49
St Mary’s Calne Sixth Form
Languages and Literature
Assessment What makes a good A Level English
Literature student?
A Level: There are two examined components and A successful student of English Literature will embrace
one coursework component. Paper 1 (40%) reading rather than finding it a chore. It is important to
focuses on Drama and Poetry pre-1900. Paper explore viewpoints and issues raised in critical essays;
2 (40%), ‘Comparative and Contextual Study’, the introduction of literary criticism is a key aspect of
includes an ‘unseen’ exercise. The coursework study at this stage. In class, being prepared to consider
(20%) requires a study of three texts across and challenge the views of others, whilst offering
the genres of Poetry, Drama and Prose. Task one’s own insight is often a sign of a reflective and
one offers a choice between a critical analysis engaged student.
and a re-creative piece with commentary. Task
two focuses on connections and comparisons Ms Sophie Dunkin – Head of English
between two texts. [email protected]
A student who chooses this course should have a
natural inclination towards literary study; enjoy reading
widely; relish thinking for herself and discussing what
she has read. This subject encourages creative thinking
alongside the analysis of language and ideas. Critical
awareness is crucial for Advanced Level study, as is the
consideration of different readings. Students should be
willing to make effective use of the library and other
resources and be able to work independently within a
structured framework.
English Literature combines very well with many
subjects, including History, Classics, Modern Foreign
Languages, Theatre Studies, Philosophy and Ethics, Art,
Music and History of Art.
Whenever possible, we take students to enjoy stage
adaptations of set texts. The average cost, in the recent
past (including transport), has been £60. Students are
expected to have their own copies of the set texts - the
cost of which will be added to the school bill.
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St Mary’s Calne Sixth Form
Languages and Literature
LATIN/ GREEK
Aims of the Course All units are assessed by examination with no coursework.
Set texts are tested by questions on passages asking for
• To develop good translation skills from Latin/ factual and critical responses and Unseen Translation is
Greek texts into idiomatic and fluent English and to from Latin/Greek to English. There is an option to do Prose
encourage a sophisticated appreciation of language Composition at A Level or Prose Comprehension.
in general.
The main qualification for these subjects is a fascination
• Through knowledge of Latin; to improve with the ancient world. Latin and/or Greek will also appeal
understanding of English itself and to explain to those who enjoy analysing language closely, and the
linguistic structures which help in learning other problem-solving aspects of unseen translation. The broad
languages. range of subject matter may appeal to some. Study of Latin/
Greek goes well with English, Modern Languages and
• To read literature in the original language from a History as a humanity option and, in contrast to scientific
variety of authors, epic and lyric poets, historians, and mathematical subjects, as well as with Classical
tragic and comic playwrights, philosophers, Civilisation and History of Art – in fact with every subject.
politicians and lawyers.
You can continue Classical subjects at university studying
• To help pupils to analyse the works they read orally Classics, Latin, Classical Studies, Ancient History,
and on paper, by discussing the cultural context in Archaeology, Mediterranean Studies, Linguistics, and
which they were written and styles of expression. Philosophy. Classics graduates have some of the best
rates of employment after university of any subject
• Through reading, to give the pupils a broad graduates, according to a recent study. Employers
knowledge of certain aspects of ancient society, its recognise the broad range of education and skills
history, social life, politics, religions, drama and ideas. acquired by classicists. Among past pupils who studied
Classics, there are those who are now: journalists, actors,
• To encourage the pupils to compare and contrast a film director, lawyers, archaeologists, business and
ancient societies with our own. administrative employees, a social worker, academics,
teachers, a BBC sports producer, a museum curator,
• To appreciate the place of ancient literature and computer programmers. The range is vast. In recent
culture in the European tradition. years, girls have obtained places to read Classics at
Oxford and Cambridge University and several more are
Course Content and Assessment reading Classics-related subjects at other Russell Group
universities.
A Level Latin/ Greek
(New specification from September 2016) Each year, a trip is arranged to a place of Classical
interest. The cost is usually in the region of £650.
Paper 1: Unseen Translation The girls are encouraged to attend to develop their
33% - 1 hour 45 minutes knowledge and interest but it is not compulsory.
Paper 2: Prose Composition or Prose Comprehension
17% - 1 hour 15 minutes
Paper 3: Prose Literature
25% - 2 hours
Paper 4: Verse Literature
33% - 25% - 2 hours
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St Mary’s Calne Sixth Form
Languages and Literature
In the Sixth Form, we encourage girls to buy their “You get to read some
own books so that they can annotate them. These will of the extraordinary
include set texts and dictionaries. The cost should not literature written
exceed £100 and might be less - depending on need. over two millenia
ago and to discover
What makes a good A Level Latin/Greek some of the literary
Languages student? traditions that our
Western culture is
The most successful students in this subject area will rooted in: just look
already be proficient in the Latin and Classical Greek at how often Latin is
languages and will have a naturally enquiring mind used for scientific,
which they can apply in a meticulous way to the detail
of Classical texts. All girls need to keep up with the political and religious
required reading for the course but girls, contemplating terminology.”
these subjects at university, would be well-advised to
extend their reading beyond the curriculum. A suitable (Hannah)
reading list is supplied. In addition, it is really helpful
if girls can attend the theatre to see Classical plays,
visit museums and exhibitions, such as exhibitions at
the British Museum, and take up opportunities to see
classical sites at home and abroad. This gives a much
wider appreciation of the culture which underpins the
texts they are reading.
Mrs Elizabeth Rothwell – Head of Classics
[email protected]
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St Mary’s Calne Sixth Form
Languages and Literature
MODERN LANGUAGES
Aims of the Course
• To learn to communicate confidently, clearly and A Level French Themes:
imaginatively in the chosen foreign language(s), Theme 1: L es changements dans la société française
through both the spoken and written word, using T heme 1 is set in the context of France only.
increasingly accurate, complex and varied language.
This theme covers social issues and trends.
• To develop an awareness and appreciation of the • Les changements dans les structures familiales
culture where your chosen language(s) is/are spoken. Les changements dans les attitudes envers le mariage,
les couples et la famille.
• To develop analytical and evaluative skills. • L’éducation
• To foster the ability in students to use the language for Le système éducatif et les questions estudiantines.
• Le monde du travail
different purposes. La vie active en France et les attitudes envers le
• To prepare students for further study of their
travail; le droit à la grève; l’égalité des sexes.
chosen language(s) at university and enhance their
employability profile. Theme 2: La culture politique et artistique dans les pays
• To show knowledge of and apply accurately the francophones
grammar and syntax of the chosen language.
Theme 2 is set in the context of francophone
A genuine interest in the history, geography, literature, countries and communities. This theme covers
cinema, society and culture of the country is a artistic culture (through music and festivals
prerequisite to language studies, as is a firm foundation and traditions) and political and artistic culture
of grammar and vocabulary which will enable the (through media).
challenge of A Level to be met with confidence.
• La musique
The course equips each student with the skills and Les changements et les développements; l’impact de
strategies to further their study at university level or to
expand into new languages. These transferable skills, la musique sur la culture populaire.
allied to first-hand experience of other cultures and • Les médias
linguistic ability, will be an invaluable asset for a wide La liberté d’expression; la presse écrite et en ligne;
range of careers, such as journalism, business, travel,
law or the science sector. l’impact sur la société et la politique.
• Les festivals et les traditions
Course Content Les festivals, fêtes, coutumes et traditions.
The course will cover popular, fundamental and Theme 3: L’immigration et la société multiculturelle
interesting aspects of the culture of the target language française
country and communities as well as a rich choice of
literary texts and films. Theme 3 is set in the context of France only.
This theme covers social issues and trends.
• L’impact positif de l’immigration sur la société
française
Les contributions des immigrés à l’économie et à
la culture.
• Répondre aux défis de l’immigration et l’intégration
en France
Les activités des communautés; la marginalisation et
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St Mary’s Calne Sixth Form
Languages and Literature
l’aliénation du point de vue des immigrés. sociedad y la política.
• L’extrême droite • Los festivales y las tradiciones
La montée du Front National; les leaders du Front Los festivales, las fiestas, las costumbres y las
National; l’opinion publique. tradiciones.
Theme 4: L’Occupation et la Résistance Theme 3: La inmigración y la sociedad multicultural
T heme 4 is set in the context of France only. española
This theme covers political culture. Theme 3 is set in the context of Spain only.
• La France occupée • La inmigración históricamente y
La collaboration; l’antisémitisme.
• Le régime de Vichy contemporáneamente
Maréchal Pétain et la Révolution nationale. Los orígenes de la inmigración; los musulmanes en
• La Résistance
Jean Moulin, Charles de Gaulle et les femmes de la Al-Ándalus; la influencia de los inmigrantes del norte
de África y América Latina.
