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WILSON’S SCHOOL
SIXTH FORM
2010 – 2011
INTRODUCTION
This booklet will introduce you to the opportunities and courses of study that are offered in the
sixth form at Wilson’s School in the academic year 2010-2011. We hope that it will help you
make a well informed decision about the subjects you would like to study over the next two
years.
For nearly all students the two years spent in the sixth form are the most enjoyable and
rewarding of their time in school. As sixth formers, you will be specialising in those subjects that
you have chosen and which interest you most. You will have your eyes on the horizon of
university and in many cases on your chosen career. The relationship between your work and
the achievement of your personal goals will be much clearer than it has been before.
There is obvious continuity between life in Year 11 and the sixth form. You will continue to
develop your social, academic, dramatic, musical and sporting interests. However, you will also
work in a different way, taking more responsibility for your studies and for organising yourself.
You will be expected to read around your subject, to work independently and to plan your work
over a period of time. The sixth form serves as a transition between the close monitoring of
work and deadlines that you have experienced through to Year 11 and the much greater
reliance on personal initiative and responsibility that characterises university studies. You will
notice more informality in your relationships with your teachers and in the way in which classes
are run. For the first time, you will have some time when you will not be in lessons and when
you need to develop independent learning skills. You will be expected to make academic study
your priority and set your sights high in all that you do.
As sixth formers you will be the leaders of the student body of the school. Your positive
example will set much of the tone and character of the school. You will have opportunities to
develop your leadership skills; many of you will become prefects and thereby take on some
responsibility for the day to day running of the school; many will become mentors and become
involved in the welfare of younger students. Through participation on the sixth form council, you
will have the opportunity to participate in the way in which sixth form matters are run and
governed. In sport, drama, voluntary service, CCF, outdoor activities, clubs and societies and in
links with other schools, for instance in the annual Management Conference, we will look to you
not only to participate but also to lead.
Our aim is that you should find your experience in the sixth form stimulating, challenging and
interesting. With your help and cooperation, we will do our best to ensure that you emerge with
a first rate set of academic results as well as a portfolio of experience and expertise across a
range of areas of interest and activity that will set you apart when the time comes to make your
applications to university and other institutions of higher education.
The process that will lead to the achievement of these goals starts today as you read this
booklet and attend the Sixth Form Open Evening.
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ENTRY REQUIREMENTS
What qualifications do I need to enter the Sixth Form?
The same normal requirements for both internal and external candidates are:
• that a candidate is able to demonstrate potential for study in his chosen subjects at A and
AS level. A candidate must obtain an A or A* grade at GCSE in at least three of the
subjects he wishes to study in the Sixth Form and at least a B in his fourth subject. Please
see below for special entry requirements to courses.
• that he achieves at least eight GCSE passes (Grades A* - C) including English,
Mathematics and a Science, of which a minimum of five must be passes at A* - B.
Places will be offered subject to availability on the candidate’s chosen courses. Parents have
the right of appeal against the decision not to offer their son a place. If parents wish to make an
appeal they should contact the Clerk to the Governors, Mrs Caitlin Lowe, at the school.
Special Admission Requirements to Courses
Mathematics a minimum of an A grade is required
Further Mathematics a minimum of an A* grade in Mathematics is required
French, German or Latin a minimum of an A grade is required
Science a minimum of an A grade in the relevant separate science or A
grades in Dual Science Award
English Literature a minimum of an A grade is required in English
Music regular and ongoing professional instrumental lessons are
required
The following subjects may be studied without any prior tuition at GCSE. Specific
admission criteria to the courses apply:
Art portfolio evidence of suitable range of skills
Business Studies at least an A and a B grade from the following subjects: English,
Mathematics, Geography, History
Classical Civilisation normally, an A or A* is required at GCSE in English, Latin/Greek
or History
Computing A or A* in Mathematics and either A or A* in ICT (full course) if
ICT has been taken or A or A* in Physics and Chemistry (where
ICT has not been taken).
Economics An A or A* in Business Studies (if taken for GCSE); an A or A* in
English and Mathematics (where Business Studies has not been
taken)
Government & Politics normally an A or A* in English or History
Media Studies normally an A or A* in English or English Literature
Philosophy an A or A* in English or History
Physical Education the ability to demonstrate a range of practical skills and at least a
B grade in Biology or B grades in the Dual Science Award
Religious Studies normally an A or A* in English
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APPLYING TO WILSON’S SIXTH FORM FROM OTHER SCHOOLS
A number of students join Wilson’s Sixth Form from other schools every year and we are
delighted to welcome them. They settle quickly and happily into their new environment and
make their own valued contribution. They enjoy the same opportunities for leadership and
responsibility as longer standing members of the school and many become Prefects and Senior
Prefects during their first year.
If you are applying to Wilson’s Sixth Form and are currently at another school, you will need to
fill in an application form. You will be able to collect an application form on the Open Evening
on 10 November (6:30-8:30 pm), from the school office. (020 8773 2931) or it can be
downloaded from the website. We strongly recommend that you attend the Open Evening.
You can apply at any time during the academic year although we do recommend that you apply
as early as you can. Once we have received your application form we will ask your current
Headteacher for an assessment of your predicted grades and suitability for your chosen A Level
courses. If this information indicates that you are likely to meet the academic entry
requirements, we will invite you to the school to discuss possible A Level courses.
Following the meeting you will be told if a sixth form place may be offered in August, subject to
your obtaining the appropriate grades and the application of the over subscription criteria which
are that places will be offered in rank order of total points score of the best eight GCSE
examination results including English and mathematics and that there is availability of places on
your chosen courses.
Any sixth form applicant who is not offered a place in August has the right of appeal (under
section 94 of the 1998 Act and as amended by the Education Act 2002) against the school’s
decision to refuse an admission to the lower Sixth.
It must be noted that a Sixth Form place at Wilson’s may only be offered subject to your
obtaining the appropriate grades to meet our entry requirements and subject to the availability of
places on your chosen courses.
MAKING YOUR CHOICE OF SUBJECTS
When making your choice of subjects you should keep in balance different considerations.
These will include your interests, your relative ability and academic aptitude for different
subjects and your intentions with regard to university course, or career choices. You should use
the opportunity available on the Sixth Form Open Evening to talk to teachers and sixth form
students to help inform your decision.
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BECOMING A SIXTH FORMER AT WILSON’S
As well as academic qualifications we are also looking for evidence that demonstrates the
capacity for independent study.
Ask yourself the following questions:
• Is there evidence in my GCSE work that I am capable of going further?
• Are there some subjects that I particularly enjoy?
• Do my teachers think I am suitable to undertake A-level study?
• Am I able to work independently?
• Am I prepared to study 4 AS subjects + AS Critical Thinking?
How will my Sixth Form Programme be organised?
• The curriculum at Wilson’s is a two year programme which normally involves courses at
AS level followed by A2.
• All students will select 4 subjects to study at AS Level and will undertake a programme
of Critical Thinking.
• The Extended Project Qualification is available on a voluntary basis in the Lower Sixth in
addition to the above core components.
• The timetable will be constructed to allow the maximum possible flexibility in both the
choice and combination of subjects.
• Students are expected to achieve at least a grade C at AS in order to continue with the
subject at A2.
• Progression into the Upper Sixth is dependent on obtaining a minimum of 3 Cs at AS.
• Most students will study 3 A2 subjects in the Upper Sixth.
• Well qualified candidates (normally with at least 3As and a B at AS Level) may continue
with their four subjects in the Upper Sixth.
• Students will be asked to express a preliminary choice of subject in December. On the
basis of this information the Option pattern is constructed. The “final subject choices”
are made early in the Spring term according to the option pattern.
• An option subject may be cancelled at any stage of the process if there is insufficient
demand. In the case of over subscription any criteria that need to be applied for
acceptance on a course will be open and fair.
• Once GCSE results are published students intending to enter the sixth form are required
to confirm whether the agreed subject choice is still appropriate. Although the School
Timetable will have been written to meet the original agreed subject choices, we will try
to accommodate special requests for changes at this stage.
How is Sixth Form Study different?
• You are expected to spend at least 4 hours a week in the Lower Sixth and 5 hours in the
Upper Sixth on each subject outside of lesson time
• You are studying your chosen subjects
• You have more non-contact study time
• You have to learn to use this time constructively
• You are more responsible for your own learning
• We prepare you for study in Higher Education
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What will be your role within the school?
• You are here to develop as individuals
• You are a role model for the rest of the school
• You will take on extra responsibilities to help you develop your leadership skills
• You will be expected to support the aims of the school and the staff
• You will learn to treat other students with respect and fairness, and yet be firm on
matters of discipline
What we expect of you
• Never to miss a lesson, tutorial or activity without gaining clearance from the appropriate
member of staff well in advance
• To arrive promptly to lessons
• To display a positive attitude and participate fully in lessons
• To demonstrate a real effort to maintain good standards of work and meet coursework
requirements
• To adhere to the sixth form dress code
ADVANCED LEVEL STUDY
The Structure of AS and A Level
• Most A Levels consist of four units (Mathematics, Science and Music subjects have six
units)
• The AS units are examined in the Lower Sixth
• The final A Level result will be based on the marks of the A2 units tested during the
Upper Sixth and the results from AS
• Most universities are expecting students to study four subjects in the Lower Sixth and to
continue with at least three to A Level
AS and A Level Points system
Points value for each grade
A* A B C D E
AS N/A 60 50 40 30 20
A2 (AS+A2) 140 120 100 80 60 40
Some universities make offers based on grades, others based on points. Most expect a student
to have 4 subjects in the Lower Sixth, but the points offer will usually be based on 3 subjects.
Increasingly some universities are framing their offers in terms of 3 results at A2 plus a grade
obtained at AS in the fourth subject.
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TAKING GOOD CARE OF YOU IN THE SIXTH FORM
Academic Tutoring
During your time in the sixth form your progress will be monitored through a process of
academic tutoring. This will begin with an interview with your academic tutor early in the year.
Your tutor will use data relating both to you and students like you in order to indicate the level of
grade you would be expected to achieve during your A Level studies. The process of academic
tutoring will also determine strategies for how you might achieve these grades or even exceed
them.
Careers Education and Planning your Future Career
• A range of external speakers including “Old Boys” provide information and advice.
• Computer software is available to aid you in your decisions.
• Careers counselling is available from the Director of Sixth Form and from the
“Connexions” Careers Advisor who provides talks and individual interviews as
appropriate.
• All students are given advice by experienced members of staff in making appropriate
and ambitious choices.
• Mock interviews are arranged for those who require them.
• We organise a Higher Education Evening and a separate Oxbridge Evening to provide
informal contacts with Admission tutors.
• A programme of support for Oxbridge and Medical/Dental students is organised.
• UCAS information is available on the UCAS website.
• You have the opportunity to visit University “Open Days” and conferences.
Teaching, Learning and Assessment
• You can expect to receive a formal report twice a year which will include results from 5/6
formal assessments together with an overall grade for achievement. In addition two
diligence grades are awarded to reflect your class participation and independent study.
SIXTH FORM FACILITIES
The Sixth Form have their own facilities in the Sixth Form Centre, which contains a Common
Room, a large study area, Careers Room and a suite of classrooms. The Library and the
adjoining 6F Computer Room are also available to Sixth Form students for private study
purposes. A wide range of snacks and beverages are served in the Staff and Sixth Form Cafe
which is open from 7:30-12:30.
EMA
Education Maintenance Allowance is a weekly payment dependent on students’ family
household income. For more information please visit: www.dfes/gov/uk/financialhelp/ema
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SPORT
Sport is a huge strength of Wilson’s School and many students gain a great deal of pleasure
from representing the school, often at a high level. There is a games afternoon, which is
compulsory for all members of the Lower Sixth. Participation in games by the Upper Sixth
students is recommended but not compulsory. There are no timetabled PE lessons for the sixth
form.
A very wide range of sports is offered and a choice is made at the beginning of the year. The
school’s main sports are football and cricket, but sports such as badminton, cross country and
athletics are also very strong. The school has excellent sports facilities of its own, including a
fully equipped sports hall with adjoining gymnasium, 12 all weather 5-a-side pitches and outside
pitches.
We also make use of other sporting venues which are very close to the school. In recent years
several students have been selected to play at county, regional and national levels.
MUSIC AND DRAMA
The annual drama production is a highlight of the school year. The school’s theatre company is
called “Shock Tactics” and presents each year a spectacular and vibrant production. Many sixth
formers take part either as actors or as production assistants for stage management, sound,
lighting and set construction.
The school choir benefits from the participation of both sixth formers and members of staff.
