
 

What co-curricular opportunities are there within this subject? 

In recent years we have organised theatre trips, trips to poetry readings and had visiting authors in school to speak to the students. 

 
Board: AQA
Subject: English Literacture B
Code: A-level 7717
 

“I decided to take English Literature because when taking GCSE English I enjoyed the analysis of the texts best. I highly recommend it as a subject, it’s very interesting and you study more dark, controversial texts than at any other level in the school. The Upper Sixth is definitely the best year as you can choose whichever book you want to write your coursework on. The subject is very difficult, and we often study theories which would be studied at degree level. As a result of my A-level studies of English Literature I hope to continue it at university. English is also the most competitive course available at university and has the highest number of applicants per place available. I personally believe that it is a very good subject choice to consider for A-level but not one for those who are work shy as a lot of extra reading is required, as well as any essays that are set as homework.”

 
 
 
 

Co-curricular Activities 

The subject is complemented at all levels by stimulating co-curricular activities. The department runs a number of clubs which enhance the curriculum on many levels. We offer regular theatre trips, visiting writers, workshops and in-house competitions. We also offer clinics and a variety of clubs within the department, including creative writing, debating, book clubs, TEDx and monthly English enrichment sessions. 

For parents, we offer a Reading Group, which involves parents meeting once a month in the library to discuss a book which has been read in advance. 

 
 
 
 

Geography

Our aim is to encourage pupils to learn in an enquiring and stimulating way which will develop knowledge, understanding, and a real sense of place in today’s world.   

Key Stage 3  

At Key Stage 3, pupils experience a wide variety of physical and human Geography. This ranges from basic skills taught in Year 7 such as Ordnance Survey map work, and understanding settlements and river landforms, processes and flooding, to knowledge and understanding of wider geographical issues like plastic waste and fast fashion in Year 8. Global biomes and glacial landforms are considered in Year 9 and coastal landforms and processes, population, natural hazards and adventure geography in Year 9.   

Throughout this Key Stage we use a variety of different learning experiences, as well as traditional teaching methods, to give pupils a good grounding in Geography and literacy. Pupils use ICT for research tasks; publishing reports and PowerPoint presentations, are involved in role play exercises, group work, presentations and pair work. We aim to combine secure knowledge, understanding and skill development with the need to make Geography stimulating, relevant and fun!    

As Geography is such a dynamic subject, we do make regular alterations to the specifics of each topic at Key Stage 3, to keep things fresh and relevant regularly exploring current geographical issues in the news and their environmental, social and economic impact.   

Key Stage 4/GCSE  

The specification is the Pearson International Edexcel IGCSE Geography (9-1)  

There are two components:  

  • Paper 1. Physical Geography   
    Section A: River Environments and Coastal Environments  
    Section B: Fieldwork related questions on River Environments
  • Paper 2. Human Geography (4GE1/02)  Section A: Rural Environments and Urban Environments  
    Section B: Fieldwork related questions on Urban Environments  
    Section C: Fragile Environments and Climate Change 

There is a specification requirement for pupils to undertake two days of fieldwork, one human and one physical, GCSE fieldwork is undertaken on two separate days. One day in Shropshire at Carding Mill Valley investigating changing river channel characteristics and another in a local urban area.   

Geography GCSE

Why study Geography?

A good qualification in Geography can lead to a great variety of employment possibilities with its combination of knowledge, decision making, analysis, cultural awareness, environmental awareness, bridging the gap between arts and science, practical use of ICT, and literacy and numeracy competence.

 

It’s also a life skill: we all need skills of map reading, knowledge of places and understanding of other cultures. Geography is about people and places, explaining what is going on in the world around us.

 

Will Geography suit me?

Good geographers are those who:

  • have a real interest in the world around them
  • have a sense of awe and wonder at natural landscapes and processes
  • ask questions like “What caused that earthquake?”
  • have an interest in the human world
  • ask questions like “Does my town have any sustainable transport examples?”, “Will there be too many people in the world by the time I retire?” and “Why are our cities like this? How might they change?”
  • have an interest in the global environment
  • ask questions like “Is global warming happening? Why? What will it mean?” and “Are our actions sustainable?”
  • like to carry out primary (practical) fieldwork in different environments

There are many other issues we study, too, but if these are things that interest you, then Geography could be a good idea.

Good geographers are also willing to contribute actively, meet deadlines and have high personal aspirations.

 

What would I study?

The specification is the Pearson International Edexcel IGCSE Geography (9-1)

There are two components:

Paper 1. Physical Geography

  • Section A: River Environments and Coastal Environments
  • Section B: Fieldwork related questions on River Environments

Paper 2. Human Geography (4GE1/02)

  • Section A: Rural Environments and Urban Environments
  • Section B: Fieldwork related questions on Urban Environments
  • Section C: Fragile Environments and Climate Change
 

How would I be assessed?

Assessments are:

Paper 1: Written examination – 70 marks – 40% of the qualification (4GE1/01)

Paper 2: Written examination – 105 marks – 60% of the qualification (4GE1/02)

 
 

Co-curricular Activities

GCSE fieldwork is undertaken in Shropshire at a dedicated field studies centre, with one day studying urban change in Shrewsbury and one day studying rivers in the Carding Mill valley. This is to equip pupils with the skills and knowledge to complete the physical and human fieldwork components of Paper 1 and 2. This one-night residential stay. There are also opportunities to study geography abroad; in recent years Year 10 and older students have been to Iceland and Sicily. We have another trip to Iceland booked in Easter 2025.

 
Board: Edexcel IGCSE
Subject: Geography
Code: 4GE1
 

For more information visit: https://qualifications.pearson.com
 
 
 
 

The Sixth Form  

Themes studied in the Lower Sixth include Tectonic processes and Hazards, Coastal landscapes, Globalisation, and Regenerating places. Our residential field trip takes place in the Lower Sixth, and the requirement for A-level is that two days of Physical Geography and two days of Human Geography should be undertaken.   

In the Upper Sixth, themes studied are Water Insecurity, Energy Security, Globalisation, Superpowers, Migration, and some themes from Lower Sixth.   

There will also be an internally marked investigation (NEA), based on fieldwork. For this, students are required to be proactive and independent!   

Our teaching approaches are diverse, but at Sixth Form level we put a greater emphasis upon students developing good research techniques and taking an increasing responsibility for their own learning supported by the Geography Department and our wealth of resources.   

Geography A-level

What is Geography? 

Geography is all about: 

  • Understanding the dramatic forces that shape the Earth 
  • How our landscapes look like they do 
  • Water supplies, water conflicts and futures 
  • Globalisation and development 
  • Coasts and coastal management 
  • Our hazardous world ...and understanding the “awe and wonder” of it all by addressing the big issues… 
  • Geopolitics: the role and future for Superpowers and emerging states 
  • The impact of Brexit 
  • Causes and effects of hazards (from Global Warming to Tsunamis) 
  • How do we care for our countryside? 
  • How will our energy needs be met? 
  • Global climate change 
 

Why study Geography? 

There are various skills that can develop while you are studying: 

  • Written and oral communication 
  • Presentations  
  • Appropriate ICT 
  • Numerical 
  • Statistical 
  • Graphical 
  • Enquiry and investigation 
  • Problem solving  
  • Decision making 
  • Teamwork 
  • Flexibility 
  • Power of analysis 

If these are the things that interest you, and you already have a sound geographical background, then Geography will be an excellent choice for A-level! 

 

What type of student chooses Geography? 

Geography students should have a genuine interest in the world around them. Curiosity about the natural world is essential, as well as the human world. The ability to communicate knowledge and understanding in writing, to present an argument, and to be able to interpret a large range of maps, graphs and charts is important. 

 

What are the career/higher education prospects? 

There are many: all good universities offer a wide range of courses, both BSc and BA degrees. They range from purely Physical to purely Human, with many specialist sub-divisions. Employers like to see evidence of independent thinking, problem solving and creative solutions.  

 

Geography degrees are highly regarded, and typical employment for graduate geographers can be in specialist fields such as Hydrology, Environmental work, Planning, Cartography, Teaching as well as careers for which the geography experience is valuable - Marketing, Public Services, Civil Service and many more, Students who achieve good A-level grades in Geography but do not go on to study it at university are valued, as they have clearly demonstrated the ability to engage in independent research, critical thinking, and to evaluate and analyse a wide range of issues. Through fieldwork, they become good team players and can plan and carry out the collection and analysis of empirical data. 

 

What aspects of the subject will I be studying? 

Geography is studied as a full two-year A-level subject with examinations at the end of the course (see details below). There will be an increased emphasis on geographical skills, and a minimum of four days fieldwork for the A-level course. The fieldwork must be undertaken in relation to physical and human geography. 

 

How will I be assessed throughout the course? 

Three examinations, two worth 30%, (2 hrs each), one worth 20%, (1 hr 45 mins), and an individual investigation worth 20% 

Paper 1 30% 2 hour examination 

Four sections 

  • A: Tectonics 
  • B: Glaciers or Coasts 
  • C: Water cycle/Water insecurity 
  • D: Carbon cycle/Energy security 

Paper 2 30% 2 hours 

Four sections 

  • A: Globalisation 
  • B: Regenerating places or Diverse places 
  • C: Superpowers 
  • D: Health and Human Rights or Migration and Sovereignty 

Paper 3 20% 1 hour 45 minutes 

  • Synoptic: A Geographical theme, focusing on places, attitudes and futures 

Paper 4 20% Internally marked and externally moderated 

  • An independent investigation, based on fieldwork: 3 – 4,000 words 
 

What co-curricular opportunities are there within this subject? 

Geography involves getting out there and doing it!  

Field trips and outings are essential if you are to get the most out of being a Geographer! We have a compulsory four-day residential trip to North Yorkshire in the Lower Sixth, and have visited Iceland and Sicily in recent years and there are more exciting visits being planned! 

 
Board: Edexcel
Subject: Geography
Code: A-level 9GE0
 

“I chose to study Geography at A-level as I really enjoyed the GCSE course and I wanted to learn more about the subject. Geography is really relevant to everyday topics, ranging from climate change to the population reaching 7 billion. To other students thinking about taking this subject on at A-level I would really urge them to take it, as the course is diverse and interesting and the Geography staff are really helpful and are good teachers! Although I’m not taking the subject onto university I have loved the course and it has influenced my choice of wanting to study Business Management.”

 
 
 
 

Co-curricular Activities  

As well as our field trips to Shropshire and a local urban area (GCSE) and to the Cranedale Centre in North Yorkshire (Lower Sixth), there are also opportunities to study Geography abroad; in recent years Year 10 and older students have been to Iceland and Sicily. We have another trip to Iceland booked in April 2025 and are planning a visit to the Azores. 

 
 
 

History

The study of History is essential for pupils to make sense of the modern world; to understand where we came from is to understand where we are today. At Princethorpe, the teaching of History at all levels focusses on the analysis and interpretation of evidence with a view to reaching balanced judgments. From Year 7 upwards, the evaluation of sources is developed as well as the skills of knowledge acquisition and extended writing. In addition to History, which is taught throughout the school, Politics is offered at A-level. 

Key Stage 3 

Within Key Stage 3 we aim to engage pupils in a wide variety of activities leading to an enthusiasm for History and a desire to learn. Pupils will experience a programme of study that will expand their knowledge of the past and help inform their understanding of the modern world. 

In Year 7 pupils begin in 1066 starting with the Norman Conquest and a enactment of the Battle of Hastings before completing a depth study on life in Medieval England. In the latter half of Year 7 we move to to study the Tudors and their impact on England and Europe. 

In Year 8, the focus of the course is onRevolution and Empire and how they impact on History. This takes us through The English Civil war, Cromwell and the restoration before moving on to understanding life in Victorian Britain. In the Lent term we study the British Empire and the Slave Trade. In the Trinity term we complete an indepth study of WW1 and it’s wider impact on the 20th Century  

The theme for Year 9 is rights around the world. . The pupils will start the year with an investigation into women’s suffrage before looking more closely at the events of WW2 and the rise of Dictatorships. This will be followed by a module on Civil Rights in America before students have the opporutnity to complete an independent investigation entitled ‘Meanwhile elsewhere’. Topics this year have included Indian Independence, The Troubles and The Apartheid. 

Key Stage 4/GCSE 

History is a popular option choice at GCSE.  

History at GCSE aims to give pupils a wide range of historical knowledge to give a better understanding of the modern world. Within the course you will study Germany: Development of dictatorship 1918-1945; International relations 1943-1972; The USA 1918-1941 and a breadth study focusing on the changes of medicine 1848-1948. This helps to give pupils an awareness of key themes and issues that still resonate in today’s world, such as the role of leadership and the exercise of political power, the management of economies and societies, and the increasing complexities of international relations.  

Pupils will study the IGCSE History specification from Pearson Edexcel. 

History GCSE

Why Study History?

History is crucial to our everyday lives. People live in the present, but it is the events of the past that help define who we are, the society in which we live and how we shape the society of the future. The study of History gives us the knowledge and understanding that help us appreciate the world in which we live and have greater comprehension of the challenges yet to be faced.

 

Pupils of History develop key knowledge and skills that are essential for success in a wide range of academic disciplines and career paths. Historians learn how to assess the value of evidence, how to evaluate different interpretations and how to formulate logical arguments to reinforce a particular point of view. These skills are applicable to a wide range of careers, academic study and everyday life. Thus, History can be important to achieving success in scientific subjects as well as within the humanities. As such, History is a valued subject for many professions and employers. You will develop a wide range of transferable skills. Critical thinking and communication skills are vital for your future employability, especially in a world in which automation is becoming a larger issue. The ability to research, construct persuasive arguments and communicate your findings in a clear manner, alongside the ability to problem solve and present will be your strength as a student of History.

 

What would I study?

History at GCSE aims to give pupils a wide range of historical knowledge to give a better understanding of the modern world. Within the course you will study Germany: Development of dictatorship 1918-1945; International relations 1943-1972; The USA 1918-1941 and a breadth study focusing on the changes of medicine 1848-1948.  This helps to give pupils an awareness of key themes and issues that still resonate in today’s world, such as the role of leadership and the exercise of political power, the management of economies and societies, and the increasing complexities of international relations.

 

Pupils will study the IGCSE History specification from Pearson Edexcel. This is made up of the following topics:

Paper 1: Depth Studies

  • Section A: Germany: a development of dictatorship 1918-1945
  • Section B: A world divided: superpower relations 1943-1972

Paper 2: Investigation and Breadth Studies

  • Section A: The USA 1918-1941
  • Section B: Changes in Medicine 1848-1948
 

Who studies History?

History is a traditional academic discipline which is held in high regard by universities, as it demands judgement as well as learning combined with good communication skills. Famous politicians such as former Prime Minister Gordon Brown, former Chancellor George Osborne and former Presidents of the United States George Bush and John F Kennedy studied History at University. Other famous historians include Sasha Baron Cohen, Lauryn Hill, Steve Carrell, Jonathan Ross, Shakira, Louis Theroux and King Charles III.

 

How will I be assessed and when?

There will be two formal written examination papers - both 1 hour 30mins in length in the May/June of Year 11.

 

Where will studying History lead to?

History is the platform for careers in the law, journalism, business, marketing and politics because it is an analytical subject. Many pupils of History at GCSE go on to specialise in the sciences, including those intending to apply for medical school upon leaving secondary education.

 

The key historical skills are highly transferable:

  • Application of evidence;
  • Assessing the relative importance of different factors when explaining events and outcomes;
  • Evaluating the ways in which the past has been interpreted;
  • Written and verbal communications skills;
  • Research and independent study skills.
 
 

Co-curricular Activities

In recent years, GCSE historians have been on various trips to support themes covered on the course. Alongside our regular trips to France and Belgium, more recently our GCSE students had a fantastic trip to New York and Washington. It is the aim to plan a trip to Berlin and Krakow to support paper 1 of the IGCSE alongside more local visits within the UK to support the study of British medicine.

 
Board: Edexcel
Subject: International GCSE (9-1)
Code: 4HI1
 

For more information visit  www.qualifications.pearson.com
 
 
 
 

The Sixth Form 

The AQA A-level course comprises of 40% British History and 40% non-British History with 20% coursework. History in the Sixth Form is designed to provide the students with a range of study which will prepare them for the courses offered at Britain’s leading universities. Therefore, the course includes the study of core periods from different eras and a coursework focused on a range of topics, such as the Indian Independence, The Witchcraze and Russia 1855-1964.  

Reflecting the specialisms of the staff, the topics offered are; The Making of a Superpower: USA, 1865–1975 for the first examination, and Religious Conflict and the Church in England, c1529–c1570 or The English Revolution between 1625 and 1660, for the second. This gives students a thorough understanding of two distinct eras in History, and a firm understanding of themes and issues that are as relevant as ever in the modern world. 

Students are able to choose a coursework question on a range of topics which fit in with the requirements of the examination board. This is a positive opportunity for students who love the subject and want to explore an area in greater depth that is not covered in the examination content. This element of the course furnishes students with the skills necessary to excel at undergraduate level study in a variety of disciplines. 

History A-level

What is History?  

It is a famous dictum that those who do not learn from the past will be forced to suffer the future. Historians deploy advanced analytical skills to develop balanced judgements based upon solid evidence – the skill set for any career.

 

Why study History? 

The challenge of History is to come to terms with people and ways of living that are different from those we know now. Some of the ways people behaved in the past seem quite inexplicable, but the past is so much bound up in the present that the questions historians seek to answer often have contemporary relevance. That does not mean a study of History will enable humanity to solve all problems, but as historians we will be better able to define them. Studying History will give the opportunity to understand the past but also provide valuable skill development in areas such as: 

  • research 
  • comprehension 
  • analysis of a wide range of material 
  • evaluation of evidence 
  • formulation of reasoned interpretation and 
  • the ability to communicate coherent judgments 
 

What type of student chooses History? 

A wide range of students find that History is a useful subject. Those that have an affinity for either the Humanities or the Sciences opt for History. In the past, students of History have gone on to read Medicine, offering the subject as evidence of high level communication skills, whilst others have combined History with English and Mathematics and gone on to read subjects such as Law, History and English. 

 

What are the career/higher education prospects?  

History is a highly respected academic subject that can be used as a springboard for a variety of courses at university and a diverse range of jobs. History graduates are regularly recruited into a number of occupations including the law, administration, journalism, business, teaching and many others.  

 

Famous history graduates include: William Hague, George Osbourne, Gordon Brown, Sasha Baron-Cohen, Prince Charles, Alan Green, Lord Sainsbury, Anita Roddick, Simon Mayo, Neil Tennant of the Pet Shop Boys and Justice Elena Kegan of the US Supreme Court. 

 

What aspects of the subject will I be studying? 

We will be following the AQA specification. 

 

The A-level consists of two exam papers and one coursework task. The first exam paper is on America - the making of a superpower (1865 to 1975). The second exam paper will be on Religious conflict and the Church in England, c1529 –c1570, or The English Revolution, 1625 – 1660, depending on the teacher. 

 

Students will have a choice of two topics to study for the coursework element of the A-level which may vary depending upon the teachers leading the course. Example topics are the use of terror in Russia, or the development of healthcare provision up to the twentieth century, the Troubles in Northern Ireland and Witch-hunting in Early modern Europe.

 

How will I be assessed throughout the course? 

Parts 1 and 2 of each topic will be assessed by examination at the end of the Upper Sixth. The coursework, worth 20% of the A-level, will be marked internally and moderated externally. 

 

What co-curricular opportunities are there within this subject? 

The department offers a wide range of exciting trips to destinations such as Berlin, Vietnam and Washington DC. 

