Sixth Form
Academic Options
From our Sixth Form Leavers 2015
“I’ve loved my time here at AESG and I’m really going to miss it. Thank you
for all the amazing opportunities and many great memories!”
Megan
“There is a warm and welcoming atmosphere created by all the teachers
and the people at AESG.”
Jennifer
“I have especially enjoyed my involvement in the music department – from
music tours to making friends with girls in different years.”
Gemma
“I have many fond memories, but especially being given the opportunities to
work hard and realise my strengths.”
Amy
“I can’t begin to thank the school enough for everything it has done for me.”
Felicity
“The teachers are extremely supportive in different areas of a student’s life,
from a small questions about a subject to personal issues outside of school.”
Elizabeth-Sophie
“I have loved getting to know an amazing group of girls that I will stay
friends with for a long time.”
Annabel
“I’ll be really sad to leave, but AESG has set me on the right track for
university and to have a successful future – thank you!”
Grace
“My fondest memories of my time here at AESG are all the House activities
and coming together as a community.”
Bethanee
“I couldn’t pick just one fondest memory – every day of school has been
amazing!”
Philippa
“I’ve loved my time at AESG so much I kind of wish I wasn’t leaving!”
Lauren
“I have loved being part of a small school that has become like a family.”
Alexandra
Whole School Vision Statement
‘Aspire not to have more,
but to be more’
We are a high-achieving, academic and
dynamic school which fosters the wellbeing of each individual within an exciting,
challenging and supportive environment.
We recognise commitment, hard work and
success, setting ourselves the highest
academic challenges to develop our talents
to the full.
We are proud of our school and its
Christian values, yet respect the beliefs of
others in our community. We believe in
social justice for all and feel a sense of
responsibility for those less fortunate, for
whom we provide support both locally and
globally through our fundraising and
community service.
Welcome to life at the top
Hello and thank you for your
interest in our Sixth Form.
Being a Sixth Form student is
special; you will be at the very
top of the school, the pinnacle
of our education system and,
importantly, role models for
younger girls. With this comes
both pressure and privilege.
The pressure will be on you
from day one as you will be
expected to hit the ground
running and work hard right
from the outset. Your courses
will be A Levels or the
Cambridge Pre-U, these are
advanced academic courses and
it should come as no surprise
that they are designed to
stretch and challenge you above
and beyond the demands of
GCSE. Ultimately, they are your
pathway to the university or
career of your choice — whether
that be Medicine or Law at
Oxford or Cambridge or
Business Management or
Public Relations at Sheffield
Hallam or Manchester
Metropolitan. Our job is to
support you to achieve in
whatever way you wish.
Mrs C Cheetham
Head of Sixth Form
You will, however, also enjoy
considerable privileges such as
small class sizes, more relaxed
and university-like relationships
with teachers who view you as
young adults, the use of two
common rooms, a less stringent
dress code and permission to
leave the school grounds to
enjoy the delights of Alderley
village. What’s more, you even
get exclusive access to a
subsidised Costa Coffee bar in
the dining room.
In addition to your academic
studies, we expect you to
immerse yourself fully in the
wider life of the school. There
are opportunities to help some
of the younger girls, get involved
with service to the community
or various different activities
such as Model United Nations
and Public Speaking
competitions and Debating
Club. You may also apply for
positions of responsibility such
as Prefect, House Captain and
Peer Mentor. These
opportunities enrich your time
in the Sixth Form and help you
develop confidence and poise —
vital assets in the increasingly
competitive university
application process.
Mrs A Corrigan
Assistant Head of Sixth Form
Please do take the time to read
this prospectus carefully. We
realise that choosing your Sixth
Form and your subjects are
important decisions for you. On
your tour of the school, visit the
academic departments that are
of interest to you and, above all,
ask questions! We will be
delighted to answer any queries
or address any concerns you
may have. After all, we have all
been through Sixth Form and
remember only too well the
potential uncertainty of it all. In
addition, the Head Girl and her
team will be only too happy to
help you. Be brave – there is
nothing to be wary of!
We wish you every success with
your GCSE examinations and
look forward to the prospect of
welcoming you into our Sixth
Form as a new and enthusiastic
Lower Sixth student.
Good luck!
Mrs S Goff
Headmistress
Hello from the Head Girls!
The Sixth Form will be the most
demanding, yet exciting time
of your school life. In our
experience, the biggest changes
you’ll notice from your GCSE
years are the increased
workload of A Levels and the
more relaxed relationships you
will have with teachers. You will
also notice that your class sizes
are significantly smaller, which
provides much more
opportunity for one-to-one
teaching which, again, helps
form closer links with teachers,
tutors and peers. There is an
expectation that you take on
positions of responsibility and
become a role model for
younger girls. In return, you are
rewarded with Sixth Form
privileges such as a different
uniform to the lower years,
being allowed out at lunchtime
and being able to relax in the
Sixth Form coffee bar.
In addition, there are plenty of
extra-curricular activities in
which you can get involved. The
budding politicians amongst
you can get involved in MUN
and the Rotary Speaking
Competition is an excellent
option for all those who are
eager to meet people from other
schools, as well as improve
their public speaking skills and
confidence. There are also, of
course, our senior sports teams
and music group, it is never too
late to join them. There really is
something for everyone and it is
true to say that the more you
put into the Sixth Form, the
more you will get out! A word of
caution though, we advise that
you strike the right balance
between your academic work
and your hobbies as it is
important not to fall behind
with your studies.
Our Sixth Form encourages
friendships between the Lower
Sixth and the Upper Sixth, with
the shared common rooms, ICT
suite and tutor groups. This
works really well as, in addition
to guidance offered by teachers,
there is also help on hand to
Lower Sixth girls from the
Upper Sixth, with our new
‘Buddy’ system.
Clarissa Tyson
Head Girl
Leah Powell
Deputy Head Girl
We know the Sixth Form can
seem rather daunting to begin
with but you will soon make
many friends and create
memories that will stay with
you for the rest of your life. It is
a challenging and pressurised
stage of your education but we
are sure that your time in the
Sixth Form will be enjoyable
and extremely rewarding. We
know that ours has been!
We are proud to acknowledge
that Alderley Edge School for
Girls strives to get the very best
out of each and every student in
order to set us girls up for the
rest of our lives… it also allows
us to enjoy our education along
the way!
We wish you all the very best
with your decision making and,
importantly, good luck in your
GCSE exams!
The Head Girl Team:
Clarissa, Leah & Tsitsi
Tsitsi Mutamba
Deputy Head Girl
Information on A Level Reform
The process of A Level reform
began in September 2015 and
involves the replacement of 'old
style' modular A Levels with
'new style' linear A Levels. The
government’s aim in moving to
linear A Levels is to allow
students more time to develop
academically over their two
years in Sixth Form, with a shift
in focus from learning in order
to pass an examination to
approaching a subject in a more
holistic way. Many students
who commence their A Level
studies in September 2016 will
study a mixture of linear and
modular A Levels.
Differences between linear A Levels and modular A Levels
‘Old Style’ modular A Levels
‘New Style’ Linear A Levels
Made up of AS modules, (which are taken at
the end of Lower Sixth), and A2 modules,
(which are taken at the end of Upper Sixth).
There are no modules.
The final grade is determined by adding
together the marks from the AS modules and
the A2 modules
The final grade is determined only by the marks
for the examinations taken at the end of Upper
Sixth.
It is possible to retake AS modules at end of
Upper Sixth and the best mark obtained is
used to calculate the final grade
No retakes are allowed as the only marks that
count towards the final grade are those taken at
the end of Upper Sixth
Likely to suit students who prefer to learn and
revise material in smaller “chunks”
Likely to suit students who are able to retain
a large quantity of information over a long
period of time and who can revise a lot of
material all at once
Linear and modular A Levels from September 2016
‘New Style’ linear A Levels
‘Old Style’ modular A Levels
Art and Design
Biology
Business
Chemistry
Drama
Economics
English Language
Geography
History
MFL (French, German and Spanish)
Music
Photography
Physical Education
Physics
Psychology
Religious Studies
Classical Civilisation
Design Technology
Food Technology
Health and Social Care
ICT
Latin
Maths
NB. We also offer Cambridge Pre-U English Literature, which is a linear course.
AS Level for linear
courses
Accuracy of information
in this booklet
We have made the decision that
students will take an AS Level
in each of their subjects at the
end of Lower Sixth, regardless
of whether the course is linear
or modular. For linear courses,
the marks obtained at AS Level
will not count towards the A
Level. However, we feel that
there are still advantages in
students taking the AS
examinations: we will be able to
determine more accurately
each student’s level of
attainment and we will be able
to provide more information to
support university applications.
All of the information in this
booklet is correct at the time of
printing. However, final
specifications have not yet been
published for the new linear A
Levels and therefore all the
information provided is subject
to change. Students will be
notified of any major changes to
the course content or structure
of any A Level they choose.
Who do I want to be?
...Student
...High Achiever
...Leader
Life in the Sixth Form is very
different from Year 11. The first
thing you will notice is that your
relationships with teachers
change. As a Sixth Former, you
work in partnership with teaching
staff to achieve your goals.
Our students consistently
achieve a 100% pass rate.
In 2015, 67% of grades were
at A* to B.
Students are encouraged to take
on positions of responsibility.
As leaders of our school, Sixth
Formers are role models to
younger girls and act as Head
Girls, House Captains, Peer
Mentors, Subject Mentors and
also lead the Student Council.
...Having Fun
...Valued
A huge number of activities
such as The Duke of Edinburgh
Award Scheme, ‘Muse’
Magazine, Model United
Nations, as well as numerous
sporting, musical and
community activities are on
offer. These are challenging but
are a huge amount of fun and
are a great way to forge close
friendships.
We pride ourselves on the high
level of care and support given
to every student through our
strong pastoral system.
...Ready for the
Future
Girls leave the Sixth Form wellequipped and excited about the
future that lies ahead of them.
All girls receive tailored careers
guidance and are well prepared
for their UCAS application and
university interviews.
What the Sixth Formers say...
...Good Grounding ...Challenging Work ...Balance
“Greater freedom and more
independence mean you begin
to manage your time efficiently.
It is a good grounding for
university as many skills are
developed, such as organisation,
independent learning and
teamwork. These skills are
honed through both academic
and extra-curricular activities.
The teachers really encourage
and support you. There is a
really good atmosphere within
the Sixth Form which motivates
you to succeed”.
“Taking five AS Levels has been
extremely challenging. The
work seems to come in waves so
at certain times I have free time
to pursue other interests and
at other times I have no time
for anything other than my
subjects. It is important to
strike a balance and to manage
your time really well. As long as
you are able to manage those
weeks when you have work to
do for all five subjects, then you
will cope. By the end of the year
you will feel as if you have risen
to the challenge and been
rewarded by completing an
extremely diverse and
interesting year”.
“There is both more work and
greater independence, so you
have to learn how to manage
your time efficiently. Most free
periods are used working in the
library or common room.
Wednesday afternoons are
devoted to sports and
community service and many
other activities. This encourages
you to develop a balance
between your work and your
extra-curricular interests which
I have found is a really positive
aspect of Sixth Form life”.
...Greater Freedom ...New to Sixth Form ...Individual
Attention
“There is definitely a greater
“Sixth Form life is enjoyable as
degree of freedom and
relationships with teachers are
more relaxed and friendly.
There is a much less rigid
environment and, for me,
school has become a much
more liberal place”.
we get a larger amount of
freedom. I found joining the
Sixth Form was far smoother
than I had anticipated”.
“Life in the Sixth Form is really
enjoyable. Class sizes are much
smaller and teaching has
become more like tutorials with
a lot of relevant discussion and
more individual attention from
teachers, which means our
academic standard is high”.
The Sixth Form Curriculum
In the Sixth Form, students are
responsible for their own
learning and creativity, for the
direction of their studies and
for planning their private study.
Teaching groups are likely to be
smaller than previously
experienced and students are
expected to work closely with
their teachers. The rewards for
this way of learning are
discovering yourself, becoming
confident and articulate and
being able to work using your
own initiative.
Most students study four
subjects in the Lower Sixth and
then three subjects in the
Upper Sixth. Each subject is
taught for eleven periods a
fortnight. This prospectus gives
information on all the courses
offered in the Sixth Form.
Students can gain further
information at the Open
Evening and by discussing
subject choices with their
teachers. At Alderley Edge
School for Girls we develop the
option blocks and timetable
after students have made their
initial AS choices. This means
that as many different subject
combinations as possible can
be timetabled.
In addition to your main
subjects, you will also follow an
enrichment programme which
includes:
• PE: Wednesday afternoon
• PSHE: one lesson per
fortnight
• Community Service: it is
possible to arrange this during
study periods or as an
alternative to PE
• The Extended Project
Qualification (EPQ) is offered
to all Sixth Form students.
Choosing Your Subjects
Your choice of subjects is
crucial since this will determine
your programme of study for
the next two years; it may also
influence your future university
course and/or career. When
choosing which subjects to opt
for, interest in the topics to be
covered, potential university
and/or career considerations
and academic ability are three
essential things to consider.
Happy students are successful
ones, so choose subjects for
which you have a real passion.
Research carefully whether
your chosen career or university
course has subject specific
requirements, for example,
Medicine requires Chemistry
and sometimes Biology and
Engineering often requires
Physics and Mathematics.
Consult the teachers who know
you best as they will advise you
on your suitability for your
chosen subjects. The A Level
system does allow students to
study a range of courses, for
example, to study two sciences
and two arts subjects. This can
be particularly beneficial for
students who are undecided
about higher education and
wish to keep their options as
open as possible.
Private Study Periods
Students are expected to study
five hours per week per subject
in addition to their taught
lessons. Students have study
periods during the day and
these should be used
productively. Sixth Formers
have a designated study room
with computers available for
their sole use.
The Sixth Form Curriculum
(continued)
Enrichment Programme
We encourage Sixth Formers to
see themselves as young adults
and you will be given a wide
range of opportunities to
develop team work and
leadership skills. You will have
much greater freedom and
responsibilities and are expected
to use these wisely. As a Sixth
Form student, you will be a role
model to younger girls and you
will, sometimes without even
knowing it, make a valuable
contribution to the school
community.
Extra-Curricular
Activities
During your time in the Sixth
Form you will have a wonderful
opportunity to take advantage
of the wide range of extracurricular activities on offer.