Résistance; la résistance des français. • La integración y el multiculturalismo
Los beneficios y los retos del multiculturalismo; las
A Level Spanish Themes: actitudes hacia las comunidades de inmigrantes.
Theme 1: La evolución de la sociedad española
Theme 1 is set in the context of Spain only. Theme 4: La dictadura franquista y la transición a la
• El cambio en la estructura familiar democracia
La evolución de las actitudes hacia el matrimonio, las
Theme 4 is set in the context of Spain only.
relaciones y las familias. • La dictadura franquista
• El mundo laboral La Guerra Civil y el ascenso de Franco, la vida
La vida laboral en España y las actitudes hacia el
cotidiana bajo el franquismo: la opresión política, la
trabajo; las oportunidades de trabajo para los jóvenes; censura, las divisiones en la sociedad.
la igualdad de género. • El paso de la dictadura a la democracia
• El impacto turístico en España El papel del Rey Juan Carlos en la transición; el
El impacto económico; las oportunidades que ofrece Gobierno de ySuárez; el impacto de ladictadura en la
el turismo; el impacto socio-ambiental. sociedad actual.
Theme 2: La cultura política y artística en el mundo de A Level German Themes:
habla española Theme 1: Gesellschaftliche Entwicklung in
Theme 2 is set in the context of Spanish- Deutschland
speaking countries and communities. Theme 1 is set in the context of Germany
• La música only. This theme covers social issues and
Los cambios y las tendencias; el impacto de la trends.
• Natur und Umwelt
música en la cultura contemporánea. Umweltbewusstsein; Recycling; erneuerbare Energie;
• Los medios de comunicación nachhaltig leben.
La televisión y las telenovelas: los medios de • Bildung
Bildungswesen und die Situation von Studenten;
comunicación escritos y en internet; el impacto en la
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Languages and Literature
Sitzenbleiben, Berufsausbildung. Arbeit; Wohnungswesen; kommunistische Prinzipien;
• Die Welt der Arbeit das Verhältnis zum Westen.
Das Arbeitsleben in Deutschland und die
• Ereignisse vor der Wiedervereinigung
Arbeitsmoral; deutsche Geschäfte und Industrien. Der Zusammenbruch des Kommunismus; der Fall der
Theme 2: P olitische und künstlerische Kultur im Berliner Mauer.
deutschen Sprachraum • Deutschland seit der Wiedervereinigung
Migrations von Ost nach West; Arbeitslosigkeit in
Theme 2 is set in the context of German-
speaking countries and communities. This der früheren DDR; Auswirkungen auf Schulen in
theme covers artistic culture (through music Deutschland.
and festivals and traditions) and political and
artistic culture (through media). Assessment
• Musik The A Level course promotes the development of
Wandel und Trends; Einfluss der Musik auf die linguistic competence and cultural awareness through
integrated skills, practised and tested largely in the
populäre Kultur. target language.
• Die Medien
Fernsehen, Digital-, Print- und Onlinemedien; Einfluss (For all three languages)
auf Gesellschaft und Politik. Paper 1: Listening, Reading and Translation
• Die Rolle von Festen und Traditionen (40% of the qualification)
Feste, Feiern, Sitten, Traditionen. Written Examination: 2 hours
Translation from target language into English
Theme 3: I mmigration und die deutsche multikulturelle
Gesellschaft Paper 2: Written Response to works and translation
(30% of the qualification)
Theme 3 is set in the context of Germany only. Written Examination: 2 hours and 40 minutes
This theme covers social issues and trends. Translation from English into the target
• Die positive Auswirkung von Immigration language
Beitrag der Immigranten zur Wirtschaft und Kultur.
• Die Herausforderungen von Immigration und Integration Paper 3: Speaking (30% of the qualification)
Maßnahmen von Gemeinden und örtlichen Internally conducted and externally assessed
Total assessment time: between 21-23 minutes,
Gemeinschaften; Ausgrenzung und Entfremdung aus
der Sicht von Immigranten. which includes a single period of 5 minutes’
• Die staatliche und soziale Reaktion zur Immigration formal preparation time.
Rechtsextremismus; politische Annäherung an To include discussion on a theme chosen by
Gastarbeiter, Immigranten und Asylbewerber; die the examination board, and presentation of
öffentliche Meinung. student’s Independent Research Project.
Theme 4: Die Wiedervereinigung Deutschlands
Theme 4 is set in the context of Germany
only. This theme covers political culture.
• Die Gesellschaft in der DDR vor der Wiedervereinigung
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St Mary’s Calne Sixth Form
Languages and Literature
What makes a good A Level Modern
Languages student?
If students are not sure about something, they are
encouraged to ask their teacher to go over it again, or
to ask one of the conversation teachers to help. It is
important to clarify uncertainties immediately and not
to waste precious time. Students should actively take
part in lessons – join in with discussions, ask questions,
answer questions. Independent research is important
– when studying a particular topic, students should go
onto one of the recommended websites and see what
else they can find out. Apps can be downloaded to
phones/tablets to support this. Students should actively
seek to read material in the language(s) that they are
learning, for example in magazines and on websites.
Students are expected to widen their knowledge of the
country and not to research solely the topics which
they are currently studying. This includes watching the
news and films in the language being studied; reading
books; finding a pen friend and, most importantly,
going to the country for a period of time – either to
stay with a family or to take part in work experience
or to attend a course. (The teachers are happy to give
recommendations). Students should take advantage of
any opportunities that arise: theatre trips; visits to art
galleries, trips abroad; pen friend schemes; debating
competitions... a good A Level Modern Languages
student is open-minded and prepared to give
everything a go.
Ms Florence Lehmann –
Head of Modern Foreign Languages
[email protected]
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St Mary’s Calne Sixth Form
Languages and Literature
MODERN LANGUAGES MANDARIN CHINESE
Aims of the Course Assessment
The study of Chinese is an excellent option for students Paper 1: Speaking
who can see themselves one day working in a global Circa 15 minutes, externally assessed Oral
context as the language is regarded as a very valuable Paper 2: Listening, Reading and Translation
skill in many careers such as business, politics, finance, 2 hours 30 minutes, externally set and
the law and education.
marked written paper
The Cambridge Pre-U course is a very highly regarded Paper 3: Writing and Usage
‘pre-university’ course for students, which builds 2 hours 25 minutes, externally set and
on GCSE Chinese to develop students’ skills in all
areas of the language. There is a major emphasis on marked written paper
speaking Chinese, but the course also includes a Paper 4: Chinese Culture
significant cultural topic which is likely to be based 2 hours 30 minutes, externally set and
on Chinese History or Economics. A core vocabulary
list underpins the syllabus. Questions on listening and marked written paper.
reading passages are written and answered in English.
Students will also study some Chinese literature and Details
will need to analyse it in context and write an essay in Paper 1: Speaking
English about this topic in the examination. Prepared topic and topic conversation:
Candidates research a topic related to the history,
Course Content current affairs or culture of the Chinese world. In the
examination, they will speak in Mandarin Chinese on
The Cambridge Pre-U Mandarin Chinese syllabus this topic for about two minutes and answer follow-up
equips learners who are learning Mandarin Chinese questions from the examiner.
as a foreign language with the skills to survive in a
Chinese environment. The syllabus also provides General conversation:
a stepping stone for university courses in Chinese Straightforward questions about the candidate’s
and Chinese studies. As well as allowing learners to background and interests will lead quickly to a more
develop their language skills, the syllabus fosters an mature conversation covering the Topic Areas listed in
awareness of Chinese culture and history. the syllabus.
• The majority of Chinese communities speak and
Paper 2: L istening, Reading and Translation
understand Mandarin (普通话 putonghua), the Listening
official language of the People’s Republic of China Candidates listen to pre-recorded passages in Mandarin
(PRC). Therefore, this syllabus only requires Chinese and:
knowledge of this language. In writing, simplified • write down individual words using the correct pinyin
characters (简体字jiantizi), again as prescribed in the
PRC, are used. For romanisation, the standard pinyin romanisation and tones
system is adopted. • answer a series of comprehension questions, some
• The focus of the Listening, Reading and Writing
papers (Principal Subject) is to test contemporary, objective and some requiring answers in English
vernacular Mandarin Chinese. • provide an English gist summary of one passage using
bullet points for guidance.
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St Mary’s Calne Sixth Form
Languages and Literature
Reading Paper 4: Chinese Culture
The comprehension of two passages in Chinese is Candidates prepare two options, one from Topics in
tested by questions in English. There is a mixture Chinese Culture and one from Chinese Literature and
of objective questions and questions requiring Film (texts in this section are studied in English). In
written answers in English. Both passages will be in the examination, candidates answer two questions, in
contemporary vernacular style, using grammatical English, one on each of their chosen options.
structures as used in all popular textbooks.
