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A Level courses taught at King Edward VI Handsworth School for girls will be two year linear courses. Taught over the full two years and only examined at the end of Year 13. Thus, there is no opportunity to re-sit elements of the A Level qualification, it will all depend on performance at the end of Year 13. At King Edward VI Handsworth School for Girls we expect all students to select 3 subjects in Year 12 and to begin to prepare for the Extended Project Qualification (EPQ). They will have the opportunity to select between the EPQ, PE or self-directed Enrichment courses as an additional strand of their curriculum. Any requests to study four subjects beyond this will be considered on an individual basis following the publication of GCSE results.
The school operates as part of a wider Academy Trust and to ensure a continued broad and balanced curriculum some subjects may be run across the four schools of KE Handsworth School for Girls, KE Aston, KE Handsworth Grammar School for Boys and Handsworth Wood Girls School. For 2021-2022 this may include Art, Drama, Design Technology, French, German and Music. All schools have outstanding teaching and transport between sites will be provided. In Year 13 students will continue with 3 subjects to full A Level. The Sixth Form curriculum also currently includes fortnightly PSHCE lessons to help prepare students for life after school.
As a school we have committed to setting aside time on a Wednesday afternoon for sixth form students to organise voluntary work, work experience or to have opportunities to attend university Masterclasses. All valuable enrichments to study for examinations and aimed at developing the whole person. All A Levels are demanding, they all have requirements for deeper analysis and evaluation than at GCSE. In preparation for A Levels, students should research and consider the course content and whether a subject is going to appeal to them over the full two years. Motivation for a subject is key to success so a wise choice now should enable students to follow their chosen pathway with confidence. Students should ask questions about course content and style of delivery, ask them of staff, older students and of yourself.
Sixth Form Curriculum 2020-22
A Level courses taught at King Edward VI Handsworth School for girls will be two year linear courses. Taught over the full two years and only examined at the end of Year 13. Thus, there is no opportunity to re-sit elements of the A Level qualification, it will all depend on performance at the end of Year 13.
At King Edward VI Handsworth School for Girls we expect all students to select 3 subjects in Year 12 and to begin to prepare for the Extended Project Qualification. Further Mathematics may be an additional 4th subject either as a standalone AS qualification or the full A Level. Any requests to study four subjects beyond this will be considered on an individual basis post GCSE results.
The school operates as part of a wider Academy Trust and to ensure a continued broad and balanced curriculum some subjects may be run across the four schools of KE Handsworth School for Girls, KE Aston, KE Handsworth Grammar for Boys and Handsworth Wood Girls School. For 2020-21 this may include Art, Drama, French, German and Music. All schools have outstanding teaching and transport between sites will be provided.
In Year 13 students will continue with 3 subjects to full A Level and in addition they will complete their Extended Project Qualification. The Sixth Form curriculum also currently includes fortnightly PSHCE lessons to help prepare students for life after school.
As a school we have committed to setting aside time on a Wednesday afternoon for sixth form students to organise voluntary work, work experience or to have opportunities to attend university Masterclasses. All valuable enrichments to study for examinations and aimed at developing the whole person.
All A Levels are demanding, they all have requirements for deeper analysis and evaluation than at GCSE. You need to focus on the course content and whether a subject is going to appeal to you over the full two years. Motivation for a subject is key to success so a wise choice now should enable you to follow which ever route with confidence. Please ask questions over the next few weeks about course content and style of delivery, ask them of staff, older students and of yourself.
J Kendall Deputy Headteacher Director of Curriculum and Progress.
The Application Process
If you have a particular career area in mind, you have probably already researched the kind of subjects that are likely to be necessary, or helpful, in achieving your goal. Apart from that –
Below is an outline of current likely course requirements. Please ensure that you check the most up to date entry requirements on the university websites.
Course | General requirements |
Accountancy | A Level Mathematics is required at some universities |
Chemistry | A Level Mathematics is preferred for many courses |
Dentistry | 3 subjects from Sciences* is preferred at AS level. Chemistry is essential and it advisable to also have Biology
at A-Level. Some Dental Schools also require certain GCSE grades |
Drama | A-Level English Literature is preferred for many courses |
Economics | A-Level Mathematics is a requirement for many top universities (BSc courses) |
English Literature | Some universities may prefer an A-Level in a Modern Foreign Language. |
Engineering | A-level Mathematics and Physics are usually required.
Although not usually an entry requirement Further Mathematics is an advantage. |
Environmental Studies | One or two Science* subjects usually required, including Mathematics at some universities. |
Geography | One or more Sciences* may be required for BSc courses. |
Law | No specific A-Levels required but History and/or English Literature may be preferred at some universities. |
Mathematics | A-Level Mathematics and although not usually an entry requirement Further Mathematics is an advantage. |
Medicine | Two Sciences* at A-level are required by most universities. Chemistry is essential and Biology desirable. Most universities will accept any “rigorous” academic A-level for the third subject. Virtually all medical schools are agreed that applicants should be strongly encouraged to broaden their subject base to include non-science subjects in the Sixth Form. Some Medical Schools also require certain grades at GCSE. |
Optometry | Two Science* A-Levels required with Biology essential. |
Pharmacy | Two Science* subjects required one of which must be Chemistry. |
Physics | A-Level Mathematics and Physics normally required.
Although not usually an entry requirement Further Mathematics is an advantage. |
Physiotherapy Occupational therapy | One or two Science* subjects. |
Primary teaching | A wide range of subjects is required and should include one or two core subjects. |
Psychology | A Science*, Biology or Psychology preferred. |
Speech therapy | At least one Science*, Biology required by some universities. |
Sports Studies | An A-Level Science* is required |
Veterinary Science | A Level Chemistry required and Biology or Mathematics or Physics is also generally expected. |
Science* – usually refers to Biology, Chemistry, Physics, Mathematics but could include Psychology. Please check each university.
Art & Design
Examination Board: OCR
Specification: Advanced GCE H601 Fine Art
http://www.ocr.org.uk/
Art encourages personal creativity and freedom to explore ideas.
Art teaches lateral thinking, problem solving, observational and analytical skills. Art helps students understand the visual world within which we live in.
Art enables students to express ideas, thoughts and feelings
Art helps students analyse and interpret the wider context within which their work is placed.
There is strong evidence that Universities are becoming increasingly concerned that students are defined by an over dependency on their teachers and that outstanding examination results do not necessarily reflect an enquiring mind. The successful ‘A’ level Art and Design student must be a divergent thinker driven by a desire to be proactive and independent.