These have been designed to
suit Sixth Formers’ broadened
horizons and interest in the
wider world. These include the
Duke of Edinburgh Scheme, the
Model United Nations, Young
Enterprise, the Investment Club,
the School Magazine and Public
Speaking competitions.
Opportunities for world travel
abound; in recent years Sixth
Formers have visited Italy on
the Geography, Music and
Classics trips, Bolivia and
Kenya on Challenge
Expeditions, Austria on the
Music Tour and Paris on the
General Studies and Language
trips. Sporting and Music clubs
are on offer daily and Sixth
Formers often take the lead
roles in the school production
and dance groups.
Leadership Opportunities
Sixth Formers take on a
number of roles which are
fundamental to the daily
running of our school. The
Head Girl and her Deputies
liaise with the Headmistress
and the Heads of Sixth Form
about the running of the school.
House Captains are responsible
for organising the House
sporting and entertainment
competitions. The School
Council is led by the Sixth Form
and plays a vital role as the
voice of the student body.
Lower Sixth students act as
Subject Mentors and Form
Prefects to younger girls and
Upper Sixth students are Peer
Mentors to pupils throughout
the school.
The Sixth Form Curriculum
(continued)
The Extended Project
Qualification (EPQ)
All Sixth Form students will be
given the opportunity to
participate in the EPQ
programme. Taking the EPQ
involves choosing a topic,
carrying out detailed research
using a variety of different
resources, creating either a 5000
word essay, (or an alternative
'product' with an accompanying
1000 word written report) and
delivering a 10 minute
presentation to a group of nonspecialists about the whole
process. The EPQ is worth half
an A Level in terms of UCAS
points and is valued by employers
and university admissions
tutors as it allows students to
develop important skills and to
demonstrate independence,
initiative and passion for a
particular subject. All students
who choose to participate in the
EPQ programme are allocated a
project supervisor to help guide
them through the process and
also attend taught sessions in
school as well as carrying out
independent research in their
own time.
Increased Privileges
Sixth Formers have two
common rooms available for
their sole use. One is a study
room with computers and
should be used for quiet study.
The other room is available for
socialising and relaxing and is
adjacent to the Sixth Form
Coffee Bar. With permission,
students may go into the village
at lunchtime and can go home
at 3.00 pm if they have no
timetabled lessons once they
have a proven track record of
effective study.
We are proud of our
pastoral system and the
amount of individual
attention each student
receives
Our school aim is to foster the
well being of each individual.
In the Sixth Form, we aim
to balance increased freedom
with a high level of support
and guidance.
Form Tutors
Each student is in a small tutor
group of Lower and Upper
Sixth girls. Tutor groups meet
each morning and a student’s
tutor is their first point of
contact in school. In this way,
advice can be sought and
problems dealt with
immediately.
Monitoring
The progress of Sixth Formers
is assessed and reviewed
regularly. An interim report is
sent home in November,
followed by a parents’ evening.
A full report is sent home in
March following the Sixth Form
Mock Examinations, which take
place the week after February
half term. At each stage, Mrs
Cheetham, the Head of Sixth
Form and Mrs Corrigan,
Assistant Head of Sixth Form,
take a close interest in the
progress and welfare of every
student.
Preparation for University
As soon as a student enters the
Sixth Form, they are encouraged
to seek out work experience and
voluntary work to increase their
knowledge of the world of work.
UCAS preparation officially
starts in April of the Lower
Sixth, with each student being
encouraged to begin decision
making about university choices.
All students work with Mrs
Millar, Head of Careers, to
guide them in their choices.
In the Upper Sixth, students
have constant support from
their tutor and Heads of Sixth
Form as well as visiting
universities and admissions
tutors, offering guidance from
their perspective. The Careers
Convention, held bi-annually in
school, is invaluable for
gaining information about a
huge range of careers and
making contacts to arrange work
experience and, if required,
interview practice.
Art and Design
(AQA - Linear Course)
Welcome to the Art Department here
at Alderley Edge School for Girls.
This is a very special part of our
school… a lively, colourful and
dynamic place where the surprise of
the unexpected can be found in
every nook and cranny!
Such visually stimulating
surroundings help create an inspiring
environment, enabling our A Level Art
students to initiate ideas and explore
the realms of creativity through
experimentation and self expression.
From day one they are considered to
be professional practising artists,
within the privileged area of their own
Sixth Form studio. A heady mix of
dedication, commitment and passion
are reflected in the exciting array of
drawings, paintings and sculptures
exhibited in the department qualities our A Level students are
required to display and apply
throughout the course.
Overview of the course
The department offers the AQA Fine
Art specialism which explores a
wealth of experiences in a wide
variety of media, processes and
techniques, in both two and three
dimensions. This includes painting,
drawing and mixed media, as well as
printmaking, sculpture, installation
and photography.
The course aims to encourage
candidates to develop their work as
an activity where such qualities as
knowledge, understanding, sensitivity,
technical skill, inventiveness, critical
awareness and creativity interact.
The Lower Sixth will provide students
with the opportunity to explore and
build on creative skills and strengths
secured during their GCSE years but
much more experimentally and
confidently. During the Upper Sixth
Art students are required to achieve a
greater individuality of style and
expression in their work, often
occurring on a grand scale. By
becoming confident artists, students
develop a clearer understanding of
how and why other artists need to
create, express and communicate
their ideas and indeed the purpose of
Art itself. Ultimately, confident A
Level Art students will successfully
step out into the world… as
Designers, Fine Artists, Teachers,
Illustrators or Architects – the list is
almost endless!
AS Component 1 – Portfolio – 60%
Students produce an extended
collection of work that exemplifies
aspects of their developing
knowledge, skills and understanding.
It should provide evidence of research,
the development of ideas, making
skills and critical/contextual
understanding. It should demonstrate
the student’s ability to sustain work
from an initial starting point to a
realisation.
AS Component 2 – Externally Set
Assignment - 40%
Students respond to a stimulus,
provided by AQA, to produce work
which provides evidence of their
ability to research and develop ideas
and to make clear the link between
their own and others’ work within
specified time constraints.
A Level Component 1 – Personal
Investigation - 60%
Students develop work based on an
idea, issue, concept or theme leading
to a finished outcome or a series of
related finished outcomes. Practical
elements should make connections
with some aspect of contemporary
or past practice of artist(s),
designer(s), photographers or
craftspeople and include written
work of no less than 1000 and no
more than 3000 words which
supports the practical work.
A Level Component 2 – Externally
Set Assignment - 40%
Students respond to a stimulus,
provided by AQA, to produce work
which provides evidence of their
ability to work independently within
specified time constraints,
developing a personal and
meaningful response which
addresses all the assessment
objectives and leads to a finished
outcome or a series of related
finished outcomes
Key skills
To reflect a good level of artistic
prowess, a strong GCSE qualification
in Art and Design is required. You
should have a genuine flair for the
subject and a good technique when
experimenting with new media and
materials. You will also need an
ability to work hard in a consistent
manner.
What next?
The course directly supports
progression to further and higher
education, providing students with a
rich platform to inspire a lifelong
interest in Art and Design.
The Advanced Level course opens a
wealth of possibilities; our entire lives
are surrounded by art and design
features, or rather features that have
been designed by artists… from
buildings to bags, cars to cards,
fashion to furniture, magazines to
make-up. Quite literally, Art and
Design is all around us.
Some Art students take a one year
Foundation Course before moving on
to a degree course at university.
Others go directly to their chosen
university to embark on their course
which may be of 3 or 4 years’ duration.
A degree in Architecture does not
require a Foundation Course, but is a
minimum of 6 years in duration.
The list below outlines some of the
degree choices taken by previous Art
students:
Animation
Architecture
Medical Illustration
Fine Art
Theatre and Stage Design Surface
Textile Design
Graphic Design
Fashion Design (Millinery)
Fashion Design (Ladies’ Tailoring)
Subject requirements
You will need a grade B or above in
GCSE Art and Design in order to
study this subject at A Level. If you
have not done GCSE Art and Design
but wish to study this subject at A
Level, this may be possible after
consultation with the Head of
Department. This may also apply if
you have narrowly missed our
minimum entry requirements.
Biology
(AQA - Linear Course)
From the ecology of huge ecosystems
to the biochemistry of tiny molecules
within cells, Biology is a tremendously
varied subject that encompasses
many different disciplines.
Studying the A Level Biology course
provides our girls with the opportunity
to learn more about how the human
body works, the prevention and
effects of disease, the important role
played by plants and microorganisms
in creating the world in which we live
today. We also study the world
around us by looking at the ways in
which living organisms interact with
each other and their environment.
Alongside gaining factual knowledge,
girls consider the ethical and moral
implications of new developments in
Biology, particularly in rapidly evolving
fields such as gene technology.
There are plenty of opportunities for
the development of practical skills
and girls are expected to carry out a
wide variety of experiments both in
the laboratory and in the field. Good
Biologists are able to apply their
subject knowledge to solve
unfamiliar problems, are effective
communicators, can analyse and
evaluate evidence and are able to
think independently. It therefore
comes as no surprise that A Level
Biology can help open the door to
many different careers and that it is
well regarded by university
admissions tutors.
Overview of the course
This qualification is linear. This means
that students will sit all the AS exams
at the end of their AS course and all
the A Level exams (Lower and Upper
Sixth work) at the end of their A Level
course.
(Lower Sixth)
Core Content
1. Biological Molecules
2. Cells
3. Organisms exchanging materials
with their environment
4. Genetic information, variation and
relationships between organisms
At least 10% of the marks will require
the use of Mathematical skills.
Assessment
There will be two papers which will
assess the content from all four of the
above topics. Both papers will last 1
hour 30 minutes and each paper
makes up 50% of the total AS Level
marks. Paper 1 contains a mixture of
short answer and comprehension
questions. Paper 2 contains a mixture
of short answer and extended
response questions. Relevant
practical skills will be assessed in
each paper.
(Upper Sixth)
Core Content
At least 10% of the marks will require
the use of Mathematical skills.
Assessment
There will be three examination
papers:
• Paper 1 assesses content from
the first four topics in the above list
(1 - 4) and makes up 35% of the
total A Level. This paper contains
a mixture of short and long answer
questions and extended response
questions.
• Paper 2 assesses content from
the last four topics in the above list
and makes up 35% of the total A
Level. This paper contains a
mixture of short and long answer
questions and a comprehension
question.
• Paper 3 assesses content from
the 8 topics above and makes up
30% of the total A Level marks.
This paper contains questions
which assess practical skills,
questions which require critical
analysis of experimental data and
an essay question.
Practicals
In the first year there are six assessed
practicals, which must be completed
by all pupils. This is followed by a
further six assessed practicals in the
second year. Each practical will cover
certain assessment criteria which will
be assessed by your teachers.
Key skills
• Data analysis skills
• Strong written and oral
communication
• Practical skills
• Time management skills
• Organisational skills
•
•
•
•
•
ICT skills
Graph drawing skills
Problem solving skills
Planning
Awareness of scientific
developments would also be
useful.
What next?
Studying Biology at A Level is helpful
for anyone considering a career in
medicine, dentistry, pharmacy,
physiotherapy or another medical
field. It is also possible to continue to
study Biology at university working in
research or to specialise in one of the
disciplines that are touched on as
part of the A Level course, such as
Genetics, Pathology, Ecology or
Marine Biology.
A degree in Biology can lead to a
career in research science, health
care, education, journalism, or
management. Some Biology
graduates decide to pursue careers
in seemingly unrelated fields such as
law and banking. The skills and
knowledge that are acquired through
the study of Biology are highly
transferrable, making Biology a very
useful subject, regardless of future
career plans.
Compulsory Trips
In order to prepare the girls fully for
the A Level course, the Biology
Department run a Field Studies Trip
in June of the Lower Sixth. This
provides the girls with the opportunity
to work in the field alongside
ecologists who are experts, to obtain
an understanding of the ecological
techniques and mathematical skills
required for the A Level course.
Subject requirements
You will need a grade A or above in
GCSE Biology in order to study this
subject at A Level or a grade A in the
Biology element of the Double Award
GCSE Science course. A grade A or
above in GCSE Mathematics is also
required. If you have narrowly missed
our minimum entry requirements, a
consultation with the Head of
Department will be necessary.
Business Studies
(AQA - Linear Course)
Business Studies is a vibrant,
contemporary and dynamic subject
with broad appeal to students both
nationally and within the School. It is
an especially engaging discipline
because each and every one of us
interacts with businesses every day,
whether consciously or
subconsciously.
Business Studies provokes and
challenges students to be increasingly
inquisitive about the behaviour and
motivations of businesses and the
employees within them. It provides
new ‘lenses’ through which students
can understand and interpret the
actions of businesses, the strategic
choices available to them and their
interactions with customers. It also
allows students to understand the
inner workings of businesses and
the key functions that take place
within them.
Overview of the course Teaching
and learning is centred on real
business situations and problems
utilising a variety of techniques and
resources including selected guest
speakers. It is true to say that
Business Studies ‘opens many doors
and closes very few’.
The topics lend themselves to studying
and engaging with the business
world. The course encourages
students to follow business
developments and think critically
about contemporary business
issues. By examining and thinking
critically about real business
situations as they study the subject,
students gain an insight into different
contexts which will help them
understand the key issues in any
situation and compare and contrast
this with other situations and apply
their understanding.
AS Level (Lower Sixth) The AS
course gives you a broad based
understanding of business and
consists of two 90 minute
examinations, both of which are in
June. Students will study business in
a variety of contexts (e.g. large/small,
UK focused/global, service/
manufacturing) and consider:
• the importance of the context of
business in relation to decision
making
• the interrelated nature of business
activities and how they affect
competitiveness
• the competitive environment and
the markets in which businesses
operate
• the influences on functional
decisions and plans including
ethical and environmental issues
• the factors that might determine
whether a decision is successful
e.g. the quality of data and the
degree of uncertainty
• how technology is changing the
way decisions are made and how
businesses operate and compete
• the impact on stakeholders of
functional decisions and their
response to such decisions
• use of non-quantitative and
quantitative data in decision
making (including the
interpretation of index numbers
and calculations such as ratios
and percentages).
A Level (Upper Sixth)
The A Level course consists of three
2 hour examinations taken in Upper
Sixth, all of which are taken in June.
