SIXTH FORM COURSES 2014
CONTENTS
3
Choosing your Sixth Form Courses
17
History
4
The A Levels – Key Features
18
History of Art
5
(I)GCSE Grade Requirements for
A Level
19
Latin and Greek
6
Art
20
Mathematics
7
Biology
21
Further Mathematics
8
Business Studies
22
Modern Languages: (French, German and
Spanish)
9
Chemistry
24
Modern Languages: (Russian)
10
Classical Civilisation
25
Music
11
Design and Technology
26
Music Technology
12
Drama and Theatre Studies
27
Philosophy and Ethics
13
Economics
28
Physical Education
14
English Literature
29
Physics
15
Geography
31
English as an Additional Language
16
Government and Politics
32
A Guide to University Entrance
Requirements
Choosing your Sixth Form Courses
In September 2014 you will start your Sixth Form at Sherborne. This will be an exciting step in your academic career. For some,
you will start to specialize in your work with perhaps a degree path already in mind. For others, you will want to maintain a
breadth of study as you play to your strengths and interests. While you are engaging with new courses and possibly new subjects,
you will start to think about your plans post Sherborne. For many this will be university, for others vocational training or perhaps
employment. Whatever route you opt to take, the Sixth Form at Sherborne will help to prepare you for this next step.
The one thing that is true, is that whatever courses you opt for, it will all go very quickly. Also you will quickly realise that being a
Sixth Former is different to studying in the Lower School. While your teachers will help, encourage and monitor your progress,
there is a greater responsibility on you to drive your learning. The immediate challenge is to consider which subjects you are
going to study next academic year. This booklet contains summaries and descriptions of the courses which are being offered at A
Level.
Choosing your Sixth Form programme is an important and exciting, but sometimes difficult task. This booklet is intended to
provide information which will help you decide and you should read it with care. Do not hurry over the decision, as it is not easy,
or sometimes even possible, to change later in the Lower Sixth if you have got it wrong. Discuss the matter with your
Housemaster and Tutor, with your teachers, and, of course, with your parents. Older boys in the house can also be a very good
source of information.
Each subject section has been written by the Head of Department. If there is anything you do not understand, or if you have
questions which are not answered here, you should ask the Head of Department concerned. Parents and boys should also always
feel free to contact Dr David Smith, the Deputy Head (Academic) or Mr. Don Cameron, the Head of Sixth Form, to discuss choices
and options ([email protected]; [email protected]).
There are a few key dates that you should bear in mind :
20 January 2014:
Presentation to boys by HoDs of new Sixth Form subjects (Business Studies, Economics, Classical
Civilisation, Government & Politics, History of Art, Philosophy & Ethics, Theatre Studies and Music
Technology)
24 January 2014:
5th Form Parent/Staff Meeting (boys are to accompany their parents to this)
31 January 2014:
Deadline for AS choices to be made.
You can still change your mind after this date, but only within the blocking system that will then
have been established
Boys will usually choose 4 AS Level subjects in the Lower Sixth and then 3 or 4 A2 subjects in the Upper Sixth.
A Levels – Key Features:
The A Level consists of two parts – AS which is taken at the end of the Lower Sixth in every subject and A2 which is sat at the end
of the Upper Sixth. AS and A2 each contribute 50% towards the final A Level result. There is some jargon associated with these
courses: ‘specification’ means syllabus and a ‘module’ is a teaching/learning element, which is then assessed in a ‘unit’.
Most AS subjects are “modular” and consist of two or three modules which are of a level of difficulty approximately half way
between GCSE and A2 Level. Studies towards A2 in the U6th consists of a further two or three modules. Each unit is graded A-U,
and a raw mark will be awarded. At full A Level, there is an A* grade. To achieve this you need to get an A grade on your full A
Level and score 90% or more in the A2 units.
AS results from the Lower Sixth form part of a student’s UCAS application and universities may (and increasingly do) ask for these.
It is therefore very important to take these Lower Sixth exams very seriously. Your targeted UCAS grade will also be heavily based
on your AS result.
Following an announcement by Ofqual, from September 2013 there are no modules available in the January of the academic
year. All exams will be at the end of the year. This means that there will be no January re-sits.
A Level Choices:
In the Lower Sixth you will usually study four subjects at AS and some boys will want to continue with all four subjects to A2,
although others may decide to drop down to three subjects.
A block system operates at A Level and after you have made your choices all subjects will be allocated to one or more of the four
timetable blocks. Although we try to offer you as much choice as possible and will make every effort to accommodate your
choices, timetabling constraints mean that it might not be possible to offer every combination of subjects.
Once the initial choices have been made, by Friday 31 January 2014, the timetable blocks will be fixed. Should you wish to change
your choices after this point, it is still possible but you will only be able to do so within the blocking system that has been
devised, and subject to there being space available in that subject. Therefore, your initial choices need to be as accurate as
possible.
From September 2000 there has been formal curricular co-operation between Sherborne and Sherborne Girls at Sixth Form level.
The timetables are co-ordinated so that subjects which are taught only in one school are available to pupils of the other school.
Below is a list of the subjects that will be on offer in September 2014. Those marked with * are taught at Sherborne Girls. Those
marked ** may be taught in collaboration with Sherborne Girls, depending on numbers, but will be taught at Sherborne School.
The School reserves the right not to offer a particular course if there is insufficient demand to justify a viable set.
Art
Greek**
Biology
History
Business Studies
History of Art*
Chemistry
Latin**
Classical Civilisation**
Mathematics
Design & Technology
Further Mathematics
Drama & Theatre Studies**
Music
Economics
Music Technology
English Literature
Philosophy & Ethics
French
Physical Education
Geography
Physics
German**
Russian*
Government & Politics
Spanish
Notes:

Further Mathematics is available for the best Mathematicians. The Head of Mathematics, Dr Neil Bradshaw, will be able
to advise on an individual’s suitability for this course.

Economics and Business Studies cannot be studied together because of the similarity in their content.

