Upper School

Classes 11 & 12

Prospectus 2014

Educating with Imagination

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Sixth Form CLASSES 11 AND 12

WYNSTONES SCHOOL

“A Steiner school inspires imagination and creativity, the education teaches you to question, gives you a real sense of community and gives you the independence to move

on. I feel excited to go to school each day and we all learn for the love of learning!”

A Level Student

Table of contents

page

Introduction 3

Main Lessons 4-9

AS and A2 courses 10-35

Afterword 36

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WELCOME

The end of Class 10 sees a milestone in your education, not only bringing to a close your GCSE courses but also an end of your compulsory school years. As such you have a real decision to make about your future, and it is important that you are aware of all the options available to you so that you can make the right choice.

This booklet outlines what we can offer you here at Wynstones—not just the A Level programmes, but also the rich variety of other strands of school life. Of course it is only possible to provide you here with an overview of the various courses available and it is important that you take the time to discuss your options with the appropriate teachers.

Your timetable in Classes 11 and 12 will have two aspects to it : one which you will experience with the whole class including the main lessons, music, movement, the class play, trips and a variety of other activities throughout the year, and the other being your own personal studies, largely taken up by your A level subjects. We feel that both these aspects are important parts of the senior school, each complementing the other to provide you with a broad and balanced education, one that will well equip you with the necessary skills, knowledge and qualifications for your later steps after Wynstones.

David Withington Caroline Thompson Class 11 Guardians

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MAIN LESSONS

The main lesson is a wonderfully unique approach to learning and is a funda-mental part of how we work at Wynstones. The opportunity to study both a great variety of subjects, and to do so in depth and with immense sensitivity is something valued by current and past students.

What we hope to impart to you as students at our school is a rich breadth of knowledge and ideas that make you so much more than a well-schooled exam taker. As such, the main lesson complements and contrasts with your `A` level studies, ensuring, for example, that even if you have strengths and interests mainly in the sciences, you will still continue to explore and enjoy topics in Literature, Drama and Art. Conversely those focussing on Humanities, Lan-guages and Arts subjects will still be presented with fascinating insights into im-portant areas of Science and Mathematics

Typically the Main Lessons in Classes 11 and 12 are:

Main Lessons in Class 11

Chemistry

Maths

Drama

Physics

Parzifal

Biology

Craft

English—the Romantics

Main Lessons in Class 12

Philosophy

English 20th Century Literature

Physics

Class Play

Art

Craft

Maths

Zoology

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MAIN LESSONS IN CLASS 11

Here's a selection of the main lessons you’ll have in Class 11.

Chemistry

This main lesson looks at scientific models using the nature of matter as a theme. We explore how ideas first postulated by the ancient Greeks survived through the centuries only to be replaced in recent times by our modern concepts of matter. The development of the atomic model is one of our greatest scientific achievements; we look at the people involved in this discovery and piece together the story of their achievements. We also look at current models of the world at the atomic level with a glimpse into the unbelievable world of quantum mechanics.

Mathematics

One of two topics will be taught:

‘Foundations of Geometry , and an Introduction to Projective Geometry’

or

‘The Secrets of the Triangle’

This branch of mathematics is mostly geometry and especially projective geometry so it involves practical and imaginative work. Through a sequence of drawings we develop different ways of looking at space to see what changes and what stays the same when we move from one type of space to another. One aim is to stimulate the imagination to encompass the idea of infinity. The importance of the infinity idea in constructing different kinds of space and this can be related to many modern ideas about geometry, physics and also biology as well as the arts of drawing and architecture. This is a subject unique at this level to Waldorf schools and is therefore a wonderful opportunity to meet new ideas, to develop new skills and ways of thinking in an artistic way.

Drama— Class 11 Play

This main lesson takes place at the end of the year after exams have finished. In recent years a musical to delight the whole family has been the popular choice (The Wizard of Oz, Beauty and the Beast) and pupils are invited to be part of the play selection process. AS Performing Arts pupils may use the play as their final exam performance/production, and it’s a fantastic way to end the busy year.

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MAIN LESSONS IN CLASS 11

Physics

This main lesson looks at modern physics and its evolution through the last century. The strange and wonderful world of Quantum Physics is looked at alongside developments in Cosmology and the Atomic level of the physical universe.

A further option is practical electronics: we build simple electronic switches, timing circuits and electronic sound devices, and lay the foundation for understanding the basis of computer technology.

