sixth form curriculum 2014

King Edward VIFive Ways School

Sixth FormCURRICULUM



Contents3. Art4. Biology5. Business Studies6. Chemistry7. Classical Civilisation8. Drama and Theatre Studies9. Economics10. English11. Food Technology12. Geography13. Geology14. Government and Politics15. The Extended Project Qualifi cation (EPQ)16. History17. ICT and computing18. Computer Science19. Latin

20. Mathematics21. Modern Foreign Languages22. Music23. ‘A’ Level Music Technology24. Philosophy25. Physical Education26. Physics27. Product Design28. Psychology29. Religious Studies

2



ArtA qualifi cation in Art and Design is not just an option for those who wish to pursue an artistic career. For many other pathways, universities and employers are interested in students who have studied a broader range of subjects at A level, particularly subjects such as Art that will develop your cultural knowledge and understanding and enhance your ability to be independent and a creative thinker.

The emphasis at Five Ways is on independent learning and student choice in negotiation with the art teacher. Each student is encouraged to work in a range of media, skills and techniques in conjunction with engagement with contemporary arts practice in order to develop their own style of work.

Success in this area could lead on to a one year Art Foundation course followed by a three year BA degree course. Career opportunities include; Graphic Design, Illustration, Interior Design, Fashion Design, Film or Photography, work in the Media, Animation, Textiles, Architecture, Product Design and many more.

Entry requirements: GCSE Art & Design grade A*/A or equivalent

A level course

• AQA Art and Design: Fine Art

• 50% Coursework Portfolio

• 50% Controlled Assignment

• Skills required to achieve assessment objectives include personal research, critical thinking, investigation, experimentation and the ability to sustain a personal and coherent response. Students will be expected to visit a variety of galleries and exhibitions as part of their on-going artistic development.

3



BiologyOur Biology courses cover the essential biological concepts at an advanced level but also emphasize the way in which biologists work, and the contribution biology makes to society. The practical element allows students to develop their skills and enables them to become competent laboratory workers, which can be essential for either Higher Education or a future career. Biology at an advanced level is both an important requisite for some degree courses and an interesting and stimulating subject on its own. Biology complements the other sciences of Chemistry, Psychology and Physics extremely well.

Biology leads to a number of popular degree courses, for example Medicine, Dentistry, Veterinary Science, Pharmacy, Physiotherapy, Biomedical Sciences, Ophthalmology, Biochemistry and Forensic science.

Entry requirements: GCSE Biology (or Core and Additional Science) grade A*/A or equivalent, and GCSE Maths grade A for students intending to study A2 Biology.

A level course

• AQA Biology

• AS units are Biology and Disease, The Variety of Living Organisms, and Investigative and Practical skills.

• AS assessment: two written papers of structured questions (BIOL1 & BIOL2); a practical investigation along with a written paper (EMPA).

• A2 units are Population and Environment, Control in Cells and in Organisms, and Investigative and Practical skills.

• A2 assessment: two written papers of structured questions and longer questions including How Science Works, data handling and a synoptic essay (BIOL4 & BIOL5); a practical investigation and written paper (EMPA).

4



Business StudiesIn Business Studies you are introduced to the skills and challenges of setting up your own business, and at A2, you learn about the strategies, successful and otherwise adopted by well known businesses around the world. You will learn how to read a set of accounts, and calculate fi nancial ratios, how to analyse competition, and the strengths and weaknesses of a fi rm.

Common degrees following Business Studies include Business and Management, Marketing, International Business and Economics

Entry requirements: GCSE Mathematics or English grade A*/A or equivalent

A level course

• AQA Business Studies

• AS focus is on small businesses and start ups

• Unit 1 Financing & Planning a Business, Breakeven, Calculating costs, Revenues and profi ts, Business Plans, Entrepreneurs, Franchises

• Unit 2 Managing a Business, Financial planning, People in Business, Marketing, Operations

• A2 focus is on large enterprises

• Unit 3 Strategies for Success, Incorporating Human Resources, Financial strategies and accounts, Marketing

• Unit 4 The Business Environment & Managing Change, including the economy, business ethics, pressure groups, changes in technology, competition and managing change

• Each unit is assessed by a written examination

5



ChemistryChemistry helps us to develop a deeper understanding of the properties of materials, how they interact and how to make new materials. It develops a deeper understanding of the world around us. To be a successful chemist you should have a clear logical mind with very good problem solving abilities. Practical skills will be developed over a series of experiments during the year to allow development in this key area.

Chemistry is an essential subject for many degree courses such as Chemistry, Chemical Engineering, Environmental Science, Medicine, Veterinary Science, Pharmacy and Dentistry.

Entry requirements: GCSE Chemistry (or Core and Additional Science) and Mathematics at grade A*/A or equivalent. Many students fi nd it advantageous also to study AS Mathematics, but this is not essential.

A level course

• AQA Chemistry

• AS Units are Foundation Chemistry – Atomic Structure, Amount of Substance, Bonding, Periodicity and Introduction to Organic Chemistry, and Chemistry in Action – Energetics, Kinetics, Equilibria, Redox Reactions, The Halogens, Alkaline Earth Metals, Extraction of Metals and Further Organic Chemistry, and Investigative and Practical skills

• AS assessment: two written papers of structured questions; a practical investigation and Investigative Skills Assignment (ISA) written paper.

• A2 units are Further Kinetics, Equilibria and Organic Chemistry, Further Energetics, Redox and Inorganic Chemistry, and Investigative and Practical Skills

• A2 assessment: two written papers of structured questions and longer questions including How Science Works, data handling and a synoptic essay; a practical investigation and ISA written paper.

6



Classical CivilisationClassical Civilisation is the study of the history and culture of the ancient Greek and Roman world. Some students opt for Classics because they are interested in studying the ancient world in greater detail; others, because the analytical skills they develop will enhance their work in other subjects such as History, Government and Politics, English etc. Scientists and Medics often opt for Classics because they like to have a balance in their A Level courses – this is a subject which enables them to read and discuss texts, use their imagination in a diff erent way, have high level discussion in lessons and add an extra layer of creativity. Classical Civilisation is highly regarded by university admissions tutors in all subjects.

All books are studied in English translation. Lessons are taught in a lively, stimulating environment where students are encouraged to participate in discussions, role-plays and presentation rather than just sitting and listening. A wide range of resources, including the internet, are used and there will be opportunities to attend theatre performances and fi eld trips.