The emphasis of the course is to enable students to develop their technical skills in a range of disciplines whilst enhancing their knowledge and understanding of the context within which their emerging work is placed. Students initially focus on formal elements of the visual language experimenting and developing ideas through line, tone, colour, texture, composition and so on. This eventually leads to a thematic project which should focus on the students personal interests. The theme is set by the teaching staff and where possible students are encouraged to look at the wider social, historical, cultural and political context surrounding their work. Students embarking on the A level course should expect to be independent learners and follow much broader lines of enquiry making their own personal links between the work they produce and the world around them. A level students will build on the ideas and techniques developed during Year 12 and produce work of ever greater depth. This coursework element is accompanied by a personal study consisting of between 1000 and 3000 words. The study focuses on links between work produced by the student and that of a range of other art practitioners.
Initially students are taught to experiment with a variety of media, techniques and processes in order to improve technique and become familiarised with the wide range of disciplines available to them.
Once thematic links are introduced students are taught to develop their ideas and research relevant contextual information. Specific tasks are then set for each student based on the four assessment objectives from which their work will be assessed. Individual critiques take place once a term where each student makes a presentation of their work. This is an opportunity to share ideas and give positive feedback.
Site specific visits are encouraged and official gallery and museum visits form an integral part of the course. Students are taught to investigate the processes, techniques and ideas of other Art and Design practitioners which will inform the development of their own work. There is a strong emphasis on exhaustive exploration and analytical investigation. Students are provided with most of the materials they will need to undertake the course although the cost of gallery excursions and sketchbooks is not included. Students experiencing financial difficulties can apply to the school for assistance. Continued…..
There are diverse and varied careers to be found in the following areas:
Level | Component | Component name | Requirements | Duration | Marks |
---|---|---|---|---|---|
A Level | Unit 1 01 | Personal Investigation | Students submit a practical portfolio of work based upon a starting point of their choosing. They will also complete a related written study of 1000-3000 words. | Sept Year 12 – Jan Year 13 | 120 60% of A level |
A Level | Unit 2 02 | Externally set assignment | Students will select a starting point from a range of topics provided by OCR. Students will produce preparatory studies based around this topic then produce an outcome within 15 hours of controlled time. | Feb – May Year 13 | 80 40% of A level |
Students are expected to have attained a minimum of a grade 7 at GCSE. Students electing to take Art and Design A level should be hard working, determined, self-motivated and good at managing their time. It is important to show a willingness to experiment and be analytical in your approach. Good drawing skills are a big advantage but technical ability is not the only key to success.
BIOLOGY
Examination Board: AQA
Specification: Advanced GCE 7402
It is a fascinating subject for general knowledge, often in the news due to its impact on society. Biology raises many issues of interest in religion & ethics, such as what it is to be human, whether and how we might be altering ourselves as a species, and what to do about moral decisions around the start and end of life in the light of scientific facts. Biology develops your problem solving, data analysis and numeracy abilities – all very transferable skills that will help in your future studies!
A variety of teaching styles are used within the department including ICT, observational practicals, investigative practical work and fieldwork. All of the staff are enthusiastic about their subject and this is contagious!
Biology A Level opens so many doors it is impossible to list them all! Possible careers range from the popular Medicine and Dentistry, through a huge field of healthcare jobs, to seemingly unrelated careers such as Accounting, Engineering and Law. In addition, it helps you navigate our constantly changing world.
Level | Component | Requirements | Duration | Marks |
A Level | Paper 1 | Topics 1 – 4
(Year 1 content) |
2 hours
Year 13 |
91
35% of A Level |
A Level | Paper 2 | Topics 5 – 8
(Year 2 content) |
2 hours
Year 13 |
91
35% of A Level |
A Level | Paper 3 | Topics 1 – 8
(Whole A Level content) |
2 hours
Year 13 |
78
30% of A Level |
A Level | Practical Assessment | 12 set practicals throughout the course.
15% of examinations will assess practical skills |
||
CHEMISTRY
Examination Board: AQA
Specification: Advanced GCE 7405
QAN code 601/5731/8
This gives an opportunity for students to further their chemical knowledge, understanding and skills. It also helps with access to higher education, employment and general career development.
A variety of teaching styles are used within the department including ICT, observational practicals, investigative practical work which is an important element of the double lessons.
Chemistry is an essential A Level for university courses in pharmacy, medicine and many biological subjects. There are also many Chemistry courses, usually linked with other options e.g. Chemistry with a Modern Language, Chemistry with Psychology, Chemistry with Pharmacology, Chemistry with Business Studies. Graduate chemists enter many other fields which may seem unlikely such as Helen Sharman who became an Astronaut and Margaret Thatcher who went on to be Prime Minister. Chemistry can also be helpful with medical research and high finance careers.
Level | Component | Requirements | Duration | Marks |
A Level | Paper 1 | 3.1.1 to 3.1.4, 3.1.6 to 3.1.8 and 3.1.10
to 3.1.12 3.2 |
2 hours
Year 13 |
105
35% of A Level |
A Level | Paper 2 | 3.1.2 to 3.1.6 and 3.1.9
3.3 |
2 hours
Year 13 |
105
35% of A Level |
A Level | Paper 3 | All content | 2 hours
Year 13 |
90
30% of A Level |
A Level | Practical Assessment | 12 set practicals throughout the course. 15% of paper 1 and 2 examinations will assess practical skills.
40 marks out of 90 on paper 3 will assess practical techniques and data analysis |
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Are there any special requirements?
You would be required to have a grade 9, 8 or 7 at GCSE or 77minimum in Core and Additional Science.
It is also important that you have at least a grade 6 in Higher Mathematics. There are certain aspects of the course which require Mathematical application.
COMPUTER SCIENCE
Examination Board: AQA
Specification: Advanced GCE 7517
www.aqa.org.uk/subjects/computer-science-and-it/as-and-a-level/computer-science-7516-7517
We use computer systems in most aspects of our lives including at work, in our leisure time and to communicate with each other. Studying Computer Science will prepare you for university study and numerous careers as it will expand your understanding of how these computers work whilst developing a range of valuable transferable skills such as the ability to think logically, analytically and creatively to solve problems.
Throughout the course you will develop both theoretical knowledge of Computer Science and practical programming skills. You will learn how to develop complex algorithms and how to implement them. You will use Python 3 as your main programming language but also experience other languages whilst studying procedural, object oriented and functional programming techniques. You will learn more about computer architecture, communications and networking, fundamentals of data representation and data structures as you develop your understanding of the theory that underpins computer systems.
