Art

Examining Board: OCR Head of Department: George Hatton

This innovative course integrates practical work and History of Art to a much greater extent than the previous A level. Half the time will be devoted to ‘hands on’ activities such as painting, print-making, sculpture and ceramics, the other half being devoted to Art History. A level Art offers something of value to a wide range of students, not only those who might choose a future career in the arts. It is hoped that the AS course will be of value to those who wish to add breadth to their 6.1 studies, as well as to those continuing to the second year.

The Bedales course is designed with Art School Foundation Courses in mind, and prepares students for later specialisation in such areas as: Fine Art, Graphic Design, Printing, Photography, Ceramics, Illustration, Architecture, Fashion Design, Stage Theatre Design, Industrial Design, etc.

The 6.1 year

At the end of the first year the students will be expected to present three modules of work for exhibition. One of these will be made up of two major pieces of art work, a painting and a piece of sculpture for instance, with relevant back up work, another will be a ‘personal investigation’ - an exploration of an art historical topic of the student’s choice. The third is an exam piece undertaken in the final term.

There will be an emphasis on the active keeping of sketch books for information-gathering and note-keeping, and all students will have the opportunity to attend life drawing classes. Here they will be introduced to a wide range of techniques, such as charcoal and chalk, pen and wash, wax resist and oil pastel, as well as oil painting etc.

In addition to the personal investigation, a session each week will be devoted to a basic course in History of Art from 1874 to the present. There will also be visits to galleries, museums, art colleges and lectures. Workshops in a range of Art techniques will be organised, as well as visits by practising artists and craftspeople, and lectures on various topics.

The 6.2 year

Two modules of course-work will be required for assessment at A2 level, a practical piece and an art historical ‘personal study’. These pieces will be presented in an exhibition at the end of the year. The students will also make a “fifteen-hour piece” (an exam) in the final term. Life drawing classes continue and the development of sketch book work remains central. Tutorials will be held regularly with groups and on an individual basis. A member of staff works with each student individually to develop skills and to monitor progress.

The main objectives of the courses will be:

• to enable students to develop enough skills and confidence in their chosen media to communicate visually without inhibition.
• to help students develop their own ideas and to work from their own personal initiative.
• to help the student build up a portfolio of work should they wish to continue on to Art College or other specialised Art Courses.

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Biology

Examining Board: EdExcel Head of Department: Gary Skinner

The Advanced Subsidiary specification builds from grade BB in GCSE Science: Double Award, grade B in GCSE Science: Biology. However, candidates from other educational backgrounds with equivalent experience will have the necessary prior knowledge. A reasonable facility in Maths and English at GCSE level is also necessary for a prospective A level biologist.

Some candidates may wish to follow a Biology course for only one year as an Advanced Subsidiary, in order to broaden their curriculum and/or be a support to their main interest in subjects such as Geography, Art, Psychology etc.

Others will continue for a further year extending their course to A level. Such a course will prepare candidates to progress into further or higher education, to follow courses in Biology, one of the other sciences or related subjects, or to enter employment where a knowledge of Biology would be useful. It should be noted that most (although not all) higher education Biology courses require Chemistry to have been studied as well. Study of Biology to AS or A level should also be seen as making a contribution towards many other areas of study or walks of life.

Experience of experimental work is important in any course in Biology and is recognised by the inclusion of coursework components, or practical examinations using experimental skills, at both AS and A2. Practical work, including field work, therefore forms a very important part of the course.

The AS module has three units examined by three module tests, as follows:

Unit 1. Lifestyle, Transport, Genes and Health

Topic 1 Lifestyle, health and risk

Topic 2 Genes and health

Unit 2. Development, Plants and the Environment

Topic 3 The Voice of the Genome

Topic 4 Plants and Climate Change

Unit 3. Report and Practical Review (Coursework)

Students who continue to a full A level in Biology will have the following programme in 6.2:

Unit 4. Environment and Survival

Topic 5 On the wild side

Topic 6 Infection, immunity and forensics

Unit 5. Energy, Exercise and Coordination and Coursework Investigation

Topic 7 Run for your life

Topic 8 Grey matter

Unit 6. Synoptic Paper

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Chemistry

Examining Board: Edexcel Head of Department: Geoff Rishman

The course begins to answer the fundamental question: “Why do reactions occur and what are the driving forces behind them?” Understanding of the key ideas which hold the subject together comes through practical laboratory work, class lectures and discussions, with lots of practice with chemistry problems. Each set is taught by two members of staff.

The AS exam consists of units 1-3. Units 4-6, studied in 6.2, complete the full A level course.