Russian can only be studied as a two-year course; no previous knowledge of the language is necessary but candidates
would be expected to have achieved A* at GCSE in at least one other Modern Language.
(I)GCSE Grade Requirements for A Level - September 2014
Choosing the right subject at AS to match a boy’s strengths is very important, and it is vital that boys make the right choices. It is,
of course, important that boys choose the subjects that they enjoy, which is why they wish to pursue them in the greater detail
that an A Level programme provides. At the same time, it is equally important that a boy chooses those subjects in which he has a
sufficient foundation to perform well at AS and beyond. The evidence suggests that there is a strong correlation between a boy’s
GCSE grade and the eventual grade at AS and A2 grade. Making the wrong choice and embarking on an A Level course without
the right foundation can lead to poor results, by which time it has become too late to change.
Our matriculation policy requires a boy to achieve an A grade at (I)GCSE for automatic transfer onto the relevant AS course. If he
secures a B grade, there will need to be a discussion with the relevant Head of Department to determine whether the boy has
enough of a foundation to have a good chance of making a success of the course and securing no less than a C grade at A level.
We do not regard a C grade at (I)GCSE as a viable basis from which to start an AS course.
When a boy is starting a new AS subject not offered as part of our GCSE programme, an A is required in the following specified
subjects for automatic entry:
Business Studies: Maths and either English Language or Literature
Economics: Maths and either English Language or Literature
Government & Politics: English Language or Literature or History
History of Art: English Language or Literature or History
Philosophy & Ethics: Religious Studies and either English Language or Literature
Theatre Studies: English Language or Literature
*Music Technology: By interview with the Director of Music
When a boy decides to start at A Level that he could have studied at GCSE but did not, an A grade is required in the following
subjects for automatic entry:
Classical Civilisation: English Language or Literature or History
Physical Education: Biology or Chemistry (either Separate Science or Dual Award) or Single Award.
If a boy has studied Classical Civilisation or Physical Education at GCSE, then the generic requirements apply, namely an A grade.
*Art: By interview with the Head of Art
*Design Technology: By interview with the Head of Design Technology
ART
Examination Board: OCR
Specification Code:
AS: H160
A2: H560
Art AS and A2 examinations invite candidates to research, explore, and develop their understanding of the subject. Work for
assessment is presented by means of practical techniques and technologies to represent the physical and imaginative world
alongside critical and contemporary theory.
The AS and A2 courses are built around a practical studio programme provoked by attention to contemporary and historical
precedents. The discussion and description of art ideas must accompany practical engagement and be documented. Syllabus
work is internally assessed throughout the year. Extended personal work in the form of a project (or several projects) that shows
the development of both ideas and techniques is marked at the end of the AS and A2 course.
Within the A2 curriculum an extended essay, relating to the students coursework or an aspect of artistic research, must form a
part of the project. There is also a prolonged terminal examination requiring personal responses to a prescribed suggestion. This
examination asks for a sustained period of research and preparation and, in common with other work, there is emphasis on
developmental processes alongside, observation from primary sources and critical analysis.
There is the opportunity to specialise in the fields of Fine Art (which would include flat work, sculpture, printmaking, lens based
and digital media and film), Lens Based Processes, or Critical and Contextual Studies.
The study of art at this level will give course participants an opportunity to engage with and interrogate visual culture. The skills
of analytical and inventive interpretation and creative thinking are increasingly sought in many fields as well as in the media,
architecture, creative and culture professions. Practical thinking complements the predominantly theoretical approach of other
disciplines. The visual arts are dynamic and connect many areas of study and experience through individual and collaborative
production and interpretation. Art is an evolving subject, as new ways of expressing ideas continue to emerge and is a most
interesting and challenging area of learning.
We welcome students who have not studied Art at GCSE level but who are interested in studying it at AS and A2. This will be
subject to an interview with the Head of Art.
R.A. Cuerden
([email protected])
BIOLOGY
Examination Board: OCR
Specification Code:
AS: H021
A2: H421
The course develops the essential biological knowledge, understanding and skills needed to be part of the new age of scientific
and technological breakthrough. From the study of molecules to metabolic pathways of whole organisms, from genes to genetic
engineering or ecology to ethics, the scope of biology in the structure and functioning of the natural world is revealed.
Course description
AS/A level needs a firm foundation in GCSE Biology. A minimum of an A grade from Separate Science GCSE is required or an A/B
grade from Dual Award science in the Biology and Chemistry components respectively, although combined A/A grades from Dual
Award are recommended. Importance is attached to scientific principles and methods of application. As with other modular A
level courses, the specification comprises four units. Two units make up the AS level and are taken at the end of the Lower Sixth
year. In addition to these theory units (‘Cells, Exchange and Transport’ and ‘Molecules, Biodiversity, Food and Health’), particular
experimental skills are assessed at regular intervals throughout the year with the best marks carried forward.
In the Upper Sixth two further units are studied to complete the full A level. Complementing ‘Communication, Homeostasis and
Energy’ and ‘Control, Genomes and Environment’ theory modules, there are further experimental skills to be assessed.
Methods of study
Normally each class is the responsibility of one teacher. Classwork provides the structure against which detailed personal study
can proceed. All practicals, including dissections and microscopy, are integrated with the classwork and have been carefully
designed to consolidate knowledge and prepare for the practical coursework. A field study weekend is an important part of the
syllabus, putting into practice observational and statistical skills. In addition to his main texts, each student has access to a wide
range of books in the Departmental and School libraries. It is expected that each student will learn to use books and journals
effectively. Individual presentations to the class enable each student to develop research and communication skills and topics
would normally result from a personal interest.
The Biology Society meets several times per year, inviting speakers from a range of biological backgrounds including universities,
hospitals, research establishments and industry for the evening meetings. It is expected that all AS/A level Biology students will
attend these meetings.
Subject combinations
Chemistry AS/A level study strongly supports Biology and is essential for medicine, though it is possible to study Biology in the
absence of another AS science or Mathematics. There is also some overlap with Geography, in the study of ecology, aspects of
human health and disease and in the field-work techniques.
Further education and careers
Sherborne has a strong tradition of Medicine, and the standards for this are high (grades A or B, and Chemistry are essential);
Veterinary Science is even more demanding. Degree courses popular with Shirburnians have included various aspects of biology,
biochemistry, physiology, agriculture, medicine, veterinary science and pharmacy. Apart from medicine, agriculture, research or
teaching, qualified biologists are employed in a wide range of careers, including industry and the Scientific Civil Service.
D.J. Ridgway
([email protected])
BUSINESS STUDIES
Examination Board: AQA
Specification Code:
AS: 1131
A2: 2131
Have you ever wondered whether an idea you have had for a product could turn into a viable business? Why are there so many
empty shops on High Streets today? Why is it that the contestants on The Apprentice make such seemingly obvious mistakes?
Why do so many people do jobs they do not actually enjoy? If you have an inquisitive nature and are interested in how, and why,
firms make profit, then Business Studies could be for you.
Business Studies covers how a business is organised, operates, plans and executes its decisions. By studying the subject you will
develop a critical understanding of organisations, the markets they serve and the process of adding value; understand decisionmaking in a dynamic external environment, the factors that influence business: customers, employees, the economy, the
government, technological change, ethical issues; and become able to use techniques for analysing and solving business
problems.
You will need to have a strong practical interest in how a business operates and be willing to spend time outside lessons exploring
business issues. Luckily, everything from the film industry to professional sport has examples of business activity that can be
discussed in class.
At AS we look at Starting a Business, Financial Planning, Finance, People in Business, Operations Management and Marketing.
These topics are then assessed through data response questions based on real business problems.
A2 looks at larger businesses and considers Financial Strategies and Accounts, Marketing Strategies, Operational Strategies,
Human Resource Strategies, Corporate Strategy, Managing Change and Assessing Changes in the Business Environment. The
assessment of this content will include an unseen case study, essays and a research topic.
The work is based on real world businesses and students should be prepared for a large volume of material and significant work
outside the classroom.
During the course there will be opportunities to visit firms and meet with businessmen and women from a variety of industries.
Last year we entered a team in a national business strategy competition run by the Institute of Chartered Accountants. The day at
BUWE was a great success and will be repeated. This term we have already been visited by Johnnie Boden and look forward to
hearing from Oliver Letwin MP after Christmas. We have also been visited by a number of local business people as part of the
Entrepreneur’s Society. 16 teams have recently started trading an imaginary £100,000 as part of the “ifs Student Investor
challenge”.
A large number of students apply to read Business Studies at University, in many cases without having previously studied the
subject. Some University courses require Mathematics A Level and an increasing number require at least a B grade at GCSE
Mathematics. Some students continue a broadly based course whereas others specialise in a particular area such as International
Marketing or in a particular industry such as Hospitality or Property.
Business Studies is complementary to all A Levels, except that it cannot normally be taken with Economics.
R.T.B. Harris
([email protected])
CHEMISTRY
Examination Board: Edexcel
Specification Code:
AS: 8CH01
A2: 9CH01
Chemistry sits at the crossroads of many disciplines and is often called the “Central Science.” It is a stimulating subject in its own
right, its aim being to explain, manipulate and mimic the material world around us. You will find the chemist peering into the
nanoscopic world of individual atoms and predicting their behaviour using powerful computers; or developing new, non-polluting
power sources; perhaps inventing novel polymers to be used in technology and medicine; and even synthesizing new and
complex molecules that imitate the natural substances found in biological systems. The A Level course will allow you to
understand the world at a more fundamental level, giving you an insight into the practical applications of the subject, valuable
training in the scientific method, and developing skills that are prized by universities and employers alike.
The course
The A Level course will follow the specification laid down by Edexcel for teaching from September 2008.
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The course will focus on understanding the atom and how its structure — and that of molecules and compounds —
affects the large-scale properties of materials.
Separate theories of bonding are brought together into one model.
A study of energetics in chemistry is shown to be of theoretical and practical importance.
The uniqueness of carbon is explored, together with its role in creating vast molecular diversity.
You will develop an understanding of the ways in which chemists can control the rate, direction and extent of chemical
changes.
The course also takes time to look at contemporary issues such as climate change, green chemistry and our carbon
footprint, the challenge of drug discovery, and the development of new instrumental techniques in medicine and
analytical science.
By the end of the A2 year, you will have a greater insight into the scope of chemical science, and how its techniques may
be employed to the advantage of society.
Chemistry is a practical science and much of the course will be complemented by experimental investigation and synthesis. There
is no coursework component as such, but some of your practical skills will be assessed internally (and unobtrusively) over the
year/s. The mathematical content of A-level Chemistry is not overwhelming, and support is available to those very few who need
help.
What lies beyond A Level Chemistry?
Your suite of A Levels goes a long way to deciding your university and career pathways, but Chemistry is welcomed by all subjects
and employers. The chemist is trained to problem-solve and to analyse data, looking for patterns: these skills are often
considered invaluable, and many Chemistry graduates end up working in law, the financial services, and management as a result.
The chemical industry is also the country’s largest export earner, and a great deal of money is given over annually to research and
development.
If you are considering reading any of the following subjects at university, Chemistry is a helpful subject for entry. Those disciplines
where Chemistry is an essential are highlighted in bold type.
Agriculture, Archaeology, Biochemistry, Biology, Chemistry, Dentistry, Engineering (& Chemical Engineering), Geology, Materials
Science, Medicine, Pharmacy, Psychology, Veterinary Medicine.
In addition, there are numerous courses that offer Chemistry as part of a joint- or double-honours programme. Further details on
this and any other part of the course may be obtained from the Head of Chemistry and/or your teacher.
W.E. Buckley
([email protected])
CLASSICAL CIVILISATION
Examination Board: AQA
Specification Code:
AS: 1021
A2: 2021
nescire quid antequam natus sis acciderit, id est semper esse puerum. (Cicero)
To be ignorant of what happened before you were born is to remain a child for ever.
European civilisation has its roots in the flowerings of Greece and Rome between 1500 BC and 400 AD. This course gives you the
opportunity to study aspects of the archaeology, art, history, literature, philosophy, politics, social history and religious ideas of
the classical world. You will learn to apply critical and evaluative skills to the study of literary and physical evidence; you will
develop your knowledge and understanding of these cultures, and increase your awareness of similarities and differences
between them and later cultures, seeing how the spiritual, cultural and moral ideas and priorities of past societies contrast with
the modern world and contribute to it.
Classical Civilisation A Level does not require any previous study of a classical subject or knowledge of the Classical Greek or Latin
languages. However, the choices available enable candidates who have studied a classical subject to GCSE to broaden and
deepen their knowledge and understanding of classical culture.
Classical Civilisation A Level consists of four modules (two at AS, followed by two at A2). The topics cover aspects of classical
civilisation which have been significant in the development of the modern world. All include a study of primary classical sources,
whether texts in translation or physical evidence, and all encourage candidates to gain an understanding of Greek and/or Roman
society and its values. We no longer teach an Ancient History syllabus, but you will notice that the AQA Classical Civilisation
syllabus includes a number of historical options. We select the options according to the interests and talents of the teachers and
pupils available. Candidates study one topic from the following units (those marked in bold are the options most recently taught
at AS and A2):
AS:
a) CIV 1. One option to be selected from: Greek Architecture and Sculpture; Athenian Democracy; Aristophanes and Athens;
Women in Athens and Rome; Menander and Plautus; The Life and Times of Cicero.
b) CIV 2. One option to be selected from: Homer Iliad; Homer Odyssey; Athenian Vase Painting; Athenian Imperialism; Roman
Architecture and Town Planning; The Second Punic War.
A2:
a) CIV 3. One option to be selected from: Mycenaean Civilisation; The Persian Wars; Greek Tragedy; Augustus and the
Foundation of the Principate.
b) CIV 4. One option to be selected from: Socrates and Athens; Alexander; Roman Epic; Tiberius and Claudius.
Assessment is by means of structured, source-based questions and essays.
Combined with what?
A study of Classical Civilisation complements many other popular A Levels, including Art, English, Government and Politics,
History, Philosophy & Ethics and Languages, whether Modern or Classical.
Beyond school?
A stream of Shirburnians have left school to study Classics, Classical Studies, Archaeology and Ancient History at a wide range of
