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A LEVEL OPTIONS

“There’s a definite step back from staff. You’re notspoon-fed, you have to work independently, take itseriously, and work hard. Thesupport is there if you needit, but you’re encouraged totake control.”

“The buzz of the dedicatedSixth Form Centre is one ofthe most exciting aspects ofthe School; 200 students,with different outlooks,interests and backgrounds.”

Woodbridge School Sixth Form A Level Options 2016-17

The Sixth Form at Woodbridge School is intended not only to help you fulfil your academic potential and achieve an excellent university place but to prepare you for life beyond university.

As current parents and pupils will already appreciate, Woodbridge is a very nurturing school with a high level ofindividual care. In the Sixth Form, this is provided by our outstanding Sixth Form leadership team; Mrs Brown, Mrs Pilkington and Mr Richardson, together with individual tutors. Mr Edwards is dedicated to help support youthrough the UCAS process and ensure you have every advantage when applying to university. All teachers areprepared to give extra time to help with any issues while our Learning Support department will assist those withparticular difficulties. Whatever your concern, you should feel that there is someone to help and support you. This caring approach continues even after you leave; of particular relevance may be the newly enhanced careerssupport, an area looked after by Mrs Brown.

Academically Woodbridge School is exceptionally strong with our A Level results’ average being better than, or equal to, any school in the county. In recent years we have enjoyed strong records of success for entry into Oxford,Cambridge, Warwick and Durham universities, alongside medical and veterinary schools. Russell Group universitiesalso feature heavily in our list of Leavers' Destinations. Importantly, the overwhelming majority of students gain thegrades to secure their chosen university course, whether this be chemistry or fine art.

However, Woodbridge is about more than academic success – it is about developing the skills, the attributes and themindset necessary for later life. Through a broad extra-curricular programme, you will be given the opportunity todevelop, for example, the ability to work as part of a team, to perform with confidence and to take considered risks.The extra-curricular programme is supplemented by days off-timetable, focusing on particular areas such as publicspeaking, entrepreneurship and leadership. Leadership is a strong aspect of the Sixth Form with all students in Year 12taking part in a series of leadership lectures and activities with the expectation of taking on positions of responsibilityin Year 13.

The Sixth Form Centre provides a fantastic environment in which to flourish and we are confident that these will bethe most enjoyable years of your school career. We look forward to welcoming you.

Neil TetleyHeadmaster

Neil TetleyHeadmaster

An Introduction to the Sixth Form

03 | SIXTH FORM | A Level Options

1. COA preview test2. Preview interview with

Housemaster/mistress3. Advice from tutors4. Sixth Form Open Evening5. Options discussion with tutor

and feedback to parents

5. Offers are made (some conditional, subject to GCSE grades)

6. Academic awards are made in January (subject to GCSE grades)

7. Music, art, sport, drama, chess awards are made in February following assessments

8. Acceptance of offers, including confirmation of A Level subjects chosen

6. Academic awards are made in January (subject to GCSE grades)

7. Current pupils and award holders are considered and reassessed for all awards. There isno need for a separate application.

8. Interview with a senior member of staff to help ensure the most sensible A Level choices are made

10. GCSE Results Day11. Applicants asked to send a copy

of GCSE results slip to Woodbridge School

10. GCSE Results Day

12. Induction Day – day before thestart of term

13. Sixth Form studies begin

9. Sixth Form Pre-induction Evening 9. Sixth Form Pre-induction Evening

NOVEMBER 2015 – MAY 2016

2

JUNE 2016

3

AUGUST 20164

SEPTEMBER 2016

5

APPLICANTS FROM OTHER SCHOOLS

CURRENT WOODBRIDGE YEAR 11 PUPILS

TIMELINE FOR SIXTH FORM ENTRY FOR SEPTEMBER 2016

1. Initial enquiry (visit, Open Day, telephone)

2. Invitation to Open Day and/or Sixth Form Open Evening

3. Registration Form to be completed and returned

4. Invitation to attend for Sixth FormInterview with two members of the Senior Academic Team (separate interviews with each).

SEPTEMBER – DECEMBER 2015

1

11. Induction Day – day before the start of term

12. Sixth Form studies begin

What does the Sixth Form involve?

If you are embarking on A Levels in September 2016, you will be selecting subjects from two different sets ofspecifications: Legacy and Revised. Legacy specification subjects are modular and remain exactly the same as they havebeen for the last five years or so. Revised specifications are new and designed as a two-year linear course whichmeans that all examinations will be taken at the end of the Sixth Form.

LEGACY SPECIFICATIONS

REVISEDSPECIFICATIONS

AS units are examined at the end of Year 12 and areused as the foundation for an A Level, with A2 unitsin Year 13. Or you may stop a subject at the end ofYear 12 and aggregate to give an AS qualification.

classical civilisation, mathematics, further mathematics, philosophy

biology, business studies, chemistry, computing, design, drama, English literature,economics, fine art, French, geography,German,history, Latin, music, physicaleducation, physics, psychology, religiousstudies, sociology, Spanish

These have no modules and have some extracontent so there will be no study leave or exams inYear 12 and consequently more teaching time. Twoyears of study will lead to A Level examinations atthe end of Year 13. If you wish to take a subject atAS Level, then those examinations will also be at theend of Year 13.

How good do you need to be to tackle A Levels?

We set realistic grade criteria for entry to the SixthForm. This is based on the evidence of previous yearsrelating how the average GCSE score relates to A Leveloutcomes. The equivalent of 6 B grades and 2 C gradesstarts to lead to acceptable results at A Level. Ideally atleast a B grade in the subjects that you are studying ispreferable, although some subjects have a higher levelof entry as again, experience demonstrates that it isnecessary: eg further mathematics, physics orphilosophy. Careful selection of subjects after matureconsideration of your interests and aptitudes isparamount.

So what will be your pathway through the Sixth Form?

It will be as individual as you are and although you willhave lots of advice from your current teachers and tutor, as well as the Director of Sixth Form and Careers or the Deputy Head (Academic), you will need to consider your route carefully with your parents. Here are some possibilities:

● 3 A Levels● 3 A Levels + Extended Project Qualification ● 4 A Levels ● 4 A Levels + Extended Project Qualification

Three A Levels will ensure a full timetable as they willlead to a good range of options if you wish to apply for adegree course.

Tel: +44 (0)1394 615041 | www.woodbridge.suffolk.sch.uk | 04


Extended Project Qualification (EPQ)

Although this leads to an AS qualification, it is not aclassroom subject. Candidates receive tuition onresearch skills, referencing and extended essay andproject planning. One-to-one sessions with a personalmentor, project planning, oral presentation and yourfinal submission (usually an extended essay but it couldbe an event) will all be assessed. This is a valuable,potentially cross-curricular, learning experience which can provide a useful discussion point for those for whom the UCAS process requires admission interviews.

What do we recommend?

We recommend studying three A Levels as this isultimately what universities are interested in. New ALevels have more content and are more challengingthen previously and so need more time.

However, there is still the option of four and we willfully support that choice where possible..

Those contemplating further mathematics shouldconsider four as standard but other very able studentsmay also wish to attempt to complete four. This wouldbe at the expense of some other activities and shouldnot be embarked upon lightly. Whichever pathway youchoose for the Sixth Form, you will have the flexibilityto tailor it to your personal strengths and ambitions.

Which subjects?

All A Levels offered at Woodbridge are equal. Most arein the group called facilitating subjects, which give youthe basis to proceed to studying the subject, or arelated area, at university and they offer a huge range ofdegree course options; they are also highly respectedby those outside higher education. These subjects alsoallow you to apply for degrees in more specialist areassuch as law. Two facilitating subjects and one other areenough to ensure an offer from the Russell Groupuniversities, so you are able to choose a third subjectnot from the list of facilitating subjects. The aim is tochoose a group of subjects that fits your ability andinterests while keeping as many doors open as possible.

Here is the Russell Group list of facilitating subjects:● English literature● modern and classical languages● mathematics & further mathematics● physics● geography● history● chemistry● biology

We offer a range of other subjects at A Level which areseen as more specialised; it is not that they are lessrespected or easier subjects. Be aware though that bytaking two subjects which are not on the above list, youmay be reducing your options beyond school, but weknow that for higher education courses in the arts(music, art, drama) two of your A Level subjects mayindeed be outside the above list. The choice of subjectis clearly a very personal one. If you wish to read theRussell Group's advice on A Level choices go to:http://www.russellgroup.ac.uk/informed-choices.

