IPSWICH SCHOOL
YEAR 10
SIXTH FORM TASTER DAY
2013
To Year 10 Pupils
This year‟s Year 10 Sixth Form Taster Day takes place on Monday 1st July. The main aim of
the day is to give you some sense of what life in the 6th Form is all about, and to help you
decide which four subjects you would like to study in Year 12. We stress that the Taster
Day represents only the start of an ongoing process, and this will be supplemented in Year
11 by the full Sixth Form Prospectus and the Sixth Form Information Evening. You will have
the opportunity to sample four subjects on the 1st July; the departmental entries contained
in the following pages will give you an insight into the subjects Ipswich School offers at AS
and A2, and help you to determine which subjects you would like to „taste‟.
Please note that you are not committing yourself to doing these subjects in the Sixth
Form; there will be further opportunities during the coming months to talk to teachers
about subject choices and to build on the information you will get on the Taster Day. So
don‟t panic if you cannot get to „taste‟ all the subjects you want.
We hope that the Taster Day will be both enjoyable and useful in helping you to think about
your options in the Sixth Form.
A R Bradshaw
Head of Middle School
2
Art and Design
AS
Unit 1
Coursework
30% of
Advanced
Practical work
completed in year
12 for AS Level.
GCE
60% of AS
Unit 2
An external paper
is set based on a
theme. Students
are given a
preparatory period
to plan and develop
a piece of work.
Students create the
piece in 8 hours,
under examination
conditions.
Externally
set
examination.
Papers will
be given
during Lent
half term.
20% of
Advanced
GCE
40% of AS
A2
Unit 3
Practical work and
contextual study
completed in year
13 for A2 level.
Coursework
30% of
Advanced
GCE
3
Unit 4
An external paper
is set based on a
theme. Students
are given a
preparatory period
to plan and develop
a piece of work.
Students create the
piece in 12 hours,
under examination
conditions.
Externally
set
examination.
Papers will
be given
during Lent
half term.
20% of
Advanced
GCE
The GCE in Art and Design has been designed to encourage an adventurous and enquiring
approach to art and design. Successful students should be able to demonstrate an
understanding of past and contemporary art and design practice and be able to produce
artwork that embraces a range of ideas.
Assessment objectives for AS and A2 are the same
Develop ideas through sustained and focused investigations informed by contextual and
other sources, demonstrating analytical and critical understanding.
25%
A02
Experiment and select appropriate resources, media, materials, techniques and processes,
reviewing and refining their ideas as their work develops.
25%
A03
Record in visual and/or other ideas, observations and insights relevant to their intentions,
demonstrating an ability to reflect on their work and progress.
25%
A04
Present a personal, informed and meaningful response demonstrating critical understanding,
realising intentions and where appropriate, making connections between visual, oral or
other elements.
25%
4
Art Taster Lesson
AIM:
To complete a series of studies from observation
using a variety of drawing and paint techniques.
Work will be of varying scale.
We will look at different styles and ways that artists have portrayed natural form.
5
Biology
AS and A2 Biology builds on the work done in GCSE, so the topics that will be studied are
already familiar to you. With twice as much time each week, we can look at them in greater
depth. Plenty of practical work helps you to develop your ideas, and generates a lot of
interest in the subject.
In Year 12 you will study biology and disease, including work on proteins, cells, cholera,
breathing and the circulation, and the diseases that can affect them. The second module is
about DNA, cell division, gas exchange, transport in animals and plants and the variety of
organisms.
In Year 13, photosynthesis and respiration feature, along with ecology and evolution. In the
final module, the nervous system movement and control are followed by protein synthesis
and control of gene activity. We conclude with modern genetics, including medical
diagnosis and genetic fingerprinting.
Students intending to do medical or veterinary courses should do Biology in the Sixth Form.
A wide range of other courses enable students interested in the subject to study all sorts of
aspects of biology at university, and our increasing understanding of the subject means that
there are constantly increasing ways of using this knowledge in society. Other students
study the subject because they want to include a science A level, and they find the work that
we do interesting and rewarding.
6
Business Studies
Business Studies explains, via real world case studies and examples, how a company is run
and how it negotiates laws, governments, consumer interest groups and economic
influences; how and why it has to make strategic decisions that affect production, goods,
prices, jobs and profits - everything in fact that is found on the pages of a newspaper or
website.
In Business Studies A Level you will:
 explore real business situations.
 get a practical understanding of the application of business concepts.
 understand the role of the entrepreneur and business in society.
The AS syllabus looks at:
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Starting a Business: the challenges and issues of starting a business; enterprise;
entrepreneurs.
Financial Planning: essential financial concepts needed to start a business
including: calculating costs, revenues, and profits; using a break-even analysis and
cash-flow forecasting.
Finance: budgets, improving cash flow and profits.
People in Business: organisational structures, recruitment, training and motivation.
Operations Management: operational decisions, quality, customer service,
suppliers, technology.
Marketing and Competition: designing and using an effective marketing mix,
market conditions and competitiveness.
The A2 syllabus investigates these areas:
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Functional Objectives and Strategies: examining their appropriateness in the
context of corporate objectives.
Financial Strategies and Accounts: making investment information, measuring
performance, financial decisions.
Marketing Strategies: analysing markets, and selecting successful marketing
strategies, developing marketing plans.
Operations Strategies: operational issues, location, innovation, improving
operational efficiency.
Human Resource Strategies: workforce planning, adapting organisational
structures, successful employee relations.
Corporate Aims and Objectives: purpose and nature of corporate strategies,
stakeholder perspectives.
Assessing Change in the Business Environment: the effects of changes in the
economic, political, social, ethical and technological environment and responses of
organisations.
Managing Change: planning for change, leadership and corporate culture, making
strategic decisions, decision making.
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Business Studies takes a problem-solving approach, helping you to develop a critical
understanding of business organisations. It is always difficult to choose a subject without
previous experience so a taster day in Year 10 may give you some idea of the content and
type of experience you would have studying Business, and of course Mr Wilson, Mr Marion
and Mrs Bolton are always available to answer any questions you may have about the
subjects.
If you study A Level Business studies you will be able to evaluate the business stories you
see and read about.
You will also have a sound basis for further work in
business/management related courses for both degree and professional qualifications.
8
Chemistry
Who can study Chemistry A level?
You can! Almost every pupil in the Sixth Form at Ipswich School achieves the minimum entry of at
least a B in the Chemistry part of your Double or Triple Award Science GCSE. Ideally, however, you
will have achieved a higher grade and even then you will still have to work hard to be assured of
success.
Why study Chemistry at A level?
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Chemistry is the central science and impacts on all facets of our lives. An understanding of
Chemistry is necessary to all other sciences from astronomy to zoology.
It is an essential A-level subject for many degree courses such as medicine, dentistry, polymer
studies, biology, pharmacy, veterinary sciences, environmental sciences, materials sciences,
engineering and many, many more.
Some people regard Chemistry as a dirty subject. They are quite wrong! The reality is that if
you wish to do something about, for example, environmental pollution, a thorough
understanding of Chemistry is essential.
Job prospects are excellent in a whole variety of areas of Chemistry. In addition, the ability of
Chemistry students to solve problems, analyse data and carry out research means they are
valuable in all types of employment and are sought after by a wide range of industrial,
environmental and financial companies.
If you want any science-based career, then Chemistry keeps your options open.
9
What topics will I study?
AS Topics
The practical skills controlled assessment is in a similar format to your GCSE ISA coursework.
A2 topics
What should I do next?
Discuss the Chemistry course with a member of staff from the Chemistry department. Mr HalfordThompson, Dr Fredrikssen-Jones, Dr Kinsman, Miss Limrick and Mrs Christie will be pleased to
chat to you.
Think carefully about the suitability of certain subject combinations for the career you have in mind.
Select subjects you know you will enjoy. You will spend many hours reading and writing about
them!
Look through the Chemistry specification details so that you have a clear idea of exactly which
topics are included in the course.
10
What the students say
“Chemistry is fun and informative.”
“I chose Chemistry because I need it for my University Course, but now it is my favourite subject…”
“Chemistry is important because it answers many questions involving current issues such as Ozone
depletion.”
“I really enjoyed making Aspirin as one of the phenol reactions and making Nylon when we were
doing the polymer topic.”
“I enjoy the subject and the teachers are always helpful.”
“Since starting my dentistry course I have been amazed how much A2 Chemistry is involved and I
really appreciate all the help my teachers gave whilst I was studying the Equilibrium topic.”
11
Design Technology
12
