As A Level Options Handbook 2023 2024

SIXTH FORM
OPTIONS HANDBOOK
2023 - 2024
INDEX
Sixth Form Introduction
A Levels:
Art & Design
Biology
Chemistry
Classical Civilisation
Computer Science
Dance
Drama & Theatre Studies
Economics
English Literature
Geography
Government and Politics
History
Latin
Mathematics
Modern Languages
Music
Philosophy
Physics
Psychology
Sociology
BTEC Courses:
Art and Design (3D): BTEC level 3 Diploma
Business BTEC Level 3 Diploma
Information Technology BTEC Level 3 Diploma
Sport BTEC Level 3 Diploma
Additional Courses:
Food Science and Nutrition
Sixth Form Introduction
Lewes Old Grammar School’s Sixth Form is a vibrant and intellectually challenging community
that provides wonderful opportunities for success. It is large enough to offer a wide range of
subjects and yet small enough to give support and individual focus to every student. Every
year we help students build on their GCSE results. We welcome applicants with good GCSEs
from our own Year 11 and from those outside the School, believing the blend of existing and
new students creates a distinctive and fresh start for all.
At LOGS, programmes are tailored as far as possible to accommodate individual needs with
students fully involved in discussions about the best A Level combinations for them. In addition,
at LOGS we provide strong pastoral support and guidance, and a commitment to ensuring
the overall development of each student to become a mature and responsible young adult,
able to play their role in our community and the world outside.
Sixth Form students are under the supervision of a Personal Tutor who closely monitors their
academic progress as well as developing their tutees’ social and moral dimensions. They aim
to ensure that all Sixth Formers reach their potential as citizens, academic students, leaders
and team players. Ultimately all these qualities combine to fulfil the crucial aim of enabling
progression into Higher Education, an area where we once again have proven experience
and success.
I am pleased by the fact that LOGS Sixth Formers have an impressive self assurance by the
time they leave and are confident in making their way in the world socially and professionally.
Sixth Formers at LOGS tend to form close bonds and this only comes from a shared sense of
purpose in an environment which is both stimulating and enjoyable.
At LOGS we offer a wide range of A Level options. Most pupils are encouraged to consider
four subjects in the Lower Sixth, before narrowing down to three subjects once they are clear
on which they enjoy most. Where appropriate a student can continue with four. We also
deliver BTEC qualifications as alternatives to A Levels. These courses are relatively small in
number because we only offer courses that we believe represent real value. The choice
between BTEC and A Level should be steered by the different methods of assessment. BTECs
use continuous assessment as a significant part of the assessment process and this would
definitely suit certain candidates whereas A Levels are in the main examined by a number
of unseen papers at the end of the course.
Sixth Form study provides the opportunity for students to specialise in subjects in which they
have a real interest and also to take on new subjects. We expect decisions about subjects and
combinations to be made after considerable discussions with the widest possible consultation
and advice being sought.
When making their choices, it is wise for students to consider the following questions:
• Which subjects do I enjoy?
• If I choose a particular combination, which doors would be closed to me

either in higher education or as a career?
• Are all subjects viewed equally?
• How is each course assessed?
• What proportion is coursework?
The order of these questions is very important, as academic success at in the Sixth Form will be
very much more dependent on a student's own efforts and individual research than it was at
GCSE. As most will be studying as a passport to a university place it is worth remembering that
students will need three passes at grade B (or equivalent) at the very least for most competitive
courses. In addition students will, as a rule, get the highest grades in the subjects that they
enjoy most.
It is sensible to ensure that a pupil's choice of subjects keeps open as many opportunities as
possible. Universities are generally much more open-minded than they were and it is rare for
them to be prescriptive in more than two subjects. A medical school, for example, will demand
A Level Chemistry and possibly a second science such as Biology but will welcome applicants
with a language or humanities subject as their third or fourth A Level.
Occasionally, individual institutions may be more prescriptive. Cambridge courses in

engineering are highly theoretical and therefore more accessible to students with Mathematics,
Further Mathematics and Physics. Potential architects may need Mathematics and Physics at
Edinburgh, for example, where other courses in Architecture may require Fine Art instead.
Unusually, Cambridge medical students may still need two of Biology, Physics or Mathematics as
well as Chemistry.
A question often asked is 'are different subjects viewed differently by universities?' Implicitly this
is asking are some subjects seen as 'softer' options by universities whilst others viewed as 'harder'?
For the most part, we are not privy to the decisions made by admissions tutors at universities
and there is only limited information made public. The most detailed information has been
published by the Russell Group universities (Russell Group: Informed Choices 2020), which
includes Oxford and Cambridge who themselves have added greater detail. Their advice on
the choice of subjects is fairly clear and emphasises that students need to be studying two
'traditional' A Level subjects with a high percentage of the course assessed by final examination
to make a successful application to most courses at these competitive universities. They identify
A Levels that they describe as 'facilitating' subjects in that previous subject knowledge is built
upon in degree studies and, as a result, that subject must be studied at A Level to apply for a
degree in certain disciplines — these subjects are Mathematics, Further Mathematics, English
Literature, Physics, Biology, Chemistry Geography, History and Modern Foreign Languages.
The Russell Group also identify 'softer' subjects as those having a strong vocational or practical
bias — Media Studies, Art and Design, Business Studies for example — but they state that the
choice of one of this type of subjects by a student will not hamper an application to a Russell
Group university if the other subjects studied are 'harder' subjects. The Russell Group advice
effectively means that the choice of third and fourth subjects by a student is therefore very
wide. It is also well worth noting that not all top universities are in the Russell Group (e.g. Bath)
and that there are far more universities in the UK where the most important factor in the
success of a student's application will be the final grades achieved irrespective of the subjects
studied.
A Levels
ART & DESIGN
Head of Department: Ms J Dinmore
Taught by: Ms J Dinmore
Specification:
Edexcel
Component 1 Personal Investigation. 60%
Component 2 External set theme. 15 hours – 3 Day exam. 40%
EXPECTATIONS IN ART
• A positive attitude to creative tasks.

• To go beyond the obvious.
• To be genuinely curious. Therefore, visit Art galleries and research relevant artists.
• Show your enjoyment of drawing, taking photographs, sculpting and expressing your own
visual language.
• Produce artistic and independent work, where you explore your mistakes and rethinking of
an idea.
Assessment Objectives
You should provide evidence that fulfils the four Assessment Objectives:
A01 Develop ideas through sustained and focused investigations informed by contextual
and other sources, demonstrating analytical and critical understanding
A02 Explore and select appropriate resources, media, materials, techniques and processes,
reviewing and refining ideas as work develops
A03 Record ideas, observations and insights relevant to intentions, reflecting critically on work
and progress
A04 Present a personal and meaningful response that realises intentions and, where
appropriate, makes connections between visual and other elements
Coursework Portfolio: Thematic responses
Annotated sketchbooks, notebooks and photographs