 
Board: AQA
Subject: History
Code: A-level 7042
 

"I chose to take History for A-level because I enjoyed the syllabus at GCSE and looked forward to continuing on at A-level with a similar one. However, the syllabus was very different, which was actually a big advantage as it made studying more interesting, rather just going over similar content. 
History is not only a subject for people taking primary arts or humanities subjects, but also for students taking Science and Maths-based subjects. History was the only essay-based subject that I took, and I found that when applying to competitive Science courses at university it was a good thing to have a more interesting subject range than the typical straight-up three Sciences and Maths. I also found that taking History has widened my capacity to structure a clear and logical essay, something which is required for almost every course at university, and has developed my ability to form a well-rounded debate. This is not only something which is useful for university but will hopefully also prove useful later on in life. The topics studied for A-level are diverse, and I particularly enjoyed the option to study almost any period in History I liked for the Upper Sixth coursework, which developed my capacity to work independently.”

 
 
 
 

Co-curricular Activities 

History is complemented by some stimulating co- curricular activities including a wide range of exciting trips including our Battlefields trip to the Western Front in Y8, a trip to Berlin and Poland to support the iGCSE and our popular New York and Washington trip at A level. 

 
 
 

Law

Law is offered at Sixth Form as an A-Level option.

What is Law? 

Law is an invisible framework that permeates and influences every aspect of our lives – not just in the obvious ways of criminalising undesirable behaviour but in a huge range of other ways too: providing the foundations for our market economy; regulating how governments can exercise power over their citizens or use force against other countries; creating systems for environmental protection; regulating scientific research… the list is endless. 

 

Why study Law? 

To study Law is to analyse some of the fundamental mechanisms through which our society is governed, regulated and supported. It is a fascinating journey through which you will develop the highly transferable skills of legal scholarship: logical analysis, critical evaluation, precision and clarity of expression. Not only will you benefit from the intellectual rigour of the subject but you will also find that your awareness of the world around you will deepen as you begin to appreciate the incredible but invisible web of law that surrounds us all. 

 

Law combines well with many other A-levels including Psychology, Sociology, English, Geography, Business, History and Economics. 

 

Successful Law students combine a good logical mind with an eye for detail and a facility in close textual analysis. Law graduates are highly prized for the rigorous mental training they receive. A large proportion go on to practise law but the civil service, management consultancy or financial services are common career paths. A-level Law is recognised by university admissions tutors, although it is not required to read Law at university studying A-level Law, it will provide an excellent insight into the subject and provide a strong foundation for undergraduate success.

 

What aspects of the subject will I be studying? 

You will study the AQA A-level Law course (7162A). It is divided into four components, one which covers the procedure and theory of law, and three which cover different areas of substantive law: 

  • The Nature of Law and the English Legal System 

The Legal System includes the criminal and civil court systems, alternative dispute resolution, sentencing, professional and lay people in the judicial system and access to justice. You will also study the law-making process, including making law in Parliament through both primary and delegated legislation, the way in which judges make law, the way in which they interpret statutes, and other influences on the development of the law. The Nature of Law considers law and morality, law and justice, and law and society.  

  • Criminal Law  

Criminal Law covers the components of a crime (actus reus and mens rea), crimes such as murder, manslaughter, assault, GBH,  theft and robbery, and defences such as intoxication, self-defence and duress. 

  • The Law of Tort  
    Law of Tort introduces you to the idea of tortious liability and covers specific torts such as negligence, nuisance, occupier’s liability and vicarious liability.  
  • The Law of Contract  

Contract Law includes the formation of a contract, the different kinds of terms within contracts, vitiating factors such as misrepresentation and duress, frustration, breach and remedies. 

 

How will I be assessed throughout the course? 

For the Law A-level, the content is examined by three 100-mark, 2 hour papers at the end of the Upper Sixth: 

  • The Nature of Law and the English Legal System, and Criminal Law (7162) 
    The Nature of Law and the English Legal System (25 marks) 
    Criminal Law (75 marks) 
  • The Nature of Law and the English Legal System, and the Law of Tort (7162)  
    The Nature of Law and the English Legal System (25 marks) 
    Law of Tort (75 marks) 
  • The Nature of Law and the English Legal System, and Contract Law (7162A)  
    The Nature of Law and the English Legal System (25 marks) 
    Contract Law (75 marks) 
 
 
Board: AQA
Subject: Law
Code: A-level 7162A
 
 

Co-curricular Activities 

Students are encouraged to visit courts in their own areas and we plan to continue with our trips to the Supreme Court and the Houses of Parliament. 

 

“Law to me isn’t just a subject to study, it has given me a whole new, rounded outlook on society and justice. I approached the study of Law with what I thought was an open mind, but it wasn’t until I began the A-level course that I realised what that really meant. I now feel more able than ever before to look at all the alternatives of a situation with critical analysis, and be completely precise. I just couldn’t be more delighted with the opportunities the subject is giving me.” 

 
 
 

Mathematics

The Mathematics Department aims to provide pupils with the mathematical skills needed in everyday life and to understand the contexts in which these skills are used. Pupils will develop the ability to communicate mathematically in written, diagrammatical and oral forms and will become confident in their use of mathematics. 

Key Stage 3 - Years 7, 8 and 9 

In Year 7, pupils will focus on fluency in the core skills that underpin the subject; number, algebra, and precise use of mathematical vocabulary and notation. In Years 8 and 9, they will build upon these skills and develop their knowledge of geometry, measures and statistics. Developing mathematical problem solving and applying knowledge in unfamiliar contexts are integrated throughout the Key Stage 3 course. By the end of Key Stage 3, pupils will have been taught all the topics that are included in the IGCSE Foundation Tier specification. 

Key Stage 4 – Years 10 and 11 – IGCSE 

Pupils study for the Pearson (Edexcel) IGCSE in Mathematics. Mathematics is a two tier entry qualification with the Higher Tier offering grades 4-9 and the Foundation Tier offering grades 1-5. At the end of Year 9, pupils who are proficient in the Foundation Tier material will proceed directly onto the Higher Tier and study work at grade 6 and above, with examinations in the summer of Year 11.  

For those pupils who need further consolidation of the Foundation Tier content, an alternative route is available where this consolidation takes place during year 10 with the opportunity to take the Foundation Tier IGCSE in November of Year 11. Depending on results, many of these pupils will then go on to take the Higher Tier Examination in the summer of Year 11. Pupils showing particular proficiency with the material covered are also given the opportunity to study for AQA’s Further Maths Level 2 Certificate.  

For pupils with outstanding mathematical ability, accepting an invitation to attend a co-curricular club will give them the opportunity to study for OCR’s Additional Mathematics Level 3 qualification. 

Mathematics GCSE

Years 10 and 11 will follow the Pearson Edexcel International GCSE Mathematics (IGCSE) 4MA1 specification, using the CGP publication as the main text. The specification requires pupils to develop their skills in numeric and algebraic manipulation, geometric reasoning, data handling and mathematical problem solving.

There are two tiers of entry for IGCSE Mathematics, higher and foundation. Princethorpe College pupils will be entered for the appropriate tier according to their mathematical ability. Pupils following the higher tier route will sit final examinations at the end of Year 11; there are two equally weighted 2-hour papers and a calculator is allowed in both. Pupils following the foundation tier route will sit their examinations in November of Year 11; depending on results they will then either resit the foundation tier examinations or take the higher tier examinations at the end of Year 11. There is no coursework element.

The IGCSE Mathematics specifications are in line with the GCSE system and uses the grade 9 – 1 grading structure. A grade 4 pass is equivalent to the lower end of the old C grade. A grade 5 (equivalent to the top of C grade and into the B grade) is considered as a ‘good pass’. Both higher and foundation tiers will award grade 5; for those pupils who find Mathematics most challenging we will continue to view the foundation tier as the most appropriate route to achieving their optimum grades.

There is ongoing support available for all pupils through our daily lunchtime Maths Drop-in clinic sessions and three additional after school sessions for pupils in Year 11. Pupils are encouraged to voluntarily attend these in order to seek out further clarification of classwork, get assistance with homework or to catch up after an absence from a lesson. This can be an important element in them becoming independent learners.

Most university courses require an IGCSE grade 4 or better in Mathematics, with the more competitive universities requiring a grade 5. It is envisaged that in the future many universities will stipulate a grade 5 or better as part of their entrance requirements. Some university courses, particularly those with mathematical content, require a grade 6 or 7 in Mathematics. At Princethorpe, a grade 8 is required to progress onto A-level Mathematics or Further Mathematics, and a grade 6 to study Core Mathematics.

Board: Pearson Edexcel
Subject: IGCSE in Mathematics (Specification A)
Code: 4MA1
  For more information visit: https://qualifications.pearson.com
 
 
 

Level 2 Further mathematics and Level 3 Additional Mathematics

During Years 10 and 11, the top set will also be taught material for the AQA Level 2 Certificate in Further Mathematics. This is a unique qualification designed to stretch and challenge high achieving mathematicians who are expected to achieve the top grades in IGCSE Mathematics. Pupils are introduced to AS topics that will help them develop skills in algebra, geometry, calculus, matrices, trigonometry, functions and graphs. Examinations are taken at the end of Year 11. There are two equally weighted papers each lasting 1 hour 45 minutes, one of which is non-calculator, and grades awarded are 9-4. Occasionally, pupils from set 2 are permitted to undertake this qualification through supported self-study.

A few of our most exceptional mathematicians are invited to study the OCR Level 3 FSMQ (Free Standing Mathematics Qualification) in Additional Mathematics as a co-curricular option. This is a challenging course and success in this results in the award of UCAS tariff points towards university entrance. This course is offered as an enrichment to those pupils with a real passion for their mathematics. A 2-hour examination is taken at the end of Year 11, in which calculators are permitted; grades awarded are A – E.

Neither of these additional courses are a prerequisite for studying Mathematics or Further Mathematics at A-level at Princethorpe.

Board: AQA
Subject: Level 2 Certificate in Further Mathematics
Code: 8365
  For further information visit:
Board: OCR
Subject: Level 3 FSMQ in Additional Mathematics
Code: 6993
  For more information visit: www.ocr.org.uk
 
 
 
 

The Sixth Form 

A-level Mathematics is a popular choice in the Sixth Form. Students study for the Pearson (Edexcel) A-level in Mathematics. 

The course is studied over two years and includes pure mathematics, statistics and mechanics. 

Further Mathematics is a second A-level, that can be taken in conjunction with A-level Mathematics. As the name suggests, this comprises of work beyond the normal A-level course. Further Mathematicians study the Mathematics course plus more advanced pure and applied topics. This course also runs over two years with examinations at the end of the Upper Sixth. 

Level 3 Mathematical Studies (Core Mathematics) is a qualification equivalent to AS-level taught in the Lower Sixth only. It is designed for students who have an interest in Mathematics or who are taking subjects which include a significant mathematical content.

Mathematics A-level

What is Mathematics? 

Mathematics is the study of quantity, space, structure and change. Through the use of logical reasoning mathematics evolved from counting, calculation, measurement, and the systematic study of the shapes and motions of physical objects. 

 

Why study Mathematics? 

A-level Mathematics is one of the most popular subjects chosen. Every year, entries are greater than in almost any other academic subject. It offers a wide range of career opportunities; the list is endless, but finance, engineering, management and administration spring to mind. Mathematics is essential for entry to university study in most science and engineering courses, and of course mathematics itself. 

 

Mathematics is a qualification highly valued by universities and employers as it involves skills such as logical thinking, problem solving and analysis. Studies have shown that those with A-level Mathematics have a higher average income than those without.  

 

What type of student chooses Mathematics? 

A student with a minimum of a grade 7 at IGCSE or GCSE and a good grasp of algebra. You should be a logical thinker, have an aptitude for problem solving and enjoy the subject. 

 

What are the career/higher education prospects? 

There is still a national shortage of qualified mathematicians and increasing demand from large technological companies such as Facebook and Google.  

 

Typical jobs for mathematicians include: architect, cartographer, professional engineer, computer programmer, financial analyst, management consultant, aerodynamicist, cryptologist, stockbroker, actuary, naval defence analyst, nuclear scientist, meteorologist, physicist, sports scientist, statistician, teacher... and many more.  

 

What aspects of the subject will I be studying? 

In A-level Mathematics you will study both pure and applied mathematics. Pure mathematics involves topics such as algebra, calculus, sequences and series, trigonometry, vectors and coordinate geometry. This will comprise two thirds of the course. The remaining third of the course involves studying applied mathematics. This is split between statistics and mechanics and involves topics such as probability, averages, statistical distributions, forces and motion.  

 

How will I be assessed throughout the course? 

Assessment is by written examination papers at the end of the course. Each examination is 2 hours long and worth 100 marks. There will be two written papers for pure mathematics and one for applied mathematics. Calculators may be used in all three examination papers.  

 

What co-curricular opportunities are there within this subject? 

All Sixth Form mathematicians are given the opportunity to take part in the Senior Mathematics Challenge, with training being given for those who want it. We also enter a team in the annual Senior Team Challenge. There are opportunities to attend lectures at various local universities to give you a taste of maths beyond the curriculum. 

 
Board: Pearson Edexcel
Subject: Mathematics
Code: A-level 9MA0
 

"I wasn't sure what I wanted to do after A-levels but after studying A-level Maths at Princethorpe, I wanted to pursue the subject at degree level.” 
"The small group sizes really worked for me and the help and support from the teachers was probably the best I ever received.”  
“The support I received during my A-level Maths was incredible. The staff gave up lunchtimes and free periods to help me with any issues I had, whether they taught me or not. This was a huge help when I started my Maths module at university; without it I would have really struggled, but instead I started my degree with confidence.”

 
 
 

Core Mathematics

Core Mathematics is a full AS-level equivalent qualification that is taught over four periods per week for the Lower Sixth only. It is designed for students who have an interest in Mathematics or are taking subjects which include a significant mathematical content (such as the Sciences, Economics or Psychology, for example) and who are NOT taking A-level Mathematics. It allows them to maintain their mathematics in the Sixth Form and also supports them in tackling the mathematical elements in their other subjects. We would recommend that students have at least a grade 6 in the GCSE if they would like to take this course.  

Board: AQA
Subject: Mathematics Studies Level 3
Code: 1350
 
 
 

Further Mathematics

What is Further Mathematics? 

It is possible to study a second A-level in Mathematics called Further Mathematics which broadens and deepens the content covered in A-level Mathematics. Further Mathematics develops your mathematical ability and introduces you to new topics, such as matrices and complex numbers, which are vital for maths-rich degrees in areas such as the sciences, engineering, statistics and computing as well as mathematics itself. Further Mathematics may be studied as a fourth A-level alongside A-level Mathematics. 

 

Why study Further Mathematics? 

Further Mathematics will introduce you to fascinating mathematical concepts. It will develop your problem solving skills, which will help to boost your performance in A-level Mathematics. If you plan to apply for any degree that is rich in mathematics, a qualification in Further Mathematics will give your application an edge. You will study more mathematics that is relevant to your university course, which will help you to hit the ground running. Some prestigious university degree courses require a Further Mathematics qualification and many university courses prefer those who have studied Further Mathematics. 

 

What type of student chooses Further Mathematics? 

If you greatly enjoy mathematics and you want to study a mathematical course at university then Further Mathematics would be a good option for you. You would ideally have an 8 in Mathematics at IGCSE or GCSE. Knowledge of the FSMQ in Additional Mathematics or Further Mathematics Level 2 would be a distinct advantage. All candidates wishing to study Further Mathematics should consult with Mrs Sharon McBride, Head of Mathematics, in advance of completing the Options Final Choice Survey Form. 

 

What are the career/higher education prospects? 

Further Mathematics will be advantageous if you are considering university courses and careers in areas such as mathematics, engineering, physics, computer science, finance, actuarial science, statistics, chemistry, architecture, astrophysics, economics and many others. 

 

What aspects of the subject will I be studying? 

Those students taking Further Mathematics study a mixture of year 2 A-level topics and Further Mathematics content in both years. Pure mathematics topics studied will include complex numbers, matrices, differential equations, hyperbolic functions, further calculus and further vectors. Applied mathematics topics will include momentum and impulse, collisions, centres of mass, work and energy, circular motion, simple harmonic motion, and motion under a variable force

 

How will I be assessed throughout the course? 

Assessment is by written examination papers at the end of the course. As well as the three Mathematics papers, students will sit four additional Further Mathematics papers, each lasting one hour and thirty minutes and being worth 75 marks.  

 

Two of the papers will assess the pure mathematics topics and two will assess the applied mechanics content. 

 

What co-curricular opportunities are there within this subject? 

In addition to the opportunities already available to A-level mathematicians, some students also elect to join other local mathematicians at Warwick University to support their university applications further by preparing to take the Mathematical Aptitude Test (MAT) and Sixth Term Entrance Paper (STEP) papers for Oxbridge. 

 
Board: Pearson Edexcel
Subject: Further Mathematics
Code: 9FM0
 

“Studying A-level Further Maths was the highlight of my time at Princethorpe. The emotional and intellectual support I received from the Maths Department was instrumental in allowing me to gain a place at Oxford University.” 


“Despite not being particularly naturally gifted at maths, the Princethorpe approach to Further Maths worked incredibly well for me, allowing me to achieve an A*. I now work as an actuary for a major insurance company, a career which genuinely would not have been open to me without the small classes and exceptional teaching at Princethorpe.”

 
 
 
 

Co-curricular Activities 

Pupils from all years are encouraged to make use of the drop-in Maths Clinic that is run by the Maths staff at lunchtimes, with an after school Clinic also being available for pupils preparing for public examinations. Pupils can seek help with classwork or homework or catch up on work they may have missed due to absence. 

Pupils have the opportunity to compete against others on a national basis through the individual and team Maths Challenge competitions from the United Kingdom Mathematics Trust. We have a good record of achievement in this competition and have had a number of pupils progress to the higher rounds. A lunchtime club allows pupils to prepare for both individual and team competitions. 

We also arrange visits to enrichment events at local universities for Key Stage 4 and Sixth Form students.

 
 

 

 

Modern Foreign Languages

Our department is enthusiastic and committed to achieving a high level of success. In recent years our A-level students have gone on to study languages at some prestigious universities. We are fortunate to have some native speakers working as teachers within the department. In addition, our assistants are able to give pupils extra support, particularly with their oral work, in small groups. Benefiting from excellent resources and classrooms in the Limes, pupils have the opportunity to study Spanish and French within Key Stage 3 before selecting GCSE and A-level subjects. 

Key Stage 3 

The overriding philosophy at Key Stage 3 is to build pupils’ confidence with their language learning. There is a strong focus on phonetics and pronunciation and providing pupils with the tools to understand and communicate personal opinions effectively. Spanish is the main language taught in Key Stage 3. Pupils in Year 7 study five periods of Spanish per fortnight. In Year 8 they continue with Spanish and pick up French so that they can make a language choice the following year. In Year 9 pupils will have three lessons of Spanish or French per week and two of the second language if they opt to continue with it.  

Key Stage 4/GCSE  

At Key Stage 4, pupils usually choose one Modern Foreign Language, but we have had a number of dual linguists over the years. From September 2024 we will be studying the AQA GCSE (2024) qualification This is a new national GCSE for first examination in 2026. 

French GCSE

Background

French is a major world language. It is spoken by more than 200 million people on the five continents and is the ninth most widely spoken language. It is the second most widely learned foreign language after English and is also the only language alongside English that is taught in every country in the world.

French isn’t mostly spoken by French people, and hasn’t been for a long time now. The language is growing fast, and growing in the fastest-growing areas of the world, particularly sub-Saharan Africa. The latest projection is that French will be spoken by 750 million people by 2050.