The examinations will assess the AS
Level material (above) along with
more challenging A Level strategic
decision making subject matter
outlined below:
• the impact of technology on
strategic decision making
• the influences of Corporate Social
Responsibility, ethical and
environmental issues on strategic
decisions
• the difficulties in forecasting future
trends
• the importance of assessing
feasibility and risk when making
strategic decisions
• the impact on stakeholders of
strategic decisions and their
response to such decisions
Key skills Although it is beneficial to
have studied Business at GCSE, it is
not a pre-requisite providing you
have a good level of literacy and
numeracy, an interest in the world of
business and you are prepared to
compensate with an increased work
ethic, especially in the Autumn term
of Lower Sixth.
The course will help you to develop
skills such as the interpretation of
data and the application of business
concepts to selected organisations.
You will also develop your skills of
analysis and evaluation of structuring
extended arguments and essays.
What next?
There are a wide range of university
degrees that relate to business such
as: Management, Accountancy,
International Relations, International
Business, Human Resources,
Marketing, Economics, Industrial
Economics, Banking, Finance and
Business itself.
Business can be combined with
almost any other subject, such as
French, Geography, History,
Mathematics, Spanish, ICT, Fashion,
Food or Art. This gives a huge range
of study opportunities.
Careers include working as a
Merchandiser, Buyer, Market Analyst,
Market Researcher, Financial Advisor
or Management Consultant. In
addition, if you are motivated to help
others or work in a social context,
you can combine Management and
Business Studies with Theatre
Studies, working for charities or notfor-profit organisations, local or
central government or the NHS.
Subject requirements
You will need a grade B or above in
GCSE Business Studies in order to
study this subject at A Level. If you
have not done GCSE Business
Studies but wish to study this subject
at A Level, you will need to have
achieved a grade B or above in both
GCSE English Language and GCSE
Mathematics. If you have narrowly
missed our minimum entry
requirements, a consultation with the
Head of Department will be
necessary.
Chemistry
(AQA - Linear Course)
Chemistry is the central science that
enables us to understand what
everything is made of and how it is
made; chemical reactions keep us
alive and provide us with everything
we have and use. Chemistry is
everywhere in the world around you!
It’s in the food you eat, clothes you
wear, water you drink, medicines, air,
cleaners... you name it. Chemistry
sometimes is called the “central
science” because it connects other
sciences to each other, such as
Biology, Physics, Geology and
Environmental Science.
Anyone who is curious about the
world around us must surely want to
know more about the wonderful
world of Chemistry (and perhaps
enjoy the odd whizz and bang!). The
A Level course is intellectually
challenging and the regular practical
work reinforces the theory and
develops key laboratory skills.
An A Level in Chemistry is highly
rated by universities as an entrance
qualification. It teaches useful skills
and because it is a science, learning
Chemistry means learning how to be
objective and how to reason and
solve problems. Chemistry also helps
you to understand current events,
including news about petrol and
fuels, pollution, the environment and
technological advances.
Overview of the course
The course has been structured to
cover the traditional three branches
of Physical, Inorganic and Organic
chemistry.
Physical Chemistry includes atomic
structure, amount of substance,
bonding, energetics, kinetics,
chemical equilibria,
thermodynamics, rate equations,
equilibrium constant (Kc) for
homogeneous systems, electrode
potentials and electrochemical cells.
Inorganic Chemistry includes
periodicity, Group 2 and Group 7, the
properties of Period 3 elements and
their oxides, transition metals and the
reactions of ions in aqueous solution.
Organic Chemistry includes
nomenclature, alkanes, halogen
alkanes, alkenes, alcohols, organic
analysis, optical isomerism,
aldehydes and ketones, carboxylic
acids and derivatives, aromatic
chemistry, amines, polymers, amino
acids, proteins and DNA, organic
synthesis, NMR spectroscopy and
chromatography.
The qualification is linear which
means that students will sit all the A
Level exams (Lower Sixth and Upper
Sixth work) at the end of their A Level
course.
Assessment comprises three 2 hour
papers. Paper 1 will assess Inorganic
Chemistry and relevant Physical
Chemistry topics. Paper 2 will assess
Organic Chemistry and relevant
Physical Chemistry topics. Paper 1
and Paper 2 will have short and long
answer questions and relevant
practical skills will be assessed.
Paper 3 will assess practical skills,
data analysis, all the A Level content
and include multiple choice
questions. 15% of the overall
assessment of A Level Chemistry will
assess knowledge, skills and
understanding in relation to the
practical work carried out throughout
the course.
Key skills
An ability to think logically and a
good work ethic.
Skills developed include:
• Analytical thinking skills
• Evaluation skills
• Problem solving skills
• Practical skills
• Scientific inquiry
• Ethical and social awareness of
the effects of scientific
advancements
• Communication skills
• Mathematical skills
• IT skills
• Organisational skills
What next?
Chemistry is well regarded by
universities and is essential for
courses such as: Medicine,
Veterinary Studies, Forensic Science,
Chemical Engineering and
Pharmacy.
A degree in Chemistry can lead to a
whole range of careers such as:
• A Research Scientist e.g.
Pharmaceuticals, Cosmetics,
Nanomaterials, Food/Drink
• Production or sales and marketing
of chemicals e.g. dyes, plastics,
detergents
• Environmental Analysis
• Metallurgist / Material Scientist
• Fuel Scientist
It can also lead to non-scientific
careers such as Law e.g. Patent
Attorney
Subject requirements
You will need a grade A or above in
GCSE Chemistry in order to study
this subject at A Level or a grade A
in the Chemistry element of the
Double Award GCSE Science
course. A grade A or above in GCSE
Mathematics is also required. If you
have narrowly missed our minimum
entry requirements, a consultation
with the Head of Department will be
necessary.
Classical Civilisation
(AQA – Modular Course)
The Classics Department at Alderley
Edge School for Girls features small
class sizes, enthusiastic teaching
and an atmosphere of encouragement.
At A level, these benefits are not
reserved for those with the stomach
for A Level Latin. We are delighted to
be able to continue to offer Classical
Civilisation, where Greek and Latin
texts are read in translation, allowing
non-linguists to enjoy learning about
the ancient world.
The department runs trips on a
regular basis with Pompeii, the
British Museum in London and the
Lowry in Salford Manchester being
recent destinations. Students who
like reading, arguing and tracing the
origins of modern culture would be
well suited to the course.
Overview of the Course
The A Level Classical Civilisation
course follows the OCR specification
and is made up of four units: two at
AS and two at A2. Candidates
become familiar with the style of a
variety of classical authors, both
Greek and Roman. Texts are studied
in their literary, cultural and historical
contexts. Candidates learn to write
confidently about literature, showing
a personal response and using
quotations to substantiate arguments.
AS Level (Lower Sixth)
AS Classical Civilisation has two
units. The first concerns Homer’s
Odyssey, an epic poem passed on
by word of mouth until written down
some time in the sixth century BCE.
Themes include: the nature of
heroism; women in Greek society;
monsters and epic language. The
second unit is Greek Tragedy, where
candidates study plays by
Aeschylus (Agamemnon),
Sophocles (Antigone) and Euripides
(Medea and Electra), the three
greatest Athenian dramatists in the
fifth century BCE. All of these plays
contain the strong female
characters typical of the genre and
also give an insight into the origins
of western drama.
A2 Level (Upper Sixth)
The two units for A2 are Virgil and
the World of the Hero and Comic
Drama in the Ancient World. The first
requires candidates to get inside the
minds of Aeneas, Achilles, Hector
and other heroes from the Trojan
War through the study of certain
books of Homer’s Iliad and Virgil’s
Aeneid. Motives are examined,
relationships analysed and
justification sought for their
occasionally shocking actions. The
second unit visits the colourful world
of Greek and Roman comedy, where
candidates compare the subversive
and satirical plays of Aristophanes
(Clouds and Lysistrata) with the
knockabout style of Plautus (The
Brothers Menaechmus and The
Swaggering Soldier), who heavily
influenced Shakespeare’s comedies
with his mix of stock characters,
disguise and intrigue.
Key skills
A good grade at GCSE English
Literature is highly desirable for
anyone wishing to study Classical
Civilisation at A Level, along with an
enjoyment of the ancient world.
Candidates develop their
communication skills; they learn to
work with others, improve their own
learning and solve problems.
What next?
A qualification in Classical
Civilisation enhances a CV or UCAS
form as it helps you stand out from
the crowd. An A Level in Classical
Civilisation reflects well developed
cognitive skills, a good memory and
a deep appreciation of literature.
This makes it a good basis for
applying for a degree not only in a
Classical subject but in English,
History, Law or other arts subjects. It
also helps to balance a combination
of science-related subjects.
Classical Civilisation can lead to a
career in almost any field since it
teaches a wealth of transferable
skills. It helps people to apply for
any career requiring careful analysis,
logical problem solving, recall of
data, use of evidence to support a
point of view and good general
knowledge.
Subject requirements
Ideally, you will need a grade B or
above in GCSE English Literature or
another essay-based subject in
order to study this subject at A
Level. If you have narrowly missed
our minimum entry requirements, a
consultation with the Head of
Department will be necessary.
Design and Technology: Product Design – Textiles
(AQA - Modular Course)
Overview of the course Product
Design in Textiles is an exciting
course that explores aspects of the
fashion industry. Lessons are
interactive and vibrant, providing a
stimulating experience to learn and
develop skills in areas of design and
making. Students especially enjoy
completing the coursework
portfolios and creating garments.
Study Textiles if you:
• are interested in fashion design
and catwalk trends.
• enjoy research and illustration
techniques.
• like handling and researching
properties of fabrics.
• are keen to learn and develop
practical skills such as
construction and embellishment.
• have a flair for design.
AS Level (Lower Sixth) In your first
year you will be given a broad insight
into the many aspects of Textiles and
the fashion industry.
You will be taught how to use a
sewing machine, garment making,
pattern drafting and fashion
illustration skills. All learning and
assessment activities are designed
to be interactive and stimulating,
both in the design areas and outside
the classroom.
Unit 1 - 50% of AS Mark (25% of
total GCE marks).
Written Paper: an exciting and
challenging element of the course,
investigating different types of fibres
and fabrics, to make design
decisions when creating fashion and
interior collections.
Unit 2 - 50% of AS Mark (25% of
total GCE marks).
Coursework: a creative sketch book
project based on the designing and
making of a garment, focused on
fashion trends. This project involves
experimenting with a range of fabrics
and decorative techniques to create
a unique garment.
A2 Level (Upper Sixth) The A2
follows a natural progression from
the first year. You will be expected to
work more independently,
developing skills learnt in the first
year.
Unit 3 - 50% of A2 Mark (25% of total
GCE marks).
Coursework: a unique project,
designing and making a garment of
your choosing. The project involves
experimenting with a range of fabrics
and decorative techniques to create
an individually designed garment.
Unit 4 - 50% of A2 Mark (25% of total
GCE marks).
Written paper: an overview of the
different aspects of the textile
industry, from trend analysis,
illustration and collection planning to
garment manufacture.
Key skills Textiles offer a great
opportunity to learn and develop an
interest in fashion and design. The
course is demanding but exciting.
You will need to be able to work
independently on a range of research
skills as well as being open to looking
at design and thinking beyond the
obvious.
What next?
The Textiles industry is the UK’s sixth
largest manufacturing sector, the
market value reaching over £170
billion last year alone. Supporting this
sector requires a steady supply of
creative individuals who can design
and develop new fashion and interior
products. The scope of a future in
Design Technology Product Design
Textiles ranges from fashion
forecasting, designing and fabric
technologists through to pattern
cutting, marketing and retail. Many of
our students go on to study a design
related course at degree level, while
others choose a foundation course
before specialising in a particular
area of design. Previous students
have successfully completed
courses ranging from product design
to fashion marketing.
Subject requirements
You will need a grade B or above in
GCSE Design and Technology in
order to study this subject at A Level.
If you have not done GCSE Design
and Technology but wish to study
this subject at A Level, this may be
possible after consultation with the
Head of Department. This may also
apply if you have narrowly missed
our minimum entry requirements.
Drama and Theatre Studies
(AQA - Modular Course)
Considering A Level Drama and
Theatre Studies? Narrowing down
your A Level choices is never easy,
so let us help you to decide if Drama
and Theatre Studies is right for you. It
is very important that a Drama
candidate has built up a great deal of
experience in performance, inside
and outside of school. It is also
beneficial if students have studied
Drama at GCSE Level.
As part of the course we will introduce
pupils to a wide variety of theatre
genres, practitioners and playwrights.
For example, during the first year
pupils study extracts from the set play
chosen. In order to understand the
complex characters and how they
would be portrayed, students are
encouraged to visualise how the play
would appear on stage creatively.
Students need to make decisions as
a director/performer and have a
synoptic approach to performance.
In order to achieve this we feel it is
very important for our A Level students
to see a great deal of live theatre
during the course. One of our previous
trips gave students a tremendous
opportunity to visit the famous Globe
Theatre in London to see Christopher
Marlow’s ‘Dr Faustus’.
The course follows on from the
GCSE Drama course, however it is
not essential for potential A Level
students to have this qualification.
AS Drama (lower Sixth)
Component 1:
Interpreting drama: Live Theatre
Production Seen and Prescribed
Play. This incorporates candidates’
personal responses to live theatre
seen during the course and on
interpretation of a set play from a
performance perspective.
Assessment is via a written paper
worth 80 marks (1 hour 45 minutes).
This paper is worth 40% of the total
AS Level marks.
Component 2:
Process and performance: Practical
exploration and theatrical
interpretation of two extracts (Extract
1 and 2) each taken from a different
play. This incorporates working in
groups to develop and present the
extracts from a published play,
chosen by the candidates and, in
addition, a study of an influential
director, designer, theatre company
owner or other practitioner, linked to
the candidate’s practical work for
extract 2. Assessment is in the form
of a practical examination worth 30
marks, and a supporting portfolio
also worth 30 marks. This is worth
60% of the total AS Level marks.
Practical examinations are also
assessed by an external moderator.
A2 Drama (Upper Sixth)
Component 1:
Drama and theatre: The study of two
set texts, one will be an extended
exploration of the play text chosen in
the AS year, and the other is chosen
from an alternative set text list which
have been selected to represent 20th
and 21st century drama. There will
also be a question which demand an
analysis and evaluation of the work of
a live theatre maker. Assessment is
via a written paper worth 80 marks (3
hours). This paper is worth 40% of
the total A Level mark.