Parzifal

Parzifal, the famous medieval epic poem by Wolfram von Eschenbach, is studied, and sheds light on medieval life and notions of honour and chivalry. The poem elucidates how the inner, spiritual and outer, physical or practical quests of Man must come together; this is what will enable our spiritual quest in the modern scientific age. At the heart of Parzifal is learning to ask the right question at the right time.

Biology

In Class 11 we move on from our study of evolution in Class 10 to look at Ecology. We explore a range of ecosystems and how different animals and plants compete and cooperate in a complex web of interactions. We move on to look at the human impact on natural environments and issues of sustainability. What kind of world do we want to live in?

Craft

The opportunity in the Craft main lesson will be to try something new and to expand on the scope of techniques taught in the weekly craft lessons. We offer stone- or woodcarving, jewellery, stained glass and modelling the human head in clay.

The projects are in the main, individual, however on occasions have been a whole class working together cooperatively on a sculptural project.

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MAIN LESSONS IN CLASS 12

Philosophy

Class 12 study Philosophy using key questions. In ‘What is Reality?’ we consid-er Plato’s Theory of Forms, Plato’s Allegory of the Cave, and Aristotle’s Theory of Causality. Students test Aristotle’s four causes by applying the theory to sev-eral concepts: non-organic, organic, and metaphysical, such as a rocket, an eye and truth. We then study: ‘What is God?’ Starting with Aristotle’s Prime Mov-er, we look at the influences of Greek thought on Judaeo-Christian ideas, con-trasting classical deism and biblical theism. We study the two contrasting crea-tion accounts in Genesis 1- 3 to compare the metaphorical poem of the 5th C BC with the aetiological myth of the Fall of Man from oral tradition dating back to the 9th C BC. We move on to Anselm’s Ontological Argument for the exist-ence of God and Nietzsche’s ‘God is Dead’. We consider ‘What is faith?’ - the experience of those of religious faith. Last year were privileged to welcome vis-itors Sister Mary Stephen from the Brownshill Monastery of St Bernard and Mr Jim Welsh to share their personal faith journeys. Finally, we explore: ‘What is love?’ in Plato’s Symposium. Homeworks are creative responses to the materi-al, and include drawings, poems, pictograms and essays.

English—20th Century Literature

Twentieth Century Western Literature is explored against a background of his-torical and social context. Through key literary works, you will look at some of the main literary movements of the last century, including Dadaism, Expres-sionism, Stream of Consciousness, Existentialism and Absurdism. You will con-sider how major literary styles reflect and connect with contemporary artistic and philosophical movements. We will study leading writers’ lives and works and read influential poetry, prose and drama. You will also have the chance to experiment with writing your own creative pieces in various different styles. You will consider many literary responses to Aristotle’s fundamental question: ‘How should a man Live his life?’ and consider French writer, Jean Anouillh’s proposition that ‘fiction gives life its form’.

Music

This is a short Main Lesson exploring 20th and 21st century music. We look at a variety of composers and styles and everyone participates in writing and per-forming a class piece based on the Serial or Chance Technique. We have speakers on music in the field today and a very popular jazz workshop.

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MAIN LESSONS IN CLASS 12

Physics: Light and colour

This main lesson is unique to Waldorf Education. It looks at our experiences of light and colour as a stimulation for discussion on the activity of science in rela-tionship with art and life. The way scientific ideas relate to our direct experi-ence of reality is looked at comprehensively through many experiments with light: radiating, reflecting, refracting, dispersing, combining, diffracting, and polarising. This is a main lesson equally stimulating for artists, scientists and philosophers.

Class Play

In class 12 there is the opportunity to tackle more challenging material and pu-pils are encouraged to have an input into selecting their play. Comedies have often been popular, such as this year it’s The Importance of Being Earnest, though stage blood and gore can also be an option (last year King Lear!) The most important thing is that the play suits the class. This is the last time you will work together as a close, co-operative team to create a memorable piece of theatre. The Class 12 play is frequently cited by pupils as a highlight of their final year, the crowning glory of the many years of school plays, but above all, it provides an opportunity to further develop your skills and yourselves and have lots of fun.

20th Century Art

This main lesson offers an overview of the social, cultural and historical chang-es that gave rise to such diversity of styles as encompassed in the terms Modernism and Post-Modernism. To evaluate the key elements of these styles as founded in cubism, expressionism, surrealism and abstract expression and work practically with the structural elements of these approaches. To ‘apprehend’ a piece of work that is termed ‘fine art’ and to make critical judge-ments in evaluation in order to understand and comprehend its intention. Where possible to engage in conversation with contemporary artists to evalu-ate new boundaries between discipline Art/Science/Literature.

