Sixth Form Prospectus

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Introduction

How can I get into The Sixth Form?

AS and A Levels?

How do I select my AS Levels?

Which combinations of subjects are possible?

What will my timetable look like?What will my timetable look like?

How will I know how Im doing?

Who is there to help me?

What happens if things start to go wrong?

How do I get into the U6?

Do I have to do games?

What else should I do outside the classroom?

What do I wear?What do I wear?

Subjects offered

Art and Design

Biology

Business Studies

Chemistry

Classical Civilisation

Design & Design & Technology - Product Design

Design & Technology - Textiles

Drama & Theatre Studies

Economics

English Literature

Geography

History

LatinLatin

Mathematics & Further Mathematics

Modern Languages - French, German & Spanish

Music

Physical Education

Physics

Politics

Religious StudiesReligious Studies

RGS guide to Examinations & University Entry

How do I apply to universities?

What is a GAP year?

What about my career?

The AS and A2 examinations

University Entry

Advice for Potential Oxbridge ApplicantsAdvice for Potential Oxbridge Applicants

Glossary

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What should I do in return?

Learn to make a positive contribution to lessons.

To succeed in the Sixth Form you will need self-motivation and self-discipline.

You should value effort and commitment.

You should recognise that disappointments provide opportunities for improvement.

You will need to make many independent decisions and take on more personal responsibilities. This is the time to replace some of your undoubted ability to follow with some evidence of leadership. In an academic context this means less teaching, more learning.

You should be actively involved in the broader life of the school, so using the individual talents that we all possess.

*OUSPEVDUJPOTheThe Sixth Form here is very successful. This is because we expect everyone, students and staff alike, to aim for their best, whether in the classroom, theatre, workshop or games field. We also recognise that both staff and students develop enjoyment and achievement when there is full commitment all round.

The Sixth Form is a learning environment where the staff and students co-operate.

The Sixth Form has an exceptional and challenging transitional role. We help you to prepare for independence from the rules and direction of formal schooling in readiness for the world of higher education and/or careers. This gives Sixth Form teachers what may sometimes seem to be contradictory goals. They must prprovide you with a structured environment for your learning while allowing you the independence to grow, to learn from your inevitable mistakes, and to learn better judgement while there is still experienced and expert guidance available.

We aim to provide you with an environment that is supportive, a place of refuge in times of stress and a base from which you can operate successfully within the school.

We aim to provide you with role models rather than to pre-judge you; we will treat you with the respect we expect from you.

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AS and A Levels?

Sixth Form courses are almost all divided into two sections:

AS Level taken in the L6.

You can then either stop a subject at this point or take it on to A2 Level.

A2 taken in the U6. A2 taken in the U6.

An A Level is the total of your AS and A2 modules.

AS Levels are not as difficult as A2; they fall somewhere between A2 and GCSE.

All AS and A2 courses are modular.

WWe will expect the majority of you to take four AS Levels in the L6 and most to carry on with three A2s in the U6. Those seeking Oxbridge entrance might continue with four A2s in the U6.

OfOf course, variations are possible. We will work with you to ensure that your overall academic package meets your needs.

We would expect you to fulfil the following criteria:

To achieve six Bs or better at GCSE and no less than B in any subjects (except Biology, Physics, Chemistry, Mathematics, Modern Foreign Languages which require an A grade) that you wish to continue. New subjects, such as Economics, Politics or PE will look at your results in GCSE subjects, which contain similar content oror require similar skills; for instance, Economics will look at Mathematics and English, Politics at English Literature, Religious Studies or History.

Have a good report from Year Eleven.

If you are joining from another school, you will be asked to take a verbal reasoning test and a short interview before being offered a place. We will ask for a reference from your present school. You will also need GCSE passes in English and Mathematics.

If you are already at RGS and do not achieve a grade C, or better, in GCSE Mathematics and English Language you will be expected to resit these subjects while in the Sixth Form.

What if I do not get six Bs?

YYou may apply to the Headmaster for a place. We will retain a major say in the number and nature of the subjects you study if we decide to offer you a place. We will also monitor your progress closely to ensure you are adjusting successfully to the demands of sixth form study.

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Before making your final choice of subjects, you might like to consider the following:

Reflect on the information and advice given by careers staff and through the presentations at Parents Evenings.

Read the course descriptions in this Handbook.

Be sure you have the ability to cope with your choices and the combination of subjects. AS Levels are more demanding than GCSE and A2 is much more demanding. Make sure that you are qualified for your choices.

Consider the subjects you enjoy first! If you dont enjoy them you will find it very difficult to motivate yourself in the Sixth Form.

Choose a sensible combination of subjects. It may help to consider the following points: Which combination is most likely to produce the best results? Consider transferable skills and supporting subjects.

Which combination of subjects is likely to be favoured by universities?

Which subjects are required by universities for courses you are likely to select, and which are preferred? Which subjects will help your preferred course at university even if they are not necessary for entrance?

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We design the Sixth Form timetable to allow the widest possible choice of combinations. We will ask you to tell us which subjects you would like to study and then will draw up option blocks based on those choices; we may not be able to arrange for all your choices (though we will try to do so) and some subjects may not run if demand is insufficient. When the choices have been processed, we will produce a blocking diagram like that one shown below so that the timetabler can start work. Any changes to your programme after this point will need to conform to the blocking.

This recent example gives you some idea of what the final blocking might look:

Subjects in italics appeared in more than one block.

All blocks consist of 9 lessons per 2 week cycle

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ArtClass CivEnglish

MathematicsPE

GeographyICTPhysics

Politics

ChemistryEconomics

FrenchReligious Studies

ArtBiologyDTEnglish

Economics

GeographyHistoryHistoryLatinMusicTextiles

BiologyBusiness StudiesDramaFurther MathsHistoryPhysics

Religious StudiesReligious Studies

Spanish

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Degree Course Degree Course

Accountancy

Architecture

Biology

Business Studies

Chemistry

Classical Civilisation

Economics

Engineering (Chem.)

Engineering (others)

English

French - Languages

Geography

Drama

Computing & IT

Dentistry

Geology

Land Management

Materials Science

Mathematics

Medicine

Music

Oriental LanguagesPharmacy

Philosophy

Physics

Physiotherapy

Politics

Vet. Science

Law

History

Geography

Psychology

Chemistry+ Biology + Physics or Maths

2 sciences (few). Maths an advantage

Maths (few)

Music

Maths + Physics + Chemistry

Maths (few), Geography preferred

French + Geography or Spanish

Maths + Physics + Further Maths+

Maths + Physics + Chemistry

English

English

Chemistry + 2 of Maths/Biology/Physics

Maths (some)

None

Latin (some) Classical Civilisation (some)

Maths (some)

Chemistry + Maths or Physics

Classics

Normally Required Normally Required

Maths + Physics (or 2 sciences)

History

None

Maths

Chemistry + Biology (+ Physics or Maths)

1 Class. Or Modern Foreign Language

Chemistry + Biology + Physics or Maths

Physics + Maths

Chemistry+ Biology

Maths (quite often)

*Maths (some) + Art portfolio (most)

Biology+ Chemistry or Maths or Physics

Maths

None

+ Desirable*Most Universities also ask to see an Art portfolio

The normal A Level subject requirements for some common Honours degree courses are listed below. Other A Level subjects should be chosen to complement those specified.

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Feedback

Grades for attainment and our perception of your application at regular intervals.Written reports in the L6 and in the U6.TheThere will be opportunities for Parents to meet formally with staff to discuss progress; you will be invited to join those meetings.

Self-evaluation TTogether with your Tutor, you will review your work methods and progress on a regular basis. If you do this openly and honestly you should be able to fine-tune your approach to achieve the highest possible standards. Typical topics for discussion might include your:

organisation of time to meet deadlines study skills needs aspirations attitude and attainment overall programme of study co-curricular involvement

How do I get into the U6?

ThisThis is a formality for the vast majority of students. However, to do so your AS results and Sixth Form Review should provide you with a suitable platform for success at A2. The Academic Team will meet with those whose L6 performance falls short of expectations.

InIn order to carry a subject on to A2, an AS grade of at least C is required.

Who is there to help me?

There are decisions to make in the Sixth Form that could affect your life well beyond school. These include:

Which university courses should I apply for? What about a Gap Year? How can I develop my interests that lie outside the classroom? Should I take a part-time job?