Sample pathways

Here are some hypothetical pupils’ thought processes about what they plan to choose for the Sixth Form and why.These are not exhaustive of course, but may help you think through some of the issues:

3 A LEVELS Knows that the three subjects chosen are definites for two years: English literature, religious studies anddrama. They went really well at GCSE and resulted in A* grades but in the rest, got A and B grades. Doesnot really know for sure what they want to study at university. Has a busy extra-curricular range ofinterests including MUN (the meetings and trips sound great), sailing and CCF (Naval section). Will try theYoung Enterprise scheme as well to develop some business experience and carry on with CCF for thegreat competitions and training courses available plus sport in the hockey season.

3 A LEVELS + EPQ Had a very good set of GCSEs especially in physics, maths and design and technology. They thoroughlyenjoyed the coursework too and want to research, design and build a new cutting-edge wind sail or sailboard. An EPQ would give them that opportunity. This links well with their plans for university andpossibly beyond. While they enjoyed studying at their previous school, they like the new Sixth Form Centreat Woodbridge with its study and common room. They are also excited by the huge range of extra-curricular opportunities including singing in the Chamber Choir and volunteering to help in a local schoolas part of the Seckford Scheme.

4 A LEVELS Always liked studying maths and languages throughout school and is keen to study overseas for part or allof their degree. A single or joint honours in languages has been on their minds for a while. Has chosen fourA Levels: maths, further maths, French and Spanish and likes the fact that this keeps university options openfor later. Knows that if the maths and further maths A Levels start to be too much, then these can be takenas an AS in Year 12 and the further maths possibly dropped in Year 13 since these are ‘Legacy’ A Levelsubjects (and modular). Is looking forward to going on one of the exchanges to India or China as theysound amazing. Definitely wants to do the lighting in the drama productions though and also wants to puton a production in the Seckford Theatre in a foreign language.

4 A LEVELS + EPQ Is thinking about studying medicine in the future (7 A* grades at GCSE, so would be considered), but ifnot, certainly something to do with science and so has chosen to start with four A Levels: maths, physics,chemistry and biology. In addition, opts for the EPQ to do some research on early onset dementia ormaybe glaucoma. Knows that four full A Levels and the EPQ will be a big challenge. So may drop theEPQ. Will continue with Sports Leadership and wants to finish Gold DofE between Year 12 and Year 13by taking part in the Morocco expedition.

What should you do now?

The key aim to remember from all of the above, is that thisis your pathway between GCSE and what you want to dobeyond the Sixth Form. Be ambitious but realistic, aim tochallenge yourself but understand your strengths andinterests. Specialise a little by playing to your strengths butdo not try and keep every door open; it cannot be done.Use this booklet, come to the Sixth Form Open Evening,seek advice; we are always happy to discuss your futurepathways. You are about to enter a really exciting period ofyour life and education which will shape the adult you willbecome, so consider your options seriously, work hard andseek to take as many opportunities to develop skills andunderstanding as you can manage!

M J JenningsDeputy Head (Academic)


The Sixth Form Centre

Woodbridge Sixth Form offers exceptional pastoral care that extends far beyond just the dedicated, experiencedteam of personal tutors. It can be found everywhere: in and out of the Sixth Form Centre, on the games pitches, in the classroom, and even in exchanges between students and staff rushing between lessons in the corridors. The welfare of every student is paramount, and Woodbridge offers a wide range of care and support for any concern.

In Years 12 and 13, the pastoral lead is taken on by the Heads of Year 12 and 13, whose office can be found in the foyer of the Sixth Form Centre. Each student will also be allocated to a House and the correspondingHousemaster/mistress will be responsible for pastoral care too. They, along with your tutor, know you, or will get toknow you, best and are there to help you make your Sixth Form experience enjoyable, smooth and productive. Our students' social development is one of the major strengths of the School and a quality of which we are proud.

“My advice would be toreally get involved withextra-curricular activity;there are so manyadvantages; life skills, fun, arelief from academic work,and the chance to makenew friends and enjoy newexperiences. It’s a must.”


Preparation for life beyond school

As well as academic success we pride ourselves innurturing our students to become well-rounded,confident and resilient young men and women, ready toface whatever challenges may arise in life. Through aholistic approach to the wider school life, Woodbridgehas young people who thrive both here and in theirfuture lives. The offer of traditional areas such as sport,drama, music and games, combined with 'collapsedcurriculum' days, the Leadership Diploma, as well as themany clubs and activities available, provides students witha plethora of opportunities.

'Collapsed curriculum' days

● Future choices morning● UCAS workshops● Study skills and revision days● Enterprise day● Bespoke leadership programme● Public speaking morning● Communication and careers dayAlongside these 'collapsed curriculum' days, Woodbridge Sixth Formers attend a variety of talks on different subjects ranging from financial managementto driving awareness.

Extra-curricular opportunities

The Seckford SchemeThis takes place on a Friday afternoon and offersstudents the chance to participate in the CombinedCadet Force (CCF) or Sports Leadership Award Scheme,help at the Thomas Wolsey School, work in theatre tech.,or digital photography to name just a few opportunities.We encourage students to choose something that willhelp develop skills and challenge them.

MusicMusic is at the forefront of extra-curricular life atWoodbridge. Budding and exemplary instrumentalistsand singers have the opportunity to hone their skills inthe many and varied ensembles, competitions and wideractivities within school. With around sixty public musicalperformances a year, there are ample opportunities forSixth Form musicians to shine publicly. The pinnacle forparticularly fine musicians is a chance to play in theannual concerto concert, when the opportunity to playsolo with an orchestra of professional musicians canbecome a memorable highlight.

DramaDrama at Woodbridge is not exclusive to students ofthe subject and aspiring actors have the opportunity todevelop their dramatic skills very early in the academicyear with the Sixth Form play. In addition, the SeniorSchool musical which features biennially in the Schoolcalendar, provides another opportunity for students totake part in a production that is eagerly anticipated bythe actors and audiences alike. Every other year, a groupof Sixth Form students devise a production to take tothe highly prestigious Edinburgh Fringe Festival. Duringthis exciting week students get to perform andexperience the real artistic buzz of Edinburgh during its international festival.

SportSport is an important part of life in the Sixth Form. On aTuesday afternoon students can participate in traditionalteam sports such as hockey, rugby, cricket and netball,giving them the opportunity to represent the School atmatch fixtures. In addition, a variety of other activities isoffered, such as running, gym, badminton, sailing, shooting,football and swimming. We try and find a physical activitythat all members of the Sixth Form will want to do andfrom which they will benefit socially and physically.

The international exchange programmeThe School's long-standing international programme givesSixth Formers the chance to visit China and India. Thosestudying languages can also take part in exchanges orstudy trips to France, Spain, Germany or Japan.The aim ofthese trips is to allow students to immerse themselves inthe culture of the country and to get to know it from theinside; a truly life-changing opportunity!

Clubs and activitiesThese are many and varied at Woodbridge, from ModelUnited Nations to Duke of Edinburgh; Young Enterpriseto chess; dance to fencing. These clubs offer opportunitiesto extend academic interests or to try something totallynew. All students are encouraged to try at least oneextra-curricular club a week. The huge range of activitiesis not just challenging and fun, but an 'extra' to life in theSixth Form. Time spent on a variety of other activitiesbeyond the classroom will allow you to learn differentlyand to develop. Crucially, it will allow you to understandyourself, and others, better. Our extra-curricularprogramme is an important element in the exceptionaleducation that the Sixth Form at Woodbridge provides.

Isobel Tyndale-BrownDirector of Sixth Form and Careers


University Advice

We know that a vital part of your education here is securing the best possible opportunity for when you leave. Highly experienced Directors of Careers and Higher Education work from the Sixth Form Centre so that they, along with your tutors, can sustain comprehensive and personalised support throughout the decision-making andapplication processes.

If you are aiming for Oxbridge, Russell Group universities or particularly competitive courses such as medicine thenyou will of course benefit from guidance throughout, helping to make your application as strong as it can be and thenpreparing for additional exams and interviews with expert tuition. However, every student receives comparablesupport for their individual plans: every individual plan matters. Whether preparing a portfolio, practising for auditions,applying outside of the UK, or even something we haven’t often encountered before, we prioritise, providing you withthe time, guidance and expertise you need to make the right choices and then achieve your goals.

In addition to this personalised support we offer a variety of events to make the UCAS and other applicationprocesses less daunting for both parents and students. These include UCAS evenings to explain to parents how wework together to navigate the complexities of the system, visits to conventions, Oxbridge conferences and collegesand to the universities of Essex and East Anglia, as well as visits from university staff to ensure that our help is alwaysdetailed and up-to-date.