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ENHANCEMENT PROGRAMME CLASS 11 AND 12

The Enhancement Programme starts on the first day of the school year when Class 11 and 12 leads in the new Class 1 and become ‘buddies’ with individual children throughout the year, celebrating birthdays, festivals and school events together.

During the year there are a number of important cultural trips for the Sixth Form, beginning with an overnight trip to Oxford in early September to the highlight of the Class 12 trip to Italy at Easter time. This is often seen as a culmination of the Art History, Music and social journey that the pupils have ex-perienced over the Sixth Form years. In the final weeks of the year for Class 12 will be introduced to visiting ‘Speakers’ who share their working experiences. This gives Class 12 pupils valued insight into the working world and helps to prepare them for University and work in this transition period. At the end of Class 12 there is the Class 12 Conference to which Class 12 pupils are invited to attend and share 3-4 days of reviewing their educational journey in both talks and artistic work, as well as engaging deeply into their contributions into their individual and social future. The possibility of new friendships and connections are established which the group can carry into future life.

Music

Everyone sings in the choir, with opportunities to sing in beautiful buildings and take part in a singing tour abroad. Orchestra is for all, with options to take part in the djembe or guitar group .

Games

All pupils can benefit from games lessons in Classes 11 and 12 regardless of the other subjects you have chosen to study. In Class 11 and 12 games would typi-cally be fencing, badminton, basketball, volley ball and hockey.

Eurythmy

In Eurythmy we aim to address the whole human being through speech, music and movement. There is a final performance either as a piece of music, a poem or a story. We also look at gestures and movements of the planets and zodiac.

‘I find Eurythmy an antidote to exams’ Class 12 Pupil

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A LEVEL COURSES

For a small school we offer a good range of A Level subjects, each taught by enthusiastic, specialist teachers. Many of our pupils aim for university and other higher education establishments, and we recognise your need for the best grades you are capable of to further your education after Wynstones. In-deed Wynstones gives a very good account of itself when it comes to exam results. For example in 2013:

89% of all GCSE results were A* to C

67% of AS results were A - B

89% of A2 results were A* to B

We are above the national average for points earnt at A Level. In the Annual Government League Tables we have consistently been the only non-selective school in the top 10 of the county.

Chemistry

Geology

Physics

Biology

Mathematics

English Literature

French

German

Art & Design/Ceramics

Fine Art

Music

Performing Arts

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A LEVEL CHEMISTRY

Chemistry at A level picks up on many of the topics that you will have already looked at, both in the Main Lessons and during the GCSE course. So you won’t be surprised to find the A level includes atomic structure, bonding, organic chemistry and metals. We can compare your studies to learning an instrument – once we get beyond a scratchy version of Three Blind Mice or that awkward change from a D to a G chord, then things get more interesting; the challenge produces a greater reward. Chemistry A level will greatly increase your under-standing of the world around you and at the same time challenge you with some deep concepts behind the very nature of, what often are, very everyday materials and phenomena.

The AS course comprises of three modules:

CHEM1 returns to the fundamentals of chemistry – atomic structure, bonding, the Periodic Table, organic chemistry etc. but gives you the opportunity to get to grips with these topics, ones that you only really touch on at GCSE.

CHEM2 focuses on the chemical world around us – looking at the materials that shape our modern lives and how we can produce them and use them in a re-sponsible way. We look at how the principles of chemistry underpin the way materials behave.

The third part of the course is a practical based one where you are assessed on your practical skills as well as your skills of analysis, data manipulation and data interpretation. This is done internally and along the way the course gives you plenty of opportunity to develop and practise these skills.

A level chemistry is an essential qualification to have if you are considering any type of medical or veterinary career. In addition, being considered to be one of the ‘traditional’ subjects, it will be very useful for gaining entry on virtually any further education course, both scientific and non-scientific.

The course is taught in a well-structured way where you will be given constant feedback on your progress. My students enjoy the course and tell me that they feel secure in their learning and well prepared for the assessment and exams when they come. If you would like any further information or advice, then do come and talk to me at any time.

