Contents
The Sixth Form Curriculum ............................................................................. Error! Bookmark not defined.
The Sixth Form .......................................................................................................................................................... 3
Questions and Answers..................................................................................... Error! Bookmark not defined.
Diary for the Year Ahead .................................................................................. Error! Bookmark not defined.
Parents' Page ........................................................................................................ Error! Bookmark not defined.
Art & Design ............................................................................................................................................................... 4
1. Art & Design: 2-D Design: ................................................................................................................................. 5
2. Art & Design: 3-D Design................................................................................................................................... 6
3. Art & Design: Fine Art ........................................................................................................................................ 7
Art History: Critical & Contextual Studies .................................................. Error! Bookmark not defined.
Biology ......................................................................................................................................................................... 4
Chemistry ................................................................................................................................................................. 10
Classical Civilisation ............................................................................................................................................ 14
Drama and Theatre Studies............................................................................................................................... 17
Economics ................................................................................................................................................................ 18
English Literature ................................................................................................................................................. 20
Geography ................................................................................................................................................................ 20
Greek ......................................................................................................................................................................... 24
History....................................................................................................................................................................... 24
Latin .............................................................................................................................................................................. 4
Mathematics............................................................................................................................................................... 2
Further Mathematics .............................................................................................................................................. 3
Modern Languages................................................................................................................................................... 4
Music ............................................................................................................................................................................. 6
Philosophy .................................................................................................................................................................. 6
Physics ...................................................................................................................................................................... 10
Politics....................................................................................................................................................................... 12
Religious Studies ................................................................................................................................................... 14
Physical Education/Sports Science ................................................................................................................ 16
Sports Science......................................................................................................................................................... 17
ICT: Information & Communications Technology..................................................................................... 18
A Level Combinations .......................................................................................................................................... 20
Recent Destinations ............................................................................................................................................. 22
The Sixth Form Curriculum
Director of Studies
D N Farr PhD FRHS
AS Levels and linear 2 year A Levels
For September 2016 the majority of students will choose to study four subjects at the start of the
Lower Sixth year before reducing to their 3 A Level subjects at the start of the Upper Sixth year.
Linear A Level subjects will continue to be 2 year courses with the examinations in the summer of
the Upper Sixth year.
Teaching in reformed linear A Levels started in September 2015 in the following subjects: Biology,
Chemistry, Physics, Economics, History, English, Art History, 2D Design, 3D Design and Art.
From September 2016 the following subjects will also be reformed linear 2 year A Levels with all
examinations in the Upper Sixth Year: Geography, Religious Studies, French, German, Spanish, Sports
Science, Theatre Studies, Music, Greek and Latin. Details of the new specifications in these subjects
will be available when Ofqual accredits draft specifications and this information will appear on the
relevant department pages of the website.
Those subjects that remain unreformed as AS Levels will have their modular examinations in the
summer of the Lower Sixth year. In September 2016 these will be Maths, Politics, Philosophy and
Classics.
AS and A Levels require you to work from the start. The concept of retakes will not be one to rely
upon, particularly as there will be no curriculum time available for retake teaching and no January
modules. There is thus a need for you, as Lower Sixth formers, to be much more organised and
effective in the management of your workload and to use your study periods well. Thus it will be
vital for you to do as well as you possibly can from the start, for the Lower Sixth is much more
concentrated.
Such is the system into which the current Upper Five and external students will opt. The breadth of
the curriculum will be maintained by the opportunity to undertake some form of Independent Study
as part of the Futures programme and through some form of involvement with the local community.
1
The Sixth Form
From the Head of Sixth Form
C Hooper BA
Sixth Form Life
Life in the Sixth Form should be fun and fulfilling. Talk to the current Sixth Formers: I am confident
that the vast majority of them will talk positively of their experiences. Ask them about the courses
they are on, and about the opportunities to move smoothly into life after school. It is well known
that a great deal of hard work goes on, but something rather more subtle is taking place at the same
time.
Besides learning a great deal about your chosen subjects, the Sixth Form is the time to make the
transition from pupil to student. While a pupil in U5 (Yr11) may be heavily reliant on close
instruction, minute by minute, from their teacher, a Sixth Form student should be a free-thinking
person, able to work on their own making decisions concerning their life ahead. This is a major
task. Not only are the demands of the subjects you are taking more complex, but your developing
maturity makes great demands on the working week. We aim to produce a school-leaver who is well
qualified but also participates in a number of extra-curricular activities.
To achieve this you will be encouraged to study very hard, play sport, become involved in a wide
range of extra-curricular activities, and take the initiative wherever possible. There is a world of
difference between the attitude of a final year GCSE pupil and a member of the Upper Sixth. That
change comes only with effort, and is helped by an understanding of the processes involved.
Initially, some time is spent trying to get to grips with the skills and attitude you will need to be a
success here. The induction process starts after GCSE Exams and might involve you coming in to
school to sit in on some A level style Maths or Science lessons to get you up to speed before the
summer break. Induction reinforces the skills you already possess, and adds others. The nuts and
bolts of note taking, file organisation and précis are also investigated. Subject teachers continue
these processes into the course proper.
At the same time, you may become involved in the Young Enterprise Programme, or the Appeals
Committee, or the running of the Sixth Form Junior Common Room. We also provide the opportunity
for pupils to take on a role serving the local community, through the weekly Community Service
programme. Drama, Music, Art and Debating may also make claims on your time, and of course there
are many new faces to meet as you enter your Sixth Form years, either as a brand new Norvicensian,
or as an established figure.
As you progress in the Sixth Form, you will find increasingly that you are asked to take control of
your own development. Private study, initially limited, becomes self-regulated and more
information is given about life after Norwich School. Your progress is always carefully monitored;
your Tutor, Housemaster and the Head of Section are all key figures here. Good advice is essential if
you are to make the most of your potential.
The Upper Sixth is, without doubt, a time of intense activity. Your life after Norwich School must
have direction, and this means that your route into Higher Education or employment must be sorted
out. The Careers Department, tutor and teachers will play a major supporting role here, but the final
decisions are yours to research and set in motion. There is help for you to prepare your applications,
give some practice interviews and as much advice as you can use effectively.
In all, I hope that you will be challenged and stimulated during your Sixth Form at Norwich
School. The partnership that involves you, your parents and the school should produce something
very special; just the thing to put you on course for a happy and successful life.
3
Questions and Answers
Director of Studies
D N Farr BA PhD FRHS
Preliminaries
The most obvious measure of success in the Sixth Form is what students go on to do (see later table).
A Levels provide a currency, measured in grades, to spend on higher education or career options.
The platform from which A Levels are undertaken is the range of GCSE results. In the light of the
high standards achieved at GCSE in successive years of U5 and by new applicants, it is appropriate to
set standards for those approaching Sixth Form study. September 2016 candidates will have to
achieve a minimum of 6 B grades to qualify, preferably with A grades in the chosen A Level subjects
and particular in Maths and the Sciences. These grades mark a threshold of attainment for entry;
they do not guarantee admittance to the Sixth Form. Those failing to attain the grades threshold will
be seen individually and each case judged on its merit. Students must also expect to be involved in
the whole community life of the school, and to demonstrate their willingness to be so. Those who
join at this stage will become fully integrated into all aspects of the school's life, producing a
balanced co-educational Sixth Form.
Questions and Answers
Which subjects will be available at Norwich School?
Art, Art History, Biology, Chemistry, Classical Civilisation, 2D Design, 3D Design, Drama and Theatre
Studies, Economics, English, French, Geography, German, Greek, History, Latin, Mathematics, Further
Mathematics, Music, Philosophy, Physics, Politics, Religious Studies, Spanish, Sports Science.
What will a student's academic curriculum look like?
We expect the majority of students will want to take four subjects in Lower Sixth and three subjects
in Upper Sixth. In some circumstances, three subjects only may be taken in the Lower Sixth. This
core academic work will be supported by the development of research and independent learning
skills as well as the chance to engage with the local community.
What happens in those lessons for which I am not timetabled for my academic subjects?
In these students will have a tutor period, a Futures session with the Head of Sixth Form, be engaged
in their "Independent Study" with direction from a supervisor, making use of the Reynolds Library,
the Undercroft or the Bishops’ Library. Students will also be involved in community projects and
there will remain sessions of games.
Where does the "Advice Team" come into this?
You may already know who the Advice Team are: Mr Hooper (Sixth Form) and Mr Croston
(Careers). This group will support you and your tutor, who is the lynch-pin of the advice process, as
you decide what to do. You need to consult as widely as you can to establish what your strengths
and weaknesses are, which subjects you are likely to enjoy most, and which subject combinations
complement each other and meet your needs for higher education and/or career entry.
What's the timetable for my decision about subjects?
After consulting at least your tutor and the relevant subject teachers, you must very soon make a
preliminary stab at a combination of subjects so that the school can plan your and its curriculum
needs. The Diary, further on in this booklet, lays out the timing of further advice and confirmation of
your proposed combination of subjects will harden up as the advice process unfolds. GCSE results
occasionally provide the final piece of the jigsaw in any individual's decision-making.
What shall I do if I have other questions?
Please address them to the Director of Studies.
4
Diary for the Year Ahead
Michaelmas Term
October
October/ November
Lent Term
February
February – March
March
Trinity Term
June
August
Lower Sixth
September
October
Introduction to Sixth Form Evening
Talking to tutors about A level ideas
Interview with tutor
Initial choices survey
Mock GCSEs
U5 Forum: Parents AND PUPILS
Interview with tutor and advice team, leading to
provisional confirmation of subject choice for
A level
Further confirmation of choices via tutor
GCSEs
Work experience
Results
Confirm final choices
The first term
Sixth Form Induction
PTA : Parents and PUPILS
5
Parents' Page
The U5 Year
Often parents feel that there is as much strain on them as on their children as the U5 year progresses.
It is a year when quiet confidence-building and family acceptance that their child is working to the
best of their ability are important stabilising factors. To support these aspects of living with GCSEs it
is necessary to arrive at an agreement over a work schedule at home at an early stage of the year.
A working routine, with regular hours and a quiet space for working in is invaluable. The pattern
should be that your son or daughter is working each evening with a bit of TV or relaxation to round it
off, and not the other way around! There will be periods when they wish to work in an
uninterrupted fashion on a piece of coursework, or an assignment, but generally their time should be
evenly allocated among all of their subjects. The deadlines for coursework pop up regularly through
the year and are published to both your son or daughter and yourself before the half term grades in
the Michaelmas Term. Similarly, subject revision programmes are developed for both the mocks and
the Trinity exam, and your son or daughter will want to work out revision timetables around
important family dates and events. Although the GCSE work is the U5 priority, your son or daughter
should not give up all of their extra-curricular activities. Rather, it is important that a balance is
achieved to keep them sharp and well, and everyone else satisfied.
If you feel that your son or daughter is not maintaining this balance, please telephone or email their
tutor, housemaster or the Director of Studies.
Sixth Form Years
The work pattern established for GCSE is a major contributing factor to rapid adaptation and
absorption into the L6. The differences between GCSE and A Level work, however, are considerable.
There is no automatic transfer process and there will be much greater emphasis on a student's selforganisation at school. The induction process will indicate what is required and many subjects
conduct their own induction to A level study. In general, students should spend time in the evenings
reading wisely; lectures, society meetings and certain TV programmes will also be important ways of
gaining information. There are many other activities in which to become involved and sometimes
they appear to become the priority rather than work. Again, if they say "I have nothing to do ...", get
in touch with their tutor, the Head of Sixth Form or the Director of Studies; it is rarely the case.
Throughout the Sixth Form, the school advice system gathers pace, building on the start made in the
U5 year. Progressively, students learn the basic details of careers areas, what Higher Education has
to officer and its variety of courses and levels. All applications are dealt with individually and
discussed fully before any acceptance or rejection is made. Your son or daughter is prepared for
their first interview; sponsorship or GAP year details are available if required. In all of this the tutor
is the lynch-pin and he/she will guide your son/daughter for two years. The tutor is your point of
contact for any advice or problem.
PTA Meetings
Throughout the U5 and Sixth Form there are meetings to discuss your son or daughter's progress.
No matter what they say, both you and they should be there.
Finally, at the end of the Sixth Form, when the A level results arrive, our phone-in team is available in
late August to congratulate or to help those who need advice or support for a readjustment of course
or career.
6
Learning Support
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
G R Parsons BA, MA
Introduction
Learning Support is available for pupils who have been identified as having a specific learning
difficulty such as dyslexia, dyspraxia, autism syndrome or AD(H)D. A Personal Learning Plan (PLP) is
produced in consultation with the pupil which provides teaching staff with a clear picture of the
strengths an individual brings as well as the adaptations in the classroom which can enable a pupil to
show their knowledge and understanding of a subject. This is reviewed on an annual basis but can be
revised more frequently as requested. Pupils who have received access arrangements at GCSE level
are invited to undertake updated assessments in order to continue this during GCE level studies as
appropriate. Specialist diagnostic assessment may be considered for pupils who would like to
explore the possibility of a specific learning difficulty, with advice given in order to support an
individual in becoming a confident, independent learner at A level and beyond. The diagnostic
assessment report is written to SASC standards which are accepted at higher education institutions
for consideration of the Disabled Student Allowance (DSA) where this is relevant. Individuals can be
referred for a series of one-to-one coaching sessions to work upon such study skills as time
management, organisation, note-taking, essay planning, revision strategies and/or examination
technique as required.