Instrumental musicians and solo singers also have numerous opportunities to perform and
participate in ensembles.
THE COMBINED CADET FORCE
The CCF aims to foster teamwork, leadership skills and confidence to provide cadets with a
very different experience outside the curriculum.
Wilson’s has one of the most respected cadet units in the country. The CCF consists of an
Army and RAF section and is completely voluntary. The contingent parades every Tuesday and
both sections attend an October training camp and February range camp. They have separate
summer camps – the RAF at an active Air Force base and the Army an infantry skills camp run
by regular units. The cadets attend a variety of courses including leadership, gliding and flying
and adventure training. Students joining the sixth form with ACF, ATC and CCF experience
from other units are accepted and students with no previous experience have been given
accelerated training.
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VOLUNTARY SERVICE AND CHARITY WORK
Alongside games, voluntary service is available as a further option. Individuals may make their
own arrangements and respond to invitations from outside institutions. In recent years, for
instance, Wilson’s boys have made valuable contributions in our local primary schools as
teaching assistants as part of the Mathematics and Computing Specialist and Arts College
Partnerships.
Wilson’s has always prided itself on its contributions to charities. One tradition is the Snowdonia
Challenge, which involves carrying a Multiple Sclerosis sufferer in his/her wheelchair over seven
miles of difficult terrain in Snowdonia. Shirley Lovell, who was carried one year, said “I was
amazed at the strength and stamina of the team, and I salute their ingenuity when it came to
lifting, pushing and pulling me and the chair over fences, up the very steep inclines, through the
trees and over the enormous tree roots, which one wit referred to as speed humps. I felt and
still feel exhilarated. It was great fun for me, far better than anything a doctor could prescribe.”
THE SIXTH FORM COUNCIL
The sixth form council is a body of sixth formers comprising two representatives from each form.
The council meets approximately every two weeks to discuss any sixth form matters. The range
of matters discussed is wide and ranges from proposed improvements to the sixth form
facilities, the production of a Year Book, to the organisation of various social events. The sixth
form elects its own President, Secretary, Treasurer and Social Secretary each of whom serves
for one year. Officers of the sixth form council are encouraged to represent sixth form opinion
and concerns to the Director of Sixth Form and Head.
ATTENDANCE AT LESSONS
Sixth form students are registered electronically in every lesson. Attendance is thereby carefully
monitored and action taken to follow up any absence or lateness. Less than 90% attendance
on any course may result in withdrawal from a course and may jeopardise a student’s place in
the sixth form.
CONTRACT
It is a condition of entry to Wilson’s sixth form that all students sign a contract with the school
indicating their commitment to study and to sustaining the positive ethos of the sixth form.
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PROPOSED SUBJECTS PAGE NO
Art 10
Biology 12
Business Studies 14
Chemistry 16
Classical Civilisation 18
Computing 20
Design and Technology 22
Economics 24
English Language 26
English Literature 29
French 32
Geography 34
German 36
Government and Politics 38
History 40
Latin 42
Mathematics 44
Further Mathematics 46
Media Studies 48
Music 50
Philosophy 52
Physical Education 54
Physics 56
Religious Studies 58
Core Programme (CTIR) [AS only] 60
A Level Results – Summer 2009 63
Creative and Media Diploma 64
2008-2009 Destinations 66
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10
ART
Course: Art AS/A2 Level Board: Edexcel
COURSE DESCRIPTION
The aim of the course is to engage with the visual arts transcending time and geographic
boundaries. Practical work arises in response to personal investigation and documentation.
Outcomes are not prescribed and every year is a new adventure.
The syllabus offered is an unendorsed one, meaning there is flexibility in the areas of study. All
students are encouraged to work in 2D and 3D using a broad range of materials and
approaches.
AS
Unit Content Method of Assessment Weighting
AS A
1 Art and Design Coursework Internally set 60% 30%
Submissions will include Internally marked
• Investigative studies Externally moderated
• Critical analysis
• Evidence of personal
development
• Outcomes in response to the unit
theme
2 Art and Design Externally Set Internally set 40% 20%
Assignment Internally marked
Submissions will include Externally moderated
• Investigative studies
• Evidence of personal
development
• Outcomes in response to the unit
theme
Assignment set in January and an 8-hour
timed examination in May.
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11
A2
Unit Component Method of Weighting Weighting
Assessment A2 Level A Level
3 Art and Design Coursework Internally set 60% 30%
Submissions will include Internally marked
• Investigative studies Externally
• Critical analysis moderated
• Practical work
• Personal study (1000-3000
words)
4 Art and Design Externally Set Internally set 40% 20%
Assignment Internally marked
Submissions will include Externally
• Investigative studies moderated
• Critical analysis
• Practical work
• Personal study (1000-3000
words)
Assignment set in January and a 12-
hour timed examination in May.
LEARNING STRATEGIES AND RESOURCES
There is a new purpose-built sixth form studio that gives students the opportunity to develop
independent working methods and the chance to work outside the scheduled periods during the
school day. Students are encouraged to make use of all the art department's resources and
other resources throughout the school. Teaching is through 'units' of work in which the main
study areas are investigated. During the course there will be several visits to galleries and
students will be encouraged to visit art colleges.
CAREER/HIGHER EDUCATION OPPORTUNITIES
Careers linked with art and design are varied and interesting, but often require further study in a
more specialised field. A popular post A level programme is to complete a one year foundation
course then move to a specialist three year degree course, although direct access to a degree
course is possible. Architecture is often studied post A Level Art.
STUDENT COMMENT
“Art is a subject that requires a lot of energy, enthusiasm and creativity. I feel that it has
developed my design and communication skills as well as my knowledge of past and present
artists. The course offers the ability to gain various skills such as teamwork. The art room is a
calm and enjoyable room and I feel the facilities enable us to produce good work. We have our
own sixth form art room, which allows us to go in and work whenever we have time. Art and
design has also been an investment for my future as I intend taking a course in architecture at
university. I have really enjoyed this course and gained a lot from it.”
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12
BIOLOGY
Course: Biology AS/A2 Level Board: Edexcel
COURSE DESCRIPTION
This modular course builds on the biological principles and processes studied at GCSE and
helps students develop a deeper appreciation of the skills, knowledge and understanding of how
science works. The course has been designed to engage and inspire students by showing how
an understanding of many contemporary issues requires a grasp of fundamental biological
ideas. Through their studies, students can discover the organisation and interrelationships of
molecules, organelles and cells, of organs and systems and of whole organisms within
communities as part of the broader concept of the ecosystem. Students will gain an
appreciation of the powerful influence of humans and their potential for changing living systems
and the environment, from a global perspective down to modifications at the molecular level as
illustrated by cloning and genetic manipulation.
AS
Unit Content Length Weighting
of Exam AS A
1 Lifestyle, transport, genes and health 1½ hr 40% 20%
Biological molecules, cellular
organisation, DNA/RNA and protein
synthesis, inheritance, gene mutations
and gene therapy and its social and
ethical issues
2 Development, plants and the 1½ hr 40% 20%
environment
Cellular organisation, meiosis, stem cell
research and its implications, biodiversity
and taxonomy, plant transport, uses
made of plant products
3 Practical biology and research skills 20% 10%
Students write a report of up to 2000
words as a record of a visit to a site of
biological interest or a report of research
into a biological topic.
Practical skills will also be assessed
during the course.
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13
A2
Unit Content Length Weighting
of Exam A Level
4 The natural environment and species 1½ hr 20%
survival
Photosynthesis, global warming, evolution,
nutrient recycling, DNA profiling and PCR,
microbes and disease
5 Energy, exercise and coordination 1½ hr 20%
Respiration, the heart, homeostasis, the nervous
and hormonal coordination, the effect of
exercise on the body, the brain structure and
chemical imbalances, the Human Genome
Project
6 Practical biology and investigative skills 10%
Students will complete a written report of an
experimental investigation, which they have
devised and carried out
LEARNING STRATEGIES AND RESOURCES
Individual enquiry, whether through research or practical work, is encouraged at all times. The
course is intensive and relies upon a wide range of learning strategies: observation,
experimentation and individual project work. It is likely that students studying the subject at A2
level will attend a residential field course. The cost will be in the region of £225.
CAREER/HIGHER EDUCATION OPPORTUNITIES
In the past, biology was largely descriptive; now, biologists take a far more functional approach,
working with chemists and physicists to find out by experimentation how the complex and
fascinating living world operates. Biologists are interested in every level of organisation: from
the biochemistry of sub-cellular life right through to the principles that govern the environment.
Many of the key issues facing mankind now and in the future are essentially biological:
populations, disease, conservation, genetic engineering, as well as an understanding of the
physiology, behaviour and evolution of humans. All this enables the student to see himself in
the context of nature as one amongst many species.
Biological expertise is applied within the pharmaceutical, medical, agricultural, environmental,
veterinary, microbiological, biotechnological, and food industries. Also, many biologists
successfully enter career areas not associated with the subject.
STUDENT COMMENT
“I decided to study A level biology because I am fascinated by the living world and the
processes which keep us alive. The course covers important advances in biology such as the
human genome project and its moral and ethical implications. It is a challenging subject: I
prefer the dynamic nature of biology compared to other subjects but particularly I enjoy learning
about how and why organisms function. Since I intend to study medicine, biology for me was
essential but I think the skills gained during the A level course are valuable for all walks of life.
BUSINESS STUDIES
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14
Course: Business Studies AS/A2 Level Board: AQA
COURSE DESCRIPTION
The course is designed to develop a critical understanding of organisations, the context in which
they operate, the markets they serve and the process of adding value, through a problem
solving approach to Business Studies.
AS
Unit Content Length Weighting
of Exam AS A
1 Planning and Financing a Business 1¼ hr 40% 20%
How to start a business, raise finance and the best
form of business structure.
Exam type - Case study
2 Managing a Business 1½ hr 60% 30%
How to grow a new business through managing its
Finances, People, Market and Operations.
Exam type - Case Study
A2
Unit Content Length Weighting
of Exam A Level
3 Strategies for Success 1¾ hr 25%
Understand how businesses compete and gain a
competitive advantage over each other
Exam type - Case study
4 The Business Environment and Managing Chance 1¾ hr 15%
The relationship of businesses to the environment that
surrounds them and how they are mutually dependent.
Exam type - Questions on prior research and essay
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15
LEARNING STRATEGIES AND RESOURCES
The subject starts with how an entrepreneur would start up a business, followed by how the
business could then grow and the problems it would face. The student is lead through of
process of understanding what makes a business work and how it can react within the
environment in order to ensure success.
Students are encouraged to personally undertake investigations of real businesses throughout
the two year course and we also aim to give students an appreciation of the real business world.
The final exam is reliant upon in-depth research on the real issues facing a business and how it
may react to them. Students are also encouraged to keep up to date with current business
news and developments.
CAREER/HIGHER EDUCATION REQUIREMENTS
Career opportunities branch out into all fields. Business Studies can be combined successfully
with a wide range of subjects and competition for business studies and management courses at
university are very strong because of the high regard placed on the subject in all fields of
industry, commerce and public organisations.
STUDENT COMMENT
“I think the Business Studies course offered by Wilson’s sixth form is excellent, partly because
of the teachers who have experience within the manufacturing and service sectors. I personally
enjoy the course because of my interest in business and I know this course will stand me in
good stead for the future. At the end of the course I hope to take a business studies degree
with a year in industry.”
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16
CHEMISTRY
Course: Chemistry AS/A2 Level Board:
AQA
COURSE DESCRIPTION
The aims of the course are to encourage students to develop their interest in and enthusiasm
for chemistry and how chemistry contributes to the success of an economy and society.
Students will develop essential knowledge and understanding of different areas of chemistry
and how they relate to each other. The course will provide a foundation for further study of
chemistry, or for students who wish to study medical sciences, engineering or other applied
sciences at university.