TheThe key figure here is your Tutor. We hope you will develop a warm working relationship with your Tutor for he or she will offer guidance on issues that arise as you progress through the two years of the Sixth Form

What happens if things start to go wrong despite all this?

Do not panic!Do not panic!

Speak to the Head of Sixth Form, who may involve your parents and teachers in the search for solutions. The Deputy Head, Mrs C Smee, and Assistant Head (Academic), Mr R J Houchin, are also there to advise on alternative courses of action.

WWe may ask you to come and discuss your progress and seek solutions to problems via a monitoring process until these are resolved.

What will my timetable look like?Your L6 timetable is likely to be:

Subjects Number of lessons per two week cycle

AS subject 1 9AS subject 2 9AS subject 3 9AS subject 4AS subject 4 9Private Study/ subject 5 9Enrichment 2PSHE 1Games 2

InIn the U6 most students follow only three A2 courses and therefore have an extra nine lessons of private study.

It is sometimes possible to take up a new AS Level subject in the U6.

How will I know how I am doing?

The Sixth Form ReviewThisThis is a continuous process that takes place throughout the Sixth Form where we explore ways for you to develop your confidence and maximise your achievement.

Aims: To encourage you to aim as high as possible. To monitor your progress carefully. To review your working methods. To give some shape to your aims, we will work with you to set target grades in each of your subjects

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What else should I do outside the classroom?

Involvement in co-curricular activities is vital, and not just because it looks good on a university application form. We expect you to take part in or, even better, to organise activities. This will broaden your experience and give you an opportunity to display initiative, exercise responsibility and lead younger students. You will benefit from this and so will the school.

In In recent years such activities have included:

BISMARCK Modelling Club Chess Club CCF Community Service Dance Drama FencingFencing Film Society Music War Games and Fantasy Society

What do I wear?

There is a formal dress code which includes a suit and the school tie for boys and a suit and formal top for girls. You will be given details of the dress code later.

Board gamesChristian UnionCharitiesDebating and Public SpeakingDuke of Edinburgh AwardHelping in local schoolsHistoryHistoryLiterary Society TrampoliningWork Experience and Job Shadowing

Do I have to do Games?

YYes. You will take part in Games for one afternoon each week. The range of activities is likely to include: athletics, badminton, cricket, cross-country running, dance, football, golf, hockey, netball, rowing, rugby, sailing, health related exercise, rounders, dancercise, military fitness and tennis.

InIn addition, there exists a comprehensive programme of fixtures with other schools in a variety of sports, many of which occur on Saturdays. The expectation is that those selected will be available as and when required. Whilst special consideration will be given to individual cases where excellence is apparent, opting out of sports is not normally acceptable.sports is not normally acceptable.

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In the following pages are described the AS and A Levels on offer. The weighting of each module at AS is given so that the total of the modules is equal to 100%, since AS can be a qualification that stands on its own. The weighting for A2 modules will add up to 50%, as A2 consists of half an A Level (AL) when added to the 50% at AS.

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&OUSZ3FRVJSFNFOUTMostMost students find the course personally rewarding and the opportunity to develop a body of work that reflects their own interests. Students should have gained a Grade B at GCSE Art and Design but other applicants are welcome, by presenting a suitable portfolio of work for consideration by departmental staff prior to acceptance for the course. The departmentdepartment follow the Edexcel Art and Design Fine Art endorsement that allows the maximum freedom to explore individual ideas.

Outline of AS Specification:

Module 1 Coursework (60% of AS)

Module 2 Externally Set Assignment (40% of AS)

Outline of A2 Specification:

Module 3 Coursework (30% of A2) including a Critical Study

Module 4 Externally Set Assignment (20% of A2)

"TTFTTNFOU1SPDFEVSFTThe Coursework (Modules 1 and 3)

TheThe AS Practical Coursework unit is a foundation course designed to follow a structured approach based on a set starting point which originates with an early field research trip to locations of interest that recently have included museums in Oxford and Birmingham. Building on this is a wide-ranging, multi-disciplinary course encompassing drawing, photographphotography, printmaking, painting and sculpture that develops confidence in technical skills and a keen understanding of contemporary art where work from primary source material is insisted upon. For the Practical course at A2, students build upon the foundation of AS and create an individual body of work within a framework developing their own ideas allowingallowing choice to explore one of the disciplines in depth such as fine art, textiles, sculpture, photography, film-making or digital media and installation art to name but a few. Each unit for AS and A2 is a large body of work, demonstrating the students ability to investigate, record, analyse, experiment and develop their responses into creative and sophisticated final outcomes. Art Historical criticism and research is an important part of both AS and A2 courses and forms a separate study, the Personal Study, during the A2 yeayear.

Externally Set Assignments (Modules 2 and 4)

StudentsStudents produce another unit of work under timed conditions from a choice of starting points set by the Examination Board. They work for a set period of time on preparatory studies, developing the idea and produce and outcome during an eight-hour Timed Test for AS and twelve hours for A2.and twelve hours for A2.

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&OUSZ3FRVJSFNFOUTIfIf you wish to be successful with the Sixth Form Biology courses and perhaps to pursue a career related to Biology then we recommend that before you begin, you should have gained at least an A grade in Separate GCSE Biology or A grades in Science and Additional Science.

ChemistryChemistry is NOT a requirement for this Biology course, but it is often required for entry into degree courses related to Biology. Those who are intending to go beyond A level in this subject should check university course requirements and see if Chemistry should be studied at A Level.


Module F211 Module F211 Cells, Exchange and Transport: (30% of AS)

Module F212 Molecules, Biodiversity and Health: (50% of AS)

Module F213 Practical Skills 1: (20% of AS) Outline of A2 Specification:Outline of A2 Specification:

Module F214Communication, Homeostasis and Energy:(15% of A2)

Module F215Control, Genomes and Environment: (25% of A2)

Module F216Practical Skills 2: (10% of A2)

*OUSPEVDUJPODid you know males have fewer genes than females?

How many kilograms of water do you think a tree could lift?

FFrom the details of processes in individual cells to the complex relationship between organisms in an ecosystem, Biology encompasses plenty to interest everyone.

The OCR specification is followed at AS and A2. It is suitable for candidates who have used ANY of the GCSE boards.

BiologyBiology at AS and A level greatly extends the work covered at GCSE and introduces new topics and ideas. The course builds up from the chemicals of life, through cells, tissues and organs into whole organisms. Investigations follow the scientific method, including physiological experiments, observations of animal and plant specimens and interpinterpretation of microscopic material (both living and preserved).

Students need to be prepared for a step-up in the standard of work compared with GCSE and a further step-up between AS and A2. The volume and pace of work are significantly greater, and much more emphasis is placed on students to organise their own work. A good memory and an interest in the subject are essential but are not the only requirements. The abilityability to analyse experiments, data and information critically is vital, as is the ability to evaluate the accuracy of results and theories. Students should be able to read in depth and consult the specialist materials that are available on the Internet and in the library.

&OUSZ3FRVJSFNFOUTGrade B in English and Mathematics. The Department follows the AQA specification.

AS Business Studies contains the following 2 modules:

ModuleModule 1: Planning and Financing a Business: Starting a Business and Financial Planning Assessment: Written Paper (60 minutes) (40% of AS)

Module 2: Managing a Business: People, Operations, Finance, Marketing and Competition Assessment: Written Paper (90 minutes) (60% of AS)

A2A2 Business Studies contains the following two modules:

Module 3: Strategies for Success: Financial Strategies and Accounts, Marketing Strategies, Operations Strategies and Human Resource Strategies Assessment: Written Paper (90 minutes) (25% of A2) Module 4: The Business EnviModule 4: The Business Environment and Change: External Influences, Leadership, Corporate Culture, Ethics and Managing ChangeAssessment: Written Paper (90 minutes) (25% of A2)

*OUSPEVDUJPOHave you ever wondered why Santa Claus wears a red and white suit or have you spent many sleepless nights trying to count Cash Cows or even wincing at the thought of an Acid Test Ratio?IfIf you answered yes to any of the above questions then Business Studies could be the course for you!

ByBy the end of the Business Studies course, you should be fully equipped to analyse both UK and International business problems with a variety of modern business concepts and theories in order to provide reasoned, sound recommendations and ideas for application in the real world.

BusinessBusiness Studies in the Sixth Form is a challenging and varied subject that requires the student to integrate seemingly unrelated areas together to solve complex problems.