Economics
James McCulloch – runner-up in the BBC‟s Young Apprentice - said this about studying
Economics. "For me, Economics is about the world around us; it‟s current; it‟s always
changing; it‟s always interesting. It‟s the subject that allows you study Tesco‟s and ASDA‟s
methods of competition one day, and learn about the environment and pollution permits
the next. It‟s about the modern world; it‟s about how we behave, how businesses behave
and how the government behaves. Economics teaches how to make well-informed
decisions. A large part of the subject is decision making: what should the government do to
cut the budget deficit; what should a business do to raise profit margins. It teaches us how
to go about making choices, which is vitally important in business”
In Economics, you will learn about how markets work, as well as how and why they
sometimes fail. You will undertake case studies on the aims and objectives of firms. You
will begin to understand the reasons behind many of the problems facing the world today,
such as unemployment, international trade imbalances and the issues raised by an
increasingly integrated global economic system.
In Economics A Level you will:
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develop an understanding of current economic issues, problems and institutions that
affect everyday life.
apply economic concepts and theories in a range of contexts and appreciate their
value and limitations in explaining real world phenomena.
analyse, explain and evaluate the strengths and weaknesses of the market economy
and the role of government within it.
At AS you will look at economic issues such as should governments provide free healthcare
and the effects of increases in interest rates, the causes and consequences of the recession,
the fiscal crisis and so on.
This is an overview of the AS syllabus:
 The economic problem.
 The allocation of resources in competitive markets.
 Production and efficiency.
 Market failure.
 Government intervention in the market.
 The measurement of macroeconomic performance.
 How the macroeconomy works; AD/AS analysis, the circular flow of income, and
related concepts.
 Economic performance; growth, employment, inflation, balance of payments, equity,
environmental issues.
 Macroeconomic policy; fiscal, monetary and supply side policies.
13
At A2 you will consider economic concepts and theories in greater depth and will use and
evaluate more complex economic models. You‟ll explore issues in a European Union or
global context, tackling questions such as does immigration from Eastern Europe keep UK
wage inflation low and should governments intervene to reduce the cost of using mobile
phones abroad.
Here is an overview of the A2 syllabus:
 The firm: objectives, costs and revenues.
 Competitive markets.
 Concentrated markets.
 The labour market.
 Government intervention in the market.
 Macroeconomic indicators.
 Managing the national economy
 The international economy.
The fascination of Economics is in the insights it gives into the way people behave and
interact with each other. The dynamic relationships between consumers, manufacturers
and government make economics vibrant and ever-changing. Of course, Economics can also
lead to an exciting (and financially rewarding) career and you will discover that almost every
professional qualification, especially managerial ones, will require some understanding of the
principles of Economics.
What the students say about Economics:
“Economics teaches you about the real world, and helps you to understand government policies and
taxes which affect us all”.
“Economics helps you to understand what is happening around you, such as what causes inflation
and why jobs are created or lost”.
“Economics is a very relevant subject to everyday life”
“Economics is really enjoyable due to the real world relevance of the topics”.
“Economics is excellent preparation for a variety of business and Economics related university courses”.
14
English Literature
The study of Literature at AS/A2 level has a fundamental aim: to foster the enjoyment of reading and
writing by developing the ability to express ideas accurately and imaginatively, to organise thought
coherently and with relevant purpose. Assessing some of the finest literature of the past and
present stimulates argument, clarifies meaning and develops articulate expression.
The GCSE English Literature course has given you the opportunity of reading a variety of prose,
verse and drama. At AS/A2 level (OCR Board) this foundation is consolidated with the continued
wide reading essential for background knowledge and with the close study of coursework and exam
texts which are carefully chosen to cover a broad range of styles and periods. Class discussion,
which invariably ranges from texts to almost any topical issue, is particularly important in an English
course. By voicing interpretation, being prepared to justify a point with evidence or listening to
others‟ views you gain confidence and the ability to modify opinion. This flexibility of response is
invaluable for the examination criterion that requires candidates to account for alternative
responses. However, unlike GCSE, speaking is not part of the assessment.
Since some set texts are always plays, we hope that many of you will take part in school
productions, either as actors or backstage, and join the frequent theatre trips locally and to London.
The English Department‟s extensive DVD library is used to illustrate texts where appropriate. A
broad interest in film, television and popular culture is always useful; examiners are pleased to find a
range of allusion as well as close knowledge of texts. Reading lists of significant novels are issued
every year, and all the texts are available in the Library.
The AS level syllabus covers, within a programme of wider reading, a minimum of six texts, including:
 A major novel (1800-1945)
 Selected poems of a major poet
 A text of criticism (exam).
 Three late twentieth-century texts (coursework)
The full A level specification requires, in addition to the texts covered at AS level, the study of a
further six texts including:
 The study of a Shakespeare play
 A poetry text
 A drama text (pre 1800) (exam)
 An extended essay on any three texts to illustrate a chosen theme (coursework)
The AS/A2 level examiners look for individuality, resourcefulness, relevant interpretation and the
ability to write well-phrased essays. The coursework component (40%) gives scope for research,
planning, drafting and polishing in your own time.
A university course in English can lead to a career in Business, the Media, Journalism, Advertising,
Publishing; as with all Arts degrees, there are many openings. The A level course will give you
insight into the developing of language and will sharpen your awareness of the art of written and
verbal communication. The department has a reputation for inspiring its students to develop a love
of literature and a commitment to stimulating discussion.
15
French
Why French?
Because…
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it is a globally important language in business and diplomatic terms
France is our nearest neighbour and number one tourist destination
France has an unparalleled richness of culture to discover
Linguistic skills are heavily sought after in the workplace and can give you a
competitive edge
You like expressing your opinions and persuading others
AS Level French builds directly on the language learnt for GCSE. It focuses on the
following four themes:
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Media
Modern culture
Healthy Living
Family and Relationships
Topics are studied in terms of French culture, so
you will learn much more about French life than you did at GCSE. This will give you, for
example, the opportunity to see what Reality TV means in France, or how five-a-day is
promoted in France, or to analyse adverts from French magazines.
You will learn to think in greater depth about issues, and express yourself with greater
complexity, in order to support your ideas. This means that you will learn more
sophisticated grammatical structures that enable you to develop your arguments fully.
What sort of things do you do in lessons?
During Year 12, you might
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watch a French film and write a review of it
debate the merits of team or individual sports
learn to use four simple and four compound tenses with
confidence
write an essay in support of alternatives to the nuclear
family
listen to a variety of current French music
16
Assessment takes the form of terminal examination,
which means that at the end of Year 12, you will sit two
exams; an oral exam, and a combined Listening, Reading
and Speaking exam.
Year 13 introduces the in-depth study of at least two
areas of French Culture; these include the study of a
geographical region, a historical period, or the work of a
painter, writer, film director or architect. At the same
time, you will study topics of global importance, such as
environmental issues and social problems, and their
impact on France. As is fitting for such weighty issues,
and your greater maturity, you will develop your language skills to support the expression of
complex ideas. Assessment is again in the form of an oral exam and a combined Listening,
Reading and Writing exam.
17
Geography
Managing Physical Environments
River Environments
The study of a river basin or river basins, including fieldwork, to illustrate:
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The range of features associated with erosion in river systems.
The range of features associated with deposition in river systems.
The factors affecting the development of these features, including rock type and
structure, slope, climate and sea-level change.
The processes responsible for creation of river features, including weathering, mass
movement, erosion and deposition.
Some key questions/issues to investigate:
1.
2.
3.
4.
Why are some river basins are naturally vulnerable to flooding?
How development can increase the risk of flooding?
The social, economic and environmental impacts of flooding.
The varying need for planning and management in resolving development and
flood risk issues.
Coastal Environments
The study of an extended stretch of coastline, including fieldwork to illustrate:
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The range of features associated with coastal erosion.
The range of features associated with coastal deposition.
The processes responsible for these features, including wave action and sub-aerial