Mr Withington A Level Chemistry

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A LEVEL GEOLOGY

Humans have always asked questions and over the centuries have used differ-ent approaches to find the answers – stories, myths etc. Geology endeavours to answer some of the most fundamental of questions using scientific evidence and methods and these questions can be really big:

How did the Earth come into being? How did life appear on it? Where did all the dinosaurs go (and should we be worried!)? What are the processes that lead to the magnificent spectacle of a volcan-

ic eruption or the terrifying devastation of an earthquake? How can we live our lives today so that we can pass on a world fit for fu-

ture generations? Geology is the study of the science of the Earth, incorporating ideas from chemistry, physics and biology and is therefore a great A level to mix with the other sciences. Equally, if you would like some science input into your A level studies and are not planning to take one of the other three, then Geology is a good one to choose on its own because it covers such a broad range of topics and develops many scientific skills.

The Course

Like many A-levels, Geology is a modular course and you will take three for the AS in Class 11 and three for the A2 in Class 12:

AS modules:

GL1 and GL2 looks at the fundamental ideas and skills associated with Geology including identification of minerals, rocks and fossils, the evolution of the Earth, evolution of life on Earth, an understanding of geological time and its measurement. GL1 looks at the theories around these areas whereas GL2 stud-ies them on a practical level.

GL3 is a study of how geological processes affect our lives and how we as hu-mans impact on our physical environment. This includes living with earth-quakes, safe disposal of waste, our water supplies and large- scale civil engi-neering projects.

A2 modules:

GL4 returns to many of the ideas encountered in GL1 but now studies them in

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more detail, looking principally at how we can interpret our observations of ge-ological phenomena. We look at areas such as possible causes of mass extinc-tions, why the Earth has ice ages, why does vast volumes of lava pour at places such as Iceland, any lump of rock has a story to tell – you will learn how to read that story.

GL5 takes two particular topics and allows you to study them in real depth. You will study the remarkable story of these islands that make them such a special place for Geologists all round the world.

GL6 is a practical investigation of geological processes both in the lab and in the field.

It is difficult to choose a brand new subject at A-level, but Geology is a reward-ing subject and a number of my former pupils go on to study the subject for their degree. In addition it is a very useful A level to gain entry onto a variety of scientific, engineering and medical courses as well as non-scientific ones.

Mr Withington A Level Geology

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A LEVEL PHYSICS

Advanced level physics is for anyone who enjoys learning about the physical universe, our efforts to understand the inorganic world, and the technological inventions that have come with the science. Physics A level opens the way to higher education in a range of areas including Physics, Astrophysics, Electron-ics , Engineering, Aviation and Architecture. It is often studied alongside Mathe-matics A Level but this is not essential.

We take the Edexcel Advanced GCE Physics Course which in Class 11 comprises three modules for AS:

Mechanics and Materials Mechanics — rectilinear motion, forces, energy and power Materials — flow of liquids, viscosity, Stokes’ Law, properties of mate-

rials, Young’s’ modulus and elastic strain energy. Waves, Electricity and the Nature of Light

Waves — including refraction, polarisation, diffraction and standing (stationary) waves,

Electricity—current and resistance, Ohm’s law and nonohmic materi-als, potential dividers, emf and internal resistance of cells, and nega-tive temperature coefficient thermistors and

Light—the wave/particle nature of light. A practical coursework project.

An experiment that is based on a physics-based visit or a case study of an application of physics.

The A2 course in Class 12 has 3 further modules:

Further Mechanics, Particle Physics and Electromagnetic fields. study of further mechanics—momentum and circular motion, particle

physics, and electric and magnetic fields. Thermal Energy, Oscillations, astrophysics and Cosmology.

study of thermal energy, nuclear decay, oscillations astrophysics and Cosmology— the physical interpretation of astronom-

ical observations, the formation and evolution of stars, and the history and future of the universe.

A Practical Examination. This involves planning an experiment, carrying out the experiment,

and recording and analysing experimental results. Mr Murrell A Level Physics

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Enhancement Programme

Class 11 and 12 supporting their ‘Buddies’

Sixth Form Choir

Gloucester Cathedral

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A LEVEL BIOLOGY

AS level builds on GCSE biology but studies the subject in much more details. There are two units. The first concentrates on how cells work, on the heart and lungs, and ‘transport’ in plants. The second unit focuses on biochemistry, look-ing at DNA and enzymes. It also includes modules on health and disease and a closer look at evolution and biodiversity. There is also a range of practical work, including field study.

