YEAR 12
CURRICULUM INFORMATION
ACADEMIC YEAR 2015 - 2016
Chigwell School | High Road | Chigwell | Essex | IG7 6QF
Tel: 020 8501 5700 | Web: www.chigwell-school.org
INTRODUCTION
Dear Parents,
This Curriculum Booklet contains course summaries for each of the subjects that we offer at Chigwell School in Year 12.
There is a separate booklet for each year group; each of which is available via Chigwell Gateway.
Students in the Sixth Form usually take four AS subjects in Year 12; about a quarter take four to A2, the rest reducing to
three A2 subjects. All students who can do so reasonably are encouraged to take four subjects. The students are initially
given a free choice and the blocking structure then fixed to accommodate as many of these choices as possible (around
one or two choices per year cannot be timetabled and the students have to opt for another subject).
We deliberately do not offer five AS subjects; we believe that time should be spent thinking about subjects and reading
beyond the syllabus. At this level, it is our policy to encourage depth and academic rigour. Students opting for Further
Mathematics can complete Mathematics, Further Mathematics as well as their three other options, leading to five ALevels; this is relatively infrequent.
The qualification to take a subject to AS is an A grade at GCSE: this is set as the target. We do make exceptions and judge
each case on its merits. An A grade in specified related subjects is required for subjects not taken at GCSE Level (e.g. an A in
Maths for A-Level Economics).
The subjects currently on offer (22) in Year 12 of the Sixth Form are:

English Literature

Economics; Geography; Religious Studies; History; Government and Politics; Psychology

Latin; Greek; Classical Civilisation

French; Spanish; German

Art; Music; Drama; Design Technology

Mathematics; Further Mathematics

Physics, Chemistry; Biology;
Each subject has 6 periods a week in both Years 12 and 13. In addition, all sixth formers have a weekly Games afternoon.
When not in the classroom, all Year 12 students attend supervised private study periods.
Year 12 Parents’ Evenings will be held in New Hall on Wednesday 11th November 2015 and on Monday 21st March 2016.
We hope that you will find this a useful reference document.
Yours sincerely,
Mr. S. Wilson,
Assistant Director of Studies.
1
EXAMINATION SCHEDULE
There are no AS module examinations in January of Year 12.
All AS module examinations are sat in the summer of Year 12.
In the morning of Thursday 10th September 2015 all students will sit an internally assessed initial examinations in each of
their AS subjects. These examinations will test the work that was set during the AS induction day in July and that students
will have been expected to complete during the summer holidays.
On Monday 2nd and Tuesday 3rd November 2015 (immediately following the Michaelmas half term holiday) all students
will sit internally assessed progress examinations in each of their AS subjects. Whilst these examinations will not contribute
towards students’ final AS grades, it is important that students prepare thoroughly for them and that they show good
progress across the entire curriculum after the first term of their AS courses.
From Monday 7th to Friday 11th March 2016 students will sit further internally assessed progress examinations in each of
their AS subjects. Again, whilst these examinations will not contribute towards students’ final AS grades, it is important
that students prepare thoroughly for them and that they show good progress across the entire curriculum at this advanced
stage of the AS courses.
Following study-leave for the summer AS module examinations, students return to school to begin their A2 courses during
the second half of the Trinity Term.
2
ENGLISH
“Students in Year 12 follow the OCR AS syllabus in English Literature which is now de-coupled from the A2. This is
academically and logistically very challenging. There are two closed book examinations at the end of the course. All texts
require the students to be able to read closely, analyse the way language, form and structure shape meaning and to
evaluate the significance of the contexts of production and reception."
Mrs. E. Rea,
Head of English.
Michaelmas Term

Students study the Shakespeare set text with one teacher, typically Measure for Measure.

Students will begin their study of the prose examination text – typically, The Reluctant Fundamentalist by
Moshim Hamid.
Lent Term

Students study the poetry set text with one teacher, typically The Merchant's Tale, Geoffrey Chaucer

Students study the drama set text with one teacher, typically A Streetcar Named Desire, Tennessee Williams.
Trinity Term

Students follow a structured revision schedule in which they are given practice at writing under the timed
conditions of the 1845-1900 examination paper.
3
MATHEMATICS
“Students of single Mathematics will begin their AS course in Mathematics involving modules C1, C2 and S1. Students of
Further Mathematics will complete a full A Level in Mathematics in one year. To gain an A*, students will be required to
gain enough marks for the equivalent of an A grade overall but additionally must score an average of over 90 UMS marks in
modules C3 and C4. Some students will also be invited to sit the Advanced Extension Award (AEA) in Mathematics in late
June.”
Mr. S. Chaudhary,
Head of Mathematics.
Core Mathematics

C1 Algebra and functions; coordinate geometry in the (x, y) plane; sequences and series; differentiation;
integration.

C2 Algebra and functions; coordinate geometry in the (x, y) plane; sequences and series; trigonometry;
exponentials and logarithms; differentiation; integration.

C3 Algebra and functions; trigonometry; exponentials and logarithms; differentiation; numerical methods.

C4 Algebra and functions; coordinate geometry in the (x, y) plane; sequences and series; differentiation;
integration; vectors.
Further Pure Mathematics unit content

FP1 Series; complex numbers; numerical solution of equations; coordinate systems, matrix algebra, proof.

FP2 Inequalities; series, fi rst order differential equations; second order differential equations; further complex
numbers, Maclaurin and Taylor series.

FP3 Further matrix algebra; vectors, hyperbolic functions; differentiation; integration, further coordinate
systems.
Mechanicsu

M1 Mathematical models in mechanics; vectors in mechanics; kinematics of a particle moving in a straight line;
dynamics of a particle moving in a straight line or plane; statics of a particle; moments.

M2 Kinematics of a particle moving in a straight line or plane; centres of mass; work and energy; collisions; statics
of rigid bodies.

M3 Further kinematics; elastic strings and springs; further dynamics; motion in a circle; statics of rigid bodies.