Large-scale rough studies
Test/trial pieces, maquettes
Digital material
Documentation of your progress/experimentation
Life drawing
Final pieces
1000 word personal study on a chosen artist
Your coursework should show evidence of the following:
• Your development and control of visual literacy and the formal elements (tone,
texture, colour, line, form)
• An exploration of techniques and media
• Investigations showing engagement with appropriate primary and secondary sources
• The development of your thoughts, decisions and ideas based on the theme
• Critical review and reflection
• Documentation of gallery visits
BIOLOGY
Head of Department: Dr A Scott
Taught by: Dr A Scott, Dr H Lancaster, Mrs H Tilling
Specification:
AQA AS 7401
A level 7402
GCE Biology is a very versatile subject as not only is it a prerequisite for various university courses
including Medicine and Veterinary Science but it also combines extremely well with all the
Sciences, Geography, Psychology and PE. It provides skills, which are invaluable for following
careers in various disciplines including Maths, Business, Law and Environmental Science.
The AS course is one year and is examined at the end of year 12 with two 90 minute papers.
The A2 course covers 2 years work including the material studied at AS and is examined with
3 papers each 2 hours. The practical aspects of biology will be tested in these written papers.
Course Aims:
AS and A Level Biology are designed to build on concepts and skills that will have been
developed in the GCSE Biology specification, presenting Biology as exciting, relevant and
challenging. This prepares students for either a career in a Science discipline or provides
essential skills for a wide range of courses.
The course provides candidates with the opportunity to learn a number of important skills.
Including demonstrating an understanding of scientific knowledge and being able to organise
and communicate information in a variety of ways. The practical skills include recording
observations and measurements with appropriate precision; analysis, interpretation,
explanation and evaluation of the methodology and results and the impact of their own and
others' experimental and investigative activities. These are skills applicable to a wide range of
disciplines.
At AS Level, the course will stimulate the enthusiasm of students from the start bringing biology
to life. It will emphasise the way in which biologists work and the contributions of biology to
society in a way that underpins the content. The AS specification includes the study of
biological molecules, cells, organisms, transfer of materials from their environments and
genetic information and relationships between organisms.
A GCSE pass in Chemistry and a high Maths pass will be useful especially for the study of
biological molecules.
At A Level the specification includes all the AS topics together with a study of energy transfer,
responding to change, more in depth genetics, populations, evolution, ecosystems, and
control of gene expression.
CHEMISTRY
Head of Department: Mr M Ferguson
Taught by: Dr M Ellerby and Mr M Ferguson
Specification:
AQA AS 7404
A Level 7405
CHEMISTRY- AS and A’Level
These new Chemistry courses were introduced in September 2015. AS and A2 qualifications
are separate and have completely different exams. The AS course is one year and is
examined at the end of year 12 with two 90 minute papers. The A2 course covers 2 years
work including the material studied at AS and is examined with 3 papers each 2 hours. The
practical aspects of chemistry will be tested in these written papers.
“We come here to be philosophers, and I hope you will always remember that whenever a
result happens, especially if it be new, you should say, “What is the cause? Why does it occur?”
and you will in the course of time find out the reason.”
Michael Faraday
Chemical reactions are at the heart of our existence. A sequence of chemical reactions keeps
us alive. Chemical reactions heat and light our homes and cities, and provide much of the
energy to transport us from place to place. Chemical reactions colour our world. Chemical
reactions provide plastics, drugs, pesticides, explosives, building materials, clothing, food
flavourings and additives and much more.
So, if you want to understand some of the most important and fundamental processes which
occur on earth, then study chemistry.
If you enjoy practical laboratory work, and can cope with some Maths (at least a grade 6 at
GCSE) then study chemistry. If you are intrigued by the science studied so far, and want to find
out why some of the answers at GCSE seem incomplete, then study chemistry.
Chemistry is an essential qualification for many careers including medicine, veterinary science
and dentistry together with environmental sciences, geology and food sciences. It is an
excellent subject to study alongside other subjects as the wide range of skills developed and
the challenging nature of much of the material make it a good preparation for university study
in any course.
There is a substantial amount of memory work involved. You will do many experiments where
you will learn to interpret and explain results. Sometimes you will need to make predictions and
then carry out work to see if they do occur in practice. Chemistry will require an input from
you. You cannot expect to sit back and be told all the answers. You will often have to try to
discover them for yourself by experiment, by discussion and by research using books and the
internet.
We shall be following the AQA’s specification for Chemistry for AS and A Level. At both levels,
the course content is divided into Physical, Inorganic and Organic Chemistry. Practical
aspects are examined in the written papers.
CLASSICAL CIVILISATION
Head of Department: Mr K Rogers
Specification: OCR A Level H408
Why study Classical Civilisation?
Do you want to learn about where huge ideas came from like democracy and philosophy?
Do you want to study art and architecture that has influenced our modern tastes and designs?
Are your interested in Ancient History?
Do you want to read about gods and goddesses, heroes and villains, monsters and mythical
creatures?
Do you want to study some of the greatest literature ever written?
Do you enjoy learning about different cultures and societies, religion, history, drama, literature,
human psychology?
Do you want to study an enjoyable subject that can also open many doors in your later
career?
Outline of the course
Component 1: The world of the hero

In this component learners will study Homer’s Odyssey, as well as Virgil’s Aeneid. Learners will
develop an increasingly sophisticated level of knowledge and understanding of the epics
themselves, the way in which they were composed, and the religious, cultural and social
values and beliefs of its society.
Component group 2: Greek Theatre
The drama produced in the ancient Greek theatre forms some of the most powerful literature
of the ancient world and has had a profound and wide-reaching influence on modern culture.
To fully understand this cultural phenomenon requires study of not only the plays but the
context in which their form and production developed. To develop this understanding this
component involves the study of the physical theatre space used by the Greeks to stage their
dramas and also depictions of this staging in the visual/material record. The plays studied are:
Sophocles’ Oedipus the King, Euripides’ Bacchae and Aristophanes’ Frogs.
Component group 3: Imperial Image
Augustus Caesar was, through careful management of public opinion, able to convince a
society that was fundamentally anti-monarchical to turn away from its republican values and
to accept one-man rule. Through an examination of the literature and visual/material culture
of the period, this component allows learners to examine the ways in which Augustus
conveyed his personal brand to all social classes of Rome.
A2 Level outline
1. Component 1: The world of the hero
Greek & Roman Epic: Odyssey & Aeneid
100 marks
2 hours 20 mins written paper
40%
2. Component group 2: Culture and the arts
Greek Theatre: Sophocles’ Oedipus the King, Euripides’ Bacchae & Aristophanes’ Frogs.
75 marks
1 hour 45 mins written paper
30%
3. Component group 3: Beliefs and ideas
Imperial Image : Res Gestae Divi Augusti, Horace, Ovid, Propertius & Suetonius
75 marks
1 hour 45 mins written paper
30%
COMPUTER SCIENCE
Specification: AQA AS Level 7516

A Level 7517
Why study Computing?

Computing and computer technology are part of just about everything that touches our
lives from the cars we drive, to the movies we watch, to the ways businesses and
governments deal with us.
Is Computing for me?

Study computing if you want to explore and investigate how computers work and are used.
You are most likely to enjoy the subject if you have a real interest in science, technology
and/or mathematics; you are a logical thinker and enjoy problem solving.

AS and A-level specifications in computer science encourage students to develop:
• an understanding of, and the ability to apply, the fundamental principles and
concepts of computer science, including abstraction, decomposition, logic,
algorithms and data representation
• the ability to analyse problems in computational terms through practical experience
of solving such problems, including writing programs to do so
• the capacity for thinking creatively, innovatively, analytically, logically and critically
• the capacity to see relationships between different aspects of computer science
• mathematical skills related to:
o Boolean algebra
o comparison and complexity of algorithms (A-level only)
o number representations and bases.
• the ability to articulate the individual (moral), social (ethical), legal and cultural
opportunities and risks of digital technology.
AS outline
• Unit 1
o Problem Solving, Programming, data structures and problem solving
o 50% of AS
o 1 hour 30 minutes on-screen examination
• Unit 2
o Fundamentals of Computer Science
o 50% of AS
o 1 hour 30 minutes written examination
A2 Level outline
• Unit 1
o Problem Solving, Programming, data structures and problem solving
o 40% of A Level
o 2 hours 30 minutes on-screen examination
• Unit 2
o Fundamentals of Computer Science
o 40% of A Level
o 2 hours 30 minutes written examination
• Unit 3
o Practical project
o 20% of A Level
DANCE
Head of Department: Mrs J Lloyd
Specification:
AQA: A Level Dance 7237
Course Aims:
This specification is designed to encourage candidates to:
• Develop technical and performance skills

• Think critically about dance and the process and art of choreography
• Develop knowledge of professional dance works and their significance
• Understand the development of dance placed within an artistic and cultural context
• Develop a relationship between the creation, presentation and viewing/appreciation
of dance
• Experience live performance and choreography.
• Develop subject specific terminology and apply it appropriately
Specification at a glance
This course ensures knowledge, understanding and skills will be developed and demonstrated
within performance, choreography and critical engagement with the study of professional
repertoire located within specific areas of study. The study of professional dance works, within
the areas of study, promotes the integration of theory and practice and underpins students’
own approaches to performance and choreography. Areas of study provide students with the
opportunity to investigate the key changes in the development of dance linked to a genre(s)
and allow students to demonstrate contextual understanding through written communication
and performance.
Component 1 Component 2
What is assessed? 1. Solo performance linked 4. Knowledge,
to a specified understanding and
practitioner within an critical appreciation of
area of study. two set works:
2. Performance in a one compulsory set work

quartet – Rooster (1991) by
Christopher Bruce
3. Group choreography
one compulsory area of
study – Rambert Dance
Company 1966- 2002
one optional set work

from a choice of four:
Giselle (1841) by Jules

Perrot & Jean Coralli
Appalachian Spring
(1944) by Martha
Graham
Singin’ in the Rain (1952)
by Gene Kelly & Stanley
Donen
Sutra (2008) by Sidi Larbi
Cherkaoui
How is it assessed? Practical Exam Written exam (2 hours 30 mins)
80 marks 100 marks
50% of A level 50% of A level
Other information Non-exam assessment (NEA) Exam questions (2 sections):

marked by an external
Section A: short answer
assessor from AQA during a
questions (25 marks) and one
visit to your centre or at a hub
essay question (25 marks) on the
centre. Visits will normally take
compulsory set work/area of
place between March and
study.
May.
Section B: two essay questions
on the second set work/area of
study (25 marks for each essay).
Desirable Qualities for Success;
• Experience of performance and choreography in contemporary dance or ballet.

