St Edward's A Level Guide 2026

A LEVEL COURSE GUIDE 2026

CONTENTS

Introduction

5 6 8 9

A Level

Extended Project

Choosing your subjects: further thoughts

Art

10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35

Biology Business

Chemistry

Classical Civilisation Computer Science

Design and Technology: Product Design

Drama and Theatre Studies

Economics

English Literature

Geography

History

History of Art

Jewellery, Silversmithing and Decorative Arts

Latin and Greek

Mathematics

Further Mathematics Modern Languages

Music

Music Technology

Physics

Photography

Politics

Psychology

Theology, Philosophy and Ethics

Textile Design

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INTRODUCTION

The choices you make for Sixth Form study will have a significant impact on the rest of your life. This booklet, together with the IB guide, provides information about the pathways available to you and guidance on what to consider during the decision-making process. There are two pathways through the Sixth Form at St Edward’s: The International Baccalaureate Diploma Programme and A Levels. For information about the IB please refer to the relevant guide. A Level courses are linear in nature and only examined in the Summer Term of the Upper Sixth year. The A Level and IB Programmes afford different opportunities to pupils. The teaching staff at St Edward’s will be on hand to offer any support and guidance you might need, but it is important that you also invest the time yourself in making the right choice for you. Choices will be finalised at the end of February. The range of choices on offer at Sixth Form can be daunting so it is important that you are careful and systematic in the decision-making process. It is worthwhile recording the details of any conversations you have with parents and staff. You will then be able to build a table of pros and cons for subject choices and type of programme, IB or A Level. • If you have a particular career in mind that requires study in a specific subject, make sure that you include this in your thinking (for example, if you are considering Medicine, you must take Chemistry). Dr Ord (Head of Careers) or Mr Gillingwater (Head of Higher Education) will be able to advise you. • Sixth Form study gives you the chance to develop your interests and skills in subjects which will be of benefit in your adult life. A breadth of subjects generally contributes to developing a wide range of skills and affords more opportunities once you leave school. A narrow range however is appropriate for specific careers in areas such as scientific research. • Some people thrive under the pressure of exams and easily achieve good results. Others find coursework allows them to employ a systematic approach over a longer period to achieve impressive results. The following gives you some general guidance: •

I very much hope that you will find the process of Sixth Form course and subject choice both stimulating and encouraging, do not hesitate to contact me if you have any questions.

Mr D.J. Flower Sub-Warden Academic flowerd@stedwardsoxford.org

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A LEVEL

The A Level pathway is built upon extensive study, usually of three subjects. This study is complemented by the completion of an Extended Project (detailed on page 8) and helps pupils prepare for study at university and beyond. For a small number of pupils, taking four A Levels is appropriate. Most commonly, those taking four subjects will take Mathematics and Further Mathematics, in addition to two other subjects. If you wish to take four subjects in another combination this is at the discretion of the Sub-Warden Academic and you should arrange to see him as soon as possible to have the process for this explained to you.

Pupils taking the A Level pathway may choose their subjects from the options below:

Art Biology Business Chemistry Classical Civilisations Computer Science Design Drama & Theatre Studies Economics English Literature

French Geography German Greek History History of Art Jewellery Latin Mathematics Further Mathematics*

Music Music Technology Physics Photography Psychology Theology, Philosophy and Ethics (RS) Spanish Textile Design

NB. The programme available may vary depending on demand and timetabling constraints.

*Further Mathematics may be taken only with Mathematics. Further Mathematics is not considered as a discrete subject from Mathematics and so is taken only as a fourth subject.

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EXTENDED PROJECT

Edexcel

The Extended Project Qualification is a compulsory part of the A Level programme for those completing three A Levels.

What is the Extended Project? There are four types of Extended Project:

1. To write a 5,000 word essay on a topic of your choice. 2. To carry out an investigation or field study and produce a written report on your findings. 3. To create a performance and an accompanying written report. 4. To produce an artefact, work of art or composition and an accompanying written report. For all of the above you are also required to produce a project log to document your research and learning experiences and deliver a 10-minute presentation on your project. The EPQ is a process which requires consistent effort over time; it is more than simply ‘writing an essay’. Rewards: • The EPQ is of considerable use when applying to university and will be included on your list of qualifications. A strong grade can even yield offers which are lower than you might otherwise receive. • Studying an issue in depth helps one to become an expert in the chosen field of research. • The EPQ is a significant contributor to a candidate’s statement on the UCAS application. • Universities respect this qualification because its successful completion says much about an individual’s work ethic. When do I do the EPQ? • In the Autumn Term of the Lower Sixth year a supervisor is allocated to you and then begins the detailed research phase on the chosen subject area. You will continue to work on the planning and research process and the project itself throughout the Autumn and Spring Terms including over the Christmas and Easter holidays. • By mid-May you will have completed a full draft of the essay and, following delivery of the presentation and the final entries to the log, will be ready to submit your project. Qualities needed for a successful Extended Project candidate: • Independence of thought and action • Someone who can work well with a supervisor on a one-to-one basis • Hard work and good time-management skills • Self-motivation