M4 Relative motion; elastic collisions in two dimensions; further motion of particles in one dimension; stability.

M5 Applications of vectors in mechanics; variable mass; moments of inertia of a rigid body; rotation of a rigid
body about a fixed smooth axis.
Statistics of unit content

S1 Mathematical models in probability and statistics; representation and summary of data; probability;
correlation and regression; discrete random variables; discrete distributions; the Normal distribution.

S2 The Binomial and Poisson distributions; continuous random variables; continuous distributions; samples;
hypothesis tests.

S3 Combinations of random variables; sampling; estimation, confidence intervals and tests; goodness of fit and
contingency tables; regression and correlation.

S4 Quality of tests and estimators; one-sample procedures; two-sample procedures.
Decision Mathematics unit content

D1 Algorithms; algorithms on graphs; the route inspection problem; critical path analysis; linear programming;
matchings.

D2 Transportation problems; allocation (assignment) problems; the travelling salesman; game theory; further
linear programming, dynamic programming; flows in networks.
4
BIOLOGY
“The AS level course follows on from GCSE, revisiting some previously studied ideas but with a greater emphasis on
explaining to develop further student understanding. Practical work forms an important part of the course and higher level
practical skills are introduced and developed. Students also develop a much wider appreciation of the importance of biology
to society.”
Mr. P. Eardley,
Head of Biology.
Michaelmas Term
Foundations in Biology:






Cell Structure – Students begin this module by studying the differences between the light microscope and the
electron microscope. They then use images from both types of microscope to investigate the internal structure of
cells and the functions of the organelles found there. They also investigate the differences between prokaryotic
and eukaryotic cells.
Biological Molecules – Students are taught about the nature and importance of hydrogen bonding in biological
molecules, especially in water. They then study the biochemistry of proteins, carbohydrates and lipids, learning
about the structure of these molecules, how they are synthesized and chemical tests to identify them.
Nucleotides and Nucleic Acids – In this topic students learn about the structures of nucleic acids (DNA and RNA)
and their roles in living organisms, particularly in the synthesis of proteins. They also look at the genetic code and
learn how DNA replicates to ensure that genetic information is passed correctly from generation to generation.
Enzymes – Students learn about the roles of enzymes as both intra- and extra-cellular catalysts. This is backed up
by experimental work in which they investigate the various factors (such as temperature and pH) that influence
enzyme action.
Biological Membranes – Students learn about the structure of biological membranes and the way the cell surface
membrane controls what enters and leaves the cell. They also study the factors that affect membrane fluidity
and the various processes by which molecules move across cell membranes.
Cell Division, Cell Diversity and Cellular Organisation – This topic introduces the various events of the cell cycle,
looking in particular at how these events are controlled. Both mitosis and meiosis are studied in detail and their
importance in the life cycles of organisms is considered. In the second half of the topic students learn about the
roles of cells, tissues and organs and consider specific examples, such as stem cells and the xylem in plants.
Lent Term
Exchange and Transport:



Exchange Surfaces– Students learn about the importance of surface area to volume ratios in living organisms and
study the properties of gas exchange surfaces such as the lungs. They are taught the anatomy of the lungs and
the functions of the structures within. Practical work includes using a spirometer to measure lung volumes,
breathing rates and oxygen uptake. The gas exchange systems of fish and insects are also studied by dissection.
Transport in Animals – In this topic students look at the variety of circulatory systems found in animals and
investigate how the structure of arteries, veins and capillaries is related to their functions. They dissect a heart
and learn about its internal structure in detail. They also learn how the cardiac cycle is controlled, how to
interpret ECG traces and the role of haemoglobin in carrying oxygen and carbon dioxide.
Transport in Plants – In this topic the students learn about the structure and contents of the two major transport
tissues – the xylem and phloem. They concentrate in particular on the movement of water into and through
plants, using a variety of practical techniques. They also consider some of the special features of plants that live
in arid conditions, such as the cactus.
5
Biodiversity, Evolution and Disease:



Communicable Diseases, Disease Prevention and the Immune System – Students consider the nature of
pathogens and how they cause diseases such as AIDS, malaria and TB in humans and potato blight in plants. For
each disease, students consider the method of disease transmission, the nature of the causative organism, the
symptoms and treatment and the global impact. The latter part of this topic involves looking at the immune
system and, in particular, the roles played by the various types of white blood cell. Students also consider the
benefits and risks of antibiotics, vaccination and possible sources of new medicines.
Biodiversity – Students look at the importance of biodiversity and the various methods by which it can be
maintained or improved. They are introduced to a variety of sampling techniques to capture, count and/or
identify organisms in the field.
Classification and Evolution – This topic looks at the current method of classifying organisms using binomial
nomenclature and the 5-kingdom classification. Students then learn about Darwin’s theory of evolution and the
wide range of evidence supporting his ideas. They then learn about how characteristics in a population can
change over time and how evolution in some species (such as pathogenic bacteria) can have implications for
humans.
Trinity Term

Revision for the AS examination followed by examination leave.
6
CHEMISTRY
“The A level course follows on from iGCSE, revisiting some previously studied ideas but with a greater emphasis on
explaining to develop further student understanding. Practical work forms an important part of the course and higher level
practical skills are introduced and developed. Students also develop a much wider appreciation of the importance of
chemistry to the economy and society.”
Dr. T. Martin,
Head of Chemistry.
Michaelmas Term

Foundations in chemistry/Periodic table and energy/Core organic chemistry - Pupils revisit the iGCSE topics of
Atomic Structure and Bonding. However, this time they extend their knowledge by including mass spectrometry,
atomic orbitals, dative-covalent bonding and bond polarity. Pupils write plenty of formulae and equations and
are taught basic chemical calculations. They then carry out acid-base titrations along with associated calculations.
Pupils study inorganic chemistry through the exploration of groups 2 and 7 of the periodic table. Pupils are taught
how to deduce the shapes of molecules and ions. They research the different structures formed by carbon atoms
which includes fullerenes and graphene. Finally pupils are introduced to the study of organic chemistry.
Lent Term

