Sixth Form Academic

Mr J. Hegan

OCR H407

“A fascinating opportunity to explore the history of Ancient Greece and Rome.”

Ancient History is an exciting and fascinating course which is open to all students. It aims to give you both a broad and in-depth experience of the history of Ancient Greece and Rome. A mixture of literary, visual and archaeological sources is studied to help shape your views of the events. No prior knowledge of the Classical world needed.

• Engaging and exciting topics (e.g. Persian wars 490-479 / Alexander the Great / Julius Caesar / life of the Roman emperors)
• Clearly laid out requirements and straightforward assessment
• Opportunity to study critical moments and characters in European history • Academically rigorous subject valued by universities 

Skills

• Develop powers of argument in response to primary sources
• Strengthen your abilities in planning, structuring and writing essays
• Spotting strengths and weaknesses in the validity of sources
• Develop the ability to make connections and draw comparisons between different periods, individuals, issues, identities and societies of the ancient past

Content

Four modules covering key periods in Greek and Roman history:

(a) Two ‘Period studies’ to include a substantial span of Greek and Roman history over a period of c.75 years

(b) Two ‘Depth studies’, designed to focus on a shorter time span to explore the complexity of events

Topics will include

Greek topics

1. Period Study: Relations between Greek and non-Greek states, 492–404 BC

This will include:

a. The conflict between Greece and Persia (490-479) and its effects on the Greek world

b. The rise of Athenian imperialism and her relations with other Greek states (479-431)

c. The war between Athens and Sparta (431-404)

Plus the following ‘Depth Study’:

The Rise of Macedon, 359–323 BC

a. The creation of the Macedonian empire under Philip II (359-336)

b. The campaigns of Alexander the Great in Persia (336-323)

Roman topics

2. Period Study: The Julio-Claudian Emperors, 31 BC–AD 68 (Augustus, Tiberius, Caligula, Claudius and Nero)

Plus the following ‘Depth Study’:

The Breakdown of the Late Republic, 88– 31 BC

This will include a detailed analysis of the events leading up to the fall of the Roman republic in 31 BC.

Assessment by two 2 ½ hour papers

The questions on each topic will involve responding to the original sources (extracts are printed on the exam paper), discussing the quality and reliability of the various sources studied, and more extended essay questions.

Mr T. Strange

OCR H601

“Art and Design at A Level stimulates your intellectual, imaginative, creative and intuitive capabilities.”

The course is based around Fine Art and builds on the knowledge, skills, and understanding established at GCSE. It is therefore desirable, but not essential, that students have previously studied Art successfully at that level. The aims and learning outcomes of the course are to develop within the students:

• Intellectual, imaginative, creative and intuitive capabilities
• Investigative, analytical, experimental, practical, technical and critical judgment
• Independence of mind in developing, refining and communicating their own ideas, intentions and personal outcomes
• The experience of working with a broad range of media.
• For students who wish to extend their studies beyond A Level and to consider the subject as a basis for a career, the course provides the student with a portfolio of work necessary for interview to gain a place at the selected University or College of Art

OCR Content Overview Art & Design: Fine Art

Unit 1:

Personal Investigation 60% (a portfolio of practical work and a related study - an extended response of a guided minimum of 1000 words)

Unit 2:

Externally set task 40%

Edexcel 8MT0

Churcher’s College offers Music Technology as an AS Level which can be chosen as a fourth subject of study during the Sixth Form; it is delivered over two years (4 periods per week).

This subject will be of particular interest to students who wish to compose and record their own music to a high level, or to anyone seeking a career in sound engineering.

Music technology plays a key role in many performance and creative activities, and students wishing to study Music at university will note that Music Technology is often mentioned as a requirement. It is also seen as an indication that a student has an appreciation for music both old and new. Music Technology is taught in our state-of-the-art recording studio in the Ramshill basement using professional hardware and software such as Logic Pro, Sibelius and Pro Tools.

Syllabus Content

The course focuses on the recording, composing, editing and mixing of music and is examined in the following ways: 20% - Multitrack Recording (Coursework) 20% - Technology-based Composition (Coursework) 25% - Listening and Analysing Exam 35% - Producing and Analysing Exam As well as the more practical areas of study, students will be required to develop a broad understanding of music from the 1930s to present day and, crucially, the role of music technology through those years.

Ms M. Westwood

AQA 7402

Biology opens the door to careers in a wide range of fields, including: Biochemistry, Biomedical Sciences, Biotechnology, Dentistry, Conservation, Field Ecology, Forensic Science, Genetics, Medicine, Psychology, Physiotherapy, Sport Science and Veterinary Science to name a few. It is a rigorous, highly respected qualification, and is a strong subject to have for other non-science careers such as Law.

Lower Sixth course:

1. Biological molecules
2. Cells
3. Organisms exchange substances with their environment
4. Genetic information, variation and relationships between organisms

Upper Sixth course:

1. Energy transfers in and between organisms

2. Organisms respond to changes in their internal and external environments

3. Genetics, populations, evolution and ecosystems

4. The control of gene expression

Coursework

There is no coursework assessment in Biology; instead, students complete a series of compulsory practicals, which provide them with the opportunities to refine their practical skills and techniques. These compulsory practicals are referred to in the written exams at the end of the course, but are not otherwise assessed.

Mr R.A. West

Edexcel 9B50

“Studying Business is at the core of a modern economy. This course has given me independence of thought and critical skills to use throughout my working life.”