You will work independently on a topic that you choose, developing your practical programming skills to develop a solution to a realistic problem. You will analyse the problem, design, create, test and evaluate a solution with your technical solution being the most important element of this.
Unlike GCSE you work on your project outside as well as in lesson time; in study periods and at home.
A few examples of the type of problem you might choose to solve:
You will be taught by specialist teachers who will employ a range of learning and teaching techniques to help you develop your understanding and apply the theory to practical computing. You will participate in group and individual work, presentations, discussions and will need to undertake your own research. You will be given problems to solve and tackling them will require resilience and perseverance. The content will be delivered through both practical and theoretical lessons using text books and electronic resources and allowing you to link computing principles to real-life practice.
Studying Computer Science will equip you with technical and transferrable skills which are highly regarded by universities and employers, skills such as the ability to apply logic creatively and to problem solve. The ability to write computer programs is a valuable skill, not just if you are looking to undertake a degree in Computer Science, but also if you are considering a degree in a range of other subjects including Physics and Engineering. Computer Science can lead to a wide range of careers including as a programmer, software designer, software engineer or scientific researcher as well as in the fields of finance, business, government and teaching to name a few.
Level | Component | Requirements | Duration | Marks |
A Level | Paper 1 On-screen
examination |
Topics 1 – 5 | 2 hrs 30 mins
Year 13 |
40% of A Level |
A Level | Paper 2
Written examination |
Topics 6 – 13 | 2 hrs 30 mins
Year 13 |
40% of A Level |
A Level | Non-exam assessment | Solve or investigate a practical problem | 20% of A Level |
We expect you to have grade 7 or above for GCSE Computer Science. You should also be a logical thinker who enjoys problem solving and Mathematics so a good grade in GCSE Mathematics is useful. If you are considering Computer Science as a degree course at university you will need also to take A Level Mathematics. We will expect you to keep up-to-date with the fast-evolving world of Computer Science.
Economics
Subject Economics Subject Leader: Elizabeth Robertson email: erobertson@kingedwardvi.bham.sch.uk
To ensure students can relate what they are learning in an Economics’ classroom to the world around them – locally, nationally and globally.
To develop a desire to make a difference.
When looking at current issues our purpose is to develop students with empathy, understanding and appreciation for other views and opinions.
To equip students to think critically and make informed decisions so that they have the intellectual capacity to change the world for the better.
Key Learning Constructs to be developed over the academic year | Scheme of Learning
Autumn Term |
Scheme of Learning
Spring Term |
Scheme of Learning
Summer Term |
|
https://www.aqa.org.uk/subjects/economics/as-and-a-level/economics-7135-7136 |
Micro:
1. Economic methodology and the economic problem 2. Price determination in a competitive market 3. Individual economic decision making 4. Markets and market failure 5. Government intervention and failure |
Macro:
1. Measurement of economic performance 2. Circular Flow, AD/AS analysis 3. Economic performance |
Macro:
1. Macroeconomic policy: monetary, fiscal and supply side 2. Financial markets |
|
Assessment Pieces
2 x ½ term assessments 1st assessment covers topics 1 & 2 above (MCQs and data response) 2nd assessment covers 3, 4 & 5 (MCQs and data response) |
Assessment Pieces
2 x ½ term assessments 1st assessment on AD/AS analysis (MCQs and diagrams) 2nd assessment on topics 1, 2 & 3 (essay) |
Assessment Pieces
1 x ½ term assessment Y12 end of year assessment examining content and skills covered over the year. |
||
Key vocabulary |
Students will be provided with a copy of the course textbook,
https://www.hoddereducation.co.uk/subjects/economics/products/16-18/aqa-a-level-economics-book-1 A glossary of key terms can be found on the following pages in the book; Microeconomic key terms p283 – p289 and Macroeconomic key terms p578 – 584. |
|||
Outside the taught curriculum |
Students encouraged to subscribe to the Economic Review magazine.
Students expected to use recommended internet resources such as Tutor2u; EconplusDal. Students also have access to Seneca. Students have the opportunity to attend on line economics talks organised by KES. The student run Business and Economics Society can be a forum for debates determined by the students themselves. |
|||
Suggested reading |
https://www.tutor2u.net/economics/blog/recommended-reading-for-alevel-economists
www.economicshelp.org https://www.khanacademy.org/economics-finance-domain https://www.economicsonline.co.uk/ https://www.tutor2u.net/economics |
Subject Economics Subject Leader: Elizabeth Robertson email: erobertson@kingedwardvi.bham.sch.uk
To ensure students can relate what they are learning in an Economics’ classroom to the world around them – locally, nationally and globally.
To develop a desire to make a difference.
When looking at current issues our purpose is to develop students with empathy, understanding and appreciation for other views and opinions.
To equip students to think critically and make informed decisions so that they have the intellectual capacity to change the world for the better.
Key Learning Constructs to be developed over the academic year | Scheme of Learning
Autumn Term |
Scheme of Learning
Spring Term |
Scheme of Learning
Summer Term |
https://www.aqa.org.uk/subjects/economics/as-and-a-level/economics-7135-7136 |
Micro
1. Production, costs and revenues 2. Competition and concentrated markets 3. The labour market 4. The distribution of income and wealth |
Macro
1. The International Economy Micro and Macro 1. Mop up 2. Revision |
Micro
1. Revision/recap Macro 1. Revision/recap |
Assessment Pieces
2 x ½ term assessments 1st assessment; micro essay on market structure 2nd assessment ; labour market or distribution of income data response |
Assessment Pieces
Micro mock Paper 1 Macro mock Paper 2 Synoptic mock Paper 3 |
Assessment Pieces
A level exam. |
|
Key vocabulary |
Students are provided with a copy of the course textbook,
https://www.hoddereducation.co.uk/subjects/economics/products/16-18/aqa-a-level-economics-book-1 A glossary of key terms can be found on the following pages in the book; Microeconomic key terms p283 – p289 and Macroeconomic key terms p578 – 584. |
||
Outside the taught curriculum |
Students encouraged to subscribe to the Economic Review magazine.