AS
Unit Content Length Weighting
of Exam AS A2
1 Foundation Chemistry 1¼ hr 33% 17%
Nuclear and electronic structure of atoms;
Isotopes and use of mass spectrometer;
Trends in group and period chemistry;
Chemical calculations (volumetric and molar);
Ionic, covalent and metallic bonding;
Intermolecular forces; shapes of molecules and ions;
Electronegativity and bond polarity
Organic functional groups and isomerism
Alkane chemistry and use as fuels
2 Chemistry in Action 1¾ hr 47% 23%
Chemical rates, collision theory and catalysis; Boltzman
distribution, dynamic equilibrium and Le Chatelier’s
principle
Energy (enthalpy) changes, Hess’ Law
Oxidation and reduction; redox reactions and redox
properties of halogens and halide ions
The extraction of metals haloalkanes, alkenes and
alcohols
Analytical techniques
3 Investigative and Practical Skills Internal 20% 10%
Quantitative, qualitative assessed practicals; Assessment
Making observations & measurements and analysing &
evaluating results in chemical experiments
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17
A2
Unit Content Length of Weighting
Exam A Level
4 Kinetics, Equilibria and Organic Chemistry 1¾ hr 20%
Chemical equilibrium & pH equilibiria;
Acid, base & buffer chemistry;
Rate graphs & rate equations and orders of reaction,
Nomenclature and Isomerism;
Carbonyl compounds; carboxylic acids, esters and their
derivatives; amines; amides; amino acids & proteins;
Benzene, phenols & aromatic compounds;
Organic synthesis and analysis by chromatography and
spectroscopy
5 Energetics, Redox and Inorganic Chemistry 1¾ hr 20%
Thermodynamics; entropy and enthalpy changes; Born-
Haber cycles, periodicity
Redox equilibria, electrode potentials; storage & fuel cells;
feasibility of reactions
Transition element properties, ligand substation reactions
and complex ion formation
6 Investigative and Practical Skills Internal 10%
Quantitative, qualitative assessed practicals; Assessment
Making observations & measurements and analysing &
evaluating results in chemical experiments
CAREER/HIGHER EDUCATION OPPORTUNITIES
Chemistry is all around us – it is about the very essence and quality of life and its continuous
improvement. A chemistry degree can take you anywhere from marine chemistry to chemical
engineering; food science to neurochemistry; environmental chemistry to biological chemistry;
pharmaceutical research, development and deployment. It is also an excellent preparation for a
business career. There are also openings for chemical graduates in marketing, scientific
journalism, patent work, lecturing and teaching.
Chemistry at A level is an essential subject for those who wish to pursue a career in medicine,
veterinary science, optometry, dentistry, pharmacy, pharmacology and forensic sciences.
Chemistry is also a significant component in the study of materials science; chemical
engineering; metallurgy; natural sciences; earth sciences; agricultural sciences; food
technology; bio-sciences and bio-technology.
STUDENT COMMENT
“Chemistry is a challenging subject that is highly regarded by both universities and potential
employers. It complements Physics or Biology A Level. I chose it due to the varied nature of
the course and the practical elements that help to relate the subject to the real world.”
“I knew that Chemistry would be a challenging and fun option choice. I also knew that it would
open many doors career-wise. So far I have been proven right!”
“I chose Chemistry because it offers an explanation for things that happen in the everyday
world. It also gives rise to the opportunity to perform practical experiments and experience what
you are learning first hand unlike other subjects where you may have to learn about it in a book
and just accept what you learn as fact.”
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CLASSICAL CIVILISATION
Course: Classical Civilisation AS/A2 level Board: OCR
COURSE DESCRIPTION
The course is designed to enable students to approach the Classical world of ancient Greece
and Rome without the need to have studied Latin or Greek; all our texts will be read in English
translation. The keynote of this subject is variety: underneath the Classical Civilisation umbrella
can be found topics as diverse as history, art and architecture, literary criticism, philosophy and
archaeology.
AS
AS may be taken after one or two years and comprises two units:
Unit Content Length Weighting
of exam AS A
1) Homer’s Odyssey and Society 11/2 hr 50% 25%
A critical study of Homer’s Odyssey, which tells the
famous story of Odysseus’ adventures on his way back
from the Trojan War, and the battle to regain his home
when he finally arrives. The poem is studied for its
literary qualities and also set against the social, historical
and archaeological background of the Greek Bronze
Age. The exam consists of two sections:
A. A passage for commentary, one from a choice of
two
B. One essay from a choice of three, with bullet
point guidance
2 Greek Tragedy in its context 11/2 hr 50% 25%
A close examination of four important Greek dramas:
Aeschylus’ Agamemnon, Sophocles’ Oedipus the King
and Euripides’ Medea and Bacchae. These seminal texts
are vital sources for the study of theatre, and provide
perspectives on ancient and modern society and
attitudes, religion and philosophy. The exam consists of
two sections:
A. A passage for commentary, one from a choice of
two
B. One essay from a choice of three, with bullet
point guidance
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A2
A2 will be taken after the second year and comprises two units:
Unit Content Length of Weighting
exam A Level
3 Art and Architecture in the Greek World 2 hr 25%
A study of the sculpture, architecture and painted
ceramics in the archaic and classical periods. The focus
of the topic is on visual source material. The exam
consists of two sections:
A. One commentary question from a choice of two
B. One essay from a choice of two
4 Virgil and the world of the hero 2 hr 25%
This unit involves reading Homer’s Iliad and Virgil’s
Aeneid. Both texts are studied in the context of their
social, historical, religious and political background. The
exam consists of two sections:
A. One commentary question from a choice of two
B. One essay from a choice of two
All assessment is by final examination.
ENTRY REQUIREMENTS
Normally, an A or A* is required at GCSE in English, Latin, Classical Greek or History. You
must complete the AS course in order to continue to A2. Classical Civilisation combines well
with related subjects such as History, Art and English, and offers an enjoyable one-stop arts
supplement to Maths/Science combinations.
LEARNING STRATEGIES AND RESOURCES
The course consists of four discrete units, two in the Lower and two in the Upper Sixth.
Depending on the topic, teaching will be based either on primary texts, or visual material such
as sculpture or archaeological remains. Extensive use is made in class of multimedia
presentations and video. Resources for this subject are published on the Classics Dept. pages
of the school web site.
CAREER/HIGHER EDUCATION OPPORTUNITIES
An AS/A2 in Classical Civilisation is comparable with other arts subjects (such as History,
French or English) for purposes of entry to employment or university. In most years some
students choose to pursue the subject to degree level. Classics courses for students without
Latin or Greek are now run by a large number of major universities (including Oxford), often in
combination with options from other arts-based courses. Classics degrees are at least as well
respected as any arts degree in the career marketplace, and graduates go on to all sorts of
careers, including business, insurance, accountancy, banking, civil service, media work and —
hopefully — teaching.
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COMPUTING
Course: Computing AS/A2 Level Board: OCR
COURSE DESCRIPTION
In today's workplace, those with knowledge and skills in computing have the opportunity to
pursue new and exciting careers and to be instrumental in the conception of computer systems
that increasingly shape our world. This course offers an opportunity to develop your
understanding of computer systems, the principles of computing (including programming) and
how these are applied. At A2 you also gain an understanding of systematic methods, such as
the use of algorithms and test strategies, the maintenance of computer systems and the skills
associated with documenting solutions.
AS
AS will be taken in the lower sixth after one year and comprises the following two units.
Unit Content Format Length Weighting
of Exam
AS A
1 Computer Fundamentals Exam 1½ hr 50% 25%
This theory underpins the rest of the
qualification as students investigate
characteristics of information systems,
data transmission and networking,
systems development life cycle and
implications of computer use.
2 Programming Techniques and Exam 1½ hr 50% 25%
Logical Methods
Practical experience to develop
understanding of designing, writing
and running computer programs
A2
Unit Content Format Length Weighting
of Exam A Level
3 Advanced Computing Theory Exam 2 hr 30%
Allows student to acquire extensive
knowledge of computing theory.
Traditional computing forms a basis for
knowledge which is developed further
to include modern trends.
4 Computing Project Coursework - 20%
This project is a substantial piece of
work, requiring analysis and design
over an extended period of time, which
is organised evaluated and presented
in a report.
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LEARNING STRATEGIES AND RESOURCES
The course is assessed by both practical and written elements and will include teacher directed
lessons as well as independent and practical learning. The course includes a project at A2,
worth 20% of the A level which requires students to work independently with support form the
teaching staff. Students will use Visual Basic as the main programming tool and will be
encouraged to develop solutions to programming problems. The course does include some
mathematical content and at least an A/A* in Mathematics at GCSE is required.
CAREER/HIGHER EDUCATION OPPORTUNITIES
This qualification provides a useful foundation of study for those students wanting to study
Computing at university. It also demonstrates skills of computer programming and logic which
are both extremely valuable as decision making tools in the modern world.
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DESIGN & TECHNOLOGY
Course: Design & Technology AS/A2 Level Board: OCR
COURSE DESCRIPTION
The course in design and technology is designed to enable students to:
1 make use of tacit knowledge and reflective practices in order to work on tasks that are
challenging and often require definition;
2 develop and sustain their creativity and innovative practice;
3 recognise and overcome challenges and constraints when working towards the
production of high-quality products;
4 develop a critical understanding of the influences of the processes and products of
design and technological activities from a contemporary and historical perspective;
5 draw on a range of skills and knowledge from other subject areas;
6 draw on and apply knowledge, understanding and skills of production processes to a
range of design and technology activities;
7 develop an understanding of contemporary design and technology practices;
8 use information and communications technology (ICT) and information handling skills to
enhance their design and technological capability;
9 recognise the values inherent in design and technological activities, and develop critical
evaluation skills in technical, aesthetic, ethical, economic, environmental, sustainable,
social, cultural and entrepreneurial contexts.
AS
Unit Content Method of Weighting
Assessment AS A
1 Advanced Innovation Challenge Internally set 40% 20%
The Advanced Innovation challenge is Externally marked
a design challenge assessing Externally moderated
candidates’ ability to design and
model a product and then reflect on
their design concept.
2 Product Study Internally set 60% 30%
The Product Study is a coursework Internally marked
unit. It consists of product analysis Externally moderated
and product development, prototype
modelling and testing.
A2
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Unit Content Method of Assessment Weighting
A Level
3 Design, Make and Evaluate Internally set 30%
Candidates are required to Internally marked
produce a coursework portfolio Externally moderated
and product that fully
demonstrates their designing,
making and evaluation skills
using creativity
4 Product Design Exam paper (written) - 2½hr 20%
This is a written paper that
consists of two components.
Component One follows a
common core format and relates
directly to the material focus:
Component Two assesses the
abilities of candidates to make
immediate design thinking
responses to a given situation.
LEARNING STRATEGIES AND RESOURCES
Individual industrial visits will be necessary to obtain research materials prior to designing and
manufacturing the Major project for unit 3 at A2. The latter may also be a source for
components and pre-manufactured hardware. Access to local industry and in house
demonstrations are incorporated into the practical and technological theory. Internet, libraries
and the departmental resource area are used for all major project developments.
CAREER/HIGHER EDUCATION OPPORTUNITIES
There are many courses which could be followed with design and technology. Mechanical and
automotive engineering have proved to be two of the most popular courses studied at university
by students from Wilson's. However, there are numerous other courses which can be
embarked upon following an engineering foundation course. Management courses are also
looking for candidates holding the above A level as many of the assessment statements are
entwined within the philosophy of this discipline.
STUDENT COMMENT
“Design and technology is very demanding but also relaxed and extremely enjoyable. The
atmosphere and relationships between staff and students are very close and friendly. You
begin the course by producing a small project, which provides an opportunity for the student to
learn and practise using all of the machines and tools in the technology lab. This is followed by
two coursework projects and in the second year the major project is undertaken where you are
free to build whatever you wish within reason. For most people this part of the course is the
main reason for choosing the subject.”
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24
ECONOMICS
Course: Economics AS/A2 Level Board: Edexcel
COURSE DESCRIPTION
Economics deals with some of the most challenging issues we face. Its range encompasses
both large scale government decisions which affect unemployment, inflation and development,
and the small scale decisions made by consumers and firms. The course is suitable for
students who are interested in playing a full part in society and have an interest in learning how
businesses and the government create benefits and economic wealth and conversely, how they
may create costs which society has to pay, such as those associated with pollution or the
housing market.
AS
Unit Content Length Weighting
of Exam AS A2
1 Competitive Markets – 1½ hr 50% 25%
How they work and why they fail
Students will study the nature of
economics and examine how the price
mechanism allocates resources in
markets such as oil and the stock
exchange. The unit also analyses the
nature of market failure, its causes and
possible policy remedies.
2 Managing the Economy 1½ hr 50% 25%
Students will study the key measures of
economic performance and the main
objectives and instruments of economic
policy.
A2
Unit Content Length Weighting
of Exam A Level
3 Business Economics and Economic 1½ hr 20%
Efficiency
Students will study how the pricing of and
nature of competition between firms is affected
by the number and size of market participants
both in theory and using real world examples.
4 The Global Economy 2 hr 30%
Students will be able to apply economic
models and access policies that might be used
to deal with economic problems in the global
economy.