If you have any queries please contact Miss Hanly, Head of Sixth Form Projects

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CHOOSING YOUR SUBJECTS: FURTHER THOUGHTS

Combinations of Subjects – This is less of an issue with IB than it is with A Level, because the IB has breadth built in. At A Level, some subjects naturally support each other. For example, it is sensible for Biologists to study Chemistry, while Physicists are required to take Mathematics. Those who enjoy writing essays might do English and History. Usefulness – Employers, as well as those controlling access to university, are concerned with a number of intangible qualities as well as good performance at A Level or in the IB Diploma. These include resilience, initiative, imagination and ability to work independently or in a team. Choose a combination of subjects that will allow you to develop both your academic skills and your personal qualities. Future Career – Some careers require specific Sixth Form subject courses as qualifications and in some cases there is very little choice. This applies particularly to careers such as Medicine, Veterinary Surgery, Engineering, and many Science-based careers. You need to research your options carefully; further advice on these and other courses can be obtained from the Careers and Higher Education Departments, Tutors, Housemasters and Housemistresses.

The following factors should be considered before making final choices. Please note that a few subjects are available only on one of the A Level or IB pathways. Interest and Enjoyment – The Sixth Form gives you much more opportunity to make choices about what you study than so far in your school career. Remember, however, that there is often a considerable difference between the syllabus content of a subject at GCSE and Sixth Form level, so make sure you know what the new syllabus will involve. Remember also that you will be expected to engage in self-directed learning beyond the classroom. Prior Performance – You should be predicted and go on to achieve at least a grade 7 at GCSE in any subject you intend to study at A Level, whilst a grade 8 is required for Science or Maths. If you are concerned that you may not be able to achieve the required grade, you should consult with the relevant Head of Department as to your acceptance on to a Sixth Form course. Under such circumstances the Head of Department will reflect upon prior attitude to learning and contribution to a positive classroom environment. In the case of “new” subjects in the Sixth Form, we ask for at least a 7 in a related GCSE subject. For Drama and Theatre Studies, Classical Civilisation and History of Art, this is English; for Religious Studies, English or History; for Economics, pupils need grade 7 at GCSE in Maths and English.

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ART

AQA

Pupils are encouraged to develop their own practical skills, and to become independent thinkers and learners. Alongside their own practice pupils develop their ability to research and investigate historical, cultural and contemporary art practices to inform their own work. We offer the AQA A Level in Art and Design (Fine art) and pupils produce work in one or more areas including: painting, drawing, mixed-media, sculpture, land art, installation, printmaking, lens-based and/or light-based media.

COMPONENT ASSESSMENT

CONTENT

Personal Investigation

96 marks (60% of A Level)

Practical investigation supported by written material. • Pupils are required to conduct a practical investigation into an idea, issue, concept or theme, supported by written material. The focus of the investigation must be identified independently by the pupils and must lead to a finished outcome or a series of related finished outcomes. • Pupils should carefully select, organise and present their work for their Personal Investigation to ensure it is well structured and provides evidence that meets the requirements of all four assessment objectives. • Pupils are required to submit a written component of 1,000–3,000 words related to their topic. The essay, which can be presented in the form of a journal or a traditional essay, must be illustrated and written in continuous prose, using specialist vocabulary appropriate to the subject. Response to an externally set assignment. • The exam board will issue papers with eight questions to be used as starting points. Pupils are required to select one. Pupils will be provided with examination papers on 1 February, or as soon as possible after that date. • Following a period of preparatory work, pupils must complete 15 hours of unaided, supervised time. In the 15 hours pupils must produce a finished outcome or a series of related finished outcomes, informed by their preparatory work. • Preparatory work and the work produced during the 15 hours of supervised time will be assessed together, as a whole, against all four assessment objectives.

Externally set assignment

Preparatory period + 15 hr supervised time 96 marks (40% of A Level)

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BIOLOGY

Edexcel B

This course has been designed to interest anyone who wishes to understand the structure and functioning of living things and provides a comprehensive coverage of the ideas which underpin modern Biology. Among the many benefits, this specification is designed to encourage: • an enthusiasm for Biology • practical skills alongside understanding of concepts • an appropriate foundation for Biology-related courses at university

A Level or Higher Level IB Biology are equally viable options for pupils considering Medicine (and related degrees). The A Level course is split into 10 topics:

1. Biological molecules 2. Cells, viruses and reproduction of living things 3. Classification and biodiversity 4. Exchange and transport 5. Energy for biological processes

6. Microbiology and pathogens 7. Modern genetics 8. Origins of genetic variation 9. Control systems 10. Ecosystems

COMPONENT

ASSESSMENT

CONTENT

Paper 1

• 1¾ hr exam • • 1¾ hr exam • • 2½ hr exam •

• Topics 1–7

(30% of final grade)

Paper 2

• Topics 1–4, 8–10

(30% of final grade)

Paper 3

• Topics 1–10

(40% of final grade)

Practical Competency

Continuously internally assessed over the 2 years

• 16 Core Practicals

Entry requirements for pupils wishing to study A Level Biology are 8-8 in the GCSE Science Double Award or an 8 in GCSE Biology. It is worth noting that Mathematics makes up 10% of the marks in the final exams so proficiency in that subject is also strongly advised (grade 7) . Practical Competency Pupils will be awarded either a “Pass” or a “Not Reported”. A “Pass” requires the safe and sensible completion of the practicals and while performance will have no direct bearing on any final grade, candidates can expect some related exam questions. Some university courses may require a “Pass” in addition to any offer made.