Component 2:
Creating original drama: Presentation
of Devised Drama. This incorporates
working in groups to develop and
present a devised drama, performed
in a theatrical style of your choice,
and the piece must be influenced by
the work and methodologies of one
prescribed practitioner. Assessment
is in the form of a working notebook
worth 40 marks and a practical
examination worth 20 marks. This
component is worth 30% of the total
A Level mark.
Component 3:
Making theatre: A Practical
exploration and interpretation of
extract 3, taken from a different play
to that used for extracts 1 and 2 at
AS. The methodology of a prescribed
practitioner must be applied to this
extract, and the extract will be
performed and assessed by a visiting
examiner, this performance will be
worth 40 marks. There will also a
reflective report submitted which is
worth 20 marks. This component is
worth 30% of the total A Level mark.
Key skills
Creative thinking
Critical evaluation
Literacy
Negotiating
Organising
Planning
Presentation
Research
Teamwork
Working to deadlines
What next?
Students completing A Level Drama
& Theatre Studies have gone on to
many interesting and diverse Higher
Education courses. For example:
• Portsmouth University – Degree in
Performance Arts
• Guildhall School of Acting –
Degree in Drama
• Winchester University – BA QTS in
Theatre Arts
• Southampton Solent University –
Degree in Drama
• Chichester University – Degree in
Primary Education, specialising in
Drama
• Portsmouth University – Degree in
Drama and Creative Writing
• Exeter University – Performing
Arts Degree.
Jobs directly related to a degree in
Drama and Theatre Studies include:
• Actor/Actress
• Stage Manager
• Arts Administrator
• Drama Teacher
• Television Production Assistant
• Radio Presenter
A Level Drama and Theatre Studies
can also be of value in seemingly
‘non-performing roles’, such as:
• Youth and Community Worker
• Personnel Manager
• Social Worker
• Lawyer
• Journalist
• Marketing Manager
• Charities Administrator
Subject requirements
You will need a grade B or above in
GCSE Drama in order to study this
subject at A Level. If you have not done
GCSE Drama but wish to study this
subject at A Level, this may be possible
after consultation with the Head of
Department, you will also need to have
achieved a grade B or above in GCSE
English Language. This may also
apply if you have narrowly missed
our minimum entry requirements.
Economics
(OCR - Linear Course)
Economics is an exciting and
challenging subject, which allows
students to understand the
fundamental principles underpinning
the production and distribution of
goods and services and their
management. Economics helps
students to develop logical thinking
skills and to assess the efficacy of a
range of government interventions in
order to solve real world problems.
The subject is split into two main
areas; Microeconomics and
Macroeconomics. Macroeconomics
looks at the bigger issues affecting
the economy as a whole such as
interest rates, unemployment,
inflation, exchange rates and
economic growth. Microeconomics
looks at the smaller scale issues; the
pricing of individual products and
commodities like oil or gold; the
differing salaries paid to people, and
the reasons for price and wage
differentials existing.
Overview of the course
AS Level (Lower Sixth)
The AS course will give you a broadbased understanding of Economics
and consists of two units, both of
which are taken in June:
Component 1 focuses on
Microeconomics. This unit
introduces you to scarcity of
resources and microeconomics
models such as demand and supply
and the operation of the price
mechanism. The unit also analyses
the nature of market failure, its
causes and possible policy
remedies. At the end of this unit, you
should be able to apply supply and
demand analysis to real-world
situations; to understand why
markets might not allocate resources
efficiently and the methods of dealing
with market failure, together with an
evaluation of their effectiveness.
Component 2 focuses on
Macroeconomics. This unit
introduces candidates to
macroeconomics. During this unit
you will learn how governments
manage their national economies.
You will learn how the government
can intervene in order to reduce
problems such as unemployment or
to stimulate economic growth.
A Level (Upper Sixth)
The A Level course consists of three
examinations taken in Upper Sixth
and all of these are taken in June.
These build on the AS work.
Component 1 focuses on
Microeconomics. From a base of
Microeconomic theory, this
component enables students to
discuss and evaluate how well
Microeconomic theories explain our
observations of choices made by
individuals and firms in the real world.
The theoretical workings of the free
market provide a useful starting point
for explanation and analysis.
Imperfections and market failures
such as pollution and obesity provide
a lead in to a discussion of the merits
and drawbacks of government
intervention such as subsidies and
taxation. The study of
microeconomics encourages the
learners to consider the usefulness of
theory in explaining observations
taken from the real world of
economics.
Component 2 focuses on
Macroeconomics. This provides
students with the technical and
analytical tools required to
understand how the Macroeconomy
functions on both a domestic and
global level. The content of this
component encourages students to
adopt a critical approach to their
study of government policy through a
development of their understanding
of the limitations and conflicts which
Macroeconomic policies (such as
taxation and changes in interest
rates) cause. Policy approaches are
also considered in a historical
context, as well as at the current
time, in order to develop an
understanding of how
Macroeconomics has changed over
time.
Component 3 is fully synoptic in
nature and will draw on both the
Microeconomic and Macroeconomic
components. Although there is no
specific content prescribed within
the assessment of this component,
both the microeconomic and the
Macroeconomic subject content will
be examined, in relation to a specific
unseen theme.
Key skills
The course will help you further
develop skills such as the
interpretation of data, the application
of relevant Economics concepts and
analysis and evaluation. You will also
develop the skills required to
structure extended arguments and
essays and to carry out relevant
calculations.
What next?
There are a wide range of university
degrees that relate to Economics:
including Industrial Economics,
Banking and Finance, Development
Economics (developing countries
and aid), Rural Economics,
Accounting, Economic History,
International Business, Global
Economics and Political Economics.
As a Social Science, Economics can
be combined with most other
subjects, e.g. Geography, History,
English, Mathematics and Science to
give a huge range of study
opportunities. It is well suited to
students who can think in a logical
and analytical manner.
Many Economics students work in
Banking, Finance, Management
Consulting or Politics. The Foreign
and Commonwealth Office is also
another option for those interested in
overseas development and
international relations or trade.
Subject requirements
It is not necessary to have studied
Business or Economics at GCSE
level, providing you have a good level
of literacy and numeracy. You will
need to have achieved a grade B in
GCSE English Language and a grade
A in GCSE Mathematics. If you have
narrowly missed our minimum entry
requirements, a consultation with the
Head of Department will be
necessary.
English Language
(OCR - Linear Course)
Where do words come from? Why do
they mean what they do? If you are
interested in discovering the answer
to these questions, then A Level
English Language is the ideal place
to begin!
Overview of the course
English Language starts with your
experience of language in the world
around you. There are no books to
study – the main reference point is
primarily you – how you view
language and the language use of
others.
By applying your own experiences,
we can explore why individuals use
different language in different
situations and for different effects. It
involves the analysis of real
language, both spoken and written,
from linguistic, sociological and
psychological perspectives. You will
be amazed to discover some of the
theories behind the language use of
men and women in conversation and
you will certainly never be able to
read a menu or watch a chat show in
the same way again!
We will explore how language is used
to control and manipulate us by both
the media and people in power; you
will learn how to take apart a piece of
language and be able to work out
exactly what makes it tick and
produce your own piece of polished
prose, radio script or journalism. If
you enjoyed English at GCSE but like
the idea of something a little bit
different, if you’re interested in
studying non-fiction texts and
speech transcripts and you’re keen
on doing some creative writing, then
this is the ideal course for you.
AS Level (Lower Sixth)
Component 01: Exploring Language
focuses on linguistic analysis of
authentic texts in both spoken and
written mode. There are two sections
to this component: Section A:
Understanding language features in
context Section B: Comparing and
contrasting texts.
Assessment = Written Paper 1½
hours – 50% of total AS marks.
Component 02: Exploring Contexts
focuses on original writing for a real
world purpose on a topical language
issue and analysis of how issues
relating to language and gender or
language and power influence
particular authentic, unseen texts.
There are two sections in this
component:
Section A: Writing about a topical
language issue Section B: Exploring
language in context.
Assessment = Written Paper 1½
hours – 50% of total AS marks.
A Level (Lower and Upper Sixth)
Component 01: Exploring Language
focuses on linguistic analysis of
authentic texts and original writing
for a real-world purpose on a topical
language issue. Section A: Language
under the microscope focuses on the
effect of lexical choices and
grammatical features in a short
written text. In Section B pupils have
to write about a topical language
issue and in Section C, Comparing
and contrasting texts, they will
explore linguistic connections and
comparisons between different
modes of communication.
Assessment = Written Paper – 2 ½
hours – 40% of total A Level mark.
Component 02: Dimensions of
Linguistic Variation covers the topics
of how children acquire language,
language in the media, and how
language changes over time.
Assessment = Written Paper – 2 ½
hours – 40% of total A Level mark.
Component 03: Independent
Language Research comprises an
independent investigation of
language which provides learners
with the opportunity to pursue an
area of study which is of particular
personal interest. Section B, The
academic poster, allows learners to
present their research from their
independent investigation in a
concise and visually accessible way.
Assessment = Coursework - 20% of
total A Level mark.
Key skills
The AS and A Level English
Language course develops analytical
skills and a greater awareness of
social background and its impact on
the language we use. A range of
different writing styles will be
developed ranging from report
writing, writing for children, writing
radio scripts and magazine articles.
Along with improving your writing,
you will learn to articulate your ideas
clearly and to speak with confidence.
What next?
There are so many opportunities
available to girls who study English
Language. Many go on to study
Linguistics, Journalism or Media
Related subjects at university.
English Language A Level will also
support students considering a
degree in any Arts or Humanities
subject. Possible career
opportunities include Advertising,
PR, Marketing, Print or Broadcast
Journalism, Publishing, Teaching,
Speech Therapy and Graduate
Training Programmes.
Subject requirements
You will need a grade B or above in
GCSE English Language in order to
study this subject at A Level. If you
have narrowly missed our minimum
entry requirements, a consultation
with the Head of Department will be
necessary.
English Literature
(Cambridge Pre-U - Linear Course)
“Literature is able to enlarge and
refine our understanding of life.” (R
Davies)
In short, English Literature is the
study of poems, plays and novels.
But in reality, it is much more than
that. To study literature is to study
human nature, how we think, how we
act, what motivates us as individuals,
the importance and difficulties of our
relationships with others. It
incorporates History, Art, Culture,
Politics, Philosophy, Ethics, Science,
Psychology, life, the universe and
everything else! Not only does it
increase our understanding of the
world around us but it teaches us to
question it also.
If you enjoy books and are keen to
explore different interpretations,
appreciating that there can be no
“right” answer, then English
Literature is the subject for you. It will
arouse strong emotion and produce
fierce debate so if you enjoy
discussion and are prepared to offer
your own ideas then you are an ideal
Sixth Form student. We hope to
teach you to read with understanding
and a feeling for style, to recognise
and appreciate the power of words
and the beauty of crafted language.
Above all we hope to promote
enjoyment of literature and a sense of
the range of its possibilities.
Overview of the course
There are four components to the
Cambridge Pre-U Literature in
English course: two set text closed
book examination papers, an unseen
Comment and Analysis paper and a
Personal Investigation in Upper
Sixth. The intention is to create a
balance of set texts and to
encourage both wide reading in
preparation for the Comment and
Analysis paper and the pursuit of
individual teachers’ and pupils’
enthusiasms in the Personal
Investigation.
This is a linear course.
Assessment comes at the end of
the two year course. There are no
modules.
Outline of Units:
Paper 1: Poetry and Prose. For this
you will study one prose text and one
poetry text from a prescribed list.
One of the texts will be taken from a
pre-1900 list and the other will be
post-1900. You will study both texts
in great depth with your teacher and
you will also be encouraged to read
around them to learn about their
literary significance and historical
setting.
Paper 2: Drama. One Shakespeare
play will be studied along with
another more modern play from a set
list. We always arrange theatre trips
to see the plays in performance;
where this is not possible, we will go
to see plays which will enhance your
understanding of the set texts. In the
examination, you will be asked to
answer at least one passage-based
question where you will need to
relate a passage from the play to the
play as a whole. Once again,
thorough knowledge of the texts is
essential for exam success!
Paper 3: Comment and Analysis
(unseen). In this paper you will be
asked to answer questions on
unseen passages covering all three
genres. You are expected to use the
skills acquired over the two year
course to analyse and comment on
what is in front of you with no prior
knowledge of the texts themselves.
In class, we will get plenty of practice
at looking at various texts from
different periods in order to build your
confidence going into the
examination.
Paper 4: Personal Investigation. This
unit gives you the opportunity to
explore a topic, genre or books in
greater depth. Your ideas for the
investigation may come from
something we have studied
previously or it might be something
of personal interest to you.
Eventually, you will produce an essay
of 3,000-3,500 words on a topic
chosen by you and based on a
comparison between two authors. At
least two whole texts must be
studied as principal texts for each
author, with reference to at least two
subsidiary texts as appropriate. The
texts will be studied with the class
teacher but the research and writing
is done by you alone.
Key skills
During the Pre-U course, you will
develop a range of skills which will
serve you well in your study of other
subjects and will provide an excellent
grounding for further study at
university level. The English Pre-U
student is recognised as having the
ability to cope with both facts and
ideas as well as abstract theories,
and with language in all its aspects.
Not only will you widen your reading,
but you will also enhance your
awareness of the cultural, social and
political context in which literature
was created. English Literature Pre-U
demonstrates that you can organise
sound arguments, which are relevant
and logically presented, and that you
have highly developed critical and
analytical skills.
What next?
English Literature Pre-U is
recognised as a rigorous and
traditional academic subject which is
highly regarded by universities and
employers. It is not surprising,
therefore, that our students go on to
take degrees in English as a single
subject or combined with a range of
other subjects. It provides excellent
experience for any career which
requires organisation of ideas,
recognition of people’s needs and
the ability to communicate skilfully.
Writing, Law, Journalism, Teaching
and Research are among some of the
possible career options which lie
ahead.
Subject requirements
You will need a grade A or above in
GCSE English Literature in addition
to a grade A in GCSE English
Language in order to study this
subject at A Level. If you have
narrowly missed our minimum entry
requirements, a consultation with the
Head of Department will be
necessary.
Food Technology
(AQA - Modular Course)
If you enjoy being creative, working
independently and want to have a
critical awareness and
understanding of the subject you
study, then Food Technology is for
you. Never has there been a better
time to get into Britain’s biggest
employment industry, which offers a
wealth of opportunities and careers.