Periodic table and energy/Core organic chemistry - Pupils are introduced to the concept of enthalpy change and
explore this through a wide variety of practical work. They revisit the iGCSE topics of reaction rates and chemical
equilibrium, exploring both topics in greater depth. The study of organic chemistry continues along with an
introduction to the use of Quickfit apparatus. Organic synthesis is explored after the study of haloalkane and
alcohol functional groups. Pupils learn how to interpret both mass and infra-red spectra.
Trinity Term

Start of the Trinity term - Revision for the AS examination followed by examination leave

Latter part of the Trinity term - Pupils continue with the Chemistry A level course by studying two further topics.
Pupils develop their understanding of the thermodynamic feasibility of reactions by studying entropy. The study
of organic chemistry continues with an in-depth study of carboxylic acids and esters.
7
PHYSICS
“The AS course builds on the foundations laid down during the GCSE course. Many of the topics that have already been
investigated are expanded to greater depth, often with increased mathematical rigour. New areas are also explored; in
particular the students are introduced to some of the more conceptually demanding ideas such as wave/particle duality
which contribute to the modern understanding of the nature of matter and energy. There is a greater emphasis on
experimental work to enable students to develop a range of practical skills.”
Mr B. Porter
Head of Physics.
Michaelmas Term First Half

Mechanics - The effect of forces on matter. Hooke’s Law is extended to a more rigorous treatment to include
Young’s Modulus. The familiar topic of Force and Motion (Newton's Laws, momentum, etc.) is studied, but with
greater mathematical complexity.

Electrons and Photons - The students study for a fuller understanding of the basic electrical quantities: Charge,
Current, Potential Difference, Electromotive Force and Resistance.

Waves and Practical - The quantities required for a full description of wave motion are discussed and defined.
These ideas are then applied more specifically to electromagnetic waves. The outcome caused by adding similar
waves is dealt with in the Principle of Superposition of Wave.
Michaelmas Term Second Half

Mechanics - Force and motion is completed. The study of forces then continues by looking at static structures in
equilibrium. To solve these problems the students will need to become proficient in using techniques such as:
Triangle of Forces, Resolving Forces and Moments.

Electrons and Photons - The ideas from the first half of term are applied to practical D.C. circuits and the more
powerful Kirchhoff’s Laws are used to solve problems involving complex resistor networks.

Waves and Practical - The Principle of Superposition is applied to describe simple two source interference
patterns; in particular the interference of light using Young’s Slits is dealt with in some detail. Application of the
principle of superposition to explain the formation of stationary waves.
Lent Term

Mechanics - Statics are completed and then the study of forces moves to Force and Energy to include concepts
such as Work and Power.

Electrons and Photons - Introduced to modern physics. Light is certainly a wave, but with study of the
photoelectric effect, the particle nature of light is revealed, leading to the photon. Electron diffraction
demonstrates the wave nature of electrons and general wave/particle duality as a model for matter and
considered. Ideas of the photon and electron energy levels within an atom are combined in the study of spectra.
Trinity Term

Revision for AS examinations followed by examination leave. Students then embark on the Medical Physics topics
from the A2 course. This covers X-rays, Ultrasound, nuclear medicine and Magnetic Resonance Imaging (MRI) and
includes a trip to Holly House private hospital.
8
FRENCH
“Students studying AS French are taught by two teachers for a total of six periods a week, with the different skills of the
language distributed between the teachers. Additionally each student spends 50 minutes practising for the oral element of
the AS exam with the French assistant, outside lesson time. The oral examination lasts from 8 to 10 minutes, and usually
takes place very soon after Easter. It focuses entirely of one of the four topic areas covered over the year. The written
examination (2½ hours) includes a listening comprehension section in which students have individual control of playback, a
reading comprehension section, and an essay of about 200 words.”
Mrs. E. Feeney,
Head of French.
Michaelmas Term

Youth culture and concerns - Students describe and give their opinions about this topic, covering the sub-topics
of music & fashion, technology, relationships and drink, drugs and sex.

Lifestyle, health and fitness - The sub-topics here are sport and exercise, food & diet and health issues.

By Christmas at the latest our students should know their chosen topic for the AS oral examination.
Lent Term

The world around us - This incorporates tourist information, travel and transport, weather and pollution &
recycling

Education and employment - We cover the sub-topics of education (schooling and higher education), education
policy and student issues, and the world of work.
Trinity Term

Examination preparation.

Following the AS examinations students begin the A2 course - Customs, traditions, beliefs, religions. We also
begin to introduce students to a topic for the research-based essay component of A2, which can be a literary
work, a film, a period of history or a geographical part of the French-speaking world.
9
GERMAN
“Students taking AS German are taught by two teachers for a total of six periods a week, with the different skills of the
language distributed between the teachers. Additionally each student spends at least 25 minutes practising for the oral
element of the AS exam with the German speaking teacher, outside lesson time. The oral examination lasts about 15
minutes, and usually takes place very soon after Easter, in late April or early May. It addresses three of the four topic areas
covered over the year. The written examination (2 hours) includes a listening comprehension section in which students have
individual control of playback, a reading comprehension section, and an essay of at least 250 words from a choice of titles.
We advise all students to take part in the German Exchange programme during the Lent half term holiday. This trip has
proved to be an excellent opportunity to practise spoken language. Spontaneous oral expression plays a crucial part in the
AS speaking examination.”
Mr. J. Lukesch,
Head of German.
Michaelmas Term

Media - Pupils describe and give their opinions about this topic, covering the sub-topics of TV, advertising and
communication technology.

Popular culture - The sub-topics here are cinema, music and fashion.

Healthy living - Sport and exercise, health and fitness and holidays are dealt with.

