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INDEX Page

Introductory Letter 2

Sixth Form Life – A Distinctive Difference 3-8 A & AS LEVEL INDEX Art and Design 9-12 Fine Art Photography Textile Design Business 13-14 Classics – Classics Latin

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Dance Design Technology: Product Design

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Drama and Theatre Studies 21-22 Economics 23-24 English Literature 25-26 Geography 27-28 Government and Political Studies 29-30 History 31 Computer Science 32-33 Mathematics 34 Modern Foreign Languages 35-36 Music 37-39 Philosophy and Theology 40 Physical Education 41-45 Psychology 46 Science – Biology 47-48 Chemistry 49-50 Physics 7 51-52 AS ONLY Thinking Skills

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EXTENDED PROJECT QUALIFICATION 54 A Level Process 55 Sixth Form Dress Code 56

BROMLEY HIGH SCHOOL 

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September 2016 The Sixth Form – the chance to spread your wings; to be yourself; to take more responsibility; to enjoy greater freedom; to follow your intellectual and artistic passions. For those girls transferring from Y11, the Sixth Form offers a seamless transition – new subjects, new teachers but an environment where you are confident and at ease as leaders and role models. Our Sixth Form has an atmosphere of challenge and innovation and our skilled and supportive teachers know how best to approach your needs, teaching you the independent learning skills that you will need to develop in preparation for university and beyond. Bromley High School Sixth Form specialises in the education of intelligent, successful young women; it has the needs and the wishes of girls at its very heart. You will not be a ‘bolt-on’ here. You will be at the pinnacle of the student body; the ultimate expression of all that is achieved at this school. Whether you want to be a cardiac surgeon, a poet or an international sportswoman, you will not be pigeonholed or judged; you will be encouraged and your successes celebrated. Above all, at Bromley High Sixth Form you will build and strengthen your relationships with your friends and cement those relationships that will last for the rest of your lives as you embark on the exciting challenge of Sixth Form study. We wish you the very best of luck!

Paul Isted Angela Drew Assistant Head (Head of Sixth Form) Headmistress

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SIXTH FORM – A DISTINCTIVE DIFFERENCE

The Post-16 Curriculum At Bromley High School we follow the A level and Pre U curriculum as the most effective means of preparing girls for entry to competitive university courses. Since the introduction of A* grades, for entry to the most selective universities it has become much more important to achieve A* and A grades in three A2 subjects than it has to achieve A and B grades in four or five subjects. Thus, girls generally study four subjects in the Lower Sixth and three at A2 – although there is flexibility in this – for example, Further Mathematicians will normally take five AS subjects.

In September 2015, as a result of national educational reforms driven by the then Secretary of State for Education, linear A levels will be introduced piecemeal. Thus, whilst assessment in some subjects will remain the same for another year, in other subjects AS levels will be ‘decoupled’ from A level – that is to say that marks gained in AS papers taken at the end of L6 will not contribute to the full A level taken at the end of the Upper Sixth. The GDST has been at the heart of national educational debate in response to these proposals and, in this new educational landscape, Bromley High School has profited from the highest quality curricular advice in creating the most advantageous A level curriculum for our girls. Academic Study The academic programme in the Sixth Form is enhanced by the Extended Project Qualification and Critical Thinking or Thinking Skills AS. Value Added results are outstanding - as independently assessed by CEM at the University of Durham. Academic standards are high: in 2016 Bromley High girls excelled with a 85% of grades at A*-B.   They had the highest acceptance rate at Russell Group Universities since 201*. Amongst the most popular universities this year were Bristol, Durham, Warwick, Exeter and Leeds and the creative strength of the Sixth Form was seen in the students accepting places to study Art at Central St Martin's or opting for Drama school. We work with each individual girl so that she achieves her best possible grades. A minimum of five hours of independent study per subject per week is expected.

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Entry to the Sixth Form Bromley High School is a selective school and therefore we expect our Y11s to sail into Sixth Form. However, A level study is academically challenging and requires high standards of personal motivation and maturity and therefore we will alert parents early in Y11 if their daughter’s progression to the Sixth Form is in doubt. For external applicants who are successful in their application to the Sixth Form, individual offers will be dependent on the achievement of specified GCSE targets.

We recommend that girls opt for subjects where they are likely to achieve an A or A* at GCSE – for Mathematics, Sciences and Languages an A grade is essential. C grade at AS is the minimum standard required to proceed to the more demanding A2 study in Year 13. Each girl’s academic progress is carefully monitored.

Academic Monitoring At the beginning of Lower Sixth, girls are assessed using the ALIS ability tests and target

grades are set. In Lower Sixth girls receive interim subject grades in the first half of the Autumn and

Spring Term. There is a Parents’ evening in the second half of the Autumn Term and a full report in the Spring Term. At the end of the Summer Term a 'transition to A2' short report is sent home.

Staff will discuss A2 UCAS predicted grades with students and these will be shared with parents.

In Upper Sixth girls receive interim subject grades in the first half of the Autumn and Spring Term. A full report is sent home at the end of the Autumn Term and there is a Parents’ Evening in the Spring Term. In the first half of the Summer Term a short report is sent home.

Tutor Groups in the Sixth Form Sixth Form tutor groups are small so that the form tutor can monitor academic progress on a personal level, challenging and encouraging students to set aspirational goals and develop

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those individual intellectual and cultural interests which provide balance to the academic rigour of A level study and which make a UCAS application stand out.

Life Skills is delivered in form groups and The Sixth Form has its own dedicated Assembly on Tuesday morning. A specialist company, Elevate Education, is employed to give a fresh impetus to study skills.

Registration takes place in tutor groups at 8.35 am and 1.55 pm. Exemplary punctuality and attendance are essential. Beyond A levels In the course of the Sixth Form you will develop personal skills and creative qualities through our co-curricular programme, leadership opportunities, community work and the House System. The enrichment programme provides for a broad, balanced and fulfilling day-to-day life at

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school. Students may participate in the Bromley Enterprise Scheme, undertake community service, learn to cook on a budget, take up Zumba or a variety of other sporting activities. These include team sports, yoga, aerobics, table tennis and badminton. In addition, Sixth Formers are important members of school squads and organise sports clubs for younger members of the school.

Music, Dance and Drama are an integral part of the Sixth Form life as Sixth Formers become leaders and soloists in a rich range of choral and orchestral performances and take leading roles on the stage.

Tutors will encourage every girl to test themselves with something new:

Helping in the Junior School Involvement in the Enterprise scheme Editing the Sixth Form Magazine Participation in our frequent overseas challenge projects and expeditions Running clubs and societies for younger members of the school, for example, the Christian

Union, Science club, Dance and Drama clubs, Debating Society, Academic Societies and many sports clubs.

Organising a Fashion Show and other fundraising events for charity Producing a School Yearbook. Pursuing the Duke of Edinburgh’s Award Scheme to Silver or Gold level. Involvement in voluntary work with the local community. Helping Heads of Department in the organisation of Academic Conferences. Each new

Sixth Form year group brings fresh ideas as girls initiate new clubs and socieites to reflect their own enthusiasms and passions.

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Responsibilities The Head Girl Team, comprising the Head Girl, two Deputies and several Senior Prefects, is elected in the course of Lower Sixth. House Captains are then elected and prefects selected. All Sixth Formers have the opportunity to become mentors for younger members of the school. The Head Girl meets with the Headmistress every week and she and her deputies chair the School Council giving the Sixth Form a powerful voice in the management and direction of the school.

Sixth Form Life The spacious common room was refurbished in summer 2012. It is the social hub of a friendly, happy and industrious Sixth Form – a relaxed and adult environment for young women preparing for university life.

The well-resourced library is available for private study and within the Sixth Form Centre there are daily newspapers, networked computers and wi-fi. Many Sixth Form lessons are taught in dedicated seminar rooms in the Sixth Form area but science, music and art lessons are all taught in subject specialist rooms.

Life in the Sixth Form gives girls the opportunity to develop independence and exercise their own judgement. The smart dress code aims to give girls the freedom to express their own style and individuality in the context of a purposeful working environment. Sixth Form students may also sign out of school at lunch hour.

Careers UCAS advice is skilled and systematic. Individual support and guidance is based on a combination of extensive expertise and intimate knowledge of individual girls, their talents and their aspirations.