Subject-related degrees include Classical Language and Literature, Ancient History and Archaeology. Classics students from KEFW have gone on to some of the best universities to study History, a variety of other Arts Subjects, Law, other social Sciences, Medicine and Pure Sciences. The skills acquired through studying Classics are transferable to all other disciplines, for example looking at evidence and drawing your own conclusions, expressing ideas accurately and concisely (both orally and on paper), working with others, research skills, and using your imagination.

Classics opens up a wide variety of employment possibilities. You will fi nd Classicists working as journalists, lawyers, teachers, government ministers, in computing, industry, the diplomatic service, and footballers (for example Frank Lampard and Alan Hansen!)

Entry requirements: GCSE English or History grade A*/A or equivalent. GCSE Latin is not required

A level course

• AQA Classical Civilisation

AS units

• Athenian Democracy. A critical study of the political development of Athens in the sixth and fi fth centuries BC and the way democracy operated in the second half of the fi fth century BC. The topic requires study in the areas of history, politics and literature.

• Homer’s Iliad. A critical study of selected books of the Iliad and the religious, cultural and social values implicit in the text. The topic requires study in the areas of literature, society and values

• AS assessment is by two written papers (each 1h 30) with a mixture of short answer questions, a mini essay and a longer essay from a choice of questions.

A2 units include

• Greek Tragedy, a critical study of four tragedies in their religious, cultural and social context. The topic requires study in the areas of literature, society and values, philosophy, science and religion.

• The Roman Empire, Tiberius and Claudius. A critical study of the Principate during their reigns and of the political, social and religious values and concepts of the period.

• A2 assessment is by two written papers (each 1h 30) with a mixture of short answer questions, a mini essay and a longer (synoptic) essay which requires knowledge of the whole syllabus.

• There is no coursework requirement in Classics.

7



Drama and Theatre Studies“The arts have always been essential to any civilization: it is through the arts that cultures and societies have sought to explore their own values, to understand their own hopes and dreams, and to come to terms with their own nightmares and their internal contradictions. The arts are essential... to the health of a liberal democracy, which depends... upon the participation of an independent-minded and well-informed citizenry, whose critical faculties are balanced by an attitude of respect. But it doesn’t work by magic: the arts can only fl ourish in those societies which take time to understand them, to educate themselves in them.”Michael Mangan, Exeter University.

This course is for students who have a signifi cant interest in theatre. The course involves studying all aspects of theatrical endeavour, both practical and theoretical, incorporating a number of diff erent styles of performance. It is taught through a mixture of discussion, research, practical exercises, performance, theatre visits and individual investigation.

You will:• Explore plays through practical and written

work• Make a number of theatre visits and write

personal responses• Work on an extract from a play and be assessed

on your involvement• Work in a group to produce an original piece

of theatre• Look at the social and historical importance of

plays and how they were originally performed

You should be prepared to involve yourself in extra-curricular Drama, both as a participant but also in a leadership capacity. Extra-curricular experience is desirable but not a pre-requisite.

The course can lead to degrees in Drama, English, History, indeed many Arts and Humanities. It can also support many other university applications.

Entry requirements: GCSE Drama (or English Literature if Drama not studied) grade A*/A or equivalent

A level course

• AQA Drama and Theatre Studies

AS units

• Unit 1: Live Theatre Production Seen and Prescribed Play: A written paper; Section A: Students write a personal response to a live production seen during the course. Section B: Students write from the point of view of actor, designer or director of a set play describing their interpretation of the text.

• Unit 2: Presentation of an Extract from a Play: Students participate in a group performance of an extract of a published and professionally performed play. The students can off er acting or design skills for assessment, written notes also form part of the assessment. Internally marked, externally moderated.

A2 units

• Unit 3: Two further prescribed plays: written paper. Students study two set plays, one being twentieth century, and write from the point of view of a Director, actor or designer.

• Unit 4: Presentation of Devised Drama: Students present a piece of original Drama devised by the group. Students can off er acting, design or directing for assessment, with written notes forming part of this process. Internally assessed and externally moderated.

8



Economics“The purpose of studying economics is to avoid being deceived by politicians and economists”Prof Joan Robinson

Economics seeks to equip students with the skills to understand the world around them. Students embarking on the course should have good basic numeracy and literacy, and be genuinely curious about how the world works.

Students who study economics commonly go on to study Economics, International Economics, Politics, Philosophy and Economics, Business and Management, History, and Geography. A wide variety of careers are open to economists, including in business, banking and fi nance and the Civil Service, for example at the Treasury.

Entry requirements: GCSE English grade A*/A or equivalent. GCSE Maths grade A*/A is also useful.

A level course

• EdExcel Economics

• AS topics include Competitive Markets: How they work and why they Fail, Principles of free markets, supply & demand, prices, market failures, and Managing the Economy: Infl ation, economic growth, recession & boom, unemployment, the Balance of Payments, The Bank of England, Taxation & government spending

• A2 topics include Business Economics & Economic Effi ciency: Theory and practice of Business Behaviour, competition, monopoly, EU and Government regulation of fi rms, and The Global Economy: International Economics, trade, exchange rates, globalisation, global imbalances, development economics.

• Both AS and A2 are assessed by two written examinations at the end of the year.

9



EnglishThe English qualifi cations as a whole develop reading, writing, creativity, group work, individual research, oral skills, conceptual and aesthetic discussion.

English qualifi cations are useful for careers in the arts, media and journalism, teaching, law, and personnel functions. They also complement other subjects well where a balanced portfolio of personal skills and academic skills are required, for example medicine, business and languages.

Entry requirements: An English qualifi cation (English, English Literature, Media Studies, English Language and/or Communication and Culture), GCSE level or higher, grade A/A* for GCSE. A second English qualifi cation from this list at grade A*/A is also useful.

AS English Literature

• AQA A English Literature (7711)

Topics:

• ‘Love Through the Ages’: Shakespeare and Poetry. Study of one Shakespeare play and an Anthology of poetry provided by AQA (pre-1900 and post-1900). Assessment is by written examination.

• ‘Love Through the Ages’: Prose. Assessment is by examination and will include unseen texts and comparison skills.

A level English Literature

• AQA A English Literature (7712)

Topics:

• ‘Love Through the Ages’ – study of three texts: one Shakespeare text, one poetry texts and one prose text. Assessment is by written examination and will include two unseen poems and comparison skills are tested. The expectation of independent reading to develop contextual understanding is a must.

• Texts in Shared Contexts: Option 2A ‘WW1 and its aftermath’- study of three texts (prose, poetry and play). Assessment is by written examination and will include comparison skills and unseen texts.