BusinessBusiness Studies and the related subject areas have seen one of the largest growths in popularity at both Sixth Form and University level in the past 10 years. This is hardly surprising given many major employers positive views of the skills these courses provide students with and the general relevance of these skills to every day life. Whilst Business Studies isis a very different subject from Economics, the two courses should not be selected together as an option combination for students entering the Sixth Form.

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This course will provide you with many new skills and answers to many day-to-day issues. By the way, the answer to Santa Claus and the red and white suit? Coca-Cola used Santa in an advertising campaign in the early 1900s and decided to dress him in their colours (red and white) and it stuck. Hence when you see Santa today, you are actually looking at a can of Coca-Cola and the worlds most successful advertising campaign. Now who said Christmas had become too commercialised?

*OUSPEVDUJPOWhyWhy study chemistry? Because its fun, exciting and it explains how the world works. From archaeology to other planets atmospheres, from the effect of drugs to the colour of precious stones, Chemistry enables us to make life better and more interesting: to grow food, prevent and cure disease,disease, to develop new materials and explore space Chemistry is all around us

&OUSZ3FRVJSFNFOUTA-Level Chemistry enables a student to develop many skills that universities and employers find invaluable. The chemist is trained to problem-solve and to analyse data looking for patterns. He/She can build theoretical models to account for experiments and can communicate ideas in a a logical fashion. These skills help make ALevel Chemistry not only vital for most scientific degree courses, including medicine, but also a useful second or third A Level for many non-scientific degrees. It is an intellectually challenging course and you will find the going tough if you do not have at leastleast an grade A in GCSE Chemistry or two As in Science and Additional Science. An A grade in Mathematics is also required.

Outline of A2 Specification

Module 4: Kinetics, Equilibria, Acids and Organic Chemistry: (20% of A2)HeHere we learn about the quantitative effects of both rates of reaction and equilibria. We also learn about pH and the calculations behind acid-base reactions. We also investigate Organic Chemistry: we learn about compounds with different types of structure and what effect this has on their reactivity and properties. We investigateinvestigate the relationship between intermolecular forces and anaesthetics, we synthesise aspirin and dyes, and we explore the reason why molecules react in the way they do. Module 5: Energetics, Redox and Inorganic Chemistry: (20% of A2)ThisThis module explores not only the relationship between elemental position in the Periodic Table and reactivity, but also the trends in chemical reactivity across periods and down groups. In addition, quantitative approaches to rates of reaction, equilibria and pH are covered.

Module 6: Practical Skills in A2 ChemistrPractical Skills in A2 Chemistry. (10% of A2)Internally assessed coursework, based upon a series of core experiments.

Outline of AS Specification

Module 1: Foundation Chemistry. (33.3% of AS)ThisThis module builds upon the key principles at GCSE, but in much more depth and to a greater level of satisfaction. Gone are just the facts, and in come the why, the where and the how! This module is the building block on which the rest of the modules sit.

Module 2:Module 2: Chemistry in Action. (46.7% of AS) HeHere we take a greater look into carbon chemistry: we recap on alkanes, alkenes and alcohols, but we also investigate compounds containing halogen atoms and the effect this has on both their physical and chemical properties. Module 3:Module 3: Practical Skills in AS Chemistry. (20.0% of AS)Internally assessed coursework, based upon a series of core experiments.

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Outings are organised to relevant exhibitions, museums, study days, and performances of plays. There have also been several trips in recent years for RGS Classicists to various Mediterranean destinations: this year, Sixth Form Classicists and Latinists are hoping to head for Sicily, to discover the art and architecture of the former Greek coloncolony. It is hoped that those entering the Sixth Form in 2014 will have a similar opportunity.


Module 1: The lliad (50% of AS)HomerHomers epic The Iliad' tells the story of Achilles, set against the background of the Trojan War. It is probably the earliest work of European literature, and has therefore had an enormous influence on all subsequent writers of 'epic' (from the Aeneid and Beowulf to Lord of the Rings and Game of Thrones). The examination includes questions on the content and style of selected passages, and a short essay focusing on literary features, human relationships, religiousreligious attitudes, and other themes relating both to Homers time and to the heroic age.

Module 2: Greek Art & Architecture (50% of AS)Students engage with visual sources, looking at the design and evolution of the Greek temple and sanctuary buildings, and the parallel development of the art of sculpture. The final examination includes questions based on the pieces studied during the course as well as historical context questions, and a short essay. Outline of A2 Specification:

Module 3:Module 3: Greek Tragedy (25% of A2)Four plays by two of the greatest Greek playwrights are studied in depth: Sophocles Oedipus the King and Antigone, and Euripides Hippolytus and Medea. Candidates also investigate the invention of theatre as an art-form and the conventions deriving from its religious, political and social context. The final examination follows the same format as the AS papers.

Module 4: Module 4: Roman Imperial History (25% of A2)A study based on the writings of the historians Tacitus and Suetonius, examining the expansion of the Empire and the spread of Roman civilisation right across Europe in the years AD14-54 against the background of the secret vices of Tiberius, the madness and eventual assassination of Caligula, and the alleged stupidity of Claudius!

*OUSPEVDUJPOClassicalClassical Civilisation should certainly not be regarded as of interest only to those who have studied it at GCSE, or to those who might be thinking of reading a Classical subject at University. In particular, anyone contemplating English, History, Art or Philosophy & Ethics in the Sixth Form might choose Classics as a very relevant supporting study; a a budding archaeologist might well take Classics alongside Geography, Physics or Chemistry; whilst students mainly focussing on Sciences will find Classical Civilisation the kind of contrasting, mind-broadening, analytical discipline that university departments are delighted to see their applicants pursuing.

&OUSZ3FRVJSFNFOUTGCSEGCSE English Literature and Language grade B or better. GCSE Class Civ, Latin or History are helpful, but certainly not essential: genuine interest and enthusiasm are much more important. No study of languages is necessary as all ancient sources are studied in English, and absolutely no previous knowledge in this field is assumed.

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The D&T Department is well-resourced with a wide range of manufacturing machinery and CAD/CAM equipment including a laser cutter. There is also a computer suite within the Little London Design Centre for the sole use of students studying DT. The results in the subject at AS and A2 level have been high and pupils have won a number of major competitions.


Module 1: Portfolio of Creative Skills (60% of AS)InIn this unit students are given the opportunity to develop their creative, technical and practical skills through a series of product investigation, design and manufacturing activities. Students will produce one portfolio with three distinct sections. Different products will be chosen as the focus for the three distinct sections. Assessment:Assessment: Internally set and marked and externally moderated by Edexcel.

Module 2: Design and Technology in Practice(40% 0f AS)In this unit students will develop a knowledge and understanding of a wide range of materials and processes used in the field of design and technology so that they can develop a greater understanding of how products can be designed and manufactured. Students will also learn about industrial and commercial practices. Assessment:Assessment: 1 hour 30 minute examination set and marked by Edexcel.


Module 3: Designing for the Future (40% of A2) InIn this unit students will develop their knowledge and understanding of a range of modern design and manufacturing practices and contemporary design issues. The consideration of contributions made by designers from the past, issues of sustainability and the place of ICT and systemssystems and control technology in the design and manufacture of products feature in this unit. Assessment: 2 hour examination paper set and marked by Edexcel.

Module 4: Commercial Design (60% of A2)In this unit students are given the opportunity to apply the skills they have acquired and developed throughout this course of study, to design and make a product of their choice. In order to reach high attainment levels, students must adopt a commercial design approach to their work. The design problem shouldshould provide opportunities for a client or user-group to have input into the decision making process. Assessment: Internally set and marked and externally moderated by Edexcel.

*OUSPEVDUJPOThisThis specification seeks to develop students knowledge, understanding, skills and application for designing products. Product Design at A Level encompasses a wide range of design disciplines but is firmly rooted in the skills required to design and make high quality products. Products that are fit for purpose, satisfy wants and needs and enhance our day-to-dayday-to-day lives. This specification gives students the opportunity to demonstrate their design and technology capability.

&OUSZ3FRVJSFNFOUTThis is an opportunity to work in a well-equipped and vibrant department. You should have gained a Grade B at GCSE in either Resistant Materials Technology, Product Design or Electronics and Control Systems or be able to present a portfolio of work demonstrating your skills in the subject. The coursework commitment is large. However, with goodgood time management it is easy to achieve success.