A2 level Again there are two units. The first unit introduces the study of how nerves work and also looks at hormones. Excretion is an important topic and we move on to the biochemistry of photosynthesis and respiration. The sec-ond unit covers three areas: genes and biotechnology; ecosystems and sustain-ability; and animal behaviour.

A-level biology is an exciting, cutting-edge subject. The work is challenging but what we study has great relevance for the future of the planet and provides a good basis for many university courses.

Mr Gladstone A Level Biology

Class 11 Biology

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A LEVEL MATHEMATICS

It would be difficult to think of an area in life which is not touched in some way by mathematics. Each time we cut a cake into three pieces, remember a tele-phone number, or take medication every four hours, we are exercising a capa-bility so profound it is almost beyond belief: we are witness to the concept of number in human consciousness. In its broadest sense, Pure Mathematics is the Study of Relations: advanced algebra has to do with exactitude, analysis with continuous variation; geometry with space - both seen and unseen. Ap-plied Mathematics is the study of nature, whether cloaked as engineering, physics, chemistry, or other sciences. Probability theory, with its accompanying sidekick statistics, seeks to impose a measure on the uncertainty of random events. Mathematics has been called the Queen and Servant of the Sciences: indeed, it was Galileo who first stated that the Book of Nature is written in the Language of Mathematics. However Pure Mathematics can be studied for its own sake and therein is seen and experienced great beauty, elegance and pow-er most pleasing to the human mind. It is a highly spiritual endeavour. There are three sayings which might help to make this clear: (i) In the Land of Mathe-matics, there is strength in numbers; (ii) Precision is not a tyranny; (iii) It would be difficult to think of a more labour saving device for mankind than the inven-tion of algebra. In mathematics, we take a peek into God’s notebook.

In Class 11, we offer ‘AS’ in Mathematics. In Class 12, you can continue study-ing further for the ‘A2’ in Mathematics. The board for this examination is the Welsh Board, WJEC. We recommend that you attain at least a ‘B’ at GCSE, alt-hough an ‘A’ is preferable.

Mr Hart A Level Mathematics

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A LEVEL ENGLISH LITERATURE

English is one of the most exciting subjects because it helps you to discover who you are, what you can be, and what is going on inside other people’s minds. English is more concerned with inner landscapes: why you feel the way you do and how your most personal thoughts and feelings have been shared by other people, faced with similar situations, throughout time and across cultures.

In English Literature we study: conflicts - how they arise, explode and resolve themselves; why compassion and tolerance are so crucial; courage – and that it can take many different forms; and how to laugh at ourselves, because it can teach us far more than condemning foolishness in others. We learn about the big opposites, and how it can be difficult to tell the difference between them: love and hate, good and evil, loneliness and lack of space, fear and aggression, appearance and reality. We learn to appreciate the richness and diversity of what it is to be human; we learn to love the beauty of language, to harness its power and to respect the power of the imagination, especially our own.

You will probably study six books in the first year and six to eight books in the second year. You will also research the background of each book. The class will have a say in which texts we read from the syllabus. The course will cover stories, poetry and drama from different time periods from 1400 to the present and is likely to continue to include American literature. Many of the texts are classics so you will also be able to watch them on DVD.

One of the most enjoyable ways to understand works of literature well enough to be able to analyse them, is to write in the style of the poet or author, so creative writing is a key part of your learning. Many Wynstones students have achieved full marks in the coursework.

This course encourages you to think more deeply about the most significant aspects of our lives: compassion, love, death, aspirations, friendship, beauty, spirituality, courage, mania, terror, man’s folly and inhumanity to man, self-sacrifice, sexual relations, isolation, good and evil. It stirs the emotions and prepares you for facing real life.

English also teaches you subtle, analytical and interpretative skills and is ideally suited to all careers dealing with people, or requiring fast, accurate writing using a wide vocabulary, or analysing written information.

Mrs Davies

A Level English Literature

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A LEVEL MUSIC

AS Music is easily accessible to students who have been having vocal or instrumental lessons at some time. There is a Solo Recital of 5 – 6 minutes and the standard required is Grade 4, 5, or 6 ABRSM or equivalent. Accompaniment will be provided and rehearsal time is part of the course. Composition is taught from the beginning, though pupils who have experienced GCSE Expressive Arts or Music have a good foundation already. The briefs for composition are wide-ranging and are either for voice(s) or instrument(s) and can be in any style. Set works to be studied are from a wide range of styles, including Western Classical, 20th Century Art Music, Music for Film and Television, Popular music and Jazz, and World Music.