• GCSE Dance at 7 and above.
Students will be expected to be attending weekly dance classes outside of school.
Students will be encouraged to audition to join HED:Strong – youth contemporary dance

performance and competition company under Universal Dance.
Alongside A Level Dance, students will also be offered the opportunity to form links with
external dance and arts providers by studying for their:
• Level 3 Dance Leadership Award (16 UCAS points)

• Gold Arts Award (16 UCAS points)
• Grade 6 NATD (8-12 UCAS points)
Application After School;
A Level Dance is suitable for anyone wanting to pursue the arts or dance in Further Education
at university or professional dance institutes, or as support for any course requiring good
communication and group work skills. In addition to performing, choreographing and
teaching, this course might lead to diverse careers in dance therapy or journalism.
LEVEL 3 DANCE LEADERSHIP
Specification: Sports Leaders UK / Universal Dance
Course Aims:
Young people undertaking a qualification in Level 3 Dance Leadership will learn and
demonstrate important life skills such as effective communication and organisation whilst
learning to lead basic physical activities to younger people, their peers, older generations and
within the community (e.g. at school, home, via social media/online or in the community local
to the learner).
The course involves both guided and peer-to-peer learning and supervised leadership to
ensure that learners have all the skills they need to lead basic physical activities to other
people.
14 hours in total
Demonstration
• 2 hours of event leadership e.g.
dance workshop / dance show
• 12 hours of activity sessions to a range
of participant groups
A Level 3 Dance Leader will be supported
Responsibility of leading safe sessions as a
and guided at all times by their Tutor/Assessor
Dance Leader and will be advised on risk assessments,
safeguarding and safety guidance.
Once qualified, Dance Leaders will be able

to independently lead (once 18 years old)
and will be responsible for all safeguarding
and safety aspects in the future as a
certificated Level 3 Sports Leader.
Possible participant groups include:
Focus on inclusion and participant groups
• Children
• Older people
• Disabled people
• Women and girls
• Deaf people
• Minority ethnic groups
The aim of these challenges is to support the
Learner Support Challenges
Sports Leader to deliver safe and inclusive
sport/physical activity sessions. They will
guide the learner to recognise the skills that
are being developed and guide them to
implement them effectively in an ever
changing environment.
The seven challenges that support delivery of

this qualification are:
1. Valuing Learning Challenge –

Engaging with learning and your
community
2. Skills for Progression Challenge – The
personal skills you need to progress
3. Believe in Yourself Challenge –
Building confidence to succeed
4. Safety First Challenge – Leading
activities safely
5. Adapting Activities Challenge –
Developing activities for a changing
environment
6. Virtual Leading Challenge – Using
technology for leading activities
7. The Reflection Challenge – Effective
self-evaluation of skills
The support challenges are referenced

throughout the Learner Evidence Records as
‘Power Up Opportunities’
This qualification aligns with professional standards for sport and physical activity leadership,
especially through the focus on leading inclusive sessions to participants.
Assessment:
SLQ Sports Leaders have provided an easy to use Learner Evidence Record (LER) for this
qualification. The LER is mandatory and uses the following assessments:
• Practical observation
• Assessment of written tasks (task worksheets provided in the LER)
• Plans and evaluations completed during the course
* Reasonable adjustments can be made for learners who are unable to complete the LER
Application after School:

Level 3 Dance Leadership is suitable for anyone wanting to pursue a career in teaching dance
or the provision of sports activities. It may also be used to support any course requiring good
communication, time management, organisation and group work skills.
DANCE GOLD ARTS AWARD
Specification: Arts Award / Trinity College
Gold Arts Award: Level 3 Certificate in the Arts
Qualification number: 500/9666/7
90 guided learning hours + 60 independent learning hours = 150 hours total qualification time
Gold Arts Award is a Level 3 qualification on the Regulated Qualifications Framework (RQF)
and is designed for ages 16 and above. Gold Arts Award is recognised on the UCAS Tariff
system, applying 16 UCAS points on completion and ‘pass’. Students applying to University,
who are working towards or have achieved a Gold Arts Award will be able to include it as they
would do other subjects when completing their UCAS application form.
To achieve a Gold Arts Award, young people collect evidence in an individual arts portfolio
of their experiences of:
Personal Arts Development

▪ extending their own arts practice e.g. contemporary dance, experiencing another art
form such as street dance/hip hop and creating a new work in their new art form
▪ identifying and being involved in the world of the arts through placements, work
experience, volunteering, training and research
▪ reviewing arts events/organisations, experiences and finding out about professional
artists and their career paths
▪ making the case for an arts issue and communicating the case e.g. body image in
dance, or lack of funding in the arts
Leadership of an Arts Project

▪ planning a project, identifying the project's aims and outcomes
▪ organising the people, roles, responsibilities and resources
▪ delivering the project and managing the effectiveness of the project
▪ managing a public showing/sharing of the work
▪ reviewing their leadership development and finding effective ways to collect and
evaluate feedback from participants, audience members and other stakeholders
Assessment and moderation:

Advisers assess the work of all the young people entered for moderation against the toolkit
criteria and complete an adviser assessment report form for each young person.
At moderation, a trained Arts Award moderator will look in detail at a sample of the young
people’s portfolios/arts logs to ensure the adviser assessment is accurate and in line with Arts
Award evidence requirements and assessment criteria, and that evidence has been correctly
signposted.
Moderators do not assess young people’s work; they purely validate the adviser’s assessment.
Students do not need to have completed the Bronze and Silver Awards in order to take Gold.
For more information about the Arts Award programmes visit: www.artsaward.org.uk
DRAMA and THEATRE
Head of Department: Mr K Lawrence
Specification: EDUQAS
Course Aims: You will have the opportunity learn and develop a range of transferable skills
and practise applying these to new situations. These include analytical, problem-solving,
organisation and time-management skills. You will also be able work collaboratively to
generate, develop and communicate ideas, all of which will develop your emotional
intelligence.
Studying Drama and Theatre will give you opportunities for higher order thinking, by
considering ideas that go beyond language. This is great brain training which will help you in
other areas too.
Component 1: THEATRE WORKSHOP. You'll participate in the creation, development and

performance of a piece of theatre based on a reinterpretation of an extract from a text
supplied by the board. You could be assessed as performers or lighting, sound, set or costume
designers. The piece is developed using the techniques and working methods of either an
influential theatre practitioner or theatre company. A creative log of their devising process
supports the practical work.
This component is worth 20% of the qualification. It is assessed by Mr Lawrence and moderated
by the board.
Component 2: TEXT IN ACTION involves you in the creation, development and performance of
two pieces of theatre based on a stimulus provided by EDUQAS. You will choose whether to
be assessed as performers or designers. You must create a devised piece of another influential
theatre practitioner or company and an extract from a text in a different style.
You must also produce a report that evaluates the process.
The component is worth 40% of the qualification. A visiting examiner assesses it.
Component 3: TEXT IN PERFORMANCE is a written examination of 2 hours and 50 minutes.
SECTIONS A and B of the examination are based on a choice of set texts provided by EDUQAS.
One text is from a list of plays from before 1956. The second text is from a list of plays written
and first performed post 1956.
SECTION C is a question based on the set text, “The Curious Incident of the Dog in the Night-
Time.”
Candidates will be asked questions on all sections from the point of view of performer, director
and designer.
N,B. This course does involve frequent visits to see live theatre productions, both locally and in
London. It will also involve after school and some weekend rehearsals.
What you could do next:
The possibilities are endless. Drama will enable you to demonstrate many skills, which
employers, colleges and universities will be looking for. It can also give you opportunities to
travel, meet people and get the most out of life.
Some students go on to study Drama in some of the most recognised Drama colleges and
conservatoires in Britain such as RADA, Guildhall School of Music and Drama, Royal Welsh
College of Music and Drama, and the Royal Central School of Speech and Drama. Many also
choose to study Drama as degree courses in Universities.
A number of students forge successful careers as Actors, Directors, Lighting or Sound Designers,
Costume, Hair and Make-Up Designers or Stage Designers. There are many other career paths
within ‘the business’ including Stage Managers, Press and PR Managers and Producers.
Others go on to various Universities (including Russell Group) to read a diverse range of subjects
and work within an extremely broad range of careers including teaching, law, publishing,
politics, translation, science, occupational therapy, journalism.
ECONOMICS
Head of Department: Mr R Blewitt
Specification:
AQA
• Why have the earnings of top bankers and Chief Executives caused so much
controversy… can such high rewards be justified? What about the earnings of top
footballers? Should a maximum pay level be introduced.
• What causes inflation? Why do we have an inflation target in the UK of 2%? How easy
is it to achieve this target? What will inflation rising to over 10% do to our economy?
• How can we deal with the growing problem of traffic congestion… should the London
Congestion Charge scheme be extended to all towns and cities?
• Why did the government introduce tuition fees for university courses? Are these fees
justified… should they be higher? Should they be abolished?
• What is globalisation? Are the effects of globalisation beneficial or harmful? Should we