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BUSINESS

Edexcel

Business A Level helps pupils explore how modern businesses work. The course gives pupils an understanding of the challenges and opportunities facing businesses, and the skills necessary to run a successful organisation. Business is a good choice for pupils who want to develop their entrepreneurial skills, start their own business, or study the subject further at university. To access the course, pupils will usually have achieved at least a 5 in GCSE Maths and 7 in English or a humanity. Course structure Theme 1: Marketing and people Pupils learn the needs of customers, and how businesses can understand and respond to these different needs through a range of marketing strategies. Theme 2: Managing business activities This part of the course explores how businesses raise finance, plan their costs and expenditure, and manage resources in light of internal and external pressures. Theme 3: Business decisions and strategies Different businesses pursue different objectives for different reasons; pupils study how businesses achieve these objectives, especially focusing on business growth and change. Theme 4: Global business This section studies issues pertaining to operating in a globalised business environment, including the challenges of global manufacturing and marketing. Assessment structure The course is assessed across three exams at the end of the course. Each paper is two hours long and comprises 100 marks.

COMPONENT

Paper 1

Marketing, people and global businesses

Paper 2

Business activities, decisions and strategy

Paper 3

Investigating business in a competitive environment

All three papers involve a range of different responses, including extended open-response essay questions.

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CHEMISTRY

OCR Salters

Chemistry is the study of the properties and reactions of substances and their applications in our lives. Chemistry is an essential subject for many scientific courses at university, such as Medicine, Materials Science and Biological Sciences, as well as Chemistry itself, due to its intellectual rigour and the fact it is the ‘central science’. Human existence is reliant upon, and is constantly being transformed by chemistry: medicines, drugs, dyes, pigments, foods, flavours, vitamins, antioxidants, fireworks, explosives, fuels, fertilisers, plastics, diamonds, batteries… the scope of study is boundless. The OCR specification slots the “Chemical Ideas” of the course into “Chemical Storylines” – “Elements of Life”, “Developing Fuels”, “Elements from the Sea”, “The Ozone Story”, “What’s in a Medicine”, “The Chemical Industry”, “Polymers and Life”, “The Oceans”, “Developing Metals”, and “Colour by Design”. All the traditional concepts of chemistry are present in the course with OCR being well known for its rigour and being excellent at preparing pupils for chemistry-based courses at university. Practical skills are taught throughout the course, linked to the relevant concepts, leading to fulfilment of the requirements of the Practical Endorsement. Entry requirements for pupils wishing to study A Level Chemistry are 8-8 in the GCSE Science Double Award or an 8 in GCSE Chemistry. Mathematical questions account for 20% of the total exam marks available; therefore, we require at least a grade 7 in GCSE Maths and recommend that Maths is also studied at A Level.

COMPONENT

ASSESSMENT

Fundamentals of Chemistry

• 110 marks • 2¼ hr • Multiple-choice, short answer and extended response questions. • 100 marks • 2¼ hr • Short answer and extended response questions, including questions on a pre-release Advance Notice article. • 60 marks • 1½ hr written paper • Short answer and extended response questions. • Non exam assessment • Performance in this component is reported separately to the performance in the A Level.

Scientific Literacy in Chemistry

Practical Skills in Chemistry

Practical Endorsement in Chemistry

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CLASSICAL CIVILISATION

OCR

If you are interested in the myths, literature, history and culture of the ancient world, then Classical Civilisation A Level is for you.

No prior knowledge is required, although you will need a proven record in English or History. You will study Greek and Roman civilisations using a range of primary sources, including literature and visual and material culture. The course includes a variety of interesting and complementary topics and is a highly considered A Level option, which enriches any combination of subjects, and helps build much valued critical and evaluative skills. The Department makes excellent use of resources to be found in the Ashmolean Museum, and invites internationally renowned experts to present at the twice-termly meetings of the Lyne Society. Higher Education Classical Civilisation is a popular degree in many universities, either standing alone or in combination with Archaeology and Anthropology. Oxford offers a fascinating course in Ancient and Modern History, as well as one in Classical Archaeology and Ancient History, for which the knowledge of a classical language is not necessary.