Students expected to use recommended internet resources such as Tutor2u; EconplusDal. Students also have access to Seneca. Students have the opportunity to attend on line economics talks organised by KES. The student run Business and Economics Society can be a forum for debates determined by the students themselves. |
||
Suggested reading |
https://www.tutor2u.net/economics/blog/recommended-reading-for-alevel-economists
www.economicshelp.org https://www.khanacademy.org/economics-finance-domain https://www.economicsonline.co.uk/ https://www.tutor2u.net/economics |
ENGLISH LITERATURE B
Examination Board: AQA
Specification: Advanced GCE 7717
http://www.aqa.org.uk/subjects/english/as-and-a- level/english-literature-b-7716-7717
Offering clear progression from GCSE, this course allows students to build on the skills and knowledge already gained and prepare for their next steps. The English Literature course aims to develop a relevant, engaging and up-to-date approach to the reading and study of literature through the lens of genre and theory, encouraging independent study of a range of texts within a shared context, giving meaning to the way that texts are grouped. This unifying approach facilitates the inclusion of a range of wider reading, thus extending students’ experience and appreciation of literature.
The variety of assessment styles used, such as passage-based questions, unseen material, single text questions, multiple text questions, open- and closed-book approaches, allows students to develop a wide range of skills, such as the ability to read critically, analyse, evaluate and undertake independent research which are valuable for both further study and future employment.
In Literary Genres (Paper 1), the texts are connected through a mainstream literary genre. We have selected Aspects of Comedy. Comedy has a long tradition in literature, with its origins in the Ancient World and with a specific emphasis on drama. Texts have been selected and grouped together because they share some of the common features of traditional tragic and comic drama while also offering some interesting variations. We will study four texts: one Shakespeare play, one further drama text, one poetry text and one prose text.
In Texts and Genres (Paper 2), the texts are grouped together as having elements of more modern genres. These genres, which are heavily influenced by culture, are continually evolving. You will study three social and political texts: one post-2000 prose text, one poetry collection and one further text, one of which must be written pre-1900. You will also respond to an unseen passage in the examination and comment on how it explores elements of the textual tradition. The paper for this component is open book. You may take a copy of your set texts into the examination.
The A-level non-exam assessment component provides opportunities for you to pursue your own areas of interest and develop personal and independent learning skills. Through the integration of a Critical Anthology with A-level non-examination assessment study, you are able to explore some of the critical and theoretical approaches that form the basis for literary study which in turn informs and illuminates your own reading of texts. You will complete two essays of 1500 words each.
Your teachers will encourage you to explore a wide range of literature and study texts through a range of methods. You will research and present your findings to the class; you will have stimulating and interesting whole-class and small group discussion. Drafting of coursework and practice of timed examination questions will also be important parts of both courses. The key to success in English Literature at A level is an open mind, wider reading, being able to apply critical opinions and not being afraid to defend your opinion.
Level | Component | Requirements | Duration | Marks |
A Level | Paper 1 Literary genres | Option 1B Aspects of comedy Shakespeare, The Taming of the Shrew; Oscar Wilde, The Importance
of Being Earnest; Jane Austen, Emma. |
2 hours 30 mins
Closed book Year 13 |
75
40% of A Level |
A Level | Paper 2 Texts and genres | Option 2B Elements of political and social protest writing
Margaret Atwood, The Handmaid’s Tale; Khaled Hosseini, The Kite Runner; William Blake, Songs of Innocence and of Experience. |
3 hours Open book Year 13 | 75
40% of A Level |
A Level | Paper 3 Theory and independence | Study of two texts, chosen by students in collaboration with their teacher. | Two essays of 1250-
1500 words |
50
20% of A Level |
Are there any special requirements?
EXTENDED PROJECT QUALIFICATION
Examination Board: AQA
All students in the 6th Form complete the EPQ, alongside three linear A-Levels.
The EPQ is a Level 3 qualification (click here for the specification) which is graded up to A* and carries UCAS points equivalent to half an A-Level. It is a long-term, student-led investigation which tests their ability to:
The key assessed components are the production log – a record of all the planning, decision- making and reflections – a research log, a 20-minute presentation and the product – either an artefact (such as a computer program, a website, a model etc) or a 5000-word report. Choice of topic is the student’s: the only prohibited titles are questions covered by the student’s A-Level subject specifications.
Previous EPQ titles have included:
Students are allocated a supervisor who meets with them periodically to discuss progress.
Term 1: This is a sequence of taught lessons on study skills using the latest academic research into effective learning. Techniques of source analysis, note making and referencing are covered, along with sessions on academic motivation and revision. These are all essential skills for university study, whatever the subject.
Terms 2-4 (January Year 12 to Christmas Year 13): Students consider the topics which interest them, and begin to formulate their driving question. They submit their proposals to their supervisor and once approved they begin their research. Progress is reviewed in supervisions, students deliver their presentations and evaluate their project management skills before submission of their projects.
The ethos of the EPQ chimes with our own vision for learning at Handsworth: the development of creative, independent, active and reflective students. In contrast with the generally short-term, teacher-directed tasks required in A-Levels, the EPQ places the student’s curiosity centre stage and tests it over a full calendar year. It provides a safe space for students to encounter problems of time management, procrastination, dead ends and confusing choices. The skills gained are highly rated by universities and medical schools (see here for the University of Manchester’s view of the EPQ), and they will often lower their entry requirements for students with strong EPQ grades.
FRENCH
Examination Board: AQA
Specification: Advanced GCE 7652
http://www.aqa.org.uk/subjects/languages/as-and-a- level/french-draft-7652/specification-at-a-glance
Plenty of opportunity to express opinions and look at subjects of interest to your age group. Transferable skills such as presenting and evaluating arguments, summarising the main points of texts and interpreting an argument to another person.
The AQA specification is divided into 3 themes:
These topics are designed to engage and motivate linguists to understand more fully current and emerging trends and issues in the French speaking world.
In addition students will study one literary text and one French film from a list set in the specification.
Using the digital book as well as a selection of authentic materials, we shall read and listen to material in the target language. This will lead to discussing in pairs, groups or with the whole class. Written work will be based on this material. There will be a requirement for students to undertake reading and listening, and learning of vocabulary on their own initiative.
Level | Component | Requirements | Duration | Marks |
A Level | Paper 1 Listening, reading and writing | Reading and listening material will be generated from the 3 themes. Pupils will be required to complete a range of activities including comprehension based tasks, summarising passages using synonyms and translating into both the target language and English | 2 hours 30 minutes Year 13 | 160
40% of A Level |
A Level | Paper 2 Writing | Two essay questions from one literary text and one film from the list set in the specification. | 2 hours
Year 13 |
90
30% of A Level |
A Level | Paper 3 Speaking | Individual research project on a topic of your choice relating to a current or emerging trend in the French speaking world.