Ms Florence Lehmann –
Translation Head of Modern Foreign Languages
Chinese sayings (chengyu): Candidates provide a [email protected]
literal translation and an explanation in English for
three chengyu taken from a list of 25 prescribed in the
syllabus.
Candidates translate a short passage of vernacular
Chinese (not more than 200 characters) into English.
The assessment focuses on the transfer of meaning
rather than literal correctness.
Paper 3: Writing and Usage
Writing: Candidates complete exercises testing radical
and stroke order skills as well as the use of grammar
markers, aspect markers and measure words.
Letter writing: Candidates write a letter of 80-100
characters. The task will be in English but may require
candidates to respond to a stimulus in Chinese.
Assessment focuses on communication of the required
elements, the accuracy of characters, accuracy of
grammar and structures and appropriateness of
language.
Opinion essay: A choice of six titles, one on each of the
six Topic Areas, is provided. Candidates have to write
one essay in Chinese of 175–225 characters. Essays will
be assessed for accuracy and linguistic range as well as
development and organisation of ideas.
58
St Mary’s Calne Sixth Form
Science and Mathematics
SCIENCE AND
MATHEMATICS
“Look up at the stars and
not down at your feet.
Try to make sense
of what you see, and
wonder about what
makes the universe exist.
Be curious.”
(Stephen Hawking)
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St Mary’s Calne Sixth Form
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St Mary’s Calne Sixth Form
Science and Mathematics
BIOLOGY
“Biology is truly a land of unlimited possibilities. What makes a good A Level Biology student?
We may expect it to give us the most surprising
information, and we cannot guess what answers it Biology nurtures an enquiring mind, with a curiosity
will return in a few dozen years….They may be of a and thirst for understanding. Students are expected to
kind which will blow away the whole of our artificial work hard, participating and engaging in discussions
structure of hypothesis”. and reading widely around the subject to develop
(Sigmund Freud, Beyond the Pleasure Principle, 1922) critical analysis skills. A keen biologist will develop
scientific explanations through the use of theories,
Aims of the Course models and ideas, posing scientific questions and
arguments. Experimental and investigative activities
• To enthuse and inspire our students through exciting carried out using appropriate methodology will help
and inventive teaching and discussion. answer the questions posed, whilst detailed analysis
and evaluation may provide supporting evidence.
• To develop a life-long passion for Biology. Ethical issues are considered, alongside the role of the
• To develop an understanding of biological processes scientific community in validating new knowledge and
informing decision making.
and their importance to the health and wellbeing of
organisms and environments. As well as reading books from the reading list,
• To develop an understanding of how human activities students are encouraged to explore further resources
impact on natural resources. by signing up with the Wellcome Trust ‘Big Picture’,
and contributing to ‘Journal Club’. Students in Sixth
Form have opportunities to take part in collaborative
research, such as the Antibiotics Unearthed project
with Bristol University and to develop both their
leadership and biological skills through our Orchard
Biodiversity Project and Dissection Club. Interest
in Biology can be enhanced through participating
in university outreach days, such as those run by
Bristol University Biochemistry Department. A student
aspiring to read Medicine or Veterinary Medicine at
university should take part in the Medlink or Vetlink
programmes run by the University of Nottingham.
Mrs Jan McKernan – Head of Biology
[email protected]
Mrs Alexandra Haydon – Head of Science
[email protected]
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St Mary’s Calne Sixth Form
Science and Mathematics
The Course
The students will be studying the WJEC Eduqas GCE A Level in Biology (a two-year course).
In LVI Form, they study the following components:
Component 1 Basic biochemistry and cell organisation
Component 2 Biodiversity and physiology of body systems
Component 3 Immunity
In UVI Form, the students will be studying the following components (knowledge covered in LVI Form may be
assessed within any of the three components at A Level).
Component 1 Energy for life
Component 2 Continuity of life
Component 3 Requirements for life
Assessment overview: all content assessed in three written papers
Paper 1 Energy for life (2 hrs, 100 marks, 1/3 of qualification)
Paper 2 Continuity of life (2 hrs, 100 marks, 1/3 of qualification)
Paper 3 Requirements for life (2 hrs, 100 marks, 1/3 of qualification)
There is also a Practical Endorsement (assessment of practical competencies) which is reported separately and
does not contribute to the final grade.
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St Mary’s Calne Sixth Form
Science and Mathematics
CHEMISTRY
Aims of the Course What makes a good A Level
Chemistry student?
• To inspire – encouraging curiosity and making A chemist needs to have an innate curiosity. Chemistry
students eager to learn through innovative teaching. underpins our understanding of the Universe and
has made the greatest contribution to humankind of
• To inform – developing each student’s knowledge and any subject because those who went before asked
understanding of the nature of matter and the world themselves “how does that work?” A positive and
around them. resilient attitude is essential for success, an important
component of which is the ability to turn ‘getting it
• To challenge – providing students of all abilities with wrong’ into a learning experience. All chemists require
appropriate opportunities to develop their practical a sound grounding in mathematics and students should
and intellectual skills. be confident in their ability to manipulate numbers.
Chemistry is a beautiful, expressive language, which at
Students are encouraged to read extensively and are its essence is the distillation of human knowledge into
provided with full resources enabling them to do so. symbols and equations.
There are opportunities to be involved in cutting edge Students should be eager to tackle a challenge or two,
scientific research through our partnership with the curious about what they might learn and ready for
Institute for Research in Schools (IRIS). Projects have sustained hard work. With a positive outlook and a
included ‘Amazing Atmospheres’, where students strong work ethic anything is possible… even Chemistry!
analyse data from the ExoMars Trace Gas Orbiter and
‘Ionic Liquids, a relatively new field that was voted as the Mrs Caryn Harward– Head of Chemistry
British Innovation most likely to shape the 21st century. [email protected]
The project allows students to synthesise and characterise Mrs Alexandra Haydon – Head of Science
substances with unknown properties and has been used [email protected]
as the basis for EPQ.
Additional activities include evening lectures, day trips to
industry and laboratory days at local universities. Bristol
ChemLabS is a UK Centre for Excellence in Teaching
and Learning and here the girls are challenged to think
as scientists while gaining access to some of the best
undergraduate teaching laboratories in the country. There
is also the option of summer residential courses available,
and those girls applying for Medical or Veterinary Science
are encouraged to sign up for Medlink or Vetlink courses.
We encourage students to join the Royal Society of
Chemistry (RSC), which provides access to a wealth of
information and resources for potential chemists, and
girls take part in the RSC Chemistry Olympiad or the
Cambridge University Chemistry Challenge.
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St Mary’s Calne Sixth Form
Science and Mathematics
Course Content and Assessment
We follow the OCR specification.
Module 1: Development of Practical Skills in Chemistry
Module 2: Foundations in Chemistry
Module 3: Periodic Table and Energy
Module 4: Core Organic Chemistry
Module 5: Physical Chemistry and Transition Elements
Module 6: Organic Chemistry and Analysis
Assessment overview
Paper 1: Periodic Table, Elements and Physical Chemistry
Paper 2: Synthesis and Analytical Techniques
Paper 3: Unified Chemistry
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St Mary’s Calne Sixth Form
Science and Mathematics
COMPUTER SCIENCE
Aims of the Course Course Content
An A Level in Computer Science should encourage AQA Paper 1
students: This paper tests a student’s ability to program as well as
• To develop an understanding of, and the ability to the theoretical knowledge of Computer Science from
the following topics:
apply, the fundamental principles and concepts • fundamentals of programming
of Computer Science, including abstraction, • fundamentals of data structures
decomposition, logic, algorithms and data • theory of computation.
representation. Assessment:
• To enhance the ability to analyse problems in A 2½ hour on-screen examination. 100 marks in total.
computational terms through the practical experience Worth 40% of the A Level.
of solving such problems, including writing programs; Questions:
to do so, to enhance the capacity for thinking Students must complete a range of programming tasks
creatively, innovatively, analytically, logically and based on seen and unseen material.
critically.
• To develop the capacity to see relationships between Paper 2
different aspects of Computer Science. The paper tests a student’s ability to answer questions
• To develop mathematical skills (Boolean algebra; on the following topics:
comparison of complexity of algorithms; number • fundamentals of data representation
representations and bases) to a high standard. • fundamentals of computer systems
• To develop the ability to articulate the individual • fundamentals of computer organisation and architecture
(moral), social (ethical), legal and cultural • consequences of uses of computing
opportunities and risks of digital technology. • software development
• fundamentals of communication and networking.