Candidates take topics from a total of three different modules across the two years as follows:

LOWER SIXTH YEAR 1. The World of the Hero (Part 1) Pupils study either Homer’s Iliad or Odyssey in an English translation

2. Culture and the Arts Pupils study one topic focussing on visual culture and literature from the classical

world, chosen from: • Greek theatre • Imperial image • Invention of the barbarian • Greek art

UPPER SIXTH YEAR 1. The World of the Hero (Part 2) Pupils study Virgil’s Aeneid in an English translation

2. Beliefs and Ideas Pupils study one topic focussing on classical thought, chosen from: • Greek religion • Love and relationships • Politics of the Late Republic • Democracy and the Athenians

EXAMINATIONS ARE AS FOLLOWS: World of the Hero, Parts 1 and 2: 2 hr 20 minutes paper; 40% of total Culture and the Arts: 1¾ hr paper; 30% of total Beliefs and Ideas: 1¾ hr paper; 30% of total

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COMPUTER SCIENCE

AQA

Computer Science teaches you how to solve problems in the real world using technology. It is a core discipline in itself, but has an extremely broad application to a number of industries such as finance, entertainment, medicine, communications, management, consulting, sport and manufacturing. The skills you will learn can be transferred to many disciplines and will be of great benefit in other degree courses such as engineering, physics, mathematics or any type of business or design course. When taking Computer Science you will learn not only how to program in a variety of languages, but also how computers work and how they communicate with each other. You will learn about the process of writing software and how to develop an idea into a working application for different devices and markets. You will have the chance to design your own software as part of the non-examined assessment.

The course consists of the following components:

COMPONENT

ASSESSMENT

%

Paper 1

This paper tests a pupil’s ability to program, as well as their theoretical knowledge of Computer Science. Pupils answer a series of short questions and write/adapt/ extend programs in an Electronic Answer Document provided by AQA. AQA will issue Preliminary Material, a Skeleton Program (available in Python) and, where appropriate, test data, for use in the exam. This written paper tests a pupil’s ability to answer questions from subject content, both in the form of short answer and extended answer questions. This work assesses pupils’ ability to use the knowledge and skills gained through the course to solve or investigate a practical problem. Pupils will be expected to follow a systematic approach to problem solving.

40%

Paper 2

40%

Non-exam assessment (i.e. Coursework)

20%

Programming languages

No prior experience of programming or knowledge of a particular programming language is needed for the A Level course. Over the two-year course, the core language will by Python along with a multitude of different additional libraries. The course is designed to teach the principles of programming which remain applicable to any programming language. Further opportunities for other languages and experience of different platforms are offered through the Programming Club with robotics, encryption, Raspberry Pi and computational thinking competitions entered throughout the year.

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DESIGN AND TECHNOLOGY: PRODUCT DESIGN

AQA

The A Level Product Design course caters for creative and innovative pupils who are passionate about design, problem-solving, and the creation of practical solutions. Designers use new and emerging materials and technologies to design for the needs of a client and target market so that a product can be innovated. This human-centred design process starts with understanding a problem a consumer may face and ends in the development of a solution that is tailor-made to suit their needs. Solutions will be the outcome of rigorous research and application of knowledge and understanding. This course offers a comprehensive curriculum that combines theoretical knowledge with hands-on experience, preparing pupils for a wide range of opportunities in the world of design and beyond. • A knowledge and understanding of design theory and fabrication, including form, function, and aesthetics. • An exploration into the design process from concept to final product, including research, ideation, and iteration. • An awareness of how styles have changed throughout history and the work of influential designers including the opportunity to handle and analyse the latest products from contemporary designers. The specification offers candidates opportunities to acquire and demonstrate:

• Gaining proficiency in the use of various tools, equipment, and technologies, including CAD (Computer-Aided Design) software. • Learning about different materials and their properties, and how to select the appropriate material for a project. • Developing fabrication skills producing models and prototypes using a range of materials and techniques. • Understanding the importance of testing and refining designs through prototyping. • An awareness of industrial processes and manufacturing techniques that underpin the manufacture of products and systems within products. • Developing time management and organisational skills essential for successful project completion. This includes understanding the stages of project management, through planning, execution, and evaluation. • Exploring the impact of design on the environment and society. This extends to learning about sustainable practices and the ethical considerations in product design. • Awareness of the responsibilities of designers and technologists to mankind through an increasing knowledge of the potentials and hazards inherent in technological advancement.

Where it leads Studying AQA A Level Product Design (3D Design) opens a range of opportunities in higher education and various career paths. Related Design courses include Product, Industrial, User Experience, Interior, Graphic, Furniture and Sustainable Design. This A Level is also valuable for pupils planning to apply for Engineering or Architecture. Scheme of Assessment

COMPONENT

ASSESSMENT

%

Non-Exam assessment

• Practical assessment of technical principles and designing and making principles • A mixture of short answer and extended responses 2½ hr

50%

Theory Paper 1 Technical Principles Theory Paper 2 Designing and Making Principles

30%

• Section A: Product Analysis • Section B: Commercial Manufacture 1½ hr

20%

It is important to note that 15% of both exam papers are design-related Maths questions. So, although it is not mandatory to study the course, we recommend that pupils have a grade 6 or 7 in GCSE Maths.

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DRAMA AND THEATRE STUDIES

AQA

A Level Drama and Theatre Studies is a dynamic and creative course that encourages you to think boldly, work collaboratively, and express yourself through performance. You’ll devise original theatre and stage existing texts with your peers, performing in the inspiring spaces at St Edward’s, while also exploring the theory behind how and why we make great theatre. You’ll study influential plays from the 20th and 21st centuries, challenge your thinking, and develop powerful, thought-provoking performances to share with live audiences in our community. Alongside practical work, you’ll immerse yourself in theatrical history and build skills that go far beyond the stage, including teamwork, communication, and problem solving.