GDST Alumnae Network and Bromley Old Girls All Sixth Formers gain a lifelong membership of the GDST Alumnae Network. In the Sixth Form you will benefit from the CareerStart programme provided through this scheme. You

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will also have the opportunity to make university visits hosted by former GDST students. With over 43,000 members the GDST Alumnae Network provides you with the opportunity to contact people in every profession, many of whom are in eminent positions. They may be able to provide you with work experience placements in the near future or professional contacts later in your career

Prizes and Awards

The GDST has a number of prizes and awards for Sixth Formers. One award which is exclusive to Bromley High School students is the Heather Lawes Travel Award which is allocated annually to a student or students who plan to travel for an extended period, usually during a GAP year - former students have travelled to Russia, Sri Lanka and other exotic destinations.

Sixth Form culminates in a Graduation Ceremony where every individual’s qualities and aspirations are recognised in a celebration of their unique contribution to the long history of Bromley High School.

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ART AND DESIGN Fine Art Examination Board: AQA Art and Design AS/A Level, is taught in purpose built studios by a forward looking, lively and innovative department. Pupils follow a challenging and stimulating course that encourages risk taking, independence and autonomy. Fine Art may be defined as work which is produced as an outcome of the students’ personal experience, rather than that which is created exclusively for a practical function. Work produced will demonstrate creative skills, and give visual form to individual thoughts, feelings, observations and ideas. Possible processes include painting, drawing, printmaking, sculpture, ceramics, textiles and alternative media (installation, site-specific work, assemblage, mixed media, digital, film and video). A breadth of study is encouraged which will allow candidates to develop a sound grounding in a number of areas whilst still exploring the subject in depth. Ideas are developed and inspired through the research of and investigation into the work of artists and designers both contemporary and past. Understanding is underpinned by regular visits to museums and galleries. Extra-curricular

Life drawing classes are offered to extend pupils drawing skills Pupils benefit from attending lectures by contemporary practising artists Study tours to European cities extend pupils visual, historical, political and social

experience. Recent destinations have been Florence, Rome and Berlin In order to study Fine Art at this level, pupils will be required to have achieved a GCSE in this subject.

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Photography A Level Examination Board: AQA Photography is offered in a purpose built studio housing a bank of Macs installed with Adobe Photoshop and a well-resourced darkroom. Pupils will learn how to control traditional, digital SLR cameras and other lens based media including film, creatively and how to use the darkroom in an imaginative way. Pupils will be taught through small workshops in photography including image manipulation, collage, montage techniques and be challenged to create high quality, personal photographic work. Ideas are developed and inspired through the research of and investigation into the work of photographers both contemporary and past. Understanding is underpinned by regular visits to museums and galleries. Extra-curricular

Life drawing classes are offered to extend pupils drawing skills to those who would like to

Pupils benefit from attending lectures by contemporary practising artists Study tours to European cities extend pupils visual, historical, political and social

experience. Recent destinations have been Florence, Rome and Berlin In order to study Photography at this level, pupils will be not be required to have achieved a GCSE in this subject or Art just a desire to engage and be inspired!

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Textile Design A Level Examination Board: AQA Textile Design involves creation, selection and manipulation across a variety of contemporary and traditional practice. The tools used in textile design are wide ranging - encompassing traditional hand crafts and computer aided technology. Textile design includes constructed textiles; dyed textiles; printed textiles; fine art textiles and fashion textiles. Coursework is developed across a range of media including drawing, painting, photography, print, sculpture, textiles, fashion and ICT. Ideas are developed and inspired through the research of and investigation into the work of artists and designers both contemporary and past. Understanding is underpinned by regular visits to museums and galleries. Extra-curricular

Life drawing classes are offered to extend pupils drawing skills Pupils benefit from attending lectures by contemporary practising artists Study tours to European cities extend pupils visual, historical, political and social

experience. Recent destinations have been Florence, Rome and Berlin In order to study Textiles at this level, pupils will be required to have achieved a GCSE in this subject. THE ART SCHOLARSHIP Selection for this is based upon a portfolio of work submitted to adjudicators in November and an interview for those who are short-listed.

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Scheme of Assessment

Units

Level Name Weighting AS

Weighting A2

1 AS Portfolio 60% 2 AS Externally Set Assignment 40% 3 A2 Personal Investigation 60% 4 A2 Externally Set Assignment 40% Unit 1 - Portfolio Broad course where pupils are challenged to develop ideas from a giving starting point in a range of media and materials Unit 2 – Externally set assignment The AS Unit 2 externally set assignment runs from February to May and includes a 10 hour timed examination. Pupils are able to choose their theme from 5 possible starting points and work in media of their own choosing. Unit 3 – Personal investigation Building on skills achieved in AS and exposed to more, pupils select their own starting point to develop their ideas from in media and materials appropriate to their intention. Unit 4 – Externally set assignment The A2 Unit 4 externally set assignment runs from February to May and includes a 15 hour timed examination to conclude the unit. Pupils are able to choose their theme from 8 possible starting points and work in media of their own choosing.

Formal assessments with feedback takes place throughout the year along with regular 1:1 tutorials. All units are marked internally and externally moderated.

An exhibition celebrating the work of our pupils is a highlight of the school calendar. Many of our pupils progress on to an Art Foundation course. Destinations are broad; from Central St Martins in London to Falmouth in Cornwall. News from our alumni see career paths in Architecture, Graphic Design, Textiles, Interior Architecture, Animation, Fine Art….

Careers Art and Design Architecture, Arts Management, a variety of Marketing specialisations, Communication developments including Broadcasting, Film, Television and Video as well as the more traditional fields of Advertising, Fashion and General Design, including graphics, product and interior. Many degree courses now offer combined subject areas with Art which offer diversity of specialisation useful in a career market which increasingly demands versatility from its prospective employees.

Photography Graphic Design, Photography, Photojournalism, Advertising, Medical photography, Forensic Photography, Media Industry and Television.

Fashion and Textiles Designing clothing, fabric or accessories, Design consultancies, Freelance design, Couturiers and bespoke tailors, or the challenge of Costume Design, working on costumes for TV, films and theatre at the beginning of pre-production. Textile designers create fabric designs and patterns for woven, knitted and printed materials, which can be used for clothing and interior furnishings. Art & Design A Level complements any subject choice; whether Law, Journalism, Architecture, Medicine, Marketing, Maths, English, Art History.

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BUSINESS Examination Board: Edexcel

The course aims to enable students to consider and evaluate the decisions made by businesses in a complex, dynamic and increasingly globalised environment.

Students develop a critical understanding of organisations, the markets they serve and the process of adding value. They will also become aware that business behaviour can be considered from a variety of perspectives - for example, ethical and environmental implications of decision making. Additionally the wider social, technological, legal, political and economic factors which influence business activity are studied in detail. Students may consider how demographic changes have led to the expansion of convenience food stores or how legislation influences business behaviour and costs (for example, maternity and paternity legislations) and the impact of macroeconomic factors on businesses.

Newspapers, internet sources, specialist publications, and television programmes are integral to keeping up to date with the ever-changing nature of Business Studies. In order to bring to life the theoretical material studied in the classroom we try to bring successful local entrepreneurs into school to talk to Business Studies students. There may also be an opportunity to visit businesses in the European Union - in the past we have visited businesses in Strasbourg, Lille and Brussels. We also organise a biannual residential trip to the West Midlands where we observe manufacturing production, visiting the JCB and JLR (Jaguar Land Rover) factories amongst others. The department has also offered the opportunity to consider the international perspectives of the business environment and the increasing impact of a globalised business environment; overseas trips to New York and San Francisco have been offered this year and in recent years.

Course Content AS The two Business Studies AS modules focus on the skills of interpretation, analysis and evaluation. Accounting and Finance considers the sources of finance available to a business and basic cash flow management. Students also calculate and interpret various accounting ratios; consider the 4Ps (i.e. price, product, promotion, place) of the marketing; mix and develop and co-ordinate the marketing plan with other business functions such as operations, personnel and finance.

Assessment AS Examinations include data response questions, short answer questions, extended data response stimuli questions and essays.

Full A Level

There are three papers at Business studies A2 level; all examinations are 2 hours and are of equal weighting.

Paper 1 Business 1 This paper comprises data response/comprehension questions, short answer questions and a choice of essay questions.

Paper 2 Business 2 This paper consists of three data response compulsory questions made up of either three or four part questions.

Paper 3 Business 3

This paper comprises one compulsory case study with six questions.