Unit 1: atomic structure, calculations, bonding, simple redox chemistry, group 1 & 2 chemistry, halogens.

Unit 2: energetics, introductory organic chemistry, rates of reaction, qualitative chemical equilibria and industrial inorganic chemistry.

Unit 3: split into two parts. 3A is the internal assessment of practical skills in four areas assessed in lesson time during the course. 3B is a one-hour written paper on laboratory chemistry.

Unit 4: lattice energies, period 3 and group 4 chemistry, quantitative chemical equilibria, acid-base equilibria, organic chemical reactions.

Unit 5: redox equilibria, transition metal chemistry, quantitative reaction kinetics and further organic chemistry including aromatics, mechanisms, analysis, synthesis and applications.

Unit 6: split into two parts. 6A is a continuation of internally assessed practical coursework. 6B is a one and a half hour synoptic paper on the whole course.

To embark on the course, it is necessary to have achieved at least a BB at dual award GCSE. In addition, there is increasing evidence that all but the very strongest candidates are likely to struggle with some parts of A2 chemistry unless they have studied Mathematics at least to AS standard. Chemistry coupled with Physics and/or Biology helps the study of all the subjects involved, and is hugely beneficial and strongly advised for anyone contemplating taking a Chemistry-related degree.

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Classics

Head of Department : Julian Spencer

The Greek and Roman civilisations form the foundation of Western culture. Their contributions include drama, ethics, democracy, naturalism in art, the concept of mathematical proof, and the secular study of natural phenomena - all expressed through great literature and art. Classics can be studied to A Level through courses in Latin, Greek or Classical Civilisation. Classical students in 6.1 are encouraged to come on the annual Classics trip in the Summer term after AS levels and there are also visits to the British Museum and to Greek play performances during the year.

Latin

Examining Board: OCR

The course is based on the study of Roman authors in the original Latin. For each of AS and A2 students read two set texts – usually one prose and one verse. Context questions and essays test understanding of the language, appreciation of the texts as literature, and knowledge of the cultural and historical background. Students read a more general selection of Latin literature to consolidate the grammar, broaden vocabulary and prepare for the unseen translation and comprehension papers.

Latin combines a rigorous approach to linguistic study with literary criticism, culture and history. It therefore complements the study of other European languages, English and the humanities. It is recognised by universities and employers as an intellectually demanding subject.

Greek

Examining Board: OCR

Ancient Greek is a sophisticated, expressive and beautiful language. The AS and A2 courses are very similar to Latin in structure. Enthusiastic linguists are also welcome to take up Greek in the sixth form for fun as an activity, and to pursue it to whatever level they wish. This option is particularly suitable for students of Latin who wish to read Classics at university. The approach is highly flexible and based on the individual student’s requirements: recent sixth form students have taken GCSE and AS after two years’ study with excellent results.

Classical Civilisation

Examining Board: OCR

Classical Civilisation allows students to experience the legacy of Greece and Rome without the need to learn Latin and Greek. It can be studied on its own but it complements other subjects involving the study of literature, history and art. Three modules are chosen from a wide range of options. Current students are studying Greek Tragedy, Epic Poetry, Greek Comedy and Art and Architecture. Literature is read in English translation and focuses on specific authors and texts, from which wider themes – ancient attitudes to women or slavery, for example – are developed. The historical, political, social and cultural contexts of the particular topics are also explored and compared with those of today. Two of the chosen topics continue from AS to A2 and are studied in more depth. For example, in Epic Poetry Homer is studied for AS and Virgil, and his relationship with Homer, for A2. At AS all three topics are examined. At A2 two topics are examined: the third in an extended coursework essay on a topic of the individual student’s own choice.

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Computing

Examining Board: OCR Head of Department: Becks Hobson

The Computing A level combines practical approaches to problem-solving using computers with an academic look at how computers work and how they are used. It may be taken in conjunction with any other group of subjects since the prime qualification is for a logical mind and an interest in this technology rather than any particular body of knowledge. Although not essential, it is useful if students have previously studied ICT in Blocks 4 and 5, as database and spreadsheet skills and a knowledge of the systems development lifecycle are firm foundations that will be developed. If a student wishes to take this subject with limited practical skills in Microsoft Access and Excel, summer work will be set to ensure they are not disadvantaged once the course commences. We do not expect potential students to have any programming experience and teach this unit from scratch. A knowledge of Computing is a very valuable foundation for modern life in general as well as a starting point for careers and university courses in Computing and Information Technology. A qualification in Computing combines well with many subjects including those that benefit from a logical and systematic approach. It also complements subjects that contain analytical, scientific and technological aspects.