The A Level course is structured into three components: 1. Drama and Theatre 2. Creating Original Drama 3. Making Theatre

In the practical elements, you can choose to focus on performance, or specialise in areas such as lighting, sound, set design, costume, puppetry, or directing, depending on your interests and strengths.

COMPONENT

ASSESSMENT

1. Drama and Theatre • Knowledge and understanding of drama and theatre • Study of two set plays, one chosen from List A, one chosen from List B – both lists are a selection of plays provided by the exam board • Analysis and evaluation of the work of live theatre makers 2. Creating Original Drama (Practical) • Process of creating devised drama • Performance of devised drama (pupils may contribute as performer, designer or director) • Devised piece must be influenced by the work and methodologies of one prescribed practitioner 3. Making Theatre (Practical) • Practical exploration and interpretation of three extracts each taken from a different play • Methodology of a prescribed practitioner must be applied to Extract 3 • Extract 3 is to be performed as a final assessed piece (pupils may contribute as performer, designer or director) • Reflective report analysing and evaluating theatrical interpretation of all three extracts

• Written exam: 3 hr • 80 Marks • 40% of A Level

• Working notebook: 40 marks • Devised performance: 20 marks • 30% of A Level • This component is marked by teachers and moderated by AQA. • Performance of Extract 3: 40 marks • Reflective report: 20 marks • 30% of A Level

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ECONOMICS

Edexcel

Economics offers pupils a brand new perspective on the world around them. The questions asked throughout the course help pupils explore their day-to-day lives and the wider world in a new light. Why are prices rising so quickly? What factors determine people’s future income? Why are some people and countries rich, and others poor? The A Level course is a superb introduction to the subject, overviewing many of the topics that an undergraduate degree covers in more detail. The course enables pupils to develop a wide range of skills, with analytical and mathematical skills featuring strongly alongside extended essay writing. Course structure Microeconomics (Themes 1 and 3): In the microeconomics side of the course, pupils examine the basic decision-making framework of individuals and businesses, and learn how the interactions of these decisions lead to the allocation of resources and the setting of prices around the economy. The course explores the extent to which this free market system works, why it can go disastrously wrong, and the ways in which governments can attempt to fix it. Pupils discuss recent real-world examples and engage with recent developments in economic theory. Macroeconomics (Themes 2 and 4): In macroeconomics, pupils learn how the very same market systems covered in microeconomics lead to big-picture changes that affect everyone: economic growth, inflation rates, unemployment. The course explores the government’s role in promoting key macroeconomic objectives, and the role of financial markets in determining economic outcomes, and the significance of the wider international economy, including asking crucial questions about the drivers of economic development and poverty. Assessment structure

COMPONENT

OVERVIEW

ASSESSMENT

Paper 1 – Microeconomics

• 25 marks of short-answer technical questions • 50 marks of short-form essays with extracts • One 25-mark essay

•

35% of final grade

• 100 marks • 2 hr

Paper 2 – Macroeconomics Paper 3 – whole course

• 50 marks of short-form essays with extracts • Two 25-mark essays

• 30% of final grade • 100 marks, 2 hr

Beyond the course The economics department at Teddies also affords lots of opportunities for pupils to engage in economics outside the classroom, with a rich set of learning opportunities, including clinics to secure learning, a vibrant Economics Society, opportunities to write and present economics to other pupils, and academic reading groups. A high percentage of pupils go on to study Economics at university. One-to-one support for further research, reading, and university applications is offered by our Economics Oxford Fellow.

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ENGLISH LITERATURE

CIE

It is first and foremost the aim of the English Department to help pupils develop an appreciation for a wide range of literature, and to stimulate a passionate interest in discussing and exploring the various moral, philosophical and intellectual challenges made by literary texts of all kinds, in a context of enjoyment. Thus, a Sixth Form English classroom might resound with witty discussion, reasoned debate or even impassioned argument on subjects as wide-ranging as religion, politics, philosophy, history and others. English Literature is a course that touches on a huge variety of other subjects, and therefore complements almost any other A Level combination. You will need to be interested in reading some of the most remarkable and fascinating literature in the world, and investigating the ideas and society of the people who wrote it; you will need to be brave enough to contribute your own conclusions – even in the face of others’ ideas which conflict with your own – and explain how you arrived at them; you will need to have a natural sympathy with other people, the language they use and the importance of understanding them. In return, you will be given every opportunity to show that you can be original and scholarly in your work – both as a reader and as a writer; you will be taught by a terrific team of teachers who share both a passion for their subject and an outstanding record of attaining the very best results for their classes. Above all, you will discover an experience that is enriching, rewarding and fun.

COMPONENT

ASSESSMENT*

CONTENT

Drama and Poetry

2 hr examination (25%) 2 hr examination (25%) 2 hr examination (25%) 2 hr examination (25%)

• The Tempest • Sylvia Plath

Prose and Unseen

• A Handful of Dust • Unseen poetry/prose/drama

Shakespeare and Drama

• Henry IV, Part 1 • Our Country’s Good

Pre- and Post-1900

• Mansfield Park • Elizabeth Bishop

* Each assessment is made by a 2 hour examination, containing a choice of passage and whole-text questions.