Food and entertainment are now very
much part of international modern
culture with TV celebrity chefs and
technologists such as the UK’s Jamie
Oliver and Heston Blumenthal and
the multitude of programmes
dedicated to exploring world cuisine,
home cooking and general food
entertainment. The explosion of
choice in our food outlets continues
to create opportunities within the
catering, food and leisure industries.
Whilst we cannot guarantee a career
on TV we do offer a course which
provides an essential foundation for a
career in the Food Technology field.
Overview of the course
During the two years of study, there is
a balance of academic and practical
activities. We provide opportunities
to visit trade shows and marketleading food manufacturing
operations and invite eminent and
experienced Food Technologists
from within industry to tell of their
personal journey. Often they present
their insights and perspectives into
the food development process,
providing inspiration and motivation
which make the course even more
interesting and enjoyable. Whilst
there is a core range of topics that
are compulsory to study, you are
given the freedom to investigate
current trends, a dietary or food
related problem and work toward
and present a solution using
research, product evaluations and
experimental practical activities.
AS Level (Lower Sixth)
At AS Level, candidates will have the
opportunity to study nutrition, and
design and making in the human
context. Knowledge of food science
and of a wide range of materials and
components used in the making of
food products will be developed.
Candidates will be given the
opportunity to develop and solve a
problem relating to food design and
making. They will gain an
understanding of industrial and
commercial practices within the area
of Food Technology.
• Section 1 contains compulsory
limited response questions.
• Section 2 offers a choice of one
question from two and
• Section 3 contains one
compulsory question
The AS specification has 2 units: Unit
1: Materials, Components and
Application. This includes:
The coursework may take a number
of forms; a single design-and-make
project, two smaller projects and/or a
portfolio of work. It may be written or
electronic in form.
• Macro and micro nutrients,
measurement of energy and the
importance of adequate water
intake
• Dietary planning and health and
health promotion
• The relationship between diet and
health
• Social factors; the family, family
patterns, family lifecycle, changes
in family composition, culture,
economics and work patterns
affecting food choices
• Dietary needs of individuals at
different life stages, special diets
and lifestyles
• Food additives
• Environmental factors influencing
food choices; organic food and
sources of energy
• Mass media; advertising,
television, magazines and the
press
• Issues affecting the design of new
food products
• Food safety and hygiene, food
labelling and nutritional
information
• Health and Safety
Assessment for this unit is by a
written examination worth 80 marks
(2 hours). This paper is worth 50% of
AS Level marks and 25% of the total
A2 Level marks.
The examination paper is based
primarily on Materials and
Components and consists of three
sections:
Unit 2: Learning Through Designing
and Making.
Assessment for this unit is via
coursework submission, which is
worth 80 marks. This paper is worth
50% of AS Level marks and 25% of
the total A2 Level marks.
A2 Level (Upper Sixth)
At A2, candidates have the
opportunity to develop the
knowledge and practical skills
acquired from AS. Candidates will
continue to develop design work
alongside an understanding of food
science, processes and commercial
food manufacture.
The A2 specification has 2 units. This
includes:
Unit 3: Design and Manufacture
• The physical and chemical
structures of the macro nutrients
• Working characteristics in relation
to the physical and sensory
attributes of the food.
• The nutritional composition of
food
• Manipulating and combining food
materials and components and
the application of this in food
processing and product
development
• The beneficial and detrimental
effect of micro-organisms and
enzymes
• Issues affecting the design of new
products
• Design in practice
• Preservation methods and
extending shelf-life; quality
assurance and quality control
• Legislation
• Systems and control
Food Technology (continued)
(AQA - Modular Course)
Assessment for this unit is by a
written examination worth 84 marks
(2 hours). This paper is worth 25% of
the total A2 Level marks.
Unit 4: Designing and Making
Practice.
Assessment for this unit is via
coursework submission, which is
worth 85 marks. This paper is worth
25% of the total A2 Level marks.
The coursework comprises
candidates submitting evidence of a
single, substantial designing and
making activity. This can be written or
electronic in design.
Key skills
Students will:
• develop and sustain their own
innovation, creativity and practical
food preparation capability
• develop a critical awareness about
food product design and
manufacture, including industrial
and commercial practices
• apply knowledge, understanding
and skills about food, design and
production processes - making
practical use of what they know,
understand and can do
• use Information and
Communications Technology (ICT)
in a range of ways, for example,
use of information systems –
databases, spreadsheets,
modelling (costing, nutritional
analysis, scaling up and down),
use of graphics packages, data
logging, measurement and
control, nutritional analysis,
manufacturing on-line, CAD and
CAM
• take account of the social, moral,
spiritual and cultural values that
underpin design and technological
activity when they are evaluating
products and their applications
and when making their own
design decisions
• develop as discerning consumers,
able to make informed choices
• foster positive attitudes of
cooperation and citizenship in
preparation for adult life
• develop and use transferable key
skills - communication skills,
numeracy, ICT, management of
their own learning, collaborative
working, problem-solving, critical
and analytical thinking, flexibility
and adaptability
• develop and demonstrate
management skills, for example, in
projects and tasks, setting targets,
reviewing and monitoring
progress, time and resource
management, planning and
organisation
What next?
Food Scientists are currently in great
demand, owing to the growing
awareness of consumer health and
changing dietary habits.
The course will give students the
opportunity to develop an awareness
of Food Technology as an applied
field of study to relevant career
options and Higher Education, for
example, BSc Nutrition and
Dietetics, BSc Food and Nutrition,
BSc Food Science and Technology,
BSc Home Economics, BA
Consumer Law and BA Consumer
Studies at universities such as
Reading, Surrey, Leeds, Nottingham,
Sheffield Hallam and the University of
Wales, Cardiff. Excellent employment
opportunities are available for
students with degrees in these areas.
Subject requirements
You will need a grade B or above in
GCSE Food Technology in order to
study this subject at A Level. If you
have not done GCSE Food
Technology but wish to study this
subject at A Level, you will need to
have achieved a grade B or above in
either GCSE Biology, GCSE
Chemistry (or in the equivalent
components of Additional Science)
or GCSE Design and Technology. If
you have narrowly missed our
minimum entry requirements, a
consultation with the Head of
Department will be necessary.
Geography
(AQA - Modular Course)
Geography A Level is a dynamic,
relevant and academic subject which
demands students who are keen to
find out how they interact with the
world in which they live. The
specification offers a modern and
revitalised perspective on Geography
with the Programme of Study
covering contemporary real-life
issues in the world today.
A Level Geography continues to be a
very popular choice, both nationally
and within the school. It offers a
unique blend of science and
humanity and is of great relevance to
the ever-changing world around us.
The subject is split into its two
distinct, yet related, aspects:
Physical Geography and Human
Geography. You will have a specialist
teacher for each aspect.
A good A Level Geography student
should have a genuine commitment
to reading and researching allied to a
detailed, concise and accurate style
of writing. Obviously, an active
interest in current affairs and major
national/international/world events is
a prerequisite.
To sum up, Geography A Level is a
fabulous course; it is interesting,
challenging and very relevant to the
complex world in which we live. It is a
starting point for virtually any nonscientific career and is very well
regarded by leading universities.
Component 2: Human geography
and geography investigation
Component 3:
Geographical investigation
Section A: Changing places
Students complete an individual
investigation which must include
data collected in the field.
Section B: Geography fieldwork
investigation and geographical skills
•
•
•
•
Written exam: 1 hour 30 minutes
80 marks
50% of AS
Question types: multiple-choice,
short answer and levels of
response
A2 Outline (Upper Sixth)
Component 1:
Physical geography
Section A: Water and carbon cycles
Section B: Coastal systems and
landscapes
Section C: Hazards or Cold
environments
How it is assessed • Written exam: 2
hours 30 minutes • 96 marks • 40%
of A Level
Question types: multiple-choice,
short answer, levels of response and
extended prose
Component 2:
Human geography
Overview of the course
Section A: Global systems and global
governance
AS Outline (Lower Sixth)
Section B: Changing places
Component 1: Physical geography
and people and the environment
Section C: Contemporary urban
environments or Population and the
environment
Section A: Coastal systems and
landscapes
Section B: Hazards
•
•
•
•
Written exam: 1 hour 30 minutes
80 marks
50% of AS
Question types: multiple-choice,
short answer and levels of
response
How it is assessed • Written exam: 2
hours 30 minutes • 96 marks • 40%
of A Level
Question types: multiple-choice,
short answer, levels of response and
extended prose
The individual investigation must be
based on a question or issue defined
and developed by the student
relating to any part of the
specification content.
How it is assessed • 3,000–4,000
words • 35 marks • 20% of A Level
• marked by teachers • moderated
by AQA
Key skills
At AS and A2 Level, you will study
core Physical and Human
Geography. In each area of study you
will consider the values and attitudes
of decision makers, consider your
own values and attitudes to the
issues being studied and support
your learning of ideas through
specific case studies. You will also
develop a variety of Geographical
skills, which will broaden and deepen
existing knowledge and be employed
with a greater degree of
independence.
The dynamic and skills-based nature
of this subject gives Geography one
of the highest graduate employment
rates of any non-specialist degree. A
Level Geography is an accepted
entry qualification for many specialist
and non-specialist Higher Education
courses.
Students with AS or A2 Level
Geography have access to a wide
range of possible career and Higher
Education opportunities. Skills that
you will develop include collecting,
analysing and interpreting data,
communicating your findings and
developing links between different
parts of the subject. These skills are
in great demand and Geographers
are currently amongst the most
employable graduates.
Geography (continued)
(AQA - Modular Course)
What next?
Geography combines well with
almost all other subjects. Taken with
Sciences like Mathematics, Physics,
Chemistry and Biology, Geography
supports applications for almost any
Science-based university course like
Engineering, Psychology,
Environmental Sciences,
Oceanography and Geology; taken
with Humanities like English, French,
History or Economics Geography
provides a base for courses such as
Business, Law, Media, Politics and
Philosophy.
Some students choose to use their
qualification to go straight into
employment. AS and A2 Level
Geography develop transferable and
key skills that employers are actively
seeking, which can therefore lead
you to a wide range of career
opportunities. The qualification can
also lead to further training in such
areas as Law, Accountancy and
Journalism.
Compulsory Trips
Fieldwork is an integral part of the
qualification and all students are
required to undertake fieldwork in
relation to processes in both physical
and human geography.
At AS, all students must complete a
minimum of two days of fieldwork
covering both physical and human
geography.
At A Level, students must undertake
four days of fieldwork.
Fieldwork will be completed in a
number of ways: locally or further
afield, on full days or on part days.
We will put on a number of voluntary
one-day excursions tailored to match
the content of the individual units and
a compulsory two night residential
course to either the Holderness
Coast or Betws-Y-Coed for the
Lower Sixth (usually before we break
up for the Easter holidays but this is
subject to availability and approval:
approximate cost is £200 per pupil).
Subject requirements
You will need a grade B or above in
GCSE Geography in order to study
this subject at A Level. If you have
not done GCSE Geography but wish
to study this subject at A Level, this
may be possible after consultation
with the Head of Department. This
may also apply if you have narrowly
missed our minimum entry
requirements.
Health and Social Care
(AQA – Modular Course)
This course will introduce you to key
concepts and a body of knowledge
that will provide you with an
invaluable and thoughtful
perspective on contemporary issues
in health and social care. The course
covers service provision, values,
rights, responsibilities, care settings,
communication, health and
wellbeing, understanding human
behaviour and practitioner roles. You
will study aspects of Biology,
Sociology, and Psychology.
common diseases and disorders can
be prevented. The assessment for
this unit is a written examination.
Overview of the course
This qualification is modular. This
means that students are entered for
AS units at the end of Lower Sixth
and A2 units at the end of Upper
Sixth. The AS and the A2 units have
equal weighting and all count
towards the final grade awarded. Of
the total marks available for this
course, 50% are from the production
of portfolios (coursework) and 50%
are from examinations.
A2 Level (Upper Sixth) The A2 course
is divided into two units (with two
additional units taken at AS) with a
compulsory unit of HSC06, plus one
optional unit taken from either
HSC07 or HSC10. (This is not a pupil
choice; the decision on which unit we
will offer will be made by the teachers
running the course before the course
commences).
AS Level (Lower Sixth)
The AS course is divided into two
units, HSC01 and either HSC02 or
HSC03, (this is not a pupil choice; the
decision on which unit we will offer
will be made by the teachers running
the course before the course
commences).
HSC01 Effective Care and
Communication - This unit introduces
you to the communication skills used
in health and social care. Examples
of suitable care settings could
include hospitals, nursing homes,
elderly residential homes, children’s
homes, primary schools, nurseries,
prisons, remand centres and
detainee centres. It also introduces
some of the factors which are
required for a good quality of life and
some of the skills and techniques
practitioners can use in order to treat
people well. The assessment for this
unit is a portfolio of evidence.
HSC02 Understanding Health
Conditions and Patient Care
Pathways - This unit aims to develop
your knowledge and understanding
of a range of health conditions, and
the management of a range of
common medical treatments. This
unit also looks into ways in which
HSC03 Life as a challenge - This unit
explores a range of challenges faced
by people due to physical disability,
learning disability, mental health
issues and social circumstances. The
assessment for this unit is a written
examination.
Key skills
A willingness to empathise with
others good work ethic, good time
management skills
Skills developed include:
• Analytical skills
• Evaluation skills
• Problem solving skills
• Ethical and social awareness
• Communication skills
• Organisational skills
A2 Level (Upper Sixth)
HSC06 Practitioner Roles
(Compulsory) - This unit aims to
increase your understanding of the
world of work in health, social care,
children and young people and
community justice sectors. It also
helps to reflect on suitability for
different job roles. It requires the use
of the knowledge and understanding
of life quality factors and caring skills
gained in HSC01 and other AS units.
The assessment for this unit is a
portfolio of evidence.
HSC07 Food and Fitness (Optional)
This unit aims to develop your
knowledge and understanding of
food components and balanced
diets required to meet the dietary and
nutritional needs of different client
groups and a range of different
aspects of exercise which help
maintain the fitness, health and wellbeing of individuals. The assessment
for this unit is an examination.