Reasons to learn French

  • for the job market

An ability to speak French and English is an advantage in the international job market. A knowledge of French opens the doors of French companies and other French-speaking parts of the world such as Canada, Switzerland, Belgium and the North and sub- Saharan areas of Africa. Many international companies, such as Danon, Lacoste, Nestlé, and, L’Oréal, are headquartered in a francophone country. Interested in fashion? Chanel, Dior, Louis Vuitton, Hermès, and Christian Louboutin are just a few of the French designers that dominate the fashion industry. Interested in pursuing a career in science? France, Canada and Switzerland (all francophone countries) all rank among the top ten countries with greatest scientific impact.

- for the culture

French has a very long history and a very full cultural tradition. French is the international language of cooking, fashion, theatre, the visual arts, dance and architecture. A knowledge of French often offers access to great works of literature as well as films and songs in the original French.

  • for travel and leisure

France is one of the world’s top tourist destinations and attracts more than 70 million visitors each year. A little French makes it so much more enjoyable to visit Paris and all of the regions in France from the mild climates of the Cote d’Azur to the snow-capped peaks of the Alps, the rugged coastline of Brittany and the extinct volcanoes of the Auvergne.

  • for higher education

Speaking French opens up study opportunities at renowned French universities and business schools which are ranked among the top education institutes in the world. Pupils with a good level of French are eligible for French government scholarships and can enrol on postgraduate courses in France in any discipline in order to qualify for internationally recognised French degrees.

  • for international relations

French is both a working language and an official language of the United Nations, the European Union, UNESCO, NATO, the International Olympic Committee, the International Red Cross and International Courts. French is the language of the three cities where the EU institutions are headquartered: Strasbourg, Brussels and Luxembourg. The Francophonie, the organisation of French-speaking countries, consists of 68 states and governments.

How will I be assessed for foreign languages? 

The new Pearson Edexcel GCSEs (2024) in Languages

consists of:

Three externally examined papers assessing separately listening, reading and writing.

One speaking assessment set by Pearson and conducted by a teacher.

Students have a specified vocabulary and grammar list based on the thematic contexts of:

  • my personal world
  • lifestyle and wellbeing
  • my neighbourhood
  • media and technology
  • studying and my future
  • travel and tourism

All assessments are marked by Pearson and each skill is worth 25%

 
Board: Pearson Edexcel
Subject: GCSE French (2024)
Code: GCSE_1FR1
  For more information visit: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/french-2024.html
 
 
 

Spanish GCSE

Background

Spanish is the second world language as a vehicle of international communication.

Some facts and figures:

  • Approximately 429,293,000 people speak Spanish
  • It is predicted that there will be 530,000,000 Spanish speakers by 2050
  • Spanish has roughly the same number of first language speakers as English
  • There are 38 million Spanish speakers in the USA alone. Spanish is the fourth most widely-used language on the internet and represents 8% of all internet users

Reasons to learn Spanish

  • for business

Spanish multinational companies are a major driving force behind a number of businesses and products which are well known in the UK.

For example:

  • Banco Santander
  • Iberia
  • Ferrovial
  • Iberdrola
  • Freixenet
  • Chupa Chups
  • Zara
  • for the culture

Spanish culture has made a large contribution to architecture, art, the world of literature and the cinema. Wouldn’t Picasso, Miró, Dalí, Goya and Velázquez be more interesting if you were familiar with their culture? The actors Javier Bardem and Penelope Cruz have done much to make Spanish films more mainstream and vanguard directors such as Pedro Almodovar and Guillermo Del Toro have influenced Hollywood.

  • for sport, food and leisure

Spain and Latin America are sport-obsessed and have produced tennis stars such as Nadal, Alcaraz and Muguruza; middle distance runners such as Ben and Katir and skilful footballers like Colombian Luis Diaz and Argentinian MacAllister. And of course, Spain’s women’s football team is the reigning World Cup holder.

Hispanic culture appreciates the importance of good food. Spain and Latin America also boast six out of the top ten restaurants in the world (June 2023).

Tourism continues to play an important role in the economy, and Spain is still a very popular holiday destination.

How will I be assessed for foreign languages?

The new Pearson Edexcel GCSEs (2024) in Languages

consists of:

Three externally examined papers assessing separately listening, reading and writing.

One speaking assessment set by Pearson and conducted by a teacher.

Students have a specified vocabulary and grammar list based on the thematic contexts of:

  • my personal world
  • lifestyle and wellbeing
  • my neighbourhood
  • media and technology
  • studying and my future
  • travel and tourism

All assessments are marked by Pearson and each skill is worth 25%

 
Board: Pearson Edexcel
Subject: GCSE Spanish (2024)
Code: GCSE_1SP1
  For more information visit: https://qualifications.pearson.com/en/qualifications/edexcel-gcses/spanish-2024.html
 
 
 
 

The Sixth Form 

At Sixth Form, we currently follow the Edexcel specification which covers such topics as the changing family structure, music, an aspect of 20th century history in the target language country, a film and a book. Students are expected to do personal research in order to keep up to date with significant events in the target language countries and have access to the Hodder Boost website and the Miguel Alvarez Complete A Level Spanish series for practice comprehension, wider reading and vocabulary tests.  

French A-Level

Why study a Language? 

The advanced study of languages allows students to understand their own language more deeply as well as to give a fresh perspective on life. Communication and analytical skills are honed and inter-cultural understanding is enhanced. The study of a language at A-level complements many subject combinations. 

In brief, languages can be valuable if/because; 

  • You want to broaden your horizons 
  • You want to prepare yourself for today’s job market 
  • Linguists are in great demand in many businesses and industries in the UK 
  • Developing your linguistic skills means that you are eminently employable overseas 
  • You may have already visited one of the countries where the language is spoken and enjoy meeting people and discovering a different way of life 
  • You are interested in current affairs and like to express your opinions and listen to other people’s points of view 
  • You have an interest in the world around us and have creative ideas that we can share 
  • You want to be able to appreciate literature/art/films in the original 
 

Why study French? 

  • for the job market 

An ability to speak French and English is an advantage in the international job market. A knowledge of French opens the doors of French companies and other French-speaking parts of the world such as Canada, Switzerland, Belgium and the North and sub-Saharan areas of Africa. Many international companies, such as Danone, Lacoste, Nestlé, and, L’Oréal, are headquartered in a francophone country. Interested in fashion? Chanel, Dior, Louis Vuitton, Hermès, and Christian Louboutin are just a few of the French designers that dominate the fashion industry. Interested in pursuing a career in science? France, Canada and Switzerland (all francophone countries) all rank among the top ten countries with greatest scientific impact 

  • for the culture 

French has a very long history and a very full cultural tradition. French is the international language of cooking, fashion, theatre, the visual arts, dance and architecture. A knowledge of French often offers access to great works of literature and philosophy as well as films and songs in the original French. 

  • for travel and leisure 

France is one of the world’s top tourist destinations and attracts more than 70 million visitors each year. A little French makes it so much more enjoyable to visit Paris and all of the regions in France from the mild climates of the Cote d’Azur to the snow-capped peaks of the Alps, the rugged coastline of Brittany and the extinct volcanoes of the Auvergne. 

  • for higher education 

Speaking French opens up study opportunities at renowned French universities and business schools which are ranked among the top education institutes in the world. Pupils with a good level of French are eligible for French government scholarships and can enrol on postgraduate courses in France in any discipline in order to qualify for internationally recognised French degrees. 

  • for international relations 

French is both a working language and an official language of the United Nations, the European Union, UNESCO, NATO, the International Olympic Committee, the International Red Cross and International Courts. French is the language of the three cities where the EU institutions are headquartered: Strasbourg, Brussels and Luxembourg. The Francophonie, the organisation of French-speaking countries, consists of 68 states and governments. 

 

What type of student chooses French?  

You will have at least a grade 7 at GCSE. Grammar is of increasing importance so a good basic understanding and enjoyment of language structure is vital. You will also be interested in film and literature, history and many current issues. 

 

What are the career/higher education prospects? 

  • If you have language skills you really can have a successful career in many different fields.  
  • A language can add 10-15% to your salary and really make you stand out from the competition.  
  • The ability to function in a new linguistic cultural environment is a skill highly prized by international employers, many of whom will not consider graduates without experience of living and working outside their native land. 
  • Cultural awareness is a highly important career asset. To work successfully abroad, you need to have an appreciation of ideas, traditions, customs and lifestyles which are often very different from your own. 
  • Graduates in modern languages are sought after by employers not merely for their linguistic skills, but for the intellectual training which their course has provided. Linguists are trained to think structurally: they write essays which give them good practice in thinking clearly and in presenting focused arguments. Many language courses involve working co-operatively in groups and making formal presentations to an audience - just the sort of teamwork and presentational skills which employers tell us they are looking for. 
 

What aspects of the subject will I be studying? 

Lower Sixth 

There are two main themes and the literary text: 

Theme 1: Changes in French Society 

  • • Changes in family structures 
  • • The education system 
  • • The world of work 

Theme 2: The political and artistic culture in French speaking countries 

  • Music 
  • Media 
  • Festivals and traditions 

A choice of film or literary text from a prescribed list 

 

Upper Sixth  

Two more themes in addition to the Lower Sixth themes above are: 

Theme 3: Immigration and French multicultural society 

  • Integration 
  • The rise of the far right 

Theme 4: Occupation and the Resistance 

  • Life under Vichy; collaboration and antisemitism 
  • The French resistance; Jean Moulin and Charles de Gaulle 

A choice of film and literary text/two literary texts from the prescribed Edexcel list 

At A-level, students must study French literature and film.  

 

How will I be assessed throughout the course? 

  •  Paper 1 Listening, reading, translation into English based on the main themes (40%) 
  • Paper 2 Translation into French and critical essay on a prescribed film and literary text  (30%) 
  • Paper 3 Speaking exam based on an independent research project and one of the 4 themes (30%)  
 

What co-curricular opportunities are there within this subject? 

Trips are run to different language conferences and work experience and trips abroad can be arranged. 

 
Board: Edexcel
Subject: French
Code: A-level 9FR0
 

“I chose to study French at A-level because it’s interesting, and it gives you a skill that you can then apply to life. I have particularly enjoyed focusing on specific topics, for example the environment and new technologies.”

 
 
 

Spanish A-level

Why study a Language? 

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The advanced study of languages allows students to understand their own language more deeply as well as to give a fresh perspective on life. Communication and analytical skills are honed and inter-cultural understanding is enhanced. The study of a language at A-level complements many subject combinations. 

In brief, languages can be valuable if/because; 

  • You want to broaden your horizons 
  • You want to prepare yourself for today’s job market 
  • Linguists are in great demand in many businesses and industries in the UK 
  • Developing your linguistic skills means that you are eminently employable overseas 
  • You may have already visited one of the countries where the language is spoken and enjoy meeting people and discovering a different way of life 
  • You are interested in current affairs and like to express your opinions and listen to other people’s points of view 
  • You have an interest in the world around us and have interesting ideas that we can share 
  • You want to be able to appreciate literature/art/films in the original  
 

Why study Spanish? 

  • Few languages cover the globe as thoroughly as Spanish does today.  
  • A century ago, about 60 million people spoke Spanish. Today, nearly 500 million people speak Spanish as their primary language and another 100 million speak it as their second language.   
  • Europe has 57 million Spanish speakers, including 47 million in Spain. The United States alone has more than 42 million native Spanish speakers, more than 60 per cent more than a decade ago. By 2050, half of the country is expected to be able to speak Spanish. 
  • You can travel to South America, Mexico or Spain without speaking a word of Spanish - but it’s not half as much fun or rewarding. Speaking Spanish opens many doors to see and do things that are closed to other visitors. 
 

What type of student chooses Spanish?  

You will have at least a grade 7 at GCSE. Grammar is of increasing importance so a good basic understanding and enjoyment of language structure is vital. You will also appreciate literature and films and be interested in history and the current issues facing us. 

 

What are the career/higher education prospects? 

If you have language skills you really can have a successful career in many different fields. A language can add 10 – 15% to your salary and really make you stand out from the competition.  

 

The ability to function in a new linguistic cultural environment is a skill highly prized by international employers, many of whom will not consider graduates without experience of living and working outside their native land. 

 

Cultural awareness is a highly important career asset. To work successfully abroad, you need to have an appreciation of ideas, traditions, customs and lifestyles which are often very different from your own. 

 

Graduates in modern languages are sought after by employers not merely for their linguistic skills, but for the intellectual training which their course has provided. Linguists are trained to think structurally: they write essays which give them good practice in thinking clearly and in presenting focused arguments. Many language courses involve working cooperatively in groups and making formal presentations to an audience - just the sort of teamwork and presentational skills which employers tell us they are looking for. 

 

What aspects of Spanish will I be studying? 

Theme 1: The evolution of Spanish Society 

  • Changes In family structure 
  • The world of work 
  • The impact of tourism on Spain 

Theme 2: The political and artistic culture in Spanish speaking countries 

  • Music 
  • Media 
  • Festivals and traditions 

The main topic areas in addition to the AS topics above are: 

 

Theme 3: Immigration and multiculturalism in Spain 

  • Historical and contemporary immigration 
  • Integration 

Theme 4: Franco’s dictatorship and transition to democracy 

  • The Civil War and daily life under Franco 
  • Steps towards democracy and the impact of dictatorship on current society 

A choice of two literary texts or a film and a literary text from the Edexcel prescribed list. 

 

How will I be assessed throughout the course? 

  • Paper 1 Listening, reading, translation into English from (40%) 
    themes 1, 2, 3 and 4  
  • Paper 2 Translation into Spanish and a critical essay on a (30%)  
    prescribed film/literary texts  
  • Paper 3 Speaking exam based on an independent research (30%) 
    project and one of the four themes.  

The A-level course expects students to write a critical essay on both a literary text and a film or two literary texts. 

 

They will be tested on topics for comprehension, translation and oral papers (see themes previously). They will also carry out a research project, ready for discussion in the speaking exam. 

 

What co-curricular opportunities are there within this subject? 

Trips are run to different language conferences and work experience and trips abroad can be arranged. We offer a homestay trip to Cuenca bi-annually. 

 
Board: Edexcel
Subject: Spanish
Code: A-level 9SP0
 
 
 
 

Independent learning 

All pupils from Key Stage 3 to 5 have access to several subscription websites, to support their learning outside the classroom and to encourage independent learning skills. This is vital for progress in a foreign language where regular revision, a little and often, is essential. 

 

Co-curricular Activities 

It is important for pupils to use their languages outside the classroom. Our French and Spanish assistants support and enrich the MFL curriculum and we endeavour to offer pupils a variety of co-curricular opportunities. These vary from year to year, but current plans in the recent past have included:: 

  • French Homestay to Montpellier  
  • Spanish Homestay to Cuenca  
  • Drop-in clinics for KS4 and KS3 
  • Language Leaders club for Y9-10 liaising with local primary schools 
  • Y7 French Club 
  • KS3 MFL cinema club 
  • GCHQ Year 9 National Languages Challenge 
 
 
 

Music

Music plays an important role in the life of the College, with all pupils being encouraged to extend their own musicianship both in class and through our extensive co-curricular programme. Our aim is not only to encourage excellence in musical performance, but also to increase all pupils’ understanding of, and access to, a diverse range of musical styles and genres, giving them a deeper appreciation of the art form whether they are instrumentalists or not. 

The Music Department has recently undergone a complete refurbishment including the Round House and a suite of purpose-built, soundproof practice rooms and recording studio. In the Chapel there is a first class Bechstein grand piano as well as a magnificent 3-manual Binns organ. 

Key Stage 3 

All pupils are assessed for musicianship on entry to the College and those with musical ability not already learning to play a musical instrument are encouraged to do so. 

In music lessons there is a balance of composing, performing and active listening and pupils are encouraged to use their own instruments when the content of a lesson makes this appropriate. Music Technology is used for certain parts of the course in each year, to ensure that pupils are confident in this increasingly important area of musical development. 

The curriculum covers the elements of music early on and builds upon this using practical music-making in all lessons. Sometimes, theory homework is used to reinforce the learning in class. The course covers such diverse styles as Western Classical Music, Pop Music, Samba, Film Music and Minimalism, and focuses on developing performance, composition, improvisation and listening skills. 

Key Stage 4/GCSE 

This is a natural progression from Key Stage 3, with pupils following the Eduqas GCSE course. All pupils: perform on their chosen instruments, sometimes in a formal evening concert, sometimes in class; compose in their own styles, and other styles selected by the department (either using acoustic instruments or by using ICT); and make a study of a wide variety of music from Baroque times to Film Music and  current Pop. For every part of the course there are many practical activities, as it is by ‘doing’ that pupils learn best. 

Music GCSE

Why study Music at GCSE?

  • Because you enjoy listening to a variety of types of music and want to know more about how it works.
  • Music complements many subjects within the curriculum, and is a combination of the creative and academic which employers and universities love to see on a CV.
  • It is a subject that fosters a number of transferable and life-long skills: teamwork and communication, self-motivation, discipline and creative thinking, to name but a few. 
  • If you love music but don’t currently play an instrument, then studying GCSE Music is a great motivator to take one on, or you can learn to program Music using technology instead.
  • If you already play an instrument, this is a great way to get credit for your work outside school as your playing will count for almost one third of the qualification.
 

What will I study?

The GCSE Music Course is divided into three disciplines:

  • Performing -Throughout the course, you will record music both as a soloist and as part of an ensemble (group). All musical instruments are acceptable for this, as is the voice, DJ decks, or rapping. It is recommended that you will be receiving individual instrumental or vocal tuition in addition to timetabled class lessons, but this is not a strict requirement as long as you are dedicated to making progress. In Year 11 you will submit two performances for assessment, at least one of these must be an ensemble.
  • Composing - You will submit two original pieces of music, one to a brief set by the board, and the other in a style of your own choice. These compositions can be notated formally, sequenced using music technology (including mobile devices), or recorded live.
  • Appraising - For this element, you will be given the opportunity to play, listen to and reflect music in a wide variety of styles and contexts. You will then be assessed on your listening skills, your knowledge of the four areas of study and the specific musical vocabulary learned during the course. You will be asked questions in a listening/written paper lasting 1 hour and 30 minutes.

All of your work will be linked to the four Areas of Study, including two set works, one in the Western Classical Tradition and the other drawn from Popular Music. You will also study and be encouraged to explore other representative pieces from the Areas of Study.       

 

The four Areas of Study are:

  • Area of Study 1: Musical Forms and Devices
    This area of study focuses on understanding structural forms and devices across a variety of genres and styles from the Western Classical Tradition 1650-1910.
  • Area of Study 2: Music for Ensemble
    This area of study focuses on developing an understanding of sonority and texture, covering music in various styles including chamber music, musical theatre, jazz and blues)
  • Area of Study 3: Film Music
    In this area of study, learners will develop an understanding of film music including the use of timbre, tone colour and dynamics for effect.
  • Area of Study 4: Popular Music
    In this area of study, learners will develop an understanding of popular music: pop, rock and pop, bhangra and fusion (of different styles).
 

How will I be assessed?

  • Performing (non-examined assessment)
    [30% of GCSE]
  • Composing (non-examined assessment)
    [30% of GCSE]
  • Listening/written paper
    [40% of GCSE]
 
Board: Eduqas
Subject: Music
Code: C660QS
 
 
 
 
 

Individual tuition 

Individual tuition is a feature of the Music department and is offered in all orchestral instruments as well as piano, church organ, keyboard, drums, music theatre, singing, electric and acoustic guitars, and saxophone. Lessons are scheduled on a rotation basis to avoid missing the same subject and lesson each week. 