universities, including Oxford and Cambridge, over the past few years.
Beyond university?
In the words of the Classics Department of Durham University: ‘Classics students are highly valued by employers, who realise
that, in studying for your degree, you have not only mastered the intricacies of Latin grammar, Augustan foreign policy or
Aristotelian metaphysics, but have also acquired skills which are readily transferable in the jobs market. You have learned, for
example, to think logically, to compile and evaluate evidence and to express yourself clearly and succinctly both orally and in
writing.’ The aptitude of classicists for careers in computing is well-known, but graduates find their way into careers as diverse as
the civil service, gold dealing, insurance, journalism, law, accountancy, public relations, the wine trade, code-breaking, the foreign
office… The celebrated expert on the brain, Susan Greenfield, was a Classicist. Boris Johnson and JK Rowling are Classicists. So
were Darwin and Keats.
S.A. Heath
([email protected])
DESIGN & TECHNOLOGY: Product Design
Examination Board: Edexcel
Specification codes:
AS: 8RM01
A2: 9RM01
The course structure
AS level Product Design
AS Unit 1
Design and Technology in Practice
Designers always imagine that products we use and the environments we inhabit could be better. Whatever these products are now, a
designer somewhere is rethinking, taking advantages of new materials and new processes, driving themselves on to design the next
generation of products. Students studying Design, Engineering or Architecture need to understand the relationship between both
modern and established materials and the processes that form them if they are to confidently and competently specify their application
to the products that they create. Following on from GCSE, the AS course develops a deeper appreciation of manufacturing technology. It
looks at how we relate to and interface with products. If our first response with the designs around us isn’t functional but emotional
then it is incumbent on designers to make that interface as pleasurable and as emotionally rich as possible. Studying examples of
successful design allows students to understand how this relationship is developed and how this too has been designed.
AS Unit 2
Portfolio of Creative Skills
This module consists of three components:
Product Investigation
Students will explore and analyse existing commercial products. They will study their intended function and
performance; the materials, components and processes used in their manufacture; how they were produced and
how their quality can be designed-in throughout their development & production.
Product design
Students will develop viable, creative and adventurous design ideas to help meet set design brief. They will then
take a proposal and, with the aid of virtual or workshop modeling, put forward a design proposal that fulfils the
set brief.
Product prototype manufacture
Students will have the opportunity to explore product manufacture through the building of a high quality product
to the set brief. Precision and attention to detail are prerequisites for prototype manufacture at this level and
much of the teaching in the Lent Term focuses on enabling students to achieve this. Production planning is
explored as well as systems for testing the outcome to check quality and performance, looking at the emotional
response to the prototypes that students have designed and developed themselves with their peers.
A2 level Product Design
Unit 3:
Designing for the Future
We live in the ultimate designer age, an age of abundant consumer choice. In recent years trends in design have shifted focus from
serving the collective good to indulging our individual desires. Technology is changing how these goods are designed and made and at
A2 level the specification focuses on the relationship between Twentieth Century history and design and materials evolution and in
doing so we can map this change in product emphasis. Students will look at cutting edge responsive manufacturing, studying robotics
and artificial intelligence. With the raw materials that have fuelled two hundred years of mass production running out, students
consider how twenty-first century designers could respond to this potential challenge, preparing them for the changes that may occur in
the creative fields they propose to enter.
Unit 4:
Commercial Design Development
This final piece of work requires the student to collaborate with an identified client and an identified target market to develop a
commercial prototype to help meet the needs of others. Working for a client is often the most challenging task they will take on at the
school.
Subject, entry, compatibility and UCAS suitability
Students who haven’t studied D&T at GCSE are at a significant disadvantage at AS. It is possible to study for AS without a GCSE in D&T
but it will be necessary to interview the student prior to making an assessment of whether this would be in his best interest. Students
who study the subject go onto read Architecture, Aeronautical or Mechanical Design, Automotive Design, Computer Aided Design,
Engineering, Product Design, Graphics, Interior Design among other creative careers.
P.R. Chillingworth
([email protected])
DRAMA AND THEATRE STUDIES
Examination Board: AQA
Specification Code:
2240
AS Outline
Candidates will gain knowledge and understanding of theatre practice through their own engagement with the medium as both
participant and informed audience member. Candidates will develop performance and/or production skills appropriate to the
creation and realisation of drama and theatre.
AS Unit 1: Live Theatre Productions Seen and Prescribed Play
 Candidates’ personal response to live theatre seen during the course.
 Interpretation of a set play.
Assessment
Written Paper:
Weighting:
1 hour 30 minutes (100marks)
60% of total AS marks, 30% of total A Level marks
One question to be answered from each of two sections:
Section A - response to live theatre seen during the course
Section B - study of one set play
AS Unit 2: Presentation of an Extract from a Play
Topic list
 Working in groups to develop and present an extract from a published play chosen by the candidates
 Study of an influential director, designer, theatre company or other practitioner, linked to the candidates’ practical work.
Assessment
Practical:
80 marks
Weighting
40% of total AS marks, 20% of the total A Level marks
Performance in a group of an extract from a published play. The assessment also includes candidates’ preparatory and
development work and supporting notes.
A2 Outline
The specification provides candidates with the opportunity to develop skills and extend and apply knowledge gained at AS level.
Candidates will demonstrate a more advanced level of performance and/or production skills alongside the ability to think
independently, make judgments and refine their work in the light of research. They will demonstrate the ability to analyse the
ways in which different performance and production elements are brought together to create theatre.
A2 Unit 3: Further Prescribed Plays including Pre -Twentieth Century
 Study of a set play of pre-twentieth century
 Study of a set play of twentieth century or contemporary drama
Assessment
Written Paper:
Weighting:
2 hours (100 marks)
30% of total A Level marks
Study of 2 further plays
Section B is synoptic, requiring suggestions for a complete stage realisation of a short extract from the play printed in the paper.
A2 Unit 4: Presentation of Devised Drama
 Working in groups to develop and present a devised drama, performed in a theatrical style of their choice
 Research into a theatrical style chosen by the group for their practical work.
Assessment
Practical
80 marks
Weighting
20% of total A Level marks
Performance in a group of devised drama. The assessment also includes candidates’ preparatory and development work and
supporting notes.
I.C. Reade
([email protected])
ECONOMICS
Examination Board: Edexcel
Specification Code:
AS: 8ECO1
A2: 9ECO1
Have you ever wondered why whales are in danger of extinction but chickens aren’t; why there is a light in your refrigerator but
not in your freezer; why newspapers are sold in vending machines that allow customers to take more units than they paid for but
soft drinks are not; or why tickets for Rugby Union friendlies can be thirty times as expensive than those for Rugby League finals?
Surprisingly, economics tries to answer all these questions, along with more predictable ones like what causes a recession or why
exchange rates and share prices change. When you ask students to look around, they see interesting things and basic economic
concepts can usually give a plausible account of actions and outcomes.
Economics students will develop an understanding of current economic issues, problems and institutions that affect everyday life
and learn to explain a variety of real-world phenomena from an economic perspective. Understanding economics requires a
reasonable level of numeracy but it is not mathematical at A Level. A good economist needs to be able to analyse economic data,
to interpret graphs and tables, to identify trends, and to explain these using economic theory. This requires a clear mind and an
ability both to think logically and to write clear, analytical English.
The AS course looks at markets and how they work; causes of price fluctuation in commodity markets; issues such as pollution
and the environment; why the government feels the need to intervene in certain markets; the performance of the UK economy in
areas such as inflation, unemployment and growth, interest rates and taxation.
At A2 we look at Business Economics for part of the course, but the major part is the Global Economy (international trade,
exchange rates, the European Union, development economics and Globalization).
Tuesday night is currently Sherbornomics night, with a mixture of documentaries and debate. We are looking forward to
welcoming Oliver Letwin MP after Christmas to see what he would do about the lack of recovery. The boys are also booked in to
meet David Smith (Sunday Times) in the New Year.
To study economics you need to be able to work with numbers and express yourself clearly in writing, interpreting data,
calculating accurately and writing intelligent analysis. You look at many case studies and examples and to get the most out of the
subject you must be prepared to take an interest in current affairs, read a quality newspaper and become involved in discussion
and argument. You can find out more about the subject from a website run by the Royal Economics Society:
whystudyeconomics.ac.uk
There is no coursework in the exam; assessment is by data – analysis and short answer questions.
A pass at grade A or higher in IGCSE mathematics is strongly recommended for studying economics in the sixth form.
University courses in economics require no prior knowledge of the subject although it would obviously be helpful to have studied
the A Level. Most university courses in the subject have Mathematics requirements, which range from A Level Further
Mathematics down to specific GCSE grades; basically, the further you wish to go in economics, the better you need to be at
maths. There is huge demand for economics graduates who are among the highest paid of any university graduates.
Economics is fundamental to so many things and a basic understanding of it will be helpful in any career whether it is business,
finance, marketing, armed forces or public service.
Economics complements every A Level, although you are recommended not to take it with Business Studies.
R.T.B. Harris
([email protected])
ENGLISH LITERATURE
Examination Board: OCR
Specification Code:
AS: H071
A2: H471
This is a course for those who like reading and discussion, and wish to develop their powers of discrimination and expression. The
major requirements for success are an interest in books and a desire to deepen the pleasure to be had from them. IGCSE results
alone are not a very reliable guide to suitability. Good results at AS and at A2 have been achieved by pupils with relatively modest
IGCSE grades, but who have had sufficient interest and determination.
The course aims to inspire a love of literature. We cover a wide range of periods and genres. Pupils are helped to express
themselves precisely and correctly in a style appropriate to academic discourse. Their critical faculties are trained in order to
deepen their insight into literature and sharpen their powers of discrimination. Discussion and argument play an important part
in this. Above all, pupils are encouraged to take a delight in their reading that will stay with them for the rest of their lives.
Extensive reading is required: there is a minimum of 12 set texts. There is a weekly assignment of an essay or textual
commentary. Longer essays form part of a coursework folder. Here there is a chance to develop autonomous study habits and
experience books from other countries as well as periods. Pupils, therefore, need to be interested not only in what they read, but
in what and how they write. Indeed, those taking English find that they become versatile contributors to diverse areas of school
life; The Courts Circular, Cecil Soc, and Salon.
The course combines well with most subjects: Classics, History, Modern Languages, Philosophy & Ethics and History of Art.
Sometimes pupils combine English with Mathematics, Geography or the natural sciences; some of our best pupils have chosen
these combinations.
English Literature is a very well established and highly regarded A Level. It opens up many avenues of further study, quite apart
from university specialist English courses. There are many courses in which English is a major component. A Level English
Literature is a sound preparation for careers as diverse as journalism, diplomacy, acting, teaching, advertising and the law. It is
well regarded by medical faculties when taken in combination with the required sciences. Taking English at A Level is an excellent
preparation for university studies and an opportunity to experience wonderful books.
Units F661 and F662 may be taken as a separate one year AS level course in the Lower Sixth, or as the first part of a full two year
A Level course, with Units F663 and F664 forming the second (A2) part in the Upper Sixth.
Course Outline
Unit F661: Poetry and Prose 1800-1945. For examination in summer of Lower Sixth.
Two analytical essay questions. 3 texts. Closed book.
Unit F662: Literature post 1900. For internal assessment as AS coursework.
One passage-based piece and one essay or recreative task. Folder of 3000 words.
3 texts. One text has to have been published post 1990.
Unit F663 : Drama and Poetry pre 1800. For examination in summer of Upper Sixth.
Two analytical essay questions. 3 texts. One is a Shakespeare play. Closed book.
Unit F664 : Texts in Time. For internal assessment as A2 coursework.
One piece. Comparison of 3 texts. At least one must be Poetry.
Folder of 3000 words.
R. de Pelet
([email protected])
GEOGRAPHY
Examination Board: CIE
Specification Code:
Geography 9696
The Geography syllabus builds upon skills gained at GCSE (or equivalent). Students widen their knowledge and understanding of
the subject, whilst developing their investigative abilities and their evaluation and decision-making skills. The syllabus is wideranging and comprises a variety of options. For example, students can learn more about topics such as hydrology and fluvial
geomorphology, atmosphere and weather, rocks and weathering, population change and settlement dynamics. The syllabus
considers a range of environments, from tropical to arid, and students can also study subjects such as environmental
management, global interdependence and economic transition.
The aims are to:
•
•
•
•
•
develop awareness of the relevance of geographical analysis to understanding and solving contemporary
human and environmental problems;
introduce students to the main components of Physical and Human Geography and the interrelationships
between these components;
encourage an understanding of the principal processes operating at different scales within Physical and Human
Geography;
develop a sense of relative location, including an appreciation of the complexity and variety of natural and
human environments;
demonstrate and explain the causes and effects of change over space and time on the natural and human
environment;
There are numerous opportunities to develop interests beyond the syllabus demands. A second 6th form trip to Iceland is
planned for Easter 2015, the twice-termly Geography Society meet to listen to student presentations and offer lively debate
alongside the production of the Sherborne Geographic magazine – a student-led operation which brings the chance for extended
writing and research. We run an annual visit to Manchester University Geography department, alongside student workshops at
KCL.
Unit code
Level
Unit Title
Exam Length
Weighting
9696/11
AS *
Core Geography
3 Hours
50%
9696/21
A2
Advanced Physical Geography
1½ Hours
25%
9696/31
A2
Advanced Human Geography
1½ Hours
25%
Candidates find that Geography combines well with a broad range of other AS/A2 subjects, combining well with Science-based
subjects such as Biology, Chemistry and Maths as well as Arts-based subjects such as Economics, Business Studies, History and
English.
Fieldwork
This is an important part of the AS/A2 course and encourages learning in a locational context, the experience providing students
with a wealth of ideas and geographical techniques. For the past 4 years we have visited Manchester, and have studied the
regeneration of the city, land use changes and urban microclimates; a summer term A2 revision day on the Jurassic coast is also
held.
J.R. Preston
[[email protected]]
GOVERNMENT AND POLITICS
Examination Board: Edexcel
Specification Code:
AS: 8GP01
A2: 9GP01
In order to study Government and Politics it is however important to have a lively and enquiring mind, an interest in politics and
current affairs, an enthusiasm for new ideas and the ability to communicate your ideas effectively. Government and Politics sits
well with a humanities and social sciences A Level programme, but can also provide an opportunity for linguists and scientists to
add breadth to their Sixth Form studies.
What will I learn on this course?