In the first year of the course we study the following areas for the AS level examination.

Module 1: Computing Fundamentals. This is the foundation module that covers core topics such as computer system components, system software, programming (Pascal or Visual Basic), data representation, hardware, data transmission and networks.

Module 2: Structured Tasks. This is the first coursework module. It comprises practical problems set by the board and worked on in class and private study time. Candidates demonstrate their competence in the skills of design, testing, and implementation as well as practical skills in databases, spreadsheets and programming. This practical unit makes up 40% of the AS grade (and therefore 20% of the overall A level grade).

Module 3: Applied Computer Systems. This module covers systems analysis, user interfaces, applications software, data processing and the social, economic, legal and ethical implications of use.

The A2 modules are rather more specialised. Work on them will be started in 6.1, and continued through the second year of the course.

Module 4: Further Computing Theory. This module builds on the first and includes processor architecture, operating systems, translators, languages, databases and network theory.

Module 5: Project. In this course-work module students identify a third-party user willing to be involved, for whom they produce a database solution to a real organisation problem. This requires students to establish and analyse a situation, and to design, test and implement a solution. This project is completed over the course of the first two terms with work being supervised by the department and carried out in both class and private study time. A final report, including documentation and evaluation, is presented for assessment and is worth 40% of the A2 grade (and therefore 20% of the overall A level grade)..

Module 6: Integrated Information Systems. This is a synoptic module extending previous concepts and introducing some new ones such as real time systems and simulation.

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Dance

Examining Board: AQA- GCSE and AS Level Course teacher: Jo Alldridge

The Dance courses present an exciting way to study Dance as an art form and are suitable for those who have an interest in developing their knowledge and understanding of Dance and the skills needed to create and perform. Dance is also particularly valuable for students considering the theatre as a career. The course in 6.1 prepares students for GCSE Dance; there is then the option to continue to AS in 6.2.

The course has three main areas of focus:

1. Performance – developing technical skills for performance.
2. Choreography – the craft of creating dance
3. Theory - understanding , appreciation , analysis and recording, through the study of dance works , notation, studio practice , the constituent features and forms of dance.

The GCSE exam is 70%practical-based work with two performance components and one choreographic task. The choreographic task is supported by programme notes worth 10%.  The written paper (20%) studies the dance work Front Line by Henri Oguike and broader Theory.

The AS exam has a solo choreography and performance unit (40%) which is supported by a coursework analysis (30%). The written paper (30%) studies Matthew Bourne’s Nutcracker and Akram Khan’s Rush.

Students of dance take part in performances during the year and regular workshops are organised with visiting professional companies. Live performances are also an integral part of the course and regular theatre visits take place to watch performances both in our own theatre and further afield.

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Design

Examining Board: WJEC (Welsh Joint Education Committee) Head of Department: Ben Shaw

Courses available: Design and Technology (Product Design)

Design and Technology (Textiles)

This syllabus will suit those students who have taken GCSE Design & Technology (Resistant Materials) or GCSE Design & Technology (Textiles) and wish to further their experience and knowledge in this subject area. The courses aim to bring into play a wide range of disciplines from art to engineering and have a significant theory content to complement the elements of making and problem-solving. Our increasing involvement with the computer for designing and manufacture is another element that will characterise these courses and we will again be stressing our high standards in both these areas of work. We try to use a broad base for all our project and topic work so that every student can access the course and feel interested and motivated, no matter his or her background. We hope you enjoy it. We do!

A level Design and Technology can be combined with a wide variety of other academic subjects. It is advantageous, with subjects such as Maths and Physics, for careers in engineering and architecture. When combined with Art, it gives the candidate an excellent background for entry into art college, for further study of a wide range of design disciplines. Design and Technology students who take two or more other academic A levels and then decide that they wish to go to art college are advised to provide a strong portfolio of life drawings for the interview.

Students wishing to study Textiles in the sixth form can do so with this Welsh Board syllabus. It will be certificated under the title ‘Product Design’ but students should not be concerned about the content of the course which will be predominantly Textiles-led. This recent development within the Design & Technology department has created a strong identity of designers who have over the years produced a range of exciting and exacting products.

The AS examination will be in three sections:

• A “Design and Make” task where the student designs, makes and evaluates a product or system;
• A Product Analysis Project A five thousand word study analysing in depth the form, construction and manufacture of a chosen product.
• An Examination Paper which tests the student’s knowledge of three areas – designing and innovation; product analysis; materials, components and industrial practice.

The A2 part of the course involves a substantial practical project and an examination paper.