The D&T Department is well-resourced with a wide range of manufacturing machinery and CAD/CAM equipment including a laser cutter. There is also a computer suite within the Little London Design Centre for the sole use of students studying DT. The results in the subject at AS and A2 level have been high and pupils have won a number of major competitions.competitions.

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Outline of AS Specification: Module 1: Written Paper (50% of AS)QuestionsQuestions are concerned with the design and manufacture of fabrics, apparel, household and industrial textiles and focus on the development of fibres and fabrics for specific end uses. Students will learn about technical developments in fibre and fabric technology as well as ethical issues surrounding fashion and textile design and manufacture. The paper will also require students to analyse existing products to establish how they have been designed for tabeen designed for target consumers. Module 2: Coursework (50% of AS)Approximately 50 hours of coursework, which consists of a design folder and a practical piece. The coursework includes aspects of industrial and commercial practice, the history of design and designers, 3-dimensional modelling and evaluating skills. The coursework will allow students to gain experience in designing from a range of sources and influences as well as the opportunity to research aspects of marketing, branding and fashion business.fashion business. Outline of A2 Specification: Module 3: Written Paper (25% of A2)A two-hour paper testing knowledge of all aspects of the Textiles specification, from fibre and fabric development through to garment production and industrial manufacturing systems. Students are asked to answer four out of six question that must include one from each section: materials & components, design & market influences and processes & manufacture. Module 4:Module 4: Coursework (25% of A2)AA single, integrated coursework project using any material or combination of materials is allowed for this aspect. Students are encouraged to explore the areas of fashion and textiles that are of most interest to them where experiences from the AS year can be developed. They have the opportunity to devise their own design brief in this module. Designing and making are equally weighted. The coursework consists of approximately 50 hours.

*OUSPEVDUJPOThisThis subject can be successfully studied by those who have flair in Art and Design and also by those who prefer the commercial, scientific or technological aspects of Textiles. The course is of a practical, problem-solving nature and encourages independent learning, creativity and innovation.

&OUSZ3FRVJSFNFOUTItIt is helpful, but not necessary to have studied Textiles at GCSE. No prior knowledge of Design and Technology is necessary; although evidence of a good level of creativity will be requested.

There are a growing number of opportunities related to Textiles. There are good degree courses at many universities which cater for an increasing demand for textile technologists in industry. Such courses include Textile Design, Textile Management, as well as Marketing and ConsumerConsumer related courses. Those with an artistic flair can go on to study Fashion Design, Fashion Promotion/Journalism and Interior Design.

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Outline of AS Specification: Module 1 Live Theatre Production Seen and Prescribed Play (60% of As)InIn this module, you will be taken to see a range of professional live productions and asked to analyse either performance, design or direction. In addition, you will study one classic play and explore this from a practical performance. Both aspects will be assessed via a written examination. Module 2 Presentation of Play Extract (40% of AS)InIn this practical component you will study an influential director, designer, theatre company or other practitioner and then, using this influence, work as part of a group to present an extract from a chosen published play of your choice. This will be accompanied with a short written portfolio and assessed by your teacher and a visiting moderatoteacher and a visiting moderator.


Module 3 Further Prescribed Plays including Pre-Twentieth Century (30% of A2)HeHere you will study a further two plays from a practical perspective, one contemporary modern work and one written previous to the Twentieth Century. In the second, you will take the role of director, designer and performer and thus display a comprehensive knowledge of what you have learned over the course. This is assessed in a written course. This is assessed in a written examination.

Module 4 Presentation of Devised Drama (20% of A2) Performing in a theatrical style of your choice, you will develop and present a devised piece of drama alongside a short written portfolio. Again, this will be assessed by your teacher and a visiting moderator.

*OUSPEVDUJPODramaDrama and Theatre Studies is an engaging and exciting course that has a stimulating balance of practical and written work. The course seeks to develop stage theory/practice, forge strong skills in textual analysis and create informed performers. The course has particularly complimentary links with English, History, Politics, Classics and Music. Politics, Classics and Music.

&OUSZ3FRVJSFNFOUTB or better at GCSE English will allow you to progress well at Drama at AS Level GCSE Drama would also be preferred, but students can discuss their suitability for the course with the Head of Drama, if this is not the case.


Module 1: Markets in Action (50% of AS)This is a micThis is a micro-economics unit that ensures candidates gain an appreciation of the allocation of resources, the market model and selected aspects of what makes markets efficient or sees them fail. Examination: 90 minutes

Module 2: The National and International Economy (50% of AS)This unit sees candidates intThis unit sees candidates introduced to how levels of macro-economic activity are determined and also investigates key National and International economic indicators, policies and problems. Examination: 90 minutes


Module 3:Module 3: Economics of Work and Leisure (25% of A2)The principal focus here is on understanding and analysing the labour market concepts and issues. Leisure industries are considered in terms of models of market structure and the way leisure needs can impact on the supply of labour.Examination: 2 hoursExamination: 2 hours

Module 5: The Global Economy (25% of A2)This unit pThis unit provides the conceptual framework for the understanding, analysis, and evaluation of macro-economic performance in national, regional and global contexts. The key topics are comparative economic performance indicators and policies, trade and integration, development. Examination: 2 hours

*OUSPEVDUJPO What was the Credit Crunch? Should we leave the E.U.? What is so important about Inflation? Why does the Government tax Aircraft departures?

TheThere has possibly never been a more important time to understand economic principles than now. Every day the news is dominated by Economics and its related issues. Economics deals with the real world and this is what makes the subject so rewarding!

ByBy the end of the course all students should be able to understand the different viewpoints on these and many more vital questions, know their significance and be able to provide reasoned and sound policy recommendations.

EconomicsEconomics is considered to be a science and involves using theories to predict and explain the workings of the economy. Students will soon become aware of different and conflicting interpretations, which give rise to argument and discussion and the department strongly believes that such healthy debates are an invaluable part of the learning process. Whilst EconomicsEconomics is a very different course from Business Studies, the two courses should not be selected together as an option combination for students entering the Sixth Form.

&OUSZ3FRVJSFNFOUTThe department follows the OCR specification and no prior knowledge of the subject is required. However, the department requires that potential candidates achieve a grade A at GCSE in both Mathematics and English Language before admittance onto the course.

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Module 1: Poetry and Prose 1800-1945: closed text examination (60% of AS)One poetry text, one novel and anthology of literary criticism.

Module 2:Module 2: Literature post-1900: coursework (40% of AS)A coursework folder of 3000 words containing two tasks. One is a critical commentary on an extract from a text; the second task is an essay comparing two linked texts.

Outline of A2 Specification and Outline of A2 Specification and Assessment Procedures Module 3: Drama and Poetry pre-1800: closed text examination (30% of A2)One Shakespeare TextAA further drama and poetry text published before 1800

Module 4: Texts in their Time: coursework (20% of A2)A study of three texts related by theme or genre

CourseworkCoursework consists of a 3000 word essay involving the comparison of the texts.

*OUSPEVDUJPOEnglishEnglish in the Sixth Form involves the study of literature. The syllabus offers the opportunity to read a wide and interesting range of texts, including drama, the novel and poetry, from different literary periods. Six texts are studied in detail in each year of the course, and assessment is by both examination and coursework. Titles of particular works vary from year to year, and the aimaim is to offer a balance between modern works and more established classics.

Teaching methods are varied and flexible. Discussion in small groups creates broad perspectives on the texts. You should be willing to volunteer and share your ideas, and sometimes take the lead by presenting a short seminar paper to other members of the group. Rarely in English is there a right or wrong answer, but there is a strong emphasis on interpretation substantiated by close close reading of set works.

Texts are taught in their context, looking at how they reflect the time they were written in. You will also engage with literary criticism, exploring other readers views of the works you study. You should therefore be prepared to read around the subject and to work independently in the formulation of ideas. At the same time you will be encouraged to develop sound written and analytical skillsskills for the use in essay writing. Activities outside the classroom form an integral part of the teaching.

&OUSZ3FRVJSFNFOUTA genuine interest in reading and a desire to discuss ideas in class are vital for success in this subject. B grades in GCSE English and English Literature usually suggest that you will manage the demands of the course at AS Level well, but even more important is your intellectual curiosity and motivation.