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A2 Business takes a holistic approach to the subject and focuses on the inter-related nature of business using contemporary models, theories and techniques. The approach supports analysis of contemporary business issues and situations to provide a dynamic specification. An appreciation of the topical economic environment is also essential in being able to understand the influences on business so key economic concepts and theories are considered. The content is designed to engage students through topics and issues that are relevant today; students will study key contemporary developments such as digital technology, business ethics and globalisation. Careers Business fits in with almost any combination of subjects. It may be studied in combination with Economics at AS but students should seek specialist careers advice if they wish to continue both subjects to A2 as, for some courses, a few universities take the view that there is too great a degree of overlap between the courses. Many of our Business students go on to study a business orientated degree. An appreciation of business is a marketable skill to have whatever career path is to be followed whether that be entrepreneurial or within a corporate environment.

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AS CLASSICAL CIVILISATION (CLASSICS) Examination board: OCR

Classical Civilisation (Classics) combines the skills required for studying History and English Literature. Students develop an understanding of the ancient world, its literature, culture and civilisation and develop analytical and discursive skills through the study of some of the greatest literature of the western world.

AS Unit 1: Britain in the Roman Empire This topic looks at the wide ranging and radical transformation of Britain under Roman rule through areas such as town development, transport, industry lifestyle and religion. By paying close attention to literary evidence from the time, and the ever increasing archaeological material students will need to debate how far Britain actually resisted Roman influences. Key topics of study will include Claudius’s invasion, Boudicca’s rebellion, and the expansion north under Agricola.

Unit 2: Homer: the Odyssey This topic looks at the Odyssey, and its hero, Odysseus. This poem is one of the earliest pieces of western literature, and as such lies at the root of European Civilisation. Modern readers can easily connect with its depiction of the hero’s suffering at the hands of the god Poseidon and his support from the goddess Athena in his quest to return home to his wife, Penelope, after the fall of Troy. Great stories such as that of the Cyclops, a one-eyed man-eating giant, or the sorceress, Circe, who turns Odysseus’s men into pigs, provide adventure and entertainment, whilst also raising deeper questions about human conduct.

A2 Unit 3: Roman Britain: life in the outpost of the Empire The principal focus of this unit is on history, society and values, and it builds directly upon the work covered in the lower sixth. The unit is also concerned with archaeology, art, architecture and religion. Candidates must study the Roman presence in Britain and the ways in which the Britons’ lives were affected by the Romans.

Topics � the government and administration of Roman Britain; � urbanisation and the towns of Roman Britain; � villas, agriculture and the countryside in Roman Britain; � roads in Roman Britain; � the economy of Roman Britain; � art in Roman Britain, including sculpture, mosaics, wall-paintings and pottery; and � religion in Roman Britain, including Celtic religion, Roman religion, the imperial cult and foreign cults.

Unit 4: Virgil and the world of the hero The principal focus of this unit is on literature, society and values. The unit is also concerned with history, politics and religion. Candidates study the prescribed books selected from Virgil’s Aeneid and Homer’s Iliad and the following areas: � the composition of both epics; � narrative techniques including speeches and repetition; � descriptive techniques including similes and imagery; � themes within the epics including: heroism, honour and reputation, family, women, the role of the gods, the power of fate, the portrayal of war, moral values and the role of Aeneas in Rome’s imperial destiny.

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AS LATIN (new for 2016) Examination board: OCR

Unit 1 Latin Language (1 hour 30 mins; 50% of the total mark) Candidates will translate two passages of Latin into English. This should prove fairly straightforward for students who have studied Latin to GCSE level as they will have studied almost all of the grammar. This paper is designed to hone students’ translation skills and to introduce them to a wide variety of Roman stories and texts.

Unit 2 Latin Literature (2 hours; 50% of the total mark) Candidates study two Latin writers such as Ovid and Cicero. As literature is not currently studied at GCSE, there will be taster sessions available to current Year 11s and also there will be a gentle introduction to literature at the start of Year 12. Ovid was reputedly Shakespeare’s favourite writer and the influence of his most famous text, the Metamorphoses, is evident in his plays. Cicero was a famous lawyer in his day and prosecuted notorious criminals and corrupt politicians. We will study one of his law court speeches analysing the content and the style Cicero uses to present his arguments. The examination consists of comprehension questions and a short essay. A2 LATIN (new for 2016) Examination board: OCR Unit 1 Unseen Translation (1 hour 45 minutes; 33% of the total mark) Unit 2 Comprehension (1 hour 15 minutes; 17% of the total mark) Unit 3 Prose Literature (2 hours; 25% of the total mark) Unit 4 Verse Literature (2 hours; 25% of the total mark) The 4 Units studied at A2 are an expanded version of the Units offered at AS with more variety on offer and more opportunity to study Latin writers. Careers Employers and Universities value the study of Classics because it is an indication of academic prowess and it teaches transferable skills like problem solving and attention to detail. Popular careers for Classicists include Politics, Journalism and Law.

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DANCE Examination Board: AQA “Dance is the hidden language of the soul of the body” – Martha Graham Dance at A Level provides candidates with the opportunity to acquire experience of performance and choreography and to engage in critical thinking about dance. The content allows candidates to study a subject which can be extended through higher education and promotes a healthy lifestyle through an awareness of the importance of exercise and training. This subject requires students to choreograph, perform and analyse in detail, therefore at least grade A in GCSE Dance is required. Subject Content A-Level Students must complete both assessment components. Component 1: Performance and Choreography � Solo performance linked to a specified practitioner within an area of study � Performance in a quartet � Group choreography Component 2: Critical engagement Knowledge, understanding and critical appreciation of two set works. � One compulsory set work within the compulsory area of study � One optional set work within the corresponding area of study, from a choice of four. Assessment Component 1

Component 2

50% of A-level

50% of A-level

Practical exam 80 marks

Written exam: 2 hours 30 minutes 100 marks

Non-examination assessment (NEA) marked by an external assessor from AQA during a visit to the centre or at a hub centre. Visits will normally take place between March and May.

Questions Two sections:

Section A: short answer questions (25 marks) and one essay question (25 marks) on the compulsory set work/area of study.

Section B: two essay questions on the second set work/area of study

(25 marks for each essay).

There is a wide range of extra-curricular activities on offer in the dance department where students are encouraged to get involved as both choreographers and performers. Activities include an annual Dance Production, workshops with outside dance artists, performance evenings for examination subjects and leading dance clubs for younger pupils.

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Careers This course provides a strong foundation to:

higher education in Dance, Performing Arts and PE professional training professional employment

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DESIGN TECHNOLOGY: PRODUCT DESIGN Examination Board: AQA Advanced Subsidiary 5551, Advanced 6551

Course Outline As a natural progression to GCSE Product Design, the Design Technology department offer both AS and the full A2 level qualification in Product Design. Both are based loosely on the GCSE format. This encourages students to design, create, sculpt, problem solve and most importantly innovate. Communication skills, practical knowledge and presentation techniques are developed in a format that encourages students to think and design laterally. As the course is so flexible students may write their own briefs to design and make a number of products or concentrate on one – such as furniture design. Grade A in GCSE Design Technology is required.

Scheme of Assessment AS Unit 1 Written paper 2 hours 50% of the AS 25% of the A level Materials and Components Where students have the opportunity to work with and study a variety of materials so that they understand the working characteristics, physical properties, cost and availability, which influence the choice of materials in design situations. This specification also considers broader issues for the designer, including the environmental sustainability of products and consumer safety.

AS Unit 2 Coursework 50hrs 50% of the AS 25% of the A level Portfolio In a similar format to the GCSE Product Design, students work through a variety of design

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problems and produce finished pieces as a practical realisation – this may include a Bauhaus or Post-modernist inspired product, a piece of jewellery or a scaled product model of an electric guitar. The emphasis is on innovation, accuracy and quality.

A2 Unit 3 Written paper 2 hours 25% of the A level Design and Manufacture Students study the work of other designers along with the manufacturing systems and materials used in the production of commercial products. Through critical appraisal of specified products, students will understand how materials and components are utilised to become a design realisation. A2 Unit 4 Coursework 60hrs 25% of the A level Portfolio Similar to Unit 2, but students develop their own briefs leading them to design and manufacture a single, substantial product. Previous projects have included storage systems, furniture and architectural modelling.

Careers

Product Design should be considered by anybody with an interest in design and especially by students considering a career in interior design, surveying, theatre design, architecture, fashion design, product design, engineering and any other design orientated career. It is also a useful qualification for students needing to demonstrate manual dexterity, as required in dentistry.

Product Design is an exciting and fulfilling way to advance three-dimensional perception, understanding of aesthetic and general design and make skills.