HSC10: Diagnosis, Treatment and
Preventative Strategies (Optional)
This unit aims to introduce a variety
of diagnostic techniques and the
principles and key points of practice
of a range of common medical
treatments. This unit also looks into
ways in which common diseases and
disorders can be prevented. The
assessment of this unit is an
examination.
What next?
An A Level in Health and Social Care
may well be useful if you are
interested in a career in nursing,
midwifery, primary school teaching,
social work, occupational therapy,
childcare or police. Even if you are
unsure of the career path you wish to
take, this is a good course to study
because it covers a mix of subjects
and will equip you with skills that will
be welcomed by universities and
employers.
Subject requirements
You will need a grade C or above in
GCSE English Language in order to
study this subject at A Level. If you
have narrowly missed our minimum
entry requirements, a consultation
with the Head of Department will be
necessary.
History
(AQA - Linear Course)
If you are trying to decide which
subjects to take at A Level, why not
consider History? History is all about
people – their lives, their hopes, their
achievements. It is full of drama
(tragedy, murder – even some
romance) and although the subject is
called ‘His Story’, it is all about
women too! We can promise you an
interesting and lively course…
The History Department is extremely
well resourced, with up to date
textbooks and excellent teaching
materials. The teaching staff are
highly qualified and pride themselves
on delivering stimulating and
thought-provoking lessons.
Examination results are excellent and
many of our students go on to read
History at university, showing that
this subject can lead to a life-long
interest in the past.
The examined units centre on
Modern History (19th/20th century),
building on the work covered at
GCSE. They cover Russian History
between 1855 and 1964 (‘Tsarist
Autocracy and Communist
Dictatorship’) and British History
between 1906 and 1957 (‘Wars and
Welfare’). The coursework
(completed during the summer term
of Lower Sixth and the autumn term
of Upper Sixth) allows pupils to study
a topic from the Early Modern period.
Overview of the course
All students taking A Level History
will sit TWO exams at the end of
Upper Sixth. Each exam will last 2
hours and 30 minutes and will be
worth 40% of the A Level
qualification (80% in total).
• Paper 1: Breadth Study (Tsarist
Autocracy and Communist
Dictatorship: Russia 1855-1964)
• Paper 2: Depth Study (Wars and
Welfare: Britain in Transition 19061957)
In addition, all students will submit
ONE piece of coursework (the
‘Historical Investigation’) which is
based on an Early Modern topic. This
is between 3000 and 3500 words
long and is worth 20% of the A Level
qualification. The Historical
Investigation gives students a real
taste of what it is like to be at
university. Staff will provide guidance
and expertise throughout the
process. Students enjoy completing
this work, as they can choose to
research whichever area of the given
topic they choose.
Key skills
If you opt for A Level History you will
gain many useful key skills, which will
prepare you for university and your
future working life. You will be
expected to read around the subject,
so you will become more confident
when undertaking independent
research. The Historical Investigation
will help you to develop reading
stamina, which is vital at university.
We look at primary evidence and
historical interpretations when
preparing for the examinations. The
study of documents teaches you
how to extract relevant information,
summarise it and compare and
contrast different accounts of the
same event. These are all valuable
skills. You will learn how to develop
your own arguments and defend
them in class debates; you will
quickly recognise the need to back
up your ideas with credible evidence.
History builds confidence and
enables you to think on your feet!
What next?
Many of our students love History
and want to read it at university; there
are many exciting Higher Education
courses available if you study the
various prospectuses. Some
universities offer the chance to major
in American History and they include
a year in the USA as part of the
course! Others allow you to study
Ancient History and one of our former
pupils thoroughly enjoyed reading
Egyptology at Oxford.
Universities and employers are
impressed by students who possess
A Level History because they know
that it is a challenging course which
stretches students and teaches them
to think independently. They like the
way in which History trains your mind
to analyse and solve problems. To be
able to communicate orally and in
writing is extremely valuable in many
fields apparently unconnected with
History, so this course prepares
students for careers in the Media,
Administration, Management,
Journalism and Law.
Subject requirements
You will need a grade B or above in
GCSE History in order to study this
subject at A Level. If you have not
done GCSE History but wish to study
this subject at A Level, you will need
to have achieved a grade B or above
in English Language. If you have
narrowly missed our minimum entry
requirements, a consultation with the
Head of Department will be
necessary.
Information and Communication Technology
(AQA - Modular Course)
We are in the midst of a new age, the
Information Age. This is an age in
which a colossal amount of
information is produced,
communicated and stored digitally
every single day. On a daily basis, we
use powerful computers whether for
work, for leisure or simply to keep in
touch with people. It is therefore
extremely important for members of
society to be equipped with the
technical skills required, not only to
take part, but also to grasp the
fantastic opportunities available in
this new and exciting era.
We are very proud of our forwardthinking ICT curriculum at Alderley
Edge School for Girls. It is designed
to develop fundamental skills and
capabilities across a wide range of
hardware and software. It also offers
a chance to study both the artistic
and scientific sides of computer
technology. Moreover, our ICT
curriculum continues to evolve as we
respond to the ever-changing
technological landscape.
Overview of the course
The A Level course will develop your
problem-solving skills through the
practical application of ICT skills
such as creating websites and
developing spreadsheets. You will
develop your ability to analyse,
appraise and make critical
judgements about the use of
information and communication
technology systems in organisations.
You will develop an understanding of
the consequences of using ICT for
individuals, organisations and
society and a knowledge of the
social, legal and ethical
considerations about the use of ICT.
AS Level (Lower Sixth)
In the first year you will study two ‘big
picture’ themes. First there is
‘Practical problem solving’, which
introduces you to the various
hardware and software technologies
used in ICT, and how you can apply
them to different applications in real
life. The second theme is ‘Living in
the digital world’, which gives you a
solid grounding in ICT areas like
transferring data, backups and the
interface between people and ICT
systems.
A2 Level (Upper Sixth)
In the second year you will build on
that strong foundation with another
two study themes. In the first theme,
‘The use of ICT in the digital world’,
you will cover technology
developments, how to manage ICT
projects, and the use of ICT solutions
within organisations. In the second
theme, ‘Practical issues’, you will get
hands-on experience by conceiving,
designing and implementing a real
ICT-related system.
Key skills
• Web Development
• Image Editing
• Sound Editing
• Video and Animation
• Spreadsheet and Database
Development
• Project Management
What next?
The GCE in ICT leads on to a host of
degrees in related subjects such as;
Information Technology, Multimedia,
Software Engineering, Video/Film
Production, Computer Science,
Computer Networking and
eBusiness. Since almost all careers
require ICT skills in some form,
students with this qualification
benefit enormously from becoming
more competent and discerning
users of hardware and software.
Facts and Figures
• At the end of 2010 there were
more advertised vacancies for IT
professionals than there were
candidates to fill them
• Employment in the IT industry is
forecast to grow 5 times faster
than the UK average with over half
a million new IT and Telecoms
professionals needed over the
next 5 years
• IT and Telecoms professionals
currently earn 41% more than the
national average salary
Subject requirements
You will need a grade B or above in
GCSE ICT or GCSE Computing in
order to study this subject at A Level.
If you have not done GCSE ICT or
GCSE Computing but wish to study
this subject at A Level, this may be
possible after consultation with the
Head of Department. This may also
apply if you have narrowly missed
our minimum entry requirements.
Latin
(OCR - Modular Course)
The small size of the Classics
Department at Alderley Edge School
for Girls means that both personal
attention and a fabulous student-toteacher ratio are key features.
Enthusiasm for all things Classical is
high; this is complemented by
experience in teaching as well as a
deep commitment to the promotion
and development of the subject.
The department runs trips on a
regular basis with Pompeii, the
British Museum in London and a
Manchester conference being recent
destinations. Students who enjoy a
challenge and have a thirst for
knowledge will delight in the study of
Latin. They will be guided, nurtured
and encouraged to flourish.
Overview of the course
The A Level Latin course follows the
OCR specification. Please note that
at the time of writing the specification
is still at the draft stage, so some of
the details may change. Candidates
become familiar with the language of
the first century BCE and the first
century CE. They also develop an
understanding of Latin literature
within its literary, social and historical
context. Understanding of Latin
literary techniques is also developed
and candidates learn to write
confidently about literature.
Particularly important skills are
showing a personal response and
using quotations to substantiate
arguments. Candidates will sit the AS
at the end of the Lower Sixth; the
material studied for the Literature unit
of AS also forms the first half of the
literature for the A Level course, the
whole of which will be examined at
the end of the Upper Sixth.
AS-level (Lower Sixth)
AS Latin has two units. The Latin
Language unit involves the study of
grammar and syntax and teaches the
skill of translating unseen passages
of Latin. A vocabulary list is provided
and words outside this are put in a
glossary in examination papers.
There is an optional question
requiring the translation of sentences
into Latin; the alternative is a
comprehension passage of
unadapted Latin prose. The Latin
Literature unit includes both verse
and prose literature. The current
verse set text consists of extracts
from Book 8 of Virgil’s Aeneid,
describing Aeneas’ visit to the future
site of Rome. The prose covers
extracts from Cicero’s impassioned
speech in defence of Milo.
A Level (Lower and Upper Sixth,
examined at end of Upper Sixth)
The four units for A Level Latin are
Unseen Translation, Prose
Composition or Comprehension,
Verse Literature and Prose Literature.
The Unseen Translation unit consists
of a prose passage chosen from a
variety of authors and a verse
passage by Ovid. Prose Composition
or Comprehension gives candidates
a choice between translating a
passage into Latin (with extra marks
for style) or answering questions on a
piece of unseen Latin text by Pliny.
The Literature units will test
knowledge and understanding of the
AS set texts as well as new texts
studied in the Upper Sixth. These
currently consist of further extracts
from Cicero’s Pro Milone and parts of
Book 10 of Virgil’s Aeneid.
Key skills
A good grade at GCSE Latin is vital
for anyone wishing to study Latin at A
Level, along with an enjoyment of
literature. Candidates develop their
communication skills; they learn to
work with others, improve their own
learning and solve problems.
What next?
A qualification in Latin enhances a
CV or UCAS form no matter what you
are applying for: Latin helps you
stand out from the crowd. An A Level
in Latin reflects well developed
cognitive skills, a good memory and
a deep appreciation of literature. This
makes it a good basis for applying for
a degree not only in a Classical
subject but in English, Modern
Foreign Languages, Law or other arts
subjects. Latin can lead to a career in
almost any field since it teaches a
wealth of transferable skills. Latin
helps people to apply for any career
requiring careful analysis, logical
problem solving, recall of data, use of
evidence to support a point of view, a
good vocabulary and excellent
grammar skills.
Subject requirements
You will need a grade B or above in
GCSE Latin in order to study this
subject at A Level. If you have
narrowly missed our minimum entry
requirements, a consultation with the
Head of Department will be
necessary.
Mathematics and Further Mathematics
(OCR - Modular Course)
Mathematics: “the Universal
Language”
Mathematics is a subject chosen by
many girls either for enjoyment of the
subject itself or to complement their
other study courses. Courses such
as Biology, Physics, Psychology,
Economics and Geography all
require a sound mathematical ability
and the A Level Mathematics course
contains modules that can support
the work in these subjects. In
addition, many careers (including
financial services, engineering and
even law) will either use mathematics
or value the subject for its rigorous,
logical, structured discipline.
Overview of the Mathematics
course
Mathematics at A Level, both at AS
and A2 standard, comprises several
areas of study which are examined in
modules. These are:
Core (C modules) – e.g. algebra,
geometry, trigonometry etc.
Statistics (S modules) – e.g.
statistical diagrams, measures of
average and spread, probability etc.
Key skills
Mathematics A Level, in its many
guises, has always been
acknowledged as a challenging yet
rewarding choice in the Sixth Form. It
is expected that students achieve an
A* or A grade at GCSE. In essence,
strong algebra skills in terms of both
solving and rearranging equations
are invaluable. Ultimately, however,
the key skill that is required is a desire
to study Mathematics. With
commitment and motivation will
come success and enjoyment!
Overview of the Further
Mathematics course
Further Mathematics at A Level,
whether it be to AS or A2 standard,
develops and extends the
Mathematics A Level areas of study
and is again examined in modules.
These are:
Further Pure (FP modules) – e.g.
complex numbers, matrices,
summing series etc.
Mechanics (M modules) – e.g.
projectiles, collisions, motion with
variable acceleration etc.
Decision (D modules) – e.g. sorting
algorithms, critical path analysis etc.
Statistics (S modules) – e.g.
statistical distributions, hypothesis
testing etc.
At Alderley Edge School for Girls we
follow the OCR specification and 3
modules are taken at AS Level in the
Lower Sixth and a further 3 modules
are taken at A2 Level in the Upper
Sixth.
As with the Mathematics course, we
follow the OCR specification and 3
modules are taken at AS Level in the
Lower Sixth and a further 3 modules
are taken at A2 level in the Upper
Sixth.
Lower Sixth
AS Mathematics: C1, C2, S1
Lower Sixth
AS Further Mathematics: typically
FP1, M1, and one of S2 or M2
(tailored to best meet the needs of
students in the group)
Upper Sixth
A2 Mathematics: C3, C4, D1
Upper Sixth
A2 Further Mathematics: FP2 and
two of M2, S3, M3, FP3 (tailored to
best meet the needs of students in
the group)
Key skills
Further Mathematics is widely
accepted to be one of the most
challenging A Levels. It is expected
that students ideally achieve an A*
grade at GCSE. Any candidates on
an A grade are recommended to
seek advice regarding their suitability
to tackle the challenges of Further
Mathematics. As before, ultimately
the key skill that is required is a desire
to study Mathematics, and a lot of it!
Once again, with commitment and
motivation will come success and
enjoyment!
What next?
The list is seemingly endless! The
processes honed at A Level include
logical thinking, problem solving and
the development of analytical skills.
What employer or university would
turn down a student with such
talents? Clearly all the numeracybased university courses are wide
open such as Mathematics, Physics,
Engineering and Accountancy but
also courses such as Architecture
require A Level Mathematics. In
addition, many students applying for
Medicine, Veterinary Science and
Natural Sciences (to name but a few)
find that having an A Level in
Mathematics gives them the edge
over their peers during the UCAS
process.
Subject requirements
You will need a grade A or above in
GCSE Mathematics in order to study
this subject at A Level. If you wish to
study Further Mathematics, you will
need to have achieved an A* at
GCSE Level. If you have narrowly
missed our minimum entry
requirements, a consultation with the
Head of Department will be
necessary.