LEARNING STRATEGIES AND RESOURCES
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25
Economists use models to help simplify and explain observations of the real world. These
models and techniques are developed using a variety of teaching and learning methods in
class. Students will need to keep up to date with current affairs as these form the basis for
many theories, as well as shaping the way in which we all live. Examples of resources are
available on the internet and from the Economics department at the school.
CAREER/HIGHER EDUCATION OPPORTUNITIES
Combining elements of the sciences and the arts, Economics A Level is a widely respected
qualification, providing a base for understanding and study in a variety of subjects and
vocations. It is of particular relevance to any of the social sciences and careers within the
financial and business sectors.
STUDENT COMMENT
“Economics is a fascinating subject as it is relevant to our daily lives. Current issues such as
how interest rates affect the economy and why some countries remain poor are interesting and
relevant. Controversial issues such as “High unemployment may be a price worth paying for
low inflation” often lead to lively discussions, which lead to a greater understanding of the
economic theories behind this and similar statements. The variety of skills gained whilst
studying economics can lead you in many directions. You soon realise that a successful
economist will learn how to analyse information, have high standards of numeracy, literacy and
communication, and develop problem solving and evaluation techniques.”
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26
ENGLISH LANGUAGE
Course: English Language Board: Edexcel
8EN0l/9EN01
COURSE DESCRIPTION
During this course students will study varieties of contemporary language and write for specific
genres, audiences and purposes. They will also study language diversity over time and in
global contexts, children’s spoken and written language and independently research a language
topic area.
AS
Unit Content Length Weighting
of Exam AS A
1 The study of varieties of contemporary 2¼ hr 60% 30%
language
Students will explore how language choices
reflect the identity of the user and how language
use varies in context. For assessment, students
will complete questions from two sections. The
data will be selected from material received as
written or received as spoken or received as
electronic.
2 Writing for specific genres, audiences and Coursework 40% 20%
purposes
Students will demonstrate their skills as writers.
They will explore the techniques of a variety of
genres in order to produce effective texts for
specific genres, audiences and purposes. For
assessment, students will submit a coursework
folder of 2000-2500 words comprising two
pieces of their own writing: one for a reading
audience and one for a listening audience, both
accompanied by commentaries.
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A2
Unit Content Length Weighting
of Exam A Level
3 Studying language diversity over time and 2¼ hr 30%
in global contexts; children’s spoken and
written language
Students will learn about origin, development
and variation of language. They will look at
how and why language has changed over time,
the development of English as a world
language and the development of children’s
spoken and written language. For assessment,
students will complete questions from two
sections.
4 Independently researching a language topic Coursework 20%
area
Students will identify an aspect of language
suitable for a research investigation, decide on
the focus of their investigation, collect data,
analyse it and draw relevant conclusions
relating to the focus of the investigation. For
assessment, students will present in 2000-
2500 words an investigation on a topic of their
own choice, using a methodology they have
selected.
LEARNING STRATEGIES AND RESOURCES
As this course involves studying a wide range of examples of language use, approaches to
teaching and learning in lessons will vary considerably depending on what is being studied.
Many lessons will involve discussion about texts and various oral and written tasks will be set to
enable students to develop their own skills in using language and demonstrate knowledge,
understanding and appreciation of language use. Where appropriate DVD and video
recordings, audio tapes and computer technology will be used to enhance learning and students
will be encouraged to read widely in order to develop knowledge relating to the contextual
background of texts.
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28
CAREER/HIGHER EDUCATION OPPORTUNITIES
Students with AS or A level English Language have a wide range of possible career and higher
education opportunities. Students will learn and use a wide variety of transferable skills during
the course. These include responding to spoken English and literary and non-literary texts,
developing skills in speaking and writing for different purposes and audiences and identifying
and developing the links between different parts of the subject. These skills are in demand from
employers and universities and are also valuable in their own right.
English Language can be studied as a single subject at university or can be combined with a
wide variety of other subjects. It could form a good basis for study in any arts-based subject in
combination with, for example, literature, history, media studies, philosophy, law, politics or
foreign languages.
Some students will also use their qualification to go straight into employment. Studying English
Language would prove a useful preparation for areas such as journalism, the media or the law.
STUDENT COMMENT
“Why did I choose to study AS English Language? I suppose it was because I could already
speak the language and thought that there wouldn’t be too much more to learn. How naïve! It
was not long before we were introduced to an array of technical terms: semantics, pragmatics,
morphology, phonology, hyperbole, etymology, schemata – what was that last one again? I
learned about the differences between written and spoken English, the way the use of English
varies according to purpose, audience and context, grammar and a number of other topics,
which might not sound particularly interesting but, come to think of it, I think I actually enjoyed
it.”
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29
ENGLISH LITERATURE
Course: English Literature B AS/A2 Level Board: AQA
2745
COURSE DESCRIPTION
During this course, in the first year students will pay close attention to how narrative works in
texts, make connections across texts through exploring their narratives and be introduced to
notions of genre through the study of drama. In the second year they will broaden their
understanding of genre and categorisation and extend their independent reading and
awareness of critical methods and reading.
AS
Unit Content Length Weighting
of Exam AS A
1 Aspects of Narrative 2 hr 60% 30%
Students will study two novels (at least one post
1990) and two poetry texts 1800-1945. For Open Book
assessment, students answer one question from
each of the two sections on the paper. Section
A will involve close analysis of narrative method
in one text. One question per text. Section B
will involve comparing an aspect of narrative
across three other texts. Choice of two
questions.
2 Dramatic Genres Coursework 40% 20%
Students will study a minimum of two texts
within the dramatic genre of Tragedy. For
assessment, students will produce a portfolio of
two pieces of written coursework (1200 – 1500
words each), one of which may be re-creative.
The first piece will be on an aspect of
dramatic/tragic genre with regard to a
Shakespeare play. The second piece will be on
an aspect of dramatic/tragic genre with regard to
another play.
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A2
Unit Content Length Weighting
of Exam A Level
3 Texts and Genres 2 hr 30%
Students will study a minimum of three texts
including at least one text 1300-1800. They will Closed Book
choose one topic area from a choice of two:
Elements of the Gothic and Elements of the
Pastoral. For assessment, students will answer
one question from each of two sections. Section
A will be a text specific question. One question
per text. Section B will involve comparing an
aspect of the chosen topic across at least three
texts. Choice of three questions.
4 Further and Independent Reading Coursework 20%
Students will study a minimum of three texts
including one pre-released anthology of critical
material. For assessment, they will produce a
portfolio of two pieces of written coursework
(1500-2000 words each). The first piece will be
a comparative study of an aspect of two texts.
The second piece will involve the application of
an aspect of a pre-released critical anthology to
a literary text.
LEARNING STRATEGIES AND RESOURCES
Most lessons take the form of discussion about texts and various oral and written tasks are set
to enable students to develop and demonstrate appreciation and understanding of works that
they have read through sharing ideas and personal study. Students are encouraged to read
widely in order to enhance their appreciation of literature and place a text within its historical and
literary context. The reading of biographies and autobiographies is also seen as a helpful way
of illuminating novels, plays and poems, as is the use, where appropriate, of DVD and video
recordings, audio tapes and computer technology. Visits to the theatre and cinema are
encouraged and sometimes organised.
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31
CAREER/HIGHER EDUCATION OPPORTUNITIES
Students with AS or A level English Literature have a wide range of possible career and higher
education opportunities. They will learn and use a wide variety of transferable skills during the
course. These include writing for a variety of purposes, responding to literary texts, expressing
informed and independent opinions and identifying and developing the links between different
parts of the subject. These skills are in demand from employers and universities and are also
valuable in their own right.
English Literature can be studied as a single subject at university or can be combined with a
wide variety of other subjects. It could form a good basis for study in any arts-based subject in
combination with, for example, history, media studies, philosophy, law, politics or languages.
Some students will also use their qualification to go straight into employment. Studying English
Literature would prove a useful preparation for areas such as journalism, the media or the law.
STUDENT COMMENT
“English Literature at AS and A level is a highly rewarding, challenging and enjoyable subject. It
has given me the opportunity not only to develop my powers of analysis but also to study a
whole range of the theological, philosophical and political contexts. I feel it has broadened my
cultural awareness and encouraged me to develop my own thought to a greater extent than
perhaps any other subject.”
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32
FRENCH
Course: French AS/A2 Level Board: Edexcel
COURSE DESCRIPTION
The aims of the course are:
(a) to develop a high level of competence in communication skills in French,
(b) to promote an awareness of aspects of francophone society,
(c) to develop study skills as a preparation for further study, the world of work and
leisure,
(d) to offer an intellectual challenge to the students,
(e) to encourage a lifelong interest in matters linguistic and the French speaking
world.
Content
The course is modular and it is anticipated that two units will be taken at the end of the lower
sixth year, the final two units will be taken at the end of the upper sixth. Retakes may be
attempted, in consultation with members of staff, in either the January or summer sessions of
examinations. The language work will deal with up to date topics and cover a broad range of
interests. The general content of the course will be sourced from many media and will cover a
wide range of topics. In the upper sixth the breadth of study will broadened by the addition of
further topics. Successful completion of this course will give students a solid grounding in
language skills and knowledge of the culture and society of the francophone world.
AS
Unit Level Content Length Weighting
of Exam AS A
6FR01 AS Spoken Expression and 8-10 mins. 30% 15%
Response in French
6FR02 AS Understanding and Written 2 ½ hrs. 70% 35%
Response in French
3 sections:-
A – Listening comprehension
(max 45 mins)
B – Reading comprehension
C – Writing task
(200 – 220 words)
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A2
Unit Level Content Length Weighting
of Exam A Level
6FR03 A2 Understanding and Spoken 11-13 mins. 17.5%
Response in French
6FR03 A2 Research, Understanding and 2 ½ hrs. 32.5%
Written Response in French
LEARNING STRATEGIES AND RESOURCES
All students will be encouraged to visit France with a view to practising what has been acquired
in lessons. A full programme of individual research runs parallel to work in class. Students are
encouraged to develop their own interests but using French as the medium to discuss them. A
variety of media will provide the basis for discussion and written work. All students work with
the Foreign Language Assistant.
CAREER/HIGHER EDUCATION OPPORTUNITIES
Students who study a modern foreign language to an advanced level are less likely than their
contemporaries in other fields of academic study to find themselves unemployed at the end of
their course (source: University of Wales, Bangor). Many firms are eager to employ staff who
have mastered a modern foreign language. Studying French at Sixth Form level obviously
prepares you to continue studying the language at university but it can also be studied as an
adjunct to other courses: many institutions offer dual degrees in a language and another area of
study, for example French and Law or French and Business.
STUDENT COMMENT
“Studying French at AS level is a painless progression from GCSE. It builds on previous
knowledge and the topics covered are varied, interesting and also relevant when it comes to
visiting France. French offers the chance to study a language that is becoming increasingly
prominent in today’s Europe-orientated world of business. I have found using it for real is a very
rewarding experience.”
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GEOGRAPHY
Course: Geography AS/A2 Level Board: AQA
COURSE DESCRIPTION
The geography syllabus provides a balanced geographical education which builds on GCSE
knowledge. The content is taught to emphasise the unity of the subject through reference to the
concepts, theories, principles and practice appropriate to the study of both physical and human
geography.
AS
The two AS units will be taken at the end of the Lower Sixth (Year 12). All questions in unit 1
will have a common format being based on a structured short essay style. Unit 2 is an
examination testing candidates’ ability to plan, present, analyse and interpret data related to
their own primary fieldwork research undertaken on the March fieldtrip.
Unit Content Length of Weighting
exam
1 Physical and Human Geography. 2 hr 35%
Core Physical-rivers, floods and their management
Plus one other from Cold environments, Coastal
environments or Hot deserts and their margins.
Core Human-Global population change
Plus one other from Food supply issues, Energy issues or
Health
2 Applied Geography-Skills paper. 1 hr 15%
Context of Q1 will arise from core unit of unit 1
Q2 will assess any geographical fieldwork undertaken
There is an emphasis on practical mapwork, statistical analysis and problem-solving skills
throughout. The required field studies for the coursework is supplied by a field course in the
Spring Term of the lower sixth.
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35
A2
A2 will be taken at the end of the Upper Sixth (Year 13) and comprises two units. All questions
in the two units will be of a semi-structured essay style.