Grammar - The case system is introduced. We revise clauses, conjunctions and pronouns.
Lent Term

Family and relationships - Students look at relationships in the family, friendship, and marriage.

Mock exam and start of exam preparation.

Grammar - We revise verbs and tenses. We also deal with adverbs, qualifiers, particles and expressions of
number, quantity and time.
Trinity Term

Examination preparation - The AS module examinations take place very shortly after Easter.

Begin the A2 course - Following the AS examinations the A2 course begins with the topic ‘environment’.
Students are also introduced to a topic for the cultural knowledge component of A2.
10
SPANISH
“Students taking AS Spanish are taught by two teachers for a total of six periods a week, with the different skills of the
language distributed between the teachers. Additionally each student spends at least 25 minutes practising for the oral
element of the AS exam with the Spanish assistant outside lesson time. The oral examination lasts approximately 15
minutes and usually takes place very soon after Easter, in late April or early May. It addresses three of the four topic areas
covered over the year. The written examination (2 hours) includes a listening comprehension section in which students have
individual control of playback, a reading comprehension section, and an essay of at least 250 words from a choice of titles.
Mr. S. Coppell,
Head of Spanish and Modern Foreign Languages.
Michaelmas Term

Media - Pupils describe and give their opinions about this topic, covering the sub-topics of TV, advertising and
communication technology. The main present tenses are revised.

Popular culture - The sub-topics here are cinema, music and fashion. Grammatically, there is a focus on past
tenses and the subjunctive.

Healthy living - Sport and exercise, health and fitness and holidays are dealt with. A range of more advanced
grammar is looked at.
Lent Term

Family and relationships - Students look at relationships in the family, friendship, and marriage. A range of uses
of the subjunctive is looked at in detail.

Mock exam and start of exam preparation.
Trinity Term

Examination preparation - The AS module examinations take place very shortly after Easter.

Begin the A2 course - Following the AS examinations the A2 course begins with the topic ‘environment’.
Students are also introduced to a topic for the cultural knowledge component of A2.
11
LATIN
“The Year 12 Latinists will fully consolidate their knowledge and understanding of Latin to AS standard. They will also
encounter two works of literature: first, the poetry of Book III of Ovid’s Metamorphoses, studying his witty mock epic verse
in the original Latin, and preparing to answer questions on content and style. And, second, they will read the powerful
rhetoric of Cicero, namely excerpts of his speech in support of Julius Caesar's rival Pompey. Our textbook for Latin language
is Taylor’s Beyond GCSE Latin, and we use Terry Bird's running vocabularies for the set texts. The language is taught by
grammatical topic, and by translating AS-style passages into English and English sentences into Latin, practising translation
technique and revising grammar and vocabulary together; the literature is taught by a combination of oral reading and
close grammatical and literary analysis.”
Mr C. Lord,
Head of Classics.
Michaelmas Term

Latin language - Formal study of Latin grammar; reading passages of Latin for comprehension and translation;
learning to write sentences into Latin; learning vocabulary from Latin to English.

Set texts - Reading about three-quarters of both prose and verse texts.
Lent Term

Latin language - Formal study of Latin grammar; reading passages of Latin for comprehension and translation;
learning to write sentences into Latin; learning vocabulary from English to Latin.

Set texts – Completing the reading of the prescribed lines; examination practice.
Trinity Term
 Latin language - Final revision and examination technique.
 Set texts - Final revision and examination technique.
12
CLASSICAL CIVILISATION
“In the LVI the students begin their study of classical literature and society, all in English translation. They study Homer’s
Iliad, the epic about the anger of Achilles, set in the Trojan War; and they read three of the vulgar and politically biting
comedies of the playwright Aristophanes, setting them in the context of Athenian democracy and the Peloponnesian War;”
Mr C. Lord,
Head of Classics.
Michaelmas Term

Homer’s Iliad - Reading the majority of the poem, up to where Achilles' re-entry into the battle. Making summary
and thematic notes, and practising for exam context questions.

Aristophanes and Athens - reading Knights and Acharnians; making summary and thematic notes; practising
exam context questions; preparing for essay questions through research essays.
Lent Term

Homer’s Iliad - Reading the last three books of the poem, making summary and thematic notes, and practising
for exam essay questions.

Aristophanes and Athens - reading Peace; making summary and thematic notes; practising exam context
questions; preparing for essay questions through research essays. Drawing all three plays together.
Trinity Term

Homer’s Iliad - Final revision and examination technique.

Aristophanes and Athens - Final revision and examination technique.
13
HISTORY
“Our aim for those students studying History at A Level is for them to understand the value and significance of world events
in the past. In the process they should gain a deeper understanding of how people lived in the past and understand why
people act like they do today. A Level History covers two themes; the first of these is ‘change and consolidation’ with a focus
on Tudor England until the death of Henry VIII. The second theme is ‘periods of change and development’ with a focus on
Russia 1917-1929. Students should develop a range of skills through studying A-Level History including: how to assemble
data and assess it; how to investigate facts and use deduction; how to put over their point of view fluently; how to work as
a team to achieve results. Students have two teachers at A Level teaching them both topics concurrently.”
Mr. I. Goddard,
Head of History.
Michaelmas Term

In Unit 1 the students will study the reign of Henry VII of England including how he came to power and how he
consequently attempted to consolidate his reign. They will study the personality and character of Henry VII and
the impact that this had on the way in which he ruled the country. Furthermore, students will study the actions
he took in order to secure the Tudor dynasty. Other themes that are studied range from the social impact of the
reign of Henry VII, through the study of his economic and social policies to the way in which he tried to deal with
foreign powers and religion.