Business is an exciting subject that offers students the opportunity to develop a unique understanding of the modern business-driven world in which we live. From planning and financing a business, through to managing a company and developing strategies to compete and succeed in the fast-paced global business environment, students will explore a diverse range of companies in a variety of markets.

The subject content is structured so that the first year of the A Level covers the key functional areas that a business needs to manage in order to succeed. Firstly we look at how firms manage, motivate, recruit and train their people and then we move onto entrepreneurship. Next we study the market, marketing and pricing of products. Finally, we consider finance, planning, improving efficiency and external influences.

Questions for discussion include

• What is the most effective style of leadership?
• How do firms set their prices?
• How can technology be used to increase efficiency?
• How can a business improve its profitability?

The second year of the A Level focuses on current global issues that impact on business. We also consider how firms make strategic decisions and how technology, environmental and ethical concerns influence strategic decision making in a global context. We also prepare for the case-study exam (Paper 3), which is on a different industry every year.

Questions for discussion include

• How important is globalisation for businesses?
• How does the economic climate influence business strategy?
• How can firms maintain a competitive advantage in a market?
• What is the best way to encourage innovation within a business?

Throughout the two years students will develop a number of transferable skills which will be useful in any future career. These include manipulation of data, making judgements on a series of evidence, numeracy and an understanding of research methodology. And in addition students will gain a wide appreciation for business which is essential for any profession. GCSE Business is not a requirement for this course but students will need a keen interest in following current business news stories.

There is no coursework and the final assessment consists of three two hour exams

Mr D. Dunster

OCR H432

Traditionally, Chemistry has been seen as a vital entry qualification for university courses in the fields of Engineering, Life Sciences, Medicine, Dentistry, Veterinary Science, etc. Nowadays an A Level in Chemistry is in demand in many areas where a trained numerate mind is required, e.g. business and law. Most universities now accept Chemistry as a general A Level entry qualification for a wide range of degree courses, including subjects such as English and Psychology.

This is a stimulating course that will sustain students’ interest throughout their time in the Sixth Form.

Lower Sixth course

Module 1

Development of practical skills

Module 2

Atoms, compounds, molecules and equations

• Amount of substance
• Acid–base and redox reactions
• Electrons, bonding and structure
• Reactions of acids and Redox

Module 3

The periodic table and periodicity

• Periodicity, Group 2 and the Halogens
• Qualitative analysis
• Enthalpy changes
• Reaction rates and equilibrium (qualitative)

Module 4

Basic concepts in Organic Chemistry

• Hydrocarbons
• Alcohols and haloalkanes
• Organic synthesis
• Analytical techniques (IR, MS)

Module 5

Reaction Rules

• Rates of reaction (a quantitative treatment)

Upper Sixth course

Module 1

Development of practical skills

Module 5

Reaction rates and equilibrium (quantitative)

• Equilibria (quantitative)
• pH of strong and weak acids
• Buffer solutions • Enthalpy, entropy and free energy
• Redox and electrode potentials
• Transition elements

Module 6

Aromatic compounds

• Carbonyl compounds
• Carboxylic acids and esters
• Nitrogen compounds
• Polymers
• Organic synthesis
• Chromatography and spectroscopy (NMR)

Mr R. Tong

AQA 7517A

Computer Science is a broad-based course that develops skills and understanding relevant to the modern world.

Students will spend a large part of the course developing skills in analysing problems in computational terms through practical experience of solving such problems, including writing programs in C#. Students will experience different aspects of writing and using algorithms for a variety of problems culminating in a project of their choice to solve a real problem for a user. The course develops capacity for thinking creatively, innovatively, analytically, logically and critically which is specifically targeted in UCAS references. Students study how technology works from the inside of computers to networks and the Internet, looking at future developments as well as the legal and ethical issues that surround the use of technology in the modern world.

Course Structure

There are two papers: a two and-a-half hour on screen programming theory and practical exam (40%); a two and a-half hour theory paper (40%); and a non-examined assessment (20%) which is the project.

For Paper 1, the on-screen exam, students develop object-oriented programming skills in C# using Visual Studio, but it is not all about programming skills, students study problem solving using a wide variety of techniques, complex paradigms using advanced data structures. This includes using queues, trees and stacks in algorithms and studying different searches and sorts, using iteration and recursion; studying computational theory such as algorithmic complexity (or Big O), Turing machines, regular language expressions and more. Towards the end of the two years students study a set skeleton program in preparation or adapting it real-time during the on-screen exam to test skills of problem solving.

For Paper 2, the theory exam, topics build upon the GCSE in the first year to allow a more in-depth understanding of: data representation; machine architecture, workings of hardware and software and networks as well as Boolean logic and ethical use of technology. The second year of study includes relational database theory; the workings of the Internet, security and protocols which gives an insight into the world of network managers. Students also get into the paradigm of functional programming and Big Data including a look at the challenges of distributed processing.

The non-exam assessment (NEA) assesses a student’s ability to use the knowledge and skills gained through the course to plan, develop and document a piece of software, of their own choosing, that solves a complex practical problem for a real user. Students are expected to spend quite a substantial time on this inside and outside the classroom. In reality, whilst only 20%, it is possible to obtain a very high mark on this part of the course and is a grade changer on the overall assessment.