Art & Design
I R Passam BA
L Slade BA
T J Olivier MA RCA
A Campbell BA
S A Burt BA
G McDonald-Bell BA
E J Cann BA
D Bowen (Technician) BA
R E Suffling (Technician)
M Stokes (Technician) BA
Dr R Slade (Technician) MA PhD
Introduction
Art & Design pupils are able to opt for one or more of the following from the A Level AQA A&D specification: 2D
Design, 3D Design/Textiles or Fine Art.
The Lower sixth courses have slightly different approaches but we all see creativity, diversity and innovation at the
heart of everything we produce. In each area they are introduced to an extensive and diverse range of media,
resources, equipment and contextual material to broaden their understanding of various fields, whilst developing their
ability to generate informed conceptual ideas and creative outcomes. These experiences are enhanced by a multitude
of trips to some of Europe’s top galleries and museums in London, Venice, Barcelona and Amsterdam. Providing
opportunities for life drawing classes, after-school support and workshops, seminars, community projects,
competitions and live briefs, visiting artists from the Fashion/Film/Sculpture industry to name but a few, and displays
and public exhibitions are all a part of the A Level experience.
Sixth form pupils take advantage of a wide range of facilities which include: a new specialist textiles area within the
3D workshop, iMac computers; Full Adobe Creative Suite; extensive film and animation equipment; photography
studios; DSLRs; large format printers; a laser cutter, a glass kiln, a dedicated printing room, a well-equipped pottery,
a comprehensive range of provisions for painting. Many of our pupils go on to study Art and Design at higher
education establishments. Most universities generally prefer students to come from an Art and Design Foundation
course, but for some years now, our pupils have gained direct access to top courses, such is the maturity and breadth
of their work.
Students will complete 2 units of work for each qualification. They will be centre-assessed and
moderated by AQA. They will be provided with examination paper on 1 February, or as soon as
possible after that date. Students can opt to study one or any number of A levels in the following 3
specialisms, each being a distinct Option:
1
2
3
2D Design
3D Design
Fine Art
In addition, the department also offers the AQA History of Art course.
For further information on these specifications, see the following pages.
Art & Design: 2-D Design:
Graphic Communication or Photography/Film
Students are required to work in one or more areas of Graphic Design or Photography working in
purpose built Mac studios and Film studio using the full range of Adobe software. Other resources
include studio photography, large format printer, graphic tablets as well as a range of digital
cameras. They may explore overlapping areas and combinations of areas such as:
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Computer-aided design
Interactive Media
Graphic and fashion Illustration
Surface Design
Advertising, publishing and/or packaging
Documentary, commercial, fashion and experimental photography.
Animation and Film
Units for A Level
Unit 1 – Personal Investigation
60% of A level
No time limit
96 marks
Personal investigation is a practical project supported by a written element of 1000-3000 words.
Unit 2 – Externally Set Assignment
40% of A level
Supervised time: 15 hours
96 marks
Art & Design: 3-D Design/Constructed & Surface Textiles
Students are required to work in one or more areas of 3-Dimensional Design working in purpose
built Mac studios using the full 2D and 3D software. Other resources include a large format
sublimation printer, sewing machines, laser cutter, glass kiln, casting furnace, shared use of ceramics
studio, forge area and numerous other methods in which to develop your work. They may explore
overlapping areas and combinations of areas such as:
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Architectural and spatial design
Jewellery and Body adornment
Product, Glass and Furniture design.
Environmental design
Interior Design
Public Sculpture
Constructed & Surface Textiles
Units for A Level
Unit 1 – Personal Investigation
60% of A level
No time limit
96 marks
Personal investigation is a practical project supported by a written element of 1000-3000 words.
Unit 2 – Externally Set Assignment
40% of A level
Supervised time: 15 hours
96 marks
Art & Design: Fine Art
Students are required to work in one or more areas of Fine Art working in purpose built studios in
ceramics, painting and printmaking. Resources include ceramics spray booth, life drawing
workshops and shared use of the workshop facilities. They may explore overlapping areas and
combinations of areas such as:
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Painting & Drawing
Ceramics & Sculpture
Fine Art Photography
Printmaking
Sculptural Textiles
Installation
Units for A Level
Unit 1 – Personal Investigation
60% of A level
No time limit
96 marks
Personal investigation is a practical project supported by a written element of 1000-3000 words.
Unit 2 – Externally Set Assignment
40% of A level
Supervised time: 15 hours
96 marks
History of Art
I Passam BA
C Hooper BA
A Murray MA
H Williams BA
The History of Art AQA course assumes no previous knowledge of History of Art and is suitable for
the diverse range of candidates who wish to develop their interest in, and enjoyment of, the study of
History of Art, fostering its value in lifelong learning. The course offers the opportunity to deepen
pupils’ appreciation of Western culture. The course focuses on painting, sculpture and architecture
from the ancient world to the present day. It is a highly diverse subject and it encompasses areas
such as mythology and the history of the ancient world; literature; philosophy; religion and the social
contexts in which the works were made.
The AS level units offer candidates a structure through which they can establish a foundation of
knowledge and understanding of the subject through two units of study:
Unit 1 - Visual Analysis and Interpretation
Pupils study the formal characteristics of painting, sculpture and architecture. Pupils will describe
what an art work looks like and why and consider the materials and techniques necessary to
produce works of art and architecture. The study of formal features is balanced by the study of the
historical, social and cultural contexts in which painting, sculpture and architecture are produced.
The unit is assessed by a photographic paper with one photograph for each art form. Pupils answer
one question on each photograph.
Unit 2 - Themes in History of Art
Pupils study eight historical themes in relation to examples selected from the canon of Western Art
History. These include: subjects depicted in painting and sculpture, style in art, patronage, historical
and social contexts, gender, and status of the artist, function of architecture and materials and
techniques. This unit is assessed by three essay questions.
At A2 pupils will investigate and interpret two prescribed periods and locations: Art and
Architecture in Fifteenth Century Europe; and Art and Architecture in Europe and the United States
of America between 1900 and 1945.
Unit 3 – Investigation and Interpretation (1)
Students study a particular period in history in order to develop an in-depth understanding. This
unit explores European painting, sculpture and architecture in the fifteenth century, including
Renaissance paintings by Italian artists such as Masaccio, Da Vinci, Bellini and Botticelli; Northern
European painters such as Robert Campin, Rogier van der Weyden and Jan van Eyck; and examples
of religious and secular architecture from Venice, Rome and Florence. This unit is assessed by two
essay questions.
Unit 4 - Investigation and Interpretation (2)
This unit takes an in-depth look at the art and architecture of Europe and America from 1900-1945.
This includes a range of twentieth century movements such as Fauvism, Cubism, Futurism,
Expressionism, and Surrealism. The unit also considers Modernist sculpture, photography and
architecture. This unit is assessed by two essay questions.
During the course of the A-Level candidates will develop a wide range of skills, some of which will be
completely new. Above all, History of Art promotes a curiosity and criticality about our visual
environment and fosters a fluency of expression and argument about what we observe. Over the
course of the A-Level pupils will gain a sense of history and the past through visual material, learn
new specialist vocabulary, cultivate skills of visual analysis and evaluation, and refine their essay
writing technique.
Beyond A Level
Students will leave this course for the top History of Art degree courses in the country, such as
Edinburgh, the Courtauld Institute, Oxford, Cambridge, Nottingham and Warwick. If you are
interested in Art or Architecture but do not wish to do a practical course, this option allows develop
your written, theoretical study with computer-aided design and research as a vital element.
Biology
J C Gent BSc
L S M Boutemy MSc PhD
J C Fisher BSc
G A Hanlon BSc
J P I Large BSc
C Warren BA MSc
S P Peck (Technician)
S Barnes (Assistant Technician)
Introduction
What other subject offers you the opportunity to understand your own inner workings and develop
an understanding of the life sciences and their applications in the modern world? Biology at A level
gives insight into recent advances and techniques as well as the ethical issues which are an intrinsic
part of our 21st century society. The course is stimulating, challenging, fast-moving and fun, with a
huge range of different learning approaches and practical experiences. We aim to develop your skills,
understanding and enthusiasm, together with respect for the natural environment and a sense of
responsibility for our biosphere.
Specification
The OCR Biology A H420 specification for first examination in 2017.
There are 6 units which pupils study.
In the Lower 6 pupils study modules 2,3 and 4 with practical work contributing to module 1.
In the Upper 6 pupils study modules 5 and 6 with practical work contributing to module 1.
The course requires curiosity, numerical skills, observation, a logical systematic approach,
manipulative dexterity, analytical skills, and above all, a determination to master detail. You will be
required to communicate effectively both in oral presentations and on paper. The lab book assesses
practical skills and requires good laboratory practice, an understanding of basic statistics and an
ability to critically evaluate procedure and data. These are all valuable life skills!
Assessment is carried out in the form of the practical lab book the pupils need to compile throughout
the two-year course and by three external exams at the end of the Upper 6 year.
http://www.ocr.org.uk/Images/171471-as-a-level-biology-summary-brochure.pdf
Content:
Module 1 – Development of practical skills in biology
1.1 Practical skills assessed in a written examination
1.2 Practical skills assessed in the practical endorsement
This module requires the pupils to complete a record of practical work carried out through the 2
year course in a unique lab book. Assessment takes the form of a pass or unclassified rating at the
end of the 2 year A level course. The lab books are moderated by external moderators during the
second year of the course. Content of the practical work undertaken during the two-year course will
be assessed as part of the written examinations.
There are 5 theory modules which are examined at the end of the two year course:
Module 2 – Foundations in biology
2.1.1 Cell structure; 2.1.2 Biological molecules; 2.1.3 Nucleotides and nucleic acids; 2.1.4 Enzymes;
2.1.5 Biological membranes; 2.1.6 Cell division, cell diversity and cellular organisation
Module 3 – Exchange and transport
3.1.1 Exchange surfaces 3.1.2 Transport in animals 3.1.3 Transport in plants
Module 4 – Biodiversity, evolution and disease
4.1.1 Communicable diseases, disease prevention and the immune system 4.2.1 Biodiversity 4.2.2
Classification and evolution
Module 5 – Communication, homeostasis and energy
5.1.1 Communication and homeostasis 5.1.2 Excretion as an example of homeostatic control 5.1.3
Neuronal communication 5.1.4 Hormonal communication 5.1.5 Plant and animal responses 5.2.1
Photosynthesis 5.2.2 Respiration
Module 6 – Genetics, evolution and ecosystems
6.1.1 Cellular control 6.1.2 Patterns of inheritance 6.1.3 Manipulating genomes 6.2.1 Cloning and
biotechnology 6.3.1 Ecosystems 6.3.2 Populations and sustainability
More information on the taught courses can be found on the following websites:
OCR: http://www.ocr.org.uk/qualifications/as-a-level-gce-biology-a-h020-h420-from-2015/
Fieldwork
All students following the Biology course will be expected to attend a day of field studies in the sand
dunes of North Norfolk in June at the end of the L6 year in order to carry out the field work element
of the ecology unit and gain first-hand knowledge of a range of varied ecosystems.
Chemistry
J S Bendall MChem PhD
L S M Boutemy MSc PhD
R Hazard BSc
A P Hinsley BSc PhD
C M Pywell Bsc
S Treavett BSc MSc PhD
R Cogan (Technician)
R Littlejohns BSc MSc
Introduction
Chemistry is a fascinating science, as it is the study of matter and its interactions with energy. It is a
constantly evolving subject, with new chemical discoveries helping to revolutionise the modern
world. Research laboratories around the world are exploiting Chemistry in the fields of electronic
devices, composite materials and catalysts to name just a few. Chemists have a pivotal role to play in
improving the quality of life for people, whilst ensuring the planet’s natural resources are not
depleted.
The study of Chemistry develops many important skills: logical thinking, analysis of evidence,
making connections, data processing and manipulative skills in practical work. These skills are
beneficial in a range of careers, not just in the Chemical Industry.
Specification
The course followed is the OCR Specification, rewritten for the new linear A-level course. You are
provided with a course book, a reference book a data book and in house produced workbooks for
each topic. The course consists of modules containing Physical, Inorganic and Organic Chemistry,
but it is important to be able to apply principles in one topic to another topic, eg seeing the relevance
of physical chemistry in organic chemistry. There is also a large practical aspect to the course, with
one module devoted to experimental techniques. This module will also count towards a separate
practical endorsement in chemistry, which will be an expected qualification for those students
finishing the course.
Physical chemistry is the study of energy changes, rates of reactions and equilibria in chemical
reactions.
Organic chemistry is the study of the compounds of carbon with hydrogen, oxygen and nitrogen.
Inorganic chemistry consists of the interaction between all of the other elements.
Although a mathematical and logical approach is needed, A level Mathematics is not essential if you
want to do the course. If you pursue Chemistry at university, Mathematics is essential.