Unit Content Length Weighting
of Exam A Level
3 Contemporary Geographical Issues 2½ hr 30%
Candidates will answer three questions
One Physical structured question from the taught options
(this could include Plate tectonics, Weather and Climate or
Challenges facing ecosystems)
One Human structured question from the taught options
(this could include World cities, Development and
globalisation or Contemporary conflicts and challenges)
One extended essay on either 1 Physical or 1 Human topic
4 A choice: 1½ hr 20%
4A-Geography Fieldwork investigation
Fieldwork externally assessed in an exam. Candidates’
understanding of their own fieldwork will be examined
through generic questions OR
4B-Geographical issue evaluation
An issue evaluation based on pre-released material
(2 months) including elements of enquiry skills.
LEARNING STRATEGIES AND RESOURCES
The geography department uses a whole range of teaching and learning styles – some teacher
led, others pupil led. This will include practical mapwork, statistics and problem solving
exercises. In preparation for the compulsory coursework component for the examination, field
research, data collection analysis and presentation skills form an integral part of the techniques
for geography. We therefore run several field trips for the lower sixth including a residential trip
in March.
CAREER/HIGHER EDUCATION OPPORTUNITIES
Geography is often chosen by students who do not want to specialise too rigidly at 16+, but it is
a challenging, respected and useful degree subject at university which can lead into either a
BSc or BA degree in geography or into other associated degrees such as oceanography,
marine studies, environmental management, town planning, etc. In terms of employment it is a
subject that provides many openings in business management and the professions, the armed
services, the civil service and local government. It is highly regarded as a broad-based subject
relevant to topical issues and future problems on local and global issues.
STUDENT COMMENT
“As a subject that combines a variety of disciplines, I find that it always keeps me interested and
thirsty for more knowledge. I have found that it ties in excellently with my other two A2 choices
– biology and chemistry. Next year I hope to continue my geographical studies by taking the
natural sciences course at Durham University – focusing on biology, geography, geology and
anthropology. Geography can be classified as an arts, science or social science and thus
opens many doors other subjects would not. I recommend it to anyone with a genuine interest
in current affairs, the environment, science or an interest in travel and the world around them!”
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GERMAN
Course: German AS/A2 Level Board: Edexcel
COURSE DESCRIPTION
The aims of the course are -
(a) to develop a high level of communication skills and linguistic competence in
German
(b) to develop awareness of various aspects of a society or societies in which the
target language is spoken
(c) to develop study skills as a preparation for the world of work, further study,
training or leisure
(d) to extend students intellectually
(e) to be enjoyable, interesting and relevant to the needs of students
Content
The course is modular and it is anticipated that two units will be taken at the end of the lower
sixth year. There are four units in all. The first two units form the AS level and they constitute
50% of the A level syllabus. The teaching and testing are almost exclusively in German.
AS
Unit Content Length Weighting
of Exam AS A
1 Spoken Expressions and Response in 8 – 10 mins 30% 15%
German
Oral based on general topic area
chosen by student
2 Understanding and written response 2½ hr 70% 35%
in German
3 sections:-
A – Listening comprehension
(max 45 mins)
B – Reading comprehension
C – Writing task
(200 – 220 words)
A2
Unit Content Length Weighting Weighting
of Exam A2 Level A Level
3 Oral discussion of issues 11-13 min 35% 17.5%
4 Research, understanding and written 2½ hr 65% 32.5%
response in German
3 Sections:-
A – Short translation into German
B – Language essay
C – Research-based essay (240 –
270 words)
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LEARNING STRATEGIES AND RESOURCES
In the course itself, communication and effective practical use of language are of prime
consideration and consequently German will be the principal language of communication and
instruction.
At all times during the course emphasis will be placed on what students can achieve in the
language. Positive aspects of work submitted will be identified and rewarded. Much of the work
covered will be based on contemporary authentic materials and is likely to involve integrated
and cross-curricular skills.
CAREER/HIGHER EDUCATION OPPORTUNITIES
The A level course is intended for those students who want to study the language at university
either on a traditional languages course or on one of the many business, scientific, legal or
engineering courses which now include a language component (1393 – UCAS 2007). These
are a direct result of the growing awareness within business and academic circles of the
increasing desirability of advanced skills in at least one foreign language which are clearly now
recognised as an asset within the job market.
The aim of the AS German course is to enable pupils in the sixth form to continue, as their
contemporaries in other EU countries do, with the study of a modern European language in a
practical context. The ability to communicate in more than one language is becoming
increasingly apparent in many aspects of contemporary business and scientific life and this is
reflected in the growing number of ‘scientific’ courses at universities which are also offering a
language option or element. It is also to be seen as an opportunity to improve your language
skills beyond mere ‘tourist’ German and to enable you to hold a conversation, expressing views
and opinions, with a native speaker. Employment and career opportunities are greatly
enhanced for applicants who can demonstrate a higher level of linguistic competence.
STUDENT COMMENT
“I studied German at A level because it is an increasingly important language in both commerce
and industry. It is a language of amazing breadth and diversity but because of its logical
construction and pronunciation it is a comparatively easy language to learn.”
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GOVERNMENT AND POLITICS
Course: Government and Politics AS/A2 Level Board: Edexcel
COURSE DESCRIPTION
There are four units- two at AS and two at A2. The combined course covers British Politics,
ideologies of the modern world and global issues. An interest in current affairs is essential.
The focus of AS is the structure and functioning of the British political system. We look at how
the British system has come under increasing pressure both from demands for greater
autonomy from the non English parts of the UK and also from membership of the European
Union which is exerting an increasingly important role on the UK.
AS
Unit Content Length Weighting
of Exam AS A
1 People and Politics 1 hr 20 50% 25%
What are the processes and institutions by which
people can become engaged in politics in a liberal
democracy- we look at political parties and
pressure groups, elections and referenda. To what
extent are people engaged in politics- does it
matter that voter turnout at elections is in decline?
2 Governing the UK 1 hr 20 50% 25%
How is the UK governed? Where does power lie in
the British political system? Has the position of the
Prime Minister become presidential? How effective
is Parliament- is it merely a rubber stamp? What is
the constitution and why has it become a major
political issue since 1997? What is the significance
of the Human Rights Act and what powers do
judges have? Is the UK becoming absorbed into a
quasi federal United States of Europe?
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A2
Unit Content Length Weighting
of Exam A Level
3 Introducing Political Ideologies 1 hr 20 25%
Here we focus on Liberalism, Socialism and Conservatism,
the three major ideologies which have shaped the
development of modern political systems. Has
globalisation and the collapse of communism in the former
soviet bloc meant the ultimate triumph of conservative
ideals and those of the free market? Another ideological
tradition we consider is Anarchism.
4 Other Ideological Traditions 1½ hr 25%
Here we focus on those ideologies which have emerged
from the four dominant ideologies studied in unit 3. These
are Nationalism, Multi Culturalism, Feminism and
Ecologism. We consider questions such as does the
nation state any longer have any real meaning as a source
of identity? What is meant by multiculturalism and does it
really exist? What are the different types of feminism?
Why has a separate ideology of Ecologism emerged and
how significant is it as a distinct political ideology in a
global warming world?
LEARNING STRATEGIES AND RESOURCES
A wide range of skills is required and will be enhanced by this course. In particular:
Communication Written and oral
Information Technology Presenting arguments, researching
topics
Problem Solving Personal research
You will be involved in class discussions, group activity, making presentations, visits to
conferences, individual tutoring, reading and research. To be successful students need
to read widely and carefully. You will need to be interested in current affairs and be
prepared to regularly read a quality newspaper and to show interest in relevant current
affairs’ programmes.
CAREER/HIGHER EDUCATION OPPORTUNITIES
People with Politics qualifications are found in many walks of life, from the media,
business, economics, law and administration to name but a few.
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HISTORY
Course: History AS/A2 Level Board: AQA
COURSE DESCRIPTION
The course looks at aspects of the 19th and 20th centuries in Britain, Italy and continental
Europe. The focus of AS is on contrasts - the failure of democracy and the rise of fascism in
Italy and the rise of a secure parliamentary state in the UK. At A2, we continue our study of
British History exploring the changing role of the British state in people’s lives in the later 19th
and early 20th centuries. For the coursework, we offer a study of Germany between 1870-1975.
The focus is on change.
AS
Unit Content Length Weighting
of Exam AS A
1 Britain, 1815-1865 1hr 15 50% 25%
This unit focuses on the development of Britain in
the fifty years immediately after the ending of the
Napoleonic Wars. It was a time of rapid social
and economic change associated with the
industrialisation of Britain and rising population.
We look at the stresses and strains this caused
and how Britain evolved peacefully rather than
through revolution. We also look at Britain’s
changing role in foreign affairs.
2 A New Roman Empire? Mussolini’s Italy 1922- 1hr 30 50% 25%
1945
The focus is on the rise of Italian Fascism, the
antithesis to parliamentary democracy. We
examine why Italy succumbed so quickly to
authoritarian rule and the extent to which
Mussolini fascitised Italy. We evaluate the
success of the new Italy in building a new Roman
Empire in the Mediterranean and why the regime
collapsed 1943-1945.
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A2
Unit Content Length Weighting
of Exam A Level
3 British state and people, 1865-1915 1hr 30 30%
In this unit we build on what was studied at AS.
However, the focus is primarily on the changing
relationship between the state and people, namely
the rise of bigger government as the state intervened
in order to meet the demands of a more complex,
urban society. Indeed, the groundwork of parts of
the welfare state today was laid in the early years of
the twentieth century.
4 Germany in transition, 1870-1975 - internally n/a 20%
assessed unit
This is the coursework unit. The focus will be on
regime change. Each candidate will have to submit
a personal study of 3500 words which must cover a
period of 100 years between the dates of 1870 and
1975.
LEARNING STRATEGIES AND RESOURCES
A wide range of skills is required and will be enhanced by this course. In particular:
Communication Written and oral
Information Technology Presenting arguments, researching topics
Problem Solving Personal research
You will be involved in class discussions, group activity, making presentations, visits to
conferences, individual tutoring, reading, essay writing and research. To be successful students
need to read widely and carefully
CAREER/HIGHER EDUCATION OPPORTUNITIES
People with history qualifications are found in many walks of life, from government to local
administration, from the boardroom to the theatre, from the high courts of justice, to the lecture
hall and the classroom.
STUDENT COMMENT
“I wasn’t sure whether or not to study history at A level but I’m glad that I did. I have really
developed my analytical skills and I have found it very satisfying to gain in-depth knowledge and
understanding of English and German history in the 19th and 20th centuries. High quality
teaching and instruction makes Wilson’s a great place to study A level history.”
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42
LATIN
Course: Latin AS/A2 level Board: OCR
COURSE DESCRIPTION
This subject offers you the opportunity to study elements of the language and literature of the
Classical world, acquiring in the process some understanding of the culture, politics and social
life of Rome at significant periods in its history. It is primarily designed for students who have
already completed Latin GCSE to a satisfactory level. Other subjects which would go well with
Latin are English, other languages, Mathematics, History or Classical Civilisation.
AS
Unit Content Length Weighting
of exam AS A
1 Latin Language 1½ hr 50% 25%
1. Translation of an adapted piece of Latin
prose, based on the vocabulary of the AS
defined word list.
2. Either English into Latin sentences or a
further unseen passage (Cicero)
2 Latin Verse and Prose Literature 1½ hr 50% 25%
Set texts, approximately 225 lines each from Ovid’s
Metamorphoses and Cicero’s In Catilinam.
Questions, as at GCSE, will involve understanding,
literary appreciation and translation
A2
Unit Content Length of Weighting
exam A Level
3 Latin Verse 2 hr 25%
In preparing for this unit, you will have the
opportunity to continue your study of Latin literature,
in greater depth and at greater length. The exam has
two sections:
A. Prescribed verse literature (commentary and
essay)
B. Unseen passage of 10 lines for translation
and comprehension.
4 Latin Prose 2 hr 25%
A. Prescribed prose literature
B. Either unseen passage of 10 lines for
translation and comprehension or English
into Latin translation
All assessment is by final examination.
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CLASSICS
It may be possible to combine one paper in Latin (free choice of the two) with one paper of
Classical Civilisation. This leads to an AS (or A2) qualification in ‘Classics’.
LEARNING STRATEGIES AND RESOURCES
In each year of the course, the units will be taught alongside each other, with some lessons
devoted to language and others to the study of literature. The pace and style of the course will
continue in a vein similar to that of the Year 11 Latin GCSE course. Resources for this subject
will be published on the Classics pages of the school web site.
CAREER/HIGHER EDUCATION OPPORTUNITIES
With a qualification in Latin you could go on to Higher Education or directly into employment.
Employers and Admissions Tutors particularly prize the analytical skills and intellectual flexibility
developed in this course.