processes.
The factors affecting the development of these features including rock type and
structure, aspect and sea-level change.
There are a number of ways that coastal areas can be protected, ranging from hard
engineering to managed retreat.
Coastal areas can be a valuable economic and environmental resource. They provide
opportunities for a number of human activities, including:
1.
2.
3.
4.
5.
6.
Industrial development.
Transportation.
Residential development.
Energy development.
Recreation and leisure.
Conservation.
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Cold Environments
The study of a cold environment to illustrate:
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The impact of climate and weathering on the physical landscape.
The way that ice and water shape the landscape to produce distinctive landforms
including cirques, arêtes, U-shaped valleys, waterfalls, lakes, moraines and outwash
plains.
The impacts of climate on the nature of the ecosystem.
How both physical and human factors make the environment ecologically vulnerable.
Issues associated with the development of cold environments as they provide opportunities:
1. Resource exploitation.
2. Recreation and tourism.
and challenges:
1. Environmental constraints.
2. Costs and conflicts with indigenous populations for development.
Managing Change in Human Environments
Managing Rural Change
Rural areas have a variety of functions, processes and opportunities. The range of functions
and opportunities are influenced by a number of factors which vary from place to place.
Study two contrasting rural areas to illustrate:
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The factors that lead to growth or decline in rural areas.
The economic and social problems associated with growth and development in rural
areas.
The economic and social problems associated with decline in rural areas.
The changing use of rural areas can put increasing pressures on the environment including:
1.
2.
3.
4.
5.
Land-use change.
Traffic congestion and pollution.
Land degradation.
Water pollution.
Rural dereliction.
19
Sustainable management requires an understanding
social/economic/political processes in rural areas.
of
the
dynamic
nature
of
Managing Urban Change
Urban areas have a variety of functions, processes and distinct patterns of land use. The
patterns of land use are influenced by a number of factors which vary from place to place.
Urban growth and decay can lead to a variety of social and economic issues in urban areas.
The study of contrasting urban areas will illustrate:
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The problems of traffic congestion and atmospheric pollution and their management.
The problems of managing increasing volumes of waste.
The problems of managing the growing demand for services such as water and
sanitation.
How urban change can create areas of dereliction.
Students will study at least one example to illustrate how planning and management
practices are enabling urban areas to become increasingly sustainable.
The Growth of Tourism
The study of the global pattern of the growth of tourism to illustrate:
1. Changes in location and type of tourism.
2. The social, economic and political reasons for the growth of global tourism.
The study of the global pattern of tourism in relation to economic development, to
illustrate:
1. How economic development has increased the demand for global and
regional tourism.
2. How tourism can play a significant part in the economic development of an
area.
3. Why there is a relationship between tourism and development.
Tourism brings opportunities & problems for people & the environment:
1. Opportunities include employment, infrastructure, community development
and environmental protection.
2. The problems include population displacement, changing community
structure, social issues, seasonality and environmental degradation.
3. Managing tourism to ensure sustainability.
20
German
(German in the Sixth Form)
Why learn German in the Sixth Form?
 students with language qualifications are increasingly sought after
 Germans are amongst the biggest tourism spenders in the world
 it‟s a very useful „European‟ language when travelling in Spain, Greece, Turkey,
Scandinavia, the Netherlands and many Eastern European countries
 it is the second language of cyberspace
 it is the second language of science and technology
 Germany is one of Britain‟s largest trading partners worldwide
Many of the above points make German a particularly useful addition to your qualifications if
you are considering a career in science/technology or business. It combines well also with a
variety of „arts‟ based subjects.
German at Ipswich School:
The new „AS‟ level German course follows closely the pattern of GCSE, building on the four
skill areas of listening, reading, writing and speaking.
These skills are developed through the study of four topic areas of interest to young people:
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Media (Medien)
Modern culture (Die Kultur unserer Zeit)
Healthy living (Gesund Leben)
Family and relationships (Familie und Verwandschaft)
21
You will have 7 lessons per week (plus an individual lesson with the German assistant – to
prepare you for the oral examination).
We follow a course book which has been specifically endorsed by the AQA examining
board. Much use is made of online interactive material based on and extending the
exercises in the text book.
This is supplemented by a variety of other materials and resources, including books,
magazines, radio and television broadcasts, films and videos.
Throughout the course, the emphasis is on communication and expression of ideas and the
wealth of material available gives plenty of scope for the individual student to follow his or
her own interests.
In the Sixth form you will have the opportunity to undertake Work Experience in a German
speaking country.
To be a successful „AS‟ level student you will:
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have an interest in the subject
express opinions both in writing and orally
listen to and read German on a regular basis
build up your working vocabulary
take every opportunity to practice your skills
Valerie Putschbach lecturing the „AS‟ level set on comparative cultures
22
History
Why study this course?
A Level History will push and challenge you to think. Members of the Department are keen
to get the best out of you, and so expect to be pushed out of your comfort zone! A Level
History will develop your critical skills so that you can look at a document or listen to an
argument and have your own view about whether or not it is credible. It will increase your
understanding of politics, international relations and current affairs. It will greatly improve
your ability to write convincingly and coherently. It will force you to engage in debate with
your teachers and other pupils, increasing your confidence to defend your views. It will
provide you with an A level qualification which is highly-regarded by the most competitive
universities and courses. But most importantly, Sixth Form historians seem to enjoy the
lessons.
The Content of the Course
We have tried to select subjects which people will enjoy, which play to the strengths of the
teachers in the department and which do not overlap with subjects covered at GCSE.
Pupils take two modules in the Lower Sixth. All pupils study Anglo-Irish relations 18671922. This explains how Ireland became divided into North and South, following a lot of
politics, paramilitaries, bloody rebellion and civil war. The Irish course is based on
documents which you learn to pick apart in a way that goes far beyond GCSE. Pupils also
take an essay-based paper which covers the Italy and Spain the twentieth century – more
politics (Fascism) and, in the case of Spain, civil war.
In the Upper Sixth everyone studies Germany from 1900 to 1945. This is covers the Nazi
period but also a lot more – the reasons why Germany went to war in 1914, the ill-fated
attempt to make Germany a democracy after 1918 and the collapse of Fascism during the
Second World War. Both source and essay skills are examined in the module. The final
subject studied covers Russian foreign policy over a hundred year period, focusing on the
role of individuals like Lenin and Stalin and the impact of the Russian Revolution. Students
work independently in this section, finally producing two pieces of extended written work –
a bit like coursework (but not called coursework anymore!)
23
Latin and Classics
What you will study:
Both Latin and Classical Civilisation are offered as part of the
new OCR Classics suite. Both qualifications are 4 module A
levels with 2 modules taken at the end of year 12 and the
final 2 modules taken at the end of year 13.
AS is an integral part of the whole scheme and stands as a
midpoint in difficulty between GCSE and A2 levels. It also
makes a logical and valuable addition to any portfolio of
subjects chosen in the Lower Sixth whether for a year or for
later conversion into a full A level.
What you will gain from the studies:
Latin aims to:
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Develop competence in the language studied
Develop the ability to read, appreciate and understand
Roman literature
Acquire some understanding of the civilisation in which
that literature was produced
Provide an interesting, enjoyable and relevant course of
study
Develop skills with further application of study, work and
leisure
Classical Civilisation aims to:
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Study the Greek and Roman topics that are intrinsically interesting and important,
and which have significance for the development of civilisation
Use and appreciate authentic primary evidence, literary and visual
Make a detailed study of some classical literature
Understand and appreciate distinctive Greek and Roman ways of thought and feeling
Develop learning, written, conceptual and analytical skills within the context of an
attractive and valuable subject.
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How useful will it be?
Apart from giving you a top rate education in their own right, Latin and Classical Civilisation
combine well with other subjects. They provide good training for the mind and help you to
learn on your own. They encourage you to acquire a number of useful transferable skills. A
classical training remains very attractive to employers.
There are many university courses and a wide range of Classics + courses. The Classics