A critical awareness of the nature of politics and the relationship between political ideas, institutions and processes;
An awareness of political events and issues, an understanding of the main political viewpoints and the skills required to
argue a case with relevance and coherence;
A clear understanding of the theories, motives and values upon which political processes and government decisionmaking are founded, and the role of institutions in resolving conflicts and allocating resources.
The authority and power structures within the political system of the United Kingdom, and of the United States, and how
these may differ from those of other political systems.
How will I earn my qualification?
AS:
Unit 1:
Unit 2:
A2:
Unit 3
Unit 4
UK Government & Politics
People and Politics (1h 20m written examination)
Political Parties; Pressure Groups; Electoral Systems and Referenda; Democracy in the UK.
Governing the UK (1h 20m written examination)
The Constitution; Prime Minister and Cabinet; Parliament; the Judiciary and Civil Liberties.
US Government & Politics
Representative Processes in the USA (1h 30m hour written examination)
Presidential Elections; Political Parties; Pressure Groups; Racial and Ethnic politics.
Governing the USA (1h 30m written examination)
The Presidency; the Supreme Court; the Constitution; Congress
What could I go on to do at the end of my course?
Students with A Level Government and Politics have access to a wide range of career and higher education opportunities. You
learn and use a variety of transferable skills throughout the course which are valued by employers, universities and colleges.
These include collecting and analysing information and evaluating different political ideas and systems. You will develop written
communication skills as well as the ability to question information given to you. Government and Politics combines well with a
range of subjects to lead to University courses in such areas as geography, business, economics, law, media, philosophy and, of
course, politics.
G. Reynolds
([email protected])
HISTORY
Examination Board: OCR
Specification Code:
AS: H106
A2: H506
‘History breaks down the parochialism of time’ – it is the study of people in the past, taking them on their own terms. Historians
reach their judgments and understanding after questioning the evidence; they hope to appreciate the complexity of why things
happened.
Written work mixes a mastery of the details with a key ingredient: a sustained, reasoned, convincing argument. In short, History
is interesting, it teaches you to think – and it can equip you to understand your own world.
The A Level Course