Some students struggle with the transition from GCSE as the new models and data are conceptually
more difficult than at GCSE level and will build on or challenge pre-conceived ideas. We run
tutorials, in small groups, during the Lower Sixth to help with the transition and with the new
linearity to the course, the first term is devoted to building a “tool box” of chemical ideas with a view
to building firm foundations for the remainder of the A-level.
Chemistry
Beyond A Level
For Chemistry and Chemical Engineering at university you will need to study Mathematics and
another subject. Any student contemplating Biology as a major subject should normally take
Chemistry as a second subject. Medical colleges and dental schools require Chemistry as an A level
subject. Chemistry is accepted by engineering schools and, although traditionally not immediately
relevant to electrical and mechanical engineering, Chemistry does give the student more room to
manoeuvre if there is a change of mind.
Entry into university is not too competitive at the moment. Grades of 3 Cs will be able to get you into
a research university. Higher grades are needed for Oxbridge (at least 3 As).
The job situation is good for Chemists due to their transferrable skills. For those looking to stay
within the chemical field, after university, you can do research, teach, go into industry or into nonprofit organisations and there are huge global opportunities if you relish the challenge of working
abroad. Many companies are keen on multidisciplinary platforms and you will find your chemical
skills are highly sought after. Industry will teach you the additional skills of management, business
sense and so on. The financial rewards are good. For those who would prefer a less scientific job,
chemists often find themselves sought after in the financial sector or as consultants in leading global
companies. Some even find themselves as Prime Minister!
Classical Civilisation
K T Playfair MA
A Boyt BA
S A Kettley MA
S Ward MA
It’s not all about dressing up in togas. Classical Civilisation combines literature with art history, and
archaeology, and philosophy, and geography, and history, and sociology, and anthropology.... the list
is endless. As an A-level, it concerns the period of time from the heroic Bronze Age of Homer’s Iliad
through to the world of Augustus and Virgil in the Rome of the 1st Century BC. By examining the
history, culture, religion, technology and society of these periods, through both textual and
archaeological analysis, you can unearth the foundations of our modern way of life. There is no need
to have any knowledge of Latin or Classical Greek to thrive on this course, nor to have studied
Classical Civilisation before. However, you should be interested in the origins of our modern western
civilisations, fascinated by the myths, legends, characters and personalities of the past, and keen to
explore the worlds of Ancient Greece and Rome.
AS
You can combine AS Classical Civilisation with any other subjects. Whilst some may choose Latin or
Greek as well, you will find that the subject appeals equally to scientists, mathematicians, artists or
historians. With a critical eye for detail, you will prepare for two papers: one paper (CIV1: Greek
Architecture and Sculpture) focuses on a selection of stunning masterpieces of art and architecture,
pieces that are fundamental to the story of art in Western culture and to the origins of art history.
Alongside this visual paper, in your work for the second paper (CIV 2: Homer’s Iliad), you will read
Homer’s Iliad, the greatest and most influential epic poem ever written, telling of the tragic and
bloody climax to the ten-year siege of Troy. Both papers require a critical and analytical response to
the ancient material.
A2
The choice of papers at A2 is designed to complement and build on the work from the L6th, but with
a shift of focus, both forwards and backwards in time, from the world of Ancient Greece to that of the
Mycenaeans, and that of Augustan Rome. You will continue to study both literature and visual
sources in your preparations for two papers (CIV3: Mycenaean Civilisation and CIV4: Roman Epic).
You will study what archaeological evidence can tell us about the nature and development of
Mycenaean society and culture, a late Bronze Age civilisation famed for its legendary links with the
Trojan War. Alongside this, you will read Virgil’s Aeneid, originally a Latin epic poem, written to
honour the emperor Augustus by praising Aeneas, Augustus' legendary ancestor. This patriotic epic
tells of Aeneas’ journey to Carthage, his relationship with Dido, his descent to the underworld and
finally his arrival in Italy, leading to the foundation of Rome.
Examinations
Currently all units are written papers, each lasting 1 hour 30 minutes. CIV1 and CIV2 are currently
taken at the end of the L6, leaving CIV3 and CIV4 for the U6. For each paper, you will answer one
structured, source-based question and write one essay. In each case, the sources will be artefacts you
will have studied, or passages from texts that you will have read before. CIV3 and CIV4 demand
longer essays than those of CIV1 and CIV2.
Classical Civilisation
Current details of the Specification
AQA Classical Civilisation (AQA 2020)
All units are worth 25%
CIV1: Greek Architecture and Sculpture (May 2017)
CIV2: Homer’s Iliad (May 2017)
CIV3: Mycenaean Civilisation (June 2018)
CIV4: Roman Epic (June 2018)
A-level Reform
We do not anticipate any changes to the current specification, prior to the introduction of a new
course in September 2017. Accordingly, pupils who select Classical Civilisation will still be able to
take exams at the end of their L6 year (May 2017); for these pupils, Classical Civilisation will be a
“non-reformed subject”.
Beyond A level
There is a wide range of universities offering courses in Classics. There are courses in related field
such as Ancient History and Archaeology, and an increasing number of Combined Courses such as
Classics and Modern Languages and Classics and English. These courses provide a rigorous
grounding equivalent to that offered by other arts courses, and prepare students in a similar way for
careers in fields such as law, journalism and business. Students of Classical Civilisation are
renowned for the love they have for their subject, and this, in addition to the quality of their intellect
and the unparalleled breadth of their studies, invariably stands them in good stead with employers
in a wide range of careers.
Drama and Theatre Studies
K E A Adams BA
C Wyndham BA
M Ziegler (Webber Douglas, Dip. Hons)
Introduction
The Edexcel specification for Drama and Theatre Studies combines practical, intellectual and artistic
approaches to the subject, through coursework, externally assessed performance and written
examination. The course is designed for students interested in design and technical skills as well as
acting. The new specification has been approved by QCA and is outlined below.
Specification
AS Level
Unit 1: Exploration of Drama and Theatre
This internally assessed unit requires you to explore two contrasting play texts, chosen by us, in a
practical and active way. At least one of the plays must be explored in the light of a recognised
theatre practitioner. A set of "Exploration Notes" to a maximum of 3000 words must also be
submitted. You are also required to experience a live theatre performance and submit and
evaluation to a maximum of 1000 words. This unit is internally assessed and externally moderated.
Unit 2: Theatre Text in Performance
In this unit you undertake a role within the production of a play. The text must be different from
those studied in any other unit. You will be assessed on the effective use of performing or design
skills as applied to the text and the way in which they communicate their interpretation of a play to
an audience. The performance should last between 15 and 60 minutes. Additionally, you must offer
either a monologue or duologue from a different play to that offered in the first section. You must
also provide a concept of the interpretation of your chosen role or design. This unit is assessed
under examination conditions by a visiting examiner.
A2
Unit 3: Exploration of Dramatic Performance
For this unit, you will work in a group of between three and twelve students to devise an original
piece of theatre for presentation to an audience. This will be based on criteria set by your tutor: a
stimulus such as an idea, a fragment of a story, or an image; a specific audience such as primary
school children or both. You will be assessed on your personal contribution to the devising process
and the performance. You will need to keep a Structured Record that will enable you to reflect upon
and analyse the process. This unit is internally assessed and externally moderated.
Unit 4: Theatre Text in Context
This unit requires the study of a further two plays. In Sections A and B you will study one play from
a choice of three from the point of view of a director and you will be required to develop and shape
your ideas for a fully thought through production. The choice in this section is from Lysistrata by
Aristophanes, Dr Faustus by Christopher Marlowe and Woyzeck by Georg Buchner. In Section C you
are required to study and research one of three historic periods of theatre history. A live
performance of a play from the chosen period must be experienced and evaluated, and a comparison
made with the original staging conditions of the play. This unit is externally set and assessed.
Drama and Theatre Studies
Examination
AS
Unit 1: Exploration of Drama and Theatre (60 marks)
Exploration notes on the plays studied and seen are internally marked and externally assessed.
Unit 2: Theatre Text in Performance (80 marks)
Contributions as performer or design to a production and monologue or duologue are assessed by a
visiting examiner. Performers are assessed on vocal skills (20 marks), movement skills (20 marks),
characterisation (20 marks) and written performance concept (20 marks); Designers are assessed
on use of materials and equipment (20 marks), realisation of design (20 marks), written design
concept (20 marks) and interpretation of director's concept (20 marks). The visit takes place
between 1 March and 31 May.
A2
Unit 3: Exploration of Dramatic Performance (60 marks)
Three quarters of marks will be based upon the content of your Structured Record and your tutor's
observations, and the other quarter upon your performance as an actor or your contribution as a
designer. This unit is internally marked and externally moderated. The performance takes place in
December.
Unit 4: Theatre Text in Context (80 marks)
One two-and-a-half hour written examination in three sections. Annotated copies of your text
should be taken into the examination.
NB: AS and A2 Drama and Theatre Studies require a minimum of three students for the course to be
run.
Economics
T P White BA
C J Williams BSc GD Law
What do I need to know before taking this course?
You do not need to have studied economics or business at GCSE level in order to take this subject. It
is packed full of tools and theories that can be readily learned and understood by students new to the
subject. Although it’s not necessary to have advanced mathematical skills to be an ‘A’ level
economist, there is strong evidence that the abstract nature of some of the course material favours
those candidates who have a degree of fluency handling mathematical concepts. For that reason we
ask applicants to have GCSE grade A in maths. The most important criteria for potential candidates
is that you have a lively and enquiring mind, an interest in current world affairs and a desire to
explore new ideas and communicate them effectively.
What will I learn on the course?
The course is designed to help you develop an understanding of economic concepts and theories and
an ability to apply them to a range of real-world issues. Economics is the ‘superpower’ of the social
sciences and is relevant to most contemporary debates about the way we organise society.
Students come to appreciate the value of economic theory as well as its limitations in explaining real
world phenomena. These are as diverse as understanding pricing in the oil industry, casino
gambling, environmental issues or the problems of alcohol in Britain’s cities. You learn about the
differences between the performance of different economies and the tools and institutions that can
drive improvements. Understanding this is vital if you are to effectively analyse the problems facing
the struggling UK economy, and evaluate the challenges and opportunities raised by globalisation,
for instance.
Economics is often divided into two broad topic areas, microeconomics and macroeconomics. The
first looks at the behaviour and characteristics of markets made up of consumers and households.
The latter explores the nature of the whole economy, with its systemic problems such as inflation,
unemployment and recession. It is likely that students will have two teachers, one covering macro
and the other micro. The AS and A level programmes are built around these themes (see over).
Where can the course take you?
Economics ‘A’ level is very highly regarded. It combines well with other social sciences like politics,
philosophy, history and geography. The mathematical component of the subject can be pursued at
degree level, particularly by those students who followed subjects such as maths and physics at ‘A’
level.
Specialising in economics can lead to careers in banking, finance, industry and government. It is also
a common ground for people going into law, politics and public service. More importantly, it is a
toolkit for anyone who wants a better understanding of how the world works.
Resources and introductory reading
Reading and reflecting on the world around you is fundamental to success in economics. We
regularly update our reading lists and frequently refer to newspaper and magazine articles. A really
keen student should be engaged by the news, and might like to have a look at Ha-Joon Chang’s
Economics: The User’s Guide: A Pelican Introduction (2014) as a helpful start point.
Pearson Edexcel Advanced GCE in Economics A (9EC0)
Theme 1: Introduction to markets and market
failure
This theme focuses on microeconomic concepts.
Students will develop an understanding of:




The nature of economics
how markets work
market failure
government intervention.
Theme 3: Business behaviour and the labour
market
This theme develops the microeconomic
concepts introduced in Theme 1 and focuses on
business economics.






business growth
business objectives
revenues, costs and profits
market structures
labour market
government intervention.
Theme 2: The UK economy – performance and
policies
This theme focuses on macroeconomic concepts.






measures of economic performance
aggregate demand
aggregate supply
national income
economic growth
macroeconomic objectives and policy.
Theme 4: A global perspective
This theme develops the macroeconomic
concepts introduced in Theme 2 and applies
these concepts in a global context.





international economics
poverty and inequality
emerging and developing economies
the financial sector
role of the state in the macroeconomy.
Assessment for the full A level is by three written exam papers, at the end of the second year
(A shorter AS exam will be taken at the end of the first year, testing only themes 1 and 2).
Paper 1 - Markets and business behaviour
35% of the total qualification
This is a 2 hour written examination in 3 sections. Section A comprises
Paper 1 will assess
a range of multiple-choice and short-answer questions. Section B
microeconomics and
comprises one data response question broken down into a number of
questions will be drawn
parts. Section C comprises a choice of extended open-response
from Themes 1 and 3.
questions; students select one from a choice of two.
Paper 2 – The national and global economy
35% of the total qualification
The format is the same as paper 1. It is a 2 hour written examination in
Paper 2 will assess
3 sections. Section A comprises a range of multiple-choice and shortmacroeconomics and
answer questions. Section B comprises one data response question
questions will be drawn
broken down into a number of parts. Section C comprises a choice of
from Themes 2 and 4.
extended open-response questions; students select one from a choice
of two.