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Module 1: Managing Physical Environments (50% of AS)This unit will have as content River Environments, Coastal Environments and Cold Environments. One hour 30 minute written paper answering three questions.

Module 2Module 2: Managing Change in Human Environments (50% of AS)This unit will have as content Managing Urban Change, the Energy Issue and the Growth of Tourism. One hour 30 minute written paper answering three questions.


ModuleModule 3: Geographical Issues - A study of three topics from two sections. (30% of A2)Section A - Earth Hazards, Ecosystems and Environments under threat, Section B - Population and resources, Globalisation, Development and InequalitiesTTwo hour 30 minute written paper writing three short and two long essay answers.

Module 4: Geographical Skills (20% of A2)ThisThis module is designed to be synoptic. Candidates will use skills in geographical research and investigations/fieldwork acquired during AS and A2. Candidates need to have undertaken individual research on a geographical topic of their choice. This individual research/investigation should be based on any of the topics addressed in modules 1, 2 and 3. It is aimed to provide clear evidence of extension and synthesis of understandingunderstanding and skills. The examination will utilise decision-making and problem solving skills as well as requiring candidates to draw upon knowledge previously acquired. You will need to demonstrate the ability to think like a geographer!One hour 30 minute written paper answering three questions, two directly related to candidates own investigation.

*OUSPEVDUJPOIfIf you are interested in the world about you and in learning more about people, places and environments, together with contemporary local and global issues, then Geography at advanced level is for you. It will involve reading a variety of source material, making notes, completing weekly assignments, using modern information technologytechnology and getting out of the classroom for fieldwork. Enthusiasm and interest, matched with ability would make you an ideal candidate! There is the opportunity to continue in a more developed form some of the topics that you studied at GCSE as well as studying areas that will be new to you.

&OUSZ3FRVJSFNFOUTAt least a grade B in GCSE Geography is required, although each case will be considered on its own merits. Most important is a genuine interest and a good record in the subject. All AS Level candidates attend a five-day residential field course in North Wales at the end of term two.

*OUSPEVDUJPOThisThis course seeks to develop themes such as the limits of despotic power, religious and racial intolerance and the nature of dissent and political opposition. It also provides through the Historical Enquiry an opportunity to choose your own topic of study and to work one-to-one with a teacher in a way that will pwill prepare you for university life.The course will combine well with anything from the Arts and Social Sciences and can provide an opportunity for scientists/mathematicians to maintain their literacy skills.

&OUSZ3FRVJSFNFOUTA minimum of Grade B in History and English will be required since this is predominantly an essay-writing subject.


Module 3: The Triumph of Elizabeth: Britain 15471603 (30% of A2)1 hour 30 minute examination WWritten paper with two essay questions to be answered from a choice of three. Tests understanding both in depth and breadth. ThisThis module promotes an understanding of change and continuity over a period of 60 years of British history, during which the power of the Tudor state was strengthened both at home and abroad.

Module 4: Historical Enquiry : The Crusades 1095-1197 (20% of A2)AA piece of coursework of approximately 3500 words: An analysis of an historical issue either chosen from the range of exemplars provided by AQA or from an equivalent course of study devised by the school or an individual choice made by the candidate under the supervision of the teacher. The issue developed must show understandingunderstanding of change over 100 years. Internally assessed by us and moderated by AQA.


Module 1: Tsarist Russia 1855-1917 (50% of AS)

1 hour 15 minute examination: WWritten paper - 2 questions to be answered from a choice of three two-part questions; Tests understanding of change over time; This module provides an overview of Russian history under the last three Tsars.

Module 2: Anti-Semitism, Hitler and the German People, 19191945 (50% of AS)1 hour 30 minute examination 1 hour 30 minute examination OneOne compulsory two-part source-based question, plus one structured two-part question from choice of two; Tests understanding of a significant period of history in depth; This module provides an opportunity to investigate Hitlers impact on German attitudes and policies towards the Jews. the Jews.

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Outings are organised to study-days, including the Oxbridge Classics Open Day. There have also been several trips in recent years for RGS Latinists to various Mediterranean destinations: this year, sixth form Classicists and Latinists are hoping to head for Sicily, to discover the backdrop for Ciceros famous prosecution of VerVerres. It is hoped that those entering the Sixth Form in 2014 will have a similar opportunity.

From 2012, Y11 pupils studying Latin at RGS have taken WJEC level 2 (GCSE-equivalent) certificates in Latin Language and Latin Literature; new sixth formers intending to take Latin may have studied for the OCR GCSE elsewhere, and either qualification is very much welcomed from students hoping to study AS / A2 Latin at RGS.


Module 3: Latin Verse (25% of A2)SectionSection A: candidates study one verse author (currently Propertius). In the examination they produce an analysis of a passage taken from the text they have studied and a short essay on the work as a whole.SectionSection B: a mixture of translation and comprehension questions based on a short piece of unprepared verse. Module 4: Latin Prose (25% of A2)SectionSection A: candidates study one prose author (currently Sallust). In the examination they produce an analysis of the content and style of two passages from the text they have studied.SectionSection B: either translation and comprehension questions based on a passage of unprepared prose, or translation into Latin of a short piece of English.

*OUSPEVDUJPOLatinLatin enjoys enormous prestige as a well-established intellectual discipline which encourages lateral thought, breadth of viewpoint, precision, analytical abilities and communication skills. Forget all thought of irrelevance: the rigorous study of the languages, literature and society of the ancient world provides exactly the kinds of transferable skills which employersemployers need and value, as one survey on the employability of graduates who studied Ancient Languages puts it.

&OUSZ3FRVJSFNFOUTGCSE-equivalent Latin, grade B or better (in both Language & Literature); GCSE English Literature and Language, grade B or better.


Module 1: Language (50% of AS)Unseen translation, as in GCSE, plus the option of a second unseen or five very simple English-into-Latin sentences. Module 2: Literature verse and prose (50% of AS)CandidatesCandidates study texts by two authors, one verse and one prose (currently Ovid and Cicero). The examination involves questions on the content and style of passages taken from each text, and a short essay.

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Students not considering Further Mathematics:

You should expect to spend a great deal of time on Mathematics outside class as well. If also studying Physics or Design, you should opt for Mathematics with Mechanics (M1) ; otherwise, normally, Mathematics with Statistics (S1) You will sit C1 and C2 and one of M1 or S1 in June of the Lower Sixth. You will sit C3 and C4 in June of the Upper Sixth, plus one applied module.

Students considering Further Mathematics:

Lower Sixth: An accelerated Mathematics Course, covering C1, C2 and FP1, plus at least three applied modules. You will cash in for an AS Level in Mathematics, keeping the other modules for your Further Mathematics A Level.

Upper Sixth: Upper Sixth: The key to this stage is flexibility. You may re-sit some modules to gain a better A Level, but go no further; you may study sufficient new material to gain an AS Level in Further Mathematics; you may sit a full A Level in Further Mathematics. The options for Further Mathematics aThe options for Further Mathematics are:AS: Further Mathematics: FP1 and two other additional modules.A Level: FP1 and five other additional modules, one of which must be an FP module.

*OUSPEVDUJPOMathematicsMathematics at A Level is very different from (and much more difficult than) GCSE in content, style of examination and the workload it places on students. In particular, you should be aware that every question will require Algebra on some level. However, many students find the subject both stimulating and rewarding: it is more interesting at A Level than it is at GCSE.GCSE. Many courses and jobs require or prefer Mathematics A Level. Even where it is not a requirement, it is a highly respected qualification, and research shows it increases your earning power in the real world.

&OUSZ3FRVJSFNFOUTAt least a grade A at GCSE will be needed to cope successfully with A Level, A* for Further Mathematics.

4USVDUVSFAnAn AS Level consists of three modules and an A Level of six. All Mathematics modules are examined by a 90-minute examination. A description of the modules follows the section on structure.

Each AS module is worth 33.3% of AS (and then 16.7% of AL); each A2 module 16.7% of the whole A Level.