• The Project requires the student to demonstrate the integration of designing and making skills and knowledge and understanding. A level students are expected to take increased responsibility for the identification of appropriate work and management of their project.
• The Examination Paper assesses the student’s knowledge and understanding of the whole of the subject content.

Students applying for the Bedales Design course from other schools are asked to bring portfolio evidence of their previous design-related work and photographic evidence of their practical projects when they visit the school for interview.

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Economics

Examining Board: OCR Head of Department: John Scullion

‘Economics is the study of the way in which scarce resources are allocated between competing ends.’

The course looks at the way in which individuals, firms and governments make decisions as to the allocation of resources they control. As well as aspects of economic theory at both a micro and macro level, the AS/A2 specifications will involve the study of inflation, unemployment, international trade and the economics of development. A great degree of emphasis is placed upon the study of markets and their role in the domestic and international economy.

Economics is a highly academic subject which requires the mastery of a range of skills. As well as numerical and written skills, the course requires a student to read widely, think clearly and communicate at different levels. These skills will be transferable to a wide range of courses in higher education. No previous contact with the subject is assumed.

Economics AS is assessed in three modular exams. The A2 requires three further modules in order to complete the course.

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English Literature

Examining board: OCR Head of Department: Graham Banks

AS level involves the study of a Shakespeare play for one paper (30%) and the study of a novel and a poet for the other (40%). One of the works for the second paper must date from before 1900. A coursework folder containing two essays on the same text makes up the other 30% of AS English Literature.

The bare requirements of the course could be fulfilled through the study of only four texts. We will cover more than this, however, partly to provide a choice when it comes to the submission of coursework and partly to prepare for the demands of A2.

In A2 coursework again accounts for 30% and consists of two essays on a prose text written since 1914. Most candidates also sit an examined module on this text and only the better of the two marks counts towards the final A level. There is a paper called Poetry and Drama requiring the study of one text in each genre, one of which must date from before 1770 (and might be a second Shakespeare play). This accounts for another 30% of A2.

The final component (40%) is called Comparative and Contextual Study. One area is chosen from a list that includes Satire, The Romantic Period and Drama Post 1945, for example. One prescribed text is studied for half of this paper together with a text for comparison which we choose ourselves. The other half will present previously unseen material about which candidates will have to write in relation to their own wider reading from the chosen area. It will therefore be necessary to study a range of texts in varying degrees of depth to prepare for this paper.

Over the two years students will encounter some fifteen or sixteen texts ranging from Shakespeare to Stoppard, Austen to Ishiguro and Milton to Motion.

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Geography

Examining Board: OCR Head of Department: Colin Prowse

By keeping one foot in science and the other in the arts, Geography is able to provide an eclectic experience for the student interested in both how our human and physical environments operate and what can be done to manage them effectively. Links with most other subjects at A level are possible and commonly very fruitful, perhaps especially so with Biology, Economics, Physics and History.

The AS specifications demand a broad understanding of both human and physical environments. AS thematic work, underpinned by location examples, is divided into six topics: lithosphere, hydrosphere, atmosphere, biosphere, population and settlement. Some field work based geographical investigation is also required. For A2 we will take an in-depth look at coasts, tourism, urban environments and hazardous environments.

A2 candidates will also complete a detailed geographical investigative study. This personal study is perhaps the most valuable of all the modules, with its emphasis on initiative and the opportunity to follow a particular interest. The rigours of experimental design, data collection and analysis, and the sense of accomplishment at seeing the finished product “published”, are especially beneficial. The department has a reputation for producing innovative studies to a high standard; recent topics have included patterns of urban deprivation in Cardiff, beach morphology on the Côte Vermeille and patterns of earthquake impact on St Paul de Fenouillet.

Various skills are practised throughout the course from the use of computer spreadsheet analysis to measuring river discharge wading through rivers in Roussillon. Learning is developed by traditional classroom methods as well as through team work – the latter especially on the two compulsory residential field courses to Wales and France.

An enquiring mind, an ability to read and synthesise material from various sources and a willingness to practise clear and concise writing are required to do well in Geography. A successful A level course can support more university applications than any other subject, both in sciences and arts. It also provides students with a wide-ranging and sympathetic view of world issues and problems, and equips them with a life-long ability and desire to observe and interpret their environment to their general benefit and enjoyment.

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History

Examining Board: OCR Head of Department: Jonathan Selby

History at AS/A2 level will examine political, social, religious and cultural developments in England and Europe during the sixteenth and seventeenth centuries.  As the majority of students taking GCSE History will have focused on the twentieth century, the AS/A2 course is designed to broaden their experience of studying the past.  However, the skills taught at GCSE level will be relevant to both the document and analytical questions presented at AS.  Students who want to take History in the Sixth Form should have an enquiring mind and an interest in the past, and enjoy argument.