Paper 3 - Markets and business behaviour
30% of the total qualification
This is a 2 hour written examination that
Paper 3 will assess content across all four
comprises two sections. Each section comprises
themes. Students are required to apply their
one data response question broken down into a
knowledge and understanding, make
number of parts, including a choice of extended
connections and transfer higher-order skills
open-response questions; students select one
across all four themes.
from a choice of two.
English Literature
A Murray MA
K E Curtis BA
A L Fisher BA
M Mulligan BA MPhil
N J Ravenscroft MA
EL Wasserberg BA
M Whalan BA
Introduction
If you enjoy reading, if you are enjoying your GCSE Literature course, then the opportunity to study
English Literature in the greater depth and breadth of A Level will appeal to you. The course is
entirely a literary one, though your ability to write well is as important as your ability to analyse
what you read. We would expect most of those choosing English Literature to gain A grades, or
better, in both English and English Literature GCSE.
Teaching Methods
The group you will be placed in is not set by ability but as the groups are small enough (rarely more
than 12) to allow them to operate as seminars, your willingness to take part in discussion is
important. Each group is taught by two members of the department for the Lower Sixth course who
will make the choice of which texts you study. You may find that you are placed in a different group
for Upper Sixth when you choose which subjects you are to continue into the second year. This is to
ensure that groups stay about the same size.
Fringe Activities
The study of Literature, more than most subjects, benefits from experiences gathered outside the
classroom. Most certainly, a student aiming high, whether intending to read the subject at university
or not, would be expected (both by us and by the university) to read beyond the specification. Some
guidance on wider reading is given but the "real" student of literature will be an active reader
without being told to be so. We would expect all English students to be interested in attending the
school's Literary Society meetings and drama productions. You should also become a regular
attender of plays outside the school.
The Post-GCSE Summer
Prospective English Literature students often ask what reading they should be doing over the
summer before starting A Level. Part of the answer is covered under the previous heading but more
specific advice would be to read one old novel or play, one new one – written in the last 10 years –
and definitely to read a number of poems from any period. Find a general poetry anthology and dip
into it. Do some "slow" reading.
The Induction Course
In the first three weeks of the Michaelmas Term you will look at a variety of texts that are not part of
the specification. The aims are for you to settle into your teaching group and to begin to consider
how A level is different from GCSE. In particular, you will look at some new ways of reading which
will develop your ideas about what it means to read a text and to analyse or criticise it. To give you a
taste, try considering what answer you would give to the question: What is Literature?
Specification
The English Department offers the OCR board English Literature specification (H472). This consists
of three units, two of which will be externally assessed and one of which will be internally assessed
and externally moderated. The internally assessed unit will be completed by the end of the Lower
Sixth year.
English Literature
Component 01 – Drama and poetry pre-1900
Closed text exam 2 hrs 30 mins
40 % of total
Shakespeare
Coriolanus
Hamlet
Measure for Measure
Richard III
The Tempest
Twelfth Night
Drama pre-1900
Marlowe – Edward II
Webster – The Duchess of Malfi
Goldsmith – She Stoops To Conquer
Ibsen – A Doll’s House
Wilde – An Ideal Husband
Poetry pre-1900
Chaucer – The Merchant’s Prologue and Tale
Milton – Paradise Lost, Books 9 and 10
Coleridge – Selected Poems
Tennyson – Maud
Rossetti - Selected Poems
Pupils study one text from each list. The texts for 2015-2017 for this Component are The Tempest,
The Duchess of Malfi and Paradise Lost.
Component 2 – Comparative and contextual study
Closed text exam 2 hrs 30 mins
40% of total
Pupils study two prose texts drawn from the following topic list: American Literature 1880-1940;
The Gothic; Dystopian Fiction; Women in Literature; The Immigrant Experience.
Component 3 - Coursework- Literature post-1900
20% of total
Task 1: Close reading or re-creative writing with commentary – based on one text
15 marks
Task 2: Comparative essay – based on two texts
25 marks
Maximum 3,000 words
Candidates study three texts, one poetry, one prose, one drama, published 1900 or later. The texts
that you study will be dependent on which set you are in.
Beyond A Level
The study of English at university may be especially relevant to careers in media, advertising,
publishing or teaching, but English graduates, as other Arts graduates, find employment in a wide
variety of commercial and professional fields. In addition, the skill of reading well can always be
exercised for personal enjoyment and enlightenment.
Geography
M D Hopgood MA
H Cook BA
P D Goddard BEd
A M Rowlandson BA
V J Turner MA
Introduction
Geography used to be about maps, facts and places. I would challenge any reader of this entry to pass the
Sixth Form examination at Norwich School at the end of the 19th Century:
June 1881, question 5:
A ship coasts along from the Straits of Gibraltar to the Bay of Naples. Name the most important capes, river
mouths and seaport towns she will pass.
The subject has travelled far from the "Capes and Bays" Geography of the last century; it has grown in
intellectual status, not least because of its social relevance, for example, the study of population issues,
pollution, flood hazards and mitigation, environmental exploitation, development issues and resource
depletion – the list is endless. Further, the subject nowadays combines a wide range of skills, including
literacy, numeracy, statistics, use of ICT and the ability to form persuasive arguments. The subject sits as
comfortably in an A level combination with Mathematics and Physics as it does with French and History.
What do I need to know or be able to do before taking this course?
It is not a requirement that you should have studied Geography at GCSE in order to succeed at A-level in
the subject. Several topics covered in the course are developments of work covered at GCSE, but others
are new. What is more important is that you have a lively and enquiring mind, an interest in the
environment and current affairs, a willingness to explore new ideas and an ability to communicate your
ideas effectively. If you have studied GCSE Geography you will find that the material and the skills you
have learned will prove a valuable foundation for further studies at this level.
What will I learn on this course?
 The characteristics of natural environments; the forces shaping them, how human activity affects these
environments and how they can be sustainably managed.
 The causes, consequences and management of global, regional and local population change.
 Food supply issues – global patterns/imbalances of production and consumption and how food supplies
can be managed to either increase or decrease production.
 Contemporary urbanisation processes, urban decline and regeneration and sustainability issues in
urban areas.
 Patterns and processes of development and globalisation, global social and economic groupings, aspects
of globalisation and development issues.
 The causes, consequences and management of tectonic and climatic hazards
 How to plan a fieldwork investigation – the collection of primary and secondary evidence and how to
analyse it.
 You will develop the ability to make links and connections across a wide variety of topics.
What kind of student is this course suitable for?
The course will appeal to those students who:
 have an interest in and concern for the environment and are interested in current affairs
 enjoy studying a subject that is relevant to their own lives and experiences
 want the opportunity to carry out practical work outdoors as well as classwork
 enjoy finding out their own answers – not just being taught
 want to broaden their A-level studies to cover both "sciences" and "humanities"
 enjoy travel and finding out about new people, places, landscapes and events
 want to keep their options open – A-level Geography is an appropriate qualification for a very wide
range of higher education or career choices. It does not force you to make an early commitment.
Geography
Specification (AQA)
Please note – specification and options subject to change pending accreditation of new Geography Alevel specifications (September 2015)
Component 1: Physical Geography (written exam, 2 hours 30 minutes, 40% of A-level)
Section A: Water and carbon cycles
Section B: either Hot desert environments and their margins or Coastal systems and landscapes
Section C: either Hazards or Ecosystems under stress or Cold environments
Component 2: Human Geography (written exam, 2 hours 30 minutes, 40% of A-level)
Section A: Global systems and global governance
Section B: Changing places
Section C: either Contemporary urban environments or Population and the environment or Resource
security
Component 3: Geographical investigation (3,000 – 4,000 word report, 20% of A-level)
Students complete an individual investigation which must include data collected in the field.
Main Field Course
L6 students will be involved in a four day field course at the beginning of the Easter holiday. Previous
destinations have included The Yorkshire Dales and the Isle of Wight. Students contribute about £275
towards this trip, covering accommodation and transport. The course is essential preparation for
component 3, Geographical investigation.
Beyond A level
Students with A-level Geography have access to a wide range of possible career and higher education
opportunities. You learn and use a variety of transferable skills throughout the course. These include
collecting, analysing and interpreting data, communicating your findings in different ways, and
identifying and developing the links between different parts of the subject. These skills are in great
demand and are recognised by employers and universities and colleges as being of great value.
Geography combines well with almost all other A-level subjects. Taken with sciences like Mathematics,
Physics, Chemistry and Biology, Geography supports applications for almost any science-based university
course like engineering, psychology, environmental sciences, oceanography and geology; taken with
humanities like English, French, History or Economics, Geography supports an equally wide range of
university courses such as law, politics, economics, business, media and philosophy.
Because A-level Geography develops the transferable skills and the key skills that employers are looking
for, it can lead to a wide range of employment opportunities. The qualification can also lead to further
training is such areas as the law, city finance, politics, journalism and other areas of the media.
In summary, the coming years offer a new challenge to people seeking employment. The labour force will
need to be adaptable and to have general skills which will form the basis for retraining with more specific
task-oriented skills, a basis provided by Geography.
Finally, you will, by choosing this subject, be involved in a forward looking, dynamic, large and welcoming
department.
Greek
K Playfair MA
S Griffiths MA
S A Kettley MA
S Ward MA
Why Greek?
It's not all about dusty textbooks: studying Classical Greek at A-level promotes intellectual rigour and
cultural sensitivity towards our social, literary and historical beginnings. As in Latin, A-level Classical
Greek involves a focus on translation skills and an increased appreciation of influential texts within
their contexts. Such texts, concerning grief, deception, fate and personal enlightenment arguably
shaped the subsequent 2,000 years of Western literature. We find that the majority of our A-level
Hellenists also take Latin at A-level, but as part of Norwich School Sixth Form, you can choose either
Classical Greek, or Latin, or both.
What will I read?
You will choose Classical Greek at A Level, if you have relished and succeeded in the challenge of
GCSE. With an excellent level of linguistic competency in the language, you will study a wide variety
of texts, responding personally to the characterisations and themes found in original Greek texts and
considering the social, literary and historical contexts of these seminal pieces of literature. You will
also have the opportunity to draw on material that is beyond that which you read in the original
language.
In the original Greek, in Homer’s Odyssey IX and X, you will read the account of Odysseus’ journey
home from Troy, during which he and his men encounter the intoxicating fruit of the Lotus Eaters, a
cannibalistic welcome from both Polyphemus and the Laestrygonians, and the seductive charms of
Circe. You will explore Sophocles’ Antigone, where the eponymous heroine challenges the King of
Thebes for the right to bury her brother, in a play which raises the issues of gender, law and morality
and leaves few characters unharmed. Alongside such tragedy, you might read Aristophanes’
Archanians, an example of the other form of Greek theatre, an ancient comedy, in which you will
discover one man’s absurd and satirical attempt to broker a private peace treaty with the Spartans,
during the Peloponnesian War. You will also study the Peloponnesian War, as recorded, perhaps
more traditionally and less caustically, in the historical writings of Thucydides, himself a participant
in the war and considered by many as “the greatest historian that ever lived.” Two accounts of the
trial and death of Socrates will complete your A-level course, Plato’s Apology, a dramatization of the
momentous events of 399 BC and an oratorical defence of Socratic life, and Xenophon’s Memorabilia,
in which the many benefits that Socrates brought to his family, friends and Athenian are related.
How is it examined?
You will prepare for four papers, all of which you will take at the end of the two year course. Two
papers focus on translation and comprehension skills: you will translate a passage of unseen prose,
and a passage of unseen verse, into English, and answer some comprehension and grammar
questions on a further passage, or translate a passage of English into the ancient language. The other
two papers will concern your prose and verse texts: in each paper, you will answer comprehension
and analysis questions on your texts, and write an essay that places your texts in a wider literary or
historical context.
Greek
Current details of the Specification
OCR Level 3 Advanced GCE in Classical Greek (H444)
Paper 1
Unseen Translation
100 marks
1 hour 45 minute paper
Written paper
33% of total A level
Paper 3
Prose Literature
75 marks
2 hour paper
Written paper
25% of total A level
Paper 2
Prose Composition or Comprehension
50 marks
1 hour 15 minute paper
Written paper
17% of total A level
Paper 4
Verse Literature
75 marks
2 hour paper
Written paper
25% of total A level
Beyond A level
Traditionally, this subject attracts pupils of the highest academic calibre. Classical languages are
extremely highly regarded and sought after by universities and employers alike. They combine well
with all arts and science subjects. As well as Classics degrees, there are many university courses
available that include combinations of Classical Greek with other subjects including History,
Philosophy, a modern foreign language, English and Maths. The transferable skills acquired in
studying a classical language can lead to many careers, in law, consultancy, and work in the Home
and Foreign Office. However, as well as for their intellectual qualities, students of Classical Greek are
valued and admired for the enthusiasm and enjoyment they invariably display not only for this
subject but all things academic.
History
A E W Grant BA MA
A P Curtis BA
F L Ellington BA
D N Farr BA PhD FRHS
C Hooper BA
T M Newstead BA
N M Plater MA
Introduction
In the interconnected world in which we live, it has never been more important for individuals to
have an understanding of humanity in all its bewildering complexity, and an empathy for people and
cultures different from our own. The study of the past introduces you to the sheer variety of human
experience and also gives you essential skills for your own future.