• Independent Critical Study: Texts Across Time. Study of two texts one of which must be pre-1900. Assessment is by extended essay of 2500 words.

A Level English Language and Literature

• AS English language and Literature OCR (H074) with EMC – the English and Media Centre

Topics:

• Component 1: Non-fi ction written and spoken language from EMC Anthology drawing on linguistic analysis and comparison skills

• Component 2: The Language of Literary Texts- prose and poetry study and the main skills are those of close analysis and stylistic study. Both components are assessed by examination.

A level English Language and Literature

• A level OCR (H474) with EMC

Topics:

• Component 1: study of Non-fi ction and spoken texts with Anthology from EMC, with the key focus being comparison of texts across time and contexts. Assessment is by examination.

• Component 2: The Language of Poetry and Plays using analytical and stylistic approaches. Assessment is by examination.

• Component 3: Exploring the nature of narrative through prose study. Creative writing and commentary skills required. Assessment is by examination.

• Component 4: Independent Study. Analysis of a set text via essay response and creation of original writing (1000-1200 words).

There are signifi cant diff erences between the two courses. A level English Literature involves plenty of reading, whereas A level English Language and Literature does not require as much reading, but involves new terminologies and the study of speech and a sizeable amount of creative writing and commentary analysis.

Both courses develop critical thinking, analysis, extended writing, writing for a purpose and to order, presentation and interpersonal skills and creativity. They all involve modern texts as well as some pre-1914 reading. Texts in Translation/World Literature are also permitted in the A Levels. 10



Food TechnologyFood Technology encourages students to take a broad view of food science and nutrition, to develop their capacity to design and make products and to appreciate the complex relations between design, materials, manufacture and marketing. Food Technology links well with the Sciences and Business Studies at AS/A Level.

Practical lessons involve development of skills as well as investigational and experimental work. Theoretical work links to all of the topics listed above. Coursework will be partially completed in class time and will allow students to follow a topic of their choice. Students will need to have the ability to work independently, and will develop skills in designing, making, analysis, experimental work, presentation skills, research and use of ICT.

Common degrees to study include Food Technology, Food & Nutrition, Food Science, Dietetics, Food and Consumer Science, Food Management, Nutrition, Biotechnology, Exercise & Health, Consumer Marketing and Consumer Law.

Food Technology can lead to many careers, for example as a Food Technologist working with major food businesses, new product development, quality control, food production management, retailing, marketing, health promotion, begin a dietician and teaching. Food Technology off ers considerable employment prospects, as graduates have clearly defi ned routes into career options which off er the chances to progress rapidly in responsibility, as well as many enviable travel opportunities with jobs which target a global market.

Entry requirements: GCSE Food Technology grade A*/A or equivalent. A GCSE Science grade A is also recommended.

A level course

• AQA Design & Technology : Food Technology

AS Topics

• Materials, Components and Application. Nutrients, the relationship between diet and health, nutritional requirements and dietary planning, social, cultural and environmental issues, new product development. Assessed by examination (50%)

• Learning Through Designing and Making (Coursework Portfolio, 50%)

A2 Topics

• Design and Manufacture. Physical and chemical structures of macro nutrients, physical and sensory attributes of the food, nutritional composition, preservation methods, the benefi cial and detrimental eff ects of micro-organisms and enzymes, quality control. Assessed by examination (50%)

• Design and Making Practice (Coursework Portfolio, 50%)

11



GeographyGeography helps us make sense of a complex and dynamic world. It explains where places are, how places and landscapes are formed, how people and the environment interact, and how a huge range of economies, societies and environments are interconnected. Geography builds on students’ own experiences to investigate places at all scales from personal to global.

Geography encourages critical thinking. Students learn to think spatially and use maps, images and new technologies. Through geography students explore their own place in the world, their values and their responsibilities to others, the environment and to the sustainability of the planet.

You may work in groups and individually on research, presentation, written projects, lectures and tutorials. You may participate in fi eldwork throughout the year and will be expected to read widely and critically analyse various information sources.

Studying geography can lead to a geography degree, but it also supports applications in the Arts and Sciences, including medicine. Geographers are fantastically employable and many opportunities exist including in the media, journalism, management, law and fi nance.

Entry requirements: GCSE Geography grade A*/A or equivalent

A level course

• Edexcel Geography

AS Topics

• Global Challenges. Global natural hazards, population change and migration. Assessed by examination, including data analysis and essays (30%)

• Geographical Investigations. Impacts and management of weather events, comparing life in urban and rural areas. Assessed by examination including resource material and an understanding of fi eldwork (20%)

A2 Topics

• Contested Planet. Energy security, biodiversity under threat, water confl ict, technological solutions, bridging the development gap, superpower geographies. Assessed by examination, including essays and synoptic element (30%)

• Geographical Research. Tectonic Activity and Hazards or Pollution and Human Health at Risk. Assessed in January of Upper Sixth and involves answering a question based on research undertaken into a chosen topic. (20%)

12



GeologyGeology is the study of Planet Earth. Often termed Earth Sciences, it deals not only with the landforms, surface processes and features of the Earth’s rocky crust, but also the structure and behaviour of every part of the Earth, including the origin and development of life upon it. It is a physical and an applied science. It has links with Chemistry, Physics and Biology and Physical Geography. Geology is both interesting and demanding, providing a unique opportunity to understand the earth beneath our feet, its atmosphere and biosphere, and its place within the solar system.

Geology, as a science A level alongside Physics, Chemistry and Biology, can be used for most degree courses demanding science A Levels, or to support a Geography Degree. Careers in Geology include Mineral Exploration, Petroleum Geology, Environmental Management, Civil Engineering, Water Resource Management, Construction Management, Climate Research and Environmental Chemistry. Prospects for working abroad are excellent as graduate geologists are in demand world-wide.

Entry requirements: A GCSE Science grade A*/A or equivalent. To study Geology another science subject at A Level is preferred, or Geography.

A level course

• WJEC Geology

AS Units

• Foundation Geology: Structure of the Earth and the composition of its crust, the Earth’s energy sources and the resultant geological processes, the geological record of change and the dating of geological events. Assessed by examination including data response.

• Investigative Geology: Practical skills developed such as analysis of rocks, fossils and outcrops, and the interpretation of geological maps and cross-sections. Assessed by controlled practical exercise based on a geological map, with specimens, photographs and other data

• Geology and the Human Environment: Natural geological hazards and those caused by human activity, and the means of predicting, monitoring and controlling them. The impact of geology in environmental planning and civil engineering projects, and hazard assessment. Assessed by examination including data response.