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MATHEMATICS
Course: Mathematics AS/A2 Level Board: OCR
COURSE DESCRIPTION
Content
AS/A2 Mathematics is a broad based mathematics course that not only covers the essential
elements of pure mathematics but also provides an introduction to applied mathematics through
modules in Probability and Statistics and Mechanics.
Assessment Arrangements
The two year course is split into six modules of equal weighting, each assessed through an
examination sat in January or June of the Lower or Upper Sixth. Four of the modules (Core
Mathematics 1–4) are about topics in pure mathematics and two of the modules are about
topics in applied mathematics. Candidates who have successfully completed an accelerated
programme in Key Stage 4 including a satisfactory result in Core Mathematics I in Year 11
follow an enriched course which covers this material at an accelerated pace. This gives
students the opportunity to study AS Further Mathematics in the Upper Sixth as part of their
mathematics option.
The contents of the units are:
AS
Unit Content Length Weighting
of Exam AS A
C1 Core Mathematics 1 extends students’ learning in 1½ hr 33⅓% 16⅔%
familiar GCSE topics such as quadratics, indices
and straight line graphs. Students will also be
introduced to new topics: the key new material
being differentiation.
C2 Core Mathematics 2 builds on students’ GCSE 1½ hr 33⅓% 16⅔%
trigonometry and algebra knowledge as well as
introducing the new topics sequences, series,
integration and logarithms.
S1 Probability and Statistics 1. Students will already 1½ hr 33⅓% 16⅔%
be familiar, from GCSE, with ways of displaying
and interpreting data such as scatter diagrams
and box plots. In this module students will build
on this knowledge with a more formal approach to
statistics and probability, including work on
discrete random variables and bivariate data.
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45
A2
Unit Content Length Weighting
of Exam A Level
C3 Core Mathematics 3 extends the core work completed 1½ hr 16⅔%
in the AS with further work on algebra, functions,
trigonometry, the exponential function, differentiation,
integration and numerical methods.
C4 Core Mathematics 4 extends the work completed in 1½ hr 16⅔%
Core Mathematics 3, notably introducing differential
equations. A new topic, vectors, is also included in this
module.
M1 Mechanics 1 is about using mathematical models of 1½ hr 16⅔%
physical situations to investigate the forces causing an
object to move or remain stationary as well as studying
the motion of objects that are thrown or dropped.
LEARNING STRATEGIES AND RESOURCES
Students learn mathematics through investigation and discussion lead by their teachers along
with plenty of opportunities to work independently to consolidate their learning. Homework is an
essential part of the learning process. The interactive whiteboard is often used to bring ICT
resources into the classroom, particularly through the use of Autograph. Students are taught in
small groups by experienced and well-qualified teachers and have regular assessments to
monitor their progress.
Students have the opportunity to enrich their learning at a problem solving club and by attending
mathematics lectures, including our own Mathematics Circle lectures. The mathematics section
of the library is an excellent resource for investigating alternative approaches to the material
covered or broadening mathematics knowledge beyond the confines of the A level course.
Students planning to read a mathematical course at university will receive support with their
university application and entrance exams such as STEP.
CAREER/HIGHER EDUCATION OPPORTUNITIES
Mathematics at A level is widely recognised by both employers and admission tutors as a most
desirable qualification. Apart from standing on its own as a subject it is very versatile in that it
can be combined with many other courses of study.
Mathematics can be put alongside most other A levels and should not necessarily be thought of
as a companion of the sciences. In certain disciplines at degree level, A Level mathematics is
essential - these would certainly include physics and engineering degrees.
STUDENT COMMENT
“I studied maths because of the endless possibilities it opened up for university courses – all
universities rate it highly – and for my future career. The maths department has an array of
dedicated teachers who help develop the analytical and evaluative skills required to become a
successful mathematician. The maths AS/A level course is very thought provoking and tackles
a broad range of topics and in addition there is also the opportunity to undertake further maths
and Cambridge STEP papers which fully extend the gifted mathematician.”
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46
FURTHER MATHEMATICS
Course: Further Mathematics AS/A2 Level Board: OCR
COURSE DESCRIPTION
Content
This course can only be taken in addition to A2 Mathematics as it extends all elements of this
course as well as introducing a new branch of applied mathematics (Decision Mathematics). It
is a fantastic preparation for university courses with a large mathematical content. Students
currently at Wilson’s should have already completed module Core 1 in Year 11 to be eligible for
this course. Any student who has not completed Core 1 in Year 11 and wishes to take AS
Further Mathematics will have the option to attended extra lessons to complete this course; this
does not need to be specified in advance. Any Wilson’s student who has not completed Core 1
in Year 11 and wishes to take A2 Further Mathematics must agree this with the Director of
Mathematics.
Assessment Arrangements
The two year course is split into six modules of equal weighting, each assessed through an
exam.
The AS course consists of FP1, D1 and one of S2 or M2.
AS
Unit Content Length Weighting
of Exam AS A
FP1 Further Pure Mathematics 1 introduces some 1½ hr 33⅓% 16⅔%
key topics in pure mathematics, with a more
rigorous proof based approach than the Core
modules. In particular students study
matrices, complex numbers, series and
proof.
D1 Decision Mathematics is the use of discrete 1½ hr 33⅓% 16⅔%
maths to solve practical problems such as
how to deliver all the mail to every street in a
village in the shortest time. The aim is to
derive algorithms (sets of instructions) that
find efficient solutions.
S2 Probability and Statistics 2 covers some 1½ hr 33⅓% 16⅔%
essential topics for application in many other
subjects such as biology and economics.
This includes continuous random variables,
the normal distribution, the Poisson
distribution, sampling and hypothesis testing.
M2 Mechanics 2 1½ hr 33⅓% 16⅔%
Centre of mass, equilibrium of a rigid body,
motion of a projectile, uniform motion in a
circle, coefficient of restitution and impulse,
energy, work and power.
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A2
The A2 course consists of a further two modules from the list given below and whichever
of S2 and M2 was not studied for the AS course. We cannot guarantee that all these
courses will be taught every year. All modules build on prior learning from related modules and
introduce the new topics listed below.
Unit Content Length Weighting
of Exam A Level
FP2 Further Pure Mathematics 2 1½ hr 16⅔%
Rational functions and graphs, polar coordinates,
hyperbolic functions, calculus, numerical methods.
FP3 Further Pure Mathematics 3 1½ hr 16⅔%
Differential equations, vectors, complex numbers,
groups.
S3 Probability and Statistics 3 1½ hr 16⅔%
Linear combinations of random variables, confidence
intervals and the t distribution, tests for the difference of
population means and proportions and the Chi squared
tests.
M3 Mechanics 3 1½ hr 16⅔%
Equilibrium of rigid bodies in contact, elastic strings and
springs, impulse and momentum in two dimensions,
motion in a vertical circle, linear motion under a variable
force and simple harmonic motion.
LEARNING STRATEGIES AND RESOURCES
This course is taught at an accelerated pace and students are encouraged to work on their own
initiative. Students are encouraged to develop their skills in applying mathematical knowledge
in unfamiliar situations as well as increasing their mathematical knowledge. All further
mathematics students also take the Senior Maths Challenge, a fantastic opportunity to use their
problem solving skills.
Students have the opportunity to enrich their learning at problem solving club and by attending
mathematics lectures, including our own Mathematics Circle lectures. The mathematics section
of the library is an excellent resource for investigating alternative approaches to the material
covered or broadening mathematics knowledge beyond the confines of the A level course.
Students planning to read a mathematical course at university will receive support with their
university application and entrance exams such as STEP.
CAREER/HIGHER EDUCATION OPPORTUNITIES
This course provides an excellent preparation for any degree course with a substantial
mathematical content and completing such a challenging course sets students apart from the
crowd in university applications. Increasingly some of the best Mathematics, Engineering and
Physics departments are look for students who have studied Further Mathematics.
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MEDIA STUDIES
Course: Media Studies AS/A2 level Board: OCR
COURSE DESCRIPTION
Media Studies seeks to empower students and to transform their passive relationship with the
media into an active, critical engagement.
The subject offers you the opportunity to combine a theoretical understanding of the mass
media in society with the methods of analysing media texts (eg television programmes, films,
advertising, music, the internet and the press) together with the development of practical skills
for media production.
The course also aims to enable you to learn how media industries operate and to research and
investigate issues about the role of media and their audiences while undertaking significant
media productions of your own. Our past students have been very successful on this course
and Wilson’s achieved the best AS and A Level results in the country in 2005, 2007 and 2008
according to The Good School’s Guide.
AS
Unit Level Content Length of Weighting
Exam AS A
1 AS Foundation Portfolio in Media Coursework 50% 25%
This is a coursework unit where you will produce
two paired media artefacts from a series of briefs.
This process involves progression from a pre-
production, preliminary exercise to a more fully
realised piece. For example, a storyboard for a
music video, a music video and a CD cover for
that band/artist.
2 AS Key Media Concepts (TV Drama) -Examination 2 hour 50% 25%
This paper covers the two areas of Textual
Analysis and Representation alongside
Institutions and Audiences. In Section A,
candidates answer questions on an unseen
moving image extract from a television drama
that is then linked to some aspect of the
representation within the sequence. For example,
how do camera angles lead to representations of
race or gender? In Section B, candidates study a
specific media industry from a choice of: film,
music, newspapers, radio, magazines or video
games.
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A2
3 A2 Advanced Portfolio in Media Coursework 25%
This is a coursework unit where candidates
engage with contemporary media technologies to
produce a media portfolio through a combination
of two or more media and then present their
research, planning and evaluation in two or more
forms. This is a development of the skills from L6.
4 A2 Critical Perspectives (Examination) 2 hour 25%
This paper covers the two areas of Theoretical
Evaluation of Production alongside a study of
Contemporary Media Issues. In Section A,
candidates describe and evaluate their skills
development in their production work and then
select one production to evaluate in relation to a
media concept. In Section B, candidates choose
one topic and then demonstrate their
understanding of a contemporary issue through a
range of texts
LEARNING STRATEGIES AND RESOURCES
The subject is designed to enable students to work independently and to develop knowledge,
experience and enjoyment of the media while demonstrating considerable technical, creative
and evaluative skills. Students have the opportunity to use ‘state of the art’ equipment and film
editing software packages such as iMovie and Final Cut Pro that have been used by
professional filmmakers in Hollywood and various television studios. We use Apple Mac
computers and have recently purchased the new G5 machines. We are always investing in
reading material for the library and each student is issued with a textbook at the beginning of the
course.
CAREER/HIGHER EDUCATION OPPORTUNITIES
AS/A2 media studies is a subject that can be combined with many different subjects in the sixth
form. It is particularly well suited to complement English Literature and/or Art.
Research shows that media studies graduates are more likely to gain employment in a variety of
careers than the average of all other subjects. Results in media studies have been outstanding
and students who have left Wilson’s recently have gone onto film schools and the best
universities for the subject across the country.
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MUSIC
Course: Music AS/A2 Level Board: Edexcel
COURSE DESCRIPTION
The A level Music course develops a wide range of musical skills, introducing students to a
variety of styles of composition and performance and developing analytical and listening skills.
The vast majority of A level musicians will have achieved highly at GCSE, but it is possible to
access the course without having studied a specific GCSE specification. To do well at A level,
students should be aspiring to the highest instrumental grades and be receiving regular
professional instrumental lessons. It is also essential that students participate in departmental
ensembles.
Students will have valuable access to the department’s ICT resources, instruments, and other
equipment. They will be given the chance to direct instrumental groups, meet professional
musicians, and attend live music events.
AS
Unit Content Length Weighting
of Exam AS A
1 Performing
5-6 minutes of continuous performance. Coursework 30% 15%
2 Composing
Compose a 3 minute piece from a Coursework 30% 15%
chosen brief and write CD sleeve notes under supervised
to accompany your composition exam conditions
3 Developing Musical Understanding
Listening paper 2 hr 40% 20%
Investigating musical styles
Understanding chords and lines
A2
Unit Content Length Weighting
of Exam A Level
4 Extended Performance
Students will perform for a total of 12-15 Coursework 15%
minutes on any instrument in any style.
5 Composition and Technical Study
Students complete two tasks in this unit from Coursework 15%
either one composition and one technical study under supervised
or two compositions or two technical studies exam conditions
6 Further Musical Understanding
Aural analysis 2 hr 20%
Music in context
Continuity and change in instrumental music
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CAREER/HIGHER EDUCATION OPPORTUNITIES
In many cases students will pursue the subject beyond A level at music colleges and
universities, and some will continue into a career in performing, music technology, composing or
teaching. Music is an excellent subject for students hoping to study medicine, law or other
unrelated subjects as it develops lateral thinking, broadens the mind and reinforces effective
learning strategies; this is a highly respected A level at elite universities (it is on Cambridge
University’s ‘A-list’ of ‘suitable A level courses’).