At A-level we particularly seek to encourage students to develop their capacity for critical analysis
and to consider political, economic, social and cultural aspects of the past. History demands of those
who study it a willingness to read widely, to train in the rigorous and critical assessment of evidence
and interpretations, and to develop a sympathetic and imaginative approach to the wide range of
recurrent human problems.
Specification
We now follow the new AQA specification which is a linear course. Students study two components
in parallel: a breadth study on early modern Britain, and a depth study on modern European history.
We currently offer two courses at Norwich and students can express a preference, subject to
timetabling constraints:
Course 1: Power, Ideology and Conflict:
 Early Modern British Breadth Study: The Tudors, 1485-1603
This unit considers the creation of the modern English state under the House of Tudor. From
the shaky establishment of the Tudor dynasty by Henry VII after the Battle of Bosworth,
through the eventful reigns of Henry VIII, Edward VI, ‘Bloody’ Mary I and finally the ‘golden
age’ of Elizabethan England. We look at the religious turmoil that England experienced
during the Reformation, the political machinations and rebellions in every reign, the foreign
policy entanglements including the Spanish Armada, as well as the wider social, economic
and cultural developments of the period.
 Modern European Depth Study: Italy and Fascism, 1900-1945
This unit focuses on the development of modern Italy. We look at the weaknesses and
volatile politics of the liberal period at the turn of the 20th Century, followed by Italy’s
harrowing experiences during the First World War. We then consider the rise of Mussolini
and the formation of the fascist state before finishing with a focus on Italy’s involvement in
the Second World War and the collapse of Mussolini’s regime.
History
Course 2: Revolution and Tyranny:
 Early Modern British Breadth Study: Stuart Britain and the Crisis of Monarchy, 16031702
This unit considers the turbulent history of Britain during the 17 th Century and the
development of our modern social and political history. We begin with a study of James I and
the foundation of the Stuart dynasty before focusing on the reign of Charles I and the slide
into civil war in the 1740s. The execution of the king and the religious and political upheaval
of the Protectorate are analysed, followed by a consideration of the restored monarchy under
Charles II. We finish with a study of the Glorious Revolution of 1688 and the establishment of
constitutional government under William and Mary.
 Modern European Depth Study: Russia and the Soviet Union, 1917-1953
This unit focuses on the extraordinary experiences of modern Russia. Beginning with the
downfall of the Tsarist regime and the two revolutions of 1917, we consider the creation of
the world’s first communist state and the descent into tyranny under Lenin and his
successor, Joseph Stalin. We look at the catastrophic economic reforms of the 1930s and the
development of a culture of Terror, before finishing with a look at the USSR’s experiences in
the Second World War and the country’s emergence as a Cold War superpower.
For both courses, all pupils complete a coursework essay of c.3,000 words for which they receive
supervision from their teacher. This essay will analyse a development or theme over a one hundred
year period and pupils can choose between either the development of civil rights in the USA or
witchcraft and the witch craze in early modern Europe
Written work is focused on essays, and analysis of primary evidence and historiography. This
mirrors the methods of assessment to be faced. Examination will be at the end of the Upper Sixth.
Beyond A level
Many Norwich pupils choose to study History at undergraduate level and, in recent years, the
department has helped many pupils to go on to study the subject at Oxford, Cambridge and other
leading Russell Group universities.
Any historian has acquired a range of skills attractive to employers: the ability to work
independently; to evaluate and synthesise large amounts of information; to discriminate and to
present arguments clearly and persuasively, both verbally and on paper. Historians are well sought
after by employers and have no difficulty in getting good jobs in a wide range of occupations – in
journalism, broadcasting and the arts, politics and the law, education and research, the diplomatic
and civil services, public administration, business and finance and a wide range of other careers.
Latin
K Playfair MA
A Boyt BA
S A Kettley MA
S D A Griffiths MA
S Ward MA
Why Latin?
It's not all about chanting noun and verb endings: studying Latin at A-level involves enthralling
history, intricate literature and subversive philosophical and political views. It is an intellectually
rigorous enterprise that, through a wide variety of literature, opens up opportunities for enquiry and
enlightenment. Such seminal works consider issues that remain pertinent to a young person of the
21st century: the scourge of corruption in politics, the failure of those in power, the grief and pain
associated with death, the ups and downs of romantic and sexual escapades.
What will I study?
You will choose Latin at A Level, if you have relished and succeeded in the challenge of GCSE. With an
excellent level of linguistic competency in the language, you will study a wide variety of texts,
responding personally to the characterisations and themes found in original Latin texts and
considering the social, literary and historical contexts of these seminal pieces of literature. You will
also have the opportunity to draw on material that is beyond that which you read in the original
language.
You will read a defence speech (Pro Milone) made by Cicero on behalf of a friend, who was accused of
the violent murder of a political enemy. Although Cicero admits his friend’s involvement in the death,
he argues that the killing was committed lawfully, as an act of desperate self-defence. Alongside such
rhetoric, you will also consider the implications of a historian’s literary and political agenda, in
Tacitus’ account of a rebellion amongst the soldiers, during the principate of the emperor Tiberius.
Even with his claim to write objectively, Tacitus, in Annals I, seems sharply critical of Tiberius’
response to events in Germany. In contrast to these prose texts, a study of Virgil’s Aeneid VIII will
reveal Aeneas’ visit to Pallanteum, the future site of Rome, the story of a dramatic duel between
Hercules and Cacus, and the presentation to Aeneas of a great shield, which glorified Augustus’
achievements in its extensive decoration. Upon commencing his battles in Italy, you will learn from
Aeneid X how Aeneas suffers the tragic death of Pallas, before commencing a vengeful killing spree,
and then question whether such behaviour is appropriate for the legendary ancestor of Augustus. In
conjunction with these epic tales, you might have the opportunity to study more “romantic” writing,
including the betrayal and despair felt by Hypsiplye and Ariadne, upon their abandonment by Jason
and Theseus respectively, as imagined by Ovid, and the opening poem of each of the series of elegies
written by Propertius, Tibullus and Ovid, three poets writing ostensibly within the very same genre,
but with very different approaches.
How is it examined?
You will prepare for four papers, all of which you will take at the end of the two year course. Two
papers focus on translation and comprehension skills: you will translate a passage of unseen prose,
and a passage of unseen verse, into English, and answer some comprehension and grammar
questions on a further passage, or translate a passage of English into the ancient language. The other
two papers will concern your prose and verse texts: in each paper, you will answer comprehension
and analysis questions on your texts, and write an essay that places your texts in a wider literary or
historical context.
Latin
Current details of the Specification
OCR Level 3 Advanced GCE in Latin (H443)
Paper 1
Unseen Translation
100 marks
1 hour 45 minute paper
Written paper
33% of total A level
Paper 3
Prose Literature
75 marks
2 hour paper
Written paper
25% of total A level
Paper 2
Prose Composition or Comprehension
50 marks
1 hour 15 minute paper
Written paper
17% of total A level
Paper 4
Verse Literature
75 marks
2 hour paper
Written paper
25% of total A level
Beyond A level
Traditionally, this subject attracts pupils of the highest academic calibre. Classical languages are
extremely highly regarded and sought after by universities and employers alike. They combine well
with all arts and science subjects. As well as Classics degrees, there are many university courses
available that include combinations of Latin with other subjects including History, Philosophy, a
modern foreign language, English and Maths. The transferable skills acquired in studying a classical
language can lead to many careers, in law, consultancy, and work in the Home and Foreign Office.
However, as well as for their intellectual qualities, students of Latin are valued and admired for the
enthusiasm and enjoyment they invariably display not only for this subject but all things academic.
Mathematics
J M Ashton BSc MSc
Simon Kirby BSc PhD
T D Berwick BSc
G J Joel BSc
R W Peters BA
J Hudson MMath
N J Hill BSc
B W Mack BSc
G Richardson BSc PhD
E L Stone BSc
S Taylor MSc
Introduction
Studying Mathematics at A level offers a challenging and stimulating course which provides a sound
basis for those intending to follow a mathematical subject at university, but it also complements
other subjects, particularly the sciences, including Geography and Economics. Some students
successfully combine Mathematics with Arts subjects. In fact, the mathematicians in the present
Sixth Form between them study almost every other subject available.
Specification
The course aims to develop mathematical knowledge and associated oral, written and practical skills.
It also sets out to improve skills of logical reasoning, generalisation, proving, and mathematical
modelling, all of which are important in communicating mathematically to relate the "real world" to
the theoretical side of the subject and vice versa. The course encourages students to take increasing
responsibility for their own learning and mathematical development and it seeks to deepen the
understanding of the interdependence of the different branches of mathematics and the wider role of
mathematics in its practical, aesthetic, creative and recreational aspects.
Although graphics calculators and computer software are available for use, there will still be a
requirement for traditional methods of reasoning and analysis. Mathematicians will always be called
upon to think for themselves.
The topics covered at A level build on those familiar to the GCSE student. Algebra, geometry,
trigonometry, statistics and probability are all developed further, and there are new areas for study
in differential and integral calculus, logarithms and exponentials, methods of proof, and
mathematical modelling particularly in the contexts of mechanics and probability. Fluency in the
basic techniques of algebra, arithmetic and trigonometry is assumed from the beginning of the
course.
Examination
The AS course combines Pure and Applied Mathematics in three modules. Those going on to A2
develop their Pure Mathematics further, with an additional paper in another Applied Module. There
are no coursework components for an AS/A2 qualification in Mathematics; this is often seen as a real
advantage when considering different combinations of subjects.
Beyond A level
An A level in Mathematics is welcomed as an entry qualification for almost all university courses. It
is recommended or required for many, including mathematics, engineering, a wide range of sciences,
computing, statistics, economics, accountancy and business studies.
Mathematics is an asset in careers as diverse as accountancy, architecture, banking, insurance,
education, engineering, operations research, management, computing, statistical research and data
processing. Graduates with good degrees in Mathematics are in a strong position in the employment
market, with one of the best records among university leavers.
Further Mathematics
Introduction
Further Mathematics is a full A level which takes the subject well beyond the bounds of the single
Mathematics course. It appears as a separate subject on a GCE certificate and it counts as such for
UCAS offers. Further Mathematics can be taken with Mathematics and one other subject as a three
subject A level course, or with Mathematics and two other subjects as part of a four A level course.
Specification
The course broadens the scope of the single Mathematics specification, and it both develops some of
the topics covered already and introduces new ones. The course is intended for those who enjoy and
have a proven ability in Mathematics. Prospective students should discuss with their GCSE
mathematics teacher whether Further Mathematics would be a suitable option. Some consideration
needs to be given to the workload if Mathematics and Further Mathematics forms part of a four A
level course.
The skills developed in Further Mathematics are similar to those in Mathematics, but the depth of
understanding, reasoning ability, modelling techniques and study of abstract concepts is demanding.
It is essential that Further Mathematics candidates have achieved above 90% at GCSE. If they have
studied Additional Mathematics, an A grade is expected. If they have studied Further Mathematics
GCSE, an A* grade is expected.
The Further Mathematics students are usually taught as a distinct group by three members of staff,
and the whole of the Mathematics AS and A2 specification is taught during the Lower Sixth year.
Further Mathematics AS and A2 is taught in the Upper Sixth year. As the demands for the course are
considerable there will be preparatory work to be completed after GCSEs and before entry to the
Lower Sixth.
Beyond A level
If you enjoy Mathematics, and intend to follow a mathematically based course at university, then you
should at least consider Further Mathematics as an option. It is highly regarded by universities and
those who study it are in a strong position when they apply, particularly for mathematical,
engineering and scientific subjects: this is especially true for entrance to Oxford and Cambridge
Colleges.
Modern Languages
L Parkhouse MA (French)
V L Fincham MA (German)
N C Robinson BA (Spanish)
M D Barber BA
C L Barber BA
R H Bedford-Payne BA
W H J Croston BA
A P Curtis BA
S Garrido BA
C Gilham BA
J Mason BA
J Nagel BA
K H Smith BA
Specification
In an age of unprecedented global economic and scientific activity, employers are increasingly
looking to gauge the level of internationalism of applicants. Research shows that the majority of
school leavers with A levels will work for international companies; however, the number of skilled
linguists in the UK has declined dramatically in recent years. This means that applicants with these
skills are often at an advantage compared to those who do not. Across a range of sectors, there is an
increasing need for employees who are fluent in different languages and familiar with cultures of
countries other than their own.
We offer French, German and Spanish in the Sixth Form at AS and A2 levels. It goes without saying
that linguistic flair and a genuine interest in the language and the country concerned are essential for
success at this level: an A grade or higher at IGCSE or GCSE is a useful starting point. The 7-period
allocation (8 periods for A2) will be divided between two teachers. In addition, you will have an oral
lesson with a Language Assistant, a native speaker. Using a range of authentic foreign-language
materials from a variety of sources, you will build upon the language skills you have acquired before
the 6th Form, so that you will be able to understand challenging texts and discuss a range of topics
with real fluency in both speech and writing. Those who follow the A2 course will also study cultural
topics relating to the country or countries in which their chosen language is spoken, such as
literature, film, or art.
Exchanges and study visits
Great importance is placed on staying in the foreign country, and all students are strongly urged to
participate in an exchange or some form of study abroad. These experiences give students the
opportunity to immerse themselves in the life and culture of the country. The French and German
Departments run successful and long-established exchanges with schools in Perpignan and
Liechtenstein, and the Spanish Department has organised study visits to Andalucia and Barcelona.