The AS course is split into three modules which are all assessed by a short examination.  Two modules will be on British History and will look at the Tudor History (Henry VIII) and, for the document paper, the Civil War of 1642, through to Charles 1st’s execution.  The European Module will focus on Spain in the sixteenth century.  The A2 course followed in the Upper Sixth will continue to focus on aspects of the sixteenth century, with a study of Queen Elizabeth and, for the European module, one hundred years of Russian History, focussing on the Revolutions of the early twentieth century and including a study of the last Tsars of Russia and Lenin and Stalin. Pupils will have the opportunity to visit Russia at the end of the Spring Term.  There is also an element of coursework which can be on a topic entirely of the student’s choice.

History is successfully studied alongside a wide variety of other subjects, such as English, Geography, Classics and Modern Languages.  Many students choose it alongside Mathematics and the Sciences.  History is an established route into a wide variety of careers, such as the Media, Law, and Business Management, as well as avenues formally based on History. It is also a subject which carries its own innate interest.

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International Computer Driving Licence (ICDL)

Examining Body: British Computing Society Head of Department: Becks Hobson

The Aim of the ICDL course is to teach a basic level of competence and confidence in using a computer. Students who complete this course will have the skills to use office based skills for office based tasks. The course is taught using business examples and as an extension we will be adapting some of our skills to support and provide software solutions within the school.

The ICDL includes seven end of topic module tests, of which two are multiple choice and theory orientated and five are practical. Internal assessment will be through mock practice tests at the end of a module, before a formal test takes place.

Course Outline

• Introduction to the course: Word Processing (practical exercises and end of module examination)

Concepts of Information Technology (theory – and end of module examination)

• Spreadsheets (practical exercises and end of module examination)
• Presentations (practical exercises and end of module examination)
• Databases (practical exercises and end of module examination)
• Using the Computer and managing files (theory)
• Information and communication (theory)

For this ICDL course we are placing a high value on the real world skills that are required in today’s society. As a result all units will be taught by looking at basic skills, then applying them to a real world scenario followed by the end of unit practical or theory examination.

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Mathematics

Examining Board: OCR Head of Department: Philip Robinson

The Advanced Level course in Mathematics consists of a core of Pure Mathematics with Mechanics and Statistics. All students are required to study these three areas. Mathematics may be taken in combination with almost any subject and is welcomed by many universities. It is particularly useful as a support subject in the sciences, especially Physics, and also with Economics, Computing and Geography. Mathematics is a challenging A level subject and much more demanding than GCSE Mathematics. It should only be taken by students with an interest in the subject and a grade A is normally required at GCSE. Entry for all Mathematics courses is from Higher Tier GCSE only or the Extended Tier of IGCSE.

The examination is based on six modules, four core modules in Pure Mathematics and two in Statistics and Mechanics. Three will be taken at the end of 6.1 and the remaining three at the end of 6.2. AS Mathematics is especially useful and should be taken by scientists who are not following the full Mathematics course.

Further Mathematics

Well-qualified students may choose Further Mathematics as an A level, in addition to Mathematics. In particular, A set students who have obtained a good grade in Core 1 at the end of block 5, are encouraged to follow mathematics in this set. An AS is completed by January of 6.1 and a full A level achieved by the end of 6.1. AS Further Mathematics can be completed by January of 6.2 and a full A level in FM by the end of 6.2.

The syllabus is an extension of the A level syllabus in all three areas of study. An additional six modules are required for an A level in Further Mathematics. An AS in Further Mathematics may be gained by taking three modules in addition to the six required for A level Mathematics. More ambitious students in science and mathematics should consider this option. Only the most able students will be successful at this level.

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Modern Languages

Examining Boards: Edexcel (French, German), OCR (Spanish) Head of Department: Odile Allen

Language A levels can be taken with a wide combination of other subjects.  They offer an invaluable skill as well as an insight into world-wide issues and cultures.  Now that so many university courses offer a year abroad to their students, it is not surprising that a language qualification is seen as such a valuable asset in all fields of study as well as professional work.

French, German and Spanish are taught to AS and A2 levels. AS level requires language skills, and comprises three units: Listening and Writing, Reading and Writing, and Prepared Oral Topic. A2 involves a further three units: Oral Discussion, a Synoptic Unit including listening, reading and writing, and one of a number of examined or course-work options, studied through the media of literature, films, newspapers, the Internet and documentary sources.