Career Possibilities

The course provides an excellent foundation for any Computing and ICT related course. It is a strong academic course which is accepted by all Russell Group universities. Many students may move on to a degree course in Computer Science, Software Engineering, Cyber Security, Networks, Web Design and Multimedia, Electronics, Mathematics and other related areas. It will also provide a sound programming knowledge which is a component of many mathematics and science courses at university.

Mr S. Edington

AQA 7552

“If you like taking ideas and turning them into practical reality, then you will gain a wonderful two year experience”

The Design, Technology and Engineering Department at Churcher’s offer a challenging and high quality design and manufacturing experience at Sixth Form. We aim to provide lessons of interest and relevance such that pupils may be motivated to complete projects to a high standard with an emphasis on the production of functional, useful and beautiful products. Our excellent facilities encourage students to engage with their project work through the use of a variety of materials including wood, metal, plastic and fabrics as well as modern and smart materials. We develop the understanding of contemporary industrial and commercial practices through the products made.

Beyond this, the Department is dedicated to ensuring students appreciate the importance of design, technology and engineering in their surroundings and that they appreciate the value of aesthetics in the context of emerging and traditional commercial design and technology.

STEAM (Science, Technology, Engineering, Arts and Mathematics) is a national initiative to encourage and support our students in considering the university and career paths they wish to follow. Supporting and running alongside their A Level, the college encourages students to be involved in a range of activities, workshops and challenges.

In the Lower Sixth year, students are encouraged to become ‘Technology Aunties and Uncles’ where they support teachers in the lower school lessons. By broadening their experience and developing transferable teambuilding skills, students gain ‘real-life’ participation, helping them to talk with passion and enthusiasm about their involvement and contribution when applying for university and at interview.

We follow the AQA Design and Technology Product Design A Level course, as it encourages creativity and innovation whilst equipping students with skills required for their future careers. This is a linear two year course with two components each worth 50% of the overall qualification.

Component 1

An independent design and make project where students, in consultation with a client, identify a design need and context and work towards realising a solution. This is internally assessed and is worth 50% of the A Level.

Component 2

Two externally marked written examinations based on the principles of design and technology, also worth 50% of the A Level.

If you like taking ideas and turning them into practical reality, then you will gain a wonderful two year experience that could lead to a diverse range of opportunities in the future

Miss S. Carty

Edexcel 9DR0

Drama & Theatre is an exciting and varied course which enables students to think independently as different theatre makers and consider all of the elements required to create a successful performance.

Students have the opportunity to work independently and in small groups to perform devised and scripted pieces. Knowledge and understanding of the different theatre practitioners is vital and students will learn how to apply practitioner methodologies to their performance work. Both performance and written work in Drama & Theatre encourage students to consider how a production is brought from page to stage, supplying them with an array of different theatre skills.

Students will participate in specialised Drama workshops from visiting theatre companies as well as regular teacher-led practitioner workshops. There are also many opportunities to see live theatre which really helps students get a sense of all of the theatrical elements working together. At A Level we offer the Edexcel Syllabus. The course breaks down into three units:

Component 1

Devising

Internally marked, externally moderated: 80 marks = 40% of your A Level.

• You will devise a piece of original theatre based on the stimulus of one key script extract. You will use the work of an established practitioner which will influence your approach, rehearsal and final outcome. You will perform this to an audience and it will be marked by your teacher and sent to the exam board for moderation.
• You will create a written portfolio of 3000 words to accompany your work, analysing and evaluating how you researched, created, rehearsed and performed your work as a group and as an individual.

Component 2

Text in Performance

Externally examined: 60 marks = 20% of your A Level

• You will perform a group piece of a key script extract to a visiting examiner.
• You will also perform a monologue or duologue from a different performance text to the visiting examiner on the same day.
• You will prepare 250 words per character played, explaining your intentions for the performance.
• The exam will be recorded, but for record only as the work will be marked by the visiting examiner on the day.

Component 3

Theatre Makers in Practice

Written Exam - 2hrs, 30mins: 80 marks = 40% of your A Level

Section A: Live Theatre Evaluation

This requires you to answer one extended response question asking you to analyse and evaluate a piece of live theatre you will go to see. You will take 500 words of notes into the exam with you to use as a prompt for your answer.

Section B: Page to Stage: Realising a Performance Text

This is a closed book question. You will be given an unseen extract from a play and will be asked to answer two questions, writing from the perspective of a performer and a designer.

Section C: Interpreting a Performance Text

This is an open book question. You will be given an unseen named section from a play and will be asked to answer one question focusing on how your re-imagined production concept will communicate ideas to a contemporary audience and how your theatre practitioner influenced your overall production concept

Mr S. Huckle

Edexcel 9EC0

Economics has a profound impact on everyone. Whether it is the national economy or the decisions of governments and firms, it is vital to have an understanding of this complex system.

Given its relevance to everything and its academic rigour, universities hold Economics in high regard.

Microeconomics

Microeconomics focus on individual markets such as the markets for oil, shares, Bitcoin or sugar. In the first year the main focus is the behaviour of consumers. We understand why consumers behave the way they do and how their behaviour influences prices. Once we have achieved this we try to understand the effect of this behaviour on society and whether the government needs to intervene. We are particularly interested in when consumers make irrational choices and what we can do about it.   In the second year we focus on the behaviour of firms. We are surrounded by large firms but we need to know whether these firms always act in our best interests, and if not how can we control them.

Questions for discussion include:

• Should e-cigarettes be banned in public places?
• How can recycling be promoted?
• What would be the effects of a sugar tax?
• Do large companies like Google and Apple always act in the best interests of their customers?
• Should COVID-19 vaccinations be free and compulsory?
• What would be the effects of increasing the national minimum wage?