Discussion of a photocard stimulus based around one of the 3 themes. |
Oral exam, 25 minutes
Year 13 |
60
30% of A Level |
Are there any special requirements?
GEOGRAPHY
Examination Board: EDEXCEL
Specification: Advanced GCE 9GE0
https://qualifications.pearson.com/en/qualifications/e dexcel-a-levels/geography-2016.html
This course offers students the opportunity to study in detail the key issues and debates that are shaping the world we live in. Students develop a critical understanding of our planet going forward into the rest of the 21st century. You will study and develop informed opinions on issues as diverse as Brexit, Donald Trump, the rise of China, migration, climate change and managing natural disasters. You will develop an in depth understanding of social and cultural changes within Birmingham and the forces driving this. Having an informed understanding of contemporary issues and challenges is useful for whatever career or profession you wish to follow.
Studying Geography also allows students to develop many transferable skills such as high level ICT skills, good oral and written communication skills; critical thinking; numeracy; individual research skills; and teamwork skills through field work and the many opportunities for group work. The A Level includes an independent investigation where students identify a geographical issue and conduct fieldwork and research investigating this. The skills developed through geographical study are recognised and highly valued by universities and employers.
Area of study 1 Topic 1: Tectonic Processes and Hazards Area of study 1 Topic 2: Coastal Landscapes and Change Area of study 2 Topic 3: Shaping Places: Globalisation Area of study 2 Topic 4: Diverse Places
Area of study 3 Topic 5: The Water Cycle and Water Insecurity Area of study 3 Topic 6: The Carbon Cycle and Energy Security Area of study 4 Topic 7: Superpowers
Area of study 4 Topic 8: Global Development and Connections
A range of teaching and learning methods are used throughout the two years. These include individual research, seminars, group work and presentations, and work in the field. We run a four day field trip to support the classroom teaching but also to develop the skills required to undertake an independent investigation. The independent investigation is completed by A Level students based on an issue of their choice. The cost currently is approximately £350 – any students experiencing financial hardship can apply for support. Other field work opportunities exist (such as investigating the economic and cultural forces shaping Birmingham) and there is no cost involved on these additional trips.
Students with an A Level in Geography have access to a wide range of possible career and higher education opportunities. They develop a variety of transferable skills that are highly sought after by employers and universities. Geography allows access to a wide variety of university courses and is identified as a ‘facilitator subject’ by Russell Group universities. This means that it is one of the subjects most preferred and most commonly required by universities to get on to a range of degree courses.
Beyond straight Geography degrees taking Geography at A level can support many other types of courses depending on how it is combined with other subjects. Geography is traditionally seen as a bridge between the sciences and humanities and therefore supports degree choices in either of these areas. Taken with sciences like Mathematics or Chemistry, Geography supports applications for almost any science-based university course. Taken with humanities like English, History, or Economics, Geography supports an equally wide range of university courses.
Studying Geography allows a wide variety of career choices with Geography graduates recognised as being the most employable graduates. Some specific careers that Geography can lead to include cartography, law, civil service, earth scientist, local government, environmental management, journalism, development charities and overseas charity work.
Level | Component | Requirements | Duration | Marks |
A Level | Paper 1 | Topics 1, 2, 5, 6, | 2 hours 15 mins
Year 13 |
90
30% of A Level |
A Level | Paper 2 | Topics 3, 4, 7, 8 | 2 hours 15 mins
Year 13 |
90
30% of A Level |
A Level | Paper 3 | Topics 1, 3, 5, 6, 7 | 2 hours 15 mins
Year 13 |
60
20% of A Level |
A Level | Independent Investigation | 60
20% of A Level |
Are there any special requirements?
Students who take this course should have an interest in the world around them and world issues such as hazards, global warming, globalisation, and development. Having a Geography GCSE is advantageous but not essential. Geography combines well with science subjects like Chemistry, or Mathematics; as well as humanities and social sciences like History, Economics, or English Literature.
GERMAN
Examination Board: AQA
Specification: Advanced GCE 7662
http://www.aqa.org.uk/subjects/languages/as-and-a- level
G.C.S.E. grammar will be revised and consolidated, and new grammar introduced gradually throughout the course. The four language skills will be developed as the course progresses. (More detailed information about course content and assessment is available on the AQA website)
Using authentic materials, we shall read and listen to material in the target language. This will lead to discussion in pairs, in groups or with the whole class. Written work will be based on this material. There will be a requirement for students to undertake reading and listening, and learning of vocabulary on their own initiative. The course contains much online material which can be revisited at home for consolidation and revision purposes, and it also contains practice examination materials.
Level | Component | Requirements | Duration | Marks |
A Level | Paper 1 Listening, reading and writing | Aspects of German-speaking society Artistic culture in the German-speaking world
Multiculturalism in German-speaking society Aspects of political life in German- speaking society |
2 hours 30 mins
Year 13 |
160
40% of A Level |
A Level | Paper 2 Writing | One text and one film or two texts from the list set in the specification. | 2 hours
Year 13 |
90
30% of A Level |
A Level | Paper 3 Speaking | Individual research project
One of four sub-themes ie Aspects of German-speaking society or Artistic culture in the German-speaking world or Multiculturalism in German-speaking society or Aspects of political life in German-speaking society |
Oral exam, 21-23 mins
inclu. 5 mins prep. time. Year 13 |
60
30% of A Level |
Are there any special requirements?
Normally a grade 9, 8 or 7 at G.C.S.E. is required, although an enthusiasm for the language and a determination to participate fully are equally important.
HISTORY
Examination Board: AQA
Specification: Advanced GCE 7042
http://www.aqa.org.uk/subjects/history/as-and-a-level/history-7041-7042/spec-at-a-glance
For more details go to: http://www.aqa.org.uk/subjects/history/as-and-a-level
The study of developments over a period of around 100 years and associated interpretations.
The study in depth of a major historical development and associated primary evidence.
Russia, 1855-1953: From Tsars to Commissars
Following a taught overview course in the summer of Year 12, you will identify a question of your choice based on a historical issue or development within this period that has been subject to differing interpretations. We have a vast range of resources on Russia in the school library which you can use for your research. Examples of possible approaches:
Your question will be approved by the exam board before you go on to independently research and write the assignment. This will be presented in the form of a piece of extended writing, drawing upon your investigation of sources (both primary and secondary) and the differing interpretations that have been placed on your chosen issue. As such, it is excellent preparation for university study!