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GEOGRAPHY

CIE

A Level Geography at St Edwards aims to create a dynamic, inclusive, and academically rigorous curriculum that prepares our pupils for the global challenges of tomorrow. It is driven by a desire to forge community, embrace diverse academic perspectives and create active global citizens who understand the interconnected physical, socio-political, cultural, and economic systems of the world. In this sense, Geography has never been more important in its search for social cohesion and equality as a bridge between disciplines. Pupils of A Level Geography will therefore develop the cultural literacy to become leaders of the future, grounded in an ethos of collaboration, by looking at a range of topics covering the physical processes of the planet and human societies in local, national and global contexts. • Developing and applying knowledge of geographical theories and processes to interpreting global issues • Developing a sense of space and place • Enhancing an understanding of the world as complex, dynamic and interconnected between human and natural environments • Developing as a global citizen who acknowledges contemporary global challenges, critically engages with different perspectives and actively tries to improve the world • Creating logical arguments through extended writing and argumentation Topics covered include: hydrology and river processes; climate change; earth processes and hazards; water resource management; population and migration; urban areas; coastal environments; geographies of disease and global interdependence. A Level Geography places a particular emphasis on:

COMPONENT

ASSESSMENT

CONTENT

Paper 1: Core Physical Geography

1½ hr 60 marks Weighting – 25%

• Section A – three data response questions (45 marks) • One structured question from a choice of three (15 marks) • Section A – three data response questions (45 marks) • One structured question from a choice of three (15 marks) • Candidates answer questions on two of the optional topics • Each topic consists of one structured question (10 marks) and an essay (20 marks) • Candidates answer questions on two of the optional topics • Each topic consists of one

Paper 2: Core Human Geography

1½ hr 60 marks Weighting – 25% 1½ hr 60 marks Weighting – 25%

Paper 3: Advanced Physical Options

Paper 4: Advanced Human Options

1½ hr 60 marks Weighting – 25%

structured question (10 marks) and an essay question (20 marks)

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HISTORY

OCR

‘All sorts of reasons can be given for reading history, but the best of them has always seemed to me sheer pleasure’ LORD ROBERT BLAKE IN CSL DAVIES’ PEACE, PRINT & PROTESTANTISM 1450–1558 ‘The best moments in reading are when you come across something – a thought, a feeling, a way of looking at things – which you had thought special and particular to you. Now here it is, set down by someone else, a person you have never met, someone even who is long dead. And it is as if a hand has come out and taken yours.’ ALAN BENNETT, THE HISTORY BOYS If you have enjoyed studying History at GCSE and are keen to explore the subject further, then there is a great deal on offer at Sixth Form. History pupils study three different papers and complete one piece of coursework. All History pupils have two teachers at Sixth Form. The wide-ranging course covers different periods ensuring a breadth and depth of historical knowledge that allows Teddies pupils to make highly competitive university applications. In the Sixth Form, all History pupils are members of the Blenheim Society which hosts leading historians to deliver lectures in school. Professor Steven Gunn, Professor Niall Ferguson, social historian Jane Robinson and Middle East specialist James Barr have all given recent talks and pupils are encouraged to participate and ask questions. The society also includes forums, discussions and talks about various subjects, such as the nature of medieval heresy, sixteenth-century witchcraft, nationalism and the Rwandan genocide. The Department has also previously run successful Sixth Form History trips to the United States, Russia, China and the Middle East. History at Sixth Form is also highly respected by universities. It is a subject that is recommended for university courses such as Law, English, Sociology, Politics, PPE and other subjects that require good analytical writing skills. The skills you develop in analysis, presentation, research and critical thinking are invaluable for several careers as well. Many lawyers, journalists, marketing specialists, politicians, and linguists studied History at Sixth Form and succeed in their industries due to many of the skills gained from studying History.

COMPONENT CONTENT Coursework

4000-word essay, worth 20% of the final grade

Paper 1

Britain 1930–1997 or Britain 1846–1918

Paper 2

The American Revolution 1740–1796 or Russia in Revolution 1894–1941

Paper 3

Tudor Rebellion and Disorder 1485–1603 Exam Papers 1–3 are worth 80% of the final grade

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HISTORY OF ART

Edexcel

History of Art is a fascinating and absorbing subject that can lead to university courses, is useful for any future career, and provides the basis for a lifelong interest. It is a subject that suits anyone who is curious about the past and its paintings, objects and buildings, who has a strong leaning towards the visual and who wants to develop good analytical and writing skills. Pupils will learn to write effectively using appropriate art-historical terminology, read round the subject and visit relevant exhibitions and galleries. History of Art has obvious inter-disciplinary benefits which provide a good training for university research and study. A 7 in English GCSE would be the minimum entry requirement for the subject. The syllabus provides two units, the first delivering both core skills of visual literacy, important in today’s world, and allowing for the study of two Themes. For the second unit we will study the Renaissance in Italy, and Pop life: British and American contemporary art and architecture. The course includes both named artists and a selection of works beyond the European tradition as well as the chance to study additional works of our choice, enabling us to make use of our locality in Oxford and proximity to London. We offer History of Art trips to Florence and New York biannually, and in both years there will be a variety of UK and Oxford visits to see important works and buildings; these trips will provide an ideal opportunity to reinforce work done in the classroom. Every year the school enters the Articulation Prize run by the National Gallery. Pupils in the Lower Sixth work on researching a work of art or architecture of their choice and present their ideas with a PowerPoint for 10 minutes. If they wish they can then enter a round of the competition in school, and the winner goes to an external heat, and perhaps the final.