Modern Languages
Specification
All departments teach the AQA syllabus which is exam-based; there is no coursework element.
At AS level, candidates take two units: a speaking test, which includes a stimulus card, a discussion
on a topic chosen by the candidate and further questions on the two remaining topics, and a
listening, reading and writing paper. The subject areas for the examination are:




Family and Relationships (marriage/partnerships, friendships and relationships etc.)
Healthy Living/Lifestyle (leisure activities, holidays, sport, importance of exercise and wellbeing etc.)
Popular Culture (aspects of cultural life, such as music, cinema and fashion etc.)
Media (television, advertising, communication & ICT developments, influence of various
media, etc.)
At A2, candidates take a further two units: a speaking test and a unit testing listening, reading and
writing skills. For A2, materials are taken from the following subject areas:




Society (integration and exclusion, law and order, unemployment, etc.)
Environment (reducing individual energy impact, energy management, pollution,
conservation, etc.)
Science and technology (medical progress, ethics, innovations, impacts on lifestyles, etc.)
Culture (literature and the arts, heritage and history, etc).
Beyond A level
Languages A Levels are respected by university admissions tutors as an academically challenging
option. At university, the study of one or more languages can be successfully combined with a wide
variety of subject choices. International management, marketing and sales, research, engineering,
education, law, journalism and broadcasting are all professions where the ability to communicate in
foreign languages will be a tremendous asset.
Music
A E Weeks BA (Hons)
R P Allain BMus FTCL
M P Smith BA (Hons)
J Stamp BMus FRCO
D Dunnett BA FRCO
Introduction
Music is constantly evolving; inspiring creativity and expression in a way that many other subjects
can’t do. The excellent publication by the Cultural Learning Alliance in 2011 found that “Learning
through arts and culture improves attainment in all subjects” and that the “employability of students
who study arts subjects is higher and they are more likely to stay in employment.” Studying music is
a demanding discipline yet offers a rich and robust learning experience, whilst absorbing the history
of one of the highest forms of human expression.
What will the course offer me?
 The opportunity to improve your appreciation of a wide range of music.
 A focus for performance at a high level improving technique, expression and exploring a
variety of repertoire.
 A greater insight into composing – either of an original nature (Free Composition), or based
on earlier compositional procedures (Musical Techniques).
What do I need to study it?
A high pass at GCSE Music is expected; however, it is nevertheless possible to study the subject
without it, and the following are indicators or basic starting requirements:
 a good instrumental facility (ideally at about Grade 6 standard);
 good aural perception (e.g. good pitching skills and a growing ability to relate music that you hear
to the written notation);
 ideally some keyboard facility (to about Grade 5 standard);
 competent notation skills (a working knowledge of Grade 5 theory is essential);
 strong written skills with the ability to construct an argument from given musical/historical
evidence.
The new demands within the course are introduced gradually, and for those who are interested in
furthering their appreciation of music through performance, theoretical study and historical
analysis, it can be both challenging and stimulating.
Beyond A level
This course is not only suitable for those wishing to read for a music degree, but it is also appropriate
for strong musicians wishing to pursue their interest in the subject. It contrasts well with many
other A level subjects, and in past years has been chosen by those studying the complete range of A
level subjects. This specification provides a sound preparation for the study of music at higher
education, as well as providing opportunities to develop strengths and interests leading to musicrelated careers as well as others. For example, it encourages students to develop a wide range of
transferable skills such as critical thinking, research, communication, innovation, enthusiasm and
team-work that are desirable by further education course providers and employers alike.
Music
A-Level
Listening and historical study:
Compostional techniques:
Performing:
40% of A-Level
25% of A-Level
35 % of A-Level
o
Listening (externally assessed)
Exam paper with listening and written questions using excerpts of music.
o
Historical Study (externally assessed)
Exam paper with analysis tasks and essay questions.
Area of Study 1: Western Classical Tradition 1650-1910
 Baroque: the solo concerto
 Classical: the operas of Mozart
 Romantic: the piano music of Chopin, Brahms and Grieg.
Pupils will also study two areas of study from the following:
 Music for media, Music for theatre, Jazz, Contemporary traditional music or Art music since
1910.
o
Composing (externally assessed)
Pupils will write to a brief where their musical techniques are based on Bach Chorale
compositions. Pupils will be asked to write a compositional log, as well as writing a free
composition based on a choice of briefs.
NB: Candidates offered maximum of approx. 20 hours, supervised at school, to complete
compositions.
o
Performing (externally assessed)
Performance includes a combination of instumental/vocal solo or ensemble recital
comprising two or more contrasting pieces lasting between 10 and 12 minutes. The standard
is Grade 6-8, but demand for accuracy is far higher than ABRSM as the performances are
marked within the score.
* Under the new system, music will be studied over a period of two academic years and pupils will be
assessed in their second year of study. The specification attached can be subject to change.
Philosophy
M Mulligan BA MPhil
P R Staufenberg MA
Dr AN Speca
Introduction
Ever wondered what is the meaning of Life? Perhaps our life sentence on this world is not a
grammatical sentence and so carries no "meaning" after all? Philosophy does not have all the
answers, but it does have the best questions. Philosophy invites you to solve the riddle of the world
through pure reason. It invites you to test your assumptions and beliefs about EVERYTHING: How
do I know I exist? Is the colour yellow real? How do I determine what's right and wrong, what's
yours and mine? Is mathematical thinking possible without mathematical symbol? Does the school,
the media, literature and language produce people in the same manner as factories produce
chocolate bars or washing machines?
Philosophy is a liberating subject to study. If you want to think freely, if you want your mind to be
supple rather than dogmatic, then this is the subject for you. Where did you get all your beliefs from
anyway? What caused you to believe them?
Tom believes he is a teapot because he was hypnotised during a stage act. Anne believes in fairies
because she is mentally ill. Geoff believes in alien abduction because he was indoctrinated by the
Blue Meanie cult. Have you been indoctrinated? Are you mentally ill? And how can you tell?
Philosophy does not teach you what to think, philosophy teachers you how to think, and because of
this it is a perfect complement to any other subject at A level.
What is the Meaning of Life?
There is one fairly standard reason why some philosophers regard the "meaning-of-life" question as
being itself meaningless. This is the case that meaning is a matter of language, not objects. It is a
question of the way we talk about things, not a feature of things themselves, like texture, weight, or
colour. A cabbage or a cardiograph is not meaningful in itself; it becomes so only by being caught up
in our conversation. On this theory, we can make life meaningful by our talk about it; but it cannot
have a meaning in itself, any more than a cloud can. It would not make sense, for example, to speak
of a cloud as being either true or false. Rather, truth and falsehood are functions of our human
propositions about clouds.
Specification
AS Philosophy
Section A: Epistemology
AS: Epistemology
Perception: What are the immediate
objects of perception?
• the argument from illusion
• the argument from perceptual variation
• the argument from hallucination (the
• the time-lag argument.
Indirect realism: the immediate objects of perception
are mind-dependent objects that are caused by and
represent the world.
• it leads to scepticism about the ‘existence’ of the
external world (attacking ‘realism’)
The definition of knowledge: What is propositional
knowledge?
The origin of concepts and the nature of knowledge:
where do ideas/concepts and knowledge come from?
Concept empiricism: all concepts are derived from
3 hour written examination
Section B: Philosophy of Religion
AS: Philosophy of Religion
The concept of God: God as omniscient, omnipotent,
supremely good, and either timeless (eternal) or
within time (everlasting) and the meaning(s) of these
divine attributes.
Issues with claiming that God has these attributes,
either singly or in combination.
Arguments relating to the existence of God
Ontological arguments, including those formulated
by:
• Anselm
• Descartes
The argument from design: arguments from purpose
and regularity, including those formulated by:
• Paley
• Swinburne.
The problem of evil: how to reconcile God’s
experience (tabula rasa, impressions and ideas,
simple and complex concepts).
Issues, including:
• Descartes’ concept innatism (rationalism): there are
at least some innate concepts
Locke’s arguments against innatism
• knowledge innatism (rationalism): there is at least
some innate a priori knowledge (arguments from
Plato and Leibniz)
Excerpts from the following texts
Berkeley, G (1713), Three Dialogues Between Hylas
and Philonous
Descartes, R (1641), Meditations on First Philosophy,
Hume, D (1748), An Enquiry Concerning Human
Understanding,
Leibniz, G (1705), New Essays on Human
Understanding,
Locke, J (1690), An Essay Concerning Human
Understanding,
Plato, Meno
Russell, B (1912), The Problems of Philosophy.
omnipotence, omniscience and supreme goodness
with the existence of physical/ moral evil.
Responses to the issue including:
• the Free Will Defence
• soul-making (Hick).
Religious language
• logical positivism: verification principle and
verification/falsification (Ayer)
A2 Philosophy
A2: Ethics
3 hour written examination
A2: Philosophy of Mind
Ethical theories: How do we decide what it is
morally right to do?
Utilitarianism: the maximisation of utility, including:
• the question of what is meant by ‘pleasure’,
including Mill’s higher and lower pleasures
• how this might be calculated, including Bentham’s
utility calculus
• individual liberty/rights
• problems with calculation
• the possible value of certain motives
Kantian deontological ethics: what maxims can be
universalised without contradiction, including:
• the categorical and hypothetical imperatives
Aristotle’s virtue ethics: the development of a good
character, including:
• ‘the good’: pleasure; the function argument and
eudaimonia
• the role of education/habituation in developing a
moral character
• voluntary and involuntary actions and moral
responsibility
• the doctrine of the mean and Aristotle’s account of
vices and virtues.
Ethical language: What is the status of ethical
language?
Cognitivism: ethical language makes claims about
reality which are true or false (fact-stating)
• moral realism: ethical language makes claims about
mind-independent reality that are true
Excerpts from the following texts
Aristotle, Nicomachean Ethics,
Ayer, AJ (1946), Language, Truth and Logic
Hare, RM (1952), The Language of Morals,
Hume, D (1739–40), Treatise of Human Nature,
Kant, I (1785) Foundations of the Metaphysics of
Morals
Mill, JS (1863), Utilitarianism
Moore, GE (1903), Principia Ethica,
The mind–body problem: What is the relationship
between the mental and the physical?
Dualism: the mind is distinct from the physical
The ‘philosophical zombies’ argument for property
dualism: the logical possibility of a physical duplicate
of this world but without consciousness/qualia.
Issues, including:
• a ‘zombie’ world is not conceivable
• what is conceivable is not possible
• what is logically possible tells us
nothing about reality.
Qualia as introspectively accessible
subjective/phenomenal features of mental states (the
properties of ‘what it is like’ to undergo the mental
state in question) – for many qualia would be defined
as the intrinsic/non-representational properties of
mental states. The problem of other minds for
dualism:
• some forms of dualism make it impossible to know
other minds
• threat of solipsism.
• Response: the argument from analogy (eg Mill).
Materialism: the mind is not distinct from the
physical.
Logical/analytical behaviourism: all statements
about mental states can be analytically reduced
without loss of meaning to statements about
behaviour.
Excerpts from the following texts
Anselm, Proslogium,
Aquinas, T Summa Theologica,
Ayer, AJ (1946), Language, Truth and Logic
Descartes, R (1641), Meditations on First Philosophy
Hume, D (1779), Dialogues Concerning Natural
Religion,
Kant, I (1781), Critique of Pure Reason,
Mackie, JL (1955), ‘Evil and Omnipotence’,
Paley, W (1802/2008), Natural Theology,
Plato, Euthyphro
Excerpts from the following texts
Chalmers, D (2003), ‘Consciousness and its place in
nature’
Churchland, PM (1981), ‘Eliminative Materialism and
the Propositional Attitudes’, Journal of
Descartes, R (1641), Meditations on First Philosophy,
Jackson, F (1982), ‘Epiphenomenal Qualia’, Jackson, F
(1998), ‘Postscript on Qualia’
Physics
M Venables MA PhD CPhys
E Hodgson BSc
T J Hill BSc
M E Ling BSc
M Ramshaw BSc
S F Grant MA
P Todd MA
M Gooch (Technician)
Introduction
We aim to inspire and to prepare students for life in the 21st century. To do this, we follow OCR
Physics A.
The Lower Sixth course appeals to both the committed scientist and to those who require a broader
post-16 curriculum. At the end of the course, candidates will know more of what Physics is about
and its place in the world. The A2 course leads to a qualification which enables candidates to go on
to degree level studies at university, particularly Physics or Engineering. At the same time, it
provides an interesting and stimulating experience for the candidates. To get the most out of the
course, you should be expecting an A* grade at Double Award Science GCSE, or an A or A* grade at
Triple Award Physics.
Mathematics at AS or A2 level is not required to follow Physics in the Sixth Form, but is essential for
those considering Physics or Engineering at university. There is, of course, some mathematical
content at this stage, which requires students to have functional knowledge of their GCSE course
material, which is monitored at regular intervals.