Careers Advice

Students should be continually considering, researching and planning for their future goals. The School has a well-equipped Careers department, with a wide variety of information available. There is a dedicated careers anduniversity room in the Sixth Form Centre, open for drop-in questions and with a variety of current literature, as wellas access to a dedicated, up-to-date website with a plethora of information from taster days to apprenticeships, fromCV-writing to gap year placements.

All Sixth Formers are given the opportunity to sit a Centigrade Test (developed by Cambridge OccupationalAnalysts). This is integral to helping students look towards the future, be it university (here or abroad),apprenticeships or employment. It also initiates an individual bespoke research interview with the Director of SixthForm and Careers and tailored, timely advice.

Sixth Formers also have dedicated days where they can learn more about the UCAS process, different careers,interview techniques and CV-writing. A unique initiative that is offered at Woodbridge is the Careers Lunches – achance for students to meet and network with professionals in their fields of interest. In addition, Woodbridge Schoolhas a network of over 4,000 Old Woodbridgians (former pupils), many of whom are happy to help current studentswith work experience or advice.

Although the UCAS and careers journey starts in Year 12 it doesn’t finish at the end of Year 13. Students remain intouch through university, their first job and beyond, receiving further advice and help from the people who, barringfamily, probably still know them best. Once a Woodbridgian, always a Woodbridgian. This means we are here to help,whatever stage of your career.

Isobel Tyndale-BrownDirector of Sixth Form and Careers

“Our university adviser is incrediblyknowledgeable, it’s as if he won’t let you not think about your future. He’s spoken toeveryone and seems to know from oneconversation exactly what everyone isdoing. The support and guidance he hasgiven is amazing.”


A Level Subjects offered at Woodbridge School

LEGACY SUBJECTS

● Classical Civilisation● Mathematics ● Further Mathematics● Philosophy

REVISED SUBJECTS

● Biology● Business Studies● Chemistry● Computer Science● Design: Graphic Communication or 3D Design● Drama ● Economics● English Literature● Fine Art● Geography● History● Latin● Modern Languages (French, German, Spanish)● Music● Physical Education● Physics● Psychology● Religious Studies● Sociology

● The Extended Project Qualification (one year AS Level course)

● English for Speakers of Additional Languages (EAL)

OTHER QUALIFICATIONS


“There’s a definite step backfrom staff. You’re not spoon-fed,you have to work independently,take it seriously and work hard.The support is there if you needit, but you’re encouraged to takecontrol.”


Classical Civilisation (AQA)

Minimum entry requirements:Classical civilisation has no specific entry requirements.It is open to all students who have an interest in, or whowant to learn, about the literature and culture of the classicalGreek and Roman worlds. There is an element of essaywriting, so an ability to express knowledge and understandingin writing is helpful. Everything is read in English - there is noneed for any knowledge of Latin or Greek

How will I be taught?Lessons on Greek sculpture and architecture involve learningnew skills of observation and analysis, and applying this withina historical narrative of development. Visual material can beviewed in class using photographs and plans, but there willalso be two trips to the British Museum and the CambridgeMuseum of Classical Archaeology to see key works of art inthe round. Literary set texts are studied throughindependent and class reading. Exam-style questions andessays are set regularly. Your teachers will ensure that youknow and can recall the core facts relevant to your topics.However, once this is done, class discussion and debatealways form an enjoyable aspect of this course.

Where can it lead?Classical civilisation combines well with English literature,religious studies, history and Latin, or could provide a contrastwith other subjects (e.g. sciences) in order to broaden one'seducation. If you have been successful at classical civilisation,you will have proved that you can enter upon a new area ofstudy and learn the technical vocabulary and skills that areappropriate to it. You will have shown that you can writeclearly and express complex ideas in a concise, logical andwell-organized way. Classical civilisation could lead on to adegree in classical studies, ancient history, archaeology, orEnglish at university. It may well be of interest to studentsconsidering architecture. Many doors will be open, and theskills developed through this course will be applicable in arange of employment areas, while your knowledge of Greekand Roman culture will always remain with you.

At AS there are two units:

1. Greek Sculpture and Architecture: A study of the 'GreekRevolution', 150 years which transformed western art forever andduring which architectural styles were developed in Greece whichbecame fundamental to building design for the next two millennia2. The Odyssey: The second work of western literature (after theIliad), the story of Odysseus, the Trojan War, the Wooden Horse, andthe hero's return from Troy to his wife and son is an eternally popularadventure story. We study why this text has become a classic, and weexplore key themes such as justice and revenge, leadership andheroism, marriage and fidelity, the divine and human responsibility

AS units consist of two 1 hour 30minutes written papers worth 65marks

A2 units consist of two 1 hour 30minutes written papers worth 75marks

A2 candidates take AS and then two further units:

3. Greek Tragedy: Four tragedies of Sophocles and Euripides arestudied in relation to their original performances in the Theatre ofDionysus in Athens in the fifth century BC. Based on stories fromGreek mythology, Athenian tragedy presents larger-than-life charactersand explores powerful tensions within relationships, especially familyrelationships, within strict genre conventions4. Roman Epic: On the surface, Vergil's Aeneid tells of theadventures of the Trojan prince Aeneas who sails to Italy with otherrefugees from Troy in order to found the city which will one daybecome Rome. However, uniquely, Vergil's epic poem represents bothan expression of the history and imperial values of Roman societyunder the emperor Augustus, and also a universal expression ofsympathy for the downtrodden and defeated

ModuleLevel

AS

A2

Assessment Method

Course Structure

Head of Department: G E Gilbert


Mathematics (OCR)

Minimum entry requirements:GCSE or IGCSE at least grade A. Experience suggests thatcandidates with only a grade B struggle to cope at AS Level.

How will I be taught?The course is delivered by two teachers during eight periodsper week using computer simulations and software whereappropriate to aid a student's understanding. There is full andproper preparation for each examination with every member ofthe department happy to offer students extra help if they ask.

Where can it lead?Mathematics A Level is a hugely sought-after qualification andthe Russell Group universities have listed it as one of theirfacilitating subjects that equip students with the skills andknowledge to undertake courses at some of the mostcompetitive universities. The problem-solving skills that itdevelops are applicable to most aspects of modern life and it is perhaps most important for potential applicants toeconomics, engineering, scientific and computing courses.

At AS there are three units:

1. Core Maths 12. Core Maths 23. Mechanics 1

All assessment is by examination

All assessment is by examination

A2 candidates take AS and then three further units:

4. Core Maths 35. Core Maths 46. Statistics 1

ModuleLevel

AS

A2

Assessment Method

Course Structure

Head of Department: J M Allen


Further Mathematics (OCR)

Minimum entry requirements:GCSE or IGCSE grade A*. Further mathematics can be studiedonly in addition to mathematics.

How will I be taught?The mathematics and further mathematics course isdelivered by either two or three teachers with fourteenperiods per week in total, using computer simulations andsoftware where appropriate to aid a student's understanding.There is full and proper preparation for each examinationwith every member of the department happy to offerstudents extra help.

Where can it lead?This is a challenging and stimulating course aimed at the bestyoung mathematicians. The mathematics covered is requirednot only for mathematics degrees but is also hugely beneficialfor some science, computing and engineering courses.An A Level in further mathematics will give the student amajor advantage over those who have not studied it and willlead to a much more advanced understanding of mathematics.

1. Core Maths 12. Core Maths 23. Core Maths 34. Core Maths 45. Mechanics 16. Decision Maths 1

These modules constitute an A Level in mathematics, although this willnot be certificated at this stage

All units are assessed byexamination

All units are assessed byexamination

7. Further Pure Maths 18. Further Pure Maths 29. Further Pure Maths 310. Statistics 111. Mechanics 212. Statistics 2

These modules are one of the possible combinations for A Levelfurther mathematics. Some modules can be aggregated into eithermathematics and further mathematics, but this is done automatically to the candidate's best advantage

ModuleLevel

Y12

Y13

Assessment Method

Course Structure

Head of Department: J M Allen

Philosophy (AQA)

Minimum entry requirements:Candidates for philosophy should have a minimum of grade A at GCSE in nearly all subjects taken. This gives a chance ofsuccess at A Level.

How will I be taught?There is no better way of learning philosophy than by doing philosophy. This involves reading, discussing, arguing,rationalising, criticising, thinking and writing. Through a rangeof texts, exercises, arguments and thought experiments, wepose the most perplexing and fundamental questions knownto mankind. And then we encounter the most ingenioussolutions, challenging thoughts and profound ideas putforward by the greatest thinkers.