welcome or worry about the growth in the economic power of countries like China and
India?
• What influences the exchange rate? Is the lower £ against the $ a good thing for the
UK? How has BREXIT affected the UK economy?
• Does HS2 represent good value to the taxpayer? Should it be scrapped or will it help
the North to become a powerhouse? What further reforms to public spending are
needed?
Whatever the problem - and there seems to be a never ending list of them – it is clear that
Economics plays a very important part in understanding the issues that shape our everyday
lives. Yet very few people have even an elementary understanding of these issues.
Although the emphasis throughout the course will be on understanding current economic
issues and events, you will need to acquire a good understanding of the theoretical principles
and techniques that Economists use to make sense of the economic events that surround you.
Your studies will also lead you to recognise the similarities and differences in the economic
problems that confront individual consumers, workers, companies and countries whatever
their stage of ‘development’. An understanding of recent domestic and global events will help
you become aware of the historical context that is so important for the rigorous analysis you
will undertake.
You will become competent and confident in handling, interpreting and discussing economic
data. The course will help you understand some of the complexities of the real world – you will
find that there are no easy solutions. Economic problems, after all, are human problems and
we know how unpredictable people can be!
The course will be challenging and, at times, very demanding but it’ll be a lot of fun too. Above
all, the issues you study and techniques of thinking that you learn will be very relevant to you
now and in your future careers.
Course Aims:
The purpose of the course is to provide a basis of factual knowledge of Economics and to
encourage the development in the student of:
I A facility for self-expression, not only in writing but also in using additional aids such as
statistics and diagrams where appropriate
II The habit of using works of reference as sources of data specific to Economics.
III The habit of reading critically to gain information about the changing economy in
which we live.
IV An appreciation of the method of study used by the economist and of the most
effective ways in which economic data may be analysed, correlated, discussed and
presented.
Desirable Qualities for Success:

For those students who have not studied Economics for GCSE, a grade 6 in either History or
Geography along with a grade 5 in Mathematics should be a minimum entry requirement. As
the only applied social science studied at A Level, Economics plays a crucial role in nurturing
the qualities of intellectual detachment which are essential to the disciplines of the Social
Sciences. The study of Economics will develop empirical and investigative skills intrinsic to
economic analysis and foster the ability to apply abstract intellectual concepts to concrete
economic events.

The subject provides a useful introduction to a University and/or Business Study courses, while
also providing a valuable intellectual training for all students who ultimately intend to pursue
careers in Accountancy, Commerce or Industry.
ENGLISH LITERATURE
Head of Department: Miss C Moloney
Taught by: Dr A Masterson and Miss C Moloney
Specification:
AQA A Level 7712
Why study English Literature at A level?
First, and foremost, for pleasure! All of human life can be found in our literature; not the factual
evidence of human activity, but the reality of what it feels like to be there and to share the
experience of being there. It is often said that literature expresses universal themes: the
innocence and growth of childhood, the joy and pain of being in love, the world of work, the
suffering and horror of war and the inevitability of death in its many forms. When Wilfred Owen
writes of the horrors of the First World War, he speaks to us directly from the trenches – death is
no longer a statistic; it is a fearful, painful moment of personal suffering. When Dickens describes
the childhood of David Copperfield or Oliver Twist, we are transported back to Victorian
London as it was, with its teeming streets, its squalor, its noise and its vivid characters. When
Shakespeare shows us men and women in love, we see indeed that “the course of true love
never did run smooth”. Frequently we laugh, sometimes we share in their problems and often
we understand their hurt, but what Shakespeare always shows us is that the emotions felt by
Elizabethans are no different from our own.
Academically, English Literature aims to broaden our appreciation of different periods and
cultures through the study of different texts. Students who study English Literature at A Level will
build on their understanding that no text exists in isolation but is the product of the time in which
it was produced. Students will explore the relationships that exist between texts they will study
and the contexts within which they are written, received and understood. As a result, students
will develop analytical skills in discussion and writing which can be applied more broadly to
the world in which we live. In this sense, A Level English Literature helps develop self-awareness
and confidence.
The course:
Students are required to - and should want to - read widely across a range of texts, going
beyond those that are ‘set’. Students will study a minimum of eight texts to include a play by
Shakespeare as well as both pre and post 1900 poetry and novels
The course is assessed through two final exams and an extended critical comparative essay
that forms the coursework.
Application Beyond A Level
A level English is considered an excellent academic qualification for most further education
courses, as it reflects an ability to work effectively with the structure of language, whilst
developing an imaginative and independent approach to study. Likewise, as it is clearly
related to communication skills, English is a very valuable entry into the world of work in a
wide variety of fields including business, the law, the media, the world of arts, leisure and
tourism and indeed any activity which involves a sound command of language.
GEOGRAPHY
Head of Department: Mrs A Nagamootoo
Taught by: Mrs A Nagamootoo, Mr W Ellis and Miss J Bentley
Specification:
Edexcel AS 8GE0
A Level 9GE0
Introduction and Course Aims:

Geography is an exciting, all-encompassing discipline which allows one to understand “the
earth and everything in, under, over and on it. It encompasses our reminders of yesterday,
realities of today and dreams of tomorrow” (Walford, 2001). Furthermore, it is a discipline that
is more relevant today than at any other time since the days of Christopher Columbus.
However, only at this time are we talking about the Geography of the 21st Century, a
geography that gets to grips with some of the world’s most important and pressing issues. The
central aim of this is to develop well-rounded, passionate geographers, who will in turn
become successful and responsible global citizens. Every day brings a story, in the newspapers
or on our TV screens, to which geographers can bring their unique perspective to bear!
At AS and A level, students can expect to tackle key ideas and debates in our world today,
such as climate change, flooding, globalisation, population, migration and sovereignty, urban
regeneration and management of the world’s resources. Students will explore a range of issues
and examine potential solutions to them.
The two courses are taught concurrently. The expectation is that all students opting for this
course would be studying to A level; those wishing to study for just one year (AS) should discuss
this with Mr Ellis.
The Course Itself

The A level course comprises four areas of study:
In Year 12 students will study:
Dynamic Landscapes Dynamic Places

Two topics: Two topics:
1.Tectonic processes and hazards 3. Globalisation
2.Coastal landscape systems, processes 4. Shaping/regenerating places
and change
The AS course comprises areas 1 and 2 only.

At the end of Year 12 students sit two mock exams (comprising mainly of AS style questions)
and as they continue onto the full A level they consolidate their learning through the A2
topics (see below).
In Year 13 students will study:
Physical systems and sustainability Human systems and geopolitics

Two topics: Two topics:
5. The water cycle and water insecurity 7. Superpowers
6. The carbon cycle and energy 8. Migration and sovereignty
insecurity
Method of Assessment
The AS Level exam comprises two papers:
Paper 1 is 1 hour 30 minutes, and examines topics 1 and 2, geographical skills and physical
geography fieldwork
Paper 2 is also 1 hour 30 minutes, and examines topics 3 and 4, geographical skills and
human geography fieldwork
The A Level exam has four component parts: papers 1, 2 and 3 and coursework. Papers 1
and 2 each contribute 30% of the final grade, whilst paper 3 and the coursework each
contribute 20%.
Paper 1 is 2 hours long, and examines topics 1. 2. 5, 6, 7 and geographical skills
Paper 2 is also 2 hours long, and examines topics 3, 4, 8, 9 and geographical skills
Paper 3 is 1 hour and 45 minutes long, and involves a synoptic investigation of a
geographical issue
The coursework component is an independent investigation into a geographical issue. This
written report should be 3000-4000 words in length.
Desirable Qualities for Success

Fundamental to success in Geography is a genuine interest in the subject, coupled with a
desire to make sense of today’s world, its challenges and issues. Students should have
demonstrated their aptitude for Geography by attaining a Level 5 or above at GCSE level.
Even if you have not studied Geography at GCSE but are interested in the world around you,
then this course should attract you. A sound knowledge of Science, Maths and English is also
helpful. Students should be prepared to undertake a wide range of reading, including
newspapers, journals and textbooks. Other sources of information include the Internet and
video. We believe fieldwork to provide opportunity for the subject to come alive especially.
With this in mind, students should expect to engage in fieldwork, planning and collecting
information, as well as concluding and evaluating fieldwork and research findings (This forms
the basis for their coursework project – see above). As circumstances allow, we take students
on field trips locally, in order to introduce them to potential topics and techniques. We consider
fieldwork to be of great importance, both in Year 12 and 13 and through our Morocco trip (an
optional trip, giving a fascinating insight into life in an LEDC).We also encourage students to
attend conferences and lectures, such as those held at Sussex University.
Our bi-annual expedition to Morocco - a long way from

home!
Exploring rivers – Geographical Investigations!