Macroeconomics

Macroeconomics deals with national economies and the headline issues of growth, unemployment, inflation and trade. It helps us understand how these impact all of us and what governments and central banks can do about it. The focus on the first year is the UK economy and the second year looks at the global economy. Within this we focus on developing economies and understand the economic factors that influence their development.

Questions for discussion include:

• What can the government do about the high level of youth unemployment?
• Venezuela’s hyperinflation reached 10 million percent. How can this be prevented?
• What effect has the rapid growth of China had on the world?
• Is the Bank of England doing enough to alleviate the cost of living crisis?
• What are the implications of the UK’s exit from the European Union?
• How can we eradicate extreme poverty in the world?

There is no coursework for Economics A Level and GCSE Economics is not a requirement.

Dr C. Unsworth-Hughes

OCR H472

If you are an avid reader, willing to delve into the intricacies of plot and investigate the mechanics of how writers achieve their effects, then A Level English Literature is for you.

This course offers you the opportunity to study a range of writers, genres and periods, from Shakespeare to the modern day. Studying different texts will help you to appreciate the many forms that literature can take, whilst allowing you to respond with your own imagination, prompting a truly individual response. Class debate is constantly lively. English truly encourages independent learning, a skill highly valued at university and by future employers; it also encourages you to be tolerant and receptive to new ideas, whilst honing transferrable skills of synthesis and concision in your essays.

We use OCR as our exam board of choice, and we have an OCR examiner teaching within our department, who offers our students invaluable insight from an examiner’s perspective. There are two examined and one non-examined (coursework) components. The two written exams are equally weighted and offer opportunities for candidates to provide extended exploratory responses.

Component One

‘Drama and poetry pre-1900’, involves a two-part question on a chosen Shakespeare play (classes currently study Measure for Measure or Hamlet) and a largely contextual comparison between a further drama text (such as A Doll’s House / The Duchess of Malfi / An Ideal Husband) and selected poetry of Christina Rossetti or John Milton.

Component Two

‘Comparative and contextual study’ deals with modern texts in the form of a close reading (unseen) exercise and a comparative essay. The paper is split into different topic areas, those covered at Churcher’s being either Women in Literature, Dystopia, or Gothic, with a range of core (compulsory) and suggested texts, such as Dracula, The Bloody Chamber, The Handmaid’s Tale, 1984, Mrs Dalloway and The Bell Jar, in addition to a vast selection of ‘wider reading’, which allows students some element of flexibility in their reading choices.

Component Three

The non-exam assessment component requires candidates to study three texts from across the genres of poetry, drama and prose. Task one, currently based on either The Whitsun Weddings by Philip Larkin or The Collected War Poems of Wilfred Owen, involves students writing a 1000 word analysis of a poem of their own choice from the collection. Task two consists of a 2000 word comparison between a drama and a prose text, those currently used being The Homecoming, The Road, Nervous Conditions, The Convert, The History Boys and Small Island. As part of the NEA, students are taught research skills, and have access, through JSTOR, to many academic journals.

The department also runs and advertises frequent literacy competitions, from local competitions to national competitions (including those run by Oxbridge colleges). The department runs a ‘University English’ group, an English and Philosophy society, and ‘LitSoc’, the school’s literary society. Trips, lectures and events are also used to complement students’ studies.

Mrs N. Sparks

AQA 7652

Employees who are able to speak languages are in short supply in Britain. Churcher’s students achieve high results in French at GCSE and by choosing to build upon this success, they will emerge as competent communicators, becoming part of an enviable, sought-after, and employable minority, equipped to take up the linguistic challenges of the global marketplace.

The A Level topics have broad appeal, including aspects of French society, artistic culture, politics, multiculturalism, cultural heritage to name but a few. Literature and film will also form part of students’ studies, with a French film and book at A Level. Listening, speaking, reading, writing and translating skills are all developed further.

Our own language laptops are a huge asset, offering a full range of audio visual, oral and online interactive activities with immediate feedback, in class as well as during independent learning sessions. As part of our programme of study, students also meet weekly on a one-to-one basis with our French Assistant, who helps both with fluency and updating students on France today.

Structure of the examination

Paper 1:

Listening, reading, and writing 50 % of A Level

Paper 2:

Writing 20% of A Level

Paper 3:

Speaking 30% of A Level

“I have grown in confidence speaking French and can happily hold a conversation with our native French Assistant on complicated, topical issues.”

Mr D. Nighy

OCR GCE H481

Geography is a broad-based dynamic subject through which students can explore the complex physical and human systems that shape the contemporary world.

Employers and universities view Geography as a robust academic discipline, rich in skills, knowledge and understanding. It combines well with a broad range of other A-Level subjects.

Course Content

Coastal Landscape Systems

How can coastal landscapes be viewed as systems? How are coastal landforms developed? How do coastal landforms evolve over time as climate changes? How does human activity cause change within coastal landscape systems?

Changing Spaces, Making Places

What’s in a place? How do we understand place? How does economic change influence patterns of social inequality in places? Who are the players that influence economic change in places? How are places created through place making processes?

Hazardous Earth

What is the evidence for continental drift and plate tectonics? What are the main hazards generated by volcanic and seismic activity? What are the implications of living in tectonically active locations? What measures are available to help people cope with living in tectonically active locations?