Department at Oxford boasts of being the biggest single largest department in the
university!
Whether you go on to study something classically related at a higher level or not, the
training you receive at A level will stand you in good stead. It is worth nothing that Classics
graduates remain a commodity sought after by employers.
What do I need?
No prior knowledge is required for Classical Civilisation. Latin at GCSE grade B or above is
extremely useful for Latin, but some students pick up Latin again following a hard revision
session at a Summer School. Currently it is not possible to start A level Latin from scratch
in the Sixth Form.
The standards and aspirations are high. Our average A level scores for the past few years
have been in the region of A/B grade for Latin and B grade for Classical Civilization.
The Extras:
The Classics department is a very energetic one. There are often:
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Visits to plays, both locally and in London
Visits to museums as part of „fieldwork‟ for courses
Study days on relevant topics
Opportunities to attend university days, like the Oxbridge day
Regular opportunities to participate in Summer Schools
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There are also longer trips abroad to Italy, Greece, Tunisia, Syria and Turkey and most
recently to Egypt and Jordan.
Since Easter 2013 students of Classics and Latin at AS and A2 level have had the incredible
opportunity to compete for fully funded places on an annual study tour of Rome! As well as
visiting all the famous classical sites and monuments of Rome, our students spend an evening
at one of the most prestigious academic institutes in Rome, the British School, where they
attend a lecture and dine with scholars at the top table.
You might like to dabble with the following reading:
Sex, love and Tragedy, Simon Goldhill
A very short introduction to Classics, Mary Beard and John Henderson
An intelligent person’s guide to the Classics, Peter Jones
26
Mathematics and Further Mathematics
“One reason why mathematics enjoys special esteem, above all other sciences, is that its
laws are absolutely certain and indisputable, while those of other sciences are to some
extent debatable and in constant danger of being overthrown by newly discovered facts” –
Albert Einstein
Why should you study Mathematics?
Albert Einstein is arguably one of the most famous and widely recognized mathematicians
and it seems fitting that his picture should feature at the top of this page.
The quotation reinforces the point that mathematics deals where possible, with certainties
and the security of knowing whether something is right or not. This is often the attraction
of the subject where students enjoy the confidence they gain from knowing that they have
the right answers to a problem.
Mathematics is, of course, at the heart of so many things that we take for granted in the
modern day world and, because of this, is seen as a vital skill for anyone interested in a
variety of disciplines such as Science, Computing, Finance and Medicine to name just a few.
The Mathematics and Further Mathematics Courses
The AS course consists of three modules: two Pure Mathematics modules (number, algebra,
geometry, calculus) and one Statistics (data analysis, probability). These will be examined at
the end of Year 12.
For a full A Level, three more modules are studied in Year 13: two more Pure modules
which extend the ideas already learnt in the AS course and a Mechanics module (forces,
laws of motion).
27
Further mathematicians will complete the A Level course by the end of the Lower Sixth and
then study six other modules in Pure and Applied Mathematics for the award of the Further
Mathematics A Level.
What do I need in order to be able to study these courses?
Students who wish to study Mathematics at AS or A Level would preferably have an A grade
or higher at IGCSE or an equivalent qualification. Further Mathematicians should be
individuals of proven mathematical prowess – these are often, but not exclusively, pupils
with the Additional Maths qualification.
How successful can I expect to be?
Mathematics has the reputation for being a difficult subject to study and understand.
However, as with all other subjects, effort, enthusiasm and commitment are as important as
the entry requirements and experience suggests that pupils that display these qualities go on
to enjoy high returns.
28
MUSIC
Do you like music?
Do you listen to music a lot?
Do you play a musical instrument?
Would you like to find out more about what makes music tick?
If the answer to all these questions is “Yes!”, then studying Music at AS/A2 could be for you!
There is a lot of choice in AS/A2 Music. This means that it may appeal to you whether you
are a member of an orchestra or a rock musician. However, you will need to listen to, and
study the techniques of, a considerable amount of „classical‟ music. Whatever your
preferred musical style, there is a lot of opportunity for practical music-making as part of
the course, which consists of the following:
AS Unit 1: Performing
A performance lasting between 5 and 6 minutes (of at least
Grade 5 standard).
AS Unit 2: Composing
A three-minute composition, completed
under controlled conditions (15) hours,
plus a sleeve note.
29
AS Unit 3: Developing Musical Understanding
A two-hour exam on: set works from the New Anthology of Music, questions about keys,
chords, cadences and modulations in a given score of unfamiliar music and also adding alto,
tenor and bass parts to a given soprano part.
A2 Unit 4: Extended Performance
A balanced programme of music, lasting between 12 and
15 minutes.
A2 Unit 5: Composition and technical Study
A choice of composition and one technical study/two compositions/two technical studies.
30
A2 Unit 6: Further Musical Understanding
A two-hour exam, using a CD for the aural analysis section.
Music AS/A2 is a worthwhile course in its own right, but can also lead to a music course at
university or music college, to teaching, arts administration, music and instrument sales,
performing and composing.
31
Physical Education
1 What you will study
AS Physical Education OCR board
Four theoretical aspects are covered in year 12: Anatomy and Physiology and movement skills
 Socio-Cultural studies in PE
 Practical /analysis component
The practical component which is internally and externally assessed must come from two
different activity profiles:(i)
Athletics activities Track and Field Athletics
(ii)
Invasion games
Rugby/Football/Hockey/Netball/Basketball
(iii)
Net/wall games
Badminton/Squash/Tennis/Volleyball
(iv)
Target games
Golf
(v)
Gymnastics
Gymnastics and Trampolining
(vi)
Swimming
Competitive Swimming
One of the practical activities will be weight training and cardiovascular training
AS Physical Education Unit 451
Anatomy and Physiology (Section A)
• The skeletal and muscular systems
• Motion and movement
• The cardiovascular and respiratory systems in relation to the performance of physical
activity
Acquiring Movement Skills (Section B)
• Classification of motor skills and abilities
• The development of motor skills
• Information processing
• Motor control of skills in physical activity
• Learning skills in physical activity
Socio-Cultural Studies relating to participation in physical activity (Section C)
• Physical activity
• Sport and culture
• Contemporary sporting issues
32
Unit G452: Acquiring, developing and evaluating practical skills in Physical
Education
 Performance
 Evaluating and planning for the improvement of performance
In this area of assessment, candidates will be asked to observe live performances using
critical evaluation techniques throughout.
Candidates will be asked to explain strengths and weaknesses and prioritise areas for
improvement.
In this assessment candidates will look at skill analysis (control/fluency), health and fitness
concepts, performing at a high level, outwitting opponents (tactics and strategy), solving
problems and how to exercise safely.
A2 Physical Education
Unit G453: Principles and concepts across different areas of Physical Education
Candidates study three of the five possible options, at least one option, from Section A.
Section A: Socio-Cultural Options
Historical Studies (Option A1)
• Popular recreation in pre-industrial Britain
• Rational recreation in post-industrial Britain
th
• 19 Century public schools and their impact on the development of physical activities and
young people
th
• The developmental stages of athleticism in 19 Century public schools
• Case Studies
• Drill, physical training and Physical Education in state schools
Section B: Scientific Options
Sports Psychology (Option B1)
• Individual aspects of performance
• Group dynamics of performance and audience effects
• Mental preparation for physical activity
Exercise and Sport Physiology (Option B3)
• Energy
• Health components of physical fitness
• Application of the principles of training
• Performance enhancement
33
Unit 454:
Practical Skills
• Performance
• Evaluation, appreciation and the improvement of performance
Candidates will be assessed in:
Performing one chosen activity from one of the activity profiles and the Evaluation,
Appreciation and Improvement of Performance.
Candidates are assessed in one chosen activity. This must be one of the activities that they
were assessed in at AS Level in Unit G452 Acquiring, developing and evaluating practical skills in
Physical Education.
Breakdown of % marks for each part of the course:AS
451
60% of AS
2 hour exam
AS
452
40% of AS
practical (2 activities)
AS accounts for
50% of overall A level grade
A2
453
35% of A level total 2.5 hr exam
A2
454
15% of A level total one practical
Grades awarded go from A to E, and an A* is also possible when an a grade is scored on the
final a level exam (aggregate A* on both papers)
Course details can be obtained From:
Oxford and Cambridge exam board (OCR)
Advanced specification PE AS H154 and A2 H554
Recommendations of practical ability
As the course is based on practical sporting ability, it is recommended that students should
chose sports in which they display a high level of performance, e.g. the School would
recommend that students play representative sport of at least one School Team if they are
to score well on the practical assessment
34
Teachers of the A level course
David Hacker
Director of Sport
Carla Chapman
PE Teacher
Nicole Brown
PE Teacher
Sarah Holden
Head of Netball
Sports Psychology
Anatomy and Exercise Physiology
C Studies/History of PE
Movement skills
What you need