Where can it lead?A qualification in philosophy is immensely useful to mostareas of study and professional avenues, but it is of particularvalue in the fields of law, journalism and education and thehumanities in general.

At AS there are two units:

1. Epistemology (perception, realism, idealism, knowledge, empiricism,rationalism)2. Philosophy of religion (the concept of God, arguments for theexistence of God, the problem of evil, religious language)

One 3 hour written examination paper

One 3 hour written examination paper

A2 candidates take AS and then two further units:

3. Ethics (utilitarianism, deontological ethics, Aristotelian virtue ethics,ethical language)4. Philosophy of mind (dualism, materialism, behaviourism,functionalism, eliminative materialism)

ModuleLevel

AS

A2

Assessment Method

Course Structure

Head of Department: M Davis


“The work is tougher but it’sactually more enjoyable. I justlove geography, the things I amlearning about now actually makemy blood pump! We’re learningabout natural disasters, and I’mfinding lessons fascinating.”


Biology (AQA)

Minimum entry requirements:GCSE grade B in biology or B in additional science.

How will I be taught?The latest resources will be employed including new exam-specific text books, microscopes, centrifuges, PCR and gel electrophoresis equipment. Practical work including fieldwork and the use of ICT is an integral part of the course.The A Level course is delivered by two experienced A Level teachers. This offers pupils specialist knowledge with variety in teaching style and delivery of the course.

Where can it lead?Biology opens the way to a wide range of degrees includingmedicine, veterinary science, zoology, botany, biochemistry,microbiology, biogeography, environmental science,agriculture, sports science, marine biology, and biostatistics.Biology is a dynamic, constantly evolving subject, relevant toour own life and how we interact with the environment.Biology is a fundamental foundation for a wide and variedrange of careers and professions.

1. Biological molecules

2. Cells

3. Organisms exchange substances with their environment

4. Genetic information, variation and relationships between

organisms

5. Energy transfers in and between organisms

6. Organisms respond to changes in their internal and

external environments

7. Genetics, populations, evolution and ecosystems

8. The control of gene expression

Paper 1 2 hours (35% of A Level)ContentAny content from topics 1–4, including relevant practical skillsQuestions76 marks: a mixture of short and long answer questions15 marks: extended response questions

Paper 2 2 hours (35% of A Level)ContentAny content from topics 5–8, including relevant practical skillsQuestions76 marks: a mixture of short and long answer questions15 marks: comprehension question

Paper 3 2 hours (30% of A Level)ContentAny content from topics 1–8, including relevant practical skillsQuestions38 marks: structured questions, including practical techniques15 marks: critical analysis of given experimental data25 marks: one essay from a choice of two titles

A Level Content Assessment Method

Course Structure

Head of Department: Dr L V Rickard


Business Studies (AQA)

Minimum entry requirements:GCSE grade B in English and maths preferred. There is norequirement to have studied business studies at GCSE.

How will I be taught?The department aims to develop students’ interests in theworld of business, enhance their confidence and self-relianceand, of course, to achieve academic success. Students areencouraged to develop a variety of skills relevant to theirfuture careers and lives, which include the analysis of businesscase studies and the formation of well-founded opinions and judgements.

Where can it lead?Studying business need not necessarily lead to the study of abusiness-related degree at university, although a large numberof students on the course do proceed to this type of course.As a social science, it could be a useful preparation for studyin many areas and as a third subject it will meet the A Levelentry requirements for any degree where the subjects to bestudied at A Level are not specified. Universities offer a widerange of courses that combine business studies with othersubjects such as modern languages, economics, ICT and evenengineering. These combinations of technical skills andunderstanding of the business world are positive sellingpoints in a competitive employment market.

1. What is business?

2. Managers, leadership and decision making

3. Decision making to improve marketing performance

4. Decision making to improve operational performance

5. Decision making to improve financial performance

6. Decision making to improve human resource performance

7. Analysing the strategic position of a business

8. Choosing strategic direction

9. Strategic methods: how to pursue strategies

10. Managing strategic change

Paper 1: Business 1• Section A – multiple choice 15 marks• Section B – short answer questions 35 marks • Section C and D – essay questions 25 marks each • Duration 2 hours weighting 33.3%

Paper 2: Business 2• Data response • Duration 2 hours weighting 33.3%

Paper 3: Business 3• Case study followed by questions• Duration 2 hours weighting 33.3%


Course Structure

Head of Department: J M Percival


Chemistry (OCR)

Minimum entry requirements:GCSE grade A at chemistry or GCSE grade A at additionalscience is preferred.

How will I be taught?We have an excellent range of practical equipment for use insynthetic and analytical chemistry. Up-to-date textbooks areused and a wide variety of other materials from sources suchas the Royal Society of Chemistry are included to enhanceknowledge and understanding. The A Level course is deliveredby two experienced teachers per class, offering studentsspecialist knowledge and variety in teaching style and deliveryof the course.

Where can it lead?Our chemistry A Level students have gone on to study ahuge variety of courses for many different careers, including:medicine, forensic science, veterinary science, research, law,biochemistry, food and nutrition, teaching/lecturing,pharmacy, industrial chemistry, engineering, molecularmodelling and many more.

1. Practical skills in chemistry

2. Foundations in chemistry

3. Periodic table & energy

4. Core organic chemistry

5. Physical chemistry and transition elements

6. Organic chemistry and analysis

1. Periodic table, elements and physical chemistryExaminationMultiple choice and structured questions covering theoreticaland practical aspects of Periodic table, elements and physicalchemistry

2. Synthesis and analytical techniquesExaminationMultiple choice and structured questions covering theoreticaland practical aspects of organic synthesis and analyticaltechniques

3. Unified chemistryExaminationStructured questions and extended response questions covering theory and practical skills


Course Structure

Head of Department: Mrs A Hillman

“I’ve really learned timemanagement and organizationalskills - and fast. I know thoughthat these are essential skills forthe future, so it’s all positive.”


Computer Science (AQA)

Minimum entry requirements:GCSE grade A in mathematics. GCSE grade B or above in amodern language preferred.

How will I be taught?We have an excellent range of practical electronic andphysical resources for use in computer science. Up-to-datetextbooks are used and a wide variety of materials fromsources such as the British Computer Society, Computing atSchool and others. The A Level course is delivered by twoexperienced A Level teachers per class, offering studentsspecialist knowledge and variety in teaching style and deliveryof the course.

Where can it lead?Our computer science A Level students have gone on tostudy a variety of subjects at university level and beyond –computer science, mathematics, computer technology,forensics and others. Many of our students go straight fromuniversity into highly-paid employment with internationalcorporations such as Shell or Crédit Suisse.

1. Fundamentals of programming

2. Fundamentals of data structures

3. Fundamentals of algorithms

4. Theory of computation

5. Fundamentals of data representation

6. Fundamentals of computer systems

7. Fundamentals of computer organization and

architecture

8. Consequences of uses of computing

9. Fundamentals of communication and networking

10. Fundamentals of databases

11. Big Data

12. Fundamentals of functional programming

13. Systematic approach to problem-solving

14. Non-exam assessment - the computing practical

project

Paper 1 On-screen exam: 2 hours 30 minutes, 40% of A LevelWhat's assessed:A student's ability to program, as well as their theoreticalknowledge of computer science from subject content 1-4QuestionsA series of short questions and write/adapt/extend programs inan electronic answer document provided by the School

Paper 2 Written exam: 2 hours 30 minutes, 40% of A LevelWhat's assessed:A student's ability to answer questions from subject content 5-12QuestionsCompulsory short-answer and extended-answer questions

Non-exam assessment 75 marks, 20% of A LevelWhat's assessed:The student's ability to use the knowledge and skills gainedthrough the course to solve a practical problem. Students will beexpected to follow a systematic approach to problem-solving asmentioned in subject content 13


Course Structure

Head of Department: J A Hillman


Design: Graphic Communication or 3D Design (AQA)

Minimum entry requirements:GCSE design and technology or art and design and a genuineinterest in design.

How will I be taught?The design A Level course is a two year linear qualification.Students begin the course at the start of Year 12 and will onlygain an A Level qualification at the end of Year 13. Two teacherswork with each group, and each shares responsibility for theirspecialism: graphic communication or 3D design. Students willbe led through a structured programme in Year 12 to cover keyskills, techniques & processes in their specialist areas, which willultimately enable students to confidently embark on their examprojects in Year 13 (see table below). Students are expected totake leadership of their work under the careful guidance oftheir teachers and should develop their work independentlyoutside of the classroom.