Subject Combinations
Geography is often regarded as the bridge between the Arts and Sciences. It combines
particularly well with English and History, with Economics, Maths, Biology and Chemistry.
Application After School

This course provides you with excellent study skills in preparation for any further or higher
education course, as the skills acquired are that of: analysis, communication, independent
research, creative thinking and independent investigative work. You will develop strong
personal, learning and thinking skills transferable to both university and the workplace.
In addition to geography itself, it will provide an excellent foundation for degree courses in:
Environmental Science, Planning, International Relations, English, Law, Business, Media, Leisure
and Tourism, Theatre & Journalism.
An A level in Geography is accepted by universities as an entrance qualification for Science,

Social Sciences, Business Studies and Arts courses.
Geographers are much in demand today for their skills of analysis, communication, numeracy
and graphicacy. These are useful in the financial services, management, retailing, banking,
journalism and more directly in surveying, land management, leisure and tourism,
conservation, town planning and landscape design.
GOVERNMENT AND POLITICS
Head of Department: Mr L Wakeham
Specification:
EDEXCEL: A Level 9PL0
Government and Politics is a highly respected, popular and well established A level. Credit is
given at every stage for awareness of – and participation in – contemporary political issues.
The subject is academic and challenging yet can stir up strong opinions and debates. The
range of topics, from British and US politics through to political ideologies, ensure students are
equipped to make sense of the fast moving world around them.
Course Aims:
• To make a detailed study of the UK’s and USA’s institutions, processes and ideas relating
to government and politics.
• To develop students’ powers of analysis and critical thinking in order to produce
balanced and coherent arguments about the issues being studied.
• To foster awareness of and participation in society.
Method of Assessment:
The course is assessed in three components:
Component 1 UK Politics: two hour written examination and 33.3 % of qualification
Component 2 UK Government: two hour written examination and 33.3 % of qualification
Component 3 Comparative Politics: two hour written examination and 33.3 % of qualification
Each unit is equally weighted at 33.3% of the course and each is examined by means of a 2
hour written examination.
Component 1: UK Politics: This component is split into two sections. In the first, Political
Participation, students will study democracy and participation, political parties, electoral
systems, voting behaviour and the media. In the second, Core Political Ideas, students will
study conservatism, liberalism and socialism.
Component 2: UK Government: This component is split into two sections. In the first, UK
Government, students will study the constitution, parliament, Prime Minister and executive
and the relationships between the branches of government. In the second, Optional Political
Ideas, students will study one idea from the following: anarchism, ecologism, feminism,
multiculturalism or nationalism.
Component 3: Comparative Politics: Students will study US Politics and Governance: This
includes an examination of the US Constitution and Federalism, US Congress, US Presidency,
US Supreme Court, Democracy and Participation and Civil Rights.

A student does not need to have any prior knowledge of the subject. However, students that
succeed are those that are enthusiastic and willing to actively engage in political debates
and are interested in the world around them. It is important to read a serious British newspaper
regularly and to adopt the habit of listening to or watching quality news broadcasts. The school
will arrange for students to subscribe to ‘Politics Review’ online.

Government and Politics is regarded as a mainstream and rigorous A level by all universities
and colleges. It clearly complements the humanities and social subjects, but it also sits very
comfortably alongside any other A level choices. For many students it offers a chance to study
a new, exciting subject that also demonstrates to universities and employers their interest and
understanding of the world around them.
Further information:
Further information about the course can be found at:
http://qualifications.pearson.com/en/qualifications/edexcel-a-levels/politics-2017.html
HISTORY
Head of Department: Mr J Wiggins
Specification:
EDEXCEL A Level 9HI0
History A level offers the opportunity to develop a variety of skills and to gain knowledge and
understanding of a range of significant events, individuals and issues. It allows you to look at
these through different historical perspectives and to learn about the history of more than one
country. It is a subject which encourages you to question events of the past and to draw your
own conclusions. You will improve your confidence in arguing a case and reaching
substantiated judgements through organising and communicating your historical knowledge.
Year 12
Paper 1 - Germany and West Germany, 1918–89 (Breadth Study with interpretations)
2 Hour 15 mins – 30% of A level
Assessment
Section A: One breadth essay answer/ Section B: One breadth essay answer/ Section C: One
interpretations question.
Paper 3 - Britain and the experience of warfare 1790 - 1918
2 Hours 15 mins – 30% of A level
Assessment
Section A: One source question/ Section B: One depth essay answer/ Section C: One breadth
essay.
Year 13
Paper 2 - The rise and fall of fascism in Italy, c1911–46 (Depth Study)
1 Hour 30 mins - 20% of A level
Assessment
Section A: One source question / Section B: One depth essay answer.
Coursework
20% of A level
Researched enquiry on Historical Interpretations. 4000 word essay.

LATIN
Specification:
OCR A Level H443
Why study Latin?

Latin gives you the opportunity to study the language and literature of ancient Rome, reading
the works of authors such as Virgil, Ovid and Horace. You will experience at first hand elements
of the culture, language and social and political life of the Roman civilisation, which has
inspired many later generations.
Unseen Translation
Students develop their reading and translation skills by exploring the works of Livy and Ovid.
Prose Composition or Comprehension

Students develop their ability to write in Latin and to analyse texts.
Prose Literature
Students read the historian Livy and one of Cicero’s legal speeches.
Verse Literature
Students read Catullus’ poetry and Ovid’s Heroides.
A2 Level outline
1. Unseen Translation
100 marks
1 hour 45 minute Written paper
33% of total A Level
2. Prose Composition or Comprehension

50 marks
1 hour 15 minute Written paper
3. Prose Literature
75 marks
2 hour Written paper
4. Verse Literature
75 marks
2 hour Written paper
MATHEMATICS
Head of Department: Mr D Bioletti

Taught by: Mr D Bioletti, Mr Dunford, Mrs C Ferreira, Mr Humphreys & Mrs Weisz
Specification:
Edexcel A level Mathematics
Course Aims:
The world needs problem solvers! Companies are crying out for people who can solve
problems. A level Maths is all about solving more and more complex problems. You will learn
to develop an understanding of Mathematics and its processes, developing logical reasoning
and extending the range of skills and techniques for use in more difficult, unstructured areas.
It also examines the relationship between 'real-world' problems and mathematical models.
Course Structure:
Throughout the Lower and Upper Sixth, you will study Pure Mathematics (67%) and Mechanics
and Statistics (33%). All of the A level content is now considered ‘Core’ with no modules or
options from which to choose.
Method of Assessment:
The A level course will be evaluated via 3 papers sat at the end of the course.
Paper 1: Pure Mathematics

2 hours
100 marks
Paper 2: Pure Mathematics

2 hours
100 marks
Paper 3: Mechanics and Statistics

2 hours
100 marks
There is an option to sit an AS level Mathematics at the end of the first year. This is a stand-
alone qualification that does not count towards the full A level.

Students must have gained at least a grade 7 in GCSE Mathematics, studied at the higher
level. Students should have an interest in and aptitude for Mathematics, skills in algebra and
be prepared to work hard. A student who has mental tenacity, plus logic in thought and
presentation, will find the course stimulating and challenging.
Application beyond A level:

Apart from going on to read Mathematics and related courses at university, Maths is valued in
most areas of further study, particularly engineering and science, but also subjects as varied
as social sciences, geography, economics, archaeology and media studies (to name but a
few!). Professions welcome and respect people with A level Mathematics.
Further Mathematics
Many top Maths, Economics and Engineering courses at University give preference to students
who study Further Mathematics.
We offer Further Mathematics at A level. The course comprises 4 units: Further Pure 1 and
Further Pure 2 are compulsory units, plus two applied units chosen from Further Pure
Mathematics, Further Mechanics, Further Statistics and Further Decision Mathematics.
A level Further Mathematics has to be taken in conjunction with A level Mathematics, with
the full A level Mathematics being taught in Year 1and examined at the end of that year,
then the full Further Mathematics taught in Year two
MODERN LANGUAGES
FRENCH, GERMAN AND SPANISH
Head of Faculty: Mrs Susana Prada-García
Head of French: Miss Valérie Rosin:

Head of German: Miss Kara Alpers
Head of Spanish: Mrs Susana Prada-García
Specification:
EDEXCEL French: A Level 9FRO

German: A Level 9GNO
Spanish: A Level 9SPO
• Do you want to work abroad or with companies with international links?