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Mechanics Modules:M1: Forces as vectors, equilibrium of a particle, kinematics, Newtons Laws, momentumM2: Centres of gravity, equilibrium of rigid bodies, projectiles, circular motion, impulse and restitution, energy, work and powerM3:M3: Objects in contact, elastic strings, impulse and momentum in 2D, motion in a vertical circle, variable forces, simple harmonic motionM4: Relative motion, centres of gravity, moments of inertia, rotational dynamics, stability and oscillation. Statistics Modules:Statistics Modules:S1: Representation of data, probability, permutations and combinations, discrete random variables, bivariate dataS2: Continuous random variables, normal distribution, Poisson distribution, sampling, hypothesis testingS3:S3: Combinations of random variables, confidence intervals, T-distribution, difference of population means and proportions, chi-squared test.S4:S4: Probability, non-parametric tests, probability generating functions, moment generating functions, estimators, discrete bivariate distributions. Decision Mathematics Modules:D1:D1: Algorithms, graph theory, networks, linear programming, the Simplex AlgorithmD2: Game theory, flows in a network, matching and allocation, critical path analysis, dynamic programming.

Outline of Modular Specification:An A Level consists of six, an AS of three, modules, taken from the following list. You will need to consult the Head of Mathematics about possible combinations. Pure Mathematics Modules:C1C1: Indices and surds, polynomials, coordinate geometry and graphs (including circles), differentiationC2: Trigonometry (including radians), sequences and series, factor and remainder theorems, Laws of Indices, logarithms, integrationC3C3: Functions (including domain, range, 1-1, inverse, modulus), inverse trig functions, trig identities, differentials of lnx and ex, chain rule, product and quotient rules, integrals of lnx and 1/x, volume of revolution, numerical methodsC4C4: Rational functions, binomial expansion (including for non-integer n), parametric equations, differentials of trig functions, implicit and parametric differentiation, integration with partial fractions, by substitution and by parts, first order differential equations (separable variable), vector algebra (up to lines in 3-D and dot product)FP1FP1: Summation of series, proof by induction, roots of polynomials using symmetric functions, complex numbers, matricesFP2FP2: Graphs of rational functions, polar coordinates (including integration in polar form), hyperbolic functions (including inverses), differentiation of inverse trig, hyperbolic functions (and integration of results), McClaurins series, reduction formulae, bounding integrals by summing series and vice-versa, iteration (cobweb diagrams), Newton-Raphson, error values for iterationsFP3FP3: First and second order differential equations, vector (up to equation of plane, including cross product), complex numbers in polar form, de Moivres Theorem, nth roots of unity, group theory.

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Module 1: (70% of AS)ListeningIndividual CD. Answers in English or short answers in the foreign language. ReadingAnswersAnswers in English or short answers in the foreign language and a gap fill exercise requiring putting a verb/adjective in the correct form.WritingAA 200 word letter/article answering one of a choice of three questions based on the four topic areas covered. 2 hours.

Module 2: (30% of AS)SpeakingCandidatesCandidates choose one of two cards based on the four topic areas covered and, making notes, have 20 minutes to prepare for a five minute discussion. There follows a ten minute discussion of three other topic areas, including one nominated by the candidate. 15 minutes


Module 3: (35% of A2)Listening Individual CD. Short answers in the foreign language or multiple choice or True/FalseReadingShort answers in the foShort answers in the foreign language or multiple choice or True/False and transfer of meaning from English to the foreign language and vice-versa.WritingA 250+ woA 250+ word essay on one of the two cultural topics studied for A2 such as a novel, play, geographical area or historical period. Module 4: (15% of A2)Speaking Candidates choose one of two caCandidates choose one of two cards based on the three topic areas covered and, making notes, have 20 minutes to prepare for a one min presentation of their viewpoint which they defend/justify for up to four minutes. There follows a ten minute discussion of the two cultural topics studied for A2. 15 minutes

*OUSPEVDUJPOLeaLearning a Modern Language or two opens many doors and as there is a national shortage of professionals with a foreign language, there has never been a better time to continue the study of Modern Languages to A Level. Using a variety of media, including the Language Laboratory, students conduct a detailed study of the language and culture ofof other countries. The course prepares students for the world of work and travel, both linguistically and by providing them with the many skills inherent in any Arts A Level, such as essay and report writing. There are opportunities to go abroad during the two-year courses and every student has a conversation lesson once a week with a native speakespeaker. Universities and employers welcome a language qualification combined with anything from Accountancy and Law to Mathematics or the Sciences as Modern Languages are seen as a facilitating subject. A language degree course will usually lead to students spending a year of their degree course studying abroad.

&OUSZ3FRVJSFNFOUTIdeally an A*/A at GCSE.

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Module 1: Listening (30% of AS)A listening examination with a CD and two essay questions based on your two areas of study: Beethoven symphony no1 and Baroque Choral Music Module 2: Module 2: Composing (30% of AS)You will be taught how to handle harmony and shown how composers and songwriters use it. This will include harmonising a 16-bar melody. There is also an option to compose in a traditional style.Module 3: Performing (40% of AS)YYou must record two performances from: solo instrumental, solo on a second instrument, solo vocal, ensemble performance. Each performance needs to be between five and seven minutes long

A2 Specification:Module 4: Music in Context (15% of A2)ListeningListening questions from a CD and two essay questions based on two areas of study: Shostakovitch symphony no5 and English Choral Music of the 20th CenturyModule 5: Composing (15% of A2)Either: harmonising a Bach Chorale and a string quartet or compositionModule 6Module 6: Performance (20% of A2)A 10 15 minute performance as a soloist. Approx 6 7 standard.

*OUSPEVDUJPOThisThis AQA course has a strong bias towards performing and harmony. You will pick up some handy extra skills as a musician which will stand you in good stead for the rest of your life whatever your final career choice. This course offers a chance for anyone who has practised his or her instrument (or singing) for many years to harness that work into gaininggaining a good A Level grade. This is all the more pertinent if you plan on having music lessons during your Sixth Form years anyway.

&OUSZ3FRVJSFNFOUTMusic GCSE and/or the ability to play a musical instrument to approximately Grade 5 standard (Grade 6 would be helpful by the time the AS examination is taken). Theory to Grade 5 standard and some knowledge of bass clef will also be needed.

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In short, A Level Physical Education is academically stimulating, physically challenging, enjoyable and worthwhile. The multi-disciplinary nature of the subject allows you to combine PE with many different subjects.


Module 1: An introduction to Physical Education (60% of AS) This includes the study of Anatomy and Physiology, Acquiring Movement Skills and Socio-Cultural Studies relating to participation in physical activity.

ModuleModule 2: Acquiring, developing and evaluating practical skills in Physical Education (40% of AS) This module focuses on the students performance in two different activity areas and their ability to evaluate and plan for the improvement of performance.

Outline of A2 Specification:Outline of A2 Specification:

Module 3: Principles and concepts across different areas of Physical Education(35% of A2)This includes the history of sport, comparative studies, sports psychology, biomechanics and exercise and sport physiology. Module 4: The improvement of effective performance and critical evaluation of practical activities in Physical education.(15% of A2)ThisThis unit focuses on practical skills and students will be assessed in their ability to perform effectively in the authentic, contextual situation that the activity is normally performed. Students will also be assessed by observing a live performance and recommending an appropriate strategy to improve the observed performance.

*OUSPEVDUJPOPhysicalPhysical Education at Advanced Level has a multi-disciplinary approach that encompasses the scientific, the socio-cultural and the practical. It requires much of its students, focusing on the performer and performance. All theoretical work is supported by practical experiment and demonstration, with the emphasis being very much hands on.emphasis being very much hands on.

&OUSZ3FRVJSFNFOUT All students are considered on their individual merits. However, it would be fair to say that advantage will be gained by those students who have good GCSE passes in Biology/Physics, English and Mathematics. (B or above) You must be literate, numerate and committed to the subject. Physical ability is a necessity. Good skills in observation and analysis are required. All students must be committed to representing the school at one sport and must train for a second sport either in school or outside of school regularly.

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Module 1: Physics on the Go Sport and spare part surgery are the contexts for the study of mechanics and the properties of modern materials.(40% of AS)

Module 2:Module 2: Physics at Work Medical physics, music and technology in space are used to develop a detailed understanding of current electricity and wave phenomena. (40% of AS)

Module 3:Module 3: Exploring Physics Students undertake a visit to see a real life application of physics which then forms the basis of a laboratory based experiment. (20% of AS)


Module 4:Module 4: Physics on the Move Particle physics involving the acceleration and detection of high energy particles with exotic names such as strange and charm link concepts such as momentum, circular motion and magnetic fields. (20% of A2) Module 5:Module 5: Physics from Creation to Collapse Through earthquake zones to nuclear decay and Astrophysics to Cosmology, students study the evolution of stars, the possible future of the Universe, radioactivity theory and the physics of oscillations. (20% of A2)

Module 6:Module 6: Experimental Physics Students use the skills they have learned during the course to plan and carry out an experiment in the laboratory. (10% of A2)

*OUSPEVDUJPOTheThe Physics specification offers a challenging course based on contemporary contexts to motivate and interest students. The two-year course provides essential grounding for those who intend to read one of the Physical Sciences or Engineering at university, and it is often highly recommended for those students who are likely to study Medicine, Biological or Chemical Sciences, or Geography at degor Chemical Sciences, or Geography at degree level.