COMPONENT

ASSESSMENT

CONTENT

Paper 1: Visual Analysis and Themes

Section A: Visual Analysis For each of the following there is a single, compulsory question that requires a comment on an unseen photograph of: • A painting • A sculpture • A photograph Section B: Themes • Nature in art and architecture • War in art and architecture For each theme there is a single compulsory question in two parts. Two periods from a choice of five: • Invention and illusion: The Renaissance in Italy (1420–1520) • Pop life: British and American contemporary art and architecture (1960–2015) For each period there is a single compulsory question in four parts.

• 3 hr • 110 marks • 50% of the qualification

Paper 2: Periods

• 3 hr • 110 marks • 50% of the qualification

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JEWELLERY, SILVERSMITHING AND DECORATIVE ARTS

OCR Art and Design: Three-dimensional Design

Pupils are encouraged to develop practical skills, creativity, imagination and independence based on personal experience, taught decorative arts, body adornment and silversmithing techniques alongside critical understanding of the works of artist and designers. Learners show this through their responses to a range of stimuli. The aims and learning outcomes of this qualification are to enable learners to develop: • Intellectual, imaginative, creative and intuitive capabilities • Investigative, analytical, experimental, practical, technical and expressive skills, aesthetic understanding and critical judgement • Independence of mind in developing, refining and communicating their own ideas, their own intentions and their own personal outcomes • The experience of working with a broad range of media • An understanding of the interrelationships between art, craft and design processes and an awareness of the contexts in which jewellery design and decorative arts operate Learners will develop a deep understanding of 3D art and design and the ability to critically evaluate their own work and the works of others. Learners will be able to tailor their course to fit their needs, choices and aspirations in order to follow their chosen progression route through to a wide range of Further or Higher Education courses including Jewellery/Silversmithing, Applied Arts, Design Crafts, Fashion, Sculpture and Fine Art. Content overview

COMPONENT CONTENT 1. Personal investigation 60%

There are two distinct elements: • A practical portfolio with supporting contextual research in response to a set theme. The portfolio may be presented in a format appropriate to the specialism and area of study chosen. • A related study using words and illustrations demonstrating the context in which their portfolio exists, exploring the relevant genre, subject matter, movement or historical framework of the selected theme. Pupils can choose a starting point from any of the seven given themes for which they will generate an appropriate personal response for assessment. They will carry out preparatory work to research, plan and develop their ideas, before engaging in 15 hours of supervised time to complete their work.

2. Externally set task 40%

A LEVEL COURSE GUIDE

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LATIN AND GREEK

OCR

In Latin and/or Greek* you are studying languages, literatures, and civilisations – all of which have had a profound influence in shaping the modern world. This course offers you the opportunity to study broad aspects of the Greco-Roman world. You will acquire understanding of the culture, politics and social life of Greece and Rome at significant periods of their history, depending on the texts under study. By the end of the Lower Sixth you will have acquired an understanding of

linguistic structures, you will be able to read and make a personal response to a varied selection of Greco Latin literature. The skills and knowledge gained will be built upon and expanded during the Upper Sixth. You can expect to be taught with a great deal of individual support and guidance.

*OCR recognises that those embarking on Greek A Level may not have extensive previous knowledge of the language.

You may take Latin, Greek or both as part of a three or four A Level strategy. The two courses are parallel and the work done in one reinforces understanding and learning in the other.

COMPONENT ASSESSMENT

CONTENT

Unseen Translation (01)

• Externally

The Unseen Translation question paper has two sections. Candidates answer both sections. • In Section A, candidates will translate a passage of unseen prose into English. This is worth 50 marks. • In Section B, candidates will translate a passage of unseen verse into English. This is worth 45 marks. • They will also have to scan two lines of verse, worth 5 marks. The Prose Composition or Comprehension question paper has two sections. Candidates answer either Section A or Section B. • In Section A, candidates will complete a short translation, answer comprehension questions and grammar questions. • In Section B, candidates will translate a passage of English, of at least 100 words, into the ancient language. The Prose Literature question paper has three sections. Candidates answer one question from each section. • In Section A, candidates will answer questions on the set text they have studied from Group 1. • In Section B, candidates will answer questions on the set text they have studied from Group 2. In both sections, there will be comprehension questions, set text translation and an analysis question. • In Section C, candidates will write an essay on the set text they have studied from Group 2 drawing upon the additional reading they have done in English. The Verse Literature question paper has three sections. Candidates answer one question from each section. • In Section A, candidates will answer questions on the set text they have studied from Group 3. • In Section B, candidates will answer questions on the set text they have studied from Group 4. In both sections, there will be comprehension questions, set text translation and an analysis question. • In Section C, candidates will write an essay on the set text they have studied from Group 4 drawing upon the additional reading they have done in English.