The teaching is not primarily about the imparting of knowledge but much more concerned with analysis and understanding, together with the acquisition of the skills that make these things possible. Ultimately, you will be tested via written work but you will develop your ideas in a variety of other ways as well. Group work, both in preparation and presentation, is encouraged and discussion is of great importance. We are able to support this with varied textbook provision and a well-stocked section in the school library. We also ensure that pupils have the opportunity to attend conferences for revision and stimulation as appropriate.
History can lead to a wide range of attractive (and even lucrative!) careers. Frequently linked is Law (qualification requires further training), but also:
The list is endless – it includes anything that demands analytical thinking with the ability to express oneself effectively both orally and in writing.
Level | Component | Requirements | Duration | Marks |
A Level | Paper 1 Breadth of Study | One compulsory source-based question.
Choice of two from three essay questions. |
2 hours 30 mins
Year 13 |
80
40% of A Level |
A Level | Paper 2 Depth Study | One compulsory source-based question.
Choice of two from three essay questions. |
2 hours 30 mins
Year 13 |
80
40% of A Level |
A Level | Paper 3 Historical investigation | 3500 – 4000 words Must cover 100 years | Submitted spring of Year 13 | 40
20% of A Level |
Are there any special requirements?
A grade 9, 8 or 7 in GCSE History is required. You should have good written skills, a willingness to read widely and an ability to think critically.
Mathematics & Further Mathematics
Mathematics
Examination Board: AQA Specification: 7357
Further Mathematics
Examination Board: MEI Specification: H645
This course is designed to help students fulfil their potential by taking and enjoying mathematics courses that are relevant to their needs post-16. This involves four key elements: breadth, depth, being up-to-date and providing students with the ability to use their mathematics in the real world.
The course is designed to provide students with the necessary interpretive and modelling skills to be able to use their mathematics and to relate what they have learnt to the world around them. Modelling and interpretation are key elements that are stressed in all areas of the course.
Mathematics has been transformed at this level by the impact of modern technology: the graphical calculator, the spreadsheet and dedicated mathematics software. There are many places where this course strongly encourages the use of such technology and this makes the work more enjoyable and relevant.
A Level students will study Pure Mathematics, Statistics and Mechanics.
This counts as a second A level and can either be one of your three choices or taken as an addition fourth choice. Students cannot study Further Mathematics without taking Mathematics.
A Level students will be taught by one or two mathematics specialists. Further Mathematics students will be taught by two mathematics specialists.
You will be introduced to a wide variety of new techniques and shown how to apply these techniques to problems. You will then be expected to spend time outside of lessons gaining more experience of applying these techniques to a range of problems. In the period of time directly proceeding examinations much time is spent working through past papers.
Mathematical skills at a high level are essential in the modern and technological world we live in. Logical thinking and problem solving skills developed throughout the course are transferable to all areas of business, commerce and industry and are in great demand.
Many students at this level are taking mathematics as a support subject. Their needs are almost as diverse as their main fields of study, and consequently this subject includes the breadth of several distinct strands of mathematics and a firm foundation in the basic skills that they will need in their main specialism.
There are, however, those students who will go on to read Mathematics, Applied Science, Engineering or Economics at university. These students need the challenge of taking the subject to greater depth and this is provided by the considerable wealth of Further Mathematics units in the course. Students considering courses beyond school in these areas are strongly encouraged to study Further Mathematics.
Level | Component | Duration | Marks |
A Level | Three papers covering the compulsory content of: Paper 1 – Pure Mathematics Paper 2 – Pure and Statistics
Paper 3 – Pure and Mechanics Any content from Paper 1 can be assessed in Papers 2 and 3. |
Each paper will be 2 hours
Year 13 |
Each will be:
100 marks 331⁄3% of the A Level |
A Level Further Mathematics | Four papers
Compulsory Core Pure Mathematics Mechanics Minor Statistics Minor Modelling with Algorithms Minor |
2 hours 40 mins
1 hour 15 mins 1 hour 15 mins 1 hour 15 mins Year 13 |
50 % of the A Level
16 2⁄3% of the A level 16 2⁄3% of the A level 16 2⁄3% of the A level |
Are there any special requirements?
We expect you to have grade 7, 8 or 9 at GCSE for Mathematics, and a grade 8 or 9 at GCSE for Further Mathematics A Level.
There will also be an Initial Baseline Mathematics Test in the first week of teaching that will focus on the most important GCSE algebra skills that are essential for success at Mathematics A level. It is expected that preparation for this is done over the summer and we recommend the following books.
Head Start to AS Maths (by CGP Books)
Bridging GCSE and A Level Maths Student Book (by Collins)
MUSIC
Examination Board: Eduqas
Specification: Advanced GCE
The course has a healthy balance between practical and academic aspects, and one key feature is the importance of individual responsibility. This is especially true of the performing and composing work but also of the musical listening and understanding lessons. Music is an inescapable part of human existence and culture and studying at A Level allows students to develop their knowledge and skills to a high level as well as helping them to understand and appreciate what it is to be creative.
Pupils are required to perform at least 3 pieces on their instrument or voice that are at Grade 5/6 standard or above. Their recital needs to be around 10 – 12 minutes in length. Credit is given where the difficulty of the pieces played is higher than the required level.
The composing Units have two strands: A free composition and a composition based on one of four briefs set by the exam board. Pupils need to compose between 4 and 6 minutes of music in total.
The listening units involve study of the Western Classical tradition and Music of the 20th and 21st centuries. These are compulsory units that contain 4 set works. Pupils must also study 1 further area from the following; Rock and Pop, Musical Theatre and Jazz. You will learn to analyse and describe music in detail as well as understand the social and cultural contexts of the period the music was composed in. In the examination, there are short answer listening questions and longer essay types, comparing the works.
For the Performing units, relatively little class time is needed. Teaching staff will ensure that you understand the requirements and have selected pieces to perform that are appropriate. You will then be expected to practice regularly to ensure that you gain the best possible marks. The composing units involve the study of models as well as exercises to help develop your melodic and harmonic skills. The listening units involve listening and understanding how the music studied ‘works’. You will explore the melodic, rhythmic, textural and structural features of the music and compare them with other well-known pieces. Home learning tasks will include research as well as further background reading and listening.