A2 Music needs a performance standard of Grade 5, 6 or 7 for the 12 minute Recital. Accompaniment and practice time are again provided. A more mature composition style, which follows on naturally from AS Music

again includes 4 wide-ranging briefs to choose from and 4 part harmony is also taught as an alternative option to one of the (2) compositions. Studying set works again includes all the styles from AS Music. Mrs Marcus A Level Music

Gloucester Cathedral Concert 2012

Wynstones Sixth Form Orchestra Player

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A LEVEL FRENCH AND GERMAN

Why study French or German at A Level ?

A fluent facility in a foreign language is always an asset, not only if you visit a country where you speak the language, but in a range of other contexts too, as we live in an increasingly globalised world.

The rigour of acquiring a wide vocabulary and a deep grasp of grammar is a dis-cipline and an intellectual challenge.

Developing a good knowledge of a country and its life broadens the mind and clarifies and puts ones own beliefs into a wider perspective.

Modern Languages are well received as ‘challenging’ A Levels by all the top uni-versities.

What’s in the A Level Course ?

The former approach of ‘Language and Literature’ has given way to a course that focuses on ‘Language, Society and Culture’. We deepen the students’ grasp of the language principally by the study of written texts along with audio and video materials dealing with a range of social, political, economic and other is-sues that relate to the country. Students receive wide practice of the four skills of reading, writing, listening and speaking using not only published textbooks and other ‘formal’ materials but items taken from the Internet and other ‘of the moment’ sources.

The AS course leads naturally into the A2 course. It introduces relatively little new grammar, as the AS course covers nearly all that is needed, but widens both the range of topics covered, and thus too the students’ vocabulary, and the students’ ability to write and speak at greater length and with more com-plexity and sophistication.

What about exams and assessment ?

There are two examination at AS and two at A2.

Paper 1 - 2 ½ hours. This tests:

Reading comprehension. A number of texts of different types are given – e.g. from a newspaper, from a work of literature, from a website - with questions and answers required in French/German.

Listening comprehension. A number of audio recordings of varying lengths are heard, with questions and answers required in French/German.

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Extended writing in the language. Students are given a text of 400 – 500 words in French/German, and must write an analysis of and personal re-sponse to it.

Paper 2 – 12 minutes.

This is the speaking examination. In the weeks before the exam, students prepare a topic in depth on which they will speak and be asked questions. Marks are awarded for accuracy, fluency, quality of ideas expressed, and ability to respond fully and informedly to questions put.

What do we expect of students ?

The jump from GCSE to AS is significant. There is now no longer room for ‘nearly but not quite’ in the use of grammar or choice of vocabulary. The first half term will involve a quick recap and making secure of all grammar basics, so we may move on to more complex matter thereafter. Vocabulary needs to wid-en steadily too. All in all this means their taking real responsibility for learning, for committing to memory a lot of material as a matter of course, and not only when the teacher says there will be a test. A level classes have 4 lessons a week each. Many but not all lessons will generate a homework, whether a short task for the following lesson or a longer task to be handed in the follow-ing week or later.

Entry requirements

We find from experience that those with less than a B at GCSE will struggle with some elements of the course, though we look first and foremost for enthusiasm, commitment and a genuine desire to learn.

Mrs Law-Lindberg Mr Fayter A Level French and German

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A LEVEL 3-DIMENSIONAL ART AND DESIGN

We inherit a rich and diverse cultural history reflecting mans ingenuity, skill and striving both for beauty and also for practical solutions. Most things around us that we use have been designed and made by someone somewhere, be it in wood, metal, glass, clay, plastic etc.

In 3D-design we will be considering and exploring the design process, from idea to realisation. Where does inspiration come from? What is good design? How can we create artifacts that achieve a balance of function and beauty and ap-propriate use of materials. What ecological questions arise? These are some of the ideas you will be working with, and acquiring skills of craftsmanship and techniques of fabrication in the realization of your own designs.

Metalwork

Following the recent refurbishment of the metal-workshops, Wynstones now has dedicated work-shops for Blacksmithing as well as Jewellery mak-ing and Silversmithing. Both workshops are equipped with state-of-the-art tools and equip-ment and offer the opportunity to produce arte-facts of the highest standard. Possible areas of study for coursework, personal investigation and controlled assessment can in-clude:

Functional or artistic Silversmithing (although you will be working with copper most of the time). The underlying skills have been taught in class 9, which can be expanded upon and met by a more design-based approach.