• Do you want to broaden your choices of A levels?
• Do you enjoy language learning, and learning about other cultures?
• Do you want to work in an international context?
• Do you want to go to a good university and maybe have a gap year?
• Do you want to develop opinions about current affairs?
• Do you want to have an interesting and well-paid job in an international firm?
• Do you want to communicate with speakers of a foreign country?
If your answer to these questions is “yes” then studying a foreign language at

A’ Level is the right and the only choice for you.
READ ON!
The advanced level course in French, German or Spanish is the logical progression of the GCSE
you are studying for. You need a grade 7 or above to be able to start the course confidently.
The content of the A Level 2 year course is entirely language-based and tests proficiency in
the skills of listening, reading, speaking and writing. The course aims to develop in students the
ability to discuss issues at a broader level than at GCSE, and this necessarily entails the
development of oral confidence in the target language. Students’ oral skills will develop
significantly in terms of conversational spontaneity and the ability to sustain an argument.
Students will also learn more complex aspects of grammar, in order to allow them to express a
more sophisticated level of thought. Sources are drawn from journalistic and literary sources,
many of them concerning prominent contemporary issues, and provide material for reading
and for oral discussion in the target language.
Listening exercises based on authentic contemporary radio, television broadcast or podcasts
form a significant part of the course, as does regular conversation practice.
This course provides the opportunity for more in depth research on aspects of the history,
politics, sociology, culture and art of the target language countries. An important part of the
course is the study of either 2 literary texts or one literary text and a film in the target-language.
The A level is assessed through three units, an oral exam, an exam that combines Listening,
Reading and Translation skills as well as a writing paper. The oral exam consists of 2 parts: one
discussion of a theme and one presentation and discussion on the student’s independent
research.
Students who embark on this exciting course must be committed, hardworking and have
strong linguistic abilities. The course is demanding and students should have a genuine interest
in the culture and society of the country where the target language is spoken.
An A’ level in a language offers a range of opportunities. Some students choose to do a

degree in languages, in which case they seek employment in industry, Civil Service, Business
or Journalism. Others choose to pursue a Higher Education course in another subject but
choose a language option alongside it, for example Law with a language or Science or
Engineering combined with a language. Whatever the option students choose, one or more
Languages will be an asset and increase employability. It shows open mindedness, flexibility
and is an excellent step towards achieving student’s goals.
MUSIC
Head of Department: Mr M Casterton
Specification:
Eduqas A Level
Entry requirements for students:
Students must have reached ABRSM grade 5 theory level and a minimum of grade 5 level for
an instrument or singing to start the course although they do not necessarily need to have
taken the exams. A GCSE pass of 7+ is also desirable. In order to do well on the course, pupils
must be self-motivated, active musicians who are engaged in a wide range of music making
both at school and outside of school, attending concerts and performing and creating music
regularly. This will enable them to approach the challenges of the Eduqas A Level with a wide
range of knowledge and experience to inform their studies.
Component 1: Performing
Option A: Total duration of performances: 10-12 minutes Option A: 35% of qualification

Option B: Total duration of performances: 6-8 minutes Option B: 25% of qualification
Non-exam assessment: externally assessed by a visiting examiner
Component 2: Composing
Option A: Total duration of compositions: 4-6 minutes Option A: 25% of qualification

Option B: Total duration of compositions: 8-10 minutes Option B: 35% of qualification
Non-exam assessment: externally assessed by examination board
Component 3: Appraising written examination
2 hours 15 minutes 40% of qualification
There are three areas of study. One compulsory and two optional. Optional areas of study will
be chosen by the teacher, who will select the most appropriate choice.
Area of study A (compulsory): The Western Classical Tradition (The Development of the
Symphony 1750-1900)
A choice of one area of study from:

Area of study B: Rock and Pop
Area of study C: Musical Theatre
Area of study D: Jazz
A choice of one area of study from:

Area of study E: Into the Twentieth Century
Area of study F: Into the Twenty-first Century
PHILOSOPHY
Head of Department: Mr M Moore
Taught by: Mr M Moore & Miss A Hanbury
Specification:
AQA
Course Aims:
Philosophy asks some of the deepest questions about humans and the world: for example,
how do we gain knowledge of the world? Are minds just the physical brain or are mental states
different to brain states? Does doing good involve following rules or bringing about the best
outcomes? If God exists, why is there evil and suffering in the world? Through analysing topics
such as these, students will develop and refine a range of transferable skills, such as the ability
to ask penetrating questions, to analyse and evaluate the arguments of others and to present
their own arguments clearly and logically.
The AQA specification has been designed to introduce students to the key methods and
concepts in philosophy through the study of four broad themes: Epistemology; Philosophy of
Religion; Ethics; and Philosophy of Mind.
Course Content
A level Philosophy splits into four sections assessed in two exam papers.
Section 1 Epistemology – We all believe we know some truths; however, could we explain what
it means to know a claim? How does knowing differ from having an opinion or a belief, if at
all? This is the first big question of this unit of work. We all perceive things every day. We see,
touch, taste, hear and smell; however, could we explain in a clear fashion what happens in
every instance of perception? This is the second big question of this unit of work. Finally, we all
have ideas and knowledge; however, would we be comfortable explaining where all of our
ideas and knowledge come from? Are ideas only gained through experience? If this is the
case, where do our ideas of things we have never experienced, nor ever could experience,
come from?
Section 2 Moral philosophy – Many great thinkers have claimed that every person wants to do
the morally right action but sometimes, despite our best intentions, we find it hard to determine
what the morally right action is. The first big question of this section of the course is: does a
method exist for establishing what is the best moral action in every situation I could find myself
in? Three classic methods are explored and applied. The second big question for this portion
of the course is: what does ethical language even mean? We say some actions are right and
others wrong, but in what way? Are moral actions right or wrong in the same way mathematics
is right or wrong? Or are moral actions right or wrong in the same way some art is good and
other art not so good?
Section 3 Metaphysics of God – Many millions of people of many different faiths have claimed
to believe that God exists. Their beliefs have impacted upon their behaviour, and decisions
which believers make affect nonbelievers lives too. The first big question of this portion of the
course is: does the idea of God even make sense? Does the idea of God have internal
contradictions? A further big question follows: can God’s existence be proved? The course
covers three of the classic arguments for the existence of God. The third big question of this
section of the course is: how are we to make sense of talk about God? Many people will say
things like, ‘God is my shield’ or ‘God looks over me’; however, what sense can be made of
these statements, if the person saying them also believes that God is a spiritual being outside
of space and time?
Section 4 Metaphysics of Mind – As you have read this hand out you have explored certain
thoughts; however, what is a thought? And who is it that does the exploring of your thoughts.
Clearly, your eyes scanned this page but presumably, your eyes alone cannot think. You might
say that it is your brain that thinks thoughts. But what is a brain? Isn’t a brain made out of exactly
the same basic material as an eye? And if this is the case what is it that separates a brain from
an eye and allows the former to think whereas the later cannot? We could sum up all of these
questions in one big question: are you just matter (physical stuff) or is there a non-material,
mental element to you as well?
What kinds of student are most suited to this course?
Those who are inquisitive, open minded, resilient to challenge, enjoy a good argument, and
can produce detailed and cogently argued essays. Students are expected to be able to read,
not necessarily long, but certainly argumentatively dense prose. Above all, you will be required
to think! Long-cherished assumptions may be challenged, but you will emerge with a clearer
understanding of the world around you.
Due to the challenging nature of the course, students would normally be expected to have a
grade 6 or above in English at GCSE.
PHYSICS
Head of Department: Mr W Tabary-Peterssen
Taught by: Mr W Tabary-Peterssen, Mrs L Roberts and Ms E Amonoo-Kuofi
Specification:
AQA AS Physics 7407

A level Physics 7408
These new Physics courses were introduced in September 2015. AS and A Level qualifications
are separate and have completely different exams. The AS course is one year and is
examined at the end of year 12 with two 90 minute papers. The A Level course covers 2
year’s work, including the material studied at AS. It is examined with 3 papers each 2 hours.
The practical understanding of Physics will be tested across the written papers with a
particular focus in paper 3 (A-level). Separately, a certificate of endorsement from the
school will be awarded to those students who have reached the Common Practical
Assessment Criteria required by many universities to study at a higher level. This demonstrates
a candidate’s competence at carrying out lab based practical work.
Course Aims:
To sustain and stimulate the students’ enjoyment of, and interest in, Physics.
To recognise the quantitative nature of Physics and learn how scientific models develop. To
encourage the students’ curiosity and ability to solve problems.
At AS level we study Measurements and their errors, Particles and Radiation, Waves,
Mechanics and Materials and Electricity. Practical work is a very important part of this course.
All students are expected to carry out set tasks and keep records of their work. They will be
assessed on their practical skills in the written paper.
The A level course covers all of the above and also Further Mechanics and Thermal Physics,
Fields and their consequences, Nuclear Physics and an optional topic of Astrophysics.
We have strong links with the Physics outreach department of the University of Sussex, and
enjoy working with university students both in school and at the university. We also attend
lectures hosted by the University of Sussex under the auspices of the Institute of Physics. Topics
have varied from Cosmology and Astronomy, Anti-matter and Time Reversal to Soap Bubbles
and research into Artificial Bone. We also plan to attend lectures further afield.