Climate Change

How and why has climate changed in the geological past? How and why has the era of industrialisation affected global climate? Why is there a debate over climate change? In what ways can humans respond to climate change?

Earth’s Life Support Systems

How important are water and carbon to life on earth? How do the water and carbon cycles operate in contrasting locations? How much change occurs over time in the water and carbon cycles? To what extent are the water and carbon cycles linked?

Global Systems - Migration

What are the contemporary patterns of global migration? Why has migration become increasingly complex? What are the issues associated with unequal flows of global migration?

Global Governance - Power and Borders

What makes a nation and a state? What are sovereignty & territorial integrity? What are the challenges to sovereign state authority? What role does global governance have in conflict resolution? How effective is global governance of sovereignty and territorial integrity?

Investigative Geography

An independent investigation of the student’s personal choice from an area of the specification of particular interest to them. The written report will address the fieldwork investigation process from initial planning, through data collection, presentation and analysis to the final conclusion and evaluation. This Non-Exam Assessment (NEA) accounts for 20% of A-Level marks.

Fieldwork

There will be a 5-day residential fieldtrip to the FSC’s centre at Nettlecombe Court in Somerset in the Summer Term of the Lower Sixth to collect data for the NEA.

We will also be offering an optional Senior Geography overseas enrichment trip during the Easter break. We have explored Iceland for the last two years and plan to return to The Azores in 2025.

Mrs H. Jolliffe

OCR H505

History at Churcher’s is an intellectually challenging subject, enabling students to understand contemporary issues in the context of the past.

We aim to encourage students to critically evaluate information, and to use this to form their own judgements and opinions on a range of issues. This can make for some lively seminars and there is always plenty of scope for discussion and debate, ensuring that History is always an interesting and rewarding option. It is also recognised as an academic ‘gold standard’ by universities and employers.

History aims to create individuals who are rational, sceptical and independent-minded; not afraid to challenge the accepted version of events. It fosters valuable skills, including the ability to analyse evidence, organise information and construct clear, well supported arguments.

We study the OCR specification:

France in Revolution, 1774 – 1815

This course allows students to explore this turbulent and exciting period of French history in depth. They will explore the social, economic and political causes for the revolution that removed Louis and Marie-Antoinette from power, and the attempt to build a new society based on liberty, equality and fraternity. They will then explore the reasons why the revolution became such a violent and bloodthirsty affair, and engage with the debates that still rage around the controversial figure of Robespierre. Students finish by studying how France changed under the leadership of Napoleon, and evaluate whether he extended or betrayed the ideals of the revolution. The exam (1 hour) will revolve around answering two essay questions and is worth 15% of the final mark.

Russia and its Rulers 1855-1964

This course focuses on the nature of Russian government and its impact on the Russian people and society. Students will cover three Tsars: Alexander II, Alexander III and Nicholas II. They will look at the brief period of democracy under the Provisional Government and then focus on the Communist dictators: Lenin, Stalin and Khrushchev. Students will understand the similarities and differences between autocratic rule of the Tsars to 1917 and the subsequent Communist dictatorship. There will be a focus on themes such as war, economy, society and the Russian Empire.

The exam (2hrs 30) will be based around two thematic essays and answering a question that incorporates two historical interpretations of an event. This exam in worth 40% of the final mark.

Historical Enquiry (Coursework)

The essay (up to 4000 words) is an independent piece of research analysing different perspectives on a historical area of controversy and debate. Students will use both primary and secondary sources to further their investigation. Students will choose a topic from their current A Level France in Revolution syllabus or if they wish to can choose a topic that interests them. This unit provides an excellent taster for university study.

This investigation is worth 20% of the final mark

Britain 1930–1997

This is a fascinating unit that begins with an enquiry topic on Churchill 1930-1951 which looks at Churchill’s role in British politics; for example, his views on appeasement, his war time speeches, military leadership and his views on The Empire. We evaluate primary sources as part of the assessment.

The second part of this unit focuses on Britain 1951-1997. We look at governmental policy within Conservative and Labour governments, as well as Britain on the foreign stage focusing on topics such as the Suez Crisis, the Falklands and the decolonisation.

The exam (1hr 30 mins) will revolve around answering one essay question and a question in which four primary sources will be analysed to help formulate an answer. This paper is worth 25% of the final mark

“Studying history has encouraged me to become sceptical, rational, analytical and independent minded. I have thoroughly enjoyed researching people in the past and understanding events from within the context in which they have occurred. This has been the most relevant of subjects and I highly recommend it”

Mr J. Hegan

OCR H443

Latin is the foundation of so much of our culture and language. It will give students the opportunity to enjoy and appreciate the demands of studying an ancient language as well as the chance to study in depth the language and literature of one of the most influential civilisations in the western world.

Perception

Latin is highly valued amongst employers in many different disciplines, including Medicine, Law and Finance. Universities recognise the rigour and discipline required when reading Latin.

How well does it suit my other subjects?

Latin complements a wide variety of other subjects. The logical, analytical nature of the language appeals to mathematicians and scientists alike, the linguistic skills will be most valuable in Modern Languages and the close study of literature and essay writing will suit those studying English, Religion and Philosophy and other humanities.

Skills

The course helps to develop students’ ability to translate accurately prose unseen texts, as well as their literary critical skills when reading both the prose and verse set books. The grammar learnt at GCSE will be consolidated and there is a defined vocabulary list as with GCSE. In the Upper Sixth year, literature will be studied in greater depth, with more opportunity to study the historical and literary context of the texts as well as reading a variety of authors for the language papers.