Much more emphasis is now placed on using the target language.  The oral component carries 30% of the marks both for AS and A2 level.  All answers to comprehension papers, all guided writing and all essays are in the foreign language.  It is therefore essential for all students to spend time in the foreign country.  The Modern Languages Department gives help and advice to students about holiday experience in France, Spain and Germany.  Every year in June, the French department organises work experience for a week in St Malo, where students stay in French families. We can also recommend a wide range of activities, home-stays, work experience or courses.  At school, students have access to a wide range of videos, library books and magazines in the departmental workrooms.  They are also expected to attend one conversation class a week with the foreign language assistant.  Many visits are made to relevant theatre and cinema productions as well as lectures and study days.

Students taking French, German or Spanish at AS level are expected to have an A in the language at GCSE (or at least to be at an equivalent standard). The school often accepts pupils who are competent speakers of other modern languages, and can arrange for them to be examined where suitable syllabuses exist.  Private lessons are also arranged from time to time according to need, in languages such as Brazilian Portuguese, Chinese, Japanese, Russian and Italian.

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Music

Examining Board: Edexcel Head of Department: Nicholas Gleed

The course is an exciting one and will appeal to all students who seek to deepen their understanding of musical structures, further their compositional skills and support their performing ambitions. It is a pre-requisite for students wishing to study music at university or enter a conservatoire, but is also a valuable A level for those intending to read for degrees in other disciplines.  All candidates should already have achieved a level of practical skill and academic understanding comparable to that required for GCSE, though they do not necessarily need to have studied GCSE.

History and Analysis have been grouped into nine areas of study . AS candidates will choose two areas of study.  A2 candidates will expand one of their AS study areas further and, additionally, analyse a set work from a third area of study.

Areas of Study : Music for Large Ensemble, Music for Small Ensemble, Keyboard Music, Music for Film and TV, Contemporary Art Music, Sacred Vocal Music, Secular Vocal Music, Jazz and Popular Music, World Music.

AS (6i)

1   Performance. (a)   One or two solos lasting approx. 6 minutes.  Recorded and marked at school then moderated by Edexcel.  (b) Live solo and ensemble performances during the year (Bedales students are particularly lucky in the opportunities for this module).

2 Composition. Original composition work and “pastiche” studies in 18 th, 19 th and 20 th century styles.

3   Aural, History and Analysis .  (a) Answering questions on the prepared Areas of Study.
(b) Responding to questions related to previously unstudied works.

A2 (6ii)

1   Composition Portfolio (original work) or Recital (20-minute performance in front of a small audience)

2  Performing and Composing .  (a) Solo and ensemble performances made during the year and specifically for the examination. (b) A single “pastiche” composition in an 18 th, 19 th or 20 th century genre.

3  Aural, History and Analysis .  Similar to AS (3) but more searching and challenging.

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Physics

Examining Body: AQA Specification A Head of Department: Tobias Hardy

This course maintains continuity with most of the current GCSE syllabuses and provides a sound foundation for further study. It has the added advantage of including optional topics to be selected by the department from Astrophysics, Medical Physics, Applied Physics, Turning Points in Physics and Electronics.

The AS examination comprises three written papers and a practical examination externally set. The A2 is also examined in the same way. It is our aim to include as much practical work as possible in order to enhance the theory lessons and give the students as broad an experience of the subject as possible. The course will develop many of the concepts met at GCSE and introduce a number of new areas of Physics.

The main AS themes include: Particle Physics and an introduction to the Quantum world, Nuclear Physics, Newtonian Mechanics, The Physical Properties of Solid Materials, Electricity, Heat and Thermodynamics. The A2 themes develop many of these areas to include Electric and Gravitational Field Theory, Oscillations and Waves, Nuclear Instability and an Introduction to Quantum Mechanics and Modern Physics. For further course details go to: http://www.aqa.org.uk/qual/gceasa/phyA.html.

A pass in Physics at A level, in conjunction with other subjects (which may be arts-based) will secure admission to many university departments, including those not normally associated with the sciences, e.g. Law, Accountancy, Business Studies. Traditionally, of course, it provides openings into the fields of Science, Engineering and Medicine.

We endeavour to broaden the horizons of our students by arranging visits to institutes and establishments of particular scientific interest. Each year we visit the particle accelerator at CERN in Geneva; the cutting edge of particle physics. In past years we have also visited the JET project, the Rutherford-Appleton laboratories, flight simulator training at Gatwick, and will catch a variety of lectures at local university departments or invite distinguished physicists and engineers to the school.