A level musicians are highly sort after people. As well as looking to further develop your musical skills at University or Conservatoire, A Level musicians are analytical, organised, creative, team players and highly skilled individuals; all skills that apply to a wide range of university courses and disciplines. As well as careers as performers, teachers and academia, music students have gone on to careers as diverse as Law, banking and Finance, Social and Therapeutic work, Psychology and working in the general Arts and Culture sectors.
Level | Component | Requirements | Duration | Marks |
A Level | Unit 1: Performing | Public performance of a recital program of at least 3 pieces. The
recital must last between 10 – 12 minutes |
Year 13 April
– May Externally assessed. |
108
marks 35% of A Level |
A Level | Unit 2: Composing | Pupils create 2 compositions: one is a free composition and the second is a composition based on a brief set by the exam board. The total length of composition is between 4 and 6 minutes. | Year 12 free composition. Year 13 exam board brief.
Both externally assessed. |
72
marks 25% of A Level |
A Level | Paper 3 Appraising | Written examination based on the compulsory set works and the pupils optional area of study. Questions will be a mix of short listening extracts and longer essay based questions. Pupils are allowed to take blank copies of the musical scores studied into the
examination. |
2 hours 15 mins
Year 13 |
100
40% of A Level |
Are there any special requirements?
General: As with GCSE, you need to be prepared to develop all three core skills – performing, composing and listening. Students who only want to perform and do not enjoy composing or analysing will not excel at A Level. A GCSE grade of 7 – 9 is a starting point, as it shows all round ability.
Performing: You need to be at least Grade 5 standard on your instrument or voice when you begin the course and be prepared to practice as the A level examiners expect a very polished performance in your recital. To help with this, pupils will receive free, regular tuition on the instrument they will be performing on.
Theory: Pupils need to be able to read notation and have a grasp of music theory if they have not taken GCSE music. We encourage all pupils to take Grade 5 theory during Year 12 to help with their composition and allow them access to higher practical grades.
PHYSICS
Examination Board: AQA
Specification: Advanced GCE 7408
Without Physics all the gadgets that we take for granted like laptops and mobile phones wouldn’t exist. Nor would the electricity supply that charges them and powers so many other things we use every day. Did you know that a physicist invented the World Wide Web? It’s hard to imagine a world without the Internet, but when you were born almost no one had heard of it. Physicists are constantly finding new things. They have recently shown that teleportation is possible – who knows what that will lead to in a few years’ time?
If you have an enquiring mind and are always asking why things happen, then Physics will help you find the answers. It forms the basis of all modern technologies and holds the future to global well-being.
Wherever possible we want you to see and discover for yourself so practical activities are used when appropriate, some of these will be in groups, while others may be individual tasks. There are many opportunities for collaborative work and you will be expected to make contributions within the group. Questions are encouraged and links are made to current scientific advances wherever possible. There will, of course, be formal teaching, but on other occasions you will expected to do research and present your own notes. There is a course text book for each year and past examination questions are used to sharpen your examination technique. Extensive links with the Physics Department at Birmingham University enhance the learning experience through an evening lecture series in the autumn and early spring terms.
Employers and universities are always impressed by a good A level grade in Physics, it shows the ability to think methodically and the capacity to take on and understand knowledge which sometimes seems counter intuitive. A Level Physics is a doorway to a technical degree leading to a very wide range of careers including Aeronautical, Electrical and Mechanical Engineering, GeoPhysics, Material science, Forensic science, Meteorology, Medical Physics, AstroPhysics, Architecture, Software engineer and many, many more.
Level | Component | Requirements | Duration | Marks |
A Level | Paper 1 | Topics 1 – 5 and 6.1 | 2 hours
Year 13 |
85
34% of A Level |
A Level | Paper 2 | Topics 6.2, 7 and 8 | 2 hours
Year 13 |
85
34% of A Level |
A Level | Paper 3 | Practical skills plus option sections | 2 hours
Year 13 |
80
32% of A Level |
A Level | Practical Assessment | 12 set practicals throughout the course. 15% of examinations will assess practical skills | ||
Are there any special requirements?
You will have achieved either GCSE Physics or Core and Additional Science to at least grade 7. There is a lot of mathematical content within A Level Physics so we would require a GCSE Mathematics grade 7, 8 or 9. The A level course does not explicitly require A level Mathematics, but if you are considering a career in Engineering or Physics then Mathematics A level is required and Further Mathematics A level makes a very good partner subject. This will prepare you for the mathematics you will face in your first year at University.
Government & Politics
Examination Board: AQA
Specification: 7152
http://www.aqa.org.uk/subjects/government-and-politics/as-and-a-level/politics-7152
You are likely to benefit from this course at A Level if you:
The first unit provides an introduction to and an understanding of the concepts which guide our political system and the structure of government. For example, we begin by looking at the British constitution and its origins, and also at the nature of democracy in the UK. The second unit allows a study of the US style of government and a comparison to the UK, for example how the roles of the Prime Minister and President differ. The final unit allows students to explore some of the key ideologies which underpin our political system, such as conservatism, liberalism, socialism and, as our optional ideology, feminism.
Examined Units
Unit 1: Government and Politics of the UK
Unit 2: Government and Politics of the USA and Comparative Politics
Unit 3: Political Ideas
There are three examinations, all taken in the summer term. Each paper carries a third of the marks and contains a mixture of short answer questions, source material and a choice of two essay titles.
Government and Politics is a subject which draws a great deal upon the developments of the present and recent past and is being constantly updated. We make good use of a variety of textbooks but also rely on the use of TV, Internet, radio and the press.
The course is designed to encourage you to analyse and criticise and we therefore promote active discussion to develop an understanding of what has been read, seen and heard. Likewise, you will have opportunities for individual research of various kinds and will be able to present work in a variety of ways, e.g. talks and wall presentations, not just essays! Class atmosphere is friendly and informal.
It is also important to keep up with current affairs through newspaper, television, radio and internet. Politics students recently visited the Houses of Parliament and we attend the local ‘Democracy Forum’ each year, where girls have a chance to quiz a panel of MPs. As a department, we are committed to offering a continuing programme of involvement and stimulation within the confines of the school’s visits policy.
Level | Component | Requirements | Duration | Marks |
A Level | Paper 1 Government and Politics of
the UK |
Contains a mixture of short answer questions, source material and a choice of two essay titles. | 2 hours
Year 13 |
77
33.3% of A Level |
A Level | Paper 2 Government and Politics of the USA and Comparative Politics | Contains a mixture of short answer questions, source material and a choice of two essay titles. | 2 hours
Year 13 |
77
33.3% of A Level |
A Level | Paper 3 Political Ideas | Contains a mixture of short answer questions, source material and a question on our optional ideology, feminism. | 2 hours
Year 13 |
77
33.3% of A Level |
Are there any special requirements?