Modern Foreign Languages
(AQA – Linear Course in French/Spanish/German)
Modern Foreign Languages
(AQA – AS and A Level in
French/Spanish/German)
Languages surround us; they are
used in a variety of situations
whether it is at work, on holiday or
just in and around your own city – we
now live in a truly multilingual global
society.
Choosing an A Level language is a
really smart move if you want a
flexible, engaging, stimulating
subject that offers you a range of
career possibilities at the end and a
lot of fun along the way. A Level
language courses are broad and
varied subjects to study and give you
a solid knowledge base and a range
of desirable, transferable skills. There
are simply no limits to the
possibilities open to you if you
incorporate languages into your
studies.
Having an additional language can
increase your salary by anything from
8% to 20% and gives you a head
start on other potential employees
as, by speaking another language,
you are vital to the many companies
who do international business and
the skills you possess are highly
sought after. A language can also be
combined with many other subjects
in many university courses so it is
something to consider if you are
thinking about injecting more
versatility in your career path.
Overview of the course
A Level languages build upon your
existing language knowledge gained
at GCSE, giving you a sound
understanding of how to use your
languages in a variety of contexts
and situations. The emphasis of the
A Level language course is on
improving communication in your
foreign language through different
means as well as being able to use it
in a variety of situations, developing
your key skills areas and, most
importantly, encouraging you to fall in
love with languages and immerse
yourself in them. You not only study
the language but also learn more
about the world via the language. In a
typical year, we cover such topics as
wealth and poverty, modern cinema
and youth culture so there really is
something for everyone.
At Alderley Edge School for Girls, we
offer AS and A Level courses in
French, Spanish and German.
AS Level
The AS Level is made up of core
content and options-films-and is
completed over 1 year, with all
papers being taken at the end of the
year.
Content:
Social issues and trends: Family/
modern and traditional values, the
digital world, youth culture
Artistic culture: Festivals and
traditions, regional identity, music,
cinema, art and architecture
Assessment:
There are 3 papers.
Paper 1 covers Aspects of
French/Spanish/German society,
artistic culture and grammar. It is a
listening, reading and writing paper (1
hour 45 minutes), which accounts for
40% of the AS grade.
Paper 2 assesses the study of one
film and grammar through a written
paper (1 hour 15 minutes), which
accounts for 30% of the AS grade.
Paper 3 is an oral exam assessing
one sub-theme from Aspects of
French/Spanish/German-speaking
society and one sub-theme from
Artistic culture. The discussion is for
12-14 minutes and accounts for 30%
of the AS grade.
A Level
The A Level is made up of core
content and options-literary texts
and films-and is completed over 2
year, with all papers being taken at
the end of the two-year course.
Content:
Social issues and trends: Family/
modern and traditional values, the
digital world, youth culture,
immigration, racism, integration, law
and order
Political and artistic culture:
Festivals and traditions, regional
identity, music, cinema, art and
architecture, political engagement,
popular movements, demonstrations
and strikes, politics and immigration
Assessment:
There are 3 papers.
Paper 1 covers Aspects of
French/Spanish/German society,
Artistic culture, Aspect of Political life
and Grammar. It is a listening,
reading and writing paper (2 hours 30
minutes), which accounts for 40% of
the A Level grade.
Paper 2 assesses the study of one
film and one book and grammar
through a written paper (2 hours),
which accounts for 30% of the A
Level grade.
Paper 3 is an oral exam based on an
individual research project,
assessing one sub-theme from
aspects of French/Spanish/ Germanspeaking society, artistic culture and
aspect of political life. The oral is for
21-23 minutes and include a
discussion on one of the subthemes, a presentation and a
discussion on the individual research
project. The oral accounts for 30% of
the A Level grade.
Key skills
Studying languages teaches you
many of the skills that employers
look for; an analytical mind, a good
thought process, an amazing
memory capacity, a fantastic cultural
and intercultural awareness, being
good with communication, a great
team player... to name just a few.
You will build on the key skills that
you developed at GCSE.
These skills include:
• Working on communication
• Using IT
• Working well with others
• Working independently
• Improving your problem solving
abilities
Modern Foreign Languages (continued)
(AQA – AS and A Level in French/Spanish/German)
What next?
An A Level language complements a
whole variety of subjects. You may
need languages for all sorts of career
options: doctors, psychologists and
physiotherapists need language
skills to communicate effectively with
patients whether they work in the UK
or overseas, while businessmen,
bankers and entrepreneurs all need
language skills to make contacts,
clinch deals and sell products on the
global market. Politicians, historians,
geographers and holiday
representatives all need language
skills to get to know people and the
areas that they find themselves
working in. Essentially, A Level
languages complement and enhance
any other studies.
At university, having a language as
part of your degree is very desirable,
and, you do not have to study a
language as a single honours degree.
You can also simply do a module in a
foreign language and you also often
have the opportunity to start a whole
new language from scratch.
Naturally, you can also take a
language as your main degree
subject or combine it with another
subject altogether! For example:
• French and International Business
– University of Westminster
• German and English Literature –
University of Liverpool
• Mathematics with Spanish
Language – University of Sheffield
There are more and more combined
courses available including a foreign
language and another subject such
as Law, Accounting, Finance,
Economics, Mathematics, Business
and Management, Film and Media
Studies, Politics, History, Geography,
Archaeology, Biology, Computing,
Drama and Theatre Studies,
Criminology, Art History and many
more…
Languages are the secret to success
in the modern, exciting multinational
world we live in; so include them in
your future plans to make sure you
do not miss out!
Subject requirements
French/Spanish/German
You will need a grade B or above in
GCSE French/Spanish/German in
order to study this subject at A Level.
If you have narrowly missed our
minimum entry requirements, a
consultation with the Head of
Department will be necessary.
Music
(Edexcel - Modular Course)
Welcome to Music in the Sixth Form
at Alderley Edge School for Girls. We
follow the Edexcel specification for A
Level which allows girls who opt for
music to experience a diverse range
of styles. A Level Music is generally
taken by girls wishing to study the
subject at a higher level and in more
depth than covered at GCSE. It is an
academic subject and is highly
regarded at University because of the
self-discipline required to attain the
high level of performance needed
at A2.
Music is a magical subject and one
which everyone experiences in their
everyday lives by listening to iPods
and the radio, watching YouTube
channels and the television or by
going to a concert. Music can inspire
and uplift you and also has the power
to touch your emotions making you
reflect on who you are and where
you are.
In addition to the A Level course the
department runs many
extracurricular activities to further
enrich your study. We also run tours
abroad and perform regularly at
events in school, as well as in the
local and wider communities.
Overview of the course
The A Level course comprises three
components for performing,
composing and appraising.
Component 1: Performing
This is a non-examined unit which is
externally assessed. It is worth 30%
of the qualification with 60 marks
available. Candidates are required to
perform a public performance of one
or more pieces, performed as a
recital. The performance can be
playing or singing solo, in an
ensemble, improvising or realising
music using music technology.
Component 2: Composing
This is a non-examined unit which is
externally assessed. It is worth 30%
of the qualification with 60 marks
available. Candidates are required to
complete a total of two
compositions, one to a brief set by
Edexcel and one either free
composition or also to a brief.
Compositions are related to the
areas of study and/or compositional
techniques. The total time for this
submission must be a minimum of 6
minutes.
Component 3: Appraising
This unit is externally assessed
through a 2 hour examination. It is
worth 40% of the qualification with
100 marks available. Candidates will
study a range of set texts from the
following areas of study: Vocal
Music, Instrumental Music, Music for
Film, Popular Music and Jazz,
Fusions and New Directions. The
paper comprises two sections: A and
B. Section A focuses on aural
analysis linked to the areas of study
and dictation exercises. Section B
has two essay questions. Essay one
asks students to place music into the
historical context by drawing links
from the set text study to unfamiliar
music played on a CD. Essay two
asks students to evaluate the
musical elements and context of the
works studied in the areas of study.
What next?
A University degree: Music is
accepted as an academic
qualification to read Music and other
subjects as part of a single and joint
honours programme. Some students
may wish to apply for a more
performance based degree at a
Conservatoire specialising in Music
only.
Students wishing to study Sound
Engineering and Music Production
should consider taking Maths,
Physics and IT courses to
complement this subject.
Careers in music can also include
music management, performing,
teaching, composing, arranging and
editing, publishing, recording and
production, sound engineering and
music therapy.
Subject requirements
We would normally expect students
choosing this option to have
completed a GCSE Music course or
equivalent together with the ability to
perform on their chosen instrument
at a minimum level of Grade 5.
(Please note you do not have to have
passed this examination prior to
interview for the course). It is
desirable to have a Grade B or above
in GCSE Music and have passed
ABRSM Grade 5 Theory of Music
and be working towards Grade 6 or
higher practically. This tuition is part
of the extra-curricular programme
within the department should you
wish to improve or extend your skills
prior to taking the course.
If you have not done GCSE Music
but wish to study this subject at A
Level this may be possible after
consultation with the Director of
Music.
Photography
(AQA – Linear Course)
Studying Photography provides the
opportunity to combine learning
technical skills with a high degree of
creative freedom. You will deepen
your understanding of the visual
world across different times and
cultures as well as considering the
diverse roles and functions of
Photography in contemporary life.
The course will focus upon digital
techniques and emphasis is placed
on the research and study of both
historical and contemporary
photographers.
Overview of the course
Students will be introduced to a
variety of experiences that explore a
range of photographic media,
techniques and processes. Students
will research photographers and
develop specialist skills in digital
photography learning how to shoot in
manual and exploring fully ISO,
aperture and shutter speed as well as
developing their post editing skills
using software such as Photoshop
and Lightroom.
The course provides opportunities to
explore one or more area(s) of
Photography, such as: portraiture,
landscape, still life, documentary
photography, photojournalism,
fashion, experimental imagery and
multimedia.
The Lower Sixth will provide students
with the opportunity to develop their
skills in research, analysis and
creative presentation. Projects will
allow students to explore
experimental imagery techniques
whilst getting to grips with camera
controls and learning how to digitally
edit images.
AS Component 1 – Portfolio - 60%
The emphasis of this component will
be on the development of
understanding and skills using an
appropriate range of materials,
processes and techniques. Portfolios
must include at least one extended
collection of work or project, based
on an idea, concept, theme or issue.
This should demonstrate the
student’s ability to sustain work from
an initial starting point to a
realisation. It should include
evidence of their ability to research
and develop ideas and link their work
in a meaningful way to relevant
critical/contextual materials.
AS Component 2 – Externally Set
Assignment - 40%
Students will select from a choice of
five questions set by the exam board
to be used as starting point.
Following a preparatory period
starting in the February students
have 10 hours of supervised time in
April/May to produce a final outcome
or series of outcomes. Students may
choose to present their work in
suitable format such as a digital
sketchbook or portfolio alongside
their final photographic outcomes.
A Level Component 1 – Personal
Investigation 60%
This is a practical investigation
supported by a 1000-3000 word
written study. Students
independently select and investigate
an idea, issue, concept or theme and
produce a well-developed, ambitious
and exciting project leading to a
finished outcome or a series of
related finished outcomes.
A Level Component 2 – Externally
Set Assignment 40%
Students will select from a choice of
eight questions set by the exam
board to be used as starting point.
Following a preparatory period
starting in the February students
have 15 hours of supervised time in
April/May to produce a final outcome
or series of outcomes. Students may
choose to present their work in
suitable format such as a digital
sketchbook or portfolio alongside
their final photographic outcomes.
Key skills
You should have genuine creative
flair, good technical understanding
and a good eye for composition. You
will need to be hard working,
organised and have the ability to
work well independently.
What next?
The course directly supports
progression to further and higher
education, providing students with a
rich platform to inspire a lifelong
interest in Art and Design.
Some Photography students take a
one year Foundation Course before
moving on to a degree course at
university. Others go directly to their
chosen university to study BA
Honours degrees in Photojournalism,
Fashion Photography, Forensic
Photography, Medical photography
or Fine Art Photography. An A Level
in Photography will support and
strengthen an application on to any
Art or Media related degree. It also
demonstrates to universities and
employers that you are a creative
thinker.
Subject requirements
You need a grade B or above in
GCSE Art in order to study this
subject at A Level. If you have not
done GCSE Art and Design but wish
to study this subject at A Level, this
may be possible after consultation
with the Head of Department. This
may also apply if you have narrowly
missed our minimum entry
requirements
Physical Education
(Edexcel – Linear)
Are you:
Passionate about sport?
Driven to find out how you can
improve your performance?
Interested in how our bodies push
themselves to their physical peak?
Keen to understand what gives
Olympic champions the
psychological edge over their
competitors?
Intrigued by why nearly one billion
people would watch a single sporting
event?
If the answer to any of the above is
yes, then A Level Physical Education
may well be the subject for you. The
course is extremely diverse; it allows
you to explore and enhance your
own sporting ability, but also bridges
the academic divide between the
Arts and Sciences. We will be
addressing current contemporary
issues in sport, the psychology of
sport and the impact of exercise on
the human body. We are seeking
students who are committed to
performing or appreciating sport at a
high level and are keen to use the
theory of sport to develop their
performance.
Overview of the course
The Edexcel specification is based
on the link between the theory and
practice of Physical Education. The
specification provides a progression
for students who have GCSE
Physical Education and Science and
are performing at a high level in one
physical / sporting activity.
AS Level (Lower Sixth)
Component 1: Scientific Principles of
Physical Education
• Applied anatomy and physiology
• Exercise physiology and applied
movement analysis
This unit is assessed by a 1 hour 45
minute written examination (40% of
AS Level)
Component 2: Psychological and
Social Principles of Physical
Education
• Skill acquisition
• Sport psychology
• Sport and society
This unit is assessed by a 1 hour 15
minute written examination (30% of
AS Level)
Biomechanics is embedded within
the content of Topics 1 and 2.
Component 3: Practical performance
• Skills performed in one physical
activity as a player/performer
OR
• Skills performed in one physical
activity as a coach
This unit is internally assessed by
your teacher with external
moderation (15% of AS Level)
Component 4: Performance Analysis
This unit is internally assessed by
your teacher with external
moderation (15% of AS Level)
A2 Level (Upper Sixth)
You will study additional content in
components 1 and 2 (70 % of A
Level) and will again be assessed on
your practical performance as a
player/performer or a coach for
component 3 (15% of AS Level) . In
addition you will complete
component 4.