A2 units

• Interpreting the Geological Record: an extended study of the rock cycle to deepen understanding of igneous, sedimentary and metamorphic rocks and their formation. Assessed by examination including data response.

• Geological Themes: A more in-depth investigation two areas of specialism: The Lithosphere and The Geological Evolution of Britain. Assessed by examination including data response.

• Geological Investigations: Two geological investigations with fi eld evidence and laboratory work. Assessed via fi eld note books and written coursework.

13



Government and PoliticsTo study Government and Politics you need an enquiring mind and a keen interest in current aff airs, it helps if you are open minded and ready to take in a wide range of ideas and opinions. The subject aims to equip you with the knowledge and skills to be active citizens. You will learn how to evaluate an argument and how to present a balanced case, both in writing and orally. At AS level we mostly focus on how Politics works in Britain, at A2 we broaden our studies to include the USA and political ideologies as they operate around the world.

Studying Government and Politics commonly leads to degrees in Law, Politics, International Relations, Politics, Philosophy and Economics, and History. These subjects lead to a wide range of careers, which include Law, Politics, Economics and the Civil Service.

Entry requirements: GCSE English grade A*/A or equivalent

A level course

• AQA Government and Politics

• AS topics include elections, referendums, political parties, protest and pressure groups, the Prime Minister, Parliament, the constitution, the courts and judiciary, the European Union. Assessment is by two examinations.

A2 topics

• Ideologies: liberalism, conservatism, socialism, fascism, dominant ideologies

• Government of the USA: The Presidency, Congress, The Supreme Court, The Constitution, Federalism. Assessment is by two examinations.

14



This is a free-standing qualifi cation which can also contribute towards the AQA Baccalaureate.

A student can choose to study a topic or area of interest as an extension of an A level course. Alternatively the EPQ may explore an area of personal interest or activity outside the main programme of study. The EPQ involves some teaching of the relevant skills plus mentoring and supervision of an individual’s progress.

It asks students to engage in extended independent work, producing either an essay of around 5000 words or an artefact such as a piece of art, video or music with an accompanying report of around 1000 words. It is unique in that it helps students to develop the skills that will be of use in undergraduate study – research, independent and collaborative study, report writing etc. Students who complete their EPQ often have something innovative to discuss at university interview, it is worth UCAS points and some institutions are now including EPQ as part of their entry off ers.

Examples of titles of EPQs completed by Five Ways students include:

• Is time travel possible?

• How modern art aff ects society

• New developments in the treatment of cancer

• Should the voting age in the UK be lowered?

• Is trial by jury the fairest way?

The AQA Baccalaureate (AQA Bacc)

Some of our A level students opt to take the AQA Baccalaureate. The AQA Bacc celebrates the achievements of well-rounded post-16 students. It comprises four elements:

1. Depth of study is represented by GCE A-levels.

2. Breadth of study is achieved through the study of one of AS General Studies, Critical Thinking or Science in Society.

3. Independent learning is demonstrated through the completion of an Extended Project.

4. Students achieve personal development through enrichment activities which are recorded in an online diary

The Extended Project Qualifi cation (EPQ)

15



HistoryHistory is a rigorous, interesting and highly respected academic subject. History off ers a unique perspective on why the world has developed as it has and enables humankind to understand the context of the modern world. It is not simply dates and facts – it is the exciting study of what motivated people in centuries before to act as they did. The consequences of their actions continue to have an impact long after they lived.

The study of History develops your skills of critical understanding and analysis. The skill is being able to separate out the signifi cant from the irrelevant, the crucial from the important. You will use historical sources as evidence and develop your own ideas and beliefs about why certain events happened. As new evidence is discovered, your views and interpretations can be challenged and changed. You will be taught how to write eff ective, sustained and relevant essays.

You will study a few of the key moments of the last 300 years in far greater depth than during GCSE History. Students will also have an opportunity to visit some of the places where these events happened. Visits to Berlin and the USA are planned for the coming years.

History is a fl exible and highly respected degree in its own right. It complements the sciences, maths, languages and the arts. There are hundreds of degree courses which value highly the academic and rigorous nature of A level History. Many members of the political and legal world have History degrees. It is more important to have A level History for a Law degree course than it is to have A level Law.

Entry requirements: GCSE History (if studied) grade A*/A OR English grade A*/A or equivalent

A level course proposed but not confi rmed:

• AQA History

• Unit 1: Tsarist Russia, 1855-1964. How did Imperial Russia miss the opportunity for meaningful political reform and descend into revolution in 1917? How did the Communists impose their policies and ideology on the people?

• Unit 2: Modern Britain 1951-2007. How did British politics, economy and society develop in the years after WW2?

• Unit 3: a coursework unit spanning 200 years. Most probably about Germany.

• Assessment by examination for units 1 and 2, coursework is unit 3

The new A level course will begin in September 2015 courses are very diff erent in content and assessment; more breadth and depth. The course off ers a great range of historical and research skills. There are no modular examinations.

16



ICTDo you Tweet? How many “friends” does your Facebook profi le attract? Can you use the & function in an Excel formulae? Is there a diff erence between a catalogue merge and a mail merge in Microsoft Publisher? Is Windows Vista really that bad? (Yes!) Should we all migrate our PC operating systems to Linux? (No!) Should we boot camp our Apple machines? (probably) Why should mastery of Microsoft software be so important to Five Ways school pupils? Do you know which level of which law you are breaking when you knowingly distribute a virus?

So what is ICT? In brief and basic terms it is the use of technology for the input, storage processing and transfer of data and the output of information. There are so many areas of life in which ICT is used, do you realise its infl uence?

By living in a world where the use of ICT surrounds you, and where you and others frequently take this for granted, this course aims to give all students a wider picture of the use of ICT and to enable the understanding of basic terms and concepts involved with the study of the subject. This is likely to include: Rolling multimedia presentations, web blogs, pod casts, self-calculating invoices, security card systems, stock control and ordering systems, walks in digital photographs and “Universally Challenged” over current British ICT Laws.

Good ICT students should be continually asking questions such as:• Why is ICT being used in this instance?• Is it appropriate to use here?• • What are the implications of its use for

me, now and in the future?• How does this particular use of ICT aff ect/

eff ect society? Is this a positive or negative change?

Entry requirements: GCSE ICT (if studied) grade A*/A or equivalent, or GCSE Maths or Physics grade A*/A.

AQA AS Level

At AS, there are two complementary units concerned with applying ICT to solve problems and the study of the opportunities for and eff ects of using ICT in the world today.