Progress will be routinely and systematically monitored usingfour assessment objectives:● AO1 Develop their ideas through sustained investigations

● AO2 Experiment with and select appropriate materials

● AO3 Record in visual and/or other forms

● AO4 Present a personal, informed and meaningful response

The externally-set assignment is issued in January of theexam year when preparation work is carried out ready forthe exam in June. All preparation work can be taken into theexam room.

Where can it lead?Careers in graphic design, interactive media, illustration,motion graphics, product design, architecture, theatre design,environmental design, interior design, and all forms of craft.

1. Personal investigation

2. Externally-set assignment

No time limit96 marks60% of A Level

Preparatory period and 15 hours supervised time96 marks40% of A Level


Course Structure

Head of Department: Miss D Cracknell


Drama (AQA)

Minimum entry requirements:You should have a good range of experience of drama for thiscourse. GCSE drama is not a requirement, but is an advantage.GCSE grade B or better in English would also be beneficial.

How will I be taught?The emphasis of the course is that it is taught throughpractical experience. There are opportunities for all students to experience live theatre throughout the two yearsand students are encouraged to take part in the thrivingextra-curricular life of the department. All practicalexamination work is supported by the state-of-the-artSeckford Theatre and students are able to work with theSchool’s resident academic technician in order to developtheir work in a professional context. Written work issupported by theory lessons as well as regular essay taskswhich prepare candidates for the written examination.

Where can it lead?Many students have gone on to read drama as part of eithera single or joint honours drama degree. A number ofstudents have also gone on to train at prestigious dramaschools such as Central School of Speech and Drama,LAMDA and Mountview Academy. Woodbridge School hasproduced a considerable number of successful actors andactresses, many of whom have gone on to perform in theWest End, with the RSC, as well as on television and in film.

Drama provides excellent communication skills, which arevital in all careers. It can also be a launching point for variousarts-based opportunities.

Component 1- Drama and theatreKnowledge and understanding of drama and theatreStudy of 2 playsEvaluation of the work of live theatre makers

Written exam - 3 hours

Performance and workingnotebook

Performance and reflective report

Component 2 - Creating original dramaDevised piece influenced by the work and methodologies of one prescribedpractitioner

Component 3 - Making theatrePractical exploration and interpretation of extracts taken from 3 playsMethodology of a prescribed practitioner will then be applied to Extract 3 whichis performed as a final assessed piece


Course Structure

Head of Department: Miss G Mayes


Economics (OCR)

Minimum entry requirements:Grade B in mathematics and grade B in English language atGCSE or equivalent. There is no requirement to have studiedbusiness studies at GCSE.

How will I be taught?There is bound to be a degree of formal teaching in a subject that is new to all students. However, once economicprinciples have been understood, lessons will frequentlyinvolve discussion and application of theory throughinteractive methods and more formal written questions. It is vital that students think for themselves and practise the application of economic theory to real world issues. The quality press is a vital source of information in a subjectthat is topical and therefore students are encouraged to readwidely. The use of relevant economics and news websites isalso actively encouraged.

Where can it lead?Economics is a subject requiring much logical analysis and istherefore highly favoured by many degree courses such aslaw, business and management in addition to further study ofthe discipline itself. There are many and varied careers inwhich an economics education is useful, such as finance, civilservice and local government.

Graduates in economics earn more on average than othergraduates. Furthermore, an understanding of resourceallocation and the workings of the economic system areessential to modern business. Anyone intending to beinvolved in management of any size of business should havean insight into economic principles.

1. Microeconomics

• Scarcity and choice

• How competitive markets work

• Competition and power

• Labour market

• Market failure and government intervention

2. Macroeconomics

• Economic policy objectives

• Aggregate demand and aggregate supply

• Application of policy instruments

• The global context

• The financial sector

3. Themes in economics

Units 1 and 2ExaminationA 2 hour paper comprising of data response questions plus two essays from a choice of four

Unit 3ExaminationA 2 hour paper that will consist of multiple choice questions and an extended data response question

Quantitative skills will be 20% of the assessment at A Level


Course Structure

Head of Department: R E Fernley

“Go for what you want to do,rather than what you’re good ator advised to do. If you’re actuallyinterested in the subjects then itmakes the workload easier andyour determination to succeed is stronger.”


English Literature (OCR)

Minimum entry requirements:GCSE or IGCSE grade B in English language and English literature

How will I be taught?The course enables students to enjoy reading and discussingEnglish literature, and to increase their understanding of whatthe study of literature involves. The emphasis is on developingthe confidence to respond independently to a wide range oftexts in depth, both through close reading, a variety of criticalapproaches, and an appreciation of the contexts in whichliterary texts are written and understood. As the studentsdevelop an understanding of modern critical theory, forexample, they will also be helped to improve their writing inorder to capture the depth and complexity of the ideas raisedin discussion and through reading and analysis.

The A Level course is delivered by two A Level teachers per class, offering students specialist knowledge and varietyin teaching style and delivery.

Where can it lead?An Advanced GCE in English literature is welcomed as aqualification for many careers, and provides a very wide range of opportunities for courses in the arts, humanities,media and communications at degree level. English literaturecan also be a valuable contrast to scientific, technological and economics-based subjects, opening up greater breadth of interest, range of reference and facility with ideas and language.

1. Drama and poetry pre-1900a. Shakespeare (30)b. Drama and poetry pre-1900 (30)For Shakespeare you might study Hamlet or Measure for Measure, answering one question on a passage and one on the play as a whole.For the drama and poetry, you might work on Webster’s The Duchess of Malfi andChaucer’s The Merchant’s Tale, or Ibsen’s A Doll’s House and Rossetti’s SelectedPoetry. These paired texts will be written about together, providing scope forinteresting comparisons

2. Comparative and contextual studya. Close reading in chosen topic area (30)b. Comparative and contextual study from chosen topic area (30)For comparative and contextual study you will study two texts from a topic ordistinct genre. This might be a study of the gothic genre reading Stoker’s Draculaand Carter’s The Bloody Chamber. Alternative genres are dystopia, women inliterature, the immigrant experience, American Literature 1880-1940. Half of thisunit will comprise a wider study of the chosen genre using extracts and samplesto prepare students for work on an unseen passage in the examination

3. Literature post-1900a. Critical piece OR re-creative piece with commentary (15)b. Linked texts essay (25)For the course work, students produce two pieces of work, the first a 1000-word essay or re-creative piece plus commentary on one text, thesecond, a 2000-word essay exploring comparisons and contrasts betweentwo texts. All three texts must have been published after 1900 and include apoetry, a prose and a drama text, one of which must have been publishedafter the year 2000. For example, you might study three texts on the themeof War Through Time or Irish Literature or Young Women

Units 1 ExaminationWritten paperClosed text, 2 hours 30 minutes60 marks or 40% of the A Level

Unit 2ExaminationWritten paperClosed text, 2 hours 30 minutes60 marks or 40% of the A Level

Unit 3Course workInternally assessed40 marks or 20% of the A Level


Course Structure

Head of Department: Dr A Renshaw


Fine Art (Edexcel)

Minimum entry requirements:The fine art A Level course is a two year linear qualification.Students begin the course at the start of Year 12 and will only gain an A Level qualification at the end of Year 13.However the A Level fine art course here at Woodbridgeincludes (as part of its course work unit) an AS Levelqualification in photography. This means that the graduatingstudent in fine art will gain two qualifications: an AS Level inphotography and an A Level in fine art.

How will I be taught?There is a distinct step up from GCSE in terms of content andskills to study fine art at A Level. It is likely that candidates willhave studied a qualification such as a GCSE in art and design.Fine art requires engagement with aesthetic and intellectualconcepts through the use of traditional and/or digital media,materials, techniques and processes for the purpose of self-expression, free of external constraints. Fine art may be createdto communicate ideas and messages about the observed world,the qualities of materials, perceptions, or preconceptions. Fineart allows us to consider and reflect on our place in the world.

For the purposes of this qualification, fine art (includingphotography) is subdivided into the following five disciplines:painting and drawing, printmaking, sculpture (including textiles)and lens-based art. Students will be required to work in two or more of these disciplines to communicate theirideas and will be expected to work independently for themajority of the time. There is no "house style" and the studentis free to find their own solutions to assessment objectives,guided and encouraged by a team of artist teachers. Progresswill be routinely and systematically monitored.