The A level Physics course is a continuation and extension of the GCSE course and for those
with a logical and enquiring mind it is a stimulating and thought-provoking subject.
Competence in Mathematics is essential. At least 40% of the marks in the new Physics exams
will require the use of Mathematics. We advise candidates to study AS Maths alongside Physics.
Candidates should have achieved at least a 6 at GCSE in this subject with a 6/7 or higher
preferable. A similar grade in Mathematics would be expected.

The course is frequently a prerequisite for further studies in Mathematics, Geophysics and
Astronomy, Engineering (Civil, Mechanical, Aeronautical, Electrical, Medical and
Environmental), Architecture, Physiotherapy and Radiotherapy, Veterinary and Medical
studies and Aviation. Those following biological courses have also found Physics very useful.
Many Physics graduates go into Industry (research and development), Management or
Accountancy, and Teaching. Physicists are also much in demand in computing.
PSYCHOLOGY
Head of Department: Mrs O Pianet
Taught by: Mrs O Pianet
Specification:
AQA (A) 7182
What is Psychology?
Psychology is the scientific study of the human mind and behaviour. It looks to questions why
some people suffer from stress and mental illness, whilst others do not. Or why some people
follow social norms whilst others deviate. It is a fascinating science with cutting edge research
that has real world applications.
Overview of the A Level course
Year One:
The introductory topics in psychology include:

• Social Influence, including the nature of conformity and obedience in humans.
• Memory, including how the brain remembers and forgets.
• Attachment, including the importance of forming a close, emotional bond.
• Approaches, covering a range of different perspectives in the explanation of human
behaviour
• Biopsychology, including the structure of the brain and the fight or flight response.
• Psychopathology, including the explanation and treatments for phobias, OCD and
depression.
• Research Methods which explores the way in which psychologists investigate and
generate theories of human behaviour.
Year Two:
Students have options to explore including:
Option 1
• Relationships OR Gender OR Cognition and Development
Option 2
• Schizophrenia OR Eating Behaviour OR Stress
Option 3
• Aggression OR Forensic Psychology OR Addiction
Additionally, students will taught and encouraged to discuss and produce well balanced
arguments for classic Issues and Debates, such as the Nature-Nurture debate and Free Will
versus Determinism.
Exams
There are three examinations, each account for one third of the A Level. These are all two
hours long and consist of multiple choice, short answer and extending writing questions.
Skills that learning this subject will develop
The AQA Psychology A Level will help you develop a range of skills that will benefit you,
whether you decide to go on to further study or the working world, including:
• Analytical thinking
• Improved communication
• Problem solving
• Planning and conducting scientific investigations
• Analysing and interpreting data
• Critical reasoning skills
Psychology will complement just about any other subject.

SOCIOLOGY
Taught by: Mr M Moore and Miss I Jensen
What is Sociology?
Sociology is the study of human social relationships and institutions. Sociology’s subject matter
is diverse, ranging from crime to religion, from the family to the state, from the divisions of race
and social class to the shared beliefs of a common culture, and from social stability to radical
change in whole societies. Unifying the study of these diverse subjects of study is sociology’s
purpose of understanding how human action and consciousness both shape and are shaped
by surrounding cultural and social structures.
Sociology is an exciting and illuminating field of study that analyses and explains important
matters in our personal lives, our communities, and the world. At the personal level, sociology
investigates the social causes and consequences of such things as racial and gender identity,
family conflict, deviant behaviour, aging, and religious faith. At the societal level, sociology
examines and explains matters like crime and law, poverty and wealth, prejudice and
discrimination, schools and education, business firms, urban community, and social
movements. At the global level, sociology studies such phenomena as population growth and
migration, war and peace, and economic development.
Sociologists emphasize the careful gathering and analysis of evidence about social life to
develop and enrich our understanding of key social processes. The research methods
sociologists use are varied. Sociologists observe the everyday life of groups, conduct large-
scale surveys, interpret historical documents, analyse census data, study videotaped
interactions, interview participants of groups, and conduct laboratory experiments. The
research methods and theories of sociology yield powerful insights into the social processes
shaping human lives and social problems and prospects in the contemporary world.
Students who have been well trained in sociology know how to think critically about human
social life, and how to ask important research questions. They know how to design good social
research projects, carefully collect and analyse empirical data, and formulate and present
their research findings. Students trained in sociology also know how to help others understand
the way the social world works and how it might be changed for the better. Most generally,
they have learned how to think, evaluate, and communicate clearly, creatively, and
effectively.
Course content
The course will cover the following topics:
Year 1:
• Education with Methods
• Families and Households
Year 2:
• Research methods
• Crime and deviance
• Beliefs in Society
BTEC
COURSES
3D ART AND DESIGN BTEC
3D Art and Design BTEC National Foundation Diploma (Edexcel, Pearson)

Head of BTEC: Mrs R Forward ([email protected])
Course Coordinator: Mrs C Campbell / Ms L Upton
([email protected], [email protected] )
This course is designed to introduce students to a wide range of 3D and 2D materials, media,
processes and techniques. Using the creative process, students develop innovative and
experimental outcomes in response to ‘real world’ assignment briefs. This highly practical
course, encourages students to develop their skills as creative practitioners: researching
sources of personal inspiration; analysing and appreciating the work of other artists/ designers/
crafts people; testing out the potential of media, materials, processes and techniques;
designing unique artefacts/artworks/products; and learning to analyse, interpret, compare
and contrast the work of successful artists/ designers/ crafts people.
Materials and media you will work with include wood, metal, plastics, ceramic, paper, digital
media, printmaking, painting, textiles and mixed media.
The Foundation Diploma in 3D Art and Design is delivered as a two-year programme, 3 units
per year.
Units covered
Unit 1: Visual Recording and communication - external exam taken in Year 12
Unit 2: Critical and contextual studies in Art and Design - external exam taken in Year 13
Unit 3: The Creative Process (Evolution)
Unit 4: Materials, Techniques and Processes in Art and Design (Man-Manipulated Landscapes)
Unit 13: 3D Design, Materials, Techniques and Processes (Zoomorphic)
Unit 16: 3D Design Craft, Materials, Techniques and Processes (Curiosities of Craft)
Outcome
On successful completion of this course, you will gain a BTEC Level 3
Foundation/Diploma/Extended in Art and Design qualification. This qualification is equivalent
to1.5/ 2/3 A Level grades A* - C.
Assessment
The units are assessed through project and assignment work. There will be two external units.
Each unit is graded Pass, Merit or Distinction and then an overall grade of Pass, Merit, Distinction
or Distinction* is awarded on completion.
Follow up courses/Progression
The Extended Diploma in Art & Design is an ideal route for students looking for places at
universities and colleges and careers in the creative industries. Alternatively, you could expect
to be employed in the creative industries at junior level. You will have access to a range of
career and further/higher education opportunities. Student’s progress onto specialist courses
at Degree, Higher National Diploma, or Foundation Degree level: you will be advised and
supported in your UCAS applications with help on appropriate routes and portfolio
preparation.
BUSINESS BTEC
Business BTEC National Diploma Level 3

Business Course Coordinator: Miss D McCague ([email protected])
Overview
The BTEC Level 3 Extended certificate is equivalent to one GCE A Levels. The programme aims
to provide students with an in depth understanding of the operations and structures of
businesses and also to equip students with the skills required to succeed in employment or at
university. The course will involve businesses in the public, private and voluntary sectors.
Students will cover a range of topics that include:
Mandatory units
• Exploring Business
• Developing a Marketing Campaign - External Exam Unit
• Personal and Business Finance - External Exam Unit
Optional units
• Recruitment and Selection Process
Outcome
Extended Diplomas are delivered as two one year programmes:
Year 1-
• Personal and Business Finance - External Exam Unit
• Exploring Business
Year 2 –
• Developing a Marketing Campaign - External Exam Unit
• Recruitment and Selection Process
Assessment
You will be assessed continually through practical project work, coursework, written
assignments, time constrained assignments (external exams) and through giving presentations.
Awarding Body
Pearson EDEXCEL
On successful achievement of this course, you may wish to:
• Progress onto a Business related degree or Higher National Diploma.
• Go directly into employment in areas of growth in finance, administration and
management.
INFORMATION TECHNOLOGY BTEC
Information Technology BTEC National Diploma Level 3 (Edexcel, Pearson)