The Sixth Form 

Both A-level Music and BTEC Music Performance students are naturally encouraged to play a full part in the musical life of the school. Students compose in their own style, using software if they wish, and they also study the compositional techniques of other composers. 

Regular public performances are a crucial element of both courses, so all students are encouraged to be members of the College Choir and instrumental groups, in addition to performing as a soloist and in small groups.  

Music A-level

What is A-level Music? 

Music is all around us, and plays a vital part in all of our lives. Having a profound impact on all of us in every aspect of life, these sounds are designed to uplift, stir, entertain, express, instruct or provoke. Studying Music at sixth form, not only gives the opportunity to excel in this rewarding area but also gives them the chance to develop into well-rounded, expressive and self-disciplined young adults with a huge range of transferable skills.  

 

Why study A-level Music?

Studying Music is a crucial stepping-stone to a career in any of the many areas related to the subject. Furthermore, universities and employers in all sectors agree that the skills and characteristics developed through extended study of Music are beneficial in all walks of life. These include self-discipline, creativity, communication and co-operation, critical thinking, and mental well-being. 

 

What type of student chooses A-level Music? 

To study A-level Music, students must have skills of Grade 5 standard or above on one or more instruments. These do not need to be traditional ‘orchestral’ instruments. Percussionists, guitarists and vocalists are also encouraged, provided that they have an understanding of musical theory to Grade 5 standard. A grade 6 in GCSE music or instrumental skills to the equivalent of Grade 6 ABRSM. Beyond this requirement, many different types of person may choose to study the course, from those wanting to pursue a career in music to those who would simply like to keep a diverse skill set across their subjects for further study. 

 

What are the career/higher education prospects? 

A study of Music not only sets you up to continue into a musical career, but also is a fantastic subject for developing wider inter-personal skills such as teamwork, self-discipline and the ability to perform under pressure. As such it is very highly regarded by universities, regardless of whether the course is for Music or not.  

Music graduates have a good employment record. Generally, of the 2,000 Music graduates each year, 95% secure employment or enrol for post-graduate study within six months of graduation. Many graduates are freelance and self-employed.  

Professions available to graduates include the following: 

  • Live performance 
  • Publishing  
  • Sound composing 
  • Music therapy  
  • Engineering  
  • Journalism  
  • Armed services 
  • Teaching  
  • Arts administration 
  • Managerial positions 
 

What aspects of the subject will I be studying? 

A-level Music can be roughly split into two key areas. The first is the practical side of the subject, instrumental performance and musical composition. The second is the academic side of the subject, with focus on aural awareness, musical analysis, harmony and historical context. 

 

How will I be assessed throughout the course? 

Assessment takes place through a combination of controlled coursework (for the composition and performance elements) and a formal examination at the end of the course. 

Performing

 30%

Students give a solo recital to a visiting examiner, allowing them to demonstrate their communication of the music to the listener, and giving a real sense of occasion.  

 

Students at A-level can choose whether they wish to be assessed on a longer performance or submit a third composition, allowing them to develop their preferred specialism 

 

 

Composing

 

 

30%

 Composition is assessed through two pieces: one written in a Western Classical Style in response to a chosen brief, and one free piece which can be in any style, allowing candidates to demonstrate and develop their personal specialisms 

 

 

Appraising

 

 

40%

The content of the final exam is as follows:  

A students must study a unit on The Western Classical Tradition, but then will choose one unit from Rock and Pop 1960-2000, Musical Theatre, or Jazz 1920-1950, and one unit from Into the 20th Century (1895-1935) or Into the 21st Century (1980-present)
 
 
 

What co-curricular opportunities are there within this subject? 

There are many co-curricular opportunities within the music department. The college has a very successful Choir, Concert Band and String Group, as well as a theory club and several student-run groups and year-group specific ensembles. There are also opportunities to be involved in wider performing arts opportunities, such as the annual College production. The department regularly undertakes foreign tours, which are either performance or workshop-based experiences. The most recent tours have been to Belgium, Vienna and Germany. 

 
Board: Eduqas
Subject: Music
Code: 601/8145/1
 

“I chose to study A-level Music because of the diversity of the course. I particularly enjoy both the performance and composition aspects as this allows me to develop my musical ideas creatively, but I can also explore different techniques of composition and the use of different instruments when I am composing. Music allows you to develop your musical interests academically and practically with other students as well as just enjoying the subject. The skills you gain are very useful for many courses for further education due to its diversity and these skills have broadened my choices and opportunities for further education."

 
 
 

Music Performance BTEC

What is BTEC Music Performance? 

BTEC Music Performance is a vocational, practical course equivalent in size to one A-level. 

 

Why study BTEC Music Performance?

BTEC Music Performance is a perfect preparation for anyone who is interested in pursuing a career in music-making or any avenue of the performing arts. Furthermore, pupils who want to supplement other subjects with a practical course will find that BTEC Music develops a wide range of employability skills such as problem-solving, communication and self-management. 

 

What type of student chooses BTEC Music Performance? 

BTEC Music Performance is suitable for self-taught musicians as well as those who have studied more formally. A grade 5 GCSE English (Language or Literature) is required however, whilst studying music to GCSE level and/or reading traditional music notation is beneficial, these are not requirements for entry. With a focus on practical music making it is essential that students possess the following characteristics: 

  • Proficiency in at least one instrument 
  • A desire to perform and a willingness to push themselves beyond their musical comfort zones 
  • An ability to work as part of a team 
 

What are the career/higher education prospects? 

Through its practical nature BTEC Music Performance is a fantastic platform to a career in the Performing Arts, or a related degree course. It is also a great way to embed research, presentation and performance skills into a broader post-16 experience. 

 

By developing desirable transferable skills, BTEC Music Performance prepares students equally for further education or for direct entry into employment, in the arts or elsewhere. 

 

What aspects of the subject will I be studying? 

BTEC Music Performance has three mandatory units: 

Practical Music Theory and Harmony – In this unit you will: 

  • Examine the signs and symbols used in musical notation 
  • Explore the application of melodic composition based on musical elements 
  • Explore the application of chords and cadences for composition or arrangement 
  • Produce correct musical notation for performance 

Professional Practice in the Music Industry – In this unit you will: 

  • Understand the importance of professional practice in the music industry 
  • Understand operational requirements relevant to specific music industry organisations and practices 
  • Demonstrate the ability to apply the skills required for working in the music industry 
  • Demonstrate the requirements for professional presentation of ideas 
  • Evaluate the skills and knowledge needed for professional roles in the music industry 

Ensemble Music Performance – In this unit you will: 

  • Demonstrate knowledge and understanding of the skills needed for rehearsals and ensemble performance 
  • Demonstrate knowledge and understanding of how to interpret an original musical piece 
  • Apply skills and techniques when contributing to an ensemble during rehearsal and performance 
  • Be able to contribute towards a performance as part of an ensemble 
  • Be able to reflect and make connections between responding, planning, rehearsal and performance 

Students will also complete an optional fourth unit from either Composing Music, Music Performance Session Styles, Solo Performance or Improvising Music. 

 

How will I be assessed throughout the course? 

There is no formal examination in BTEC Music Performance, all units being assessed on practical or project work. Units are assessed using a grading scale of Distinction, Merit, Pass and Unclassified. 

 

Teachers will mark each assignment; therefore, students will be able to know what overall grade they are working towards throughout the course. Each internally marked unit will then be externally verified. 

 

What co-curricular opportunities are there within this subject? 

There are many co-curricular activities within the music department, and BTEC Music Performance pupils will be expected to fully immerse themselves in these opportunities. The college has a very successful Choir, Concert Band and String Group, as well as a theory club and several student-run groups. There are also opportunities to be involved in wider performing arts opportunities, such as the annual College production. The department regularly undertakes foreign tours, which are either performance or workshop-based experiences. The most recent tours have been to New York, Paris and Vienna. 

 
Board: Pearson
Subject: BTEC Level 3 National Extended Certificate in Music Performance
Code: 601/7090/6
 

“Studying BTEC Music Performance has been an amazing experience.  Learning how music works, but always from a practical perspective is a great way to improve my skills and make me a more versatile musician.  Having the freedom to either compose, or perform, and then  being given the time and space to organise whole music events is refreshing, and complements my other A-Levels really well.  I also loved the opportunity to work closely with other musicians and perform in a variety of concerts and venues.”

 
 
 
 

Co-curricular Activities 

All Princethorpians are encouraged to take part in musicals, (including backstage involvement), and there are several concerts and productions each year. Instrumental Music opportunities offered include: 

  • Choir  
  • Musical Theatre group  
  • String Orchestra 
  • Concert Band 
  • Brass  Group 
  • Percussion group 
  • Guitar group 
  • Chamber Choir 
  • Chamber Music Group 
  • Music Theory Clinic 
  • Year 7 Chorus 

All these popular clubs perform regularly. Other ensembles, pupil soloists and pupil pop groups are encouraged to perform at College events. Concerts and recitals take place in the College Chapel, Clarkson Theatre and the Round House, as well at prestigious local venues including Butterworth Hall and Coventry Central Hall. Membership of musical activities (with the exception of Chamber Choir and Chamber Music Group) does not rely on auditions - the only requirement for membership is commitment. 

Pupils taking part in co-curricular music from Year 7 upwards are offered the opportunity of overseas concert tours. Recent music tours have included Belgium, Vienna, Rhineland, New York and Paris. 

 
 
 

Photography

The Sixth Form 

Photography is available at Sixth Form as an A-Level. 

Photography offers our students an even broader creative base in which to work; it has proven to be very popular. 

During the first term students learn Photoshop CS5 skills, darkroom processing and how to correctly operate DSLR and 35mm SLR cameras; they will also hone their analytical skills whilst studying the history of photography. Cinema and film studies are introduced in the Lower Sixth and develop into a major factor of Upper Sixth project work (students say this is one of their favourite parts of the A-level).  

The A-level students follow the OCR Art: Photography syllabus H603.

Component 1 Personal Investigation and Related Study is worth 60% of the total qualification. This component allows students opportunities to generate and develop ideas, research primary and contextual sources, record practical and written observations, experiment with media and processes, and refine ideas towards personal resolve outcomes. 
Component 2 The Externally Set Assignment is worth 40% of the total qualification. This has a set preparation time and the examination dates are determined by the position of Easter. This component allows the same opportunities as Component 1 in response to an externally set theme and culminates in a 15-hour period of sustained focus (timed examination) over three days. 
 
 

A darkroom with eight enlargers and a dedicated ICT Photography Suite is available for the students to use at any time. All PCs run the current Adobe Creative Cloud Suite which includes Photoshop and Premiere Pro movie editing software.  

What is Photography? 

Photography is an art-form in its own right. It is not about taking ‘snaps of your friends’. It is an opportunity to document the world in a different, inspired and exciting way. 

 

At Princethorpe we follow the OCR A-level course. It is a completely separate and distinctly different A-level to A-level Fine Art. 

 

In terms of UCAS, it is perfectly acceptable to study Art and Photography A-level as separate subjects; their UCAS values are not linked in any way. 

 

Why study Photography? 

You are a person who likes taking pictures. You want to learn how to use the camera properly and are interested in the ‘mysteries’ of the darkroom. You want to learn how to use Photoshop. You may also be a person who is creative and yet find it difficult to ‘express’ yourself because your Art skills let you down. The Adobe Creative Cloud Suite, including Premiere Pro (movie editing), is exclusively used by A-level photographers. 

 

Will I just be taking pictures? 

No! Obviously, you will be making images using a camera, but that is just the start! The first unit studied in the Lower Sixth encourages students to experiment with a wide range of approaches to image making. You will learn:  

  • Camera basics and essentials 
  • Darkroom skills (including pin-hole cameras) 
  • Chemical developing (35mm black and white film) 
  • Silver Gelatin printing 
  • Digital image manipulation (Adobe Photoshop and Creative Cloud with Premiere Pro video editing) 
  • Lighting/Presentation skills 
  • Historical and contemporary photography 
 

What do I need? Do I have to spend a small fortune?  

No, a fairly good ‘point and shoot’ digital camera is fine to begin with; however, you will probably want to invest in a DSLR for the course when you get more proficient at taking photographs. The photography teachers will help you choose the right one when you start the course. Many of our students have bought excellent condition and inexpensive second hand cameras from local camera shops and eBay (we recommend Canon). We do not use phones, however. 35mm film cameras are available to all students on request.  

 

What type of student chooses Photography? 

Students generally fall into one of two categories: 

  • those who wish to make their career in Photography or
  • those who wish to obtain another A-level while broadening their experience and extending their abilities.  

It is advisable, but not essential, to have studied GCSE Art before taking A-level Photography. A consultation with the Head of Art and Photography Mr Hubball, can be arranged to discuss previous artistic and photographic experience if necessary.  

 

What are the career/higher education prospects? 

  • Fashion 
  • Journalism 
  • Film/television 
  • Photography (in its own right) 
  • Forensic Science 
 

What aspects of the subject will I be studying?  

  1. Personal Investigation (coursework) - 60% 
    (including Related Study - 3,000 word illustrated essay)  
  2. Externally Set Task - 40% 
    Students are given outlines and starting points to follow to progress their coursework. It is essential for students to tailor their work to their own interests in tandem with established photographers and to produce work that is individual and personal and which demonstrates a knowledge and understanding of the world around us.  

The examination paper consists of one overall theme with suggested starting points. Again they are encouraged to produce work that is original and insightful, whilst using the work of artists for inspiration.  

 

Students are guided through all areas of their work with assistance from art and photography department staff. 

 

How will I be assessed throughout the course? 

Coursework is assessed at the end of the course with marks being sent to the examination board for 30 May.  

Coursework is worth 60% of the A-level. 

 

Externally Set Task papers are given out on 1 February of the Upper Sixth year. The external exam is assessed at the end of the exam period (just after the Easter break). A time limit is placed on the preparation period for the examination; however, the Photography department schedule this to ensure students get the maximum time available. 

 

The culmination of the Externally Set Task is a three-day 15-hour examination in which to produce a final piece or series. This can be split between the dark room and the Photo Suite as appropriate. 

The examination is worth 40% of the A-level. 

 

Learners are required to choose one or more area(s) of study, such as:  

  • Portraiture  
  • Landscape photography  
  • Commercial photography  
  • Still life photography  
  • Documentary photography  
  • Experimental imagery  
  • Editorial photography  
  • Photographic installation  
  • The photographic process  
  • Moving image  
  • Animation 
 

What co-curricular opportunities are there within this subject? 

The Photography Suite is available for students to use during their lunchtimes or during non-contact periods. This gives students the opportunity to use the space for setting up ‘shoots’, printing images and mounting work or to simply make use of the computer suite to edit digital images. Access to the darkroom is also available on request. 
Students are taken on a day trip in both the Lower and Upper Sixth to see photographic exhibitions. In recent years we have visited the V&A, The Science Museum and the Tate galleries in London. These visits have proved very popular with the students and enriched their studies and experience. 

 
Board: OCR
Subject: Art and Design: Photography
Code: A-level H603
 

“I chose to do Photography at A-level because I was constantly taking pictures as a hobby and I thought it would be a good way to gain more knowledge and practice. I really enjoy being able to take my own direction with what I take pictures of, and I’ve definitely benefited from the theory lessons where we learn exactly how a camera works. If I were to give advice to a prospective student, I would say that photography does take up a lot of time because of having to capture and present the images, but it is a great creative outlet and it has let me be a lot more balanced with not being overloaded with theory-heavy work. Because I enjoy photography so much I have decided to do Photography at university so I can further my studies and hopefully become a successful photographer.”

 
 

Co-curricular Activities 

In recent years the Photography students have enjoyed and been inspired by Photography exhibitions at The National Portrait Gallery, Tate Britian, the Science Museum and the Victoria and Albert Museum in London. 

A weekly photography club is run and is open to all years; in fact it is most popular with the younger members of the school where they have the opportunity to use the facilities of the department, particularly the darkroom.  

 
 
 

Physical Education & Games

Sport features very prominently at Princethorpe. Every pupil participates in Games and PE to keep them active and to give them a sense of well-being. All the major sports are offered, but it is also possible to experience sports such as archery, trampolining, climbing, lacrosse, golf, badminton, clay pigeon shooting and table tennis and to get involved in equestrian competitions.  

There is an extensive programme of inter-school fixtures and Princethorpe has a proud tradition of pupils gaining county, regional and international representative honours including Old Princethorpian Ian Bell of cricketing fame.  

Our extensive facilities range from:  

Indoors – a well-equipped four badminton court size Sports Hall with indoor cricket nets, a Fitness Suite with resistance, free weight and cardio areas and fully equipped climbing wall;  

Outdoors – a floodlit all-weather pitch, floodlit netball and tennis courts, over sixty acres of games pitches and an internationally recognised cross-country course. 

Physical Education 

Pupils in most years have one 50-minute lesson a week of Physical Education. This is a core subject on the curriculum and a wide range of sports are covered in six week blocks throughout the year which include Games, Dance, Outdoor Education, Athletics and Gymnastics. We cover as many as possible so that the pupils get a wide variety of experiences and gain an appreciation of different types of activities. 

Games 

Each pupil has an afternoon games session of 100 minutes each week. Our Games sessions are organised to coincide with those of other schools, so we have Year 10 on Monday, Year 9 on Tuesday, Year 11 and the Sixth Form on Wednesday, Year 8 Games on Thursday and Year 7 on Friday.  

Each term the Games Department focuses on different activities:  

The boys’ focus is Rugby in the Michaelmas Term, Hockey, Football and Cross Country in the Lent Term and Cricket, Athletics and Tennis in the Trinity Term.  

The girls’ focus is Hockey in the Michaelmas Term, Netball, Football and Cross Country in the Lent Term and Athletics, Tennis, Cricket  in the Trinity Term. 

 

Co-curricular Activities 

There are many, many sporting opportunities available for all pupils.  

We run ski and snowboard trips and sports trips to watch topflight netball, hockey, football, tennis, cricket and rugby. Our sports teams tour annually in October to the South Coast and Holland and every two years we go on a major sports tour - the last destination was South Africa in July 2023. 

Our Outdoor Education programme is developing and improving all the time. The Duke of Edinburgh Award scheme is incredibly strong with a majority of the pupils participating at one or more levels.  

House sport is a major component of life at Princethorpe with competitions taking place in a wide variety of activities throughout the year. One of the highlights of the inter house sporting calendar is Sports Day. Everyone in every House is involved in an afternoon of activities that sees the whole school, staff, pupils and parents, watch this fantastic event. 

 
 

Elite Sports Programme (ESP) 

Princethorpe College has some exceptional sporting talent throughout the school, in both school co-curricular clubs and clubs outside of school. As a Physical Education Department, we aim to identify this talent and provide an environment for these pupils to develop. We choose the top 60 pupils in the school from Year 8 to Upper Sixth, from a variety of sports.  

The scheme provides support and advice for pupils and creates an atmosphere where pupils of a similar situation can work together and achieve more. We have pupils who represent their county, region and their country and are constantly pushing them to become their very best. 

 

Academic Physical Education

Key Stage 4/GCSE - OCR Physical Education 

An increasingly popular option at GCSE that provides both challenging academic as well as physical elements.  

Theory Paper 1 (30%) Applied Anatomy and Physiology
Theory Paper 2 (30%) Socio-cultural, Sports Psychology and Health & Fitness
Practical element 1 (30%) Performance (progress in three activities with at least one team and one individual activity selected from the prescribed list). 
Practical element 2 (10%) Analysis and Evaluating Performance. 
 