Where can it lead?Transferable skills offered by the course, beyond becoming abetter, more knowledgeable skilled artist, include:● Non-routine problem-solving – expert thinking,and creativity.● Critical thinking – such as analysing, synthesising andreasoning skills and creative argument.● ICT literacy - access, manage, integrate, evaluate, constructand communicate.● Communication – active listening, oral communication,written communication, assertive communication and non-verbal communication.● Relationship-building skills – teamwork, trust, interculturalsensitivity, self-presentation and social influence.● Adaptability – ability and willingness to cope with theuncertain, handling work stress, adapting to differentpersonalities, communication styles and cultures.● Self-management and self-development – ability to work remotely, autonomously, be self-motivating and self-monitoring, willing and able to acquire new informationand practice.Students can progress from this qualification to:● Higher education courses such as a BA Honours degreewith an art and design focus or a BTEC Higher NationalDiploma.● Further education courses such as a Foundation Diploma in art and design.● Apprenticeships or other training.

1. Fine art skills foundation coursework

2. Photograph skills foundation coursework

3. Coursework preparation and development

4. Externally-set "exam" units (practical coursework)

5. Completion of a 1000-word written dissertation

Course work = 60%Exam = 40% of total marks


Course Structure

Head of Department: H J Tebbutt


Geography

Minimum entry requirements:None. GCSE geography grade B minimum is useful, butcandidates without it will be considered individually.

How will I be taught?Each unit is delivered by teachers who are experienced in their fields. A wide variety of methods is used with up-to-date resources including videos, maps, photographs,textbooks and ICT packages. Field work is an integral part ofthe course and the local environment is used extensively.Geography is the best subject on Earth! That is what it is allabout; your world, what it is like, the issues that it faces, theimpacts that we have on it and that it has on us.

The exam syllabus to be followed is not yet known. All examboards are still in draft proposals. However, all must have acore content equally divided between physical and human

geography, a teacher-assessed independent investigation worth20% of the total and a minimum of four days fieldwork.

Where can it lead?Anywhere! Geography degrees (with the potential to specialise in either physical or human areas); otherscience-based courses such as oceanography, geology,conservation, engineering and meteorology. Humanitiescourses; international development; law; planning; business.The skills and knowledge gained lead to careers in a widerange of professions.

Mrs

Core Content:Physical ThemesWater/carbon cyclesLandscape systems

Human Themes Global systemsChanging places

Written examination

Written enquiry Non-core Content:People-environment issuesPhysical system and processes

Geographical skills - independent investigation

ModuleYear Assessment Method

Course Structure

Head of Department: Miss J A Gill

1

2


History (AQA)

Minimum entry requirements:GCSE grade B in history and a high grade in English language orEnglish literature. For students who have not studied GCSEhistory, each case will be assessed on its merits.

How will I be taught?Teaching methods are wide ranging. Whole-class Powerpointpresentations, coupled with question and answer discussions,will be teacher-led, but students are keenly encouraged, andgiven the opportunity, to join in and also to lead their ownseminars. Equal emphasis is attached to taking sides in thevarious historical arguments and persuading (or undermining)opponents in debate, fact-finding missions, unlocking murdersand mysteries, skills-specific tasks and the use of contemporarycomputer software and DVDs to research, share opinions andpresent findings. Preparatory study will centre primarily uponreading, taking notes, preparing for seminars, writing essays anddocument responses.

Where can it lead?History is one of the facilitating A Levels so is highly regardedby selecting universities. It lends itself to most degree coursesbut especially to history, law, politics, journalism, sociology,anthropology and criminology. Former historians have evenbeen known to become information technology consultants!More usually they make excellent lawyers, detectives,politicians, diplomats, journalists and business leaders of alldescriptions. Famous history graduates include John F. Kennedy,Gordon Brown, Sacha Baron Cohen, Prince Charles, MichaelPortillo, Shakira, Louis Theroux, Bruce Dickenson, MikeAtherton and Jonathan Ross. Many of the world's topbusinesses have also been headed by a disproportionately largenumber of historians; Anita Roddick (founder Body Shop), ChrisHughes (co-founder Facebook), Donna Dubinsky (CEO Palm),Samuel Palmisano (CEO IBM), Carly Fiorina (president andCEO Hewlett-Packard), Howard Stringer (chairman and CEOSony), Richard B. Fisher (chairman Morgan Stanley), LeeLacocca (CEO Chrysler), Charles Sennott (co-founder GlobalNews), Ben Silverman (co-chairman NBC and NBC TV), JamesKilts (CEO Gillette).

1. Tsarist and Communist Russia 1855–1964

2. Religious conflict; England c1529–c1570

3. Historical investigation

One essay from:

Douglas Haig and the British Army 1801-1945

The causes of the English Civil War 1529-1642

The late Medieval Church 1377-1517

The causes of war 1815-1939

Unit 1 Examination

Unit 2Examination

Unit 3Coursework essay


Course Structure

Head of Department: N E Smith


Latin (OCR)

Minimum entry requirements:GCSE Latin at grade A or equivalent

How will I be taught?Teaching is usually done in small groups. Much of thegrammar will have been taught at GCSE, but this isthoroughly revised and extended at A Level, with the aim ofincreasing reading fluency of Latin texts. You will regularly begiven graded passages of Latin prose and verse for unseentranslation in order to build up your translation skills. You willalso read a range of Roman authors in the original Latin andin this way you will build confidence in your awareness andunderstanding of vocabulary, accidence and syntax and alsogain a deeper insight into Roman culture. To this end,extended reading in English will be done alongside yourstudies of Latin texts. In studying Latin literature, you will be reading authors such as Cicero, Seneca, Virgil and Ovid.You will learn to evaluate and respond to these works ofLatin literature, analysing the authors’ use of language andthus extending the literary critical skills that you developedat GCSE.

Where can it lead?Latin is a very highly regarded A Level and is recognized as amarker of exceptional academic ability. By learning to readsophisticated literary texts in the original language, and byacquiring mastery of a highly inflected language purelythrough its grammatical rules, you will demonstrate touniversity admissions tutors and future employers that youhave a supple and powerful mind and that you havedeveloped a broad range of critical and analytical abilities.Latin combines well with English, history, classical civilisation,modern languages and, interestingly, mathematics. Latin canbe studied as classics alongside Greek at universities such asOxford and Cambridge. Latin can also be of great benefit forthose taking degrees in English, history, comparativeliterature, linguistics, and modern languages. Latin isparticularly valued by faculties of law, as Latinists have beensolidly trained to analyse texts with precision and to expressthoughts and ideas clearly and coherently.

Latin Language (2 papers)Unseen Translation1 hour 45 minutes100 marks

Prose Composition or Comprehension1 hour 15 minutes50 marks

Latin Literature (2 papers)Prose Literature2 hours75 marks

Verse Literature2 hours75 marks

The Unseen Translation question paper has two sections:A: candidates will translate a passage of unseen prose into EnglishB: candidates will translate a passage of unseen verse into English and scan twolines of verse

The Prose Composition or Comprehension question paper has two sections,either:A: candidates will complete a short translation, answer comprehensionquestions and grammar questions; orB: candidates will translate a passage English, of at least 100 words, into Latin

In the Prose Literature question paper candidates answer comprehensionquestions, set text translation and analysis questions on the texts that they havestudied, also drawing upon the additional reading they have done in English

In the Verse Literature question paper candidates answer comprehensionquestions, set text translation and analysis questions on the texts that they havestudied, also drawing upon the additional reading they have done in English


Course Structure

Head of Department: G E Gilbert


Modern Languages (French, German, Spanish)(AQA)

Minimum entry requirements:GCSE grade B in the language to be studied, though GCSEgrade A/A* is a better indicator of success at A Level.

How will I be taught?Eight lessons per week shared by two language teachers, plusone lesson per week with the language assistant who is anative speaker of the target language. Much use will be madeof Kerboodle, an Internet-based software package, producedby the publisher Nelson Thornes, along with a plethora ofother online resources. Grammar is reviewed in the firstinstance, and topics relating to aspects of society, culture,multiculturalism and political life are taught and consolidatedin a variety of ways. Film and literature are also examined andstudents are expected to research a topic of their ownchoice which is discussed in the oral.

Where can it lead?Entry to any good university to study a degree course in the language(s), including a year abroad. Alternatively, aproven record in advanced language learning allows access to new languages such as Russian, Mandarin or Arabic.Language skills support success in many academic courses(with study abroad through the EU Erasmus scheme) andthose, along with other advantages such as cultural sensitivity,lead to success in a wide variety of professional careers.