Course Leader: Mr K Rogers ([email protected])
Overview
Information Technology has been designed to provide a highly specialist work-related
programme of study. It gives learners the knowledge, understanding and skills that they need
to prepare for employment. In addition to technical skills, such as website and multi-media
development, you will also develop the ability to communicate and present yourself
effectively within this industry. We offer the most up-to-date software, preparing you for the
requirements of the workplace.
The Diploma in Information Technology is delivered as two one year programmes.
Year 1 - Foundation Diploma (1.5 A Levels)
Year 2 – Diploma (2 A Levels) /Extended Diploma (3 A Levels)
Students are expected to satisfactorily complete the Foundation programme prior to being
considered appropriate for a year 2 qualification.
Units include:
• Information Technology Systems
• Programming
• Website Development
• Computer Games Development
• Mobile Apps Development
There will be 2/3 mandatory exam’s which will be externally marked.
Outcome
On successful completion of this course you will gain a BTEC Level 3
Foundation/Diploma/Extended in Information Technology qualification. This qualification is
equivalent to 1.5/2/3 A Level grades A* - C.
Assessment
The units are assessed through project, assignment work and exams. Each unit is graded Pass,
Merit or Distinction and then an overall grade of Pass, Merit, Distinction or Distinction* is
awarded on completion.
Awarding Body
Pearson EDEXCEL
- Foundation Degree in a related subject
- BSc (Hons) Degree in Computing, Compute Forensics, Networking or related subjects
- Employment in the IT sector such as: System support, Web design, IT training, Software
development, Telecommunications, Network engineer, Software engineer.
SPORT BTEC
Sport BTEC National Diploma Level 3 (Edexcel, Pearson)

Course Leader: Mrs R Forward
Overview
Do you want to turn your passion for sport into a career? Through blending theory and
practice, you will learn the science and physiology of fitness; explore training methods and
play various sport to enhance your understanding of the rules, regulations and the
physical requirements of different activities. This is an excellent springboard to prepare you for
degree level study or work in the sport industry.
The Foundation Diploma in Sport is the equivalent to 1.5 A levels. Most students will complete
the foundation course over two years of study to maximise grades.
Year 1 – 4 modules (2 coursework and 2 external exams)
Year 2 – 3 modules (3 coursework)
Units include:
Mandatory Units
• Anatomy and Physiology – External Exam
• Fitness Training and Programming for Health, Sport and Well-being – External Exam
• Investigating Business in Sport and the Active Leisure Industry – External Exam
(National/extended course only)
• Development and Provision of sport and physical activity – External Exam (Extended
course only)
• Professional Development in the Sports Industry
• Sports Leadership
Optional Units
• Technical and Tactical Demands of Sport
• Sports Nutrition
• Outdoor Adventurous Activities
• The Athlete's Lifestyle
• Work Experience in Sport
• Organising Sports Events
• Sports Injuries
• Rules, Regulations & Officiating in Sport
• Instructing Physical Activity & Exercise
• Practical Sports Performance
• Coaching for Performance
Outcome
On successful completion of this course, you will gain a BTEC Level 3
Foundation/Diploma/Extended Sport qualification. This qualification is equivalent to 1.5/2/3 A
Level grades A* - C.
Assessment
The units are assessed through project, assignment work and external exams. Each unit is
graded Pass, Merit or Distinction and then an overall grade of Pass, Merit, Distinction or
Distinction* is awarded on completion.
On successful achievement of this course you may wish to:
• Lead to higher education and careers in sport psychology, fitness and sport therapy, sport
and exercise science, physical education teacher, nutritionist, gym instructor, physiotherapist
and other related sports careers / courses.
ADDITIONAL
COURSES
FOOD SCIENCE AND NUTRITION
Leiths Level Three Extended Certificate in Professional Cookery

Course Leader: Mrs K Casterton ([email protected])
Lewes Old Grammar School is thrilled to be offering this prestigious qualification to our 6th Form
Students. LOGS is the only provider of this course in the whole of Sussex.
Overview:
The Leiths Level Three Extended Certificate in Professional Cookery is a two-year course which
can be studied in addition to three A-Levels or in place of a third A-Level.
It carries up to 36 UCAS Points: Pass = 12, Merit = 24 and Distinction = 36.
This course is widely recognised by universities. Students who successfully complete the course
are then eligible to apply for the Level Four Diploma at Leith’s School of Food and Wine in
London. Students who have gained a Merit or Distinction at Level 3, and have appropriate
work experience, could join the Intermediate level course. This is assessed on a case-by-case
basis.
About Leiths:
Leiths School of Food & Wine is a leading professional cookery school, with a reputation for
nurturing some of the most talented professionals in the food industry. Founded in 1975 by Prue
Leith, the school is famous for its graduates becoming the top chefs, recipe developers, food
stylists and entrepreneurs of the food world. In 1996 Leiths established Leiths Academy, to bring
the Leiths ethos and cooking methods to school age students across the UK.
Why should I take this course?

The course is written and run by Leiths and accredited by the Confederation of Tourism and
Hospitality (CTH). It is a five-term course based around 46 core weeks of practical menus which
will develop a wide range of culinary skills. This qualification enhances a personal statement
and UCAS application and can play a pivotal role in opening the door to careers in food and
drink from cheffing to food teaching; cookery writing to food photography and journalism;
recipe design and development to marketing & advertising. It is a proven sixth form
recruitment and retention tool and successful students are eligible to apply for jobs via our in-
house employment agency, ‘Leiths List’.
What will I study?

This is a practical based course which covers a wide range of culinary disciplines along with
food hygiene and allergen theory. Weekly menus are tasted, marked and evaluated on an
online portal along with termly theory tests to enable students and teachers to track progress.
How will my Final Grade be Assessed?

The final grade is based on two practical cooking exams, an online Level 2 food hygiene and
allergens assessment and a menu planning project task. Students are also required to partake
in a group practical cooking task within their local community and to complete a 100-mark
theory test set by Leith's to show their understanding of the theory behind the practical
cooking.
What will I need?

Chefs jacket (embroidered with the LOGS logo), Chefs trousers, Chefs hat, Leiths white apron,
non-slip footwear (e.g., trainers), and specialised knife sets. Ordering and purchasing details
for these will be provided.
What about ingredients?
To ensure that all students are using the same amount, quality, and type of ingredients; they
will be provided by school and invoiced as part of the course fee.
How involved are Leiths in my course?
This course is fully supported by a team of dedicate Leiths teachers. All the training, course
resources and assessments are completed by them. This includes termly visits to LOGS.
Experienced Leiths teachers will also come into school and run the final practical assessments.
Where do I sign up?

Places on the Leiths Extended Diploma in Professional Cookery are limited so please let Mrs
Casterton know as soon as possible.
Leiths Alumni:
Ben McAndrews & Joe Coulter – Vegan Meal Delivery Business Owners
Matt Tebbutt – Chef & Food Presenter
Elainea Emmott – Chef, Writer & Photographer
Lewes Old Grammar School
140 High Street
Lewes
East Sussex
BN7 1XS
Phone: 01273 472634

Email: [email protected]
www.logs.uk.com

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SIXTH FORM

• Which subjects do I enjoy?

• If I choose a particular combination, which doors would be closed to me

• Are all subjects viewed equally?

• How is each course assessed?

• What proportion is coursework?

Occasionally, individual institutions may be more prescriptive. Cambridge courses in

Head of Department: Ms J Dinmore

Taught by: Ms J Dinmore

Component 1 Personal Investigation. 60%

Component 2 External set theme. 15 hours – 3 Day exam. 40%

• A positive attitude to creative tasks.

Coursework Portfolio: Thematic responses

Annotated sketchbooks, notebooks and photographs

Head of Department: Dr A Scott

Taught by: Dr A Scott, Dr H Lancaster, Mrs H Tilling

Head of Department: Mr M Ferguson

Taught by: Dr M Ellerby and Mr M Ferguson

CHEMISTRY- AS and A’Level

Head of Department: Mr K Rogers

Specification: OCR A Level H408

Why study Classical Civilisation?

Outline of the course

Component 1: The world of the hero

Head of Department: Mr K Rogers

Specification: AQA AS Level 7516

Why study Computing?

Is Computing for me?

Outline of the course

This specification is designed to encourage candidates to:

• Develop technical and performance skills

2. Performance in a one compulsory set work

one optional set work

Giselle (1841) by Jules

Other information Non-exam assessment (NEA) Exam questions (2 sections):

Desirable Qualities for Success;

• Experience of performance and choreography in contemporary dance or ballet.

Students will be expected to be attending weekly dance classes outside of school.

Students will be encouraged to audition to join HED:Strong – youth contemporary dance

• Level 3 Dance Leadership Award (16 UCAS points)

Application After School;

Head of Department: Mrs J Lloyd

Specification: Sports Leaders UK / Universal Dance

Once qualified, Dance Leaders will be able

The seven challenges that support delivery of

1. Valuing Learning Challenge –

The support challenges are referenced

Application after School:

Head of Department: Mrs J Lloyd

Specification: Arts Award / Trinity College

Gold Arts Award: Level 3 Certificate in the Arts

Qualification number: 500/9666/7

Personal Arts Development

Leadership of an Arts Project

Assessment and moderation:

Head of Department: Mr K Lawrence

Component 1: THEATRE WORKSHOP. You'll participate in the creation, development and

You must also produce a report that evaluates the process.

Component 3: TEXT IN PERFORMANCE is a written examination of 2 hours and 50 minutes.