Physics can, of course, be pursued for its own sake. The one and the two-year courses provide a chance to acquire a deeper understanding of the universe in which we live and to develop the ability to cope flexibly with problem-solving, in both theoretical and practical situations.

&OUSZ3FRVJSFNFOUTPotential students must have achieved at least a grade A in GCSE Physics or Science and Additional Science. Competence in Mathematics is essential for success in Physics and you should have an A grade or better at GCSE.

MathematicsMathematics is very useful as an accompanying subject and is essential for students wishing to study Physics or Engineering at university.

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Module 1 - People, Politics and Participation (50% of AS) This unit covers the following topic areas:TheThe nature of participation in the political process. The nature of representation, voting behaviour and elections. The role of political parties and the importance of pressure groups. You will be tested in short and long written answer data responses to show your ability to deliver mature thinking processes.

Module 2 - Governing Modern Britain (50% of AS) This unit covers the following topic aThis unit covers the following topic areas:The British Constitution, the Judiciary, Parliament and the Executive. The Prime Minister and Cabinet system, policy making and its implementation & elected local and devolved government in the UK, and the European Union. The exam is the same style as Paper One and allows you to show you that understand complex concepts and inter-relationships.

Outline of A2 Specification: Outline of A2 Specification:

Module 3 - The Politics of the USA (25% of A2) This unit covers the following topic areas:US Electoral Process and Direct Democracy, Political Parties, Voting Behaviour & Pressure Groups. You will gain a broader understanding of a very different system to the UK.

Module 4 - The Government of the USA (25% of A2) This unit covers the following topic aThis unit covers the following topic areas:Constitutional Framework, the Legislative Branch, the Executive Branch & the Judicial Branch. This section allows you to investigate the system of one of the worlds superpowers.

*OUSPEVDUJPOPoliticsPolitics is a live subject, changing day-by-day and impacting on all our lives. The study of it involves both an investigation into the institutions of government, such as Parliament, the Prime Minister and the cabinet, and a look at more philosophical ideas that underpin the political parties, our constitution and the way we vote. In looking at these ideasideas you will learn much about the world around you, its constraints and freedoms and who makes the big decisions and how. You will consider the major issues of the day and come out of the course well equipped in decision-making and analytical skills. At AS you study UK Government and Politics. The A2 extends understanding through a comparative study of the Government and Politics of the USA.

&OUSZ3FRVJSFNFOUTGCSE English Language B and a B grade in either: History, Geography or Religious Studies.

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Module 1: Ethics (50 % of AS)1. Utilitarianism. A system of ethics based on the principle of doing the greatest good for the greatest number2. Situation Ethics places the emphasis on making moral decisions rather than following rules3.3. Abortion, Euthanasia and Embryology

Module 2: Philosophy (50% of AS)1. The Cosmological Argument2. Psychology and Religion3. Atheism and Postmodernism


Module 3: Studies in Ethics (25% of A2)1.1. How free are human actions and choices?2. Virtue Ethics. A system based on the development of character3. Ethical issues arising from Science and Technology

Module 4: Moral Decision-Making (25% of A2)1. Considering which ethical system is the most suitable for making moral decisions in the 21st century.2.2. Application of ethical systems to issues arising from medical research and development.

*OUSPEVDUJPOThisThis course combines a study of Philosophy and Ethics and using the principles of critical thinking gives insight into human nature and aspiration. It develops understanding and challenges you to think systematically and logically. An AS or full A Level course in Philosophy and Ethics will equip you with a set ofof transferable skills which can be applied successfully to other academic subjects at degree level.

&OUSZ3FRVJSFNFOUTA lively and investigative interest in the reasons for the way we think and act is vital for success in this subject. A grade B at RS GCSE or English Language is desirable.

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What is a GAP year?

AtAt the end of their Sixth Form, and before going on to university, many of our leavers choose to take a GAP Year. Some universities and employers believe that taking a constructive year out between A Levels and university can have a very positive impact on your personal development. Moreover, a GAP year may be an ideal way for you to experience a a different way of life, take a break from studying, earn money for university, gain work experience, improve a foreign language or just have an adventure!

You can organise a GAP year in a number of ways. We help Gappers to get in touch with the relevant organisations. At the moment there are 134 such organisations in the UK alone! The top 17 cater for about 4000 placements a year. We have particularly strong links with the biggest, the GAP Organisation itself, but you should be aware that placementsplacements with the most popular organisations are highly competitive.

In recent years, we have helped our students to organise GAP years in: Canada, the USA, Spain, France, Morocco, South Africa, Kenya, India, Chile, Ecuador, Nepal, Australia, New Zealand, Thailand, China, Malaysia and Russia. Many more students have spent their GAP year in the UK. For all, it has been a thoroughly worthwhile experience; for some, an opportunity they may never have again!an opportunity they may never have again!

What about my career?

We encourage you to consider a wide range of careers. To assist your final decision you will take part in job shadowing and the Head of Higher Education is available to help you.

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Four subjects in the Lower Sixth encouraged some balance, typically either three sciences plus a language, or a humanity like Economics, Politics or Religious Studies or three arts/humanities plus Maths or a science.

The marks system was made uniform (its called UMS, uniform marks system). Each module would be awarded a mark and a grade (A-E + U). In every module, in every subject, the following applies:80%+ = A70%+ = B60%+ = C50%+ = D50%+ = D40%+ = E39% - = U

Many modules are marked out of 100, though not all; however, all AS maximums are 200 (except Maths, Science and Music which are 300) and all A2 maximums are 400 (except Maths, Science and Music which are 600).

The modules have little individual standing until aggregated into an AS Level or A Level. The relationship between marks and grades are the same for overall grades at AS and A Level.

Modular examinations are held in May and June each year. There are no longer any AS or A2 modules available in January.

The system also allows students to re-sit particular modules in order to improve the overall result; if a modular exam is retaken, the higher result always counts. However, this resit opportunity will not be until the may and June of the Upper Sixth.

A student wishing to discontinue a subject after one years study could now gain a recognised qualification (an AS Level).

A student could study four subjects to AS Level in year one (Lower Sixth here at RGS) and then drop one to concentrate on three subjects in the second year (Upper Sixth) in order to focus on three good grades.

A student could add one AS subject to his or her three core subjects in the Lower Sixth, bank that and then take up another in the Upper Sixth.

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The system introduced in 2000 modified all Advanced Level subjects in two main ways; the first was to make them modular, that is the content and skills necessary in each subject were divided into four (Maths, Science and Music have six) modular specifications (specification is the new word for syllabus). The second change concerned exams; the logical consequence of having four or six modules was to examine them individually. The first two or three modules would be AS modules, the second two or three would be A2 modules. Thus two qualifications were now available: an AS Level (marks(marks gained from AS modules), graded A-E and U [unclassified; it means fail] and an A Level (comprising marks gained from AS modules plus A2 modules) and graded A*-E and U. A2 has no standing on its own.

It was always planned that AS would be easier than A2 but that both would count 50% towards an A Level.

This change made the system more flexible for students:

160

140

120

100

80

Below 80

320

280

240

200

160

Below 160

AS Mark A2 GradeAS Grade A2 Mark

A

B

C

D

E

U

A

B

C

D

E

U

240

210

180

150

120

Below 120

480

420

360

300

240

Below 240

AS Mark A2 GradeAS Grade A2 Mark

A

B

C

D

E

U

A

B

C

D

E

U

With this flexibility, inevitably, goes complexity but some of these complexities are opportunities:

Students may re-sit AS modules where the result is quite good because they wish to improve their overall A Level total (remember marks are easier to come by at AS than A2)

If they re-sit, it does not always make sense to re-sit the one(s) with the lowest total(s). If you want ten extra marks, it may be easier to raise something you are good at from 70% to 80% than to raise something you are not good at from 50% to 60%.