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DRAMA AND THEATRE STUDIES Examination Board AQA

The Theatre Studies course aims to:

Encourage students to develop their interest and enjoyment of drama and theatre, through experience as members of an audience and through development of theatre skills in their own practical work;

Develop students’ knowledge and understanding of the social and cultural context of

drama and theatre, through detailed study of dramatic texts, and the work of prescribed theatre practitioners;

Develop students’ ability to respond critically and sensitively to a range of drama texts

and to theatre in performance. Good team work is a vital part of the course but independent learning is also essential. Visits to productions are a regular and compulsory element of the course. Scheme of Assessment Unit 1: Written Examination Study of 2 prescribed plays; study of live theatre seen Unit 2: Practical Coursework Presentation of Devised Drama – work is based on the

methodology of one influential practitioner Unit 3: Practical Examination Presentation of Text Based Drama – work is based on

the methodology of a different influential practitioner

Whilst Units 2 and 3 are essentially practical, candidates have to produce working notebooks documenting and analysing the stages of preparation as a core part of the assessment. Throughout the course, students are required to make connections between different theatrical approaches and dramatic forms, and to comment analytically on their significance.

Careers Drama and Theatre Studies A Level combines well with English, DT, Art, Music, History and Modern Languages and offers a valuable broadening experience for Mathematics and Science

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students. Most universities now accept the AQA specification as a third A level and recognise the teamwork skills fostered by drama. Drama and Theatre Studies may lead on degrees in English, History, Art, Photography, Fashion, Psychology, Sociology, Media, Education and Public Relations. Acting is still a notoriously competitive profession but a degree in Drama could lead to a career in many other areas, such as stage design, stage management, any arts administration, teaching, media and communication and all professions involving presentation and oral skills, including legal and medical professions.

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ECONOMICS Examination Board: Edexcel

Economics is a highly regarded academic discipline, the application of which is relevant to the real world. Every news programme, political debate and discussion, and many of our everyday conversations are littered with economic concepts.

The study of Economics teaches you how to think, to analyse numerical and written data, to evaluate different points of view and to express yourself clearly on paper and verbally in class discussion. There is no requirement for prior study at GCSE. What is imperative is a keen awareness of topical issues and an appreciation of the links between the economic and political environment. AS Theme 1: Introduction to markets and market failure. This is an examination of the micro economy, including basic micro economic models such as demand and supply, the operation of the price mechanism and causes of market failure. Key concepts are the economic problems of scarcity and choice. Paper 2: The UK economy - performance and policies This is an introduction to macroeconomics i.e. to give a theoretical understanding of the national and international economy, considering issues such as unemployment, inflation and economic growth. Students develop a good knowledge of recent trends and developments in the UK economy and the complexity and conflicts that may arise with regard to government economic policies. Assessment for Themes 1and 2 is in the form of data response questions based on contexts provided and essay writing that necessitates an analytical and evaluative approach.

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A2 For the full A level, students prepare for three papers but study four themes Paper 1 Markets and business behaviour Paper 2 The national and global economy Paper 3 Microeconomics and macroeconomics The content for Theme 1 and Theme 2 is the same for the AS and A level Economics qualifications but A level students study additionally: Theme 3 Business behaviour and the labour market Theme 4 A global perspective Papers 1 and 2 are 90 minute examinations comprising data response questions and an essay. Paper 3 is a two hour exam comprising a broader range of data to interpret and analyse and an essay that requires data interpretation. The A2 Economics specification provides opportunities for pupils to apply their knowledge and skills to real-life case studies and data exercises. Students apply economic theory to the analysis of current economic problems and issues, gaining an appreciation of the interrelationship between micro and macroeconomics. Careers Economics is a subject which combines with almost any other and is highly respected by Russell Group universities and employers. It makes an excellent foundation for courses in any subject at university. Economics graduates have some of the highest average graduate starting salaries* as the skills acquired at A level and beyond are very marketable and can be very lucrative in today’s increasingly competitive environment.(Institute of Fiscal Studies/BBC News 13/04/2016).

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ENGLISH LITERATURE Examination Board: Edexcel Discussion, debate and deliberation are common features of this popular A Level choice and our outstanding results reflect our students’ commitment and enjoyment of the course. Students study a fascinating range of genre and texts and are given the opportunity to pursue independent study for their coursework component. Whether students wish to continue to study English Literature at University or simply continue their love of reading and hone their analytical skills, this subject does not disappoint. Students are also given the opportunity to attend theatre trips, poetry readings, A Level lectures( at Senate House, UCL) enter creative writing competitions, watch literary festivals and take part in debating and The English Society. Course content The four components to this course are: drama (30%), prose (20%), poetry (30%) and coursework (20%). Coursework has to be completed in Year 13. Component 1: Drama Students study one Shakespeare play and one other drama from either tragedy or comedy as well as a set of critical essays related to the Shakespeare play and provided by Edexcel. This provides an interesting set of responses to how Shakespeare has been viewed and received since his period of writing. Overview of Assessment: This is a written examination lasting 2 hours and 15 minutes and clean copies of the text are allowed (open book). Component 2: Prose Students will study two prose texts from a chosen theme such as ‘Childhood’, ‘Crime and Detection’, ‘The Supernatural’ or ‘Women in Society’. At least one of the prose texts must be pre 1900. Students will then answer a comparative essay question from a choice of two. An excellent range of texts available for study include, ‘The Picture of Dorian Gray’, ‘The Little Stranger’, ‘Atonement’, ‘Wuthering Heights’ and ‘Never Let Me Go’. Overview of Assessment: This is a written examination lasting one hour (open book). Component 3: Poetry Students study contemporary poems from ‘The Forward Book of Poems’ and either a range of poems from a literary period such as The Romantic Poets or a named poet from within a literary period such as TS Eliot or Philip Larkin. The contemporary poets studied are both exciting and challenging and all are writing and commenting on our contemporary society. Overview of Assessment: This is an open book written examination lasting 2 hours and 15 minutes. Component 4: Coursework Students have a free choice of two texts to study in detail with support from the Department. The texts must be different to those studied in the Components 1,2 and 3 and must be complete texts; it is recommended that they are linked by theme, movement, author or period. Overview of Assessment: Students must produce one extended comparative essay referring to both texts with an advisory word count of between 2,500 and 3,000 words in length.

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Career pathways: A Level English Literature is widely acknowledged to be an academically rigorous subject that demands key analytical and evaluative skills from students. An English Literature degree continues this discipline and potential employers recognise this. Students may pursue a career in: journalism and the media, publishing, public relations, marketing, copywriting, advertising, Law, politics and the civil service (and many more).

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GEOGRAPHY Examination Board: OCR What other subject tells us so much about the great issues of the age – global change, natural and human? Geography is essential in this age of globalisation and the A level course places emphasis on global issues of current and future relevance Students will develop a knowledge and understanding of the key concepts of place, space, diversity, interdependence, people-environment interaction, the processes associated with these, and change over time. They will use a range of skills and techniques and will study at a range of scales from local to global. Students will be expected to consider new ideas about the changing nature of Geography in the 21st century and to critically reflect on, and evaluate, the potential and limitations of approaches used both in and outside the classroom. A level course content There are three externally assessed examinations and an individual investigation based on field work (20%). AS field work is externally examined and there is no coursework. Physical Systems

Coasts Carbon cycle (focus on tropical rainforests) Water cycle (focus on The Arctic)

Human Interactions

Changing spaces, making places Global connections – global migration and Powers & Borders

Global Debates

Climate change Hazardous Earth

Investigative Geography

Individual investigation based on field work. AS candidates sit an external examination. There will be a residential field trip during Year 12 to the Jurassic Coast in Dorset. The department also offers a bi-annual optional trip to Iceland.

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Careers “[Geographers] are numerate, computer literate, analytical, good communicators and generally pretty personable, which comes through field work and team working” (David Lambert, Chief Executive of the Geographical Association). Geography A level complements many subjects and popular combinations include Biology, Chemistry, Physics, Mathematics, History, Economics, Politics and ICT. The choice depends on personal interest and career ambitions. The A Level course would suit students who enjoyed the GCSE course and who have an interest in the interactions between Physical and Human processes in the modern world. Geographical skills and knowledge are relevant to many careers and geographers are highly employable in related fields but also careers including finance, marketing, insurance, public relations, human resources, law and management. The Geography Department Additional support can be found at our weekly clinic and there is also a Geography Society for A Level students providing the opportunity to discuss issues beyond the curriculum. We have a dedicated Twitter site from which we keep students up to date with exciting geographical news and events (@BHSGeogRock). The subject is a very popular A level option and many of our geographers choose to continue to study the subject at university (just under half of the 2015 cohort). We have a strong record of successful examination results. 70% of Geography A level results in 2015 were A*/A (30% of overall grades were A*).