STUDENT COMMENT
“Small teaching groups make for very friendly relations between the teachers and pupils. My
confidence and performance standards have improved as a result. The lively atmosphere
stimulates creativity and broadens our musical horizons.”
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PHILOSOPHY
Course: Philosophy AS/A2 Level Board: AQA
COURSE DESCRIPTION
Philosophy is best seen as asking and attempting to answer questions in a search for the truth.
What do we know? How do we know it? What is it that knows? What is our “mind”? Do we
have a soul? Is there a God? Can we prove God’s existence? Can we know our own minds?
What is a person? These are just a few of the questions that will be discussed during the
course. You will also be introduced to a number of seminal works of philosophy.
Philosophy is a subject that will appeal particularly to those who enjoy discussion and debate,
who are prepared to think hard about abstract questions and not settle for superficial answers,
who enjoy reading and who are prepared to work hard at expressing themselves clearly and
precisely both orally and in writing. No previous knowledge of philosophy is required to study
the subject. Philosophy works well in any combination or art or science subjects and can be
studied alongside Religious Studies.
AS
Unit Content Length Weighting
of Exam AS A
1 An Introduction to Philosophy 1 1½ hr 50% 25%
This unit seeks to introduce students to three of the
major areas that have occupied Philosophers’
thinking -Epistemology, the Philosophy of Religion
and Personhood.
In Epistemology, students examine the role of both
reason and experience in how we find knowledge.
The Philosophy of Religion looks at the Idea of God
and how this idea has generated a constellation of
divine attributes. Students examine the philosophical
problems raised by these attributes and whether or
not we can prove God’s existence from the idea of
God alone. Psychological theories for the origins of
the idea of God are also studied. Students will also
consider what it means to be a ‘Person’ and evaluate
the rights and morals raised by this concept of
personhood.
2 An Introduction to Philosophy 2 1½ hr 50% 25%
Students then build on these initial themes in the
second unit. Studies in Epistemology then focus on
Realism and Idealism. In the Philosophy of Religion
students examine the Design Argument, the Problem
of Evil and the Religious Point of View. Students will
also study a module on Free Will and Determinism.
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A2
The A2 course stretches and enhances students’ knowledge of philosophy by examining in new
depth an area of philosophy and analysing a core text.
Unit Content Length of Weighting
Exam A level
3 Key Themes in Philosophy 2 hr 30%
Epistemology and Metaphysics
Students build on their studies in these fields in A/S
and will analyse how philosophers have refuted
scepticism, debate whether objective knowledge is
ever possible and discuss whether we can have
knowledge of particulars and universals or just the
former. Students will continue their study of the
Philosophy of Religion by exploring arguments for
God’s existence and whether or not religion has been
‘explained away’ by social science. They will evaluate
the nature of ‘faith’ and consider whether or not it is it
more rational to choose to believe in God than
choosing atheism or agnosticism? To what extent can
we ‘choose’ what to believe?
4 Philosophical Problems 1 hr 20%
Students will examine a set text (Hume: An Enquiry
Concerning Human Understanding) and assess its
impact on the philosophical issues already studied.
The philosophical problems will focus on empiricism
(including miracles), cause and effect and free will.
LEARNING STRATEGIES AND RESOURCES
Teaching relies heavily on seminar and tutorial methods and students are expected to come to
lessons with work prepared in advance and ready to discuss and defend their views. A very
well structured schedule of work is provided for each unit. The resources are either primary or
secondary texts and use is made of web resources. Opportunities are also made available for
students to enter essay writing competitions and students will be expected to attend talks at
both other schools and Universities.
CAREER/HIGHER EDUCATION OPPORTUNITIES
All good universities offer courses in philosophy either as a discrete subject or as a component
of a combined degree course. A very high percentage of Wilson’s students studying Philosophy
have gone on to study the subject at University. Employers look very favourably on the thinking
skills that graduates in philosophy have and there are numerous career opportunities in
business, law, the civil service, teaching, journalism, the media and even comedy.
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PHYSICAL EDUCATION
Course: Physical Education AS/A2 Level Board: OCR
COURSE DESCRIPTION
The specification takes a multi-disciplinary approach, encouraging the development of different
methods of enquiry, drawn from a wide range of disciplines, with the focal point being the
performer and the performance. The specification is based on the interaction between theory
and practice of physical education.
AS
Unit Content Format Length Weighting
of Exam AS A
1 An introduction to Physical Education Exam 2hr 60% 30%
• Anatomy and Physiology
• Acquiring Movement skills
• Socio-Cultural Studies
2 Acquiring, developing and evaluating Internally N/A 40% 20%
practical skills in Physical Education assessed
• Performance External
• Evaluating and planning for the moderation
improvement of performance
A2
Unit Content Format Length Weighting
of Exam A Level
3 Principles and concepts across different Exam 2hr 35%
areas of Physical Education
• Historical Studies
• Sports Psychology
• Exercise and Sport Physiology
4 The improvement of effective performance Internally N/A 15%
and critical evaluation of practical activities assessed.
with Synoptic Assessment. External
moderation
Moderation Procedures
Unit 4 will be assessed in April. Assessment will be videoed and evidence forwarded to the
examining board. Centres will be clustered for practical moderation.
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CAREER/HIGHER EDUCATION OPPORTUNITIES
Sport and recreation and exercise science are rapidly expanding areas with many sports related
courses on offer at many colleges and universities. For these areas the course in physical
education will provide an excellent foundation course.
STUDENT COMMENT
“Physical education at Wilson’s allowed me to develop my physical competence and confidence
as well as increasing my ability to use new skills in a range of activities. The course promotes
physical skilfulness and knowledge of the body in action and provides opportunities for students
to be creative, as well as teaching them how to improve their effectiveness and performance.”
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PHYSICS
Course: Physics AS/A2 Level Board: OCR
COURSE DESCRIPTION
The syllabus content is divided into six units. 1, 2 and 3 comprise the AS course and are
studied in the lower sixth. Units 4, 5 and 6 complete the A level course and are studied in the
upper sixth.
AS
Unit Content Length Weighting
of Exam AS A
1 Mechanics 1hr 30% 15%
This unit involves the study of mechanics
(rectilinear motion, forces, energy and power) and
materials (Hooke’s Law, properties of materials,
Young’s modulus and elastic strain energy).
2 Electrons, Waves and Photons 1hr 45 min 50% 25%
This unit involves the study of waves including
refraction, polarisation, diffraction and standing
(stationary) waves, electricity (current and
resistance, Ohm’s law and non-ohmic materials,
potential dividers, emf and internal resistance of
cells, and negative temperature coefficient
thermistors) and the wave/particle nature of light.
3 Practical Skills in Physics 1 N/A 20% 10%
Students study skilful and safe practical
techniques and the use of suitable qualitative
analysis methods. They learn to make, record and
communicate reliable measurements with
appropriate precision and accuracy. They also
learn to evaluate the quality of the data and
procedures.
This unit is teacher assessed and externally
moderated by OCR. Candidates are assessed on
one task from each of the following categories:
qualitative, quantitative and evaluative tasks.
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A2
Unit Content Length Weighting
of Exam A Level
4 The Newtonian World 1hr 15%
This unit involves the study of further mechanics
(momentum and circular motion), gravitational
fields, and thermal physics.
5 Fields, Particles and Frontiers of Physics 1hr 45 min 25%
This unit involves the study of electric and
magnetic fields, capacitors, nuclear physics,
medical physics, astrophysics and cosmology.
6 Practical Skills in Physics 2 N/A 10%
Students study skilful and safe practical
techniques and the use of suitable qualitative
analysis methods. They learn to make, record and
communicate reliable measurements with
appropriate precision and accuracy. They also
learn to evaluate the quality of the data and
procedures.
This unit is teacher assessed and externally
moderated by OCR. Candidates are assessed on
one task from each of the following categories:
qualitative, quantitative and evaluative tasks.
LEARNING STRATEGIES AND RESOURCES
During the course a considerable amount of time is spent on laboratory work. This is both in the
form of demonstrations and individual student experiments which are intended to help in the
understanding of the theory and to encourage each student’s practical skills. Throughout the
course individual tutorials are arranged to discuss the progress being made.
CAREER/HIGHER EDUCATION OPPORTUNITIES
Physics is a subject of great importance and relevance to students today. It is an essential part
of any science, engineering, technology or medical course studied at university. It is also a
very useful preparation for a business or industrial career. A physics qualification gives a great
range of opportunities to a student both in a career and at degree level.
STUDENT COMMENT
“Physics is a subject that draws together many strands of science that are relevant to us today.
Not only that, you will also be introduced to the mind-blowing concepts involved with the
beginning of time and quantum mechanics. As you approach new frontiers you will feel glad
that you chose physics as you gain a greater understanding of the world around us”
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RELIGIOUS STUDIES: PHILOSOPHY AND ETHICS
Course: Religious Studies AS/A2 Level Board: OCR
COURSE DESCRIPTION
This modular course is designed to build on the knowledge, understanding and skills that
candidates may have developed through the study of Religious Education at GCSE and the
study of Philosophy and Ethics in Year 11. The course is broadly philosophical in nature with
students focussing on the Philosophy of Religion and on core ethical theories. The subject
compliments other subjects within humanities and the focus on ethics is wholly relevant to those
students who are interested in either Law or Medicine. The unit on Business and Environmental
ethics also would help those studying economics and business studies. Alternatively, it is an
enjoyable Arts ‘option’ for those students wishing to have a broader spectrum of subjects.
AS
Unit Content Length Weighting
of Exam AS A
1 Philosophy of Religion 1½ hr 50% 25%
Students will study how the Ancient Greek world
influenced the philosophy of religion with specific
reference to both Plato and Aristotle. Students then
compare Greek thinking with that in the Judaeo-
Christian tradition. Finally they look at different
arguments for the existence of God as well as the
challenges to belief that have emerged from Science
and the existence of Evil.
2 Religious Ethics 1½ hr 50% 25%
Students study Natural Law as expressed by
Thomas Aquinas, Kant and the Categorical
Imperative; the Utilitarianism of Bentham and Mill;
concepts of relative and absolute morality. They
then compare these ideas to the ethical systems
present in religious traditions and apply these ethical
theories to practical issues such as abortion,
euthanasia, genetic engineering and war and peace.
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A2
Unit Content Length Weighting
of Exam A Level
3 Philosophy of Religion 2 1½ hr 25%
Students then look at other key philosophical
issues within Religion such as the nature of God,
life and death, religious experience and miracles
and the problems of religious language.
4 Religious Ethics 2 1½ hr 25%
Studies at A2 in this area initially focus on the issue
of meta-ethics. This is followed by an examination
of the debate between Free Will and Determinism.
The nature of conscience (Butler, Freud and
Aquinas); virtue ethics are then studied in turn
before all of the ethical theories studied are applied
to two main issues: Environmental and Business
Ethics and sexual ethics
LEARNING STRATEGIES AND RESOURCES
Individual enquiry through research is encouraged at all times. The course is intensive and
relies upon a wide range of learning strategies: research, discussion, outside lectures and
visiting speakers.
CAREER/HIGHER EDUCATION OPPORTUNITIES
This course is highly regarded as a good grounding for those interested in reading philosophy,
theology, PPE, or related arts courses at university. It is also helpful for those interested in the
ethical side of either medicine or the law: an area which is increasingly important in the medical
and law schools. Those students who proceed to university to study philosophy, politics,
economics (PPE) or philosophy and theology are highly prized on the job market for their
breadth of knowledge, individualism and logical thinking. Such students become senior civil
servants, lawyers, journalist, writers or television commentators. A smaller percentage enter the
teaching profession, social service work or the church’s ministry.
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CRITICAL THINKING & INDEPENDENT RESEARCH (CTIR)
Core Component 1: Critical Thinking AS Level Board: OCR
Voluntary Component 2: Extended Project AS Level Board: AQA
COURSE DESCRIPTION
Critical Thinking is a core component of our Sixth Form curriculum and is studied by all students
to AS level in the Lower Sixth. The Independent Research element (available via the Extended
Project Qualification), is voluntary but is also studied in the lower sixth.