• Aspects of Hispanic society

• Artistic culture in the Hispanic world

• Multiculturalism in Hispanic society

• Aspects of political life in Hispanic society

• Grammar

• one text and one film

• grammar

• An individual research project

• One of four sub-themes ie Aspects of Hispanic society or

Artistic culture in the Hispanic world or Multiculturalism in

Hispanic society or Aspects of political life in Hispanic society

• Written exam: 2 hours 30 minutes

• Listening, reading and translation

• 160 marks in total

• 40% of A Level

• Written exam: 2 hours

• Two essays (300 words each in the

target language): one on the film, one

on the novel


• 30% of A Level

• Oral exam: 21-23 minutes (including

5 minutes preparation time)


• 30% of A Level

ContentModule

Paper 1:

Listening,

reading and

writing

Paper 2:

Writing

Paper 3:

Speaking

Assessment Method

Course Structure

Heads of Department: Mrs L R Chandler (MFL & Spanish/French), S D Richardson (German)


Music (Edexcel)

Minimum entry requirements:A high level of practical performance. GCSE grade B in music isa minimum.

How will I be taught?Composition via the use of Sibelius software, often one-to-one. Analysis of set works in traditional frameworkclass lessons. Practice in writing essay questions. Listeningextracts for response. Harmony often in one-to-one sessionsas well as group teaching.

Where can it lead?Degrees in music, performing courses at conservatoires, artsmanagement, performing and teaching.

The Edexcel Music A Level is, as yet, still uncertain in partsand is awaiting final accreditation by Ofqual.

Component 1A solo or ensemble (or a mixture of thetwo) recital of a minimum of 8 minutes.This can be on any instrument or voice

Component 2Composition 1 – CourseworkComposition 2 – Controlled conditionscoursework in the final term of theexam year

Component 3By examination using a personal CDplayer. Short and medium lengthquestions for Part A. Extended writingfor Part B, requiring an ability to placethe music in its historical and socialcontext

There are 3 components:

1. Performing (minimum standard grade 7 Associated Board or equivalent) 30%2. Composing: 2 compositions totalling a minimum of 6 minutes in length Composition 1: a free choice piece or based on a free choice of a brief,at least 4 minutes in length Composition 2: a composition from a list of briefs assessing techniques (e.g. Bach Chorale, 2-part counterpoint, etc.), at least 1 minute in length3. Appraising: developing musical understanding through:

a. listening on set works from 6 areas of study: vocal music, instrumental music, music for film, popular music, fusions, new directions in 20th century music, including a short dictation exercisebi. analysis through listening of an unfamiliar work based on one of the areas of studybii. comparison of an unfamiliar piece and one of the set pieces through listening

Module Assessment Method

Course Structure

Head of Department: J R Penny


Physical Education (AQA)

Minimum entry requirements:It is not a requirement that you should have studied GCSE PE,but candidates should have at least a grade B in biology oradditional science. First-team, club or county-level sport ismandatory as either a player/performer or coach.

How will I be taught?The A level specification will equip students with both adepth and breadth of knowledge, understanding and skillsrelating to scientific, socio-cultural and practical aspects ofphysical education. This will require them to:

● develop theoretical knowledge and understanding of thefactors that underpin physical activity and sport and use thisknowledge to improve performance● understand how physiological and psychological statesaffect performance● understand the key socio-cultural factors that influencepeople's involvement in physical activity and sport● understand the role of technology in physical activity andsport● refine their ability to perform effectively in physical activityand sport by developing skills and techniques by selecting andusing tactics, strategies and/or compositional ideas

● develop their ability to analyse and evaluate to improveperformance● understand the contribution which physical activity makesto health and fitness● improve as effective and independent learners and ascritical and reflective thinkers with curious and enquiringminds.● play to their strengths and gain dynamic theoretical andpractical skills for further education or work.

Subject content:● Applied anatomy and physiology

● Skill acquisition

● Sport and society

● Exercise physiology

● Biomechanical movement

● Sport psychology

● Sport and society and the role of technology in physical

activity and sport

Where can it lead?Degrees in sports science, physiotherapy, teaching, sportsjournalism, sports media and many more professions.

Factors affecting participation in physical activity & sport

Section A: Applied AnatomySection B: Skill Acquisition Section C: Sport & Society

Section A, B & C: multiple choice,short answer & extended writing(35 marks each)Written paper, 2 hours, 105 marks35% of A Level

Section A, B & C: multiple choice,short answer & extended writing(35 marks each)Written paper, 2 hours, 105 marks35% of A Level

Factors affecting optimal performance in physical activity & sport

Section A: Applied AnatomySection B: Skill Acquisition Section C: Sport & Society

ModulePaper

1

2

Internal assessment, externalmoderation90 marks30% of A Level

Non-exam assessment: Practical performance in physical activity & sport

Students are assessed as a performer or coach in the full-sided versionof one activityPlus: written/ verbal analysis

Assessment Method

Course Structure

Head of Department: Miss N L Sanders

“Actually the step up betweenYear 11 and Year 12 wasn’t as badas I was expecting as we were sowell prepared by the teachers,but the transition between Years12 and 13 was tough, so youneed to be prepared."

Physics (OCR Physics B)

Minimum entry requirements:GCSE grade A in physics or additional science is stronglyrecommended. Grade A in GCSE mathematics is also highlydesirable.

How will I be taught?Teaching will be shared between two experienced teachers inour well-equipped laboratories. The emphasis will be onpractical work, observation and data collection, leading tounderstanding the underlying concepts and using knowledgeand information in problem-solving. You will have access to arange of digital resources including kerboodle containing theelectronic version of the textbook and Fronter, the School'sVLE, with a range of study materials and revision guides. BothFronter and Kerboodle are accessible anywhere through aninternet connection.

Where can it lead?Why physics? ‘Physics is important….it has no limits –everything in your life, on this planet, other planets, to the farreaches of the universe and beyond, is in physics’. Professionsin engineering, energy, scientific research, medicine, dentistry,meteorology, and more, are all enhanced by having an A Levelin physics. Many non-scientific careers value the analyticalabilities and problem-solving skills that an A Level in physicsdevelops.Additional information on the course can be obtained fromthe following website:http://www.ocr.org.uk/Images/171729-specification-accredited-a-level-gce-physics-b-advancing-physics-h557.pdf

The course is divided into 6 modules, two cover the skillsrequired for practical work and analysis of results andfour theory modules. The modules cover the followingtopics:

SI units, Newton's Laws of Motion, estimation, awarenessof limitations of physical measurements, vectors, scalars,mechanics, circular motion, electric circuits (includingcapacitance), waves, kinetic theory, quantum and nuclearphysics, and fields (electric and gravitational)

Assessment is by three examinations which assess contentfrom all 6 modules:Component 1 - fundamentals of physics 2 hours 15 minuteswritten paper (110 marks)Component 2 - scientific literacy in physics 2 hours 15 minuteswritten paper (100 marks)Component 3 - practical skills in physics 1 hour 30 minuteswritten paper (60 marks)

There is also a practical skills component which is assessedseparately on a pass/fail basis. This does not contribute to thefinal A Level grade


Course Structure

Head of Department: J C Bauer



Psychology (AQA)

Minimum entry requirements:GCSE grade B in biology or additional science, mathematics and English.

How will I be taught?Teaching and learning in psychology are a mixture of:● Teacher-led classroom discussion in which notes based

on worksheets should be taken.● Student-centred learning in which students will be asked

to research topics and to report back, perhaps in apresentation. This is often accomplished in small groups.

● Small research projects to demonstrate ideas or conceptsand learn the methodology.