 

 

Physical Education GCSE

Is this the right subject for me?

The GCSE Physical Education course will appeal to you if you:

  • want to know more about the benefits of sport and exercise;
  • want to increase your knowledge and understanding of how your body works and how your body adapts to training;
  • want to improve your own performance in a range of sports roles;
  • are considering a sports-related career or an A-level/Higher Education course;
  • have a keen interest in sport or recreation and always look forward to your PE lessons;
  • take part in sport or co-curricular sport outside of class time;
  • be able to analyse your own and others’ performance and be able to create a training plan to optimise performance;
  • want to know how mental preparation can aid performance.
 

What do I need to know, or be able to do, before taking this course?

The course builds on the knowledge and understanding of a healthy, balanced and active lifestyle and the practical skills established in Key Stage 3 Physical Education and Games lessons. It will give you exciting opportunities to learn more about the theory behind our sporting endeavours as well as be involved in a number of different physical activities. You should have an interest in PE and sport, enjoy being active and appreciate the benefits of keeping fit and healthy. This course also may also introduce diversity and balance to a pupil’s subject courses. You must have a portfolio of both team and individual sports that you take part in during extra-curricular time, either in or outside of school.

 

What will I learn?

You will:

  • develop theoretical knowledge and understanding of the factors that underpin physical activity and use this knowledge to understand practical performance;
  • understand how the physiological and psychological state affects performance in physical activity and sport;
  • perform effectively in different physical activities by developing skills and techniques and selecting and using tactics, strategies and/or compositional ideas;
  • develop your ability to analyse and evaluate to improve performance;
  • understand the contribution that physical activity and sport make to health, fitness and well-being;
  • understand the key socio-cultural influences that can affect people’s involvement in physical activity and sport.
  • increase your knowledge of how the body systems work: cardiovascular system, respiratory system, muscular system and skeletal system.
 

How will I be assessed?

The GCSE course is assessed over four components:

Component 1:

Applied anatomy, physiology and physical training: is assessed externally through a written examination paper of 1 hour. This will contribute 30% towards your total mark and includes:

  • Applied anatomy and physiology
  • Physical training

Component 2:

Socio-cultural influences. Sports psychology. Health, fitness and well-being: is assessed externally through a written examination paper of 1 hour. This will contribute 30% towards your total mark and includes:

  • Health, fitness and well-being
  • Sport psychology
  • Socio-cultural influences

Component 3:

Practical Performance (non-examined assessment) - three activities are assessed. One must be a team activity, one must be an individual activity with the third being a free choice. Each is equally weighted and combined to contribute 30% towards your total mark. Only a small proportion of class time will be given to the practical area of the course, therefore pupils must be committed to their extra-curricular programme. Please discuss practical options with the PE staff. Practical choices must be contained in the prescribed list on page 29. Pupils must be competing in their chosen practical options. 

 

Component 4:

Analysis and Evaluating Performance (AEP) (non-examined assessment) – analyse aspects of personal performance in a practical activity, evaluate strengths and weaknesses of performance, produce an action plan which aims to improve the quality and effectiveness of the performance. This will contribute 10% towards your total mark.

Components 3 and 4 are both internally assessed and then externally moderated.

 

Where might this lead?

As well as being the ideal preparation for the A-level Physical Education course, GCSE PE allows for progression to related vocational qualifications, such as BTEC Firsts and Nationals in Sport or Sport and Exercise Sciences.

The course develops the transferable skills and key skills that employers are looking for and can lead to a wide variety of employment opportunities. This can include further training in such areas as recreational management, leisure activities, coaching, officiating, the fitness industry, the Armed Forces and the Civil Service.

 

Looking deeper…

 

Physical Education pupils need to have good knowledge of a variety of sports and be very committed. The pupils will have three lessons a week that will be mixed between theory and practical lessons, but mainly theory lessons. Every pupil has to choose three activities and they are expected to train regularly and play for the school teams and clubs in their preferred sports.

Academically, pupils must appreciate that the course is 70% theory based (60% exams plus the 10% PEP planning and analysis element) and therefore the expectations with regards to academic work and homework are extremely high. Pupils are expected to manage their time well to help balance their extra-curricular commitments and homework demands.

 

What activities can I do?

Pupils need to select a total of three sports:

One team activity, one individual activity and one free choice.

Team Activities

  • Acrobatic Gymnastics
  • Association Football
  • Badminton
  • Basketball       
  • Blind Cricket  
  • Camogie
  • Cricket
  • Dance
  • Figure Skating
  • Futsal 
  • Gaelic Football            
  • Goal Ball
  • Handball
  • Hockey
  • Hurling
  • Ice Hockey
  • Inline Roller Hockey
  • Lacrosse
  • Netball
  • Powerchair Football
  • Rowing              
  • Rugby League
  • Rugby Union
  • Sailing (specified classes only)
  • Sculling
  • Squash             
  • Table Cricket
  • Table Tennis
  • Tennis
  • Volleyball
  • Water Polo
  • Wheelchair Basketball
  • Wheelchair Rugby     

*NB can only be assessed in each sport once, eg cannot be assessed in doubles tennis (team) and singles tennis (individual).

Individual Activities

  • Amateur Boxing
  • Athletics
  • Badminton
  • Boccia
  • Canoeing
  • Cross Country Running
  • Cycling
  • Dance
  • Diving
  • Equestrian
  • Figure Skating
  • Golf
  • Gymnastics
  • Kayaking
  • Polybat
  • Rock Climbing
  • Sailing (certain classes only)
  • Sculling
  • Skiing
  • Snowboarding
  • Squash
  • Swimming
  • Table Tennis
  • Tennis
  • Trampolining
  • Windsurfing

*NB some restrictions on combinations, eg cannot be assessed in skiing and snowboarding

 

More practical information, including a specification for each sport, can be found on the below document:

https://www.ocr.org.uk/Images/234827-guide-to-non-exam-assessment.pdf

 

 
Board: OCR
Subject: Physical Education
Code: J587
 

For more information visit: www.ocr.org.uk
 
 
 
 

Key Stage 4/BTEC Tech Award in Sports 

The BTEC Sport Tech Award is a two-year course which can result in a Level 2 Pass, Merit, Distinction or Distinction*. 

The Tech Award gives learners the opportunity to develop sector-specific applied knowledge and skills through realistic vocational contexts. Learners will have the opportunity to develop applied knowledge and skills in the following areas: There are two mandatory units and two optional specialist units from a choice of three. Units available include:  

  • investigating provisions for sport including equipment and facilities to enhance sport 
  • planning and delivery of sport drills and sessions  
  • fitness for sport including fitness testing and methodology. 

Learners will be introduced to and develop an understanding of the importance of fitness and the different types of fitness for performance in sport and physical activity. They will also develop an understanding of the body and fitness testing. 

There is one external assessment, Component 3, which provides the main synoptic assessment for the qualification. Component 3 builds directly on Components 1 and 2 and enables learning to be brought together and related to a real-life situation. 

The components covered are: 

Component 1 Preparing Participants to Take Part in Sport and Physical Activity
Component 2 Taking Part and Improving Other Participants Sporting Performance 
Component 3 Developing Fitness to Improve Other Participants Performance in Sport and Physical Activity
 
 

 

Pupils should discuss with the PE staff whether to choose GCSE or BTEC as one of their options - they cannot select both. 

BTEC Tech Award in Sports 

What is the BTEC Tech Award Level 2 in Sport?

The BTEC Sport Tech Award is a two-year course which can result in a Level 2 Pass, Merit, Distinction or Distinction*.

The Tech Award gives learners the opportunity to develop sector-specific applied knowledge and skills through realistic vocational contexts. Learners will have the opportunity to develop applied knowledge and skills in the following areas:

  • investigating provisions for sport including equipment and facilities to enhance sport
  • planning and delivery of sport drills and sessions
  • fitness for sport including fitness testing and methodology.
 

How will I be assessed?

Internally assessed Components:

Component 1: Preparing Participants to Take Part in Sport and Physical Activity

[Mandatory 30% of BTEC Tech award Qualification]

Learners will explore the different types and provision of sport and physical activity available for different types of participants, barriers to participation and ways to overcome these barriers to increase participation in sport and physical activity. They will also research equipment and technological advances in a chosen sport or physical activity and how to prepare our bodies for participation in sport and physical activity.

 

Component 2: Taking Part and Improving Other Participants Sporting Performance

[Mandatory 30% of BTEC Tech award Qualification]

Learners will investigate the components of fitness and their effect on performance, take part in practical sport, explore the role of officials in sport and learn to apply methods and sporting drills to improve other participants’ sporting performance.

Components 1 and 2 are assessed through non-exam internal assessment. The non exam internal assessment for these components has been designed to demonstrate application of the conceptual knowledge underpinning the sector through realistic tasks and activities.

 

Non-exam internal assessment is delivered through Pearson-set Assignments. These assignments are set by Pearson (exam board), marked by the centre and moderated by Pearson

Externally Assessed Components

 

Component 3: Developing Fitness to Improve Other Participants Performance in Sport and Physical Activity

[Mandatory 40% of BTEC Tech award Qualification]

Learners will be introduced to and develop an understanding of the importance of fitness and the different types of fitness for performance in sport and physical activity. They will also develop an understanding of the body and fitness testing.

 

There is one external assessment, Component 3, which provides the main synoptic assessment for the qualification. Component 3 builds directly on Components 1 and 2 and enables learning to be brought together and related to a real-life situation.

The external assessment takes the form of an external assessment taken under supervised conditions, which is then marked and a grade awarded by Pearson. Learners are permitted to resit the external assessment during their programme by taking a new assessment.

 

What type of pupil would choose Level 2 BTEC Tech Award in Sport?

  • Someone who has a passion for the world of sport and wants to learn more
  • Someone who perhaps is practically able but does not have the depth of sports required to complete GCSE PE, which requires three sports
  • Someone who would like a different learning environment and prefers class projects to exam style work
  • Someone who is motivated to achieve the best mark they can and aim for a distinction on their work
  • Someone who is able to take direction and work independently
  • Someone who would like to expand their portfolio and continue with a sporting endeavour when normally they would not have considered this as     an option
  • Someone who has a passion for leading and coaching and not necessarily practical performance
  • Someone who is looking to move towards A-level in PE or BTEC Level 3
  • Someone who is looking for a career in the world of sport and coaching
 

BTEC or GCSE PE?

  • This is the most common question that arises and each pupil needs to discuss their own choice with members of the PE department staff. The decision usually lies with their preferred style of learning and whether an exam at the end (GCSE) or different tasks, assignments and exams throughout the course might be a better approach for the pupil as an individual (BTEC).
  • The pupil’s practical sporting background also needs to be considered: GCSE includes their practical ability of three sports, BTEC does not.
  • The BTEC sport course has developed over the years and embodies a learner-centred approach which can develop the practical, interpersonal and thinking skills required to be able to succeed in employment and higher education.
 
Board: Pearson Edexcel
Subject: Edexcel BTEC Level 1/2 Tech Award in Sport
Code: 603/7068/3
 

For more information visit: https://qualifications.pearson.com/en/qualifications/btec-tech-awards/sport-2022.html
 
 
 
 

The Sixth Form 

A-level OCR Physical Education H555 is an interesting, challenging and diverse course that challenges the students in a variety of areas. It is an opportunity to do something different combining an enjoyment of sport with knowledge of how the body and mind adapt and change as people grow and become more skilled within sport.  

The course also looks at how sport in society has evolved and at the challenges and issues that face all athletes both on and off the field today.  

The course consists of four areas of study: 

Exam (30%) Applied Anatomy, Exercise Physiology and Biomechanics 
Exam (20%) Psychological Factors affecting Performance: Skill Acquisition and Sport Psychology 
Exam (20%) Socio-cultural Issues in Physical Activity and Sport  
Practical Performance (15%) Verbal Analysis (15%) 
 
 

 

 

Physical Education A-Level

What is A-level Physical Education? 

Physical Education is an interesting and diverse course that challenges the students in a variety of areas. Whether you enjoy practical work, are scientifically minded, or like the social and theoretical approach, there is something for everyone. The A-level specification builds on, but does not depend on, the knowledge, understanding and skills from GCSE in Physical Education. 

 

Why study A-level Physical Education? 

A-level PE is an opportunity to do something different! It combines an enjoyment of sport with an understanding of how the body and mind adapt as students enhance and progress both their skills and fitness levels. It also looks at how sport in society has evolved, and the challenges and issues facing all athletes, both on and off the field. Current sporting issues in the media are discussed and linked to the relevant topic areas. 

 

What type of student chooses A-level Physical Education? 

Students that choose A-level Physical Education are those that have an interest in the world of sport both academically and practically. They are students who have a thirst for knowledge to seek understanding about all aspects of the sporting world from Anatomy and Physiology (how the body works) to Acquiring Movement Skills (how we learn and develop) and Contemporary Issues in Sport (referencing articles in the newspaper such as drugs and violence in sport). Students who choose A-level Physical Education must be proficient in one of the sports on the specification and dedicate time both inside and outside of school to their chosen sport; we do not devote any lesson time to the practical performance element of the course. 

 

What are the career/higher education prospects? 

This is an exciting and challenging course with lots of career opportunities. It is well recognised by universities and opens the door to many different degree courses. 

 

Students gaining an A-level in Physical Education can step onto many career pathways such as PE teaching or lecturing, sport psychology, nutrition and diet, sports training and coaching, sports massage, sport and exercise science… there are many more than this! Please talk to the Sports Department staff to find out more. 

 

What aspects of the subject will I be studying? 

Course structure: The A-level course consists of four units that are studied over the two year course. More content and depth is added into the second year in all four topic areas.  

Topic Area of Study  

1 Applied anatomy and physiology;  
Exercise physiology and Biomechanics: 

  • Skeletal and muscular systems 
  • Cardiovascular and respiratory systems 
  • Diet and nutrition 
  • Preparation and training methods 
  • Biomechanical principles 
  • *Energy for exercise 
  • *Environmental effects on body systems 
  • *Injury prevention and rehabilitation 
  • *Linear motion, angular motion, fluid mechanics and projectile motion 

2 Psychological factors affecting performance: 

  • Skill Acquisition 
  • Sport psychology 
  • *Memory models 
  • *Attribution, confidence, leadership and stress management 

3 Socio-cultural issues in physical activity and sport: 

  • Sport and society; emergence of modern sport and global sporting events 
  • *Contemporary issues in physical activity and 
  • sport: Ethics, deviance, commercialisation and  
  • media, routes to sporting excellence, modern technology in sport 

4 Performance in physical education: 

  • One activity is internally assessed and then externally moderated  
  • Students are required to submit log books and video evidence for all activities. 
  • Evaluation and analysis of Performance for Improvement. Through observation, an oral response analysing and critically evaluating their peers’ performance 

*denotes Upper Sixth teaching 

Students must make sure their main sport is contained in the approved A-level sporting activity list below: 

Association Football

Diving

Lacrosse

Snowboarding

Amateur Boxing

Equestrian

Netball

Squash 

Athletics

Gaelic Football

Polybat

Swimming 

Badminton

Goal Ball

Powerchair football

Table Cricket

Basketball

Golf

Rock Climbing

Table Tennis 

Blind Cricket

Gymnastics

Rowing

Tennis 

Camogie

Handball

Rugby League

Trampolining

Canoeing

Hockey (Field)

Rugby Union

Volleyball 

Cricket

Hurling

Sculling

Wheelchair Basketball 

Cycling

Kayaking

Skiing

Wheelchair Rugby 

Dance

      
 

How will I be assessed throughout the course?  

Topic Percentage of overall A-level in Physical Education
1. Physiological factors

30%  

(2 hour written paper worth 90 marks) 
2. Psychological factors

20%  

(1 hour written paper worth 60 marks) 
3. Socio-cultural in physical activity

20%  

(1 hour written paper worth 60 marks) 
4. Performance in physical education

30%

(30 marks for the practical element and 30 marks for the oral assessment) 
 
 
 

What co-curricular opportunities are there within this subject? 

Students taking this subject tend to already be involved in the sporting co-curricular life of the college. Sixth Formers are encouraged to help support the coaching of junior age groups as well as potentially develop their officiating skills.  

 

Students who have chosen A-level PE are expected to attend at least one co-curricular practice per week in order to develop their practical skills and knowledge in their main sports. 

 
Board: OCR
Subject: Physical Education
Code: A-level H555
 

“I chose Physical Education because it’s a subject that really interests me and one that I would like to continue to study at university. The biomechanics of PE has been of particular interest to me, tying in as it does so well with the mechanics of Maths.”

 
 
 

Sport BTEC

Level 3 National Diploma in Sport (equivalent of two A-levels). This would count as two option choices. 

Level 3 Extended Certificate In Sport (equivalent of one A-level) 

This qualification consists of a number of compulsory units and optional units which are assessed using a grading scale of Distinction, Merit, Pass and Unclassified. The final grade overall is calculated using points awarded from each unit. A Distinction* can be awarded to pupils who have demonstrated strong performance throughout the qualification. The course consists of units that are assessed by examination, a research and write up task along with observed performance. All units must be passed in order to be awarded the qualification. 

BTEC qualifications are recognised by universities and there is the scale of UCAS points available depending on the final grade. 

What is BTEC Sport? 

We have two pathways available to enter onto the BTEC Sport programme: 

  • Level 3 Diploma in Sport (two A-level equivalent and therefore two option choices) 
  • Level 3 Extended Certificate in Sport (one A-level equivalent) 

BTEC Sport is designed to provide a highly specialist, work-related qualification focused around the learner. It gives learners the knowledge, understanding and skills that they need to prepare for future employment as a result of the variety of assessment tasks completed throughout the course. The unit-based structure and knowledge applied in project-based assessments focus on the holistic development of the practical, interpersonal and thinking skills required to succeed both in their qualification and also later in higher education and/or employment. 

 

Why study BTEC Sport? 

With the number of compulsory units and elective units, the course builds interest and individual specialism for the student. There are many diverse topic areas for the student to engage in, combined with different learning styles and assessments. 

 

What type of student chooses BTEC Sport? 

This qualification enables the development of personal, learning and thinking skills, functional skills and wider skills within a sport context. Students that choose BTEC Sport are those that have an interest in the world of sport both academically and practically and have a thirst for knowledge in all aspects of a performer’s life.  

 

A student might choose BTEC rather than A-level as the delivery of the course is different as well as the structure of the formal assessments. Each unit has a different assessment task required that will use a variety of skills including: research, visual and verbal presentations, written assignments, video analysis and video evidence to name but a few. The structure of the course enables students to bank their credits throughout the two year rather than waiting for an exam at the end of the course.  

A student might choose BTEC sport if they want a career in the world of sport but don’t have the practical skills required for the A-level specification. Whilst interest and ability on the sports field is relevant to the qualification, practical ability is not directly assessed and does not form part of the BTEC qualification. 

 

If you are an independent enquirer, a creative thinker and a team worker, then BTEC Sport could be for you. 

 

What are the career/higher education prospects? 

BTEC Sport enables a pathway to university and further vocational courses.  

 

The sports industry is hugely diverse and therefore the career pathways are vast.  

 

The interpersonal skills learnt while completing this course will also develop valuable skills much desired in any work place, and as such will complement other areas of study. There is a tier of UCAS points available for both qualifications, comparable to that of the A-level route. 

 

What aspects of the subject will I be studying? 

Students will either complete the extended certificate over two years, or if they are completing the Diploma, they will complete the units in the extended certificate plus additional units to make up the Diploma. 