Info 1 “Practical Problem Solving in the Digital World”

Covering a wide selection of Hardware and Software solutions available, understanding the diff erence between Application and System software and the Systems design lifecycle and the need to follow it when designing ICT based solutions to clients problems.

Info 2 “Living in the Digital World”

A slightly more theoretical course investigating the way we interact with the digital world and how our current personal ICT practices are probably at odds with many the UK ICT centered laws.

Both AS level units are assessed via 1 1/2 hr written examination. Info 1 requires candidates to take in up to 20 pages of sample work that are assessed as part of the exam.

AQA A2 Level

At A2, students study the concepts associated with the use of ICT in the 21st century. They also have opportunities for acquiring skills needed in the IT profession such as co-operative working and project management. There are two units at this level.

Info 3 “The Use of ICT in the Digital World”

The AS course covers personal use of ICT, the A2 course looks at the business case, how we can mould people to the will of the business and still keep productivity whilst maintaining a robust and legal computer system.

This module is assessed through a 2Hr written examination

Info 4 Coursework: “Practical Issues Involved in the Use of ICT in the digital world.”

Solving a problem for a real end user using your new found skills to help support them in their work. This is the practical side of the A2 that fi ts alongside the Info3 course and is assessed through submission of documentation concerning the process through the systems life cycle of an ICT system that has been created for an identifi ed preferably real client.

17



Computer Science“There are 10 types of people in the world, those who understand binary and those who don’t.”

“Do you want to be an App consumer or App creator?”

This is not a course just in programming, rather a course that covers in great detail the way that computers work.

To compare ICT and Computer Science to driving a car, an ICT student will be taught to drive the car; the Computing student will understand how the car works under the bonnet, what does the suspension do, how can the engine be tweaked to get more power and performance from the vehicle.

Entry requirements: GCSE ICT (if studied) grade A*/A or equivalent, or GCSE Maths or Physics grade A*/A.

A-levelSeptember 2015 will see the new specifi cations taught for the fi rst time. They are currently only draft specifi cations available though it is likely the department will follow the AQA specifi cation. (a fi nal decision has yet to be made)

It is likely that you can opt to study either AS or A Level Computer Science. The AS course might be over one or two years, again a decision on the length of AS course has yet to made.

The specifi cations off ered by all exam boards roughly consist of......

“Problem Solving, Data Representation and Practical Exercises”

This is the more practical side of the course covering the way computers can be used to solve many diff erent types of problem. You will be taught Java as a fourth generation programming language and expected to use this to code algorithms created as diff erent problems are solved initially in pseudo code. An in-depth understanding of Binary and Hexadecimal as a means to the representation of all types of numeric values (integers, negative numbers, real numbers both very large and very very small), Sound, Images (black and white and diff erent complexities of colour) and Text.

“Computer Components, The Stored Program Concept and The Internet, Operating Systems, Databases and Networking”

A slightly more theoretical side to the course; investigating the wide selection of Hardware and Software available, understanding the diff erence between Application and System software and the Systems/Software Design lifecycle and the need to follow it carefully when designing solutions to clients problems. An understanding of how Mathematical logic /Boolean Algebra can be used to create diff erent components within a computer is also covered. Also use of SQL for creation and maintenance of Relational Databases.

Controlled Assessment: “Practical Issues Involved in the Use of ICT in the digital world.”

Solving a problem for a real end user using your new found skills to help support them in their work. This is the practical side of the A-Level and is assessed through submission of documentation concerning the process through the Software Life cycle of a solution that has been created for an identifi ed preferably real client. The choice of programming language is up to pupils, though must be supportable in school.

18



LatinCandidates who opt for Latin in the Sixth Form will have a genuine interest in the ancient world, but unlike Classical Civilisation students, they will want to continue and deepen their understanding of the Latin language. They will be attracted by the idea that, in order to understand a civilization fully, it is important to be able to read the literature of this people in the original language.

Some people study Latin in the Sixth Form because they are interested in pursuing the subject at degree level, but others simply because they fi nd the subject fascinating and want to study it at a much deeper level. Candidates should consult the entry on Classical Civilisation for reasons to study Classics in general.

Entry requirements: GCSE Latin grade A*/A or equivalent

A level course

• OCR Classics: Latin

• AS Topics. Students review and improve their understanding of the Latin Language, as well as gaining a much clearer insight into the history and culture of the Roman world. Assessment is by two examinations.

• The fi rst is a translation paper where two passages written by diff erent authors are to be translated into English.

• The second is called Latin Verse and Prose Literature. Candidates read two completely diff erent Latin texts. The fi rst is a series of poems written by Ovid on the theme of Love: Amores Book III. The second is by Cicero: the second speech against Verres.

• A2 Topics. Students explore a wider range of Latin literature from a variety of authors. Assessment is by two examinations, with a style of study similar to English Literature or History.

• In the fi rst, Latin verse, candidates can choose to study part of an epic poem, Virgil’s Aeneid (Book IV), which is about the aftermath of the Trojan War and a dramatic Love aff air between the hero, Aeneas, and a Carthaginian queen called Dido.

• In the second, Latin prose, candidates can choose either Tacitus (Annals Book 15, which is about Rome under the Emperor Nero, or Sallust (The war with Cataline), which is about civil war in Rome in the period when Julius Caesar was a young man in Rome.

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MathematicsMathematics provides us with the tools that we need to understand and interpret our world. It is the language used to describe patterns and solve quantitative problems in fi elds ranging from Art and Graphic design to Science and Engineering. It develops creativity and higher order thinking skills and because the level of mathematical thinking and problem solving needed in the workplace and in the world continues to increase, those who understand mathematics will enjoy better opportunities.

The study of Mathematics is essential for a degree in Mathematics or closely related subject. Careers where mathematics might be desirable include accountancy, actuary, business studies, design, economics, engineering, geography, science (including medicine, dentistry, veterinary science), psychology and many more.

Entry requirementsGCSE grade A or equivalent for A level Maths

GCSE grade A* or equivalent for A level Further Maths

A level courses

Edexcel Mathematics

• AS Modules. Two modules in Core Mathematics (C1, C2) and one in Statistics (S1). Core Mathematics comprises the study of a number of topic areas, including algebra, geometry, number, calculus and trigonometry. Statistics considers the systematic processing and analysis of data.

• Assessment by examination in the summer of Lower Sixth.

• A2 Modules. Two modules in Core Mathematics (C3, C4) and one in Mechanics (M1). Study in the core modules builds on the knowledge and skills acquired in the study of C1 and C2. Study in Mechanics considers the modelling of bodies both at rest and in motion.