Component 4: Performance Analysis
and Performance Development
Programme
This unit is internally assessed by
your teacher with external
moderation (15% of A Level)
Key skills
It is expected that you will be a
member of a sports club or represent
a county in your chosen sport.
During the course, you will:
• apply theoretical principles to
practical performance
• have opportunities to present
material to your peers
• work independently to research
and analyse theoretical concepts
in physical activity
• develop organisational skills to
manage your class notes and time
effectively
• develop your social and
interactive skills, learning to work
effectively as a member of a team
• evaluate practical performance.
What next?
A Level Physical Education provides
a sound base to continue study in a
wide range of areas as it helps to
develop a variety of transferable
practical, theory and research skills.
There is plenty of scope for further
studies in sports-related areas
including sports psychology,
coaching, leadership, sports
physiology, sports rehabilitation,
sports science, sports massage,
sports marketing, sports
management and physiotherapy and
studies in human biology. Potential
careers include those in the leisure
and recreation industry and
uniformed services.
Subject requirements
You will need a grade B or above in
GCSE Physical Education in order to
study this subject at A Level. A
minimum grade B in a GCSE Science
is also required. If you have narrowly
missed our minimum entry
requirements, a consultation with the
Head of Department will be
necessary.
Physics
(AQA – Linear Course)
It is easy to be left behind in a
technological world that is changing
fast. A grasp of Physics provides the
necessary understanding that will
enable active participation in this
dynamic world. Physics plays an
increasingly important role in our
everyday lives and, as such,
applications of the subject are
studied in each topic to ensure
relevance of the content matter. The
A Level course represents a fresh
and stimulating approach to Physics
that provides all round interest at AS
and increased challenge at A Level.
There is more demand than ever for
high quality Physicists and engineers
but our Science teaching is not just
about passing exams. We have a
passion for Science and we want you
to enjoy it as much as we do. So you
will encounter challenging and lively
discussions, complemented with
practical activities to help your
understanding. All students enjoy the
atmosphere in the laboratory and are
fully supported throughout by good
student/staff relationships. The
Academic Clinics held each week
enable girls to seek any further help,
should they need it.
Overview of the course
Lower Sixth
This course contains the most
straightforward of our topics, some
of which will be a continuation from
GCSE and some of which will be
entirely new. The examination
questions will be of a level of difficulty
part way between GCSE and A2
Level. There are five sections which
contain the basic underlying
principles of the subject and
investigative skills.
These will tested in two written
examinations, both 1 hour 30
minutes long. Practical skills will be
assessed in these written papers
Section 1: Measurements and their
errors
Section 2: Particles and Radiation
Section 3: Waves
Section 4: Mechanics and Materials
Section 5: Electricity
Upper Sixth
The second year of the course
features more demanding topics and
requires greater levels of
mathematical competence. There are
three further sections which develop
the basic modules and then an
optional module which shows how
the basic principles are applied.
These will be tested in three written
examinations, all two hours long.
Practical skills will be assessed in
these written papers.
Section 1: Further Mechanics and
Thermal Physics
Section 2: Fields and their
consequences
Section 3: Nuclear Physics Currently,
We teach the Turning Points in
Physics as our optional module.
Key skills
The specification is designed to
provide a seamless transition to A
Level for students from their previous
studies. It follows on from the GCSE
course in Physics and from the
Physics component of Dual Award
Science. Mathematical competence
is required. For students not studying
A Level Mathematics, the relevant
Mathematical techniques will be
covered in lessons. The most
important thing is giving students the
skills to work with new information.
Students carry out experimental and
investigative activities in order to
develop their practical skills.
What next?
The A Level course is designed not
only for those who wish to go on to
further study of Physics, but also
those who are thinking of pursuing
careers in other pure or applied
Sciences. Many Physics degree
courses provide management
training as part of the course. If you
enjoy languages or would simply like
to spend time abroad, many new
4year Physics Degree courses,
leading to MPhys, provide exciting
opportunities to study at other
universities in different countries for a
whole year!
Some courses do not specify
particular A Levels but an A Level in
Physics signifies a high level of
intellectual achievement.
Career Prospects
Physics keeps the doors open to all
sorts of exciting and interesting
careers including Space Technology,
Scientific Journalism, Medicine,
Chartered Engineering, Aeronautical
Design and Computing, Sound
Engineering, Environmental
Monitoring and Control and Patent
Law. You may even feel that you
would like to run your own business,
working at the forefront of
technology or even be a Science
Correspondent on Television and
Radio.
The Future
The course develops an excellent
basic understanding of the physical
world around us. It provides the key
to survival as technology surges on.
An A Level in Physics gives
recognition of scientific ability and
understanding which unlocks a large
number of doors to future careers.
Subject requirements
You will need a grade A or above in
GCSE Physics in order to study this
subject at A Level (or a grade A in the
Physics element of the Additional
Science course). A grade A or above
in GCSE Mathematics is also
required. If you have narrowly missed
our minimum entry requirements, a
consultation with the Head of
Department will be necessary.
Psychology
(AQA – Linear Course)
Why do you need to study
Psychology?
Next time the advertisements begin
between breaks in your favourite
programme, watch and listen
carefully, have a think and see if you
can spot how those 30 second slots
attempt to influence and manipulate
your feelings about a product or
experience.
Next time you stand on the start line
for a 100m race, spare a thought for
how world class athletes visualise
and rehearse winning in order to
improve their performance.
Next time you sit down to revise,
consider how your memory works
and how you might approach your
work differently in order to improve
your memory retention.
The human brain and the way it
operates and can be manipulated
must be the most important area of
study available to us and is the most
fascinating and exciting area to
work in.
Given the wealth of points where
Psychology touches your life, there is
every reason to make it the first
option you select. The topics studied
have real relevance to life and every
behaviour humans demonstrate. This
prepares you for the world of work
and can also be applied and
observed in the everyday world
around us. Many past pupils tell us
that Psychology will change the way
you view your life!
Overview of the course
As we explore the course we cover a
range of topics from the concept of
attachment in small children to the
psychological study of memory. We
build a picture of the theory of the
subject and then apply it to real life
situations such as the treatment of
mental illness and issues
surrounding the use of eyewitness
testimony in court. Bring along your
curiosity and inquiring mind: they are
essential!
Practical work is integrated into the
study of this subject and enhances
learning and understanding without
formal assessment. Psychology
certainly provides something to
interest and enthuse everyone.
AS Level (Lower Sixth)
Unit 1: 50% of the total AS mark.
Social Influence, Memory and
Attachment
Unit 2: 50% of total AS mark.
Approaches in Psychology,
Psychopathology and Research
Methods.
A Level (Upper Sixth)
Unit 1: 33.3% of total A2 mark. Social
influence, Memory,
Attachment and Psychopathology.
Unit 2: 33.3% of total A2 mark.
Approaches in Psychology,
Biopsychology and Research
Methods.
Units 1 and 2 contain some of the
same topic areas as AS Level but
they are different examinations.
Unit 3: 33.3% of total A2 mark.
Issues and debates in Psychology
This unit also consists of three topics
from a wider choice. Possible topics
include Relationships, Cognition and
Development, Schizophrenia, Eating
Behaviour, Stress, Agression or
Forensic Psychology.
Unit 3 includes a synoptic element
and an extended examination.
Key skills
To study Psychology successfully
you should bring with you an interest
in people and how they behave and a
scientific curiosity to examine
motives further. You must be
comfortable with challenging and
being challenged within this unique
learning environment. You should be
willing and ready to discuss, both in
group debates and in the written
form.
Background research can range from
reading newspaper articles to
watching wonderful programmes
shown on television such as
‘Horizon’ or other studies of human
behaviour from a psychological point
of view: ‘Supernanny’ is compulsory
viewing!
At AS the style of questions demands
structured and targeted answers with
evaluation. At A2, longer answers
and short essays become the norm.
The subject combines well with both
scientific and non-scientific subject
choices.
What next?
University places in Psychology are
often at a premium and enthusiasm
and wider reading always impress at
interview. Psychology leads naturally
into areas of work such as Human
Resources, Advertising and
Management. We know that the
study of Psychology helps anyone
who intends to have human contact
whether that be with colleagues,
clients, bosses, family or even
friends!
Subject requirements
You will need a grade B or above in
GCSE Psychology in order to study
this subject at A Level. If you have
not studied GCSE Psychology, you
will need to have achieved a grade B
or above in GCSE English Language.
It would also be advantageous for
you to have achieved a grade B in
Additional Science at GCSE Level
and at least a grade B in
Mathematics. If you have narrowly
missed our minimum entry
requirements, a consultation with the
Head of Department will be
necessary.
Religious Studies: Philosophy and Ethics
(AQA – Modular Course)
Philosophy and Ethics is a
challenging course designed to
stimulate your mind and even
question the things we normally take
for granted.
religious language to give meaning
and present truths. You will be
examining beliefs about life after
death and debating evil and
suffering.
You will need to be an inquiring
person, not afraid to question
everything, enjoy putting your views
across in discussions but also be
prepared to listen to others so that all
can learn by sharing insights.
Throughout both components, we
will be grounding our studies in
Christianity.
Religion is everywhere: on television,
in film, in popular music, in our
neighbourhood and at the centre of
global issues and cultural conflicts. It
raises questions about what life is all
about, why we are here, and what
sort of people we want to be.
Overview of the course
Philosophy and Ethics gives you an
opportunity to look at some of the
most important questions in life and
the different answers that people
have come up with – and to make
your own mind up about them. This is
why an A Level in Philosophy and
Ethics is one of the fastest growing
subjects in Sixth Forms across the
UK.
There are two components:
1. Philosophy and Religion
2. Ethics, Religion and Society
Ethics is about whether an action is
considered morally right and the
reasons for these decisions. You will
consider ‘the greatest good for the
greatest number’ (Bentham) as a
decision making process. As you
move through the course you will
look at the roles of free will and
conscience in ethical thinking. Then
you will question what it means to be
human and the value of human life.
You will be using many examples of
ethical situations to illustrate how
ethical theories work in practice.
In Philosophy, you will be asking the
big questions in depth. After
questioning God’s existence and
analysing the challenges that
religious experiences present, you
will be exploring the nature and
function of religion and the use of
Key skills
You will develop skills of analysis,
interpretation, critical thinking and
the ability to produce extended,
evaluative pieces of writing.
What next?
Philosophy and Ethics will prepare
you for a wide range of career
choices such as Law, Politics,
Journalism, Media Careers,
Medicine, Education, and many
people-related employment
opportunities. Philosophy is the
oldest of all the traditional academic
subjects and is highly respected by
leading universities.
Subject requirements
You will need a grade B or above in
GCSE Religious Studies (full or short
course) in order to study this subject
at A Level. If you have not done
GCSE Religious Studies you will
need a GCSE Humanities grade B
and a consultation with the Head of
Department. This may also apply if
you have narrowly missed our
minimum entry requirements.
Notes
Well done, good luck and a fond
farewell to our 2015 Leavers!
Arabella Adamson
Daisy Badger
Miriam Beck
Rebecca Bennett
Zoe Bennett
Alexandra Blyth
Aquiel Brittain-Dissont
Christie-Jo Cavanagh
Sorcha Chadwick
Felicity Coen
Sarah Connor
Grace Corris
Imogen Crossland
Lauren Dickov
Bethany Dillon
Jennifer Eden
Alexandra Featherstone
Ella Ferns
Gemma Francis
Juliette Gande
Megan Hudson
Kate Irving
Gulsah Isik
Bria Keely
Georgia Knox
Emily Lawless
Charlotte Lindsay
Phoebe Lloyd
Elizabeth-Sophie Lockley
Annabelle Lonsdale
Ella Mitchell
Justine Mullen Redwood
Philippa Neill
Laura Parry
Felicity Paterson
Grace Payne
Megan Payne
Francesca Phillips
Georgina Pickett
Amy Powell
Louise Powers
Charlotte Pritchard
Ella Roberts
Amelia Shaw
Annabel Smith
Katie Snell
Allegra Stone
Bethanee Tomlinson
Clarissa Welsh
Ann-Marie Whiteley
University of Bristol – Hispanic Studies
Aston University – English Language
University of Sheffield – Linguistics & Hispanic Studies
University of Liverpool – Microbiology
University of Manchester – Law
London City University – Law
University of York – Law
University of Sheffield – Psychology
Nottingham Trent University – Law
University of Sheffield – Psychology
University of Sheffield – Biology with a year abroad
University of Liverpool – Architecture
Gap Year
Gap Year followed by Bath Spa University – Media & Communications
Manchester Metropolitan University – Digital Media & Communications
Imperial College London – Geophysics with a year abroad
Nottingham Trent University – French & Spanish
Gap Year – Bank of New York
Trinity College, University of Oxford – Materials Science
Nottingham Trent University – Education Studies & Psychology
Nottingham Trent University – Spanish & Media
University of Liverpool – Veterinary Science
Manchester Metropolitan University – International Business Management
University of Newcastle – Modern Languages
Nottingham Trent University – Marketing
Nottingham Trent University – Media & PR
Central St Martins, London – Fashion Communication
London School of Economics – Economics
Liverpool John Moores University – Applied Psychology
University of Bristol – Chemistry
Apprenticeship – Bentley Motors
University of Leeds – Management & Spanish
University of Birmingham – English Language
University of Central Lancashire – Biomedical Sciences
University of York – History
Nottingham Trent University – Fashion Management
Sheffield Hallam University – Real Estate
Apprenticeship – Computing
Sheffield Hallam University – Business Management
University of Birmingham – Medicine
South Trafford College – Art Foundation
University of Derby – International Spa Management
Epsom College of Art – Art Foundation
Manchester Metropolitan University – Art Foundation
University of Leeds – Management
University of Newcastle – Marine Biology
Leeds Beckett University - Business & Management
Nottingham Trent University – Law
University of Leeds – English Literature
University of Newcastle – Law
All information in this booklet was
correct at the time of going to press
and may be subject to change.
Headmistress: Mrs Susan Goff B.A.Hons. (Durham) P.G.C.E. (Oxford)
Wilmslow Road, Alderley Edge, Cheshire SK9 7QE
T. 01625 583028 F. 01625 590271 E. [email protected] www.aesg.co.uk
V1015