Where can it lead?About a quarter of those who study psychology at A Level atWoodbridge go on to study psychology at university; criminalpsychology is currently very popular. Other courses pursuedare education, nursing, business, advertising and marketing aswell as law enforcement and the armed forces. Notsurprisingly, the study of psychology equips you for anyprofession in which you might have to deal with other people!

````

Paper 1: Introductory topics in psychologywritten exam: 2 hours96 marks in total33.3% of A Levelmultiple choice, short answer and extended writing, 24 marks each

Paper 2: Psychology in contextwritten exam: 2 hours96 marks in total33.3% of A Levelmultiple choice, short answerand extended writing, 24 marks each

Paper 3: Issues and options in psychologywritten exam: 2 hours96 marks in total33.3% of A Levelmultiple choice, short answer and extended writing, 24 marksthree further topics fromdifferent sections, multiple choice,short answer and extendedwriting, 24 marks each


Course Structure

Head of Department: A P Jackson

Unit 1a) Social influence: conformity and authority, considering Milgram and Zimbardob) Memory: how we remember and what it is that makes us forget, with particularreference to eye-witness testimonyc) Attachment: the implications of poor attachment in infancy, infant-caregiverinteractions and how these might influence development in later lifed) Psychopathology: the symptoms, causes and treatments of obsessive compulsivedisorder, phobias and depression

Unit 2:a) Approaches in psychology: the origins of psychology and the work of the earlypsychologists such as Wundt, Watson, Freud, Pavlov, Skinner, Maslow and the five mainapproaches to understanding human behaviourb) Biopsychology: our behaviour stems from how we are affected by our biologicalenvironment, investigating the nervous system, the brain and the effect of medications,injuryc) Research methods: psychological theory and ideas that have been arrived at by muchinvestigative research. Psychological methodology will be tested in the examination.Investigations will be carried out and all students will be expected to conduct anextended piece of research to gain experience

Unit 3:a) Issues and debates in psychology: “are we free to choose our behaviour?” “Is mybehaviour the result of my biology or my upbringing?” We aim to answer these amongstother questionsb) Gender: what is it that makes a little boy more active and/or aggressive than a littlegirl? Is it our genetics and biology or our upbringing?c) Schizophrenia: this topic looks at the symptoms and types of schizophrenia, thepossible causes and the treatments that are availabled) Forensic psychology: what is a crime? Some crime may be a crime in the UK, but notelsewhere; why? We will touch on offender profiling as well as explanations for crimeand treatments of criminals


Religious Studies (Edexcel)

Minimum entry requirements:You should have at least a B grade in English language or Englishliterature, and just as important – an open and enquiring mind.

The new revised specification allows students to explore threekey areas that together could be described as theology. These are:

● Philosophy of ReligionThe areas of study will be: philosophical issues and questions;the nature and influence of religious experience; problems ofevil and suffering; philosophical language; works of scholars;influences of developments in religious belief.

● Religion and EthicsThe areas of study will be: significant concepts in issues ordebates in religion and ethics; a study of three ethical theories;application of ethical theories to issues of importance; ethicallanguage; deontology; virtue ethics and the works of scholars;medical ethics: beginning and end of life issues.

● New Testament StudiesThe areas of study will be: the social, historical and religiouscontext of the New Testament; texts and interpretation of thePerson of Jesus; interpreting the text and issues of relationship,purpose and authorship; ways of interpreting the scripture;texts and interpretation; the Kingdom of God, conflict, thedeath and resurrection of Jesus; scientific and historical-criticalchallenges, ethical living and the works of scholars.

How will I be taught?The course helps develop a holistic understanding of religionand it facilitates enquiry into, and develops insightfulevaluations of, ultimate questions about the purposes andcommitments of human life, especially as expressed inphilosophy, ethics and religion. The A Level encouragesstudents to make connections so that in each field of studythey understand the influences over time of developments inreligious beliefs and practices, the philosophy of religion,religious ethics and/or textual interpretation.

Students are taught by two members of staff. One will coverthe philosophy unit and part of the ethics unit. The othermember of staff will cover the second part of the ethics unitand the New Testament unit. In addition, students will alsopresent seminars and produce at least one extended essayevery two weeks and time is set aside for reading round thesubjects. This is essential to the learning process and studentsare expected to use this time effectively.

Where can it lead?The course can lead on to a degree in philosophy ortheology. However, a major skill that is developed throughthis course of study is the ability to critically analyse, toassess concepts and to formulate an argument. These areskills that are easily transferable to any higher level of study.

1. Philosophy of Religion Philosophy of ReligionWritten examination: 2 hours33.33% of the qualification, 80 marksSection A – Three short, structured questionsSection B – Two extended-response questions on an unseen passageSection C – A choice of two extended essay questions

Religion and EthicsWritten examination: 2 hours33.33% of the qualification, 80 marksSection A – Three short, structured questionsSection B – Two extended-response questions on an unseen passageSection C – A choice of two extended essay questions

2. Religion and Ethics

ModulePaper

1

2

Assessment Method

Course Structure

Head of Department: The Reverend Cannon Ian Wilson

New TestamentWritten examination: 2 hours33.33% of the qualification, 80 marksSection A – Three short, structured questions.Section B – Two extended-response questions on an unseen passageSection C – A choice of two extended essay questions

3. New Testament Studies3

Sociology (AQA)

Minimum entry requirements:You should have at least a GCSE grade B in English language orEnglish literature, and just as important – an inquiring mind!

How will I be taught?Do you find yourself questioning why people commit crime?Perhaps you ponder how people gain their identity? Ormaybe you want to understand why you are in education andquestion what the role and function of education is in thetwenty-first century. If these questions intrigue you thenperhaps sociology is the subject for you!

The new revised sociology specification has a central focus oncontemporary UK society; however this can often beunderstood through the study of other cultures too. You willlearn about the two core threads that run through manyareas of social life: socialisation, culture and identity and socialdifferentiation, power and stratification. In addition, by the endof the course you will understand the significance of conflict,consensus, social structure and action and be able to applysociological research methods to the study of each unit –hence the category of social science – it has a social aspectbut uses research to underpin its findings.

You will be encouraged to have an active involvement withthe research process, in other words carry out small-scalesociological research to find sociological explanations forthese issues as well as engage in theoretical debate. The keyskills that you will gain from this subject are under thefollowing assessment objectives:● AO1 – detailed knowledge and understanding ofsociological theories, concepts and evidence; sociologicalresearch methods.● AO2 – application of sociological theories, concepts,evidence and research methods to a range of issues.● AO3 – analysis and evaluation of sociological theories,concepts, evidence and research methods leading to youbeing able to present arguments, make judgements and draw conclusions.

Where can it lead?Sociology is an academically demanding subject regarded asan acceptable A Level by universities. A qualification insociology acts as a good foundation for further study in thesocial sciences or related subjects, such as history, law,business and psychology. Typically, people with a sociology A Level or degree gain employment in careers that involveworking with people. Some of the more popular choicesinclude: law, police, teaching, journalism, personnelmanagement, social work, nursing and marketing.

1. Crime and deviance

2. Education

3. Culture and identity

4. The media

Paper 1: Education with theory and methodsExamination• Education: short answers & extended writing = 50 marks• Methods in context: extended writing = 20 marks• Theory and methods: extended writing = 10 marks

Paper 2: Topics in sociology (culture and identity; the media)Examination• Culture and identity: extended writing = 40 marks• The media: extended writing = 40 marks

Paper 3: Crime and deviance with theory and methodsExamination• Crime and deviance: short answers & extended writing = 50 marks• Theory and methods: extended writing = 30 marks


Course Structure

Head of Department: The Reverend Cannon Ian Wilson


Extended Project Qualification (EPQ)

An EPQ offers students the opportunity to explore in depth an aspect of a subject they are studying or to expand their knowledge ofa topic in which they have a personal interest. By carrying out research into their chosen project students can demonstrateindependent study, planning and presentation skills. These skills ease the transition into Higher Education and are highly regarded byuniversities. As competition increases for entrance to the selecting universities, students need now, more than ever, to evidence theskills expected of an undergraduate.

We would encourage all Sixth Formers to consider this as a potential addition to their portfolio of A Level options. It should be takenalongside three or four subjects in Year 12. However, there is an opportunity to consider this option in Year 13 when students arelikely to be studying fewer subjects.

To prepare students for the challenge of independent study a series of taught lessons will develop planning, research, referencing,presentation and critical reflection skills. During completion of the project a supervisor will provide one-to-one support. A log of thelearning journey made, a 5000-word research paper and a presentation to a selected audience will provide the basis of the assessmentfor the qualification. It offers students UCAS points equivalent to half a full A Level and will certainly provide an interesting topic foruniversity applicants called for interview.

EPQ co-ordinator: Mrs H B McGlynn

English for Speakers of AdditionalLanguages (EAL)

Students whose mother tongue is not English, are prepared for suitable English language examinations to give them a qualification forentry to British universities. In addition they are supported in their specific subjects by vocabulary learning and coursework languagelessons. Lessons are also timetabled to include help for university entrance in Year 13. There is no extra fee for EAL lessons.

When time permits, students are encouraged to research and participate in excursions to places of cultural, social or historic interestas well as being given the chance to celebrate and share festivals in their own culture as well as those of other students: eg ChineseNew Year and Hallowe’en.

At the start of their time at Woodbridge School, students are encouraged to attend the specially designed SCHOLA course (social,cultural, orientation and language assessment) to enable them to become acquainted with the School, the surrounding area and manyof their classmates in advance of the start of the school year.

Head of Department: Mrs M M Barclay


“You can approach any teacherabout anything if you’reenthusiastic about a subject, notjust the ones teaching you. Theydon’t need to teach you tosupport you or enjoy aconversation!”

Woodbridge School | Burkitt Road Woodbridge Suffolk IP12 4JHTel: +44 (0)1394 615041 | Fax : +44 (0)1394 [email protected] | www.woodbridge.suffolk.sch.uk

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