Students taking the two-year course are strongly advised to take Mathematics at least to AS level. Many students naturally combine Physics with a full A level Mathematics course however those students not taking mathematics will be offered additional teaching, in collaboration with the Mathematics Department, specifically targeted to the requirements of the Physics course.

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Psychology

Examining Board: AQA (Syllabus A) Course Teacher: Ann Skinner

Psychology is the science of behaviour and mental processes. It is primarily the study of people; how and why they act, react and interact. This course exposes the student to information and views which are sometimes contradictory. Debate and conflict is at the heart of Psychology and students will develop skills to enable them to weigh up various points of view then join in the debate with their own contributions through practical work. Various research methods can be used, from observation in a natural setting to laboratory-based experimentation. The course aims to promote an appreciation of the ways in which psychology may be used to solve problems. It enables the student to recognise and evaluate some of the social, environmental, and economic effects, and political implications of the applications of psychology.

These aims are achieved by studying a syllabus which has both theoretical and practical elements to it.

The AS consists of 3 modules.

Module 1 – Cognitive and Developmental Psychology: The process of memory is explored and the question of why we forget is tackled. The critical issue is that of eyewitness testimony. The process of attachment is investigated and the effects of privation and deprivation are looked at. The critical issue is the effect of day-care on children.

Module 2 – Physiological Psychology and Individual Differences: Stress as a bodily function is examined and the sources of stress. The critical issue is stress management. Psychological abnormality is defined and the different models to explain abnormality are discussed. The critical issue is eating disorders.

Module 3 – Social Psychology and Research Methods: The issues of Conformity and Obedience are examined, along with minority influences. The critical issue is the ethics of experimentation on Human subjects. Quantative and qualitative research is examined using stimulus material describing a piece of research. Research design, implementation and data analysis is examined.

The A2 follows on with 3 further modules, 2 theory and 1 practical.

Module 4 – A choice of three essays is made from the following:

Social Psychology: Social cognition, relationships or Pro- and Anti-behaviour.

Physiological Psychology: Brain and behaviour, Biological rhythms, Sleep and Dreaming or Motivation and Emotion.

Cognitive Psychology: Attention, Perception or Language and Thought.

Developmental Psychology: Cognitive development, Social development or Adulthood.

Comparative Psychology: Determinants of Animal behaviour. Animal cognition or Evolutionary explanations of Human behaviour.

Module 5 – Synoptic paper

Individual Differences: Diagnosing disorders, Schizophrenia, Depression and Anxiety Disorders, Treating Disorders.

Perspectives: Issues and Debates in Psychology, Applying the different approaches in psychology to a novel situation.

Module 6 – Coursework : Report of a practical investigation to be maximum of 2000 words and to include inferential statistics.

No prior knowledge of the subject is needed to study Psychology. However, a good understanding of Human Biology is necessary, and a competence at Maths (usually Grade B at GCSE) due to the amount of statistical work this course requires. Essay writing is an important part of the course, therefore English is also needed at Grade B, and students will need to read widely, and draw information from many sources, including the media.

Psychology A level is useful (although not essential) for entry to degree courses in Psychology and the social sciences, also vocational training such as teaching, medicine, speech therapy, occupational therapy, or social work. It can be of benefit in business and management studies, particularly personnel, industrial relations, advertising, marketing, P.R., tourism, retail management, police work etc. A third of psychology graduates enter public services such as health, the Civil Service and the Armed Forces. A third go into industry and commerce. Of the remainder, about a tenth teach in schools, colleges or universities.

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Religious Studies: Philosophy of Religion and Ethics

Examining Board: OCR Course teachers: Rebecca Parkyn, Leo Winkley, Thierry Drot-Troha

The overall aim of this course is to provide an understanding of some key issues in the Philosophy of Religion and Ethics and thereby develop students’ capacity for coherent and carefully balanced argument. They will have the chance to develop transferable skills that will be invaluable for whatever university course or career they may choose in the future. They will be able to think more clearly and logically, spot flaws in arguments and express themselves fairly but firmly in group discussions. They will find themselves having impassioned discussions outside the classroom as they follow in the footsteps of some of the great thinkers. The ability to write fluently is essential - a B grade in English is a minimum requirement. Besides this, the key qualities needed are an enquiring mind and a ravenous appetite for discussion.

Those more inclined to the Arts will naturally enjoy the discursive, seminar-style lessons and the chance to discuss the ‘big’ questions in an open-minded way. Scientists may choose this course in order to give a feeling of balance to their Sixth Form choices. Would-be Medics would be well-advised to study some ethics. Lawyers-to-be will benefit from learning to structure arguments. Anyone who enjoys thinking will enjoy this accessible course, particularly those who have an open mind and respond to new ideas.