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GOVERNMENT AND POLITICAL STUDIES Examination Board: Edexcel

Course Outline Politics is a dynamic subject. The emphasis of this course is a study of contemporary politics of the UK and USA. Previous study of GCSE History is not necessary required but students should have at least an A grade in a Humanities subject or English to demonstrate competence in written argument. Students must be willing to keep up-to-date with current affairs by reading widely and listening to the news on the television, radio and new media.

AS Unit 1 People and Politics Topics: Political concepts, political parties, pressure groups and electoral systems. For example, we consider why membership of political parties is falling but membership of pressure groups increasing. Why is it that some pressure groups are more successful than others? The nature of electoral systems is also studied and the advantages and disadvantages of majority and proportional systems are debated. Unit 2 Governing the UK The ‘nuts and bolts’ of the British system: how the UK is governed and who has power within the British system. We examine the nature of the British Constitution and the role of the judiciary and assess its ability to safeguard civil liberties.

A2 Unit 3 Representative Processes in the USA This topic looks at the representative processes of the US political system and considers their adequacy in terms of popular participation and full democracy. Unit 4 Governing the USA This topic examines the institutional framework of US government and considers the interrelationships between its legislative, executive and judicial processes and the health of US federalism.

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Scheme of Assessment UNIT TITLE ASSESSMENT

1 People and Politics Exam: 1hr 20 mins 2 Governing the UK Exam: 1hr 20 mins 3 Representative Processes in the USA Exam: 1hr 30 mins 4 Governing the USA Exam: 1hr 30 mins

Visits Visits to Parliament at Westminster are arranged which help to bring the subject alive for students. In recent years the department has also been involved in a Student Parliament at Westminster. Students also regularly participate in a Model United Nations conference for schools.

Careers

You do not have to want to be a politician to study Politics at AS/A2 level. The study of politics will allow you to develop skills and assimilate knowledge that will be useful throughout your life, whatever career path you choose. The course provides the opportunity for students to develop their knowledge of current affairs and encourages students to construct logical coherent arguments based on reasoned evaluation and analysis. These skills are particularly useful at University regardless of the subject studied.

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HISTORY Examination Board: Edexcel “History is not a burden on the memory but an illumination of the soul” History at Advanced Level is designed for those who have studied History at GCSE and enjoyed learning, thinking, challenging and questioning. At least an A grade at History GCSE is required as a foundation for A level. It is an opportunity for students to take responsibility for their own learning; to read independently, to investigate key issues and understand the contribution of important individuals.

Route G Paper 1 Breadth Study with

Interpretations Germany and West Germany 1918-89

Exam 2 hrs 15mins

Paper 2 Depth Study Rise and Fall of Fascism in Italy

Exam 1 hr 30mins

Paper 3 Themes in Breadth with Aspects in Depth

Protest, Agitation and Parliamentary Reform in Britain 1870-1928

Exam 2 hrs 15mins

Personal Assignment

Coursework Origins of the First World War

Careers A level Historians learn, recall and deploy information; use it to advance an argument; understand and evaluate evidence from a variety of primary and secondary sources and comment on the content and the tone of the evidence. They present research in a coherent form, arriving at a balanced conclusion. History at Advanced Level would be an excellent preparation for its study at University or a similar Humanities subject. It can also be a sound preparation for the professions: law, education and journalism.

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COMPUTER SCIENCE (7516/7517) As this is a highly academic subject we would expect those who opt for this A Level to have achieved a minimum grade A in both Mathematics and Physics at GCSE. AS Overview

Fundamentals of programming Fundamentals of data structures Systematic approach to problem solving Theory of computation Fundamentals of data representation Fundamentals of computer systems Fundamentals of computer organisation and architecture Consequences of uses of computing Fundamentals of communication and networking.

AS Assessment Paper 1 This paper tests a student’s ability to program, as well as their theoretical knowledge of computer science. Assessed On-screen exam: 1hour 30 minutes – 50% of AS Paper 2 This paper tests a student’s ability to answer questions from theoretical topics ranging from fundamentals of data representation to fundamental of communication and networking Assessed

Written examination: 1 hour 30 minutes – 50% of AS A Level A Level Overview

Fundamentals of programming Fundamentals of data structures Fundamentals of algorithms Theory of computation Fundamentals of data representation Fundamentals of computer systems Fundamentals of computer organisation and architecture Consequences of uses of computing Big Data Systematic approach to problem solving Non-exam assessment - the computing practical project.

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Assessments Paper 1 This paper tests a student’s ability to program, as well as their theoretical knowledge of computer science. Assessed: On-screen exam: 2 hours 30 minutes – 40% of A Level Paper 2 This paper tests a student’s ability to answer questions on subject content Assessed: Written exam: 2 hours 30 minutes – 40% of A Level Non-exam assessment The non-exam assessment assesses student’s ability to use the knowledge and skills gained through the course to solve or investigate a practical problem. Students will be expected to follow a systematic approach to problem solving. Assessed 75 marks in total – 20% of A Level Careers In addition to Computer Science itself, the subject provides excellent foundation for any science, technology, engineering or mathematic degrees. Computer Science students go on to a wide range of careers, including games developer, multimedia programmer, network engineer, systems analyst, software developer to name but a few.

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MATHEMATICS Examination Board: Edexcel

“One must learn by doing the thing; though you think you know it you have no certainty until you try.” Sophocles

Studying Mathematics helps you develop skills of analysis, logical argument, problem solving and communication and it is very enjoyable for its own sake. Students learn by doing and develop a determination not to be beaten by a problem. An A or A* grade is required at GCSE. Course Outline Pure Mathematics is a continuation of the GCSE topics of algebra, trigonometry, graphs, vectors and new topics such as calculus and complex numbers. Mechanics applies mathematical ideas to practical problems involving force and motion. Topics include kinematics, projectiles, energy, momentum and equilibrium. Mechanics is recommended for Physics students. Statistics builds on GCSE knowledge of probability. Students encounter a variety of statistical distributions and learn how to interpret and test data. Statistics is recommended for Biology, Geography, Economics, Psychology and the Humanities. Scheme of Assessment AS 3 units examined by papers of 1 hour 30 mins. All candidates take C1 and C2 plus either Mechanics 1 or Statistics 1. A2 6 units examined by papers of 1 hour 30 mins. All candidates take C1-4, the four Pure Mathematics modules. The remaining 2 modules can be Mechanics or Statistics or a mixture. Further Mathematics A challenging course for those intending to study degrees in Mathematics, Physics, Engineering or Economics. Further Mathematics consists of two Further Pure modules plus four other modules which can be Pure, Mechanics, Statistics or Decision mathematics. The AS Further Mathematics requires an AS Further Pure module and allows a choice for the other two modules. This AS module introduces you to the delights of complex numbers and matrices. Careers You will have the opportunity to go to lectures and pre-university conferences to widen your knowledge and each year some girls gain places to study maths at university in some form, such as maths, maths and management, maths and statistics, maths and languages. Qualifications in Mathematics are always in demand as success is proof of a candidate’s confidence in problem solving. Maths qualifications will help you find a career – it could be anything from the study of black holes to architecture to international banking As a subject it can either support the sciences or provide a good contrast with long essay subjects.

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MODERN FOREIGN LANGUAGES French, German and Spanish Examination Board: AQA Study of languages gives students a degree of academic rigour and a better understanding of a wide range of current topics and cultures. It widens horizons and imbues a greater tolerance towards different ways of life and attitudes. As at GCSE, the emphasis of the course is on acquiring excellent communication skills. Speaking and listening are as important as reading and writing and the main difference lies in the breadth and depth of knowledge expected and the flexibility with which this knowledge can be used. Course Content AS Social issues and trends

Artistic culture Film or literary text Grammar

A2 Social issues and trends Political and artistic culture Film and literary text Individual research project Grammar

Assessment The AQA A-level specification builds on the knowledge, understanding and skills gained at GCSE. It constitutes an integrated study with a focus on language, culture and society. It fosters a range of transferable skills including communication, critical thinking, research skills and creativity, which are valuable to the individual and to society. The content is suitable for students who wish to progress to employment or to further study, including a modern languages degree. AQA specification:

Social issues and trends: Aspects of French/ Hispanic/ German society Multiculturalism in French/ Hispanic/ German society

Political and artistic culture Artistic culture in the French/ Hispanic/ German speaking world Aspects of political life in the French/ Hispanic/ German world

Grammar Works

Literary texts and films: student must study either one text and one film or two texts. Individual research project

Assessments: AS: Paper 1: Listening, reading and writing 90 marks 45% of AS Paper 2: Writing 50 marks 25% of AS Paper 3: Speaking 60 marks 30% of AS A Level: Paper 1: Listening, reading and writing 100 marks 50% of A Level Paper 2: Writing 80 marks 20% of A Level Paper 3: Speaking 60 marks 30% of A Level

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As well as using a variety of recommended textbooks, we also employ a wide range of up-to-date material from newspapers, magazines, the internet, TV, radio and film. All four skills are constantly practised and there is great emphasis on grammatical accuracy and acquiring a wide vocabulary. Girls are expected to read around the subject and to keep abreast of current affairs at home and abroad. The formation of individual opinions and the discussion of these are a key part of the course. Each girl has an individual lesson with the language assistant every week during which, in addition to general conversation.