Students can improve their AS or A Level overall grades by re-sitting modules at the end of the Upper Sixth.

Students can re-sit modules after they have left school; most modular results have a long shelf-life.

Some of these complexities are potentially problematic:

Universities have access to each applicants modular record from the Exam Boards; lots of re-sits might not look so good, especially in comparison with other applicants who got them all first time. Medicine is a particular concern here.

SoSo the pattern is both helpful and challenging: it is certainly different from the previous system where all the decisions came at the beginning and all the exams at the end.

So for all subjects, with 4 module A levels:

For 6 module A levels namely Maths, Science and Music:

AA Level Grade

B

C

D

E

A

B

C

D

E

140

120

100

80

60

40

A*

UCAS PointsUCAS Points AS Grade

60

50

40

30

20

UCAS points can be accrued in other ways as well, including Music qualifications.

OneOne major problem here, for the selecting universities, is the growth in A grades which makes it harder for universities to select. Hence the introduction of the A* grade which requires enough overall marks for the A grade plus an average of 90% in A2 modules (nb. special rules for Maths) They are, therefore increasingly turning to variants on the American model of SATs (Scholastic Aptitude Tests) which purport to measure aptitude rather than simple knowledge. They are harder (some saysay impossible) to prepare for and are thus seen as fair discriminators. For example, BMAT and UKCAT (for medics), HAT (for History), EAT (for History), TSA (for PPE) and LNAT (for Law).

The process for application to university requires some preparation and a good working knowledge of the system. This outline covers the main elements:

Year 11 Gain good GCSE results; they are still a good indicator for university admissions officers and the top universities will be looking for A*/A in key subjects and/or the average grades gained in key subjects. Select the right AS subjects. The best guide for students is to choose what they like and are good at, but some university subjects require certain subjects (e.g. Medicine requires Chemistry) and some prefer certain subjects (e.g. Chemistry for Archaeology, Maths for Economics or Architecture) and some look for certain subjects (e.g. a subject like History or English for Law)

Start to think and act on any necessary work experience; this is an absolute must for courses such as Veterinary Science and will also help the student to decide whether it is the right course for them.

Change here too, often as a result of the specification and exam changes outlined above. It is well to remember too that universities are much more diverse than they used to be, if only because there are many more of them, appealing to different types of applicants. Some, for example, are very selective, for example Bristol may have 1171 applicants for its 100 History places, yet some 50% of UK universities do not select at all. In thisthis explanation, we will focus on the selecting rather than on the recruiting universities. Advice on application for non-UK universities can be found elsewhere.

For RGS students, selection for any given university is mostly by A and AS Level results. At present universities set entry offers (the offer of a place dependent on certain exam results) either as A Level grades (e.g. ABB, or sometimes more precisely, in the form of A in Maths +BB) or as points (e.g. 360 points). The UCAS points system is as follows:

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Upper Sixth

Application: key role of the personal statement which summarises interests and the claim to be considered; this is the culmination of the last few years preparation

ConsiderConsider the range of speciality qualifications on offer. Some university courses require the successful completion of an aptitude test, such as BMAT, as mentioned earlier.

Deadlines are important: 15 October for Oxbridge and all medical Applications, but early application is a significant advantage. Advice is available on all aspects. Practice interviews are arrangedfor Oxbridge (because the interview is such a key part of selectionfor Oxbridge (because the interview is such a key part of selectionand all colleges interview) and medical (ditto) candidates but anystudent at RGS can ask for a practice interview.

When offers from universities are received, the student needs tosift through them and decide which two to hold, usually the most preferred university and an insurance offer (the lowest).

Should there be no offers the student can re-apply before therresults come out via the appropriate process.

We are here on results day and thereafter to give advice andguidance on the procedure to be followed should the student wish to enter the clearing process.

Lower Sixth

Select possible courses and universities; plan visits and open days; check entry requirements.

Continue to develop work experience, if appropriate.

IfIf Oxbridge or top selecting universities are in the frame, then the student needs to develop his/her claim to be interested andcommittedcommitted to a particular course or subject. This may mean independent reading, visits (to historical sites, Parliament, research labs, etc). If at interview the student can show none of this, then the interviewer is entitled to doubt the genuineness of the claim.

Guidance will be given at School concerning the process and the method of application.

GainGain good AS results; these will appear on the application form and universities will have access to all module results.

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And at AS Level?

AcademicAcademic achievement must be sustained into the Sixth Form. AS exams are likely to be the last examinations that a candidate sits before submitting an Oxbridge application, and Admissions Tutors will expect to see scores of at least 90% in the three most relevant AS subjects, with an A grade (i.e. at least 80%) in the fourth. Indeed, Oxbridge see AS results as a key identifier of ability, and candidates should ideally be lookinglooking to score greater than 95 % in their module examinations. These high scores can be achieved if the pupil is motivated and organised from the outset of the AS Level course. Many of the other top Universities (Imperial, UCL, and Bristol to mention a few) will also be looking for scores in excess of 90% at AS Level: for University entry in 2011, 15 universities have asked for an A* grade at A2. This number is only going to inconly going to increase with time.

What AS Subjects Should I Choose?

In most cases, the answer to this question is less important than the answer to questions given above. Clearly, potential medics need to study Chemistry and at least one other science; potential classicists are likely to want to choose Latin at A Level; successful Engineering applicants to Cambridge normally study Maths and Further Maths. Applicants for Arts subjects should try and choose at least three Arts subjects at A A Level, whilst applicants for Science subjects should try and choose at least three Science subjects including Maths and if possible Further Maths at A Level. However, beyond this, the grades achieved are more important than the subjects studied.

Both universities publish details of where specific courses require specific A Levels to have been taken. This information can be found at:

www.ucas.com

The Myth of the All-Rounder

Oxbridge,Oxbridge, along with other top UK universities, make offers solely on the basis of academic criteria and this is becoming more and more the case as time goes by. As pupils prepare for GCSE exams this summer, and start to consider their A Level choices, they would do well to bear this in mind. Do not be under the misapprehension that an average academic profile can be countered by exceptionalexceptional involvement and achievement in other areas of school life: it cannot.

With the number of applicants to top universities increasing with each passing year, the competition for entry to Oxbridge will only increase.

A Health Warning

Some of the specific information provided below may appear to be at odds with advice provided publicly by Oxford and Cambridge (e.g. on their website) for instance, you will not find the GCSE A* requirement that we outline below. It is the case, however, that Admissions Tutors will expect a near flawless academic profile from candidates from schools such as RGS the information prprovided publicly is designed, in part, to encourage applications from students who come from very different educational backgrounds. The advice we provide below is based on our experience of the criteria for success for applicants from RGS.

So, What GCSE Grades Do I Need?

A realistic Oxbridge candidate should have A* grades in the majority of their GCSE subjects: candidates for all subjects should have at least six A* grades, whilst some of the more competitive courses might require eight or nine. And, ideally, there should be no B grades on the UCAS form of an Oxbridge applicant.

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Preparing Oxbridge Applicants from RGS

About 20 pupils apply to Oxbridge every year from RGS, and they should be aware that Admissions Tutors are looking, above all, for personal interest and motivation this is not something that can be taught. Successful applicants will be those who are self-motivated and have demonstrated initiative in their engagement with their prospective course outside the confines of the A Level specifications.

ThisThis having been said, RGS does provide a programme to support Oxbridge applicants. Beyond providing advice regarding GCSE grade requirements (to ensure that candidates have ticked this box) and A Level subject choice (where necessary), the formal process of preparation begins at the start of the Lent Term of a pupils Lower Sixth year.

Mid-January Oxbridge Evening. An evening for Lower Sixth form pupils and their parents, with information provided by RGSs Oxbridge co-ordinators and speeches from current Oxbridge tutors.

Extension Classes. From the Lent Term onwards, each department will provide extension sessions for any interested student, which will expose pupils to material that is off the A Level specification. These classes will be modelled more on the style of Oxbridge tuition. Heads of Department will also provide guidance at this point on wider reading and work experience (where relevant).

Late-AprilInitial Identification. All possible Oxbridge applicants will be asked to signal their serious interest at this point, starting to identify courses and colleges (of which, more below). This information should be finalised by the end of the Summer Term, at the very latest.

Extension classes in the latter part of the Summer Te

Documents

Sixth Form Prospectus