Stationery-paper, files with subject dividers to organise your work into the sections
mentioned above
Sports kit-clean and appropriate for the activity
Equipment will be required for practical assessments (eg If you are specialising in
hockey you will need a hockey stick)
Resources
In the PE Department we have reference textbooks, periodicals, press cuttings, CD Roms,
videos and handouts. It is a vital aspect of your course that you study in your own time and
use your private study periods for further study.
Facilities
The Mermagen Sports Hall for Netball, Basketball, Badminton, Gymnastics, Cricket,
Badminton, Football
Notcutts playing fields for the major field sports such as Rugby, Hockey, Cricket,
Rounders and Athletics
School swimming pool - 20 x 5 m pool for competitive Swimming, Lifesaving and Water
Polo
Westwood astro training area - a sand based facility for hockey and tennis
Nicholson Exercise Suite - weight training facility adjacent to the sports hall
Ipswich Sports Club/Ipswich Ladies HC - facilities near to the school for astro hockey,
squash and tennis courts (indoor and outdoor courts)
School Squash and Fives courts - situated on the school site
School based outdoor Netball and Tennis courts
Mermagen Cricket Gallery - purpose built cricket facility (top floor of the sports hall)
and outdoor nets for cricket
35
Teams
As a PE student, you will undoubtedly want to join one of the many school sports teams.
Rugby, Hockey, Netball, Cricket, Rounders, Tennis and Athletics are all played
competitively. Be proud to represent your School Team!
Do’s and Don’ts
Do join a team either in school or outside school to improve your practical performance
Do complete work on time
Do research and study on your own
Do talk to staff, (we are here to help), be organised!
Don’t leave it too late
Don’t forget to hand in work or worse still fail to copy up a lesson you missed
Don’t use silly excuses, “I forgot” or I wasn‟t here that lesson!
Aims
Finally, if we can achieve the following after a year‟s study together we will have succeeded:(i) To improve your understanding of the mechanics of movements by oneself and
others
(ii) To improve practical performance in selected activities
(iii) To be able to critically analyse and explain performance
(iv) To generate enthusiasm, dynamism and ENJOYMENT in a healthy subject
What the staff expects of you:(i)
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
To work hard, consistently and effectively
To manage your time well and hence have a high degree of personal organisation
To be positive-take part!
To be determined to succeed
To hand in homework on time and to do it thoroughly
To be PUNCTUAL in attendance to both theory and practical lessons,
To develop the ability to work alone and research proactively
36
In return the Staff will be committed to your success and offer a high standard of
teaching. We will be available in free time to help with practical problems.
Please take special note:
The practical activity is a statutory part of the course and includes a course
work component worth 30% of your final mark. Attendance at practicals is a
compulsory part of your assessment so you should not miss practicals unless
circumstances are absolutely essential.
37
Physics
Extensive computer-based support
Plenty of practical work
Makes you think
A well respected subject
Opens doors to higher education
Many onward career prospects
Website: www.advancingphysics.org
Advancing Physics
The course is modern and provides opportunities to study
your own interests in depth and in a variety of ways,
including research and presentation tasks and small
experimental projects.
Advancing Physics was launched in 2000 and is designed
specifically for the AS/A2 system, with over 14,000 students
studying AS and A2.
Investigating a light sensor
The up-to-date choice
The course includes sections on particle physics and cosmology, and takes account of
important trends, including:
 The digital revolution in communication
 The increasing use of micro-sensors
 The growth of 'designer materials'
38
Upper Sixth practical investigation
AS content includes:
 Communications
 Designer materials
 Waves
 Quantum Behaviour
A2 content includes:
 Models and rules
 Matter in extremes
 Fields
 Fundamental Particles
Physics and Universities
There is no doubt that Physics is highly regarded by universities. Obviously, it is
essential if you want to continue Physics at degree level, but it would be very useful if
you‟re considering Engineering, Maths or another science subject. For those who
may study an arts subject at degree level, a Physics A level indicates a high level of
application and well-rounded interests.
Course information
Entry requirements:
At least GCSE BB in Double Science or GCSE B in Physics.