Extended Certificate content: 

  • 1 - Anatomy and Physiology (M)* 
  • 2 - Fitness training and programming for health, sport and well-being (M)** 
  • 3 - Professional development in the sports industry (M) 
  • 4 - Sports leadership (M) 

Diploma content: (in addition to content above): 

  • 22 - Investigating business in sport and active leisure industry (M)** 
  • 23 - Skill acquisition in sport (M)  

Optional units (an additional three to be completed for the Diploma): 

  • 5 - Application of fitness testing  
  • 6 - Sports psychology 
  • 7 - Practical sports performance 
  • 8 - Coaching for performance 
  • 9 - Research methods in sport 
  • 10 - Sport event organization 
  • 11 - Research project in sport 
  • 17 - Sports injury management 
  • 18 - Work experience in active leisure 
  • 20  - Leisure management 
  • 24 - Sports performance analysis 
  • 25 - Rules, regulations and officiating in sport 
  • 26 - Technical and tactical demands of sport 
  • 27 - Principles and practices for outdoor and adventurous activities 

(M) denotes mandatory units 

(*) denotes externally marked exam 

(**) denotes externally marked assignment written under exam conditions with pre-release material  

 

How will I be assessed throughout the course?  

Each assignment has a certain number of potential credits to be awarded and these units cover mandatory (compulsory) units as well as optional units that will build up the student’s overall portfolio of work. Units are assessed using a grading scale of Distinction, Merit, Pass and Unclassified. 

Teachers will mark each assignment; therefore, students will be able to know what overall grade they are working towards throughout the course. Each internally marked unit will then be externally verified. 

Learners could be given opportunities to: 

  • write up the findings of their own research 
  • use case studies to explore complex or unfamiliar situations 
  • carry out projects for which they have choice over the direction and outcomes 
  • demonstrate practical and technical skills.  

Unit 1, Unit 2 and Unit 22 are assessed externally. 

 

The styles of external assessment used for qualifications in Sport are: 

  • Unit 1 is a written examination – all learners take the same assessment at the same time 
  • Unit 2 and Unit 22 are set tasks – learners take the assessment during a defined window and demonstrate understanding through completion of a vocational task. This includes a period of preparation using pre-release information. 
 

What co-curricular opportunities are there within this subject? 

This course is intended for students who are already involved in the sporting co-curricular life of the college or the institution they are currently attending. Students who have chosen BTEC Sport are expected to attend at least one co-curricular practice per week in order to develop their sports leadership skills and/or potentially committing time to help in PE practical lessons for the younger age groups. 

 
Board: Edexcel
Subject: Sport
Code:

BTEC Level 3 National Diploma in Sport  603/0460/1 

BTEC Level 3 National Extended Certificate in Sport 601/7218/6 
 
 
 
 

Co-curricular Activities 

Pupils taking this subject tend to already be involved in the sporting co-curricular life of the college. Sixth Formers are also encouraged to help support the coaching of junior age groups as well as potentially develop their officiating skills. 

Pupils who have chosen GCSE PE and A-level PE are expected to attend at least one co-curricular practice per week in order to develop their practical skills and knowledge in their main sports. 

 
 
 

Politics

The Sixth Form 

Politics is available at Sixth Form as an A-Level. 

Politics at Princethorpe College provides a challenging, academic study of British and US Politics as well as a historical approach to political ideologies. The third paper (new to students examined in 2019) offers students an opportunity to reflect upon political philosophy and study the key ideologies of liberalism, conservatism and socialism, with an additional focus on feminism. 

In an era of tabloid journalism sound bites and “click bait”, the study of politics involves lifting the veil on the world of spin and debate. Politics involves the study of how the government governs the people and how the people can elect and influence and even become the government. 

Students currently study UK Politics and Political Ideas in their first year following AQA’s Politics specification. The study of the USA in their second year of A-level provides an interesting comparison with the UK, as it has a written constitution and a powerful Supreme Court with the power to strike down legislation – as well as some fascinating political characters. Politics is a subject that involves discussion and debate, though it is less about personal beliefs and more about understanding all viewpoints. Most groups indulge in healthy debate with the teacher and each other as time progresses. 

In common with all Politics specifications the assessment is 100% based on examinations. 

Politics A-Level

Why study Politics? 

Politics is a highly respected and engaging academic subject that can be used as a springboard for a variety of courses at university and lead to a diverse range of employment. A-level Politics is a new subject for students, who find it interesting grappling with contemporary political debates and issues, as well as getting involved with the wide range of extra-curricular opportunities the subject has to offer.  

 

A-level Politics students have access to trips to Parliament, the Supreme Court, and the Royal Courts of Justice, as well as Q&A sessions with key political figures, including former Attorney General, Sir Jeremy Wright, and Mark Pawsey, MP for Rugby and Bulkington.  

 

A-level Politics also gives the students an opportunity to take part in the European Youth Parliament Debates (EYPUK). Princethorpe has competed in two debates at the Warwick Courthouse and the University of Birmingham. In addition, students have the opportunity to speak to a member of the House of Lords, in live Q&A, attend an online interactive learning day with a specialist on the European Union, and attend an AQA student revision session for each section of the course.  

Politics is a great subject that helps to refine the skills of analysis and debate, which are crucial to success in the modern world. The challenge of Politics is to come to terms with people having very varied views on lots of issues and to see how the political system helps to determine behaviour and developments. Studying Politics will give the opportunity to understand the past and also a valuable training in the skills of: 

  • research 
  • comprehension 
  • analysis of a wide range of material 
  • formulation of reasoned interpretation 
  • the ability to communicate coherent judgments 
 

What type of student chooses Politics? 

A wide range of students choose Politics; not only those taking related humanities such as History. A-level Politics is a fantastic subject for those who want to develop a wider understanding of the world around us and may have an interest in current affairs. A-level Politics as an option that also works well with a great deal of other subjects including, but not limited to Law, History, Business Studies, Economics, Philosophy and Ethics, Sociology, Psychology and English.   

 

What are the career/higher education prospects? 

Politics students enter a vast array of jobs: the public sector is a particular draw. Students could consider a career in the civil service, including the diplomatic service, working as a researcher for a politician (in the UK and overseas), or becoming a political journalist. Politics students are often well placed to get a job in an international organisation. 

 

Former Princethorpe Students have gone on to read a wide range of courses at university, such as Politics and International Relations, as well as applying to the Civil Service after taking up internships with a local MP. We have also had an Old Princethorpian go on to be elected as a Member of Parliament in 2019.  

 

Politics is a respected academic subject offered by all Russell Group and redbrick Universities.  

 

What aspects of the subject will I be studying? 

The course consists of three main elements. They are the Government and Politics of the UK; the Government and Politics of the USA and comparative politics; and Political Ideas. 

 

The Government and Politics of the UK is taught in two components. In studying the Government of the UK, students will look at content such as how the Prime Minister and Parliament function, how effectively the Constitution operates and the role of the Judiciary. In studying the Politics of the UK, students will analyse how the people of the UK participate in democracy through elections and referenda, as well as study the main political parties and pressure groups. 

 

In studying the USA, students will look at how the President and Congress function alongside their written Constitution and the Judiciary. Students will then also study how the people of the USA participate in democracy through elections and referenda as well as political parties and pressure groups. Students will be asked to compare the government and politics of the USA with the government and politics of the UK. 

 

In studying Political Ideas, students will look at five key thinkers for each ideology. The four areas of study represent the three key political ideologies of modern Western political thought; liberalism, socialism, and conservatism, along with the fourth ideology of feminism. 

 

How will I be assessed throughout the course? 

There will be three examinations each lasting 2 hours. A similar style of question is asked in each paper, limiting the amount of exam-technique that needs to be learned. 

 
Board: AQA
Subject: Politics
Code: A-level 7152
 

“I originally chose Politics because of my interest in current affairs. However I soon found Politics is not simply an A-level, but a subject which opens your eyes as to how the world works. Through the topics the syllabus covers, you gain an insight into the political system as a whole. It allows you to develop your personal political ideals, while also giving you the opportunity to become a well-informed, functioning member of society.”

 
 
 
 

Co-curricular Activities 

It is vitally important for students engage with politics outside of the classroom. To this end, we engage with debate competitions run by the European Youth Parliament. Every year we take the students on a visit to the Westminster Parliament and the Supreme Court  in order to witness and engage with the political process at the seat of national government. In 2022 the class met and debated current political issues with Jeremy Wright, the MP for Kenilworth and Southam. A trip to the USA and Washington is planned for October 2023, which is an exciting opportunity for students to observe and engage with the political process on the other side of the Atlantic. 

 
 
 

Psychology

Psychology is the scientific study of brain and behaviour which seeks to explain why we do what we do, feel what we feel and think what we think. Psychology is concerned with who we are, and how we came to be this way. Tapping into pupils’ intuitive interests, Psychology is a popular choice at GCSE and A-level.  

Key Stage 4/GCSE 

Pupils’ can elect to study Psychology as one of their GCSE options. We follow the AQA specification which provides an introduction to a broad range of topics including memory, perception, development, research methods, social influence, language, thought and communication, brain and neuropsychology, mental illness. 

It is assessed by two exams at the end of Year 11 comprising multiple-choice and written questions. 

Psychology GCSE

What is psychology?

Psychology is the scientific study of mind and behaviour. Underneath this simple definition, though, lie a huge range of questions concerning the complexity of each of us as individuals. Why do we think, feel and act as we do? What is the relationship between these three facets of human experience? What is it that distinguishes humans from other animals, and what is it that we share? What is it that as individuals we have in common with each other, and how do our beliefs, personalities and abilities make us unique? How did we come to be who we are, and is that fixed, or will it continue to change with us throughout our lives? By posing these questions, psychologists seek to explain who we are and how we came to be.

 

What will I study?

Non-psychologists are often surprised at the wide range of topics the subject covers, as we touch on areas including biology, sociology, philosophy and linguistics. The GCSE is designed to give a board introduction to a new subject for pupils and explore areas that are of intuitive interest to all of us.

 

The first year of the course includes the topic of memory, where pupils will study people with amnesia and find out how without the memories we all too often take for granted, we become lost to ourselves. In the perception topic, pupils look at how we take raw information from our senses, and interpret it to make sense of a hugely intricate world. How we develop throughout childhood is also studied.

 

In the second year of the course, the broad introduction to important topics in psychology continues by looking at social influence which seeks to examine how we behave not as individuals, but how we act in groups, and the reasons why people obey and conform. We also look at the relationship between language and thought and introduce elements of neuroscience. Finally, pupils study the difficult, and hugely important topic of psychological problems, including addiction and depression, where they will examine the symptoms, causes and treatments for these illnesses.

 

The Kanizsa Triangle and Rubin’s Vase – visual illusions we explain in the sensation and perception topic.

 

What skills will I develop?

As a scientific subject, pupils will be taught not just to accept ideas, but to challenge them, looking for evidence that will support of refute. This develops a questioning mind and analytical and evaluative skills which are hugely important for further study and highly valued by employers. Pupils will also develop practical skills related to experimental design, as wherever possible we replicate the studies we learn about during the course. The research methods topic also allows pupils do develop their own experiments. 

 

Do I have to take this GCSE if I want to study Psychology at A-level?

No - it is not necessary to have taken the GCSE in order to take A-level Psychology but it certainly acts as a useful introduction to the A-level course. The same skills required for success at GCSE apply to A-level.

 

How will I be assessed?

The Psychology GCSE is divided into two units each containing four topics and assessed by different written exam paper. There is no coursework.

Unit 1: Cognition and behaviour:

  • Memory
  • Perception
  • Development
  • Research methods

Unit 2: Social context and behaviour:

  • Social influence
  • Language, thought and communication
  • Brain and neuropsychology
  • Psychological problems

Unit 1: Cognition and behaviour:

  • Written Paper comprising of multiple choice, short answer and extended writing questions – 1 hour 45 minutes
  • 100 marks – 50% of the GCSE

Unit 2: Social context and behaviour:

  • Written Paper comprising of multiple choice, short answer and extended writing questions – 1 hour 45 minutes
  • 100 marks – 50% of the GCSE
 
Board: AQA
Subject: Psychology
Code: 8182
 

For more information please see: www.aqa.org.uk
 
 
 
 

The Sixth Form 

The Psychology A-level looks to develop both subject knowledge in greater depth and also a range of scientific and evaluative skills. This A-level may be chosen to build on some of the themes from the GCSE, but it is absolutely not essential to have studied Psychology before in order to enjoy, and excel, in this A-level. 

We follow the AQA specification and study a broad range of topics including approaches to psychology, biopsychology, psychopathology (including phobias, OCD, depression and schizophrenia), forensic psychology, social influence, memory, attachment and relationships. The course also aims to develop research skills, and students are encouraged to carry out their own experiments as part of this. 

Psychology A-Level

What is Psychology? 

Psychology is the scientific study of mind and behaviour. Underneath this simple definition, though, lie a huge range of questions concerning the complexity of each of us as individuals. Why do we think, feel and act as we do? What is the relationship between these three facets of human experience? What is it that distinguishes humans from other animals, and what is it that we share? What is it that as individuals we have in common with each other, and how do our beliefs, personalities and abilities make us unique? How did we come to be who we are, and is that fixed, or will it continue to change with us throughout our lives? By posing these questions, psychologists seek to explain who we are and how we came to be. 

 

Why study Psychology?

I’m interested in: 

  • why different people can respond so differently to stressful situations 
  • how memories are integral to our sense of self 
  • why most people simply do what they’re told, but some find the inner strength to resist pressures to conform or obey 

To complement other areas of study: 

  • Psychology has close ties with a range of disciplines. Other subjects that go well with Psychology are Biology, Sociology, Business Studies, PE, Mathematics and Economics. 

To meet the entry requirements for courses in Higher Education: 

  • Psychology encourages an open-minded approach to problems and develops excellent analytical and communication skills which are transferable to many areas of study.  

To become a Psychologist:

  • Good Psychologists are required in Education, the Health Services, Commerce and Industry. Some BSc courses require a Science at A-level as well as Psychology. BA courses normally ask for a range of good grades across a wide variety of subjects. 
 

What type of student chooses Psychology? 

Someone who likes to reflect on the world around them and to understand people’s behaviour better. 

The subject is suitable for a diverse range of students who wish to develop an interest in Psychology. A-level students will need to be able to write structured essays, conduct practical investigations and carry out qualitative and quantitative analysis of data.  

We require grades of at least a grade 5 at GCSE in English and Mathematics. A grade 6 in a Science subject, ideally Biology is highly recommended. 

 

What are the career/higher education prospects? 

Studying for an A-level and/or subsequent qualifications in Psychology can lead to a career in: 

  • Psychological research  
  • Educational Psychology  
  • Clinical Psychology  
  • Occupational Psychology       
  • Human Resource Management  
  • Social Services  
  • Health 
  • Marketing 
  • Human Resources 
  • Childcare 
  • Teaching 
  • Counselling 
 

What aspects of the subject will I be studying? 

Compulsory content: 

  • Social Influence  
  • Memory 
  • Attachment 
  • Psychopathology 
  • Approaches in Psychology 
  • Biopsychology 
  • Research Methods 
  • Issues and Debates in Psychology  

Additional topics: 

  • Relationships  
  • Schizophrenia 
  • Forensic Psychology
 

How will I be assessed throughout the course? 

The A-level will be assessed in the following ways: 

  • Paper 1: Introductory Topics in Psychology (Social Influence, Memory, Attachment, Psychopathology)
    This is a two-hour paper comprised of multiple choice, short answer and extended writing questions totalling 96 marks.  
  • Paper 2: Psychology in Context (Psychology, Biopsychology, Research Methods, Research Design)
    This is a two-hour paper comprised of multiple choice, short answer and extended writing questions totalling 96 marks. 
  • Paper 3: Issues and Options in Psychology (Issues and Debates, Relationships, Schizophrenia, Forensic Psychology)
    This is a two-hour paper comprised of multiple choice, short answer and extended writing questions totalling 96 marks.
 

What co-curricular opportunities are there within this subject? 

The department offers two drop-in clinics on Tuesday after school and Thursday lunchtimes where students are able to receive help and support from teaching staff and also mentoring and advice from our Upper Sixth subject ambassadors. In recent years, students have also benefited from attending numerous revision conferences and attending lectures by renowned psychologists including Philip Zimbardo. 

 
Board: AQA A
Subject: Psychology
Code: A-level 7182
 

“I decided to take Psychology as I was intrigued and I wanted to try something new for Sixth Form. Psychology is now my favourite subject and I have applied to study it at university. I love the diverse range of topics available and how every subject is different to the last. I’ve also been able to apply my knowledge gained in Psychology to everyday life which has secured my knowledge and made me eager to learn more in the future.” 

 
 
 
 

Co-curricular Activities 

The department offers two drop-in clinics on Tuesday after school and Thursday lunchtimes where pupils are able to receive help and support from teaching staff, and also mentoring and advice from our Upper Sixth subject ambassadors. In recent years, pupils have also benefited from attending numerous revision conferences and attending lectures by renowned psychologists including Philip Zimbardo. 

 
 
 

religious Studies

The Religious Studies Department at Princethorpe plays a vital role in supporting the ethos of the College. Our aim is to invite pupils to explore the spiritual dimension of their lives and to appreciate and value all human beings who are ‘created in the image of God’. The beliefs and values of the department are drawn from the mission statement of the College where all faiths are respected, and mutual respect is accorded to all individuals. 

The Religious Studies syllabus is designed to stimulate healthy discussion and enquiry, irrespective of the personal faith of individual pupils. Religious belief has been universally present within all human societies throughout history, affecting the lives of countless billions of people. It has inspired some of the greatest human accomplishments in art, music, literature and architecture, as well as some of humanity’s greatest follies in the form of war, persecution and intolerance. The study of religion gives an insight into the unique power of religious belief in shaping and directing the lives of religious believers, who constitute the vast majority of the global population. Consequently, an understanding of religion is imperative for illuminating and expanding the richness of our lives as we engage both with our cultural heritage and our fellow human beings. 

Key Stage 3 

At Key Stage 3, we aim to provide our pupils with an overall knowledge and understanding of the Christian faith and in particular an understanding of the unique ethos of our school. By the end of this key stage, pupils will be familiar with Christian principles and teachings; they will also have explored other major world religions, namely Sikhism, Judaism and Islam. 

Pupils will also examine the differences between the religious and secular world view and be introduced to philosophical thinking through the discussion of moral dilemmas. The Key Stage 3 syllabus is designed to prepare pupils for the demands of studying Religious Studies at GCSE level. In partnership with the Chaplaincy Department, pupils celebrate the liturgical seasons of Advent and Easter through reflections in the Chapel.  

Key Stage 4/GCSE 

Pupils study the Eduqas Religious Studies specification, which includes an investigation of current philosophical, ethical and moral topics. These include an investigation of abortion, euthanasia, marriage, crime and punishment, war and the environment.  

The course provides pupils with an opportunity to think about the ‘big’ questions on the existence or non-existence of God, the problem of suffering and evil and to explore potential areas of tension between Science and Religion.  

We will also undertake a study of two world religions: Christianity and Judaism. Pupils study both the teachings of these two religions and, in addition, see how these beliefs are put into practice in the lives of believers. 

Skills of analysis and reasoning are an integral part of the course. In addition to developing pupils’ ability to think clearly, these skills provide a very good foundation for most A-level subjects. There is no coursework component to this syllabus. 

Religious Studies GCSE

What is Religious Studies?

Religious Studies involves the investigation into the beliefs and practices of people who have faith in God, and the exploration of contemporary ethical debates and philosophical concepts. The study of religions – we focus on Christianity and Judaism – accounts for half of the GCSE course, with the remaining half devoted to the study of philosophical and ethical issues.