Core Component 1 Critical Thinking
AS
The Critical Thinking component of the CTIR course is a stand-alone AS qualification. It
provides students with the opportunity to apply advanced reasoning skills in the context of
topical, ethical and religious debates in order to develop the skills necessary for university level
study and indeed life. AS Critical Thinking strengthens applications to the leading universities,
regardless of the course applied for. Furthermore, it includes tasks similar to those in the BMAT
(a requirement for a number of medical schools) LNAT (National Admissions Test for Law),
subject specific Oxbridge tests and many other aptitude tests. Aspects of RE, Philosophy and
Ethics are also discussed and debated.
Content
The specification seeks to bring together the skills involved in thinking and arguing in a critical
and logical fashion. The aim is to provide candidates with a framework which can be applied in
a practical manner to a range of materials, situations, problems and issues. The specification
does not involve a major body of content, but rather focuses on a range of skills which
candidates need to develop.
Candidates taking this course should learn to:
• understand, recognise, evaluate and apply the language of reasoning
• judge the credibility of sources
• assess the quality of arguments
• develop and present relevant and logically structured arguments
Assessment Arrangements
Unit Content Length of Weighting
Exam AS Level
1 1½ hr 50%
Introduction to Critical Thinking (F501)
2 1½ hr 50%
Assessing and Developing Argument (F502)
Voluntary Component 2: Independent Research (The Extended Project)
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AS
The Extended Project is a stand-alone AS level qualification. The project begins in the first term
of the lower sixth and is submitted prior to the commencement of Upper Sixth study. The
teaching style is similar to that of an undergraduate thesis, with supporting lectures on generic
issues such as research methodologies, presentation and referencing and occasional one to
one or small group supervisions with a nominated member of the teaching staff.
Content
The course is an opportunity for students to explore in depth a topic of their choice by building
upon and implementing the skills developed within Critical Thinking. This may be within a
subject area or an issue of relevance to future university courses (medical ethics or law for
example) or simply an area of interest. The course provides students with impressive material
to draw upon in university applications and interviews.
There are four assessment objectives:
AO1 Manage: Identify, design, plan, and complete the individual project, or task within a group
project, applying organisational skills and strategies to meet stated objectives. 20%
AO2 Use Resources: Obtain and select information from a range of sources, analyse data,
apply relevantly and demonstrate understanding of any appropriate linkages, connections and
complexities of their topic. 20%
AO3 Develop and Realise: Select and use a range of skills, including new technologies, to solve
problems, to take decisions critically, creatively and flexibly, and to achieve planned outcomes.
40%
AO4 Review: Evaluate outcomes including own learning and performance. Select and use a
range of communication skills and media to convey and present evidenced outcomes and
conclusions. 20%
There are few restrictions on the course content provided the assessment objectives are met
and there is a member of staff available to supervise the particular area of research. Students
will be given advice on the selection of a topic which must include a clear debate or issue to be
investigated.
Assessment Arrangements
Since the work is intended to be independent, teacher guidance has to be limited and work
cannot be returned once it has been submitted by the student for grading.
The project is, in most cases, a 5000 word formal report, with supporting documentation as
required by the board together with a final presentation followed by questions, although there
are other approaches.
The work is marked by the school and then externally moderated by the examination board.
The Extended Project is the only AS level that can be graded with an A*.
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LEARNING STRATEGIES AND RESOURCES
The course is designed to be almost entirely independent, with support available linked to
generic issues of research and presentation, but with only limited coaching from the supervisor.
Students must complete the Production Log as they carry out their projects. The Production
Log records the following key information:
• Initial planning meeting between the learner and the supervisor.
• The learner’s outline plan at the beginning of the project.
• Mid-project review with the supervisor.
• End-of-project review with the supervisor summary.
• A record of the presentation.
• The learner’s reflection on the project and presentation.
There is no related A2 qualification.
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GCE ADVANCED LEVEL EXAMINATION RESULTS
SUMMER 2009
There were 139 students in the Upper Sixth.
The pass rate was 100%
71% of entries obtained an A grade
23% of entries obtained a B grade
98% of entries obtained grades A-C
37% of students obtained 3 or more A grades.
Subject Entries A B C D E %A-B
Art 11 9 1 1 0 0 90.91
Biology 31 19 8 3 0 1 87.10
Business Studies 17 15 2 0 0 0 100.00
Chemistry 41 28 9 3 1 0 90.24
Critical Thinking 3 1 2 0 0 0 100.00
DT 5 1 2 2 0 0 60.00
Economics 52 48 4 0 0 0 100.00
English Literature 37 28 8 1 0 0 97.30
French 1 0 1 0 0 0 100.00
Geography 22 12 9 1 0 0 95.45
German 6 2 4 0 0 0 100.00
Government and Politics 7 7 0 0 0 0 100.00
History 17 10 5 0 2 0 88.24
Information Technology 10 2 7 1 0 0 90.00
Mathematics 95 69 20 5 1 0 93.68
Further Mathematics 12 9 3 0 0 0 100.00
Media Studies 19 18 1 0 0 0 100.00
Music 1 0 1 0 0 0 100.00
Physical Education 6 0 4 2 0 0 66.67
Philosophy 3 2 1 0 0 0 100.00
Physics 44 31 9 2 1 1 90.91
Latin 5 5 0 0 0 0 100.00
In addition, most students took an A Level in General Studies. This is an enrichment subject
taught in one period per week. Results in General Studies were as follows:
Subject Entries A B C D E %A-B
General Studies 136 29 37 37 18 15 48.53
A number of students also took AS Further Mathematics in the U6 in addition to their
Mathematics A Level
Subject Entries A B C D E %A-B
AS Further
33 30 2 1 0 0 96.97
Mathematics
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All 14 to 19 year-olds are entitled to choose one of the new Diploma courses. This year,
Glenthorne High School, Greenshaw High School and Carshalton College will jointly offer the
Diploma in Creative and Media, as a post-16 option to students who are currently in Year 11
or taking a one-year course in Year 12.
WHAT IS THE CREATIVE AND MEDIA DIPLOMA?
The Diploma is a new qualification, achieved through a combination of practical and theory
work, with many opportunities to see how professions in a particular employment sector work. It
will provide you with a challenging and high quality course, combining theory and practice to
equip you with the skills, knowledge and experience you need for success at college, university
and at work.
Higher Diploma (level 2) course
The Higher Diploma course lasts for ONE YEAR and is worth 7 GCSEs at A* - C grades. You
can progress into further education or training and you will have the skills and knowledge for
future employment within or outside the creative and media industries.
Advanced Level (level 3) Diploma
The Advanced Diploma course lasts for TWO YEARS and is worth 3.5 A levels. This includes
an A level or BTEC course of your choice. Universities and employers accept that Diplomas are
qualifications that give young people excellent preparation for degree level study and
employment in today’s rapidly changing world.
What will you learn?
The Diploma in Creative and Media will teach you the skills and knowledge that are essential in
the Creative and Media industries. You’ll also learn how to use these skills in real-life
environments, and understand why they are important. You’ll develop skills like teamwork,
creative thinking and problem solving which employers, universities and colleges value highly.
The following interdependent themes are covered in all levels of the Creative and Media
Diploma.
Creativity in context:
The things that can influence the creative process, such as society, culture, the environment or
the work of other people.
Thinking and working creatively:
Ways of exploring, experimenting with and developing ideas, skills and techniques.
Principles, processes and practice:
The skills, techniques and processes to turn your ideas into reality.
Creative businesses and enterprise:
An understanding of real situations and the skills that you need to succeed in the industry.
HIGHER DIPLOMA
We offer two pathways for the Higher Diploma in Creative and Media . The pathways can either
be taken on their own or you can combine them to cover all of the disciplines. The course is
flexible and you choose which disciplines you would like to use/study for each unit.
Pathway 1: Design and Visual Arts.
Disciplines: 2D Visual Art, 3D Visual Art, Photo-Imaging, Fashion, Textiles, Graphic design.
Pathway 2: Music and Media Production.
Disciplines: Music production, Music performance, Drama Production, Computer Games,
Animation, Interactive Media.
Entry requirements: 5 GCSEs D-E, Minimum C in one of the following subjects: Art,
Photography, Graphics, Textiles, Resistant Materials, Music, Media Studies.
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ADVANCED DIPLOMA
We offer two pathways for the Advanced Diploma in Creative and Media . The pathways can
either be taken on their own or you can combine them to cover all of the disciplines. The course
is flexible and you choose which disciplines you would like to use/study for each unit.
Pathway 1: Performing Arts
Disciplines: Drama Performance, Drama Production, Music Performance, Music Technology,
Dance Choreography, Dance Performance, Film.
Pathway 2: Media
Disciplines: Film, Sound, Computer Games, Animation, Interactive Media.
Entry requirements: 5 GCSEs A*-C, including B in Drama, Music, Dance or Media Studies (if
taken), and C Grade in English Language. In addition, minimum D Grade in Maths and ICT (if
taken).
The Higher and Advanced Diploma in Creative and Media will offer you the opportunity to
develop work based skills. You will work within all of the disciplines listed above to respond to a
series of assignments that mirror those that working designers and artists tackle to make their
living. Throughout the course you will work with industry professionals and specialist teachers,
visit a variety of industry venues and workplaces and complete relevant work experience.
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2008-2009 DESTINATIONS
UNIVERSITY COURSE
Bath Aerospace Engineering
Bath Economics
Bath Mechanical Engineering
Bath Mechanical Engineering
Bath Sport & Exercise Science
Birmingham Economics
Birmingham Economics
Birmingham Economics
Birmingham English
Birmingham International Studies
Bournemouth Forensic Science
Bournemouth Physiotherapy
Bournemouth Television & Media Studies
Brighton Digital Media
Bristol Biochemistry
Bristol Biology
Bristol Chemistry
Bristol Dentistry
Brunel Business
Brunel Finance & Accountancy
Cambridge Economics
Cambridge Economics
Cambridge History
Cambridge History
Cambridge Law
Cambridge Mathematics
Cambridge Mathematics
Cambridge Mathematics
Cambridge Medicine
Cambridge Natural Science
City Actuarial Science
City Actuarial Science
City Banking & International Finance
City Banking & International Finance
City Banking & International Finance
Deloitte Accountancy Internship
Durham Business Management
Durham General Engineering
Durham Philosophy
Edinburgh Medicine
Epsom College of Art Art Foundation
Exeter Classics
Exeter Economics
Exeter English
Exeter German
Exeter History & Law
Imperial Biomedical Sciences
Imperial Electrical & Electronic Engineering
Imperial Materials Science
Imperial Materials Science
Imperial Mechanical Engineering
Imperial Medicine
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KCL Biomedical Sciences
KCL Dentistry
KCL Law
KCL Pharmacy
Lancashire English Literature
LCC Art Foundation
Leeds Geography
Leeds Law
Leeds Maths
Leeds Music, Multmedia
Lincoln Marketing
Lincoln Accounting & Finance
Loughborough Accountancy
Loughborough Mechanical Engineering
LSE Economics
Manchester Accounting
Manchester English
Manchester Geography
Manchester Mathematics
Manchester Medicine
Manchester Metropolitan Criminology
Newcastle Medicine
Nottingham Architecture
Nottingham Civil Engineering
Nottingham Contemporary Chinese Studies
Nottingham Contemporary Chinese Studies
Nottingham Economics
Nottingham Economics
Nottingham Electronic Engineering
Nottingham English Studies
Nottingham Environmental Science
Nottingham Finance, Accounting & Management
Nottingham Finance, Accounting & Management
Nottingham Management Studies
Nottingham Management Studies
Nottingham Medicine
Nottingham Trent Geography
Oxford Chemistry
Oxford Medicine
Oxford Philosophy
Oxford Brookes Film Studies
Portsmouth Sports Studies
Queen Mary's Aerospace Engineering
Queen Mary's English
Queen Mary's English
Queen Mary's Medicine
Queen Mary's Medicine
Reading Geography
Reading Management Studies
Reading Pharmacy
Sheffield Architecture
Sheffield History
Southampton Environmental Science
Southampton Geography
Surrey Chemical Engineering
Surrey Civil Engineering
Surrey Economics
Surrey Economics
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Surrey Economics
Surrey Electronic Engineering
Surrey Mathematics
Surrey Mathematics
Surrey Mechanical Engineering
Surrey Physics with Nuclear Astro-Physics
Sussex American Studies
UCL Geography
UCL Medicine
UCL Medicine
UCL Medicine
UCL Philosophy
Warwick Accountancy
Warwick Economics
Warwick Economics
Warwick Economics
Warwick English Literature
Warwick History
Warwick Mechanical Engineering
Warwick Mechanical Engineering
Warwick Philosophy
York Economics
York History
York Philosophy
In addition 9 students chose to take a gap year
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