Why study Latin?

Anyone who is inquisitive about their cultural and linguistic roots and who enjoys the challenge of reading Latin should consider the subject.

The Exam

Two language papers

Unseen translation of a prose and verse passage (1 hour 45 mins) 33% of total A Level: a translation of a passage from Roman history (Livy) and a verse passage from Ovid’s poetry

1. Unseen comprehension or prose composition (1 hour 15 mins) 17% of total A Level

2. Either a comprehension of a prose passage including grammar comprehension and stylistic analysis or a short passage from Roman history to translate from English into Latin

Two literature papers

1. Prose set literature (questions will be on translation, stylistic analysis and essay on overall themes). Pupils read extracts from Cicero or Tacitus. 25% of total A Level

2. Verse set literature (questions will be on translation, stylistic analysis and an essay on overall themes). Pupils read extracts from Virgil’s Aeneid Bk XII. 25% of total A Level

Mrs T. Greenaway

Edexcel 9MA0

There are many exciting and practical uses for Mathematics in the modern world. This course will help shed some light on them. If you enjoyed solving problems at GCSE and want to be challenged further, studying A Level Mathematics will offer you a rewarding experience. It will help train your mind in clear and logical thought and allow you to develop your reasoning abilities. Whilst worth studying in its own right, A Level Mathematics also provides excellent support for the Physical and Social Sciences.

A Level Mathematics is a much sought after qualification which is essential for further study of the subject and is often a requirement for degree courses in Physics, Economics, Medicine, Architecture, Engineering, Accountancy, Psychology and Computing. A degree in Mathematics could lead to opportunities in Actuarial Work, Investment Banking, Accountancy and Computing. Mathematics is a challenging A Level, but if you have scored highly at GCSE, have enjoyed the course and are prepared to work hard then Mathematics at A Level is for you! Mathematics at A Level is a linear course.

It is split into three main strands:

• Pure Mathematics
• Mechanics
• Statistics

Mechanics and Statistics are commonly referred to as Applied Mathematics. All of the course is compulsory and is split into three main parts which will be examined in three separate two hour papers. The first two parts are Pure Mathematics and the third paper is on Applied Mathematics which is equally split between both Mechanics and Statistics so there is no option to specialise in a particular area. There is no course work and each of the three papers is two hours long.

A popular misconception about Mechanics is that it is the same as Physics without the fun bits. This is entirely unjustified - and it is not essential that students study Physics if taking Mathematics. In Mechanics we learn to model real life situations and analyse them mathematically. Having drawn conclusions from the model, inferences can then be made about real life.

Statistics develops the GCSE ideas of mean, mode and median and extends them on a theoretical basis; random variables form the core study. Patterns are noticed in real life and are then used to make predictions about related situations; for example, if a bus comes every ten minutes on average, how long can one expect to wait for a bus? Instinctively one might expect to wait five minutes on average whereas in fact the answer is ten.

“You need to really enjoy Maths and revel in challenges and problem solving. The course is immensely rewarding and there is a real sense of camaraderie in the group.”

Further Mathematics

Edexcel 9FM0

Further Maths is very challenging and not for the faint-hearted. Only able mathematicians will be able to cope with the demands of the course and so it is only available to those with at least a grade 8 at GCSE. The pace of teaching is very fast, so having done some Additional Mathematics or FSMQ (Free Standing Mathematics Qualification) in the Fifth Year is advisable. A Level Further Mathematics provides a strong foundation for all university courses which have a significant mathematical content. It is also becoming an essential A Level to have if you intend to undertake further study of Mathematics, Engineering, Physics or Computer Science at the best universities. In respect of careers, there are many opportunities, including Scientific Research, Actuarial Work, Investment Banking, Accountancy and Computing.

Like the straight Mathematics qualification, it is also a linear course. There will be two compulsory Further Pure papers and then a further two option papers which will include the separate applied topics. Unlike the straight Mathematics qualification, these papers will be one and a half hours long and will contain 75 marks each.

Mrs H. Purchase & Mr P. Cree

Edexcel 9MU0

A Level Music is enjoyable and challenging. This varied course should appeal to anyone who enjoys composing, performing and listening to a wide variety of musical styles. Music A Level requires students to demonstrate many different skills and for this reason it complements a wide range of subject options and career paths. It is also refreshingly unique, serving as a welcome contrast to other more book-bound subjects. This course allows students to develop their creative, aural and analytical skills, their ability and confidence to perform, and their essay writing techniques.

Syllabus Content:

Component 1 (30%) - Performing

• A recorded programme lasting at least eight minutes. Performances can be playing or singing solo, in an ensemble, improvising, or realising music using technology.
• Standard required: ABRSM grade 7/8 or the equivalent

Component 2 (30%) Composing

• Two compositions are required – one to a brief set by Edexcel; the other is a pair of ‘techniques of composition’ exercises completed in controlled conditions at the end of the course

Component 3 (40%)

Listening and Appraising

• A knowledge and understanding of musical elements, contexts and language is applied to six areas of study, each with two set works: Vocal Music » Instrumental Music » Music for Film » Popular Music and Jazz » Fusions » New Directions
• Assessment is through a writing / listening examination at the end of the course

Mrs H. Purchase & Mr P. Cree

Edexcel 9MU0

Enrichment Activities

Students taking A Level Music and / or AS Music Technology will participate in a programme of enrichment activities throughout their five terms on the A Level course. These activities are designed to complement particular areas of the A Level, as well as providing new experiences beyond the examined curriculum.