T Trips We organise cultural visits to the target language countries for Year 12 (Rouen, Berlin, Barcelona). These not only provide an insight into modern France, Germany and Spain but also give a great deal of historical background to the course. It is also an opportunity for girls to gel as a group. Girls are encouraged to undertake a week of work experience abroad through the company Halsbury during October or February half terms, or at Easter.

Careers Competence in a foreign language can greatly enhance career possibilities, whether in its own right in, for example, teaching or interpreting or in combination with other skills such as law or the business world. Skilled linguists are particularly appreciated in all fields of employment, especially since numbers studying languages nationally have dropped.

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MUSIC Examination Board: Edexcel

“Music is about getting excited about sound” - Professor John Paynter

Studying music at A Level gives extra validation to all the work that is put into practising. Music compliments all A level combinations and demonstrates that you can ‘perform’: you can ‘perform’ under pressure and to an audience; you can ‘deliver’ and meet deadlines; you can work as a team, and you can lead a team. Course Content AS and A Level music extends skills of Performing, Composing and Listening, and encourages a holistic approach to the subject. There are no limits on the instruments or voices and types of repertoire presented in performance, encouraging study of the widest possible range of music from folk, popular and classical traditions of non-Western origin to Jazz and the Western classical and popular traditions.

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Scheme of Assessment AS Component 1: Performing

A minimum 6 minute assessed performance of solo and / or ensemble music on any instrument, in any style. Performed as a recital in March.

Component 2: Composing

Two compositions, one to a brief and one other either free or set to a brief. Each piece must be a minimum of 2 minutes.

Component 3: Appraising

90 minute examination paper: Listening to extracts of set works and answering questions, short melody/rhythm completion exercise. Extended Response two essay questions relating to studied set works.

A2 Component 1: Performing

A minimum 8 minute assessed performance of solo and / or ensemble music on any instrument, in any style. Performed as a recital in March.

Component 2: Composing

Two compositions, one to a brief and one other either free or set to a brief. Combined total minimum of 6 minutes.

Component 3: Appraising

2 hour examination paper: Listening to extracts of set works and answering questions, short melody/rhythm completion exercise. Extended Response two essay questions relating to studied set works.

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Careers All candidates should be competent, active, practising musicians with some experience and grade V Theory standard knowledge. It is desirable to have achieved an A or A* at GCSE in Music. Music complements all subject combinations. Universities and employers are looking for breadth of experience, knowledge and skills and value the course for its academic and creative qualities. Many career paths are available: Conservatoire, music degree at university, joint degrees, teacher training, Music Therapy, television and recording, arts administration, Music Technology, Music publishing, etc. Extras: There is a wide range of extra-curricular activities on offer in the Music department; you would be welcome to join as many as you wish. There are regular concerts in school, in the local community, in major London venues and around the World. Regular visits to concerts of all types, ballet, opera and workshops are organised.

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PHILOSOPHY AND THEOLOGY Examination Board: Cambridge Pre-U

Many people have suggested that science was the ‘new religion’ of the 19th century. If this is the case, surely philosophy is the ‘new religion’ of the 21st century, for exactly the same reasons; that is, it enables an individual to question what he or she is told, and to reach his or her own conclusions.

As such, the study of the Philosophy, Theology and Ethics develops an inquiring mind, the ability to analyse a point of view, the ability to develop and reason through an argument, and the ability to reach a logical and justified conclusion.

By the end of the course candidates will be able to select and demonstrate relevant knowledge and understanding through the use of evidence and correct language and they will be able to sustain a critical line of argument justify a point of view.

Scheme of Assessment SYLLABUS

PAPER 1 Introduction to Philosophy and Theology

Examination 2 hrs 15 mins

Foundational debates in philosophy Foundational debates in epistemology Ethics The nature of belief Conscience, free will and determinism

PAPER 2

Topics and Keys Texts in Philosophy and Theology 1

Examination 2 hrs

Topic 3 - Philosophy of religion Arguments for the existence of God Religious Experience Religion, science, evil and life after death

PAPER 3 Topics and Key texts in Philosophy and Theology 2

Examination 2 hrs

Topic 2 - Ethics Christian ethics Other ethical theories Applied ethics

Careers Philosophy and Theology is readily accepted by the best universities and employers alike as it is recognised as enhancing thinking and evaluative skills. Students who have taken Religious Studies at Bromley High have gone on to read a variety of subjects at university including Philosophy, Medicine, Psychology, Anthropology, Sociology, Law, Chemistry, English, Drama and Mathematics. They have read these subjects at universities including Oxford, Cambridge, Essex, Southampton, London School of Economics, Edinburgh and other such outstanding institutions. Morality without religion is only a kind of dead reckoning - an endeavour to find our place on a cloudy sea by measuring the distance we have run, but without any observation of the heavenly bodies.

Henry Wadsworth Longfellow

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PHYSICAL EDUCATION Examination Board: AQA

Course Content The course develops students’ knowledge and understanding of how:

different factors combine together in varying ways, to influence the quality of performance in a variety of physical activities;

performance can be improved through practice and by analysis and evaluation This is a challenging, but rewarding specification that requires not only a great degree of theoretical understanding and application, but also a high level of personal practical performance. It is not necessary for pupils to have studied GCSE Physical Education, although it is desirable for pupils to have achieved Grades A-B in GCSE, or the equivalent, in English and Science. Learning is underpinned by its application in the coursework through the practical performance assessments. Overview: 70% Theory – 2 exam papers, 2 hours long each. (AS 1 exam paper, 2hrs long)

30% Practical – internally assessed. Students can be assessed as a coach or performer

– in 1 sport – in a fully competitive situation. Subject Content

applied anatomy and physiology skill acquisition sport and society exercise physiology (A2 only) biomechanical movement sport psychology the role of technology in sport (A2 only)

Written Assessments (70%):

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Paper 1: Applied anatomy and physiology Skill acquisition Sport and society

Paper 2: Exercise physiology and biomechanics Sport psychology Sport and society and technology in sport

Style of Questions Both papers will follow the following structure: • Section A: multiple choice, short answer and extended writing (35 marks) • Section B: multiple choice, short answer and extended writing (35 marks) • Section C: multiple choice, short answer and extended writing (35 marks)

Paper 1 Paper 2 Applied anatomy and physiology Cardio-respiratory system Cardiovascular system Respiratory system Neuromuscular system The musculo-skeletal system and analysis

of movement in physical activities Energy systems

Exercise physiology Diet and nutrition and their effect on

physical activity and performance Preparation and training methods in

relation to maintaining physical activity and performance

Injury prevention and the rehabilitation of injury

Biomechanical movement Biomechanical principles Levers Linear motion Angular motion Projectile motion Fluid mechanics

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Skill acquisition Skill, skill continuums and transfer of

skills Impact of skill classification on structure

of practice for learning Principles and theories of learning and

performance Use of guidance and feedback Memory models Efficiency of information processing

Sports Psychology Aspects of personality Attitudes Arousal Anxiety Aggression Motivation Achievement motivation theory Social facilitation Group dynamics Goal setting Attribution Self-efficacy Leadership Stress management

Sport and society Emergence of globalisation of sport in the

21st century Pre-industrial (pre-1780) Industrial and post-industrial (1780 –

1900) Post World War II (1950 to present The impact of sport on society and of

society on sport Sociological theory applied to equal

opportunities

Sport and society and the role of technology in physical activity and sport Concepts of physical activity and sport Development of elite performers in sport Ethics in sport Violence Drugs Sport and the law Impact of commercialisation on physical

activity and sport and the relationship between sport and the media

The role of technology in physical activity and sport

Practical coursework (30%) 15% of the assessment is for the practical and 15% of the assessment if for the analysis and evaluation of performance. Practical (15%): The practical assessment will be marked out of three areas of assessment, each worth 15

marks (45 marks total). The analysis and evaluation of assessment will be marked out of 45: analysis (20 marks)

and evaluation (25 marks).