In Unit 2 students will study the situation in Russia by 1917 and then the main causes of the February/March
Revolution and the consequent Provisional Government. From this point the focus is on the failures of the
Provisional Government and the rise of the Bolsheviks before the October/November 1917 Revolution. Once the
reasons for Bolshevik success are established the students move on to study how Lenin consolidated their
position as the party of power and how they managed to repel the threats they faced both internally within
Russia and from external sources such as Britain and France. Students study the economic policies, social reforms
and Civil War.
Lent Term

In Unit 1 students continue by looking at the succession of Henry VIII to the throne on the death of his father
Henry VII. Continuity and change are key aspects as the students cover similar themes such as governance, the
ministers employed by the monarch to help rule the country effectively, society, foreign relations and the
economic policies put in place by the second Tudor monarch.

In Unit 2 students focus upon the the rise of Stalin to the leadership of the USSR. There is a detailed study of how
he manoeuvred himself into a position to take complete control and subsequently what happened to those men
such as Trotsky who opposed him. After the establishment of his power as leader of the party the themes of
economy, industrialisation, terror and propaganda are studied.
14
GEOGRAPHY
“As a highly dynamic and academic subject Geography demands people who are keen to find out how they interact with the
world in which they live. The Year 12 students look at contemporary real-life issues in world Geography through the AQA
course. The students are encouraged to make informed decisions and are made aware of the need to justify choices. The
students are encouraged to learn through presentations, group work, class discussion, residential and day field work.”
Mr. D. Rabbitte,
Head of Geography.
Michaelmas Term

Rivers, Floods and Management - Students will explore the main characteristics of rivers, the causes of flooding
and how this can be managed through hard and soft engineering solutions.

Global Population Change - Students will learn about the causes of population growth, how we can control it and
the effects of various types of migration.

Desert Issues - Students study the global location of desert regions and what are the causes of these biomes.
They also consider different types of desert features and what causes these landforms and the process of
desertification.
Lent Term

Energy Issues - Students will learn about energy supply, demand and future issues regarding sustainable sources
and living.

Geographical Skills - Students will learn about applied geography and how to utilise basic, investigative, ICT,
graphical, cartographical and statistical skills. The students will develop research skills and will assess their Epping
Forest rivers fieldwork.

Coasts - Students will explore the main characteristics of coastal systems, the causes of erosion and how this can
be managed through hard and soft engineering solutions.

Health Issues - Students explore the global patterns of Infectious diseases and study ‘Disease of affluence’. They
also study the causes of UK regional variations in health by age, gender & wealth, and finally they consider a local
case study on health issues.
Trinity Term

Revision for the summer module examinations. Exam technique practice and reinforcement. Following the AS
examinations the A2 course is begun.
15
RELIGIOUS STUDIES
“The key aims of Religious Studies in Year 12 are to provide students with a knowledge and understanding of different
philosophical and ethical approaches, and help them to further develop and deepen their skills of evaluation. Religious
Studies students receive six fifty-minute lessons per week during which we study Units C and A of the AQA AS specifications
– ‘Philosophy of Religion’ and ‘Religion and Ethics’. Different religions, philosophies and ethical systems are found in every
culture (and language), and the study of religions is an increasingly important part of a student’s preparation for entry into
the adult world.”
Mr. S. Goodfellow,
Head of Religious Studies.
Michaelmas Term

Utilitarianism – Students will study the greatest happiness principle of Utilitarianism, and contrast a
consequentialist (teleological) way of thinking with a deontological approach. They will examine: Bentham’s
Utilitarianism and the hedonic calculus; Mill’s Utilitarianism - quality over quantity; and Act and Rule
utilitarianism. They will consider religious objections to utilitarianism; and be able to apply Bentham’s and Mill’s
principles to one ethical issue of their choice apart from abortion and euthanasia.

Situation Ethics – Students will study the principle of Situation Ethics as the middle way between legalism and
antinomianism. They will consider the emphasis in Situation Ethics on making moral decisions rather than
following rules. They will examine Fletcher’s six fundamental principles and his understanding of Christian love.
Students will also study Fletcher’s four presumptions and will be able to apply Situation Ethics to one ethical
issue of the candidate’s choice apart from abortion and euthanasia.

Religious Teaching on the Nature and Value of Human Life – Students will consider the following ideas: fatalism
and free will - to what extent human beings are able to influence their own life and destiny; equality and
difference - religious teaching about equality with particular reference to race, gender and disability; the value of
life - religious teachings about the value of life with particular reference to the quality of life and self-sacrifice.
They will evaluate nonhuman life debating the relative importance of human and nonhuman life.

Abortion and Euthanasia – Students will study Abortion including definitions for the start of human life and their
relevance to the abortion debate; the value of potential life and differing views; the mother’s versus child’s
interests and double effect. They will also consider ethical issues involved in legislation. On Euthanasia they will
consider issues such as the sanctity of life, quality of life and the role of hospices and palliative care (as
alternatives to euthanasia). They will be able to evaluate abortion and euthanasia with reference to religious and
ethical teachings.
Lent Term

The Cosmological Argument – Students will study this argument as proposed by Aquinas with particular
reference to: its basis in observation; the rejection of infinite regress; God as the first mover and first cause, and
as the necessary being. They will consider differing understandings of the role of God in the argument: God as
the temporal first cause; God as the sustainer of motion, causation and existence; and God as the explanation of
why there is something rather than nothing. They will evaluate the key criticisms of the argument relating to: the
possibility of infinite regress and the universe as a ‘brute fact’; the fallacy of composition, and the identity of the
necessary being as God.

Religious Experience – Students will learn about different types of religious experience, notably the main
characteristics of visions, conversion and mystical experiences. They will consider the argument from religious
experience for the existence of God and challenges to religious experience from Philosophy and Science. These
include: whether the finite could experience the infinite; problems of verifying religious experience; and natural
explanations for religious experiences (e.g. drugs, temporal lobe epilepsy).
16

Psychology and Religion – Students will look at the following of Freud’s theories: Religion as a collective
neurosis; as wish fulfilment and a reaction against helplessness; and as a response to the Oedipus complex and
repressed guilt. They will then go on to study the following of Jung’s theories: Religion as an expression of the
collective unconscious; the ‘god within’; the theory of archetypes and the quest for integration. They will
evaluate these views and examine how religion has responded to this challenge.