• Composition Masterclass with a professional composer
• Performance Masterclasses with professional performers
• Conducting Masterclass with a professional conductor
• A workshop introduction to Music Therapy with a professional practitioner
• A workshop introduction to Alexander Technique with a professional AT practitioner
• Participation in an Indonesian Gamelan workshop at the Southbank Centre
• Guided Tours of Music Conservatoires and Colleges
• Visit to a Recording Studio or University Sound Engineering Department
• Visits to hear live concerts, stage works and other performances

Additional Qualifications

Students taking A Level Music can also benefit from opportunities to acquire other Music qualifications alongside their A Levels. For students with an interest in pursuing Music at either college, conservatoire or university, the following courses may prove useful:

Higher Grades ABRSM Theory of Music (grades 6 to 8)

• A Performance Diploma (the choice of diploma will be determined by the student and their instrumental teacher). Specialist accompanying support will be offered.
• A written theory and analysis Diploma (AMusTCL) in which the standard is equivalent to that expected in the first year of an undergraduate course at a conservatoire or university. Students are given extra tuition time for this.

Additional Support & Opportunities

• Music Scholarships (including enhancement of those already awarded).
• Public recital performance opportunities over the period of the course.
• Opportunities to lead and direct ensembles of younger students, giving them the opportunity to develop skills in leadership and musical direction.
• A wide range of musical experiences and performance opportunities are offered at Churcher’s and there are numerous instrumental and vocal ensembles (see Performing Arts) for students to participate in. Sixth Form musicians are encouraged to play an active role in the musical life of the College, and are given positions of leadership in musical ensembles.
• A Level Musicians will also have access to the music practice rooms and the recording studio in the Ramshill basement. This will include access to specific Music IT software and hardware This will include access to specific Music IT software and hardware (see AS Music Technology).

Mr M. Kelly

OCR H556

At its heart, Physics is about finding out about what lies behind every day phenomena as well as the more revolutionary concepts of quantum theory, sub-atomic particles and cosmology. Physics also forms the basis for much of present and future technology. Few would claim that Physics is an easy subject. It usually requires a great deal of effort to master but, as a result, Physics qualifications are regarded very highly by universities and employers. Employers today respect and seek out people who can think logically, who know how to handle numbers and theories and who are creative and love a challenge.

Lower Sixth course

Module1

Development of practical skills in Physics

Module 2

Foundations of Physics

Module 3

Forces and motion

Module 4

Electrons, waves and photons

Upper Sixth course

Module1

Development of practical skills in Physics

Module 5

Newtonian World and astrophysics

Module 6

Particles and medical physics

Coursework

There are no coursework marks that count towards the final exam grade in Physics. Students are expected to complete 12 set tasks. Successful completion and recording of these tasks will give the student a ‘Pass’ on the Practical Endorsement in Physics which will be recorded alongside their grade. The final grade will be based solely on the performance in the written exams.

The written exams will include questions about the practical tasks undertaken by the students and so knowledge of these practicals is required for the theory exams.

At Churcher’s College, each Physics class is split between two teachers, who will each teach different parts of the specification.

Mr P. Cheshire

Edexcel 9PL0

Politics is all about conflict. Conflict of ideas, interests and agendas. Grappling with these conflicts lies at the heart of Politics A Level.

Why study Politics?

Politics students are actively encouraged to engage with the world around them and the most up-to-the-minute debates, both in the classroom and beyond. Teaching is heavily discussion based and students will be encouraged to express their own opinions throughout. It is therefore important to develop an interest in the current political landscape and display a willingness to follow current events. Politics suits students who love to ask (often big) questions and who are happy dealing with the messy ‘grey areas’ of intellectual enquiry.

How is it taught?

The department follows the linear Pearson specification. The specification cover three topics:

• UK Politics (50%)
• Global Politics (33%)
• Political Ideas (17%)

All assessment is 100% examination based, with three exam papers and all questions involving essays or extended writing:

• Paper 1 – UK Politics and Core Political Ideas
• Paper 2 – UK Government and Non-Core Political Ideas
• Paper 3 – Global Politics

The UK and Global modules are taught side-be-side throughout the two years, whilst the Political Ideas module is taught as a stand-alone module in the Upper Sixth.

UK Politics

Divided into two sections, UK Politics (Paper 1 - Lower Sixth) and UK Government (Paper 2 - Upper Sixth) this topic allows students to develop a holistic understanding of all aspects of the UK’s political system:

UK Politics (Paper 1)

1. Democracy and Participation
2. Political Parties
3. Electoral Systems
4. Voting Behaviour and the Media

UK Government (Paper 2)

1. The Constitution
2. Parliament
3. The Prime Minister & the Executive
4. Relations between the Institutions

Global Politics

Why have we failed to solve poverty or make progress on climate change? Does the wealth of the West come at the expense of the Global South? Will China overtake the USA as the world’s dominant power?

And why can you always find a can of Coke wherever you are in the world?