At least a GCSE B in Maths

Enjoy using computers/ICT/internet
Suits students who:

Like a variety of learning styles

Can handle coursework and its deadlines

Can work steadily (rather than 'blitz' learning for an exam)

Are happy using a calculator and handling formulae

Are interested in the applications of science
Timetable:

AS (Year 12): seven 40 minute periods

A2 (Year 13): eight 40 minute periods
AS Exams and A2 Exam Diary:
First and second module exams are taken in June, and the coursework module is
submitted in April. The coursework module has 2 tasks.
39
Specification:

OCR GCE Physics B (AS: H159 A2: H559) www.ocr.org.uk
Resources:
For each year of the course, there is a text book and CD ROM. The CD ROMs
contain a huge bank of support material - experiment details, software, simulations,
questions with answers, diagrams, etc.
Resources used in the course
What sorts of careers are open to physicists?
Physics applications, like the career opportunities, are extremely varied. Employers
today actively seek out people who can prove their ability to think logically,
understand complex ideas and apply them to the real world. If you want a career in
science, the media, education, business or a host of other fields, physics can help give
you the edge.
Some physicists tackle the application of physical ideas to industrial and engineering
problems. Physics graduates also find employment in medicine, computing and
finance.
Typical sectors where physicists are found include:

Research and development

Design and production

Telecommunications

Medical physics

Astronomy and astrophysics

Meteorology

Education
Measuring collision craters in sand
40
Psychology

Psychology (Classical Greek: psyche = "soul" or "mind", logos = "study of") is
an academic and applied field involving the study of behaviour and its relationship to
the mind and brain.