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List of activities: Athletics Badminton Basketball Boxing Camogie Canoeing Cricket Cycling Dance Diving Equestrian Football Gaelic football Handball Hockey Hurling

Kayaking Lacrosse Netball Rock climbing Rowing Rugby league Rugby union Sculling Skiing (must be on snow) Squash Swimming Table tennis Tennis Trampolining Volleyball

Performance analysis assessment (analysis and evaluation) (15%) Written coursework

Students are required to analyse and evaluate, using appropriate theoretical content included in the specification, a performance as either player/performer or coach, in one activity from the specification. Students can analyse and evaluate their own performance or the performance of another, as long as it is in an activity that is from the specification. Students will be assessed on their performance analysis assessment in the following two skills: • Analysis (20 marks) • Evaluation (25 marks)

o All causes and corrective measures used by the students must be from the theoretical content within the specification.

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o Students may choose just one cause/corrective measure (to show depth of knowledge)

or they may choose to discuss more than one relevant cause/corrective measure (to show breadth and depth).

o In the role of coach the student will analyse others’ performances within a fully

competitive game/formal conditions and discuss the impact that their weakness(es) have on the performance being analysed. More than one weakness in the performance may be identified, but students must analyse weaknesses consistently in order to meet the bands in the assessment criteria.

o The emphasis here is on the ability of students to identify weakness(es) in their own

performance or the performance of another, i.e. at A-level 2 weaknesses; 1 from Area of assessment 2 and one from Area of assessment 3.

What could you go on to study after A Level PE?

Sports Science Sports Psychology Physiotherapy Biology Exercise, Health and Nutrition Education Events Management Physical Education Sports Therapy Sports Management Leisure Management

 

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 PSYCHOLOGY Examination Board: AQA A 7182

Psychologists have a ‘toolkit’ that contains a set of explanations (tools) which they use to explain behaviour.

AS Psychology and be fully co-teachable with the full A2. Psychology is a hugely accessible subject that appeals to a diversity of students. It is a scientific discipline, as recognised by OFSTED and universities alike. Students are encouraged to place considerable emphasis on how research progresses through to empirical findings with research methods contextualised in every unit.

Studying Psychology will help students develop skills of logic, analysis, interpretation and evaluation. Students have opportunities to design and report practical investigations and consider ethical issues surrounding the use of human participants in psychology research.

Course Content

Compulsory Social influence Memory Attachment Psychopathology Approaches in Psychology Biopsychology Research methods Issues and debates in psychology

From the optional topics we have chosen; Relationships Eating behaviour Aggression

Schemes of Assessment All modules are assessed by written examination. There is no coursework.

Paper 1 Introductory Topics in Psychology Exam 2 hours Multiple choice, short answer and extended writing questions

Paper 2 Psychology in Context Exam 2 hours Multiple choice, short answer and extended writing questions

Paper 3 Issues and Options in Psychology Exam 2 hours covering issues and debates in psychology, relationships, eating behaviour and aggression topic

Careers Possible careers related to Psychology include childcare/nursery nursing, teaching, educational psychology, social work, caring for the elderly or disabled, psychiatric nursing, marketing, public relations/personnel, criminology, forensic psychology, counselling, clinical psychology or psychiatry pursued through medicine. AS/A2 Psychology is not a prerequisite for studying Psychology at degree level but for students prepared for a really grown-up, academically challenging and tantalising subject, it should satisfy!

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SCIENCE – BIOLOGY (LINEAR) Examination Board: OCR

By studying Biology you will develop a good understanding of biological facts and concepts, understand why they are significant, and appreciate the responsibilities that accompany the technological advances within this subject.

This new OCR course which is based on up-to-the-minute topics such as Cells, transport systems biotechnology, climate change, biodiversity, animal and plant physiology, genetics and evolution.

Course Content AS :

Module 1 Development of practical skills in biology

Module 2 Foundations in biology

Module 3 Exchange and transport

Module 4 Biodiversity, evolution and disease

AS Scheme of Assessment Examinations are: Breadth in biology (1½ hours) & Depth in biology (1½ hours). All four modules are covered within each examination paper.

Practical and investigative activities are an integral part of the course, but are no longer assessed through controlled assessments. There will also be fieldwork opportunities.

A2 To complete the full A2 there are two additional modules: Module 5 – Communication, homeostasis and energy

Module 6 – Genetics, evolution and ecosystems

Full A level Scheme of Assessment The written examinations for the A-level are: Biological processes (2¼ hours covering modules 1, 2, 3 & 5), Biological diversity (2¼ hours covering modules 1, 2, 4 & 6) & Unified biology (1½ hours covering all six modules).

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Careers We welcome any student who is interested and prepared to work: experience has shown that you will need A/A*. Those with a high B grade at Double Award or Triple Award GCSE should discuss progression with the Head of Department. Biology is a science that contains elements of Chemistry and Mathematics and there is also a good deal of common ground with Geography. Biology A Level can be fruitfully combined with Arts and Humanities too.

Biology A level will prepare you for higher education courses and for a variety of careers. For Biological Sciences at degree level we recommend that you take Chemistry as well. Biology is fundamental for Medicine; and it is mandatory for applications to several of the most popular universities. A non-examined practical endorsement in this subject is a compulsory requirement of the A-level course and pupils will be assessed in this area via twelve core practical assignments throughout the duration of the course. The practical skills include: • Microscopy • Dissection • Sampling techniques • Rates of enzyme controlled reactions • Using a colorimeter and potometer • Chromatography and electrophoresis Performance in these practicals is reported separately and has no bearing on the A-level grade awarded.

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SCIENCE – CHEMISTRY Examination board: OCR A The Earth is a vast reservoir of mineral, organic and energy resources. Chemists have learned how to use these resources to make new substances for the benefit of human beings, ranging from medicines and fertilizers to plastics, fibres and superconductors.

Chemistry at Advanced Subsidiary and Advanced Level aims to illustrate the widespread importance of Chemistry and to foster imaginative and critical thinking. Throughout the specifications Chemistry is related to our need to understand the structure of our world and the changes, which take place in it. The course aims to provide a sound well-balanced knowledge of the subject, to develop an appreciation and understanding of the interlinking patterns, which are a distinctive feature of Chemistry and to show their applications in social, economic, environmental and technological aspects of our lives. Ideas are introduced in a spiral way with topics introduced in an early part of the course reinforced later. This course places a particular emphasis on an investigational and problem-solving approach to practical work and is supported by extensive new materials developed by OCR.

The AS course consists of four modules examined via two written papers with practical skills embedded within them. The four modules at AS level are: 1. Development of practical skills in chemistry 2. Foundations in chemistry 3. Periodic table and energy 4. Core organic chemistry

Examinations are: Breadth in chemistry (1½ hours) & Depth Chemistry in (1½ hours). All four modules are covered within each examination paper. The A-level course comprises a further two modules (in addition to those at AS level). All six A-level modules are examined over three written papers. The additional A-level modules are: 5. Physical chemistry and transition elements 6. Organic chemistry and analysis

The written examinations for the A-level are: Periodic table, elements and physical chemistry (2¼ hours covering modules 1, 2, 3 & 5), Synthesis and analytical techniques (2¼ hours covering modules 1, 2, 4 & 6) & Unified chemistry (1½ hours covering all six modules).

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 A non-examined practical endorsement in this subject is a compulsory requirement of the course and pupils will be assessed in this area via twelve practical assignments throughout the duration of the course. The twelve practicals assess competence in the following areas: 1. Moles determination 2. Acid-base titration 3. Enthalpy determination 4. Qualitative analysis of ions 5. Synthesis of an organic liquid 6. Synthesis of an organic solid 7. Qualitative analysis of organic functional groups 8. Electrochemical cells 9. Rates of reaction – continuous monitoring method 10. Rates of reaction – initial rates method 11. pH measurement 12. Research skills

Performance in these practicals is reported separately and has no bearing on the A-level grade awarded.