• Assessment by examination in the summer of Upper Sixth.

Edexcel Further Mathematics

• Students are working towards A2 Mathematics and A2 Further Mathematics.

• Four pure style modules are taught in the Lower Sixth - C1, C2, C3 and C4. Three applied modules – Mechanics (M1), Statistics (S1) and Decision (D1) supplement these.

• Assessment by external examinations with C1, C2, C3, M1, S1 & D1 likely in the summer of lower sixth.

• Three pure style modules are taught in the Upper Sixth

• – FP1, FP2 & FP3 and two applied modules in Mechanics (M2) & Statistics (S2) complete the twelve module requirement.

• Assessment by examinations: C4, FP1, FP2, FP, M2 & S2 likely in summer of Upper Sixth.

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Modern Foreign Languages (French, German, Spanish)The topics in MFL are chosen to appeal to young people. The aim is to stimulate interest and discussion in youth culture and its eff ects on daily life in both the target language country and the UK. You will be examining issues such as whether too much TV has a negative impact on young people or whether civil partnerships should be allowed/encouraged, while keeping up to date with the music and fi lms which are popular with young native speakers. You will of course be working with up to date materials including newspaper articles, magazines and online publications.

In the Upper Sixth the topics share the theme of society and you could fi nd yourself debating the benefi ts and problems of immigration from the point of view of the host country or perhaps from that of the immigrant. You may fi nd yourself researching the pros and cons of nuclear energy or imprisonment as a punitive tool then looking into the French, German or Spanish standpoints on these issues.

A degree in languages is a common next step. Language degrees vary hugely and are often included in joint honours degrees with subjects such as International Relations, Business, Law or Economics. Modern Languages are classed as facilitating subjects by the Russell Group of Universities, as they are acceptable entry qualifi cations for many respected degrees. Knowledge of a modern language greatly improves your employability, with many companies doing business globally.

Entry requirements: GCSE in the language, grade A*/A or equivalent

The courses

• AQA French, AQA German, AQA Spanish,

AS Topics (The same for French, Spanish and German)

• Media (TV, advertising, communications technology)

• Popular culture (cinema, music, fashion, trends)

• Healthy living/lifestyle (sport/exercise, health and well-being, holidays)

• Family/relationships (family life, friendships, marriage/partnerships)

A2 Core Topics

• The Environment (pollution, energy, protecting the planet)

• The Multicultural Society (immigration, integration, racism)

• Contemporary Social Issues (wealth & poverty, law & order, the impact of scientifi c and technological progress)

• Cultural Studies. Choice of 2 from History, Geography, Drama, Literature and Film

• AS and A2 courses are assessed via written examination testing listening, reading and writing skills, and a speaking test including a response to one of the topics followed by a conversation covering 3 other topics.

One of the key attractions of languages at A2 is the range and depth of topics off ered for cultural study. Examples of cultural studies include a target language-speaking region/community, a period of 20th century history, an author, a dramatist or poet, or a director, architect, musician or painter.

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MusicThere are a number of reasons why music is an excellent subject choice at ‘A’ Level: Music enables us to experience, share, and express feelings; it provides an aesthetic experience; music training has been linked with an increased ability to understand things that evolve over time and the relationship between objects – a complimentary subject to mathematics and the sciences; music augments memory and improves critical reading and writing, boosting creative thinking; beyond the academic, music in practice develops concentration, promotes motor development, improves hand-eye coordination, facilitates social skills and develops confi dence.

Why study music at KEFW?

‘A’ Level Music is taught for eight to ten hours a fortnight. We do our very best to stretch and challenge individuals in lessons and have high expectations for examination achievement. Since 2010 we have achieved 100% A*to C at ‘A’ Level.

The Music Department comprises eight rooms across two purpose built buildings; The Music Suite and our new Performing Arts Block, shared with Drama. There are two main teaching rooms including a new computer suite running Sibelius and Cubase music software, and fi ve smaller rehearsal rooms all fi tted with pianos, stereos and other instrumental resources. We also have a fully equipped recording studio. Two full-time members of staff operate the department and a further thirteen instrumental teachers visit weekly. For a biography of each teacher, please visit our page on the department’s Frog page.

Completing ‘A’ Level Music is essential for further musical study or a career in music. The last few years have seen our students take up places to study music at the Royal College of Music, Mountview Academy of Theatre Arts and Southampton, Bristol and Birmingham Universities. Music is also a complimentary subject for many degree courses, including the sciences.

Entry requirements:GCSE Music grade A*/A or equivalent is the usual standard for entry although students or an equivalent qualifi cation, for example ABRSM grade 5 theory and/or practical on an instrument, will also be considered; If you are in doubt please contact us. Students are expected to play a full part in the musical life of the school by participating fully in ensembles, thereby encouraging younger pupils by example.

‘A’ level Course Overview

We currently teach the AQA GCE Music Specifi cation 2270.

AS Skills/Topics

• Students need to be able to apply themselves to musical history and analysis, and to have developed sound composing and performing skills.

• MUSC1 (30% of AS/15% of ‘A’ Level) Infl uences on Music is by written examination, including listening and essay-style questions, one based on a set work (Haydn’s Symphony no. 104) and one based on one of the following; Choral Music in the Baroque Period, Musical Theatre – 1940-1960 and British Popular Music from 1960.

• MUSC2 (30% of AS/15% of ‘A’ Level) Composing coursework is externally assessed. Here students get the opportunity to learn how to harmonise and write counterpoint or complete a composition in a style of their own choosing if they demonstrate strength in this area.

• MUSC3 (40% of AS/20% of ‘A’ Level) Performing coursework is internally assessed and externally moderated. The level of demand is equivalent to grade 5 or higher.

A2 Skills/Topics

• Again, students need to be able to apply themselves to musical history and analysis, composing and performing but to a higher and more complex level.

• MUSC4 (20% of ‘A’ Level) Music in Context is by written examination, including listening and essay-style questions, one based on a set work (Shostakovich’s Symphony No. 5) more complex than AS and of an increased duration, and one based on one of the following; English Choral Music in the 20th Century, Chamber Music from Mendelssohn to Debussy and Four Decades of Jazz and Blues 1910-1950.

• MUSC5 (15% of ‘A’ Level) Composing coursework is externally assessed. Students will have the opportunity to learn how to harmonise in the style of a Bach Chorale and complete a classical string quartet or complete a composition in a style of their own choosing.

• MUSC6 (15% of ‘A’ Level) Performing coursework externally assessed. The level of demand is equivalent to grade 7 and beyond.