Psychology is the scientific study of human behaviour. Various theoretical
approaches are used to try to understand the complexity of behaviour; each approach
has its own methodology, applications and topics of contemporary interest.

A Level Psychology involves learning about a wide variety of topics, and poses
important questions about the reasons for our behaviour.
o Why do people obey those in authority?
o Why are we prejudiced towards other groups?
o Do we take on gender characteristics because of our biology or because of our
upbringing?
o Do dreams have a purpose?
o Can we rely on eye-witness testimony?
o Is schizophrenia learned or inherited?
o Does violence on TV and computer games cause aggression and criminal behaviour?
o Are women hard-wired for empathy?
o Do the children of working parents do worse or better at school?
o Is there a criminal personality type?

Wherever there are interesting and important questions relating to human
behaviour, Psychologists are researching and developing theories to explain and
suggest ways of dealing with the issues arising from such questions.

Psychology encourages perceptiveness about the reasons behind people‟s
behaviour, making communication more effective.

Studying Psychology will help students develop the skills of analysis and
evaluation, independent research and experimentation, report writing, and effective
written and verbal communication.
41
AS Psychology consists of two units:
Unit 1 Social and Cognitive Psychology



Social Psychology: obedience and prejudice
Cognitive Psychology: memory and forgetting
Practical investigations for this unit:
o You will devise and conduct a survey on a topic related to the social
approach, (typical research questions relate to people‟s prejudices,
attitudes to out-groups), beliefs about in-groups… You will then
analyse the data you gather in order to draw conclusions about your
research question.
o For the cognitive approach you will plan and participate in a memory
experiment, again analysing the results and drawing conclusions about
people‟s memory abilities.
In group/out group prejudice research
Unit 2 Understanding the individual

This unit builds on what has been learnt in Unit 1, including issues about
relevant research methodology and provides an introduction to three other
approaches in Psychology.

There is a gender development theme running through this unit.

Psychodynamic Approach – includes: Freud‟s theory, gender development and
the effectiveness of psychoanalysis

Biological Approach – includes: the role of the central nervous system in
behaviour, the nature/nurture debate and the role of genes and hormones in gender
development.

Learning Approach – includes: classical and operant conditioning, social learning
theory, the role of modelling and reinforcement on gender development

Practical investigations for this unit:
o A correlation study will be done to test ideas relating to the
psychodynamic approach, such as whether anal personality traits
42
cluster together. Inferential statistical tests will be conducted on the
data gathered in order to draw conclusions.
o In the biological approach you will test yourselves on your ability to
read people‟s emotions in their eyes, analysing the data in order to
draw conclusions about whether there are gender differences in such
skills.
Joking/Flustered/Desire/Convinced
Despondent/Relieved/Shy/Excited
o You will undertake an observation on a topic relevant to the learning approach
such as gender differences in aggression. The data for this will be analysed and
conclusions drawn.
A2 Psychology builds upon the theoretical approaches studied at AS in order to
develop an understanding of the applied side of Psychology.
There are two further units:
 The applications studied in Unit 3 are designed to further contextualise and make real
the understanding of the approaches studied in Units 1 & 2.
o For each application a practical is undertaken to research a question related to
a relevant topic.
 In Unit 4 you study Clinical Psychology to see how different approaches in Psychology
explain and treat mental health issues. In the Issues and Debates section students will
be expected to draw on other areas of the specification in order to understand
conceptual and methodological issues.
43
There are plenty of practical activities – memory experiments, data gathering,
observations, debates, media/internet research, as well as conferences and
educational trips.
Contemporary issues tackle today‟s events; as situations develop in the news (9/11,
Terrorism, War, Child Abuse, Education), they can be directly relevant to ongoing
work.
Crossover to other subjects (e.g. Biology, Maths, Economics, PE, History, Business
Studies and English) is frequent and rewarding. New Skills are developed: report
writing, analysis of qualitative and quantitative data, evaluation of research studies,
independent research.
Opportunities to extend your knowledge outside the confines of the curriculum and
the classroom include;

Psychology Club (a mix of discussion about books and films and talks from
other students about areas of interest)

BPS Lectures (the opportunity to hear lecturers speaking about their current
research hosted by the British Psychological Society)