Throughout the year, there are further opportunities to:
 ignite the imagination
 develop relevant practical and data-handling skills;
 increase understanding of the part that mathematics plays in Physics;
 place Physics in a social or historical context and argue about the issues that arise;
 be rewarded for initiative and interest in learning outside normal lessons.
The Physics department has an advanced section on the Norwich School Virtual Learning
Environment (VLE), which can be found at http://vle.norwich-school.org.uk . Many of our resources,
such as notes, experimental details, simulations, videos, past papers, mark schemes, examiners’
reports and exemplar answers are all readily available on demand.
Specification
Lower Sixth
Lower Sixth Physics consists of two examined units which covers the first four modules described
below:
Module 1: Development of Practical Skills. The learners will develop their skills of planning and
implementing experiments, as well as their skills of analysis and evaluation.
Physics
Module 2: Foundations of Physics. This module includes such topics as physical quantities and units.
Module 3: Forces and Motion. The learners will study linear motion, forces, materials and Newton’s
Laws of Motion and momentum.
Module 4: Electrons, Waves and Photons. Learners will study charge and current, energy and
resistance, electrical circuits, waves and quantum physics.
Upper Sixth
There are three A2 examination modules in Upper Sixth. All new specifications have the ‘A Level
Practical Endorsement’, which is not reported as part of the A2 grade. It is reported as a pass/fail in
conjunction with the A2 grade.
The three examination papers include content from the 4 AS modules in Lower Six but also include
content from two, further modules.
Module 5: Newtonian World and Astrophysics. In this module, learners would study thermal physics,
circular motion, oscillations, gravitational fields and astrophysics
Module 6: Particles and Medical Physics. In the final module, learners would study capacitors, electric
fields, electromagnetism, nuclear and particle physics and medical imaging.
Beyond A level
A2 level Physics opens many doors at university and beyond. Physics students go on to follow a
broad range of degrees, not only in the Physical Sciences, engineering and medical courses, but also
such courses as law and accountancy, where numerical and problem-solving skills are highly
regarded. Details of related degree courses are readily available in the Science Sixth Form Common
Area. Entry requirements and suitable courses for individual needs can be obtained from the Head
of Department.
Politics
D P Bateman BSc
T J Watts LLB
Introduction
Politics is an exciting subject. It offers students special attractions. It is a subject you digest with
your breakfast. Each morning its complex canvas unfolds with the daily papers and broadcast news;
by evening news details have been painted in and the scene subtly, sometimes dramatically, changed.
It is much more than simply a study of the Prime Minister and the House of Commons. Politics is
unpredictable, dynamic, it affects us, it is about us. In one sense the canvas is us: a projection of
ourselves and our aspirations, a measure of our ability to live together. Politics is arguably one of the
most important focuses of study on the human condition.
Content
Whenever two or more people exist together, there is a political element. We all know that there are
international, national, city, school and family politics, and we talk about someone being a "political
animal". However, many appear to think that, for instance, British politics is "to do with the Prime
Minister and the House of Commons". Actually, the subject of Politics is one of the oldest subjects
ever studied, simply because it has always been around us.
Specification
Politics is offered at Norwich School as an AS level and at A2. The examining board is AQA.
This course consists of four themes – representation, decision making, power and political ideas –
and it outlines the major political institutions, processes, relationships, ideologies, values and
concepts to be studied at local, national and European levels. the main focus of the course is on the
UK at AS and at A2, the USA (although all students are required to undertake some comparative
study of aspects of other political systems in order to ensure an understanding of the distinctive
feature of UK government and politics).
Concepts such as power, authority, freedom, democracy, representation, equality, toleration, class,
accountability, rights, responsibilities and citizenship, processes such as policy initiation and
implementation and tradition such as liberalism, conservatism, social reform and Marxism are
relevant to many sections of the subject content and students should be familiar with them and their
application. Students are expected to inform themselves of contemporary political events, issues and
developments in the political system by using newspapers, weekly news journals and news and
current affairs programmes and relating the information they gain from these sources to the
framework they acquire in their more formal studies. It is particularly important that the students
should illustrate their work with examples from such sources as well as with examples from
textbooks or other study materials.
Politics
Examination
The Advanced level examination is in two parts:
AS 50% of the total award (or as a final qualification, allowing candidates to broaden their studies in
the Sixth Form);
A2 50% of the total award.
Each examination is one and a half hours in length.
Most AS and A2 courses will be modular. The AS will comprise two teaching and learning units and
the A2 will comprise a further two teaching and learning units. Each teaching and learning unit will
normally be assessed through an associated assessment unit. For example:
Unit 1 (AS)
Unit 2 (AS)
Unit 3 (A2)
Unit 4 (A2)
People, Politics and Participation
Governing Modern Britain
The Politics of the US
The Government of the US.
In all units there will be a need to discuss the relevant political system, showing an appreciation of
the nature of politics and political ideas. Throughout the course the study of political institutions is
fundamental, but is is pursued in conjunction with political processes.
Beyond A level
Politics is one of the Social Sciences and can be fruitfully studied with Economics or other Arts-based
subjects, such as English, history, Classical Civilisation or Religious Studies. However, some students
have found that it is a good partner for those who are more science-orientated but have no great
desire or need to do a third science.
Religious Studies
C Anderson BA
C G Shannon MA
P R Staufenberg MA
Introduction
The exploration of Religious Studies at Sixth Form level remains oriented towards Philosophy of
Religion, reflecting a national trend in the development of this subject. Students are taught to
examine critically proofs for God's existence and to develop an understanding of the relationship
between science and religion.
There is no coursework over the two years of this course. Prospective students must therefore be
prepared to read around the subject and have the ability to organise their time well, in order to keep
up with the demands of the written work which will be set on a weekly basis.
This course would suit any student with an open, enquiring mind who wants to engage in depth with
the issues, who enjoys critical analysis and who is prepared to enter into spirited classroom
discussion based upon their wider reading.
Specification
The Religious Studies Department is continuing with AQA for the new AS/A2 course (further details
can be found at www.aqa.org.uk). Four units are taken across two years, two for AS and two for A2.
In each of the units, homework will be set which will be designed to test comprehension but which
will increasingly reflect examination-style assessment.
It is not necessary to have studied GCSE Religious Studies in order to follow this course, though it
would be helpful.
There are two assessment objectives which test two areas: the content of each unit (AO1) and
interpretation and evaluation of content (AO2).
AS: the Lower Sixth
Unit C: (RSS03)
1
The Cosmological Argument
2
Religious Experience
3
Psychology and Religion
Unit D: Religion, Philosophy and Science (RSS04)
1
Miracles
2
Creation (Religious and Scientific views; some overlap with 3 above)
3
The Design Argument.
AS Examination
Candidates will sit a one and a quarter of an hour paper in each of the above two units. They will
answer two essay questions from a choice of four in each paper. Each unit is worth 90 marks.
Religious Studies
A2: the Upper Sixth
Unit 3B: Philosophy of Religion (RST3B)
1
Ontological Argument and Reason versus Faith
2
Religious Language (problems with verifying religious claims)
3
Body, Soul and Personal Identity
4
The Problem of Evil.
Unit 4: Religion and Human Experience (RST4A)
Topic 3: Religious Experience.
A2 Examination
Candidates will sit a one and a half hour paper in each of the two units. In Unit 3 they will answer
two structured essay questions from a choice of four; in Unit 4 candidates will complete an extended
essay. Unit 3 is worth 100 marks, Unit 4 75 marks.
Beyond A level
The organisational and critical skills developed in this academic course will prepare students for
serious academic study at university level. Although obvious subjects for tertiary study following on
from this course might be Religious Studies, Philosophy or Theology, combination courses can be
studied (e.g. Religious Studies and Music) or courses in related fields (e.g. Anthropology, Psychology,
Sociology). However, as A Level Religious Studies is seen as a subject based on academic rigour, it is
an excellent preparation for a wider range of Humanities subjects. Science students might also enjoy
having Religious Studies as a third A level, rounding out their studies with a critical analysis of some
philosophical and theological issues.
There is an extensive variety of careers available to those with a degree in this or a related subject,
from pastoral and teaching work to careers in media and finance, as the evaluative skills needed in
rigorous analysis are transferable across a range of occupations.
Physical Education/Sports Science
C Norton BSc(Hons)
N Chrisitan BA
R Figgitt BA
T Grieves BA
I M Grisewood BA
Department Mission Statement
Physical Education at Norwich school aims to provide all pupils with the opportunity to develop
physical competence, self -esteem and to value the benefits of exercise and a healthy life style.
Curricular and extra-curricular sport will provide experience of a wide range of activities which will
lead to sport for life.
Specification
The Physical Education Department is planning on continuing with Edexcel for the new A Level
course, with first teaching September 2016 and first examination 2018. Further details can be found
at www.edexcel.com.
Prerequisites
It is not necessary to have studied GCSE Physical Education in order to follow this course, though it
would be helpful.
Qualification Aims and Objectives
● develop theoretical knowledge and understanding of the factors that underpin physical
activity and sport and use this knowledge to improve performance
● understand how physiological and psychological states affect performance
● understand the key socio-cultural factors that influence people’s involvement in physical
activity and sport
● understand the role of technology in physical activity and sport
● refine their ability to perform effectively in physical activity and sport by developing skills
and techniques and selecting and using tactics, strategies and/or compositional ideas
● develop their ability to analyse and evaluate to improve performance
● understand the contribution which physical activity makes to health and fitness
● improve as effective and independent learners and as critical and reflective thinkers with
curious and enquiring minds.
Course Overview
Four units are taken over the two year course:
Component 1: Scientific Principles of Physical Education (9PE0/01)
Written examination: 2 hours and 30 minutes
40% of the qualification
140 marks
Content overview
● Topic 1: Applied anatomy and physiology
● Topic 2: Exercise physiology and applied movement analysis
Component 2: Psychological and Social Principles of Physical Education (9PE0/02)
Written examination: 2 hours
30% of the qualification
100 marks
Content overview
● Topic 3: Skill acquisition
● Topic 4: Sport psychology
● Topic 5: Sport and society
Physical Education/Sports Science
Component 3: Practical Performance (9PE0/03)
Non-examined assessment: internally assessed, externally moderated
15% of the qualification
40 marks
Content overview
● Skills performed in one physical activity as a player/performer
OR
● Skills performed in one physical activity as a coach
Component 4: Performance Analysis and Performance Development Programme (9PE0/04)
Non-examined assessment: internally assessed, externally moderated
15% of the qualification
40 marks
Content overview
● Topic 1: Applied anatomy and physiology
● Topic 2: Exercise physiology and applied movement analysis
● Topic 3: Skill acquisition
● Topic 4: Sport psychology
ICT: Information & Communications Technology
T J Hill BSc (Head of ICT)
S R Banyard (Network Manager)
A J Hamilton (Assistant Network Manager)
J Goodswen (ICT Support)
Introduction
Information and Communications Technology is an integral part of all subjects at Sixth Form level.
Common uses of ICT in lessons range from using the Internet for research to developing interactive
models, and from presenting coursework to datalogging. ICT skills are prerequisites in most forms
of employment and in higher education.
Courses
We do not offer A level courses in ICT or Computing.
Facilities
All areas of the school are fully networked, providing 600 desktop, Mac and laptop computers
around the school dedicated for student use. The main computer room is open from 8am until 4pm
each day, and computers are also widely used by Sixth Formers in departments and locations such as
the library during study periods. A continuous upgrade programme is in operation. There is a large
variety of specialist and subject specific software. Students have secure individual log-ins. Files are
backed-up daily. Fast, filtered Internet access is available at all times, and all students have a school
email address. There is wide provision of network printers, scanners and facilities for digital video
and photography. Virtual desktops can be accessed from home to allow use of school applications
and access to school data.
A Level Combinations
Guidance for choosing your AS/A2 subjects
Your GCSE results and choice of AS/A2 subjects can have an important bearing on your chances of being
offered a place on the tertiary courses to which you apply. In some cases certain combinations of subjects
are preferred; occasionally particular A2 subjects may be essential. The admission requirements vary
between institutions and courses. They can also alter from one year to another. Thus the guidance which
follows is general and you should consult your tutor, relevant Heads of Department and a member of the
Advice Team. Current university prospectuses and reference books are available in the OMR.
University Course Area
Recommended A level subjects
Anthropology, Philosophy, Psychology and
Sociology
Grades matter more than particular subjects. A number
of applicants have had Religious Studies and/or Classical
Civilisation as one of their A levels. Some courses in
Psychology require a science, preferably Biology.
Art & Design
Fine Art, Architecture, History of Art, Industrial Design,
Product Design, Automotive Design
One or more of Art, History of Art, Design and
Technology. A portfolio may be required; an Art
Foundation Year may be required. Mathematics and/or
Physics are recommended for Architecture, Industrial
Design and Product Design. Classical Civilisation has a
substantial Art History element.
Biological Sciences
Agriculture, Biochem., Biology, Botany, Ecology, Envtal
Sci., Forestry, Genetics, Horticulture, Marine Biology,
Phsyiol., Psychology, Soil Sci., Vet. Sci., Zoology
Biology and Chemistry should be taken. Mathematics,
Physics, Geography are helpful and usually preferred.