This is a new and exciting opportunity to study Assessment:
Computer Science at Advanced Level. The subject will A 2½ hour examination. 100 marks in total. Worth 40%
sit well with Mathematics in particular and with the of the A Level.
other Sciences. Questions:
Students must answer a range of short and extended
“Computer Science answer questions.
is no more about
computers than Non-exam assessment (NEA)
astronomy is about The NEA assesses a student’s ability to use the
telescopes.” knowledge and skills gained through the course to
solve a practical problem.
(Edsger Dijkstra) Assessment:
NEA project. 75 marks in total. Worth 20% of the A Level.
Students must produce a project that either meets
the needs of a particular end user or investigates a
particular aspect of how computers can be used to
explore solutions to problems.
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St Mary’s Calne Sixth Form
Science and Mathematics
Who should study Computer Science?
Students following this specification would be
advised to have studied GCSE Computer Science.
The course has an increased mathematical
component and so a good mathematical ability
is vital. The course is not about learning to use
tools or just training in a programming language.
Computational thinking is a kind of reasoning
used by both humans and machines. Thinking
computationally means using abstraction and
decomposition. The study of computation is about
what can be computed and how to compute it.
Computer Science involves questions that have the
potential to change how we view the world.
After studying A Level Computer Science students
can go on to a career in medicine, law, business,
politics or any type of science and, of course,
Mathematics and Computer Science.
Mr Giles Mason - Head of ICT & Computer Science
[email protected]
Mrs Anne Thornton - Director of IT
[email protected]
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St Mary’s Calne Sixth Form
Science and Mathematics
PHYSICAL EDUCATION (SPORTS SCIENCE)
Aims of the Course Course Structure
• To encourage a holistic understanding of PE. The course has four components. Two are externally
• To challenge the students to understand how the assessed written examination papers (scientific
principles and psychological/social principles). The
mind and body work in relation to performance in third and fourth components (practical performance
physical sport. and performance analysis) are internally assessed. This
• To engage students with the key issues and themes is an academic course – alongside their practical skills
relating to contemporary global issues on physical the students will be developing their skills in the analysis
education. of information and data, critical analysis, evaluation,
discussion and the writing of reports and essays.
The content and weighting of each are described in
the table below.
Components Content Assessment
Component 1: Applied anatomy and physiology 2 hours and 30 minutes
Scientific principles of PE Exercise physiology 140 marks
Applied movement analysis 40%
Component 2:
Psychological and social Skills acquisition 2 hours
principles of PE Sports psychology 100 marks
Sport and society 30%
Component 3:
Practical performance Skills performed as a player/ 40 marks
performer or coach 15%
Component 4: Performance Analysis 40 marks
Performance Analysis and Personal Development 15%
Personal Development Programme (PDP)
Programme
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Scientific principles of PE explanations between nature, nurture or the interaction
(Component 1) – This component is worth 40% of both.
of the marks
Finally the students will look at the dynamic
In this component students will come to understand relationship between sport and society. They will
the anatomical/structural and physiological/functional study the parallels between societal changes and sport
roles performed in the identified systems of the body. and will utilise this knowledge and understanding
The principles of Newton’s Three Laws of Motion – to consider historical and contemporary events
force, centre of mass and stability – will be covered and trends and potential future developments.
and are essential to a student’s understanding of how They will look at how, as society developed and
sporting technique and performance can be improved. became increasingly commercial and political, these
phenomena were reflected in sport. Students will
Students will also look at the importance of diet study the context of varying ethics, pressures on
and nutrition pre, during and post-physical activity. performers to cheat and consider a range of factors
They will study fatigue and recovery and gain an that influence deviance and the response of national
understanding of how to apply knowledge of energy and international organisations, as well as looking at
systems and how to train, maintain and improve their the relationship between the media and sport and the
performance. Students will learn to demonstrate an role of social media.
understanding of movement analysis through the use
of examples to include linear motion, angular motion, Performance Analysis and the Performance
projectile motion and fluid mechanics. Development Programme (PDP)
(Component 3 and 4) – These components are
Psychology and social principles of PE worth 30% of the marks
(Component 2) – This component is worth 30%
of the marks Once students have completed a Performance
Analysis of their chosen physical activity, they have the
Students will be required to show an understanding opportunity to then produce a PDP to optimise their
of the nature and development of skills in sport and performance in the role of player/performer or coach.
this understanding will be enhanced and developed
through applied practical experiences in the role Performance Analysis
of either coach and/or performer. The students will This involves identifying a sport (from the extensive
develop a detailed appreciation of the role of memory approved list) which the student enjoys – either as a
systems in the acquisition of skill and an understanding player/performer or as a coach. The focus will be on
of learning theories. the physiological component as well as the tactical or
technical component of the chosen sport and there is
Students will gain an understanding of the role of a requirement to produce an analysis and evaluation of
sports psychology in facilitating the optimal sporting their own performance.
performance of: individual athletes, of sports teams
and of individuals within the context of teams. Central
to this component will be the ongoing debate – offering
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PDP
The purpose of the PDP is to optimise the student
performance in the role of a player/performer or
coach. It is recommended that students carry out their
Performance Analysis and PDP in the same role and
physical activity as they undertook in Component 3
(Performance Analysis).
Students identify one of two components from their
Performance Analysis.
Students design a plan to optimise performance
(their own or coaching performance) using
appropriate principles, methods of training and
setting of targets which are then implemented over
8-10 weeks.
Students critically evaluate outcomes against their
original aims.
What makes a good PE (Sports Science)
student?
The first and foremost requirement is to be passionate
about sport and have the motivation to achieve
genuine improvement, either as a sportswoman or as
a coach. The second requirement is a secure scientific
background – a good proportion of the material is
technical and will build on the Biology and Physics
studied in IGCSE/GCSE courses.
Mrs Alexandra Haydon - Head of Science
[email protected]
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Science and Mathematics
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Science and Mathematics
MATHEMATICS/FURTHER MATHEMATICS
Aims of the Course Assessment
• To develop an understanding of Mathematics and Mathematics is a subject which combines well with
mathematical processes - promoting confidence. Sciences, Humanities and Languages. Mathematicians
do it because it is there, and they enjoy it. If you are
• To develop the ability to reason logically, and to good at it, you can do a lot in quite a small space
recognise incorrect arguments. of time, which may make Further Mathematics an
attractive proposition. This extra A Level is certainly
• To appreciate the connections between different a valuable commodity for anyone who wishes to
aspects of the subject. study Mathematics, Economics, Finance, Physical
Sciences, Engineering, Medicine, Veterinary Science or
• To appreciate the ability of Mathematics to answer Computer Science at university.
questions posed within the context of the ‘real world’.
Indeed, Mathematics is very much a ‘gateway’ subject
• To find enjoyment from developing skills and that has great currency in terms of applications for a
techniques and using them to solve problems. wide variety of university courses and careers beyond
higher education.
Course Content
Examinations
In Pure Mathematics, the main strands that are
developed are those of algebraic structure, and the Course textbooks will be provided for all girls.
analysis of functions and graphs. Later comes the study A scientific calculator will be needed for all
of three-dimensional geometry through vectors, and mathematicians. We generally use Casio calculators
the methods of solution of differential equations. In which cost in the region of £30. It is recommended (but
Further Mathematics, numerical methods, hyperbolic not essential) that Further Mathematicians also have
functions, complex numbers, matrices and polar co- a graphical calculator for the UVI Form which costs
ordinates are also studied. around £50. Please contact the Mathematics Department
for advice on the choice of calculator.
In Mechanics, the laws of motion are developed and are
then used to solve problems involving bodies in motion.
Forces and friction are studied, considering systems in
equilibrium, and when equilibrium is broken.
The Probability and Statistics is based on sound
knowledge of the GCSE syllabus. Representation
of data is developed further and bivariate data is
considered quantitatively. Probability concepts lead to
the consideration of theoretical distributions and are
used in hypothesis testing.
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Science and Mathematics
What makes a good A Level
Mathematics student?
A student of Mathematics will do well if she enjoys
the process of problem solving and is prepared
to complete plenty of questions independently.
Unlike most other subjects, Mathematics does
not require much extra reading, as the course
and its development is very much based around
the course textbooks. Instead, the practising and
mastery of various skills is required. The course
(and this is especially so with Further Mathematics)
is constructed in such a way that the later modules
build on the work completed in previous ones – it is
thus particularly important to master the early topics.
Undoubtedly, Mathematics is a challenging
subject, but universities are aware of this and
it is certainly one which is highly valued by these
academic institutions.