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SCIENCE – PHYSICS (LINEAR) Examination Board: OCR A

Physics is at the heart of everything. It contributes to our quality of life and to wealth creation that extends into areas that few outside the world of physics would realise. We will be teaching the new OCR course which is based on up-to-the-minute topics including Particle physics (looking at latest developments at CERN and also visiting CERN every other year), medical physics, Astro physics and much more. By studying physics you will develop a good understanding of physics facts and concepts, understand why they are significant, and appreciate the responsibilities that accompany the technological advances within this subject. Course Content AS Module 1: Development of Practical Skills in Physics Module 2: Foundation of Physics Module 3: Forces and Motion Module 4: Electrons, Waves and Photons AS Assessment Examinations are: Breadth in physics (1½ hours) & Depth in physics (1½ hours). All four modules are covered within each examination paper.

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A2 To complete the full A2 there are two additional modules: Modules 5: Newtonian world and Astrophysics Module 6: Particle and medical physics A2 Assessment The written examinations for the A-level are: Modelling physics (2¼ hours covering modules 1, 2, 3 & 5), Exploring physics (2¼ hours covering modules 1, 2, 4 & 6) & Unified physics (1½ hours covering all six modules). Practical and investigative activities are an integral part of the course, but are no longer assessed through controlled assessments. They will be learning skills in class that could be assessed in the written paper. The twelve practical skills they need to be competent in are:

AS A2 1. Investigating motion 7. Investigating ionizing radiation 2. Investigating properties of materials 8. Investigating gases 3. Investigating electrical properties 9. Investigating capacitors 4. Investigating electrical circuits 10. Investigating Simple harmonic motion 5. Investigating waves 11. Investigation skills 6. Investigating quantum effects 12. Research skills Performance in these practical skills are reported separately and has no bearing on the A-level grade awarded. Careers We welcome any student who is interested and prepared to work: experience has shown that you will need A/A*. Those with a high B grade at Double Award or Triple Award GCSE should discuss progression with the Head of Department. Although it is not a requirement, taking A level Mathematics (Mechanics modules) alongside Physics, will be a considerable advantage. Physicists find employment in every sector of the community drawing on the analytical and problem solving skills they have developed during their training. Physics A level will prepare you for higher education courses and for a variety of careers including Architecture, Oceanography, Optometry, Medicine, Medical Physics, Meteorology, Engineering, Environmental Science, Telecommunications, Materials Technology and Astronomy.

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Thinking Skills (Cambridge International Examination Board) AS Only

Thinking Skills develops a specific set of intellectual skills, independent of subject content, reflecting the need voiced by universities and employers for more mature and sophisticated ways of thinking. The Thinking Skills syllabus also enables students to approach their other subjects with an improved ability to understand, analyse and resolve problems.

As a result, students will find the course of great benefit when preparing for higher education and for a wide range of careers, including law, scientific research, social science, journalism, medicine, business, accounting and engineering. It is particularly useful for students planning to sit the Thinking Skills Assessment for Cambridge. The Thinking Skills syllabus encourages free and open debate, critical and investigative thinking, and informed and disciplined reasoning.

The course is delivered as an elective subject in one period per week. The examination is taken in Oct/November of the Upper Sixth year.

Paper 1 Problem Solving The Problem Solving components assess a candidate’s ability to analyse numerical and graphical information, which is based in real life situations, and apply the right numerical techniques to find new information or derive solutions. Problem Solving uses a range of skills such as data handling, reading, modelling, logic and reasoning. In the Cambridge syllabus, candidates are assessed on these various sub-skills, which are the building blocks to successfully solving wider and more complex problems. Candidates need to apply simple mathematics to new situations to show they can manipulate numerical and graphical data. They need to extract and use relevant data, and find ways of drawing conclusions from information. Candidates need to be able to present that same data in different forms. They are expected to think critically about information, find possible reasons for unexpected variations and be able to use information for informed decision-making. Paper 2 Critical Thinking Critical Thinking is the analytical thinking which underlies all rational discourse and enquiry. It is characterised by a meticulous and rigorous approach. As an academic discipline, it is unique in that it explicitly focuses on the processes involved in being rational. These processes include: analysing arguments; judging the relevance and significance of information; evaluating claims, inferences, arguments and explanations; constructing clear and coherent arguments; forming well-reasoned judgements and decisions. Being rational also requires an open-minded yet critical approach to one’s own thinking as well as that of others. Critical Thinking is based around the concept of argument. Candidates learn to recognise when someone is engaged in reasoned argument, as distinct from quarrelling, disputing, reporting or explaining. Different examples of reasoning and argument are explored to understand their common characteristics, and most importantly the use of reasons (or premises) to support conclusions.

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EXTENDED PROJECT QUALIFICATION (AQA)

The Extended Project Qualification (EPQ) is an independently researched and written piece of work, using University-style work methods and techniques. Candidates enjoy a real freedom of choice, both when deciding the title of the project and the final end product. Projects can consist of either a 5000 word written dissertation or an ‘artefact’, which can be anything from a play to a portfolio of photographs, accompanied by a 1000 word description.

Delivery The AQA specification recommends that candidates spend 90 hours researching and producing their project, with a further 30 hours of training and supervision provided by the school. Initial training is provided before the summer holidays, and the project is submitted in May of the subsequent academic year. Each candidate is assigned a member of staff as a supervisor, who meets regularly with them to provide support and guidance. In addition the school provides weekly lessons which ensure that candidates have the skills and information necessary to produce successful projects.

Assessment

Each individual project is assessed internally, firstly by the project supervisor and then by the school co-ordinator, much like a piece of coursework – some projects are then moderated by AQA. Candidates are assessed on planning, research, presentation and review of their project as well as the final piece of work. The EPQ is worth the equivalent of ½ an A-level and is graded from A*-E (UCAS points 70-20. At Bromley High school well over 80% of pupils gain A* or A grades each year.

The EPQ is very well respected by Universities and allows pupils to demonstrate motivation, a capacity for originality and an independent work ethic. It is also an exciting opportunity to pursue your own interests, whether these lie within or outside of your A-level subjects.

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A LEVEL SUBJECT CHOICE PROCESS November 2016 Friday 4th Final day for Y11 applications for Sixth Form Scholarships Week Beginning Monday 14th Sixth Form Scholarship Interviews and Art, Music and

Drama Scholarship Auditions January 2017 Trial GCSE examinations Tuesday 31st January Y11 Parents’ Evening February 2017 Tuesday 7th February Y11 A level options to be handed in. There are no set

blocks of subjects, the timetable is built around individual preferences. Although we cannot guarantee every combination, in practice, we are able to deliver most of our students' choices.

SUMMER TERM 2017 May 2017 Y11 Study Leave

June/July 2017 Celebratory Lunch and Briefing for AS subjects Work Experience

August 2017 Thursday 24th August Publication of GCSE Examination Results

Mrs Bird and Heads of Department available for post results consultations

External Applicants Application forms, available from the Admissions Secretary, should be submitted by 7th February 2017. We will consider applications after this date but we may not be able to offer certain subject combinations after this date. You will then be invited for preliminary interview and assessment and your present school will be approached for a reference and your predicted grades. Places will be offered conditional on the achievement of specified grade targets. Further guidance is available from Mrs Christina Bird, Director of Sixth Form.

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SIXTH FORM DRESS CODE The Sixth Form Dress Code is designed to give guidance to pupils about what is and is not appropriate for school wear. School is a place of work and hence the theme is smart and business like. The code, however, should allow girls to express their individuality and to feel comfortable. It goes without saying that the dress code is also a good introduction to the world of work. In addition, it informs visitors to the school and those who come into contact with pupils, about the school and about its pupils; it forms an important part of the school’s reputation by providing an image of our senior pupils. Girls may wear

Smart business suits. These could be skirt suits, trouser suits or a dress and jacket and should be in appropriate subtle colours

A cardigan or jumper Coordinating trousers, dress or skirt and jacket Subtle make up

Girls must wear:

Smart tailored trousers or skirts Smart shoes of medium heel height in muted or dark colours Smart tops or shirts / blouses in suitable fabrics Tights in keeping with their outfit Hair styles which are appropriate for school, not of outlandish style or unnatural in

colour Girls may not wear

Jeans or denim skirts Shorts Miniskirts Leggings, tracksuit bottoms, cargo pants or similar casual trousers Trainers Casual boots (such as Uggs) Strappy sandals, high stiletto heeled shoes, flip flops or mules Strappy or halterneck tops Tops made of flimsy fabrics or those embellished with sequins or with logos or garish

designs on them Body piercings (other than ears)