 

Why study Religious Studies?

Religious belief has been universally present within all human societies throughout history, affecting the lives of countless billions of people. It has inspired some of the greatest human accomplishments in art, music, literature and architecture, as well as some of humanity’s greatest follies in the form of war, persecution and intolerance. The study of religion gives an insight into the unique power of religious belief in shaping and directing the lives of religious believers, who constitute the vast majority of the global population. Consequently, an understanding of religion is imperative for illuminating and expanding the richness of our lives as we engage both with our cultural heritage and our fellow human beings.

 

In addition, pupils are encouraged to grapple with ethical and philosophical debates: Should euthanasia be legalised? Is capital punishment acceptable?  Why is there evil in the world? What are human rights? In considering about how philosophers have approached these intractable issues, pupils gain the tools to help them navigate these debates and form their own arguments, supported by logical reasoning. Religious Studies facilities pupils’ self-reflection and enables them to grow in confidence and maturity, helping them to articulate the logical foundations behind their intuitively held opinions.

 

What does the syllabus contain?

Component 1: Religious, Philosophical and Ethical Studies

  • in the Modern World
  • Issues of Relationships
  • Issues of Life and Death
  • Issues of Good and Evil
  • Issues of Human Rights

Component 2: Christianity

  • Beliefs and Teachings
  • Practices

Component 3: Judaism

  • Beliefs and Teachings
  • Practices
 

How will I be assessed?

There will be three written examinations at the end of the course in Year 11. The study of Christianity paper and the study of Judaism paper are both one hour long; the Philosophy and Ethics paper is two hours in length.

 

What transferable skills can I gain?

Religious Studies is inherently inter-disciplinary, touching on diverse aspects of academic study including literary criticism, history and science.  However, the immediate benefits of the GCSE course taken by pupils at Princethorpe College is that it will teach you to:

  • Think critically
  • Listen empathetically
  • Speak thoughtfully
  • Write clearly
 
Board: WJEC Eduqas
Subject: GCSE Religious Studies Route A
Code: C120P4
  For more information visit: www.eduqas.co.uk
 
 
 
 

The Sixth Form 

Students can elect to take Religious Studies at A-level. Three modules are taken: 

  • Philosophy  
  • Ethics 
  • Christian Theology 

The Philosophical element of the course is wide-ranging and includes consideration of arguments for and against the existence of God, the plausibility of accounts of miracles and the legitimacy of using finite, human language to speak about an infinite God. Within the Ethics component students reflect upon moral dilemmas through the prism of a variety of ethical theories. Christian Theology invites students to critically engage with elements of the Christian faith, exploring questions ranging from a discussion of the evidence for the resurrection to a consideration of whether God should be considered male or female. 

Religious Studies (Philosophy and Ethics) A-level

What is Religious Studies? 

Religious Studies A-level consists of three components:  

  • Philosophy of Religion 
  • Ethics 
  • Christian Theology 

Philosophy of Religion is one of the most fascinating areas of philosophy, addressing questions of God and religious belief. We consider arguments both for and against the existence of God, and also investigate whether it is even possible to intelligibly speak of an infinite transcendent God using finite human language. 

 

Ethics is the study of right and wrong; we look at different theoretical approaches to morality, before applying them to moral dilemmas such as capital punishment and euthanasia. We assess the extent to which ethical theories illuminate difficult decisions yet also consider the limitations of moral theories when faced with the complexity of dilemmas in the real world. 

Theology is the study of Christianity, requiring critical engagement with the Bible and an assessment of differing interpretations of Biblical texts. It also involves understanding how modern Christians attempt to live out the message of the Bible, and how the variety of Christian denominations and traditions are rooted in particular interpretations of key Biblical texts. 

 

Why study Religious Studies? 

The greatest benefit of studying Religious Studies is the intellectual satisfaction and stimulation that accompany critical reflection on fundamental questions. In a sense it is unavoidable; life confronts every thoughtful person with some philosophical, ethical and spiritual questions, and nearly everyone is guided in some way by philosophical assumptions, even if these are unarticulated. Philosophical, ethical and theological study helps you to articulate your underlying assumptions, reflect on them and then develop or discard them. 

 

Religious Studies develops our capacity to understand and appreciate alternative perspectives on the range of issues it deals with. It encourages the constructive use of the imagination, which directly enriches personal and aesthetic experience. It facilitates the development of a sense of personal responsibility for thought and action. It deepens appreciation of the meaning and variety of human experience, and provides perhaps the best introduction to the uniquely human delights of lively discussion and debate. 

 

What type of student chooses Religious Studies? 

If you are one of those people who can’t stop asking questions about things most people take for granted, then Religious Studies is for you. The course is all about thinking clearly and critically and working out your own arguments on the biggest issues of our lives. If you are a person searching for meaning and understanding and like asking the question ‘why?’ in a constructive way, then Religious Studies is for you. 

What are the career/higher education prospects? 

Religious Studies A-level teaches you to: 

  • Think critically 
  • Listen empathetically 
  • Speak thoughtfully 
  • Write clearly 

This skillset means that universities value Religious Studies highly and it ensures that a wide array of potential future pathways are kept open. Recent RS A-level students have gone on to a variety of university courses, including Medicine, Law, Philosophy, History, English and Teaching. 

 

What aspects of the subject will I be studying? 

The course follows the WJEC Eduqas syllabus. This syllabus incorporates a study of three components: Philosophy of Religion, Ethics and Christian Theology. 

The Philosophy of Religion component encompasses a study of four themes which include: 

  • Arguments for the existence of God 
  • Challenges to Religious Belief 
  • Religious Experience 
  • Religious Language 

The Ethics component focuses, once more, on four themes which are:  

  • Ethical Thought 
  • Deontological Ethics 
  • Teleological Ethics 
  • Determinism and Free Will 

Similarly, Christian Theology comprises a study of four themes: 

  • Religious Figures and Sacred Texts 
  • Religious Concepts and Religious Life 
  • Significant Social and Historical Developments in Religious Thought 
  • Religious Practices and Religious Identity
 

How will I be assessed throughout the course? 

Each component has 1/3 weighting with each being examined through a 2 hour written paper. 

 

What co-curricular opportunities are there within this subject? 

We participate in academic conferences lead by leading philosophers and academics such as Peter Vardy.  

 
Board: WJEC Eduqas
Subject: Religious Studies
Code:

Christianity 212OUA 

Philosophy and Ethics 212OU2
 

“For Lower Sixth, I opted to take Religious Studies since I wanted the opportunity to explore the work of famous philosophers and the history of ideas. It goes beyond facts to explore reasons and assumptions and it really makes you think. Religious Studies A-level has helped me to develop my essay writing skills as well as my own personal viewpoint on the big questions of life.”

 
 
 
 
 

Co-curricular Activities 

A number of visits are organised for pupils in Key Stage 3, these include a visit to a local Mosque and a Gurdwara. Sessions on prayer and meditation are run in conjunction with the Chaplaincy Department. A-level students are invited to attend external workshops and symposiums relating to the syllabus. 

The Chaplaincy offers sacramental preparation, workshops and retreat days for students wishing to receive the Sacrament of Confirmation. 

 
 
 

Sociology

The Sixth Form 

Sociology is available at Sixth Form as an A-Level

Sociology is the study of social groups and is a social science which attempts to explain the behaviour of human beings in society by looking beyond the individual and towards the wider social context. Sociology does not confine itself to one area of social life meaning it is a broad and varied discipline, something reflected in the nature and content of the A-level. This also makes it a subject well suited to being matched with a large range of other A-level subjects. 

At Princethorpe we follow the AQA A-level specification for Sociology which examines core themes of socialisation, culture, identity and power within contemporary UK society. The topics we study include education, crime and deviance, the media, families and households, theory and methods, and methods in context. 

The A-level is assessed at the end of the second year of the course with three written exams papers. 

Sociology A-Level

What is Sociology?

Sociology is the study of groups of people (society) and how our environment shapes our behaviour.  

 

Sociology is the study of human societies. It is a branch of social science that uses investigation and critical analysis to develop and refine a body of knowledge about human social structure and activity, often with the goal of applying such knowledge to the pursuit of social welfare.  

 

Sociologists study topics ranging from the micro level of individual face-to-face interaction to the macro level of societies and how they co-exist at large.  

 

Sociology is a broad discipline in terms of both methodology and subject matter. Common topics of study include: research methods, education, families and households, power and politics, mass media, religion, crime and deviance, stratification and globalisation.  

 

Key figures in Sociology are Émile Durkheim, Karl Marx and Max Weber.  

 

Why study Sociology?  

I would like to find out:  

  • how we are shaped by social institutions such as the family, education system and religion 
  • how power is used and potentially abused in society 
  • why some people behave in deviant ways 
  • the ways in which society is unequal 
  • more about law and punishment 

To complement other areas of study: 

Sociology has close ties with a range of disciplines. Other subjects that go well with Sociology are English, Psychology, Business Studies, Politics, Economics, Law, and History. 

 

What type of student chooses Sociology? 

The subject is suitable for a diverse range of students who wish to develop an interest in Sociology. A-level students will need to be able to write essays and express their own opinions effectively while contrasting this with other perspectives. 

Studying Sociology: 

  • develops transferable skills such as open-minded, critical and reflective thinking with a respect for social diversity 
  • provides an awareness of the importance of social structure and social action in explaining social issues 
  • encourages an awareness of social structure and social action which emphasises different interpretations of social experiences 

Due to the extended essay writing involved in the assessment of A-level Sociology, a minimum of a grade 5 in English at GCSE is required 

 

What are the career/higher education prospects? 

Good Sociologists are required in Education, the Health Service, Commerce and Industry. Most BA courses at University require no specific A-level subjects, but Sociology would be an advantage.  

 

What aspects of the subject will I be studying? 

Compulsory content:  

  •  Education 
  •  Methods in Context 
  •  Theory and Methods 
  •  Crime and Deviance  

Optional Additional Topics  

  •  Families and Households 
 Beliefs in Society  

How will I be assessed throughout the course? 

The A-level is assessed in the following ways: 

  • Paper 1: Education with Methods in Context - a two-hour paper comprised of short and extended writing questions totalling 80 marks. 
  • Paper 2: Topics in Sociology (Families and Households and Beliefs in Society) – a two-hour paper comprised of extended writing questions totalling 80 marks. 
  • Paper 3: Crime and Deviance with Theory and Methods (content 3 and 4 above) – a two-hour paper comprised of short and extended writing questions totalling 80 marks. 
 

What co-curricular opportunities are there within this subject? 

A trip to Crackley Hall to carry out research in the Lower Sixth and a chance to meet an ex-prisoner and interview him about his experience of the Criminal Justice System and a visit to Warwick Crown Court in the Upper Sixth. 

 

There are also twice weekly drop-in clinics where students can receive additional help and support

 
Board: AQA
Subject: Sociology
Code: A-level 7192
 

“I chose Sociology because the areas covered are real life topical things that you see happening in your everyday life. Basically, you look at how Sociology and social factors around your life affects your behaviour and personality. 
I would definitely recommend this subject to someone looking for something new and different, but be prepared to work hard and learn a lot of content, as it’s not an easy subject. It has made me want to go into social work in the future, using Sociology as a base for this.” 

 
 
 
 

Co-curricular Activities 

The department offers two drop-in clinics on Tuesday after school and Thursday lunchtimes where students are able to receive help and support from teaching staff, and also mentoring and advice from our Upper Sixth subject ambassadors.  

In the Lower Sixth, students have the opportunity to conduct their own research at Crackley Hall, and in the Upper Sixth students visit Warwick Crown Court and interview a former prisoner. 

 
 
 

The Sciences

The Science Department aims to stimulate curiosity, interest and enjoyment in science and an interest in and sense of responsibility for the environment. We seek to develop abilities and skills that are relevant to the needs and interests of the pupils and equip them for life in modern society and further education and training. We focus on enabling all pupils to work independently, and to take responsibility for their own learning. We encourage pupils to develop personal qualities such as politeness, perseverance, initiative, empathy, self-confidence and independence. It is fundamental to our ethos to develop an understanding of the spiritual, moral and cultural aspects in the development of Science, and in the study of Science. 

Key Stage 3 

Each teaching group in Year 7 and 8 has one or two Science teacher(s) for the year. The pupils are taught a co-ordinated Science course which begins in Year 7 with an introduction to the laboratory environment and reinforces basic Science skills and laboratory techniques. Pupils then study a series of Biology, Chemistry and Physics topics. These are assessed through a combination of assessed tasks and topic tests. The assessed tasks provide opportunities for pupils to receive feedback about areas of strengths and weaknesses and what they need to do to make progress.  

The course contains good opportunities for practical work and ICT based activities. It develops pupils’ skills in thinking scientifically, understanding the applications and implications of science, communicating and collaborating in science, using investigative approaches and working critically with evidence. At the end of each year, pupils are assessed on material covered throughout the Key Stage, thereby emphasising the cumulative nature of the material and providing pupils with a good foundation for their GCSE course. 

Key Stage 4/GCSE 

Science is a core subject at Princethorpe, which means that all pupils study either Combined Award Sciences (Trilogy) or the separate subjects, Biology, Chemistry and Physics (‘Triple’ sciences). The course is taught from the start of Year 9 and all groups have specialist subject teachers for Biology, Physics and Chemistry. The course followed is AQA Trilogy (Combined Award Science) or AQA Biology, Chemistry and Physics (Triple Award Science). 

All pupils study the Sciences as part of their core curriculum in Year 9, with exams at the end of Year 11. The core specification is the AQA GCSE Combined Science: Trilogy which is worth two GCSES, however, pupils can extend this by following the Triple Science path if their performance indicates this is appropriate. This leads to three separate Science GCSEs for Biology, Chemistry and Physics.

In an increasingly scientific world there is a need for young people to be scientifically literate. Science can help people understand current issues and make sense of the world. Our courses encourage pupils to be inspired, motivated and challenged by following a broad, coherent, practical, satisfying and worthwhile course of study. The courses help pupils to develop transferable skills which are useful throughout life and to gain useful knowledge for many different jobs, not just those in science.

We aim to encourage pupils to engage with science in their everyday lives and to make informed choices about further study and future career choices. Practical work is assessed by exam only. There are no controlled assessment components. The exams will contain questions that specifically draw on the experience pupils have gained from doing practical work. Pupils carry out specified required practical activities as part of the usual practical work we provide. In their exams pupils will be required to demonstrate their understanding of scientific experimentation. At least 15 per cent of the total marks available in each Science GCSE will be dedicated to this.

AQA GCSE Combined Science: Trilogy

This course is suitable for pupils of all ability, whether they intend to take Science further or not. Assessments are available at foundation or higher tier with additional content required for higher tier pupils. The three components of Biology, Chemistry and Physics are typically taught as separate teaching and learning units by subject specialists. Much of the content in the separate Biology, Chemistry and Physics qualifications is contained in the Combined Science. Combined Science provides a firm foundation for progression to A-level Science.

Assessment

The Scheme of Assessment is linear, with six papers, two covering each subject area (Biology, Chemistry and Physics). Each of the papers will assess knowledge and understanding from distinct topic areas. Each paper is 1 hour and 15 minutes long and is worth 16.67% of the overall marks for the GCSE. A range of question types will be used, including multiple choice, structured, closed short answer and open response questions. 

The qualification is graded on a 17-point scale: 9-9, 9-8 through to 2-1, 1-1, where 9-9 is the best grade.

A pupil taking foundation tier assessments will be awarded a grade within the range of 1-1 to 5-5.

A pupil taking higher tier assessments will be awarded a grade within the range of 4-4 to 9-9.

A candidate’s grade is determined solely by their overall mark. There is no requirement to achieve the grade boundary in each paper in order to achieve a particular grade overall. Hence, a strong performance in one paper can compensate for a weaker performance in another.

The Combined Science Scheme Summarised

Biology Paper 1  
Biology Topics 1-4: Cell Biology; Organisation; Infection and response; and Bioemergetics
Foundation or higher tier  
Written paper  1 hour 15 mins
70 marks 16.67%
Chemistry Paper 1  
Chemistry topics 8-12: Atomic structure and the periodic table; Bonding, structure, and the properties of matter; Quantitative chemistry; Chemical changes; and Energy changes.
Foundation or higher tier  
Written paper 1 hour 15 mins
70 marks 16.67%
Physics Paper 1  

Physics topics 18-21:

Energy; Electricity; Particle model of matter; Atomic structure

Foundation or higher tier

  

Foundation or higher tier

  

Written paper

1 hour 15 mins

70 marks

16.67%

Biology Paper 2

  

Biology topics 5-7:

Homeostasis and response; Inheritance, variation and evolution; and Ecology

Foundation or higher tier

  

Written paper

1 hour 15 mins

70 marks

16.67%

Chemistry Paper 2

  

Chemistry topics 13-17:

The rate and extent of chemical change; Organic chemistry; Chemical analysis; Chemistry of the atmosphere; and Using resources

Foundation or higher tier

  

Written paper

1 hour 15 mins

70 marks

16.67%

Physics Paper 2

  

Physics topics 22-24:

Forces; Waves; Magnetism and electromagnetism

Foundation or higher tier

  

Written paper

1 hour 15 mins

70 marks

16.67%
 
 
Board: AQA
Subject: GCSE Combined Science: Trilogy
Code: 8464
 

For more information visit: www.aqa.org.uk
 

AQA GCSE in Biology, Chemistry and Physics

These qualifications are often referred to as “Separate Sciences” or the “Triple Award”. This is an ideal path for pupils who wish to take their study of Science to A-level. These pupils receive three independent grades, one in each subject. Assessments are available at foundation or higher tier with additional content required for higher tier pupils.  

Assessment

The Scheme of Assessment is linear, with two 1 hour 45 minute question papers to be taken in each of the subjects. Each of the papers will assess knowledge and understanding from distinct topic areas. Each paper is worth 50% of the overall marks for each subject. A range of question types will be used, including multiple choice, structured, closed short answer and open response questions.

Each qualification is graded on a nine point scale: 1-9 where 9 is the best grade.

The Biology, Chemistry and Physics Scheme Summarised

Biology Paper 1

  

Topics 1-4:

Cell biology; Organisation; Infection and response; and Bioenergetics

Foundation or higher tier

  

Written paper

1 hour 45 mins

100 marks

50%

Chemistry Paper 1

  

Topics 1-5:

Atomic structure and the periodic table; Bonding, structure, and the properties of matter; Quantitative chemistry; Chemical changes; and Energy changes

Foundation or higher tier

  

Written paper

1 hour 45 mins

100 marks

50%

Physics Paper 1

  

Topics 1-4:

Energy; Electricity; Particle model of matter; Atomic structure

Foundation or higher tier

  

Written paper

1 hour 45 mins

100 marks

50%

Biology Paper 2

  

Topics 5-7:

Homeostasis and response; inheritance, variation and evolution; and ecology

Foundation or higher tier

  

Written paper

1 hour 45 mins

100 marks

50%

Chemistry Paper 2

  

Topics 6-10:

The rate and extent of chemical change; Organic chemistry; Chemical analysis; Chemistry of the atmosphere; and Using resources.

Foundation or higher tier

  

Written paper

1 hour 45 mins

100 marks

50%

Physics Paper 2

  

Topics 5-7:

Forces; Waves; and Magnetism and electromagnetism

Foundation or higher tier

  

Written paper

1 hour 45 mins

100 marks

50%
 
 

Board:

AQA

Subject:

AQA GCSE Biology

Code:

8461

Subject:

AQA GCSE Chemistry

Code:

8462

Subject:

AQA GCSE Physics

Code:

8463
 
 
 
 

 The Sixth Form 

The Science department currently offers A-levels in three subjects. 