Mr Roger Trowbridge –
Acting Head of Mathematics
[email protected]
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PHYSICS
The A Level Physics course is designed to answer those and the Standard Model is explored.
questions about how the world works on both a macro • Thermodynamics: Ideas about ideal gases which were
and a micro level. As in the words of Confucius, “I hear
and I forget. I see and I remember. I do and I understand,” first met at IGCSE are further analysed.
the course is based on practical work and investigation. • Space: Life cycle of stars, astronomical distances and
All girls who take the course will be expected to
participate in practical work and there will be a practical the fate of the universe are explored.
endorsement element to the final assessment. • Nuclear Radiation: Nuclear fission is revisited and
Course content nuclear fusion is explored alongside a mathematical
treatment of radioactivity.
Girls studying Physics follow the Edexcel specification. • Gravitational Fields: These are given a mathematical
The Edexcel specification consists of 13 topics. In treatment to build upon IGCSE and used in the
addition there are 16 core practicals which are assessed context of Space.
over the two-year course which the girls need to pass in • Oscillations: Simple harmonic motion is introduced
order to gain the practical endorsement. and explored in a variety of situations.
The Topics Assessment
• Mechanics: forces, energy and momentum are
Assessment of the course consists of three papers. Each
revisited and situations with additional complexity are paper will test a different section of the specification
considered. and there will be a mixture of multiple choice, short
• Electric Circuits: analysis of d.c circuits is continued open, open-response, calculations and extended writing
from IGCSE Level. questions.
• Materials: effects of forces on different materials
are considered along with some elementary fluid Paper 1
dynamics. 30% of final mark. 1 hour 45 mins.
• Waves and Particle Nature of Light: ideas touched • Mec hanics
on in IGCSE such as refraction and diffraction are • Electric Circuits
looked at in more detail and dealt with in a more • Mec hanics
mathematical way. The concept of wave-particle • Furth er Mechanics
duality is introduced. • Electric and Magnetic Fields
• Further Mechanics: Earlier ideas of forces and motion • Nuclear and Particle Physics
are applied to non-linear motion.
• Electric and Magnetic Fields: ideas of electrostatics Paper 2
and magnetic field theory are developed, building 30% of final mark. 1 hour 45 mins.
on earlier work on electromagnetism. Basic a.c • Materials
electricity is analysed. • Waves and Particle Nature of Light
• Nuclear and Particle Physics: Paths of charged • Thermodynamics
particles in accelerators are explored and Einstein’s • Space
equation E=mc2 is introduced. Models of the atom are • Nuclear Radiation
developed to introduce more fundamental particles • Gravitational Fields
• Oscillations
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Paper 3 A Level Physicists are also expected to work as part of
40% of final mark. 2 hours 30 mins. the Engineering Team in the EES project.
• Knowledge of all topics
• Data analysis Mrs Amanda Kingsland – Head of Physics
• Practical skills [email protected]
Mrs Alexandra Haydon – Head of Science
What makes a good A Level Physics [email protected]
student?
Physicists typically have excellent numerical, practical “Studying Physics
and analytical skills, which are valuable for any at A Level is
university course or career. The course is challenging
and students should already be competent in both challenging but
Physics and Mathematics, as well as being prepared to fun at the same
work hard. time. You carry
out lots of exciting
Students wishing to pursue Physics or Engineering
at university are advised to include Physics and experiments
Mathematics among their A Level subjects. Career that help you to
paths include Physics-based industries, such as medical understand the
imaging, aerospace, artificial intelligence and satellite concepts more
technology, but there are other industries where
physicists play an important role, such as management, clearly.”
meteorology, veterinary medicine, design and
broadcasting - to name but a few. An A Level in Physics (Ziwen)
is also a respected and valuable qualification for many
non-scientific courses and careers as it demonstrates
an ability to reason at a high level and apply a variety of
techniques to solving problems.
A good A Level Physicist is curious about the world
around them and keen to apply techniques and models
learnt to new situations. They are strong problem solvers
and enjoy grappling with puzzles. They have an excellent
grasp of mathematics. They will be interested in keeping
up with the latest news from sources such as CERN, New
Scientist and the Sixty Symbols website. Our best A Level
Physicists will be keen to participate in the British Physics
Olympiad set by Oxford University in order to stretch their
understanding and problem solving skills.
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Social Sciences
SOCIAL SCIENCES
“A creative economy is the
fuel of magnificence.”
(Ralph Waldo Emerson,1803-1882)
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ECONOMICS
Economics is all around us and it dominates and Course Content and Assessment
shapes our daily lives, whether we are aware of it or
not. As economists, we are intrigued why people act We use the AQA specification and the girls cover
the way they do and we try to understand the decisions the following in the LVI Form:
that people make. We examine how all these little
decisions, made by individuals, add up to make huge The Operation of Markets and Market Failure:
changes in the world. We seek to understand the world Students discover how the market forces of demand
in order to be able to solve its problems. and supply determine which goods firms produce and
the prices at which they are sold. Students explore how
Aims of the Course a market system works; why it may fail and whether the
government should intervene.
• To develop a secure understanding of a range of
economic ideas. The National Economy in a Global Context:
Students examine the key government targets of steady
• To explore how economic ideas can be used to economic growth; low unemployment; stable inflation
illuminate issues in everyday life. and healthy foreign trade. Students explore the policies
that governments use to meet these targets and the
• To solve economic problems by analysing a range of difficulty of meeting them all simultaneously.
possible solutions and evaluating their relative merits.
The A Level consists of the following papers:
• To develop a wide range of skills that will be a great
asset in a rapidly changing world. Markets and Market Failure:
In addition to the content covered in the LVI Form,
students discover the economic principles underlying a
range of issues, including the growth of firms; the labour
market and the distribution of income. They analyse and
evaluate possible government responses to such issues.
The National and International Economy:
In addition to the content covered in the LVI Form,
students analyse and evaluate government policies and
macroeconomic performance in national, regional and
global contexts. They discuss how individual economies
are becoming increasingly interdependent through trade
and globalisation.
Economic Principles and Issues:
This unit integrates all the content of the A Level
course. Students will be expected to select appropriate
economic ideas and skills and use them to gain insight
into a particular case study.
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What makes a successful “Studing Economics
Economics student? has revolutionised
my understanding
The students who are most successful at Economics of how the world
are those who have a keen interest in the world around works.”
them; are stimulated by new ideas and have a natural
curiosity to learn. They constantly seek to make (Helena)
connections to prior learning; to other subjects they are
studying and to current affairs. “I am constantly
fascinated by its
They are prepared to think for themselves - students prominent role in
who merely seek to recall and recite facts are likely to our daily lives.”
struggle and lose interest, whereas those who challenge
assertion and strive to attain a conceptual understanding (Ally)
will be amazed by the stunning insight, elegant solutions
and practical power of the subject. “It has empowered
me to approach
Successful economists tend to be comfortable with real-world issues
calculations and candidates will be assessed on the
quantitative skills applied in the context of economics. from a whole new
This includes an understanding of ratios, fractions, perspective.”
percentages, revenue and profit and other factors.
Students without at least Grade B in Mathematics (Alexandra)
GCSE are likely to struggle with these calculations.
Furthermore, successful Economics students
demonstrate the ability to think logically and to explain
their reasoning clearly. Finally, to be successful in
Economics, the ability to write discussions in continuous
prose is essential.
Mr Mark Cleaver – Head of Economics
[email protected]
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Social Sciences
GEOGRAPHY
Aims of the Course
• T o acquire and apply knowledge and understanding Through the study of Physical systems (01) learners will
of physical and human processes; their interactions develop an understanding and appreciation of Landscape
and outcomes over space and time, through the study Systems, contextualised through glaciated landscapes
of places and environments. and Earth’s Life Support Systems, which encompasses the
water and carbon cycles vital to our planet.
• T o acquire and apply a range of geographical and
transferable skills necessary for the study of Geography. Learners will explore Human interactions (02) through
the study of Global Connections and the governance
• T o develop an understanding of the interrelationships of human rights or sovereignty on a global scale, and
between people and their environments and of the Changing Spaces; Making Places, which gives learners
opportunities, challenges and constraints that face an insight into the nature of places and the fluidity of
people in different places and environments. their meanings and representations.
• T o appreciate the dynamic nature of Geography: how Geographical debates (03) allows teachers and
places, environments and issues change and how learners to explore in depth disease and tectonic
people respond to these changes. hazards, there are debates to appeal to all with the
implications on people and the environment being at
• T o understand how decisions are made concerning the the heart of this component.
use and management of resources and environments,
and understand the nature, significance and effects of The Investigative geography (04/05) component allows
peoples’ values and attitudes, including their own in learners to undertake an independent investigation
relation to geographical issues and questions. linked to any aspect of the specification to satisfy their
intellectual curiosity. This component is designed to
• T o clarify and develop their own values and attitudes encourage learners to deepen their knowledge and
in relation to geographical issues and questions. understanding of their chosen topic whilst developing
a number of geographical and study skills relevant
• T o acquire a deeper understanding of the connections to Higher Education or within the world of work.
between different aspects of Geography. The geography investigation will be based on studies
completed on a residential fieldtrip.