Human attitudes and specifi cally human ways of thinking about the world are the result of dance and song.JOHN BLACKING

Since music is the only language with the contradictory attributes of being at once intelligible and untranslatable, the musical creator is a being comparable to the gods, and music itself the supreme mystery of the science of man.CLAUDE LÉVI-STRAUSS

Art and nothing but art! It is the great means of making life possible, the great seduction to life, the great stimulant of life.FRIEDRICH NIETZSCHE

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23

‘A’ Level Music TechnologyDo you desire to create and record music? Are you interested in the popular music styles of the last century? Are you fascinated to learn about developments in music technology?

If the answer to these questions is ‘yes’, then this course is for you. If you are hoping for a career in music then perhaps you should consider combining AS Music Technology with A Level Music.

Entry requirements: are similar to those required for ‘A’ Level music as set out above but with less emphasis on high ABRSM achievement. Those with good performing skills on an instrument, an enthusiasm for popular music and an A*/A for GCSE music are eligible for this course.

The course comprises the following elements

Music Technology Portfolio 1 (70% of AS)

• This area of study involves the study and practice of MIDI sequencing, audio sequencing and multi-track recording. You will use equipment and learn technical processes to capture sounds and manipulate them to produce several musical results.

Listening & Analysing (30% of AS)

• This area of study involves the study of Popular Music; blues, jazz, pop, rock, etc. You will learn about the main musical and cultural characteristics of the major styles and trends of the past 100 years, ranging from ragtime and Dixieland Jazz through to recent developments in Club & Dance Music.



PhilosophyPhilosophy is an exciting and challenging subject which is studied by people with an enquiring mind. You need to be able to demonstrate a maturity of thought and expression; as well as having the ability to analyse critically an argument and to identify the key relevant components of an argument. The ability to communicate complex theories and ideas in accessible written and oral presentation, as well as to promote and defend ideas and theories in discussion with clear arguments will also be necessary.

This course is taught via formal note making and discussion. It is expected that people will read around the subject. A good level of literacy is required as assessment involves predominantly both extended writing and essays.

At degree level Philosophy is compatible with subjects such as Law, Government and Politics, Economics, Theology, English, History, Sociology, Archaeology, Classical Civilisation and History of Art. Studying Philosophy will also prove a great asset in many professions which require the presentation and logical analysis of arguments, for example Law.

Students who have an interest in Philosophy but who do not wish to study a full A level course could look at the International Baccalaureate which includes the Theory of Knowledge course.

Entry requirements: GCSE English OR English Lit grade A*/A or equivalent. Religious Studies (if studied) at grade A is also useful.

A level course

• AQA Philosophy (2175)

• AS Topics include Epistemology and Philosophy of Religion.

• A2 Topics include Ethics and Philosophy of Mind.

• Each topic is assessed by a variety of diff erent style examination questions.

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Physical EducationThe Physical Education course is an essential foundation for higher education courses in Sport Science and careers in PE teaching, coaching, the leisure industry, sport psychology etc. It is a useful preparation for courses in some areas of medicine, especially physiotherapy.

Although there is some practical work in the course, the majority of the work is theoretical, with a strong bias towards scientifi c enquiry and prospective candidates should consider this carefully.

Entry requirements: GCSE Physical Education (if studied) OR English grade A or equivalent. GCSE Biology grade A is also useful.

A level course

• AQA Physical Education

AS Topics

• Opportunities for and the eff ects of leading a healthy and active lifestyle

• Analysis and evaluation of physical activity as a performer and/or in adapted role(s) - candidates are assessed on their ability in two areas from a choice of roles, and look at the theoretical factors that improve performance.

• Assessment by written examination (30%), internal assessment of a practical role (player/performer, offi cial, coach, leader) (20%)

A2 Topics

• Optimising performance and evaluating contemporary issues within sports, including exercise physiology, and application of psychology.

• Optimising practical performance in a competitive situation- candidates are assessed on their ability to perform, analyse and evaluate their own performance in a competitive/performance situation.

• Assessment by written examination (30%), internal assessment of a practical role (player/performer, offi cial, coach, leader) (20%)

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PhysicsPhysics is the most fundamental and all-inclusive of the sciences, providing a foundation for study in a wide range of fi elds such as engineering, electronics, geophysics and astronomy to name but a few. It is also relevant in increasingly technical professions such as medicine, dentistry and architecture. You will already have studied a wide range of topics at GCSE such as waves, electricity and forces. These areas will be studied in more detail in order to develop a deeper understanding along with new topics such as the quantum nature of light, cosmology, nuclear decay and wave-particle duality.

Entry Requirements: GCSE Physics (or Core and Additional Science) and Mathematics at grade A*/A or equivalent. It is not essential to also study AS Mathematics, although some students fi nd this to be an advantage.

AQA Physics AS (1451) – 3 Units

• PHYA1 Particles, Quantum Phenomena & Electricity (40% of AS or 20% of A2) - 1hr 15min written examination

• PHYA2 Mechanics, Materials & Waves (40% of AS or 20% of A2) - 1hr 15 min written examination

• PHA3A Investigative Skills & Practical Skills (20% of AS or 10% of A2) - assessed by an EMPA (Externally Marked Practical Assignment). This consists of a short series of practical measurements taken under examination conditions followed by a 1hr 15 min examination based on the results. Students are prepared for this by a program of investigations conducted throughout the year.

AQA Physics A2 (2451) – 3 Units

• PHYA4 Fields & Further Mechanics (20%) (1hr 45 min written examination)

• PHYA5/1 Nuclear & Thermal Physics (20%) (1hr 45 min examination in two parts to include option)

+ 1 further topic from a choice of;

• PHYA5/2A Astrophysics (this option is currently studied by all students)

• PHYA5/2B Medical Physics

• PHYA5/2C Applied Physics

• PHYA5/2D Turning Points in Physics

• PHYA6 Investigative Skills & Practical Skills (10%) - assessed by an EMPA (Externally Marked Practical Assignment). This consists of a short series of practical measurements taken under examination conditions followed by a 1hr 15 min examination based on the results. Students are prepared for this by a program of investigations conducted throughout the year.

General Information

AS Physics provides a satisfying course for a one year study of Physics and this is a good foundation for the more demanding work of A2. AS exams are taken in the summer of the Lower 6th and then there is progression to A2 topics which are examined in the summer of the Upper 6th. The subject content is intellectually demanding, and involves applying theory to new and unfamiliar situations. Practical work is a key component of the course and you will develop your experimental skills using sophisticated apparatus such as spectrometers, data logging equipment, video cameras, travelling microscopes, lasers etc. The power of mathematical thinking is one of the essential features of Physics and mathematical ideas are introduced early and used throughout. The Physics department off ers a weekly workshop to support you in your studies.