This unit introduces students to International Relations by examining key global political structures and systems and evaluating their effectiveness in dealing with global political issues, such as climate change, COVID-19 and international conflict. The six topics covered are:

1. Globalisation and the State
2. Global Governance: Political and Economic
3. Global Governance: Human Rights and the Environment
4. Power
5. Regionalism and the EU
6. Comparative Theories

Political Ideas

What is the ideal society? This unit introduces students to some of the greatest political thinkers in human history, their ideas about how the world should be and encourages them to begin to develop their own views. It allows students to explore four influential intellectual traditions:

1. Conservatism
2. Liberalism,
3. Socialism
4. Feminism

They will learn about the core ideas and principles of each ideology, the divisions within each idea and their key thinkers.

Dr G. Glasspool

Eduqas A290QS

If students have ever asked themselves the question “Why do we do what we do?” and have been keen to find out the answer – this could be the course for them.

This course will provide students with the skills to understand both the foundations of Psychology and also its applications at an individual and societal level. This is achieved through studying the approaches to and applications of Psychology as well as carrying out their own research project, allowing them to engage with research methods. The course finishes by looking at the application of Psychology to addictive behaviours, criminality and schizophrenia and the controversies inherent within psychological study. 

Students do not need to have studied the subject at GCSE level for this course but any work done in Science or Mathematics would be advantageous. It is a subject that has relevance in many different disciplines across the Science and Social Science spectrum and would be a valuable addition to any university application in these areas. It is a course designed to give students a flavour of what university education will be like and will therefore provide students with the appropriate skills to take on this challenge. It also has relevance in a vast array of industries including Medicine, Business Management, and Sport Psychology.

Mr T. Ostersen

OCR H573

“The unexamined life is not worth living” - Socrates

Students will be presented with various ethical theories and facts but ultimately confront questions such as ‘Is my opinion of right and wrong as valid as another’s?’ This course will lead students through the arguments of some of the world’s greatest thinkers, challenge their preconceptions and show them how to argue successfully. Universities and employers value this course for its development of critical and independent thinking, both essential skills. It provides an excellent grounding for a wide range of professions from Law and Medicine to the Armed Services, Journalism to Business. This lively Department has an informal lunch group discussing films and writers; The Senior Philosophical Society also meets termly with guest speakers and students from elsewhere. There is a friendly end of year supper for A Level leavers.

A GCSE in Religious Studies is not necessary.

Lower Sixth course

A - Philosophy of Religion

How did Plato and Aristotle influence Christianity on mind, body and soul? Can we argue to God’s existence or does the problem of Evil, or science and psychology disprove God?

B - Religion and Ethics

Pupils will study normative ethical systems such as Natural Law, Kant and Utilitarianism. These normative systems will be applied to two contemporary issues of importance: Euthanasia and Business Ethics.

C - Development in Christian Thought

Pupils will study important developments in Christian thought over millennia. How has our understanding of the human nature and death and the afterlife changed over time? How has this development affected our moral principles and our perceived duty to act in the world?

Upper Sixth course

A - Philosophy of Religion

As the Lower Sixth course with the following added: The nature of God and usage and limitations of Religious Language.

B - Religion and Ethics

As the Lower Sixth course with the following added: What do ‘good’ and ‘bad’ actually mean? What does my conscience refer to and what is right and wrong within Sexual Ethics?

C - Development in Christian

Thought As the Lower Sixth course with the following added: Views on other religions: inclusivism, exclusivism and pluralism. Gender and religion will also be studied together with in-depth analysis of Liberation Theology

Mrs A-M. Giffin

AQA 7692

Spanish is an exciting and vibrant language which opens many doors, adding breadth and diversity to any combination of subjects.

The Spanish course is developed to draw and expand on the topics and skills that students are already familiar with from GCSE. In addition, the course highlights Hispanic artistic culture, technological and social change and includes a focus on Spanish regional identity; studying the influence of the past on present day Spanish speaking communities. Texts and film will provide interesting and thought provoking subject matter for a critical essay. Students will have the opportunity to practise their conversation skills with a native speaker on a weekly basis to develop spontaneity and fluency. The challenges of work experience and personal exchanges also provide the perfect opportunity to improve linguistic skills. Spanish can be combined at university with subjects from the Arts, Humanities, Science and Engineering.

Structure of the examination:

Paper 1

Listening, reading, and writing

2 hrs 30 mins (100 marks) 50 % of A Level

Paper 2

Writing 2 hours (80 marks) 20% of A Level

Paper 3

Speaking (60 marks) 30% of A level

The study of Spanish offers the exploration of both the Hispanic and Latin-American worlds, not solely through language but also through exposure to its diverse culture.

Internationally, people who speak Spanish often have more opportunities to work in trade or business fields. Other options include diplomacy, interpretation, and security applications, which all require an awareness and proficiency of another language.

With Spanish as an official language on four continents and the mother tongue in 21 countries, the sheer number of Spanish speakers and their rate of growth makes learning Spanish a smart choice

Mrs K. Higgins

PE AQA 7582

A Level PE provides an exciting opportunity for you to build on your passion for Physical Education and develop a more rounded knowledge of the factors that contribute to overall performance in sport.

The course will build on the physical expertise of individuals in one chosen activity as well as increasing their awareness and understanding of the physiological, psychological, biomechanical and contemporary issues that surround sport and physical activity.

Course breakdown

70% Exam and 30% Non-Examined Assessment.

During this course students are able to apply new concepts to the way they approach their own training and performance. It will give them a greater insight into how to be the best in their chosen discipline. We run a trip each year allowing students to use up-to-date Sports Science lab equipment giving them practical experience of what they learn in the classroom.

 Non - Examined Assessment