Course Content
The content is studied, as appropriate, at a variety of
The OCR A Level in Geography has been designed to scales from local to global and will be contextualised
give learners the knowledge, understanding and skills through case studies and exemplars where appropriate.
necessary to become engaged global citizens. Through
the study of dynamic and contemporary content, Geography education should encourage learners to
learners can understand and interact with issues which develop a sense of wonder about the world. Geography
affect people and places at a range of scales from local is potentially the most relevant subject for any learner
to global – and all that is in-between. in the 21st century and the OCR A Level in Geography
aims to drive a passion and love of this dynamic
Components within the OCR A Level in Geography will subject through its exciting and engaging content.
consist of:
• Physical systems (01)
• Human interactions (02)
• Geographical debates (03)
• Investigative geography (04/05).
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Assessment What makes a good A Level Geography
student?
We follow the new OCR A Level. This course was selected Geography is a subject which encompasses
by the department because it presents: both practical and non-practical elements. Good
geographers should be keen to explore both of
• exciting content studied through a choice of topics these modes of study beyond the classroom. Our
giving rich learning opportunities best students are avid readers of subject specific
publications, such as The Geographical, the Geography
• choice of geographical debates to study giving learners Review, and National Geographic. Articles therein are
a deep understanding of the contemporary challenges up-to-date, topical, and written in a manner designed to
of the 21st century engage young people. In addition, there are also many
online opportunities. The BBC and SKY News websites
• opportunities for learners to gain vital geographical, have downloadable apps which allow students to tailor
fieldwork and life skills updates to their own interests. On a more specialised
level, organisations such as NASA have their own
• an independent investigation giving learners resilience subscription services whereby students can be alerted
in self-sufficient study to major global events, often with exciting imagery
attached. Geography, as a subject, also opens up more
• a simple assessment structure with clear and practical experiences to its students. Universities are
progressive study pathways. increasingly keen on seeing evidence of practical
learning beyond the classroom and there are many
Content Overview Assessment Overview opportunities available for proactive students. Often,
students can arrange their own work experience in
• Landscape Systems Physical Systems (01) a geography-related industry, such as town planning
• Earth’s Life Support 66 Marks departments or architects’ offices, but there are
22% of total A Level also many other organisations offering excellent
Systems 1½ hour written paper opportunities. The National Trust, for example, offers
• Geographical Skills work experience at most of their sites, or students can
volunteer over the summer on conservation projects.
• Changing Spaces; Human Interactions (02)
Making Places 66 Marks Mr Daniel Curran – Head of Geography
22% of total A Level [email protected]
• Global Connections 1½ hour written paper
• Geographical Skills
Optionally - Study 2 of 6 Geographical debates (03)
• Climate Change 108 Marks
• Disease Dilemmas 36% of total A Level
• Exploring Oceans 2½ hour written paper
• Future of Food
• Hazardous Earth
• Geographical Skills
• Independent Investigative Geography (04/05)
Investigation 60 Marks
20% of total A Level
Non-examination assessment
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POLITICS
Aims of the Course
• To develop knowledge and an informed are so central to contemporary politics, including the
understanding of contemporary political structures significance of the manifestos they publish at election
and issues in their historical context, both within the time and their relevance to the mandate of the resulting
United Kingdom (UK) and globally. government. This section allows students to understand
the individual in the political process and their
• To develop a critical awareness of the changing nature relationship with the state and their fellow citizens.
of politics and the relationships between political Students will examine how electoral systems in the UK
ideas, institutions and processes. operate and how individuals and groups are influenced
in their voting behaviour and political actions. This
• To develop knowledge and an informed understanding component will further examine the role of the media
of the influences and interests which have an impact on in contemporary politics. It will also give students an
decisions in politics. understanding of voting patterns and voting behaviour.
• To develop knowledge and an informed There are four content areas in UK Politics:
understanding of the rights and responsibilities of 1. Democracy and participation
individuals and groups. 2. Political parties
3. Electoral systems
• To develop the ability to critically analyse, interpret 4. Voting behaviour and the media.
and evaluate political information to form arguments
and make judgments. Core Political Ideas
This section allows students to explore the three
• To develop an interest in, and engagement with, traditional political ideas of conservatism, liberalism
contemporary politics. and socialism. Students will learn about the core
ideas and principles and how they apply in practice to
Course Content human nature, the state, society and the economy, the
divisions within each idea and their key thinkers.
Girls studying Politics follow the Edexcel (9PL0)
specification. The girls will study four topics which will There are three content areas in Core Political Ideas:
be assessed with three papers at the end of UVI Form. 1. Liberalism
2. Conservatism
LVI Form 3. Socialism.
In LVI Form we will cover two of the three papers
which are broken up as follows. Component 2:
Component 1: UK Government and Non-core Political Ideas
Politics is ultimately about people, but most political
UK Politics and Core Political Ideas decisions are made by a branch of government whose
This section explores the nature of politics and how roles and powers are determined by a set of rules: the
people engage in the political process in the UK. constitution.
Students will investigate in detail how people and
politics interact. They will explore the emergence and This component is fundamental to understanding the
development of the UK’s democratic system and the
similarities, differences, connections and parallels
between direct and indirect democracy. They will
focus on the role and scope of political parties that
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Social Sciences
nature of UK government, since it enables students Component 3:
to understand where, how and by whom political
decisions are made. The component also gives Comparative Politics
students a base of comparison to other political The USA has been considered by some to be a ‘beacon
systems. The component introduces students to of democracy’. As a world power, understanding the
the set of rules governing politics in the UK, the UK nature of US democracy, and the debates surrounding
constitution, which is different in nature from most of it, is crucial given the considerable impact that the USA
the rest of the world. It further introduces students to has on UK, European and global politics.
the specific roles and powers of the different major
branches of the government – legislative, executive, Students will explore the US Constitution and the
and judiciary – as well as the relationships and arguments surrounding this guiding document of US
balance of power between them, and considers where democracy. In learning about the key institutions of
sovereignty now lies within this system. government in the USA and analysing the manner in
which they achieve this power and exercise it over
Students will explore the following key themes: their citizens, students will judge ultimately whether
the relative powers of the different branches of UK ‘liberty and justice for all’ has been achieved in the
government; the extent to which the constitution has USA. Students will be expected to highlight the debates
changed in recent years; the desirability of further on the nature of democracy in the USA and evaluate
change and the current location of sovereignty within the extent to which it remains an issue.
the UK political system.
The impact of the US government on the world beyond
There are four content areas in UK Government: its borders is increasingly a feature of international
1. The constitution politics. Students will begin to engage with this
2. Parliament interaction by comparing and contrasting politics
3. Prime Minister and executive and institutions in the US with those in the UK. This
4. Relationships between the branches. will develop a wider understanding of politics as a
discipline, underpinned by the theoretical concepts of
Non-core Political Ideas comparative politics.
This section allows students to explore one of five
additional political ideas. Students will learn about the There are six content areas in Comparative politics:
core ideas and principles, the effects of these ideas, the 1. The US Constitution and federalism
divisions within each idea and their key thinkers. At 2. US Congress
St Mary’s we have chosen to study Feminism. 3. US Presidency
4. US Supreme Court and US civil rights
UVI Form 5. US democracy and participation
In UVI Form we will take what we have learnt and 6. Comparative theories.
apply it comparatively to the politics of the USA.
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Social Sciences
Assessment What makes a good A Level Politics
student?
• Component 1: UK Politics and Core Ideologies: 2 hour
paper worth 33.3% of the whole A Level Although it helps to have an interest in History -
particularly of Britain and in current affairs - a ‘good’
• Component 2: UK Government and Non-core Ideologies: Politics student is one who has an interest in the society
2 hour paper worth 33.3% of the whole A Level around them, as this is the product of - and in turn, helps
form - political activity. Political ideas, ideologies and
• Component 3: Comparative Politics: 2 hour paper policies are fundamentally simply different concepts of
worth 33.3% of the whole A Level. what a good society should look like.