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Product DesignFrom the desk you sit at to the pen you hold, from the computer your work on to the rucksack you carry your books in...these and more have been designed and produced by a product designer. They are the men and women who balance the functionality of a product with its looks, cost and desirability to give us the consumables that we need for modern living.

Where do product designers start their career? The answer may be AS and A2 Product Design, a course that aims to give the student an understanding and knowledge of 3D product design and develop the skills and technical know-how required to produce new products for everyday needs.

The course is designed to encourage students to be independent and learn through designing, modeling and making. Students will learn many new manufacturing techniques using equipment based in the technology department including sand casting, routing, turning, welding, brazing and laser cutting to name a few.

Students will also cover topics such as:• Development in design and

technology and the evolution of products

• The work of past and present designers such as James Dyson, inventor of the Dyson vacuum system

• Design processes• Product manufacture including

computer aided design and manufacture

• Properties and uses of materials• Industrial and commercial

practices including 3d printing and laser cutting

Students of Product Design can go on to study degrees in Product Design, with diff erent areas of focus including Engineering, Industry, Sports, Furniture, Manufacturing and 3-D Design. When combined with Math’s and Physics it can lead to many fi elds of Engineering, Architecture and is also an excellent supporting subject for future careers in Dentistry and Medicine.

Entry requirements: Studying Design and Technology at GCSE level is not a requirement for the course, however it will be a distinct advantage. If D & T was studied then a grade A minimum is required, however a grade B will be considered with A grades in English and Math’s.

A level course

• AQA Product Design – 3D Design

• AS Topics allow students to develop an understanding of a broad range of materials, with emphasis on the life cycle of products, manufacture and fi nal disposal. Students will be encouraged to consider the broader issues for the designer including the environmental sustainability of products and consumer safety.

• Assessment is by written examination (25%) and a design and make project (25%)

• With A2 topics, students have the opportunity to further develop their knowledge and practical skills from AS. Candidates will continue to develop a body of coursework alongside an understanding of the processes and procedures of commercial production and manufacture.

• Assessment is by written examination (25%) and a design and make project (25%)

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PsychologyPsychology off ers an insight into everyday life and the reasons for behaviour. Analytical skills are developed as part of the course, as well as your ability to conduct scientifi c research. Excellent literacy skills would be an advantage.

Psychology at university is an obvious destination for a student following study at sixth form. Students might wish to specialise in a Psychology-related degree such as criminology. Psychology also gives an excellent foundation for many other degrees, such as business, education, medicine and law.

Entry requirements: GCSE grade A*/A in English Lit or an essay subject – strong writing skills are essential. GCSE grade A in science and maths is also useful.

A level course

• OCR Psychology

AS Topics

• Psychological Investigations – learn how to conduct psychological research through the use of experiments, observations, self-reports and correlations.

• Core Studies in Psychology – 15 ‘core studies’ in depth. These will give you an insight into fascinating questions such as: What causes phobias? Can chimpanzees use language? What is multiple personality disorder? Why do we dream? Does using a sat-nav alter your brain?

A2 Topics

• Applied Options in Psychology - Two options are covered in depth.

• The fi rst is Forensic Psychology, with interesting topics such as why people may turn to crime or how verdicts are decided in courts.

• The second option is Health and Clinical Psychology with topics such as the causes of stress and how to manage it, and how to diagnose and treat mental disorders.

• Approaches and Research Methods – This is the synoptic element of the course, and work on conducting psychological research is built on in this module.

• All A level topics are assessed by written examination, at AS with a mix of short answer questions and lengthier, extended answers, and at A2 with essay responses involving selection of relevant information and analysis.

This will be changing to AQA (A) from September 2015. Details of the course can be found on the AQA website.

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Religious StudiesReligion can be considered the most important infl uence on the lives of everyone in the world. Even if we think that we do not believe in any religion, and that it is nothing to do with us, nevertheless, it aff ects many aspects of our everyday lives, wherever we live. Religion can impact so many philosophical and ethical issues that are evident in society today. Religious belief has been with humanity since the very beginning. It is an attempt to explain those things for which we do not otherwise have an answer: why are we born, why do we suff er, the meaning of life and what happens to us when we die? Religion has been a fundamental part of our development. In the 21st century, religion still addresses the same eternal human questions about life and death, God’s existence and morality.

Religious Studies is a very academic subject and you will develop the skills of investigation, analysis, interpretation, evaluation, communication and debate. This course encourages you to develop your interest in the study of religion and its relation to the wider world; to adopt an enquiring, critical and refl ective approach to the study of religion; and to refl ect on and develop your own values, opinions and attitudes in a safe environment. The subject allows you to develop an understanding of why people view the world diff erently and examine the fundamental questions of life, weighing up of diff erent beliefs, opinions, and experiences. The ability to relate the beliefs, values, and experiences of others to our own experience of life is an important element of the course.

The subject equips you with a variety of skills which are transferable and highly valued by many of the professions. Religious Studies is compatible with degree subjects such as Single or Joint Honours Theology, English, History, Sociology, Philosophy and Government and Politics. It is also a good partner subject for Archaeology, Classical Civilisation and History of Art.

Entry requirements: GCSE Religious Studies grade A*/A or equivalent

A level course (OCR Religious Studies)

AS Topics

• Ancient Greek infl uences on religious philosophy based on the thinking of Plato and Aristotle. Judaeo-Christian infl uences on the philosophy of religion based on the nature of God.

• The 4 traditional arguments for the existence of God: Ontology, Cosmology, Teleological, Moral.

• Challenges to religious belief: the problem of evil and religion and science

• Ethical theories: Natural Law, Kantian Ethics, Utilitarianism and Religious Ethics.

• Applied ethical topics: Abortion, euthanasia, genetic engineering, war and peace.

A2 Topics

• Religious language, Religious Experience, Miracles, Nature of God and Life and Death.

• Meta-ethics, Free will and determinism, the nature and role of conscience, virtue ethics, applied ethical topics: environmental and business ethics, sexual ethics.

Assessment is by written examinations for AS and A2 and therefore a good level of literacy is required as assessment involves predominantly both extended writing and essays.

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Sixth Form

CURRICULUM

Scotland LaneBartley Green

BirminghamB32 4BT

Tel:0121 475 3535

Fax:0121 477 8555

Email:offi [email protected]

Web:www.kefw.org

sixth form curriculum 2014

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