Biology 

Biology is the study of living organisms and their interactions with their environments. It is a diverse subject including biological molecules; cells and viruses; classification and biodiversity; exchange and transport in Lower Sixth. 

Additional topics in the Upper Sixth include; microbiology, genetics, homeostasis and biological processes. 

There are three written papers at the end of the A-level course, with a mixture of style questions, covering all material studied in the two years. There is a compulsory field trip in the Upper Sixth to complete the ecosystems component of the course, which incurs an additional charge. The specification currently followed is Edexcel. 

Biology A-level

What is Biology? 

Biology is one of the key branches of Science along with Chemistry and Physics.  It is the study of life. 

 

Biologists investigate living things. At one time biologists could be divided into zoologists - who studied animals - and botanists - who studied plants. The discovery of bacteria and viruses led to the development of microbiology and virology.  

 

As better technical resources and techniques were developed, biologists moved on to study the structure of cells (cytology) and the chemicals from which the cells are made (molecular biology).  

 

The study of genetics and heredity expanded following the elucidation of the structure of DNA.  On the large scale, Biology has embraced aspects of Geography and Geology in ecology, the study of interrelationships of organisms with each other and with their physical and climatic environment.  

 

Biologists also contribute to palaeontology, the study of fossils and biological evolution. 

Biologists make discoveries which affect the lives of all of us. Examples range from: how to understand and control the development and the spread of disease which can decimate or eradicate species; how to develop strains of plant which give high food yields; and the genetic code which provides the blueprint for the development of an organism.  

 

Why study Biology? 

If you are an enthusiastic student with an interest in Science, Biology can offer you an interesting and challenging course of further study.  

 

Students study Biology because they want to: 

  • become mainstream biologists and develop an understanding of how living things work or become involved in one of the areas described above; 
  • improve their career prospects. Biology is a practical subject and one in which the frontiers of knowledge are being expanded on a regular basis, particular in molecular biology and pharmaceuticals;  
  • meet the entry requirements for courses and careers in Medicine, Veterinary Practice, Biochemistry, Biology, Physiology, Pharmacy, Genetics, Nursing, Agriculture, Microbiology, Ecology, Forensic Science and Sports Science; or 
  • complement other areas of study such as Chemistry, Physics, Psychology, Art, Sports Science.  
 

What type of student chooses Biology? 

The A-level Biology Course provides an excellent preparation for further study and an enjoyable and interesting experience. You need at least a grade 7 in IGCSE/GCSE Combined Science OR a grade 7 in IGCSE/GCSE Biology. A grade 6 or above in Mathematics is also required. 

 

What are the career/higher education prospects? 

Biology combines well with a number of other subjects. Here are some careers that studying A-level Biology and a relevant combination of other subjects can lead to - there are many more. 

  • Microbiology • Biotechnology 
  • Cosmetics • Medical physics 
  • Marine biology • Veterinary surgery 
  • Ecology • Dentistry 
  • Health • Forensic science 
  • Science teaching • Public health 
  • Pharmaceuticals • Genetics 
  • Medicine • Physiotherapy 
  • Agriculture • Nursing 
  • Horticulture • Pathology 
  • Forestry • Natural science 
  • Cell biology • Environmental science 
 

What aspects of the subject will I be studying? 

The Biology A-level course covers a range of areas including both human and environmental topics:  

  • biological molecules  
  • cells, viruses and reproduction  
  • classification and biodiversity  
  • exchange and transport  
  • respiration and photosynthesis 
  • microbiology and immunity 
  • gene expression and gene technology 
  • inheritance 
  • control, homeostasis and the nervous system 
  • ecosystems 
 

How will I be assessed throughout the course?  

The A-level will be assessed in the following ways: 

Science Practical Endorsement 

Students must complete 16 core experiments throughout the two-year course. They are marked on a variety of different skills by their teacher against specific assessment criteria. The assessment outcomes will be reported separately to the final grade on students’ certificates as either ‘pass’ or ‘fail’. 

A-level Examinations 

Paper 1 Paper 2 Paper 3
1 hour 45 minutes 1 hour 45 minutes 2 hours 30 minutes
90 marks (30%) 90 marks (30%)  120 marks (40%)
Topics 1-7 Topics 1-4 and 8-10 Topics 1-10 and practical skills
 
 

The paper will include synoptic questions that may draw on two or more different topics. 

 

What co-curricular opportunities are there within this subject? 

Biology offers lots of exciting opportunities outside of the classroom. All Upper Sixth Biologists will take part in a field trip in the September of their second year. The trip covers the environmental sampling part of the specification and two core practicals are completed along with reinforcing practical elements of the environmental topics. There are also opportunities to take part in national competitions such as the Biology Olympiad. 

 
Board: Edexcel
Subject: Biology B
Code: A-level 9B10
 

"I chose Biology as it covers a wide variety of topics, from human anatomy to microorganisms and the environment. There are also lots of opportunities for trips that can be taken to help extend your knowledge."
"I enjoy Biology because I can apply what I have learnt in lessons to real life and taking this subject has influenced me to apply for Dentistry at university"

 
 
 
 

Chemistry 

Chemists study the ways in which atoms combine together and underpin the properties of materials and hence their potential applications. The A-level course follows the three main branches of chemistry: physical, inorganic and organic chemistry.  

There are three written papers at the end of the A-level course. Two of these contain long and short answer questions and the third also contains some multiple choice questions. All three papers examine practical skills. The specification currently followed is AQA. 

Chemistry A-level

 

What is Chemistry? 

Chemistry is the science of matter: its properties, structure, composition, behaviour, reactions, interactions and the changes it undergoes. Chemistry is one of the key branches of Science along with Physics and Biology and is sometimes called “the central science”. It explains the structure and properties of matter as a consequence of the physical properties of chemical substances and their interactions. For example, steel is harder than iron because its atoms are held together in a more rigid crystalline lattice and wood burns because it can react spontaneously with oxygen in a chemical reaction. Chemistry uses quantities like energy and entropy in relation to explain the spontaneity of processes such as sugar and salt dissolving in water. Chemistry includes the design and manufacture, i.e. synthesis, of more complex substances from simpler ones.  

 

There are three major branches of Chemistry: organic, physical and inorganic. Organic chemistry is the study of the structure, properties, composition, mechanisms, and reactions of organic compounds. An organic compound is defined as any compound based on a carbon skeleton. Physical chemistry is the study of the physical and fundamental basis of chemical systems and processes. Important areas of study include rates of reaction, equilibria and energy changes. Inorganic chemistry is the study of the properties and reactions of non-organic compounds. 

 

Chemists make discoveries which affect the lives of all of us. For example: how to make plastics from oil; how to make fertilisers to promote the growth of crops; how to make alloys which can resist high stresses and temperatures; how to extract metals from the Earth’s crust; and how to make drugs which will control pain or disease. 

 

Why study Chemistry? 

If you are an enthusiastic student with an interest in Science, Chemistry offers you an interesting and challenging course. Studying for an advanced qualification in Chemistry offers an opportunity to understand scientific concepts, retain and recall factual material, apply numerical skills and work accurately in the laboratory. A high grade reflects intelligence and dexterity and is valued by both prospective employers and further education institutions. It is also a prerequisite for the vast majority of medical, dental and veterinary science degree courses. 

 

What type of student chooses Chemistry? 

Students choose Chemistry for a variety of reasons, but they all have one thing in common. They have enjoyed Chemistry at GCSE and it has whetted their appetite to know more. The course is a demanding one and therefore at least a grade 7 in IGCSE/GCSE Chemistry or Combined Science is required. A grade 6 or above in Mathematics is also required. 

 

What are the career/higher education prospects? 

Chemistry combines well with other subjects. Career prospects for students with a Chemistry background are good because there is a shortage of people taking this subject. With a qualification in Chemistry you could go on to Further or Higher Education, studying Chemistry or one of the other sciences or related subjects. Chemistry is essential if you wish to go on to study medicine, pharmacy, pharmacology, biochemistry, chemical engineering and veterinary science. It is usually required for careers in dentistry, biotechnology, dietetics (studies in food and nutrition), geology, environmental science, metallurgy (studying how metals behave), and materials science. Chemistry is an important subject for engineering, communications, toxicology, aerospace applications, developing perfumes and cosmetics, energy, teaching, science writing, sports, software development and research 

 

What aspects of the subject will I be studying? 

The A-level course in Chemistry is a natural next stage from the GCSE course and there are many recognisable topics that are taken a stage further. Some topics, such as atomic structure, are studied in greater detail while others, such as equilibria, broaden the GCSE experience and then use mathematics so that the qualitative understanding becomes more quantitative. The biggest content difference at A-level is the great increase in the amount of organic chemistry. This includes many more functional groups, an understanding of the mechanisms of the reactions as well as beginning an understanding of synthetic routes. 

 

The specification is divided into chemical topics, each containing different key concepts of chemistry. Once the key features of a topic have been developed, applications are considered. While the teaching of practical skills will be integrated with the theoretical topics, they are assessed separately.  

 

Physical chemistry 

  • Atomic structure 
  • Amount of substance 
  • Bonding 
  • Energetics 
  • Kinetics 
  • Chemical equilibria and Le Chatelier’s principle 
  • Oxidation, reduction and redox equations 
  • Thermodynamics  
  • Rate equations  
  • Equilibrium constant Kc for homogeneous systems  
  • Electrode potentials and electrochemical cells 
  • Acids and bases 

Inorganic chemistry 

  • Periodicity 
  • Group 2, the alkaline earth metals 
  • Group 7 (17), the halogens 
  • Properties of Period 3 elements and their oxides  
  • Transition metals  
  • Reactions of ions in aqueous solution 

Organic chemistry 

  • Introduction to organic chemistry 
  • Alkanes 
  • Halogenoalkanes 
  • Alkenes 
  • Alcohols 
  • Organic analysis 
  • Optical isomerism  
  • Aldehydes and ketones  
  • Carboxylic acids and derivatives  
  • Aromatic chemistry  
  • Amines  
  • Polymers  
  • Amino acids, proteins and DNA 
  • Organic synthesis  
  • Nuclear magnetic resonance spectroscopy  
  • Chromatography  
 

How will I be assessed throughout the course? 

The A-level will be assessed in the following ways: 

Paper 1

Paper 2

Paper 3

2 hours

2 hours

2 hours

105 marks (35%)

105 marks (35%)

90 marks (30%)

Short and long answer questions

Short and long answer questions

Questions on practical techniques and data analysis (40 marks) 

Multiple choice questions (30 marks) 

Short and long answer questions (20 marks) 

Assessing:

Assessing:

Assessing:

Relevant physical chemistry topics

Relevant physical chemistry topics

Any content

Inorganic chemistry

Organic chemistry

Any practical skills

Relevant practical skills

Relevant practical skills

  
 
 
 
Science Practical Endorsement 

Practical assessments have been divided into those that can be assessed in written exams and those that can only be directly assessed whilst students are carrying out experiments. A-level grades will be based only on marks from written exams. Overall, at least 15% of the marks for all A-level Chemistry courses will require the assessment of practical skills. A separate endorsement of practical skills will be taken alongside the A-level. This will be assessed by teachers and will be based on direct observation of students’ competency in a range of skills in twelve required practicals, that are not assessable in written exams.  

 

What co-curricular opportunities are there within this subject? 

Chemistry lectures at Birmingham University are regularly attended by Sixth Formers. 

In addition, a number of competitions are entered, including the Chemistry Olympiad and Chemistry Cambridge Challenge. 

MEDSOC is a lunchtime club held weekly to support students wishing to apply for medical or veterinary based degrees to help prepare them for the application and interview process.  

 
Board: AQA
Subject: Chemistry
Code: A-level 7405
 

“My tip would be to only choose to do Chemistry at A-level if you’re on track to do well at GCSE and you actually enjoy it! There are lots and lots of practicals, and lots of opportunities for extra learning, but you must have a passion for it, as it takes a lot of hard work and dedication. Chemistry is needed for most Science degrees so is obviously pretty useful, it also helps a lot if you take Biology or Maths too.” 

 
 
 
 

Physics 

Physicists investigate natural phenomena in an attempt to make sense of the way our World and the Universe work. The A-level course includes traditional content such as mechanics, but students also study the exciting developments in particle physics and cosmology.  

There are three written papers at the end of the A-level course; all three papers contain multiple choice, short and long answer questions . Paper 1 and Paper 2 examine 50% of the content each, Paper 3 is a synoptic paper that also tests practical skills. The specification currently followed is Edexcel Physics. 

Physics A-level

What is Physics? 

Physics is one of the key branches of Science along with Chemistry and Biology. It is the study of matter and energy and the interaction between them.  

 

Physicists investigate natural phenomena and try to make sense of the rules which govern the way the universe works.  

Physicists ask questions in order to improve our understanding of the very largest things such as the Universe itself, down to the very smallest things we know exist such as fundamental particles like quarks and leptons. Physicists also explore the coldest temperatures close to absolute zero and extremely hot places like the centre of stars. Understanding the laws of Physics enables quantum computers and fusion reactors to be built. 

 

Physicists make discoveries which affect the lives of all of us. Computers, air travel, cars, electricity in our homes and the internet are all hugely important in our lives today. These discoveries would not have been made without the passing on of knowledge throughout generations of physicists over hundreds of years. 

 

Why study Physics? 

If you are an enthusiastic student with an interest in Science, Physics can offer you an interesting and challenging course of further study.  

Students study Physics because they want to: 

  • gain a deeper understanding of how things work 
  • improve their career prospects as physics is a practical subject and many employers value the excellent analytical and problem solving skills which students develop;  
  • meet the entry requirements for courses and careers in Medicine, Medical Physics, Electronics, Chemistry, Physics, Engineering, Computing and Astrophysics; 
  • complement other areas of study such as Chemistry, Biology, Mathematics, Computer Science, Geography, Art, Modern Languages, Music and Technology; and, through further study, Civil, Mechanical, Structural, Hydraulic, Aeronautical and Electrical Engineering 
 

What type of student chooses Physics? 

The A-level Physics course provides an excellent preparation for further study and an enjoyable and interesting experience. You need to secure at least a grade 7 in IGCSE/GCSE Combined Science OR a grade 7 in IGCSE/GCSE Physics. A grade 6 or above in Mathematics is also required. 

 

Studying Mathematics at A-level is not essential for A-level Physics but it is fair to say that those taking Mathematics find some aspects of the course easier to master.

 

What are the career/higher education prospects? 

Physics combines well with a number of other subjects. Career prospects for students with a physics background are good because there is a shortage of people taking this subject. Here are some careers that studying A-level Physics and the relevant combination of other subjects can lead to - there are many more:  

  • Stage lighting  
  • Computing 
  • Civil engineering 
  • Healthcare 
  • Marine engineering 
  • Architecture 
  • Electrical engineering 
  • Electronics 
  • Science teaching 
  • Medicine 
  • Mechanical engineering  
  • Research 
  • Materials science 
  • Astronomy 
  • Sound engineering 
  • Space travel 
  • Nuclear physics 
  • Geophysics 
  • Technical sales  
  • Information science 
  • Metallurgy 
  • Production engineering 
 

What aspects of the subject will I be studying? 

  • Mechanics
    Quantities and Units, Scalars and Vectors, Motion Graphs, Uniform Acceleration, Projectile motion, Centre of gravity, Newton’s Laws of Motion, Linear Momentum, Conservation of Energy, Efficiency Impulse and Momentum, Circular Motion 
  • Electric Circuits 
    Current, Potential Difference, Resistance, Power, Resistivity, Potential Dividers, Internal Resistance and EMF, Semiconductors 
  • Electric and Magnetic Fields 
    Uniform and Radial Electric Fields, Capacitors, Magnetic Fields, Motor Effect, Electromagnetic Induction 
    Nuclear and Particle Physics 
    Particle Accelerators, Matter and Antimatter, Quarks and Leptons, Particle Equations 
  • Materials 
    Density, Stokes’s Law, Hooke’s Law, Young Modulus 
  • Waves and Particle Nature of Light 
    Properties of Waves, Stationary Waves, Refractive Index, Total Internal Reflection, Lenses, Polarisation, Diffraction, Wave Particle Duality, Photoelectric Effect, Energy Levels in Atoms 
  • Thermodynamics 
    Kinetic Theory, Specific Heat Capacity, Specific Latent Heat, Ideal Gas Laws, Black Body Radiation 
    Space 
    Measuring Astronomical Distances, Lifecycle of Stars, Cosmology 
  • Nuclear Radiation 
    Binding Energy, Fission, Fusion, Radioactive Decay 
  • Gravitational Fields 
    Uniform and Radial Gravitational Fields 
    Oscillations 
    Simple Harmonic Motion, Resonance, Damping 
  • Science Practical Endorsement 
    Students must complete 16 core experiments throughout the two year course. They are marked on a variety of different skills by their teacher against specific assessment criteria. The assessment outcomes will be reported separately to the final grade on students’ certificates as either ‘pass’ or ‘fail’. 
 

How will I be assessed throughout the course?  

The A-level is assessed in the following ways: 

A-level 

Paper 1 

Paper 2 

Paper 3 
 

30% of A-level 

30% of A-level 

40% of A-level 

Content covered 

Mechanics, Electric circuits, Further Mechanics, Electric and Magnetic Fields, Nuclear and Particle Physics 

Materials, Waves and Particle Nature of Light, Thermodynamics, Space, Nuclear Radiation, Gravitational Fields, Oscillations 

Questions are drawn from any topic within the course. Questions will also assess conceptual and theoretical understanding of experimental methods 

No. of marks 

90 

90 

120 

Time 

1 hour 45 mins 

1 hour 45 mins 

2 hours 30 mins 

Forms of assessment 

Mixture of multiple choice, short response, calculations and extended writing questions 

Mixture of multiple choice, short response, calculations and extended writing questions 

Mixture of multiple choice, short response, calculations and extended writing questions 
 
 
 

What co-curricular opportunities are there within this subject? 

There are opportunities for students to enter The Physics Olympiad. We also attend various lectures and presentations at Birmingham and Warwick Universities. Sixth Formers are also encouraged to help with the Physics drop-in sessions to help younger pupils with their Physics. We also offer an opportunity either in the Lower or Upper Sixth for every Sixth Form Physicist to visit CERN in Geneva, Switzerland. 

 
Board: Edexcel
Subject: Physics
Code: A-level 9PH0
 

“I chose to do Physics at A-level because I found it interesting at GCSE and I wanted to study Physics or Astrophysics at university. You do need to be good at Maths and to enjoy problem solving which is a big part of Mechanics. For those students considering a career in Engineering it’s also worth knowing that Physics is a preferred subject.”

 
 
 
 

Co-curricular Activities 

Subject drop-in sessions and revision classes are held at lunchtimes and after school as appropriate for exam classes. Science Club takes place once a week at lunchtime and is aimed at giving the younger pupils extra opportunities to develop their practical skills. The department also co-ordinates events, trips and competitions for pupils of all ages. Younger pupils have the opportunity to compete in national competitions during Science Week, and in the Salter’s Festival, often with considerable success.  

There are frequent excursions to live performances of Science shows and exhibitions. Sixth Form students regularly attend lectures and workshops at local universities and compete in the Olympiads. Those striving to go on to study medicine or veterinary sciences at university can also attend the Medsoc club, which helps is held one lunchtime a week, to prepare them for the application and interview process. Pupils at all levels benefit from a range of visiting speakers and workshops provided by industry and universities. 

 
 
 
 

 

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