There are usually 3 or 4 different sets in the Lower Sixth, each studying a different area of History
 Please email [email protected] about the different periods on offer

In the Lower Sixth (AS) there are two modules: (a) a period of British or Foreign History; (b) a corresponding period of
British/Foreign/US History studied through documents.

In the Upper Sixth (A2): (a) a continuation of the British or Foreign History taken as AS, enabling the study of key themes
over a broad period; (b) a ‘Historical Investigation’: looking at a controversial person (or period) of British/Foreign/US
History examined by two 2,000 word pieces of coursework.

The shorter periods and manageable examinations of AS lead neatly into the more specialist A2. All classes will be taught
by two teachers.

Field Days have recently included visits to historical sites (e.g. the Tower of London) and to museums and galleries.
These enable candidates to see and to use other forms of evidence not readily available within the school.
The History Boys, the Lower Sixth History society, provides an opportunity for boys to give papers and for a free exchange of
ideas. The Green Ribbon Club, the Upper Sixth History Society, additionally welcomes guest speakers from universities to give
papers on a variety of topics.
Careers
History at A level and at University is a good preparation for many careers; for example, Law, Journalism, Politics, Teaching, the
Civil Services and Diplomatic Service. A training in History can also lead to the worlds of business, management, finance or the
Armed Forces. However, History does not so much point towards a particular career, but rather serves one throughout life.
G. Reynolds
([email protected])
HISTORY OF ART
Examination Board: AQA
Specification Code:
AS: 1251
A2: 2251
History of Art suits people who have curiosity, enthusiasm for and enjoyment of visual things, together with a good facility with
written English. In order to study History of Art at A Level, candidates have no need of prior knowledge.
History of Art AS and A Level is an exciting subject for a diverse range of candidates who wish to learn about the development
and significance of the traditions of Western Art from the Renaissance to today. It will provide a basis for understanding the
contexts in which art is created, the way it is made and meanings generated.
Candidates will be taught the visual skills of observation, description and analysis, as well as written skills including well expressed
interpretation and soundly structured arguments.
This course involves two modules taught concurrently in the AS year and two in the A2 year.
Unit 1: Visual Analysis and Interpretation. Students are taught to understand formal aspects of art and architecture and how
they contribute to meaning. The one hour examination assesses students’ visual skills and their ability to analyse and interpret
the works of art illustrated in the paper.
Unit 2: Themes in History of Art. Students are taught knowledge and understanding of art historical themes in Western art and
architecture including: subjects and genres; materials, techniques and processes; form and style; form and function in buildings;
historical and social contexts; patronage; gender, nationality and ethnicity.
The A2 year is also composed of two modules.
Unit 3: Art and Architecture in 16th century Europe, includes the study of the High Renaissance and Mannerism investigating
the work of Leonardo, Michelangelo, Raphael, Titian, Bramante, Palladio and many others in Florence, Rome and Venice.
Unit 4: Art and Architecture in Europe and the USA 1946 – 2000, covers contemporary art from Pop Art to Minimalism and Post
Modernism, investigating Video and Installation work as well as Land art and High Tech architecture.
In both units students are taught knowledge and understanding of formal features, materials, techniques and styles, and an
understanding of individual artists. Students will also be taught an awareness of historical, social, economic and cultural contexts
and the philosophical, historical and art historical concepts and ideas that contribute to the understanding and interpretation of
specific works.
The course combines well with English, Art, Religious Studies, History and modern languages.
History of Art at university is a good pathway to careers in museum and gallery work, exhibition organisation, picture research,
conservation, as well as advertising and media work, publishing and journalism. At A Level it is also desirable for practising artists
and designers. Studying History of Art develops general skills which are useful for many different careers as it develops an
understanding of the nature of visual communication, so important today.
J.B. Casely
([email protected])
LATIN and GREEK
Examination Board: OCR
Specification Code:
Latin
Greek
AS: H039, A2: H439
AS: H040, A2: H440
nescire quid antequam natus sis acciderit, id est semper esse puerum. (Cicero)
To be ignorant of what happened before you were born is to remain a child for ever.
Latin and Greek are not 'dead' languages. The study of their language and literature is fascinating and rewarding in its own right,
but Latin and Greek are alive beneath the surface of the modern world. The influence of Greek and Latin is as widespread today
as the Roman Empire was dominant in the ancient world: almost 80% of English words derive from Latin; French and Spanish, and
the other Romance languages, owe their existence to Latin; world literature and film still turn to classical writers for inspiration.
The Greek and Roman world has in many important ways shaped the institutions, languages and ways of thought of Europe and
the West. A course in Latin or Greek gives you the opportunity to study in depth the language and literature of the Classical
world, exploring, in the original languages, cultures radically different from our own at significant periods in their history. You will
develop your understanding of language structures; you will have the option, if you have the talent for it, to write compositions in
Latin and Greek; you will begin to appreciate the beauty of these ancient languages; and you will read and respond to a selection
of literature in the original, considering the spiritual, moral and cultural issues that emerge from the reading.
Latin AS
Unit L1: Latin Language. Unseen Latin prose translation into English.
Unit L2: Latin Verse and Prose Literature. Prescribed verse and prose texts (currently Cicero, In Verrem, and Ovid, Amores).
Greek AS
Unit G1: Classical Greek Language. Unseen Greek prose translation into English.
Unit G2: Classical Greek Verse and Prose Literature. Prescribed verse and prose texts (currently Homer, Iliad 24, and Xenophon,
Anabasis).
Latin A2
Unit L3: Latin Verse. Prescribed verse set text (currently Virgil, Aeneid IV); unseen Latin verse tested via comprehension and
translation into English.
Unit L4: Latin Prose. Prescribed prose set text (currently Tacitus, Annals XV); unseen Latin prose tested via comprehension and
translation into English.
Greek A2
Unit G3: Greek Verse. Prescribed verse set text (currently Euripides, Hippolytus); unseen Greek verse tested via comprehension
and translation into English.
Unit G4: Greek Prose. Prescribed prose texts (currently Thucydides, Book VII); unseen Greek prose tested via comprehension and
translation into English.
Combined with what?
What exactly can a student NOT do with Classics? At A Level, Latin and Greek can be studied individually or together, and have
been offered in the widest possible variety of combinations with other subjects. A study of Latin and/or Greek complements
many other popular A Levels, including Modern Languages, History, English and Philosophy & Ethics.
Beyond school?
A stream of Shirburnians have left school to study Classics, Classical Studies, Archaeology and Ancient History at a wide range of
universities, including Oxford and Cambridge over the past few years.
Beyond university?
In the words of the Classics Department of Durham University: ‘Classics students are highly valued by employers, who realise
that, in studying for your degree, you have not only mastered the intricacies of Latin grammar, Augustan foreign policy or
Aristotelian metaphysics, but have also acquired skills which are readily transferable in the jobs market. You have learned, for
example, to think logically, to compile and evaluate evidence and to express yourself clearly and succinctly both orally and in
writing.’ The aptitude of classicists for careers in computing is well-known, but graduates find their way into careers as diverse as
the civil service, gold dealing, insurance, journalism, law, accountancy, public relations, the wine trade, code-breaking, the foreign
office… The celebrated expert on the brain, Susan Greenfield, was a Classicist. Boris Johnson and JK Rowling are Classicists. So
were Darwin and Keats.
S. A. Heath
([email protected])
MATHEMATICS
Examination Board: OCR (MEI)
Specification Code:
AS: 3895
A2: 7895
It can be said that there are two major branches of Mathematics: that which is Pure and that which is Applied. Pure Mathematics
underlies all applications. Theories in Pure Mathematics are often developed with no real application being found until much
later. A fine example of this is in the area of Number Theory, where the ability to secure data transmitted across the internet is
facilitated by the use of very large factors of very large numbers. Applied Mathematics is used in a hugely diverse range of fields
such as Engineering, Economics, Politics and Environmental Science. A good example is in the area of polling, where statistical
ideas allow pollsters to ensure that sampling is free from any bias.
In A Level Mathematics, the basic ideas from (I)GCSE are extended into Pure Mathematics (e.g. Calculus, etc) and Applied
Mathematics (Statistics/Mechanics). We currently follow the OCR Mathematics in Education and Industry (MEI) Structured
Mathematics syllabus. Certification is determined by the number of modules completed:
3
6
9
12
Modules
Modules
Modules
Modules
AS Level in Mathematics (2 Pure, 1 Applied - i.e. Statistics or Mechanics)
A Level in Mathematics (4 Pure, 2 Applied)
A Level in Mathematics, AS-level in Further Mathematics (minimum 5 Pure)
A Level in Mathematics and Further Mathematics (including at least 6 Pure)
A Level Mathematics is an exciting but demanding course supporting the study of numerous subjects at university. The continued
study of Mathematics at university confers a rare and powerful aura on the successful graduate, leading to abundant career
opportunities and guaranteed happiness. It is also a prerequisite for all Engineering courses (probably with some Further
Mathematics), a vital service subject to many of the Science disciplines and underpins much of the rigour behind Economics and
Business concepts. The discipline of Mathematics is seen by employers as providing the student with an ability to reason and
analyse as well as conveying security in numerical and algorithmic procedures.
To study single Mathematics you should have at least an A grade at IGCSE (or equivalent). It is a subject that is mastered by a
combination of regular hard work and innate ability. You need to be strongly motivated to endure the occasional periods of
confusion and frustration but the rewards are great.
If you have a healthy interest in Mathematics and are likely to secure a high grade at (I)GCSE, then ask not ‘Why should I study
Mathematics?’ but rather ‘Why on earth not?’
N.G. Bradshaw
([email protected])
FURTHER MATHEMATICS
Examination Board: OCR (MEI)
Specification Code:
AS: FM 3896
A2: FM 7896
What is Further Mathematics?


Further Mathematics is an AS/A level qualification which both broadens and deepens the mathematics covered in
AS/A level Mathematics.
Further Mathematics can only be studied in conjunction with A level Mathematics
Why study Further Mathematics?
There are many good reasons to take Further Mathematics:
 Students taking Further Mathematics overwhelmingly find it to be an
enjoyable, rewarding, stimulating and empowering experience.
 For someone who enjoys mathematics, it provides a challenge and a chance
to explore new and/or more sophisticated mathematical concepts.
 It enables students to distinguish themselves as able mathematicians in the
university and employment market
 It makes the transition to a mathematics-rich university course easier.
 taste a more independent style of learning, which is good preparation for
university or a career;
 have the chance to work with like-minded students from other schools and
colleges;
Any student planning to take a mathematics-rich degree (this covers a very wide
range of academic areas - Engineering, Sciences, Computing, Finance/Economics,
etc., as well as Mathematics itself) will benefit enormously from taking Further
Mathematics, at least to AS level.
Students who are not planning to study for mathematics-rich degrees but who
are keen on mathematics will find Further Mathematics a very enjoyable course
and having a Further Mathematics qualification identifies students as having
excellent analytical skills, whatever area they plan to study or work within.
To study Further Mathematics, you will need an A* at IGCSE (or equivalent) and will be very likely to wish to pursue a degree
course with significant mathematical content. It is a subject that is mastered by a combination of regular hard work and innate
ability. You need to be strongly motivated to endure the occasional periods of confusion and frustration but the rewards are
great.
N.G. Bradshaw
([email protected])
MODERN LANGUAGES (French, German and Spanish)
Examining Board: AQA & Edexcel
Specification Code: AQA
French
AS: 1651
A2: 2651
AS: 1696
A2: 2696
AS: 8GNO1
A2: 9GNO1
Spanish
Specification Code: Edexcel
German
The course is an extension of work done at GCSE but draws on a wider, more stimulating and more demanding range of topics
related to contemporary society and culture.
The aims of both AS and A2 are to:






develop understanding of texts from a wide variety of sources
develop understanding of spoken and written language from a variety of media sources and by native speakers
speak the language accurately, confidently and fluently in conversation and debate
write accurately in a variety of styles using a wide range of topic-specific language
develop a high level of grammatical accuracy
develop extensive knowledge of the country, customs and culture
Time Abroad
We normally run courses during the Lower Sixth Year to France, Germany and Spain. These are a very important feature of the
work that we do and you are strongly advised to participate. Further details are available from the Heads of French, German and
Spanish.
Structure of the examination :
French & Spanish
Paper
Unit 1
Unit 2
Content
Listening, Reading and Writing
Speaking
% of AS
70
30
% of A level
35
15
The A2 comprises a further two units of assessment. Taken together with the two AS units, it leads to a full A Level qualification.
Paper
Unit 3
Unit 4
Content
Listening, Reading and Writing
Speaking
% of A level
35
15
German
Paper
Unit 1
Unit 2
Content
Spoken Expression and Response
Understanding and written Response
% of AS
30
70
% of A level
15
35
The A2 comprises a further two units of assessment. Taken together with the two AS units, it leads to a full A Level
qualification.
Paper
Unit 3
Unit 4
Content
Understanding and Spoken Response
Research, Understanding and Written Response
% of A level
17
33
Why study a language?
The study of a modern language at A2 or AS Level can be successfully combined with that of any other subject. Common
combinations are a language with business or economics or a language with history. Some pupils pursuing medical or scientific
courses choose a language as a fourth AS. Combining language with maths, science or music is a good base to study linguistics at
university. There is a wide range of language courses available at universities and you may also choose to study languages
alongside other subjects as a complementary subject to your main subject.
Recent university courses taken up by Old Shiburnians
Bath: International Management with French, German, Spanish
Bristol: French and Spanish, French and German, French and Italian
Durham: Arabic and Spanish, French and Italian
Edinburgh: Spanish and History of Art, Spanish with European History
Kings College London: German and History
Leeds: German and International Relations, Chinese and Management, Politics and Spanish
Manchester: European Studies and French
Nottingham: Economics with German
Newcastle: Spanish with Latin American Studies
UCL London: Sciences Po (two years at university in France followed by two years at UCL)
“The knowledge of any language in addition to one’s mother tongue not only expands linguistic capability, but can also give
access to employment, enrich cultural understanding and provide a valuable resource which can be drawn on in overcoming
communication barriers in an international context.”
(Languages for the Future, British Council, 2013)
In a modern, globalized world with complex international business relationships, it is not good enough to only be able to
communicate in English – did you know, for example, that more than 70% of the world’s population does not speak English?
Being monolingual also carries cultural risks. Speaking another language provides a window to a different culture and customs
and, in turn, provides you with a mirror to your own. Skill in another language helps you to communicate with other human
beings, and increases your access to knowledge through research or literature published in a language other than your own.
Linguists are in demand with employers and recruitment agencies; the UK lacks diplomats, interpreters, bankers and corporate
managers with language skills. Modern Languages and Linguistics university graduates regularly go on to careers in areas such as
law, management, accountancy, banking, international journalism, the media, advertising, the Diplomatic Service and the
performing arts, as well as language-specific jobs like speech therapy, teaching, speech and language technology, translation,
interpreting, and forensic linguistics.
J.R. Thurman (Head of Modern
Languages and German)
([email protected])
A.R. Oates (Head of French)
([email protected])
J. Berganza (Head of Spanish)
([email protected])
MODERN LANGUAGES (Russian)
Examining Board: Edexcel
Specification Code:
AS: 8RU01
A2: 9RU01
Russian may be taken as a two year course only, ab initio, leading to the full A Level qualification, i.e. both AS and A2 are taken in
the Upper Sixth. The demands of this course makes it suitable for proven linguists (modern or classical) who have enthusiasm,
commitment and perseverance – for such students this course is extremely rewarding and requires no prior knowledge of the
language. However, a willingness to do some preparatory work during the summer before the Lower Sixth year would be a
distinct advantage.
The AS comprises two units of assessment
The AS Units
Unit 1
Unit 2
Spoken Expression and Response
Understanding and written Response
AS 30%
AS 70%
AL 15%
AL 35%
The A2 comprises a further two units of assessment. Taken together with the two AS units, it leads to a full A Level
qualification.
The A2 Units
Unit 3
Unit 4
Understanding and Spoken Response
Research, Understanding and Written Response in Russian
AL 17.5%
AL 32.5%
The aims of both AS and A2 are to:






develop understanding of texts from a wide variety of sources
develop understanding of spoken language on radio, television, film and by native speakers
speak the language accurately, confidently and fluently in conversation and debate
write accurately in a variety of styles using a wide range of topic-specific language
develop a high level of grammatical accuracy
develop extensive knowledge of the country, customs and culture
The wide scope of these aims demands an active interest in the culture and contemporary society, and a readiness to make
maximum use of resources for learning, which include the digital multimedia laboratory, television and radio via the Internet,
newspapers and magazines, the library. There is an extra weekly class dedicated to conversation practice, and students are also
urged to spend as much time as possible in the country. Students of Russian are strongly encouraged to take part in our
reciprocal exchange with a school in Perm in the Urals. This visit also includes sightseeing in Moscow and St Petersburg and
usually takes place at the end of the Lent Term.
Please see Mr Felstead at Sherborne Girls if you would like to discuss this course.
J.R. Thurman
(jthurman @sherborne.org)
MUSIC
Examination Board: OCR
If you enjoy music-making, song writing, film music, composing and learning about music, this course gives you the opportunity
to pursue these interests in developing particular musical strengths whilst broadening your musical experience and outlook.
The Course
The course is designed to allow students the opportunity to perform, compose and to study various different types of music.
Key features




a flexible specification with different options to suit different types of musicians, whether you are classical, jazz or rock
minded
the opportunity to spend time on solo or group performances
the opportunity to use new facilities in the Music School for composing (including the Studio)
most of the final mark for both AS and A2 is based on coursework
AS
Performing
An opportunity to perform live as a soloist and/or as part of an ensemble like the Choir, the Swing Band or a RocSoc band. The
music may be in any style, including improvisation which need not be notated. Any instruments and/or voices are acceptable as
part of a five to six minute externally assessed performance. As part of the recital there is a two minute conversation (viva) with
the visiting assessor, discussing why the programme was chosen and what pieces presented the most interesting technical and
musical challenges.
Composing
The creation of a three-minute piece of music for four or more instruments. A written log should contain details of the
composition process from beginning to end, mentioning any influential music and/or artists. Six choral/harmony exercises need
to be submitted at the same time.
Analytical Studies/history of music
A study of three pieces of jazz and three pieces of classical music, setting them in an historical context, and answering questions
based upon listening tests and two essays. Some additional aural questions cover a broad period of musical styles and periods.
A2
Extended Performance
A further opportunity to perform live, with a viva and CD sleeve style programme notes being ready for the day when an external
assessor visits.
Composition and Technical Study
The creation of a three-minute vocal piece or song. A written log should contain details of the composition process from
beginning to end, and mention any influential music and/or artists.
Analytical Studies/history of music
Further studies to include a choice of topics ranging from Baroque & Classical music, through Film and TV scores and jazz, to Rock
& Pop music. Listening tests, essay questions and further aural are included in a two hour exam paper.
J.E.C. Henderson
([email protected])
MUSIC TECHNOLOGY
Examination Board: Edexcel
This course involves the composition of rock/pop scores and/or a film score, some sequencing and extensive recording work in
the Recording Studio. Software used is Cubase. Key features:




flexible specification with different options to suit different types of musicians, be you classical, jazz or rock minded
an opportunity to get to know your way around the state-of-the-art recording facilities within the Music Studio
an opportunity to get to know film scores as part of the process of writing your own
an opportunity to study pop music from 1967 onwards
Sequencing task
The creation of a midi track which needs to sound as close to the original [supplied] song as possible. This task takes 20 hours and
is supervised from beginning to end.
Multi track recording
An opportunity to record a band or an ensemble and then mix it down and, using best production techniques, to produce a
recording of the highest quality. This task is also allocated 20 hours of supervised time.
Arrangements
An opportunity to arrange a piece of music or a song for different instruments and voices, using the facilities within the Music
Studio and/or the classroom suites. This also takes 20 hours.
J.E.C. Henderson
([email protected])
PHILOSOPHY AND ETHICS
Examination Board: OCR
Specification Code:
H172/572
Philosophy is a challenging but compelling subject which considers the question “what is truth?” and is not satisfied with
superficial answers. Ethics (or moral philosophy) is similarly concerned with the question “what is good?” These subjects would
suit you if you are an original thinker, interested in digging below the surface of presuppositions and enjoy a good intellectual
argument. Philosophy is an excellent preparation for anyone preparing to study humanities at university or interested in being
able to hold their own in conversations about things that really matter, while ethics is a very useful tool for future medics and
lawyers.