Atheism and Postmodernism – Students will study the rise of atheism and the death of God with reference to
science, empiricism, evil, the rebellion against moral absolutes and awareness of other faiths. They will consider
the meaning of the slogan ‘God is dead’. They will explore the nature of atheism both its positive and negative
forms, and its distinction from agnosticism. Students will evaluate atheism considering religious responses; and
examine a postmodernist view of religion that sees religions as cultural constructs, a personal spiritual search or
a religious supermarket.
Trinity Term

Revision for the summer module examinations.

Philosophy of Religion – After half-term students will begin their study of this A2 unit with an introduction on
Religious Language and The Problem of Evil.
17
ECONOMICS
“Students in the Economics department are encouraged to develop an appreciation of and an interest in current affairs and
how economic theory is applied in the real world. There is a strong emphasis on students reading around the subject and
developing a balanced view of political and economic events. Regular testing and homework ensures that students
maintain a good knowledge and comprehension of the course content given that economics is a new subject to all students.
Students in the LVI follow the OCR H060 Course which requires the study of two components: Component 1 Microeconomics
and Component 2 Macroeconomics.”
Mr. J. Harley,
Head of Economics.
Michaelmas Term

Macroeconomics – This component provides learners 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 learners to adopt a critical approach to their study of policy through a development of
their understanding of the limitations and conflicts which macroeconomic policies cause. Students will build an
understanding of models that can be used to analyse the macroeconomy including: the circular flow of income,
aggregate demand and aggregate supply. They will also gain an understanding of key government objectives such
as economic growth, full employment, low and stable inflation and a secure balance of payments.

Microeconomics - From a base of microeconomic theory, this component enables learners to discuss and
evaluate how well microeconomic theories explain our observations of economic agents in the real world. The
theoretical workings of the free market provide a useful starting point for explanation and analysis. Students will
gain an understanding of the tools required to analyse the workings of the market including: scarcity & choice,
supply & demand and elasticities.
Lent Term

Macroeconomics – Students will consider the application of policy instruments and the conflicts which can arise
from these policies. Students should be able to: recognise the assumptions, relationships and linkages of the
possible impacts of macroeconomic policies; consider the possible impact of macro-economic policies; recognise
the issues which a government faces in managing the macroeconomy; argue for different approaches; and
identify criteria for success and to be able to evaluate the effectiveness of different policy approaches. Students
will also gain an understanding of the global perspective including issues around international trade and
exchange rates.

Microeconomics – Imperfections and market failures provide a lead into a discussion of the merits and
drawbacks of government intervention. The study of microeconomics encourages learners to consider the
usefulness of theory in explaining observations taken from the real world of economics. Students will consider
different types of market failure and evaluate different government policies to correct them.
Trinity Term

Revision and start of the second year of the full A level programme – The focus is on preparation for the
forthcoming AS examinations including an intensive revision programme. After the summer examinations the
second year of the the full A level course is introduced. In Microeconomics students will learn how they can apply
their understanding of costs and revenues to describe different market structures and begin to build up a
diagrammatic analysis. In Macroeconomics students will learn about economic development and how countries
can be categorised as well as ways in which economists can measure development. The role of international
institutions will also be considered.
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GOVERNMENT AND POLITICS
“The enthusiasm of students of Government and Politics is cultivated by way of a programme of study which emphasises
the contemporary relevance of political issues to personal and civic experience. To this end, our aim is to help students
appreciate how their and other people’s beliefs, attitudes and values, which may be different from their own, often have
strong roots in the past and present, and have consequences for the contemporary polity. The department prepares
students for exam papers on the AQA course; at AS level this involves the study of two units. The first of these is People,
Politics and Participation, which includes issues such as voting behaviour, electoral systems, pressure groups and political
parties in the UK. The second unit, Governing Modern Britain, sees students undertake a comprehensive study of UK
political institutions, encompassing the Constitution, Parliament, the Prime Minister and Cabinet, Europe and devolution."
Mr. S. Pepper,
Head of Government and Politics.
Michaelmas Term – People, Politics and Participation (Unit 1)

Participation and Voting Behaviour – different forms of political involvement, who participates and how in terms
of gender, class, ethnicity, age and region; changing patterns of voting; mass media.

Electoral Systems – Strengths and weaknesses of first-past-the-post; alternative electoral systems; majority and
coalition government; direct and indirect democracy; arguments for and against the use of referendums.

Political Parties – The extent to which political ideas and ideology shape parties; party programmes, policies and
manifestos; party structures, funding and membership.

Pressure Groups and Protest Movements – Insider and outsider groups; new social movements; the media and
pressure group politics; lobbying of political parties; direct action.
Lent Term – Governing Modern Britain (Unit 2)

The British Constitution – The nature and sources of the British constitution; the judiciary and its relationship to
other branches of government; the impact of the Human Rights Act, European Court of Human Rights and the
European Court of Justice upon the British political system.

Parliament – The composition and main roles and functions of Parliament: representation, legislation and
scrutiny; the relative powers of the House of Commons and House of Lords; parliamentary sovereignty in theory
and practice.

The Core Executive – The prime minister: main roles, powers and resources; prime ministerial and cabinet
government; comparison of prime ministerial and presidential systems; policy making and implementation:
government departments, civil servants, ministers and special advisers.