assessed written paper • 100 marks • 1¾ hr • Weighting – 33%

Prose Composition or Comprehension (02)

• Externally

assessed written paper • 50 marks • 1¼ hr • Weighting – 17% assessed written paper • 75 marks • 2 hr • Weighting – 25% • Externally

Prose Literature (03)

Verse Literature (04)

• Externally

assessed written paper • 75 marks • 2 hr • Weighting – 25%

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MATHEMATICS

Edexcel

Mathematics A Level offers a wealth of benefits, including developing fundamental skills, increased university and career opportunities, the ability to solve real-life problems, mathematical fluency, cognitive development, personal growth, and a strong foundation for future academic pursuits. It is a subject that nurtures critical thinking, logical reasoning, and problem-solving skills, making it a valuable asset in numerous areas of life and is an increasingly sought-after qualification. As part of the course, you will take a much deeper look at aspects of the IGCSE syllabus and explore new concepts, such as logarithms and probability distributions. The course consists of two main focuses, Pure and Applied, in a ratio of 2:1 and taught by two teachers who will focus on the Pure content in the Lower Sixth before starting the Applied content in the Upper Sixth. The Pure course builds around the algebra, calculus and trigonometry introduced at IGCSE Level, whilst the Applied course of Mechanics & Statistics is introduced from a basic level and moves into Bayesian probability, hypothesis testing, kinematic modelling and connected particles.

The Casio CG100 graphical calculator is used throughout the course and is a fundamental part of our teaching. We require pupils to achieve a grade of 8 or above at IGCSE and have taken the Extended Maths Award as the course builds immediately on some of the more difficult IGCSE content.

Common university courses for pupils with A Level in Mathematics:

• Economics • Engineering • Accountancy and Finance • Medicine • Physics • Chemistry • Mathematics • Computer Science

The course is assessed at the end of the Upper Sixth with the following examinations:

COMPONENT

ASSESSMENT CONTENT

Pure Mathematics

Two 2 hr examinations

• Proof • Algebra and Functions • Coordinate Geometry • Sequences and Series • Trigonometry

• Calculus • Vectors

Statistics and Mechanics

Part A: Statistics: • Data Presentation and Interpretation • Probability • Statistical Distributions • Hypothesis Testing Part B: Mechanics: • Kinematics • Forces and Newton’s Laws • Moments

One 2 hr examination

A LEVEL COURSE GUIDE

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FURTHER MATHEMATICS

Edexcel

Further Maths extends the mathematical concepts covered in the standard Mathematics A Level, delving deeper into calculus, complex numbers, matrices, differential equations, and mathematical proof. It provides a significantly more rigorous and comprehensive understanding of the subject, enhancing problem-solving and critical-thinking abilities and, as such, should only be considered by the strongest mathematicians. Studying Further Maths demonstrates academic rigour and a passion which can significantly strengthen university applications, especially for mathematics, physics, engineering, or computer science courses. It showcases your willingness to challenge yourself academically, setting you apart from other applicants. The course is very intense, challenging, intellectually stimulating and rewarding. It forces you to think creatively, develop abstract reasoning skills, and explore the elegance and beauty of mathematics. It fosters persistence, resilience, discipline, and a wealth of highly transferable skills applicable to various fields and careers (such as engineering, finance, data science, and cryptography) beyond mathematics; employers value individuals who can systematically and logically approach complex problems.

This A-Level allows you to delve deeper into mathematics, prepare for university-level studies, gain a competitive edge in university applications, develop valuable skills, expand career options, and experience the intrinsic rewards of mathematical exploration. You may only take this course in addition to A Level Maths (which will be taught in the first two terms of the Lower Sixth) and, subject to a successful internal assessment after the Easter break, you will move on to the Further Mathematics content at that point.

The Casio CG100 graphical calculator is used throughout the course and is a fundamental part of our teaching.

We require those wishing to take Further Mathematics to have a level 9 at IGCSE and have obtained a top grade in the Extended Maths Award course, or equivalent, in Fifth Form.

The course is assessed at the end of the Upper Sixth with the following examinations:

COMPONENT

ASSESSMENT

CONTENT

Core Mathematics

• Two 1½ hr

• Proof • Complex Numbers • Hyperbolic Functions • Differential Equations • Matrices

examinations

Option Paper 1

Take one of the following four options: • A: Further Pure Mathematics 1

• One 1½ hr examination

• B: Further Statistics 1 • C: Further Mechanics 1 • D: Decision Mathematics 1

Option Paper 2

Take one of the following seven options: • A: Further Pure Mathematics 2

• One 1½ hr examination

• B: Further Statistics 1 • C: Further Mechanics 1 • D: Decision Mathematics 1 • E: Further Statistics 2 • F: Further Mechanics 2 • G: Decision Mathematics 2

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