Key issues from medics, politics, business, ecology and warfare will be identified and discussed, approached
philosophically and applied to current case-studies.
Lessons will be based on theories and debate, encouraging you to use your initiative, challenge viewpoints,
including your own, and critique scholars’ arguments.
Your learning will be supported by syllabus-based textbooks written by leading examiners and you will be required
to read around the subject and keep abreast of current affairs.
Annual Field Days led by University Philosophers are organised.
Examinations: two 1 & ½ hour exams, one in Philosophy and one in Ethics. Each paper requires you to answer two
extended questions at AS Level and two longer essay-style questions at A2.
An A grade or better in both GCSE Theology and one of your English GCSE courses is required.
AS - Philosophy
This course is a solid introduction to the contrasts of the classical writers Plato and Aristotle with traditional Christian Philosophy,
introducing questions such as, ‘is goodness dependent on God?’ You will evaluate the philosophies of Aquinas, Kant and
Augustine on theological questions, such as the existence and nature of God. The course also offers the chance to encounter a
range of philosophers like Hume, Mill, Freud, Darwin and Russell on the nature of evil, science and the challenge to religious
belief.
AS – Ethics
This course introduces you to the most fundamental ethical questions: Is morality dependent on God? Are actions ever
intrinsically ‘good’ or ‘bad’ in themselves? Do we follow ‘conscience’ rather than ‘rules’? Do traditional philosophical approaches
clash with modern theories over some of the major life and death debates of our time? You will examine Natural Law, Kant’s
Categorical Imperative and Utilitarianism and apply them to issues such as the way we treat the unborn and the dying, the way
we are increasing genetic engineering and therapy; and the rights and wrongs of going to war.
A2 - Philosophy
This course focuses on the way we give expression to our experience, questioning the way traditional thinkers have described the
nature of reality and key rationalist thinkers challenge religious language. You will also study philosophical and psychological
challenges to the claims of spiritual knowledge; ideas about life, death, the soul, reincarnation, miracles and the nature of God.
A2 Ethics
This course raises key questions in considering whether we have free will and can act meaningfully; whether our conscience is to
be trusted or escaped from; whether there is such a thing as right and wrong at all. The theories learnt at AS are then applied to
two further modern dilemmas: is the state of the planet our concern? Are our attitudes to sexual behaviour bringing freedom or
st
chaos to the 21 century?
A.C. Gillott
([email protected])
PHYSICAL EDUCATION
Examination Board: OCR
Physical Education is a modern, diverse and rapidly developing subject which complements a leisure industry in Britain which is
booming. The P.E. A-Level course covers a variety of topics with the focal point being the Performer and the Performance, so too
applying theoretical concepts to practical applications.
If we are to understand the performer in action we need to know how the body functions, how it moves and how the various
outside influences and problems affect that performance; by doing so we can then plan for the improvement of that
performance. P.E at A-Level is a different animal to that of GCSE, with a far greater focus on technical language, principles of
training and the effective application and evaluation of scientific knowledge. The diverse skill set required for study at this level
also demands an ability to be analytical.
Level
AS
AS
A2
A2
Unit Title
An Introduction to P.E.
Acquiring, developing and evaluating practical skills in P.E.
Principles and Concepts across areas of P.E.
The improvement of Effective Performance in P.E.
AS
60%
40%
A
30%
20%
35%
15%
AS Level
A2 Level
The AS course covers 3 theoretical topics which account for
60% of marks:
The A2 course covers 3 theoretical topics which account for
35% of total certificated grade:
1.
2.
3.
1.
2.
3.
Anatomy & Physiology
Acquiring Movement Skills
Socio-cultural Studies
Exercise Physiology
Sports Psychology
History of Sport
The practical element of the course is worth 40% of A.S marks
and is split into:
The practical element of the A2 course is worth 15% of the
overall grade and is split into:
1). Practical performance in 2 sports.
2). Analysis and planning for the improvement of a performer
in one sport.
1). Practical performance in 1 sport.
2). Analysis and the appreciation of performance in one
sport.
Theoretical P.E. includes topics such as: Cardiovascular-respiratory systems, Personality, Aggression, Motivation, the Influence of
19th Century Public Schools and how they created the Sports we play today, Energy Systems and Modern issues in Sport such as
The Olympics, Media, Drugs and Violence.
In the second year students must demonstrate that improvements have been made in their chosen sport and that they can
critically evaluate their performance and that of others. This is assessed via observation of a live performance of an athlete in
their sport and discipline from which an oral analysis is produced and recorded.
Students should be aware of the practical nature of this subject and be prepared to be assessed both in and outside the
classroom. An ability to perform to a reasonable standard is therefore a necessity and external moderation will ensure marks
are correctly awarded.
There is an increasing range of higher education courses being made available in P.E; however we feel the OCR A-Level currently
offers the best mix for our students. It either introduces new students to concepts and theories or builds on existing knowledge
from GCSE with detailed but gradual progressions whilst also offering sufficient weighting to allow gifted practical performers to
access top grades. In elite sport there is a growing awareness that the difference between winning and losing is far more complex
than pure ability and it goes without saying that should students study Physical Education at A-Level, they will be better placed to
develop their talents than those who do not.
Should you require any more information about the subject please do not hesitate to be in contact.
Rh.P. McGuire
([email protected])
PHYSICS
Examination Board: AQA A
Specification Code:
AS: 1451
A2: 2451
What is physics?
Physics is the search for the fundamental laws of the universe, a hunt for the building blocks of nature and a “theory of
everything”. Physics is behind the technology that put man on the Moon, made the internet possible and revolutionised surgery,
and also the technology that will shape tomorrow’s world: quantum computers, nuclear fusion or perhaps the means to colonise
the solar system. Physics is both the everyday and extraordinary; from why the sky is blue and what causes a warm summer
breeze, to quantum entanglement and black holes.
Physics is the non-superficial. Ideas are expressed in the unequivocal terms of mathematics, and are tested by observation and
experiment. Physics is a human endeavour. It is the search for answers and a better understanding of our place in the universe. It
is a journey of discovery in which progress is made through teamwork, discussion, debate and collaboration across the globe.
Physics is hugely influential. Discoveries have an impact, not just in closely related fields, such as engineering and
telecommunications, but also in chemistry, medicine and even philosophy. Physics covers it all, from the innermost workings of
the atom to the edge of the visible universe.
The Course
The A Level course will follow the specification laid down by AQA for teaching from September 2008.
·
The course is a ‘traditional’ course which builds upon the IGCSE physics specification
·
There is a strong practical element to both years which is assessed through Investigative Skills Assignments
·
The AS course will focus on the topics of Mechanics, Materials, Waves, Electricity, Particles & Quantum Phenomena
·
The A2 course will focus on Fields, Further Mechanics, Nuclear Physics and Thermal Physics
·
The A2 option topics include: Astrophysics, Medical Physics, Applied Physics or Turning Points in Physics
Physics is a practical science and much of the course will be complemented by experimental investigation. There is no
coursework component as such, but some of your practical skills will be assessed internally over the year/s. The mathematical
content of A Level Physics is not overwhelming, and support is available to those who need help.
Course Delivery
Usually an A Level set is split between two physics teachers. Each teacher is responsible for the delivery of one unit of the course
which includes i) delivery of the theoretical content and ii) development of the associated practical skills for the ISA. Class work
provides the development of the practical and theoretical concepts to which applications are linked. In addition to the course
texts, each student has a copy of ‘Advanced Physics’ by Adams and Allday as well as access to a wide range of books in the School
library.
Enrichment
Students are encouraged to subscribe to the New Scientist and Physics Review magazines. We also have links with Thales (sonar
engineering specialists) and regularly host speakers from local universities and engineering firms.
Do I have to study Mathematics at A Level?
You do not have to study A Level Mathematics to be able to study Physics at A Level. However, often the students who
understand the material best and get the better grades are also studying Mathematics. Please be aware that the further study of
Engineering or Physics at University will require a good grade in A Level Mathematics.
Which University courses does A Level Physics support?
Physics A Level is accepted as a high status qualification by many employers and Universities. Physics is essential to those
considering Engineering and Physics as a career and is extremely useful for other areas including Medicine, Chemistry, Biology,
Architecture, Material Science, Mathematics, Electronics, Economics, Finance and the Law.
What can I do with a Physics degree?
Physicists play a vital role in many technology-based industries, such as optoelectronics, nanotechnology, computing and
renewable energy. Others work on investigating the universe; searching for extra-solar planets or looking for the remnants of the
big bang. Others still go on to apply their knowledge in healthcare (medical physics), studying the processes of the Earth
(geophysics) or the climate (meteorology). The knowledge and skills that studying physics develops are important in other areas
as well. Predicting future market behaviour is vital in finance, and so a physicist’s ability to model complex systems is particularly
valued in this sector, while a logical approach and ability to understand new technology is useful in law, for example, when
patenting new inventions. Physics provides a broad training in skills that are valued by all employers; an ability to grasp concepts
quickly, a determination to find coherent answers, along with problem-solving, analytical, mathematical and IT skills. Even if you
decide that you don’t want to work in any physics-related industry after your degree, the skills and knowledge that you develop
by studying physics will always help in whichever area you go into. Studying physics at degree level is a good way of keeping your
options open.
The salaries of physics graduates are also well above the national average*. Over a working lifetime, the average physics graduate
earns 30% more than someone holding just A-levels.
* The economic benefits of higher education qualifications, PricewaterhouseCoopers LLP, January 2005.
What other subjects can I study with physics at university?
There are numerous courses that offer Physics as part of a joint- or double-honours programme:
Non-scientific
American Studies, French, German, Spanish, European Languages, Philosophy, Philosophy of Science, Music, Music Performance,
Teaching, Finance, Management, Business Management, Marketing, Media, Communications, Sports Science
Scientific
Mathematics, Applied Mathematics, Biomedical Science, Biology, Chemistry, Chemical Physics, Computational Physics, Computer
Science, Electronic Engineering, Engineering, Astrophysics, Geophysics, Ocean and Climate Studies, Meteorology, Medical
Applications, Medical Physics, Sports Science, Cosmology, Nanotechnology, Nuclear Science, Particle Physics, Acoustics,
Photonics, Space Science
Further details can be located at www.myphysicscourse.org or http://www.iop.org/publications/iop/2011/file_41677.pdf
M.D. Thurman
([email protected])
ENGLISH AS AN ADDITIONAL LANGUAGE
Boys who speak English as an additional language are recommended to have English lessons in order to develop their language
skills. It is also essential for those boys who have not already met university matriculation requirements in English to obtain a
recognised qualification.
The examination for which boys are currently prepared is:

I.E.L.T.S. (International English Language Testing System)
This examination is administered by the University of Cambridge.
The syllabus covers a wide variety of skills: reading; listening comprehension; essay planning; writing an argument; describing a
diagram or statistical information; summary writing and note-taking; understanding and application of the rules of grammar;
acquiring a wide vocabulary; speaking.
All these skills are systematically covered in course materials and familiarity with the format of the examination is gained by
regular practice using exercises from past papers. One Hall is set each week.
Lower Sixth pupils attend one or two IELTS lessons per week in a small group. They also have a weekly 1-1 tutorial to which they
are encouraged to bring work from their main subjects for subject-specific language support.
C.E. Greenrod
([email protected])
A Guide to University Entrance Requirements
In choosing AS/A Level subjects your main focus should be on choosing those subjects which you are most likely to enjoy. You
are likely to study those subjects with more enthusiasm and thus achieve higher grades.
This list of university entrance requirements is intended to be a rough guide of what subjects are required at GCE A Level by
universities from applicants for particular courses.
The list is based on prospectus entries of the “most selective” universities, which, for the vast majority of degree courses, are
those which were members of The Russell Group and The 1994 Group in 2012, i.e., leading UK research universities. These are:
Bath
Birmingham
Bristol
Cambridge
Cardiff
Durham
East Anglia
Edinburgh
Essex
Exeter
Glasgow
Imperial
Lancaster
Leeds
Leicester
Liverpool
London:
Goldsmiths’
King’s College
LSE
Queen Mary
Royal Holloway
SOAS
University College
Loughborough
Manchester
Newcastle
Nottingham
Oxford
Queen’s, Belfast
Reading
St Andrew’s
Sheffield
Southampton
Surrey
Sussex
Warwick
York
The Russell Group universities have produced a useful guide, which I encourage you to consult: “Informed Choices”: A Russell
Group guide to making decisions about post 16 education” (2012) http://www.russellgroup.ac.uk/informed-choices.aspx
Individual universities set individual subject and grade requirements. For some subjects there is little variation across all the
universities which offer those subjects; for other subjects there is a wide range of requirements. This is only a summary. Please
see me, if you need more detailed information.
Please note:
1.
I have only referred to subjects offered to Sherborne School Sixth Form students. You are not barred from any university
courses because we do not offer certain subjects at AS/A Level.
2.
GCSE requirements are given only when more than a C grade is required (e.g., Maths. grade B for many Business
courses). Some subjects (e.g., Medicine) require very high GCSE grades overall.
3.
Although some university subjects are available to students who have not taken an A Level in those subjects, the
students who arrive at university with an A Level are clearly at an advantage over those who do not. You are therefore
strongly urged to consider studying a subject at AS/A Level, if you are seriously considering studying this subject at
university.
4.
Universities are trying to be fair to students whose schools do not offer certain subjects by not requiring these subjects
(e.g., Further Maths. in the case of Maths. applicants). When they state that they “prefer” a subject, this is usually
equivalent to a strong recommendation.
5.
Admissions tutors of courses which they consider to be “academically rigorous” apply a stronger test of “academic
rigour” in accepting qualifications from applicants, especially if there is strong competition for places.
For instance, LSE states a preference for “traditional academic subjects” at A Level, and its “non-preferred subjects”
include Art, Business Sts., DT, Drama/Theatre Sts., Music Technology and Sports Sts.
http://www2.lse.ac.uk/study/undergraduate/howToApply/lseEntryRequirements.aspx
Cambridge produces a helpful couple of pages entitled “Subject Matters: Post-16 Subject Choices”:
www.study.cam.ac.uk/undergraduate/publications/docs/subjectmatters.pdf
6.
Subjects which have a high proportion of marks devoted to a practical component are likely to be less acceptable to such
admissions tutors at full A Level. I think that there is no problem with such subjects, if they are taken as a stand-alone
AS.
In the following table “A Maths”= “A Level Maths”, etc.
University course
GCE A Level subjects required by universities
Accounting & Finance
some need A Maths; most need GCSE Maths B
Agriculture
ranges from A 2 Sciences to GCSE Bio & Chem
American Studies
some need 1 from Eng or Hist (or Politics or Lang)
Ancient History
no specific A Level subject requirement
some: A Hist/Anc Hist “helpful” or “preferred”
Animal Science
some need A Bio; some need A 2 Sciences
Anthropology
no specific A Level subject requirement
some prefer Arts/Science mix
Archaeology
no specific A Level subject requirement
some prefer Anc Hist/Hist/Science/Lang….
Architecture
no specific A Level subject requirement; a few need A Art
some need GCSE Maths B or A
evidence of artistic ability can usually be satisfied with portfolio
Biochemistry
all need A Chem; most need either A Bio or A
Bio/Phys/Maths; some need GCSE Maths B
Biological Sciences
a complex picture – partly depends on which area of Biological Scis. is the focus.
all courses would be available to someone with A Bio & Chem; some need GCSE
Maths B
Business / Management
no specific A Level subject requirement
many need GCSE Maths B
Chemistry
all need A Chem; some need A another Science/Maths.
some need AS Maths (& others “prefer” AS/A Maths)
Classics
most need A Latin &/or Greek (all offer beginners’ courses in Latin &/or Greek)
no specific A Level subject requirement for non-linguistic courses
Computer Science
most need A Maths; a few need another Science
Dentistry
A Chem & Bio would satisfy all courses (AS in one accepted by some)
Drama / Theatre Studies
no specific A Level subject requirement
Eng “preferable” for some
Economics
all have Maths requirement: ranges from A Level to GCSE grade C (but creeping up)
Engineering : Integrated
all need A Maths; some need A Phys – others “prefer” it
Engineering : Aeronautical
all need A Maths; most need A Phys
Engineering : Chemical
most need A Maths & Chem
Engineering : Civil
all need A Maths; some need A Phys – others need A Sci.
Engineering : Electrical/Electronic
all need A Maths; most need or “prefer” A Phys
Engineering : Mechanical
all need A Maths; most need or “prefer” A Phys
English
all need A English
Environmental Science
most need A 1 Science; some need A 2 Sciences
European Studies
all need A in Lang to be studied or a Lang
Fine Art
no specific A Level subject requirement
N.B. many students (have to) do Foundation course first
Food Science
most need A Chem & A/AS another Science
Geography
most need or “prefer” A Geog;
some have no specific A Level subject requirement
Geology
most need 2 from Bio/Chem/Phys/Geog/Maths
History
most need or “prefer” A Hist
some have no specific A Level subject requirement
History of Art
no specific A Level subject requirement
Human Sciences
some have no specific A Level subject requirement
others need 1 Science (Biology preferred)
N.B. A wide range of courses hide under this title!
Law
no specific A Level subject requirement
Materials Science
most need 2 from A Chem/Phys/Maths;
some need AS/A Maths
Mathematics
all need A Maths; some state F Maths “advantageous”
(lower grades for F Maths students!)
Medical Sciences
all would be satisfied with A Chem & Bio
most need A 2 Sciences
Medicine
all would be satisfied with A Chem & Bio
some need GCSE Maths & Eng B
Modern Languages
all need A in at least 1 Lang
Music
all need A Music
Natural Sciences
most need A in 2 Sciences
(otherwise depends on subject combination applied for)
Pharmacology
all would be satisfied with A Chem & Bio
Philosophy
no specific A Level subject requirement
Physics
all need A Maths & Phys
Politics
no specific A Level subject requirement
Psychology
some need A 1 or 2 Science/Maths
others: no specific A Level subject requirement
most need GCSE Maths B
Sociology
no specific A Level subject requirement
Sport Science
most need 1 Science (Bio or Chem preferred)
Theology / Religious Studies
no specific A Level subject requirement
Veterinary Medicine
most need A Chem & Bio; 3rd Science gives most choice
The Careers Department has “University Entry Requirements” sheets for 40 undergraduate subjects. I give the sheet
for Economics below as an example, as there is a particular issue here. A Fifth Former yet to study Economics does
not know whether he will wish to continue this subject into university, but has to recognise that some departments
require A Level Maths..
Key: A*AAa = A Levels A*AA + stand-alone AS at A
University Entrance Requirements
Economics
A Level (AS in lower case)
Warwick
A*AAa-A*AAB
(Maths. A Level A)
UCL
A*AAe
(Maths. A Level A*, Economics A, if taken)
Bath
A*AA
(Maths. A Level A)
Cambridge
A*AA
(Maths. A Level A & Economics desirable)
Durham
A*AA
(Maths. A Level A)
LSE
A*AA
(Maths. A Level A*; Further Maths. recommended)
A*AA
(Maths. A Level A)
Bristol
A*AA (-AAB)
(Maths. A Level A)
Nottingham
A*AA-AAA
(Maths. GCSE A)
Exeter
A*AA-AAB
(Maths. GCSE A)
AAA
(Maths GCSE B)
AAA
(Maths. GCSE A)
Oxford
Lancaster
(Eco.& Mgt.)
(MEcon)
Leeds
Manchester
(BEconSc.)
(BA)
AAA
AAA
(Maths. A Level; Economics preferred)
(Maths. GCSE B)
Oxford
(PPE)
AAA
(Maths. AS usually)
St Andrews
AAA
(Maths. GCSE A/B)
SOAS
AAA
(Maths. GCSE B)
Southampton
AAA
(Maths A Level)
City
AAA/AABb
(Maths. GCSE B)
Edinburgh
AAA (-BBB)
(Maths. AS A)
Newcastle
AAA-AAB
(Maths. GCSE A)
Royal Holloway
AAA (Maths. GCSE A or AS B) - AAB (Maths. A Level B)
Surrey
AAA (Econ. +/or Maths. pref.; Maths. GCSE A) - AAB (Maths. A Level)
York
AAA-AAB
(Maths. A Level B)
AAB
(Maths. GCSE B)
Birmingham
AAB
(Maths. GCSE A)
Cardiff
AAB
(Maths A Level B)
Aston
(Econ. & Mgt.)
Glasgow
ABB
(Maths. GCSE C)
AAB
(Maths. GCSE B)
Loughborough
AAB
(Maths. GCSE B)
Queen Mary
AAB
(Maths. A Level)
AAB
AAB
(Maths. A Level B)
(Maths. GCSE B)
Strathclyde
AAB
(Maths. GCSE A)
Sussex
AAB
(Maths. GCSE B)
Essex
AAB-ABB
(Maths. GCSE B)
Liverpool
AAB-ABB
(Maths. A Level B)
Reading
AAB-ABB
(Maths. AS C)
Brunel
ABB
(Maths. A Level B)
East Anglia
ABB
(Maths. GCSE B)
Kent
ABB
(Maths. GCSE A)
ABB
ABB
(Maths. GCSE B)
(Maths. A Level)
Queen’s, Belfast
ABB
(Maths. GCSE A)
Buckingham
ABB-BBB
(Maths. GCSE C)
Swansea
ABB-BBB
(Maths. GCSE C)
Keele
ABC
(Maths. GCSE B)
Aberdeen
BBB
(Maths. GCSE C)
Dundee
BBB
(BSc: Maths./sci. A Level)
Heriot-Watt
BBB
(Maths. GCSE C)
Lancaster
(BA/BSc)
Sheffield (BSc)
(BA)
Leicester (BA)
(BSc)
Oxford Brookes
(Econ., Fin. & Intl. Bus.) BBC
(Maths. GCSE B)
Stirling
BBC
(Maths. GCSE C)
Hull
320
(Maths. GCSE A)
Portsmouth
320-280
(3 A Levels; Maths. GCSE B)
Aberystwyth
300
(Maths. GCSE C)
Bristol UWE
300
(Maths. GCSE C)
Bradford
300-260
(Maths. GCSE C)
Plymouth
280
(Maths.GCSE C)
Choice of universities: Russell Group and 1994 Group and some others.
Source of information: 2014 entry prospectuses.
P. Rogerson
June 2013