Multi-level Governance – Relations between the Westminster Parliament and elected local and devolved (N.
Ireland, Scotland and Wales) government; the impact of EU institutions on UK politics and government.
Trinity Term

Revision and preparation for the summer module examinations, following which the A2 course is commenced.
19
PSYCHOLOGY
“Psychology is the science of the mind and behaviour and its reputation as a scientific subject has been steadily growing
over the years. It is taught numerous universities throughout the UK and these institutions offer courses ranging from
Clinical Psychology to Animal Psychology and Forensic Psychology to Educational Psychology; all of which provide a wide
expanse of career opportunities. As a subject it also lies at the intersection of many other different disciplines, including
biology, medicine, linguistics, philosophy, anthropology and sociology. But how can we study something as complex and
mysterious as the mind? Even if we were to split open the skull of a ‘willing’ volunteer and have a look inside all we would
see is the grey matter of all their neurones. We cannot see what someone is thinking. Nor can we observe their internal
emotions, memories, perceptions or dreams. So how do psychologists go about studying the mind? Studying A-Level
Psychology will allow to answer this question and many more.”
Mrs. L. Bengtson,
Head of Psychology.
Michaelmas Term

Social Approach – This is about the influence of other people and situations on our behaviour. You will study
research that tries to explain the controversial issues of obedience and prejudice. How much impact those
around us have on our behaviour is just one of the insights you will gain from studying this approach.

Cognitive Approach – This is mainly the study of memory. You will study research and theories that seek to
explain how memory works and why we forget. The study of this approach will provide you with a far better
understanding of how to create new memories that actually last!
Lent Term

Biological Approach - This approach focuses on the influence of genes and hormones on human behaviour and
the close link between biological sex and psychological gender. It also includes the structural differences in male
and female brains and the implications of this on behaviour. Issues such as brain injuries and aggression are also
studied.
Trinity Term

Learning Theories – This approach studies what is involved in learning and includes three types of learning:
Classical Conditioning, Operant Conditioning and Social Learning Theory. This approach provides great insight
into how humans undertake tasks, solve problems and learn new skills.
20
ART AND DESIGN
“The AS course consists of a single coursework project which is at first broken down into a series of set exercises that all
members of the group do. Each of these exercises present opportunities to explore the theme using a variety of media and
processes. As the year progresses, students take an increasing amount of responsibility for their project as they develop
their earlier work into a final piece. There is also an exam project in the latter half of the year that is conducted in a very
similar format to the coursework. The teaching is based on a tutorial system that enables each student to receive specific
advice and constructive criticism”.
Mr. E. Aitken,
Head of Art and Design.
Michaelmas Term

The Figure – Students explore and interpret the human body using a variety of artistic media and approaches.
Digital photography, painting, printing, collage and drawing are the main areas of focus, but there are also
opportunities for students to develop their work using Photoshop and sculpture. Recently, students have also
explored an approach to making their art using performance and video. In this term, students are introduced to
life drawing (working from the figure using a professional model). By the end of this term, the students should
have decided upon an area of their studies that they would like to develop into a final piece during the Lent
Term.
Lent Term

Students now focus upon producing a final piece for their ‘Figure’ project. Towards the end of this term,
homework exercises switch from coursework onto exam preparation.
Trinity Term

In this term students complete their exam preparation work and make a subsequent piece of work under timed
conditions as their examination ‘final piece’.
21
DESIGN AND TECHNOLOGY
“The A level Design and Technology course is designed to encourage students to become mature, independent designers of
products. Students are invited to write their own design briefs and approach the design process with individuality and
innovation.
At Chigwell, students study the OCR Product Design route of Design and Technology. At AS, the specification consists of the
following modules:

Product Study Coursework Project (Unit F522): 60% - 20 page A3 Design Folder / ‘Sketch’ models/ Final Model.
The Product Study involves selecting a product, conductiing a full written and video analysis and suggesting
improvements to the original design through sketching and modelling.

Advanced Innovation Challenge (Unit F521): (30%) – A 6 hour, pre-researched design and make challenge carried
out under controlled conditions.

Written Reflection Paper (Unit F523): (10%) – A 1 hour written reflection paper consisting of 2 questions relating
to the theory topics studied throughout the year. The questions are designed to encourage reflection on the
product designed in the 6 hour challenge.
The main aim of the AS course is to foster creative and innovative thought; students are expected to fully consider all design
possibilities and generate individual design solutions to problems. Modelling is also a focal area; students will learn a
variety of model making skills in order to help generate ideas.”
Mrs. N. Jermyn,
Head of Design and Technology.
Michaelmas Term

Product Study: Sections 1 to 5 - Students select a product and carry out a full analysis of its strengths and
weaknesses in use. This offers the opportunity for written, graphical or video analysis. Students are required to
show consideration of the needs of the Manufacturer, Consumer and Designer, and illustrate the moral
implications surrounding the design of the original product. Following a research and a design specification,
students then explore possible product improvements through sketching and experimental modelling.

Advanced Innovation Challenge - Students are introduced to the set ‘theme’ and start collecting research for
their ‘job bags’. Small design challenges are set, and modelling skills are practiced and built upon.

Theory topics - Social, Moral and Cultural Issues / Aesthetics / Inclusive Design / Sustainability & the Environment
/ Product Life / The Human Interface.
Lent Term

Product Study: Sections 5 to 7 - Students select their most successful proposal, gain feedback from others
regarding the design, and then make a good quality model of the final design. This model is then tested and
evaluated, where possible in use.

Advanced Innovation Challenge - Ongoing collection of research / practice challenges.

Theory topics - Fashion & Trend / Marketing Strategies / Commercial Issues / Scales of Production / Production
Technologies / Legislation & Health and Safety.
Trinity Term

Revision - The focus of this term is to re-address theory units (including Materials) and practice past reflection
paper questions in preparation for the Reflection Task. Following the AS summer examinations the A2 course is
commenced.
22
MUSIC
The AQA A-level syllabus offers encourages candidates to draw on their experiences at GCSE and recognise the
interdependence of musical skills, knowledge and understanding and the links between the activities of performing,
composing, listening and appraising, as well as offering a meaningful foundation for the study of Music beyond A-level. All
candidates must play a full and active part in the Musical life of the School.
The course is broken down into three units.
MUSC1: Influences on Music, which consists of a written examination containing a listening paper and an essay based
paper, where candidates answer two essay questions, one based on the set work from the compulsory Area of Study, The
Western Classical Tradition, and one based on a second Area of Study which will be Choral Music in the Baroque Period.
MUSC2: Composing. This is submitted coursework for external assessment, completed in controlled time (20 Hours). This
will consist of four-part harmonisation and the controlling of two part melody over a given accompaniment.
MUSC3: Performing. Candidates offer two performances from a choice of six, including opportunities for solo, ensemble
and/or technology-based performance. This is internally assessed coursework.
Mr. H. Ebden,
Director of Music.
Michaelmas Term

Historical Study: The Western Classical Tradition – compulsory Area of Study (AoS1) Haydn, Symphony No. 104
in D.