This course will appeal to someone who enjoys debating To help girls with their studies of politics, the library
current affairs and politics generally; who likes engaging has built up a wide stock of books and journals (most
in a subject which affects daily life and someone who pertinently The Economist and The Week), and these,
wants to study a subject which can be combined with a along with frequent browsing of the news and politics
wide range of other subjects. Students preparing for sections of the BBC website, are the ideal means of
A Level Politics will develop communication skills and broadening knowledge and developing independent
be able to evaluate different political ideas and systems. ideas. For a prospective A Level student, the following
You will learn how to analyse and question information. works on recent (ie post-war) British history are
It will enhance your critical abilities. particularly recommended: Andrew Marr’s A History of
Modern Britain and Richard Vinen’s Thatcher’s Britain.
Politics can be combined with almost any other subject
at A Level. It enables students to offer a wider range of Mrs Samantha Handy –
subjects for university entrance and would support any Head of History and Politics
university application. You do not need to have studied [email protected]
any particular subject (such as History) at GCSE in order
to take this course; it is more important that you should
have a lively and enquiring mind and an interest in
current affairs.
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PSYCHOLOGY What makes a good A Level
Psychology student?
Aims of the Course
The chief aim of the course is to develop students’ A good student will seek to do the following: read
interest in and enthusiasm for the study of psychology. widely eg popular psychology books in addition to
Other aims: text books; explain and make the connection between
• To appreciate the scientific nature of psychology the psychology taught in lessons with newspaper
articles and issues in current affairs; watch films
and to engage in contemporary debates through an and documentaries linked to psychology; subscribe
understanding of research. to the BPS Research Digest https://www.bps.org.uk
• To develop and demonstrate a deeper appreciation (sent fortnightly - free); read psychology articles
of the skills, knowledge and understanding of in publications and magazines; make and take
psychology. opportunities to work with different groups of people,
• To develop essential knowledge and understanding eg helping on a summer camp for disabled children;
of different areas of the subject and how they relate to helping with riding for the disabled or becoming a
each other. mentor for pupils at Springfields Academy, Calne.
Mrs Ammy Davies-Potter – Head of Psychology
Course Content [email protected]
We follow the Edexcel specification and the content “We must learn
includes: to live together as
brothers or perish
• social, cognitive, biological Psychology and learning together as fools.”
theories
• research methods along with practical skills including
handling qualitative and quantitative data
• clinical and child Psychology
• issues and debates.
At A Level the course is assessed through three papers,
each of 2 hours in length.
(Martin Luther King)
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Extended Project Qualification
EXTENDED PROJECT QUALIFICATION
(EPQ - Level 3)
Aims of the Course The student will develop an idea for a project that
they wish to carry out and discuss their ideas with
Opportunities offered to students choosing the EPQ a supervisor who will meet regularly with them to
offer guidance and support. Students will also attend
• To make a significant contribution to the choice and a series of lessons in which they are taught the skills
design of an extended project and take responsibility needed to undertake a piece of research. The majority
either for an individual task or for a defined task of projects culminate in an extended piece of writing
within a group project. of approximately 5,000 words. As they develop their
research they will maintain a Production Log which
• To develop and improve their own learning and documents the challenges and successes that they
performance as critical, reflective and independent have encountered as part of their research journey. This
students. log also provides the student with an opportunity to
show how they managed their project. Finally, students
• To develop and apply decision-making and problem- will prepare and give a presentation about the project
solving skills. product and process (including a question and answer
session) before they evaluate the project process.
• To extend their planning, research, critical thinking,
analysis, synthesis, evaluation and presentation skills. Recent EPQs at St Mary’s Calne have included the
following:
• To develop and apply skills creatively, demonstrating
initiative and enterprise. To what extent did Leonardo da Vinci influence
Raphael’s Madonna of the Pinks?
• T o use their learning experiences to support their
aspirations for higher education and/or career ‘Mobutu Sese Seko was a modern incarnation of King
development. Leopold II in the Congo’. Do what extent do you agree
with this statement?
• To transfer skills developed as part of their extended
project to other areas of study. When Genetics is not the Answer: To what extent is
Royal Jelly exposure responsible for the Epigenetic
Course Content Modifications that underlie polyphenism in female
honeybees?
The EPQ is an excellent way for students to demonstrate
their ability to pursue independent study and manage Should bariatric surgery be offered for children and
a research project. It helps students to develop the adolescents?
analytical and research skills which are necessary
for success as an undergraduate and provides them How does mental rehearsal affect sports performance?
with the opportunity to explore an area of academic
interest that lies beyond the confines of the A Level
specifications, including topics that are completely new
to them. The grades available range from A* to E. Some
top universities will make alternative offers to students
who have undertaken an EPQ.
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St Mary’s Calne Sixth Form
Extended Project Qualification
Assessment Objectives What makes a good EPQ student?
All candidates are required to meet the following You will need to have a particular passion for the
Assessment Objectives. The Assessment Objectives are subject that you have chosen to explore. You should
weighted as indicated below: be curious and inquisitive and relish the challenge
of working independently as the EPQ requires you to
Objectives Weighting be self-directed in your learning. You will need to be
well-organised, flexible in your approach to problem
AO1 Manage 20% solving and enjoy the ‘cut and thrust’ of academic
debate. The ability to think laterally and creatively
Identity, design, plan, and carry out will help you as you develop your arguments, as will
a project, applying a range of skills, adopting a critical approach which enables you to
strategies and methods to achieve challenge the information that you are coming across
objectives. during your research.
AO2 Use Resources 20% Miss Lianne Aherne – Director of Sixth Form,
Higher Education and Professional Guidance
Research, critically select, organise [email protected]
and use information, and select
and use a range of resources.
Analyse data, apply relevantly and
demonstrate understanding of any
links, connections and complexities
of the topic.
AO3 Develop and Realise 40%
Select and use a range of skills,
including, where appropriate, new
technologies and problem-solving,
to take decisions critically and
achieve planned outcomes.
AO4 Review 20%
Evaluate all aspects of the extended
project, including outcomes in
relation to stated objectives and
own learning and performance.
Select and use a range of
communication skills and media
to present evidenced project
outcomes and conclusions in an
appropriate format.
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St Mary’s Calne Sixth Form
Examination Boards
EXAMINATION BOARDS
Subject Examination Board
Drama and Theatre Studies Edexcel
Fine Art OCR
History of Art Edexcel
Music Edexcel
Classical Civilisation OCR
History AQA
Religious Studies Eduqas - WJEC
English Literature OCR
Latin OCR
Greek OCR
French Edexcel
German Edexcel
Spanish Edexcel
Mandarin Cambridge Pre-U
Biology Eduqas - WJEC
Chemistry OCR
Computer Science AQA
Mathematics Edexcel
Further Mathematics Edexcel
Physical Education - Sports Science Edexcel
Physics Edexcel
Economics AQA
Geography OCR
Politics Edexcel
Psychology Edexcel
Extended Project Qualification AQA
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St Mary’s Calne Sixth Form
Social Sciences
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St Mary’s Calne Sixth Form
Enrichment Opportunities
ENRICHMENT
OPPORTUNITIES
“I am very clear about
the ethos of St Mary’s: it
is predicated on breadth.
However, we balance
this with high levels
of achievement in the
specialised environment of
the UK A Level syllabus.”
(Dr Felicia Kirk, Headmistress)
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St Mary’s Calne Sixth Form
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St Mary’s Calne Sixth Form
Enrichment Opportunities
CRITICAL DEBATING
THINKING
In many areas of life, it is important to be able to think “It is better to debate a question without settling it
both critically and creatively. This course will challenge than to settle a question without debating it.”
girls to think more broadly about issues; to develop (Joseph Joubert)
new and creative ideas, as well as to assess arguments
effectively. Critical Thinking is a fundamental academic Debating at St Mary’s combines discussing the big
competency akin to reading and writing. All subject questions in life with a welcoming atmosphere that
teachers aim to develop their candidates’ critical encourages everyone to get involved. As a society we
thinking ability - the ability to interpret, analyse and have a mixture of informal debates throughout the
evaluate ideas and arguments - but they do this in the year, as well as taking part in competitions. Previously
process of teaching their particular subject. In Critical we have participated in the Bristol University Schools’
Thinking lessons, girls will be able to concentrate on debate and we have also got to the second round of
developing their thinking skills more widely. the English Speaking Union’s Mace debate.
Aims of the Course Topics we have looked at previously include:
• To give girls the opportunity to develop their critical • should we have non-custodial sentences for non-
thinking skills which are central to the process of violent criminals?
arriving at reason-based judgment.
• the EU referendum
• To improve critical thinking skills by attending to them • should we only allow people who pass a simple
explicitly and in ways which enable girls to transfer
them to other academic studies and to everyday life. current affairs test to vote?