Business Studies
There is a great variety of courses involving aspects of
business
More general courses may require no particular A levels
but Economics, History, Geography, English, Politics and
Mathematics all provide a good background for business
courses; Modern Languages, too, are useful. Mathematics
is required for some Accountancy/Actuarial courses.
Design & Tech. is useful for marketing/publicity.
Chemical Sciences
Biochemistry, Chemical Engineering, Chemistry,
Pharmacy
Chemistry and at least one other science from
Mathematics, Physics and Biology. Languages can be a
benefit to those studying combined degrees.
Classics
Ancient History, Archaeology, Classical Civilisation, Latin.
There are also many combined courses
Classical Civilisation, Latin and/or Greek are occasionally
needed; GCSE level may suffice. Chemistry is important
for some aspects of Archaeology though not needed for
degree course entry. English, History and Languages can
all be supportive.
Computer Science
Electronic Engineering, Software Engineering
Mathematics and Physics are often required. A level
computing is NOT necessary.
Education
A levels in chosen major subjects.
Engineering
Aeronautical, Chemical, Civil, Electrical, Electronic,
Environmental, Mechanical, Mining, Production,
Architecture, Surveying
Mathematics and Physics are very important. Chemistry
may be needed. Further Mathematics, Design &
Technology are all helpful. For those without an
adequate background in Mathematics and/or Physics, a
Foundation Year can be undertaken. A Language can
prove useful for some combined courses and for those
which offer time abroad.
A Level Combinations
University Course Area
Recommended A level subjects
English
American Studies, Communications, Drama, Media
English and probably at least one more arts subjects. For
Drama, Theatre Studies is helpful but not essential.
Geography
Agriculture, Conservation, Estate Management, Forestry,
Planning, Surveying, Town and Country Planning
For Human Geography: Geography plus any of History,
Politics and Economics. For Physical Geography:
Geography plus any of Mathematics, Physics, Design &
Technology, Biology and Chemistry. A frequent
combination is Geography + Biology + Chemistry.
Classical Civilisation has a large sociology element. An
element of the Modern Language syllabus is
Geographical.
Geological Sciences
Geology, Geophysics, Mineralogy, Mining
At least two sciences from Chemistry, Mathematics,
Biology, Geography and Physics.
History
American Studies, Government, Politics
History and Politics, Economics or English as particular
supportive subjects.
Law
Criminology
The points score matters more than the subject
combination, but History, Politics, Languages, English,
Latin and Classical Civilisation are particularly
supportive.
Material Sciences
Materials Engineering, Materials Science, Metallurgy,
Polymer Science
At least two sciences from Mathematics, Physics and
Chemistry.
Mathematics
Computing, Mathematics, Statistics
Mathematics and at least one of Further Mathematics
and Physics.
Medical Sciences
Bacteriology, Dentistry, Environmental Health, Genetics,
Medicine, Nutrition Food Sci., Optometry, Pharmacy,
Physiology
Chemistry and Biology are extremely important A2
subjects. Physics or Mathematics are helpful A2s but
breadth at AS is valued. Only the Cambridge course
requires 3 Sciences at A level for Medicine.
Modern Languages
European Studies, Combinations with Business, Law,
Engineering, Sciences
The Modern Language: a second Language may be
desirable though a new Language can be started at
university. For European Studies Politics, Economics,
History and Geography are relevant. For combined
courses a Modern Language and the relevant subject
need to be taken. For those starting "exotic" languages
(Arabic, Russian, etc) Latin can be helpful.
Music
Music is required. Grade 8 in an instrument or grade 7 in
two instruments is often a requirement. Keyboard skills
to at least grade 5.
Physical Sciences
Astronomy, Biophysics, Chemical Physics, Electrical
Engineering, Energy Technology, Geophysics, Physics
Mathematics and Physics plus one of Chemistry, Further
Mathematics and Design & Technology.
Theology and Religious Studies
Religious Studies and any other subjects. Classical
Civilisation and Latin both has considerable relevant.
Recent Destinations
Course
Agriculture
Architecture
Architecture
Architecture
Architecture
BA Primary Education
Biochemistry
Biological Sciences
Biomedical Sciences
Biomedical Sciences
Biomedical Sciences
Biomedical Sciences
Business and Management
Business and Management
Chemical Engineering
Civil Engineering
Classical Archaeology
Classical Studies
Classics
Computer Science
Criminology and Psychology
Dentistry
Design
Dev Studies and Chinese
Digital Media/Marketing
Economic History
Economics
Economics
Economics
Economics and Geography
Economics and Politics
Economics
Electronic and Electrical Engineering
English
English and Philosophy
English Literature
English Literature
English Literature
Environment and Ecology
Film & Television Studies
Fine Art
French and Hispanic Studies
Furniture and Product Design
Furniture and Product Design
General Engineering
Geography
Geography
Geography
Geology
History
History
Bi-A, 3DD-A*, Gg-A
AH-A, Gg-B, Ma-D
3DD-A, Hi-B, Phot-A*
3DD-B, Gg-C, Ma-C
Art-B, AH-A, Ma-C
CC-C, Hi-B, Po-B
Bi-B, Ch-B, 3DD-A*
Bi-A*, Ch-A*, Ph-A
Bi-B, Ch-C, En-B
Bi-B, Ch-B, Ma-B
Bi-A*, Ch-A, Gg-A
Bi-B, Ch-A, Ma-A*
Gg-C, Hi-A, Phot-B
3DD-B, En-D, Phot-A
Ma-A*, Ch-A, Ph-B
Ma-A, Ph-B, Po-A
CC-A, En-A, Fr-A
Ch-B, CC-A, Ph-A*
CC-A, Ma-A, Phil-A
Ma-A, FM-A, Ph-A, Ph-B
Art-B, CC-B, En-B
Bi-B, Ch-B, Gg-A
2DD-A, Gg-B, Hi-C
Bi-C, Ch-B, Hi-A
Bi-D, Gg-B, Po-B
Ec-B, Gg-A, Hi-A
Ec-A, Hi-A*, Ma-A
Ec-A*, En-A*, Ma-A*, FM-A*
Ec-A*, Hi-A*, Ma-A*, FM-A*
Ec-A*, Gg-A*, Ma-A
Ec-A*, Hi-A*, Ma-A, Po-A*
Ec-A, Gg-A, Ma-A
Bi-B, Ma-A, Ph-B
En-A*, Fr-A, Hi-A*
Art-B, En-A, Hi-A,
CC-A, En-A, Gg-A*
AH-A, En-A*, Hi-A*
Bi-C, En-A*, Hi-A
Bi-A*, Gg-A, Ma-A
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Art-A*, Fr-A, Hi-A,
Fr-A, La-A, Sp-A*
3DD-A*, Gg-C,
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Ch-B, Ma-A*, FM-A*, Ph-A
Ch-A, 3DD-A, Gg-A
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Gg-C, Po-C, RS-A
Bi-B, Gg-A, Hi-A
En-A, Hi-A, Po-A
2DD-A, Bi-D, Hi-B
University
Newcastle
Birmingham City
Liverpool
Liverpool John Moores
NUA
Roehampton
Nottingham
Durham
Royal Holloway
Southampton
Durham
Durham
Leeds Metropolitan
Oxford Brookes
Leeds
Loughborough
Oxford
Kings
Oxford
Bristol
Royal Holloway
Dundee
Goldsmiths
SOAS
Manchester Met
Edinburgh
Durham
UCL
Cambridge
UCL
Durham
Exeter
Leeds
Cambridge
Sheffield
Durham
Durham
Newcastle
York
Glasgow
Southampton
Nottingham
Nottingham Trent
Nottingham Trent
Durham
Durham
Leeds
Queen Marys
Royal Holloway
Manchester
Kent
History
History
History
History
History
History
History
History and Politics
History of Art
History of Art
Illustration
International Business & Spanish
International Development
International Management
Italian and Classics
Land Economy
Law
Law and Politics (Integrated)
Management
Management and Spanish
Marine Biology (4 years)
Mathematics
Mathematics and Physics
Mathematics and Statistics
Mathematics and Statistics
Mathematics & Statistics
Mathematics/Music
Mechanical Engineering
Mechanical Engineering
Mechanical Engineering
Mechanical Engineering
Mechanical Engineering (Sandwich)
Mediaeval History
Medicine
Medicine
Medicine
Medicine
Medicine
Medicine
Medicine
Medicine (6 years)
Medicine (6 years)
Medicine (Phase One)
Modern and Medieval Languages
Music
Music
Natural Sciences
Natural Sciences
Natural Sciences
Natural Sciences
Natural Sciences
Natural Sciences
Paramedic Science
Pharmacy (4 years)
Philosophy
Philosophy
AH-A*, Hi-A, RS-A
Hi-A, Po-A*, Phil-A*
2DD-A*, Hi-A*, Ma-B
Ch-A, Hi-A*, Sp-A
Ch-A, Hi-A, Ma-A*, Po-A
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AH-A*, Fr-A, Hi-A,
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Bi-A*, Gg-A, RS-A
En-A, Hi-A*, Sp-A
En-B, Hi-A, Po-B
3DD-A, 2DD-A, Gg-C
Fr-A, Ma-A, Sp-A
Bi-A*, Ch-B, Gg-A
Bi-A*, Ch-A*, Ma-A*, FM-A*
Ch-B, Ma-A*, FM-A, Ph-A*
Ch-D, Ma-A, FM-C, Ph-B
Fr-D, Ma-A*, FM-A, Ph-B
Bi-A, Ch-B, Ma-A
Ch-B, Ma-A, Mu-A
Bi-D, Ma-A, Ph-B
3DD-A*, Ma-A*, FM-A, Ph-A
Ch-A, Ma-A*, FM-A, Ph-B
Ch-B, Ma-A, Ph-A
Gg-A, Ma-A*, FM-A*, Ph-A*
2DD-A*, Hi-A, Po-A*
Bi-A*, Ch-A*, Ma-A*
Bi-A, Ch-B, Phot-A*
Bi-A, Ch-A, Ma-A*, FM-A
Bi-A*, Ch-A*, Ph-A*
Bi-A*, Ch-A*, Gg-A*
Bi-A*, Ch-A, Ma-A
Bi-A, Ch-A, Ma-A
Bi-A*, Ch-A, Ma-A*
Bi-A*, Ch-A*, Ma-A*
Bi-A*, Ch-A, Fr-A
Fr-A*, Ma-A*, FM-A, Sp-A*
Art-C, En-C, Mu-A*, SS-A*
Art-A*, En-B, Mu-A
Ch-A*, Ma-A*, FM-A*, Ph-A*
Ch-A, Ma-A*, FM-A, Ph-A
Ch-A*, Ma-A*, FM-A*, Ph-A*
Ch-A*, Ma-A*, FM-A*, Ph-A
Ch-A*, Ma-A*, FM-A, Ph-A
Ch-B, Ma-A*, FM-A, Ph-A
Bi-C, Gg-B, Ma-C
Bi-A, Ch-B, 3DD-A*
En-A*, Hi-A*, Phil-A*
Ma-B, Po-A*, Phil-A
Bristol
Durham
Bristol
Exeter
Durham
Sheffield
Durham
Oxford
Bristol
Cambridge
Bedfordshire
Leeds
Sussex
Bath
Warwick
Cambridge
Cambridge
Cardiff
Leeds
Leeds
Southampton
Birmingham
Manchester
Queen Marys
York
Queen Marys
Glasgow
Bristol WE
Imperial
Newcastle
Newcastle
Bath
St Andrews
Edinburgh
Liverpool
Manchester
Imperial
Oxford
Bristol
Bristol
UCL
UCL
Sheffield
Cambridge
Newcastle
Bristol
Cambridge
Cambridge
Cambridge
Cambridge
UCL
UCL
ARU
Nottingham
Cambridge
Bristol
Philosophy, Politics and Economics
Physiotherapy
Politics and Sociology
Politics with International Relations
Psychology
Psychology
Psychology
Psychology
Psychology with Sociology
Scottish Literature
Sociology
Sport and Recreation Management
Sports Science
Statistics
Statistics with Finance
Theology and Religious Studies
Veterinary Medicine
Veterinary Medicine
Veterinary Science
War Studies
Hi-A, La-A, Ma-A
Bi-A, Ch-A, Ma-B
En-C, Gg-B, Po-B
CC-B, En-B, Po-A
Bi-A, Ch-B, Gg-A
AH-A, Bi-C, Gg-B
Art-A, Bi-C, RS-A
Bi-A*, Ch-B, En-C
Gg-D, Hi-B, Po-C
AH-A, En-B, Gg-B
Art-B, Soc-B, Phot-A
Ch-B, Gg-A, Ma-C
Gg-B, Bi-C, SS-B
Bi-A*, Fr-A*, Ma-A
Bi-A, Ma-A, Ph-A
Ge-A*, RS-A, Phot-A, Mu-A
Bi-A*, Ch-A, Ma-A
Bi-A*, Ch-A*, Ma-A*, FM-A*
Bi-A, Ch-A, Ma-A
Gg-B, Hi-A, Po-A
Durham
Kings College London
Leicester
York
Birmingham
Sussex
Goldsmiths
UEA
Norwich City College
Edinburgh
Loughborough
Edinburgh
Oxford Brookes
St Andrews
LSE
Cambridge
RVET
Cambridge
Bristol
Kings College London