Choral Music in the Baroque Period - including movements for choir and soloists:
o the cantata
o the oratorio
o anthems and masses.
o Composers of the genre will include: J S Bach, Charpentier, Handel and Vivaldi.

Listening skills developing the understanding of
o cadences – perfect, plagal, imperfect, interrupted
o chord identification – tonic, dominant, subdominant, dominant seventh in root position and 1st/2nd
inversions, cadential 6/4
o compositional techniques, e.g. sequence, pedal, imitation, canon, ostinato, riff
o technical terms, e.g. appoggiatura, passing note, note of anticipation
o completion of a diatonic melody
o tonality – modulations to the dominant, subdominant, relative minor
o instrumentation – those found in the standard symphony orchestra and in jazz and pop music,
instrumental techniques including pizzicato, arco
o texture – harmonic/homophonic, contrapuntal/polyphonic, imitative, unison, single melody line
o ornamentation – trill, turn, mordent
o time signatures
o intervals – major, minor and perfect
o melodic/rhythmic devices – sequence, ostinato pattern, riff, passing note.

The composition and harmonic language of J S Bach. Short technical exercises will be given to pupils to be
completed for homework.
Lent Term



Further exploration into Haydn’s style of melody writing, use of harmony, instrumentation and form. Essay
technique and memory tests.
The continuation of Choral Music in the Baroque Period, with particular emphasis on musical quotation memory
and application.
The start of controlled assessment for compositional techniques.
Trinity Term


Revision for MUSC1.
The completion of controlled assessment for compositional techniques (MUSC2) and performance (MUSC3). By
Monday 2 May 2016.
23
DRAMA
Mr. J. Maingot,
Director of Drama.
Michaelmas Term
Unit 1 (40% of AS Grade)
Texts: “East” by Steven Berkoff,
“The Taming of the Shrew” by William Shakespeare.

Study of Two Texts for both practical and written coursework. One play must be studied in the light of a
practitioner.

Written coursework involves ten short pieces for each play on different aspects of the play.

Practical coursework involves continuous assessment of the exploration and acting out of each play.

Study of a Live Performance of a play. This may be one of the coursework texts.
Lent Term
Unit 2 (60% of AS Grade)

Students must perform an extract from a play as a group or groups and also perform a duologue or monologue.

Supporting notes are required for each performance.

Students will perform the play to a visiting examiner in March.

Study of a Live Performance of a play. This may be one of the coursework texts.
Trinity Term

Students will perform monologues to a visiting examiner. Technical candidates will also be assessed. Supporting
written notes are also required for this assessment.

All coursework will be finalised.

There is no terminal examination.
24
PHYSICAL EDUCATION
“It is not a requirement that you should have studied physical education at GCSE level in order to take an Advanced GCE
course in Physical Education. Several topics covered in the course are developments of work covered at GCSE but others are
new. What is important is that you should have a lively and enquiring mind, an interest in physical education and sport, a
willingness to explore new ideas and an ability to communicate your ideas effectively. The AS course is assessed over two
units. Unit 1 (Participation in Sport & recreation) is externally assessed through a 1.5-hour examination paper. Unit 2 (The
Critical Sports Performer) is internally assessed, through compiling a portfolio of evidence covering the four practical related
tasks.”
Mr. C. Lawrence,
Head of Academic Physical Education.
Participation in Sport and Recreation (Unit 1)
Healthy and Active Lifestyles – This section begins with a review of the development of active leisure and recreation and a
discussion of contemporary concerns about health and fitness. Key concepts include:

The basic requirements for sport and leisure. Developing an understanding of the concepts of recreation, active
leisure, health, fitness and exercise. Understanding the relationships between nutrition and weight
management. Reviewing and discussing the current trends in health and fitness. Identifying the components of
a balanced lifestyle. Identifying the effects of ageing and understanding their impact on access to sport and
recreation.
Opportunities and Pathways - In this section, students take a more sociological view of the current provision for sport and
recreation. This begins with a review of how competitive sport has developed in the UK and how this development has
shaped the current provision of both sport and recreation. Key concepts include:

Understanding the role of festivals in the history of sport. Identifying the emergence of rational sport as a result
of the industrial revolution. The further development of sport in the 20th and 21st centuries. Students then
identify performance pathways at both local and national level.
The Critical Sports Performer (Unit 2)
This part of the AS course will require students to undertake activity roles through two Personal Performances selected from
those of a performer, a leader or an official in sports or physical activities.
Students will complete two studies of the Local and then the National provision for one of your chosen roles. The Local
Task centres on grass roots provisions while the National Task focuses on elite performers, pathways and opportunities.
These two tasks, when completed, could be presented in a written or video/audio format.
Finally, students will undertake your own Performance Analysis working through five tasks in one chosen role. The work
students do and how they present it is only limited by their own skills and imagination.





The Personal Performance and Performance Analysis cover participation in and personal analysis of the roles of
player, leader and official.
The Local study requires independent research into the provision (access, opportunity, funding, resources) for
sport in all the above roles.
National study requires independent research into the provision for sport in one of the above roles.
Assessment: four tasks (one for each area of content), submitted as a portfolio of evidence.
Tasks 2.1 Personal Performance and 2.4 Performance Analysis require evidence of participation and analysis in
the form of assignments, and practical performances.
Tasks 2.2 Local Study and 2.3 National Study require a project about the provision of sport (approximately 1000
25