There is no requirement for previous related study and you do not have to be a History student, though the two subjects do go well together! You should have good written skills, a general interest in current affairs and an ability to think critically. A grade 9, 8 or 7 in English or History is required.
PSYCHOLOGY
Examination Board: EDEXCEL
Specification: Advanced GCE 9PS01
Psychology is about people and people are fascinating. Studying psychology we explore fundamental questions about the way we experience and make sense of the world around us and how we behave in it. What makes us who we are? Why do we behave in the ways that we do? Studying psychology is interesting and challenging and makes you think about abilities and social behaviour that you take for granted. You will develop your oral and written communication skills, your scientific thinking and your powers of critical analysis, in a lively, yet focused, productive and supportive atmosphere.
The content of this paper introduces students to important psychological ideas and ways of thinking through study of four key areas in Psychology. Social psychology is all about the ways in which people understand and affect each other. Students learn about destructive obedience to authority and the causes of prejudice. Cognitive psychology is all about how human memory works and students apply their knowledge to questions about the best way to study and the accuracy of eyewitnesses. In biological psychology students learn how behaviour is influenced by the brain and nervous system and their relationship with behaviour such as aggression. Learning theories is a topic that addresses the ways in which people’s behaviour is influenced by their environment. Students learn, amongst other things, about how phobias can be explained and treated.
The content of this paper invites students to study two topics in considerable depth. In Clinical Psychology, students learn about how psychologists classify, diagnose and treat psychological disorders such as schizophrenia and depression. Criminological Psychology is all about how psychology is applied within policing and the criminal justice system. Students learn how psychologists explain criminal behaviour and the role that psychology can play in police investigations and criminal trials. By applying to these topics the concepts and theories studied in paper one students develop a more sophisticated understanding of how Psychology works as a science.
Whilst learning about the course content, students develop a range of psychological research skills by carrying out their own practical investigations. They also develop thinking skills, and explore broad debates that appear repeatedly within the field. These skills and understandings are assessed on paper three, which draws together the entire content of the course.
We use a wide range of teaching and learning techniques to deliver the subject in a dynamic and engaging manner. In a psychology lesson you might find yourself applying psychology to real-life problems, analysing your own or others’ behaviour, discussing theories or research or pulling apart a (model) brain to find out what’s inside. You will always be expected to get involved, try things out and explain or defend your ideas, views and conclusions. Outside class you will have preparation tasks for new topics, essays and exam questions to help you consolidate your understanding and develop your skills in thinking and writing like a psychologist. But you might also conduct a survey or observation so your class can analyse the data or ask your family members about what you were like when you were two years old. Everything you do outside class will be relevant to making you a better psychologist and helping you get the best examination grade you can.
Psychology at A Level is a Science qualification but it combines well with humanities, creative arts, languages, mathematics or the physical sciences. The course provides an introduction to the field for anyone considering a career in applied psychology areas such as sport, criminal behaviour, mental health or education. It is an approved science subject for many medical schools as well as being ideal for those intending to follow higher education courses in business, law, journalism, media, theatre studies and many others. Knowledge of psychology is useful in careers as diverse as product design, advertising, management, computing and IT, health care, teaching, policing and the military. Indeed, psychology has applications in nearly every career.
Level | Component | Requirements | Duration | Marks |
A Level | Paper 1 Fundamentals
of Psychology |
Social psychology, bio-psychology, cognitive psychology, learning theory | 2 hours
Year 13 |
90
35% of A Level |
A Level | Paper 2 Applications of Psychology | Clinical psychology, criminological psychology | 2 hours
Year 13 |
90
35% of A Level |
A Level | Paper 3 Psychological skills | Research methods and statistics, synoptic review or studies, themes, issues and debates. | 2 hours
Year 13 |
80
30% of A Level |
Are there any special requirements?
Grade 7+ in one of GCSE English, Mathematics, a science, or an humanity is required as is an interest in why people do the things they do. You also need self-motivation and discipline and the ability to work independently and as part of a team.
Good grades in Mathematics and the Sciences are advantageous.
Religious Studies
Examination Board: WJEC/Eduqas
www.eduqas.co.uk/qualifications/religious-studies/as-a-level/
Whether you have a personal faith or not, religion is all around us and affects many aspects of people’s lives. The in-depth study of the beliefs and practices of a major World Religion will enable you to understand the beliefs of others, which is essential in today’s pluralistic society. You will also have the opportunity to reflect on your own beliefs, to consider whether they rest on solid foundations. The study of Ethics will equip you with the skills to analyse and think critically about current ethical dilemmas, which is an excellent foundation for those wishing to pursue a career in Medicine. The study of philosophical questions will challenge and extend your thinking, and Religious Studies is worth pursuing for its own intrinsic value as well as being highly valued by many Universities and employers.
We use a wide range of teaching and learning techniques, which may be familiar from GCSE or General RS. We have a wide range of video and ICT resources, including a well-resourced Moodle site. Lessons may involve reading, note-taking and discussion; video stimulus, debates and arguments, presentations, ICT activities and role-plays and other creative tasks. Students have also attended lectures such as the 2015 Cadbury lecture on the Cosmological Argument, given by Dr. William Lane Craig.
A Religious Studies qualification is highly regarded by many academic institutions, and is an excellent preparation for Medicine and other professions such as Law, Teaching, Journalism and Social Work.
Level | Component | Requirements | Duration | Marks |
A Level | Paper 1 | Study of a Major World Religion (Christianity)
Themes 1-4 |
2 hours
Year 13 |
100
33.3% 0f A level |
A Level | Paper 2 | Philosophy of Religion Themes 1-4 | 2 hours
Year 13 |
100
33.3% 0f A level |
A Level | Paper 3 | Religion and Ethics Themes 1-4 | 2 hours
Year 13 |
100
33.3% 0f A level |
Are there any special requirements?
You do not need to be ‘religious’ or have a qualification in RS at GCSE, but we welcome students with an interest who enjoy thinking deeply about philosophical questions. If you love a good argument, but want to learn to argue better and critique the views of others, this course would suit you. You must also be prepared to investigate and think critically about one religious tradition.
King Edward VI Handsworth School,
Rose Hill Road, Birmingham B21 9AR
T: 0121 554 2342
E: office@kingedwardvi.bham.sch.uk
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