• the death penalty
• To stimulate creative and lateral thinking. • Saturday school
• are governments ever justified in using force against
Critical Thinking is useful for candidates taking a
wide variety of A Level subjects as well as being their citizens?
an essential skill required for further and higher
education. It is valuable for many professions: law, Debating is the best place to learn not just how to
medicine, journalism, the civil service and those debate, but how to debate well - and win!
aspiring to any kind of leadership position. Critical
Thinking is particularly highly regarded in a wide range
of professional areas, including architecture, design,
business and management.
This course forms an important part of our
preparation for the girls’ applications to Oxbridge
and other leading universities.
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St Mary’s Calne Sixth Form
Enrichment Opportunities
FINANCIAL
CAPABILITY
Leaving education and starting to live independently
brings many challenges for young people, as they need
to learn to juggle the many bills which have to be paid
as well as dealing with banks, utility bills and mobile
phone companies - often for the first time. This course
builds on the work completed in the Fourth and Fifth
Forms and aims to equip pupils with the financial skills
they will need to manage their own finances whilst
at university and beyond. It includes workshops on
student finance, budgeting, insurance, pensions, pay
slips, mortgages, saving, borrowing and taxation.
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St Mary’s Calne Sixth Form
Enrichment Opportunities
CULTIVATING
EMOTIONAL
BALANCE
The eight-session Cultivating Emotional Balance
course for teens focuses on emotional intelligence skills
that can support wellbeing in school and in the wider
world.
The curriculum is inspired by the work of Professor
Paul Ekman of the University of California and is the first
time that it will be taught in a school in the UK. Themes
that are covered include: understanding emotions and
emotional episodes in ourself and others (emotional
awareness and empathy); developing choice in how we
respond to difficult emotions (emotional self-regulation);
cultivating constructive emotions (kindness and
compassion) and understanding the benefits of genuine
happiness as opposed to temporary sensually-driven
pleasure (eudaimonia vs hedonia). Sessions will include
a little theory, discussion and mindfulness practices and
there will be encouragement to explore the themes in
everyday life outside of the sessions.
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St Mary’s Calne Sixth Form
Enrichment Opportunities
MODEL UNITED PERSONAL
NATIONS SOCIETY DEVELOPMENT AND
WELLBEING
MUN (Model United Nations) is a school, college At St Mary’s we have a holistic approach to our pupils’
and university-based organisation and is a simulation learning and recognise that to succeed academically
of the work of the United Nations. Students form we must address each pupil’s Personal Development
delegations and represent the policies of their given and Wellbeing needs. To achieve this, we run a
country on such issues as Human Rights’ violations, bespoke course for our Sixth Formers designed to
the exploitation and use of natural resources, the use meet the needs of each pupil at this important stage.
of child soldiers, cyber security, the reform of the This course includes sessions on identifying signature
Security Council, and disputes between neighbouring strengths, managing risk, making sound financial
countries. Real UN procedure and etiquette is decisions, developing resilience and acquiring skills
followed and girls learn how to draft resolutions and and strategies to cope with the increasing pressures
present them in committees at conferences. that young people face today. Pupils will take part in a
course of Yoga during the Autumn and Spring Terms
MUN provides a unique opportunity for young people and Martial Arts in the Summer Term. The programme
to investigate the background to, and origin of, many of is supplemented by talks and workshops from external
the problems and issues in the world today. specialists and includes seminars on Nutrition, Sexual
Health, Gender, Teenage Cancer, Exploitation and the
St Mary’s girls attend conferences around the country. risks associated with Alcohol abuse.
Each conference requires the girls to research both their
committee’s particular issues as well as the position Aims of the Programme
their country would adopt on that issue. Working
independently on their research beforehand and then • To develop skills of enquiry and communication,
collaborating effectively in committee, making alliances make effective transitions and develop positive
with other countries and having to compromise their relationships.
own position, means the girls must develop a wide-
ranging skillset which will stand them in excellent • To develop emotional wellbeing, self-reliance and
stead for future life; inquiry, critical thinking, research, resilience when facing difficulties, coping with
negotiation, communication, collaboration, the ability pressures and resolving conflict.
to listen to others and be empathic to their views yet still
remaining principled, all whilst gaining a deep insight • To equip each pupil with the knowledge and skills to
into world affairs and problems and their concomitant make informed choices to manage risk, stay safe and
solutions. enhance and enrich their own and others’ lives.
Not only do the girls gain and develop fabulous • To provide opportunities for pupils to reflect on their
transferable skills but they also become more rounded, own values, attitudes and identity.
worldly people with a broader understanding and
perspective of the world in which they live. This kind • To promote pupils’ spiritual, moral, social and cultural
of enrichment is invaluable and considered to be development, increasing their self-confidence.
extremely beneficial by universities and employers alike.
• To develop the ability to know, articulate and
manage their own emotions and to empathise with
those of others.
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St Mary’s Calne Sixth Form
Enrichment Opportunities
PHYSICAL EDUCATION, SPORT, EXERCISE
AND WELLBEING
Aims of the Course In addition to Sixth Form Games, Team Practice is
• To encourage and motivate the Sixth Form to pursue scheduled throughout the week in the following:
sport and exercise.
Hockey 1 x Team Practice
• To develop their skills and techniques (also tactics
and team work where appropriate) in order to reach Lacrosse 2 x Team Practices and
their full potential in all their sports and activities.
Senior Club
• To understand, recognise and appreciate the value of
a healthy lifestyle through sport and exercise. Matches on Saturdays
• To enjoy being part of a school team; developing Tennis 2 x Team Practices
confidence and self-esteem and building resilience.
Mid-week and Saturday
• To develop their leadership skills and be a fine role
model for the younger girls. matches
• To measure, monitor and celebrate achievement. Netball 1 x Team Practice
Matches mid-week
Swimming 4 x Swim Training
Galas mid-week
Sixth Form Games Additional Clubs include:
Dance
Fencing (additional charge)
Ski racing (additional charge)
Autumn and Spring Terms: Girls regularly represent the County, South West and
often National Teams in Sport.
Hockey Matches for 1st XI
Netball Matches for 1st, 2nd, 3rd VII
Swimming Galas for the Senior Team St Mary’s Sports Centre
Games Rotation Badminton, Basketball and
Volleyball In the Sixth Form, St Mary’s pupils gain a full,
complimentary membership to the Sports Centre.
Dance & Fitness Dance, Fitness Suite, (Our newly refurbished Sports Complex opened in
May, 2018). This allows access to the swimming pool,
Spinning, Zumba fitness suite and fitness classes outside of lessons.
Classes such as zumba, spinning, pilates and aerobics
Mountain Biking are offered but the girls need to pre-book their space.
Summer Term:
Athletics Meets for the Senior Team
Tennis Matches for 1st, 2nd, 3rd, 4th,
5th, 6th VI Mrs Heidi Marvin – Director of Sport
[email protected]
Swimming Galas for the Senior Team
Cricket/Rounders
9977
SSt tMMarayry’s’sCCalanlneeSSixixththFFoormrm
Other Courses
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St Mary’s Calne Sixth Form
Enrichment Opportunities
RADA SCIENCE JOURNAL
CLUB
Advanced Communication Course
This is a unique course in Advanced Communication Science Journal Club takes place every three weeks for
Skills for the Individual, run by RADA (Royal Academy Sixth Formers studying science subjects. An accessible
of Dramatic Art) in association with St Mary’s Drama and paper from a scientific journal is sent to the students
Theatre Department. in advance and is discussed at length during the
meeting. We explore the scientific methods that have
This course is the first and only one of its kind in been used, the scope of the research and the possible
any school in the UK. Created specifically for the LVI future implications. Once a year we invite a scientist
Form at St Mary’s Calne, it offers professional training, who has recently published (and whose paper we
delivered by RADA trained teachers and professionals; have read) to come and discuss their research and the
employing theatre-based expertise to enhance and new developments in their field. Besides a portfolio of
develop essential career and life skills. The techniques academic literature that they have read and discussed,
required for a wide range of public performance in Journal Club allows the students to gain a far better
careers, such as Law, Business, the Media, Medicine understanding of the nature of science and scientific
and the Arts, are explored in detail. Now in its 11th research before applying for university courses.
year, this is a pioneer course which focuses fully on
inspiring and developing the communication and
presentation skills of the individual. Developed by
St Mary’s Drama Department, in conjunction with
RADA in Business (RADA Enterprises), the course
takes its inspiration from RADA business training
given to eminent professionals, in fields ranging from
government and Law to the worlds of Marketing and
Corporate Finance. The primary focus of the course
is to enable each student to realise her full potential
as a first rate communicator. It is delivered in three
weekend Master Classes and twelve weekly sessions.
The course begins in September and concludes in
February, ending with a final individual presentation
to a panel of professionals at RADA in London. The
cost of this course is £600.
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