Brain Day (an undergraduate style day presented by Dr Guy Sutton
investigating the latest developments in neuroscience, including a sheep brain
dissection, see below!)
There are career opportunities for psychologists in many fields, including, clinical,
counselling, forensic, educational, health, environmental, sports and exercise,
occupational, teaching and research. Careers in Medicine, the Law, social work,
policing, prison/probation services, media, advertising, education, management…all
benefit from an understanding of Psychology.
The Psychology department at Ipswich School is well equipped to advise you on
university applications and taking your study of Psychology to the next level.
Wherever you find yourself dealing with people, employers will value Psychology on
your CV.
44
Philosophy, Religion and Ethics
Why study this course?
Socrates asserted that every individual had to grapple with the fundamental question,
„How should one live?' In answering the question, a value system and philosophy of
life are developed which give purpose and structure to being.
The course reflects on the answers given by great philosophers and ethicists to the
Socrates question.
Students are encouraged to evaluate those answers, assess the strengths and
weaknesses of the theories and justify their own responses. Thus they embark on a
challenging, intellectually stimulating, analytical and, sometimes emotive journey for
which this course is designed to provide the key skills and resilience required.
The Modules
Term 1, 2 & 3
Ethical theory: including Absolute & Relative Morality, Aquinas & Natural Law Theory,
the Utilitarianism of Bentham & Mill, Situation Ethics, and Christian Ethics.
Practical & Applied Ethics: Sexual Ethics
Philosophy of Religion: Arguments for the existence of God and the challenges to those
arguments posed by science, Psychology and Sociology and an introduction to
Mysticism.
Terms 4 & 5
Ethical theory: Virtue Ethics, Kantian Ethics.
Practical & Applied Ethics: Medical & Genetic Ethics, the Ethics of War & Peace
Philosophy of Religion: Body, soul, mind distinctions and life after death; the nature of
religious experience and religious language. There is an opportunity to focus on one topic
and produce a research paper rather than taking an end of year exam for this option.
The Scheme of Assessment
The AS course forms 50% of the assessment weighting of the whole A level and may
be taken as a stand-alone qualification based on the outcome of two exams (Religious
Ethics, Philosophy of Religion)
There are two examined elements in the A2 course, an Ethics paper and a Philosophy
of Religion paper or research paper.
45
Recommended reading.
The Thinker’s Guide to God, Peter Vardy & Julie Arliss
The Thinker’s Guide to Evil, Peter Vardy & Julie Arliss
Being Human, Peter Vardy
Sophie’s World [novel], Jostein Gaardner
Knowledge of Angels [novel], Jill Patton Walsh
Who Can Study this Course?
A GCSE in RS is not required to study the A level course.
The course is open to all those who are fascinated by philosophical and ethical
questions of meaning, purpose and truth. It serves the set well to have a group with a
variety of backgrounds, whether religious or not.
Obviously, all applicants will need to achieve a high level of ability in their GCSE
results in order to feel confident of achieving a high grade in Philosophy of Religion
and Ethics.
Universities respect philosophy and theology based A levels highly, particularly the
Philosophy of Religion and Ethics options, due to their academic content and the
implied ability to reason, debate, justify, empathise, enquire, research and write which
is nurtured in students.
The course is very useful for careers in Law, Journalism and Politics, while future
medical students and scientists will benefit from the Medical Ethics Units .
46
RUSSIAN
Why study A level Russian?
o
o
o
It‟s fun.
It‟s challenging.
It gets you (and your UCAS form) noticed.
Why is Russian important?
o Russian is the 5th most widely spoken language in the world, with over 280 million speakers
worldwide
o Russia is the largest country on the planet, and has the seventh largest population
o Russia has huge strategic importance, both politically and economically
o Learn Russian to read some of the world's greatest writers (like Dostoevsky & Tolstoy)
o Learning Russian allows you to discover a different yet exciting culture that has helped to
shape the modern world
47
How can Russian help me in my career?
o Many Russian graduates use their language skills in teaching or interpreting
o Since the collapse of the Soviet Union, Russian is widely used in a variety of professions
such as law, accountancy and banking (see www.languageswork.org.uk for information on
career opportunities with languages)
o If you study Russian at University and then train in law or banking, you can offer future
employers a valuable additional skill.
o University courses now offer Russian in combination with subjects such as law, business
studies and economics.
o An A-level qualification in Russian will always stand you in good stead, as it will make you
“stand out from the crowd” and show evidence of a real breadth of ability.
What does AS Russian involve?
o AS Russian covers the following topic areas:
- Youth culture and concerns
- Lifestyle: health and fitness
- The world around us: travel, tourism, the environment and the Russian-speaking world
- Education and employment
o The AS course forms 50% of the whole A level grade, but may also be taken as a standalone
qualification over one year
o There are two exams at the end of year:
- a speaking exam lasting 8-10 minutes
- a written exam covering reading, listening and an essay in Russian
o Classes focus on reading, listening, speaking and writing, and on tackling A-level grammar
o Pupils also have timetabled speaking lessons in pairs with the Russian assistant
48
What does A2 Russian involve?
o The A2 course forms 50% of the overall A level grade and covers the following topic areas:
- Customs, traditions, beliefs and religions
- National and international events: past, present and future
- Literature and the arts (we will read Chekhov’s Uncle Vanya in Russian)
o There are two exams at the end of the year:
- a speaking exam which will last 10-12 minutes
-
a written exam which includes a translation into Russian, a discursive essay and a
research-based essay
o Classes focus on the key language skills and on A2 level grammar structures
o Pupils have timetabled individual speaking lessons with the Russian assistant
o Ipswich School runs an exchange visit to Novgorod. In the Michaelmas Term Russian pupils
come to stay with pupils in Ipswich and then in the Easter term Year 13 pupils spend 10 days
in Novgorod, staying with a family and attending the Lycee – this is always a highlight of the
year!
Recommended Reading
Language websites:
http://www.practicerussian.com/
http://www.russianresources.info/Default.aspx
Media websites:
Russian search engine http://www.rambler.ru/
http://news.bbc.co.uk/hi/russian/news
http://www.gazeta.ru/ (also in English)
Literature:
The Department has many novels and short stories in Russian and in English available for
loan.
Who Can Study this Course?
o A GCSE in Russian is required to study the AS and A2 level courses
o You will need to demonstrate a high level of ability at GCSE in order to feel confident of
achieving a high grade in AS and A2 Russian
o In particular, you should have a good grasp of basic Russian grammar, although we will
revise the key points of GCSE grammar at the beginning of the AS course
o You need to commit yourself to a large amount of vocabulary learning.
o Most importantly, you need to have an inquiring mind and an interest in Russian society and
culture. A-level Russian is not just about language, it is also about the fascinating country of
Russia.
49
Spanish
Why Spanish?
Because…





With some 400 million speakers, Spanish is the fourth most commonly spoken
language in the world (Only Mandarin, English and Hindi have more speakers)
It is a globally important language in business and diplomatic terms
Spain has an unparalleled richness of culture to discover
Linguistic skills are heavily sought after in the workplace and can give you a
competitive edge
You like expressing your opinions and persuading others
AS Level Spanish builds directly on the language learnt for GCSE. It
focuses on the following four themes:




Media
Modern culture
Healthy Living
Family and Relationships
Topics are studied in terms of Spanish
culture, so you will learn much more about Spanish
life than you did at GCSE. This will give you, for
example, the opportunity to see what Reality TV
means in Spain, or how five-a-day is promoted in
Spanish, or to analyse adverts from Spanish
magazines.
You will learn to think in greater
depth about issues, and express yourself
with greater complexity, in order to
support your ideas. This means that you
will learn more sophisticated grammatical
structures that enable you to develop your
arguments fully.
50
What sort of things do you do in lessons?
During Year 12, you might





Watch a Spanish film and write a review of it
Debate the merits of team or individual sports
Learn to use four simple and four compound tenses with confidence
Write an essay stating pros and cons about the use of Internet
Listen to a variety of current Spanish music
Assessment takes the form of terminal examination, which means that at the end of Year
12, you will sit two exams; an oral exam, and a combined Listening, Reading and Speaking exam.
Year 13 introduces the in-depth study of at least two areas of Spanish Culture; these include
the study of a geographical region, a historical period, or the work of a painter, writer, film
director or architect. At the same time, you will study topics of global importance, such as
environmental issues and social problems, and their impact on Spain. As is fitting for such
weighty issues, and your greater maturity, you will develop your language skills to support the
expression of complex ideas. Assessment is again in the form of an oral exam and a combined
Listening, Reading and Writing exam.
51