There are three papers in the AS year (1-3) and three papers (4-6) in the A2 year.

1. Foundation paper How did Plato and Aristotle deal with questions of human knowledge and the soul? What are the Judeo-Christian influences on religious philosophy? What do we mean by words like ‘good’ and ‘bad’? Is ethics really just ‘boo’ to this and ‘hooray’ to that? Is one ethical theory better than another?

2. Philosophy of Religion 1 Can we prove that God exists by rational argument or by experience? Can we disprove his existence? What challenges does the existence of evil and suffering pose to religious belief? Is religious belief a sign of psychological weakness? Or is it a path to psychological health? Is religion simply a social construct?

3. Ethics 1 Are there absolute moral standards or is ‘goodness’ relative? What of the ethical theory of Kant and Utilitarianism? Can we decide on the rights and wrongs of medical ethics: abortion, euthanasia, the right to life, the right to a child; genetic engineering and embryo research?

4. Philosophy of Religion 2 Distinctions between body and soul in the thinking of Plato, John Hick and Richard Dawkins. Different views of life after death and questions surrounding the nature of disembodied existence, and the concepts of heaven and hell. Revelation: the concept of religious experience; the concept of miracle; the concept of revelation through holy scripture; religious language – is it nonsense?

5. Ethics 2 Free will and determinism – are we really as free as we think we are? What is the nature and role of the conscience? How do Christian ethics and applied ethical theory deal with medical ethics, environmental ethics, sex and relationships, and war, peace and justice?

6. Synoptic paper A single essay paper drawing together themes of overlap between Philosophy of Religion and Ethics, such as the relation between free will and the problem of evil. There is no new taught material for this paper.

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Theatre Studies

Examining Board: AQA Head of Department: Joanna Murphy

This is an exciting course for those who wish to explore dramatic literature and the theatre from a practical perspective, whilst at the same time analysing academically the whole process of acting and play production. As a result, the work done during the course, week-in week-out, puts an emphasis on the practical, active exploration of texts and theories whilst never minimising the academic rigour required to understand their subtleties, whether they be Shakespearean or modern. Such active work enhances the candidate’s ability to realise fully his or her own performance, directing or design potential.

The Bedales Olivier Theatre and the Drama Studio give us the ideal flexible, professionally equipped spaces in which to explore all aspects of the course fully. Ideally, those taking the course enjoy the challenge and responsibility of working with others as a means of fulfilling their own creative potential. It is an advantage to have studied GCSE drama or to have other significant experience of theatre.

The course involves six modules, three in each year, covering:

• the study of play texts from a performance perspective, exploring and putting into practice theories of Drama and Acting such as those of Stanislavski and Brecht.
• Working in a group to produce a devised piece of theatre for AS and scripted piece for A2 both performed in the Olivier Theatre.
• the evaluation of professional productions seen at the theatre and the analysis from a directorial perspective of extracts from contemporary plays.

The AS course requires the candidate to study three modules, including the practical, devised unit. This course is particularly useful for those who wish to pursue a career or further academic study in the Arts or professions which require skills such as problem solving and creative collaboration.

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Physical Education and Outdoor Work

The sixth form sporting curriculum is a package in two halves: P.E. and Games. The P.E. is one double period within the timetable and is compulsory for all 6.1. The lessons are co-educational and taught by the specialist staff. The emphasis is on the individual working at his or her own level, learning through and developing the physical. The P.E. curriculum includes a choice from swimming, lifesaving, multi-gym, badminton, basketball, dance, volley ball and aerobics.

The Games programme is designed to benefit the more skilled student and to develop the school teams, whilst still allowing the less able the opportunity to enjoy their sporting interests. The boys concentrate on football, hockey, cricket and tennis whilst the girls play hockey, netball, stoolball and tennis.

All 6.1 students participate twice a week and the 6.2s once although in practice, the keen sports folk practise twice and play one school match per week. Many ‘professionals’ are brought into the school to help coach these teams. Alongside the major games programme students can opt from a long list of other sports such as aerobics, badminton, swimming, squash, riding, canoeing and climbing. We do our utmost to allow students to follow their own sporting interests at whatever level. Furthermore, a student who does not wish to participate in the games programme can opt to work in the Outdoor Work department or help in the school’s theatre or wardrobe.

Thus the P.E. department aims not only to develop the individual and to attain excellence in some team sports but also to find a place for all students no matter what their sporting skill and interests. Our extensive campus, astro-turf, multi-gym, sports hall, swimming pool, tennis courts, squash court, gym and dance centre, along with specialist teaching staff, allow us great flexibility and enormous scope.

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