Jewellery-design and -making from initial sketch-es to a finished ensemble of wearable art. Func-tional or artistic Blacksmithing.

Woodwork

The wood-workshop offers the opportunity to develop a piece or indeed an en-semble of furniture from initial design to a traditionally handcrafted artefact.

Class 12 Metal Work

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Or you can choose to work more artistically and focus on woodcarving, which can lead to the creation of a fully 3-dimensional sculpture.

Ceramics

Wynstones has a fully equipped pottery studio with electric and woodfired kilms. This course is an opportunity to experience the potential of clay as an ex-pressive, sculptural medium or to develop a high level of technical skill and craftsmanship with the potters wheel or handbuilding.

The emphasis will be on experimentation and research and developing a strong sense of personal creativity and visualization skills. Work will include the design process from idea to realization and include research into other artists and designers, sources of inspiration and skills and techniques of recording and pre-senting in a visual and written form.

Ms Harker

Mr Voss A Level 3-Dimensional Art and Design

A Level Ceramics

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A LEVEL FINE ART

The journey through the visual arts in a Waldorf School has the opportunity at this stage to allow the student to make a creative, personal response to a wide range of themes, from nature study and portraiture, social issues and mixed media work which deepens aesthetic understanding. It is an ideas rich, hands-on approach based in research and experimentation. Painting, drawing, print-making and sculpture are the principle disciplines and can be developed in many ways. Students may wish to explore watercolour , acrylics, oils, pastels or combinations of these and introduce collage and photography to supplement studies. The work of other artists who have worked with similar themes forms an integral element to he study and sets the students work within the context of this aesthetic discipline.

Skills

Candidates should demonstrate the following:

a range of approaches to working with images, signs, symbols and text, such as observation, analysis, communication and imagination;

an understanding of conventions and genres, such as figurative, abstract and symbolic;

an understanding of pictorial space, composition, rhythm, scale and struc-ture;

an understanding of formal elements, such as colour, tone, texture, shape and form;

There are two units in this AS course:

Coursework Portfolio

For this unit candidates need to produce a portfolio of work that derives from initial starting points, topics or themes that are determined by the pupil and teacher, to:

develop their knowledge, skills and understanding;

explore, researched and acquired techniques and skills.

Candidates are expected to:

record observations from sources relevant to intentions;

develop ideas and techniques appropriate to their chosen specialism(s);

produce work that is appropriate to their intentions.

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Candidates should be aware that in practical or written work all references and sources should be correctly acknowledged.

The portfolio can comprise:

a single, sustained project, theme or course of study;

a number of smaller projects;

a combination of work presented in sketchbooks and/or mounted on sheets, or any other appropriate format.

Controlled Assignment

From this paper, candidates must choose one starting point from which they will generate appropriate work for submission. The candidates must realise this work in a combined time of 5 hours.

The work for this unit has three elements:

1. Planning 2. Preparation 3. Realisation(s)/Outcome(s).

There are two units in this A2 course:

A2 Personal Investigation

For this unit, candidates must use personal starting point(s) to produce a major project that shows them working through a range of art and design experienc-es.

Candidates must submit one major project with:

a related personal study of between 1000 and 3000 words;

final pieces that show considered personal responses.

Controlled Assignment

From this paper candidates must choose one starting point from which they will generate appropriate work for submission. The candidate must realise their work in a controlled time period of 15 hours.

Candidates should demonstrate an ability to prepare, plan, relate and realise their response to a set starting point.

Mr Rowson

A Level Fine Art

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A LEVEL PERFORMING ARTS

This is a very flexible and practical course. Pupils can either follow a perfor-mance or production route with a choice of studying one or more disciplines from the following: acting, music, music technology, set design, costume, sound, lighting or puppets and masks.

If you play an instrument, or sing to grade 6 or above you can use this for your performances at AS and/or A2.

Two of the practical units are assessed by a visiting examiner, the others are marked by your teacher, but there is no final written exam at AS or A2 level.

AS Units

Investigating Performance Arts Organisations (coursework)

Research two contrasting performing arts organisations through inter-views, theatre visits and on-line research etc (e.g Cheltenham Everyman Theatre and Cotswold Players)

Skills Development (coursework)

Select, rehearse and perform 3 play extracts – (10 –15 mins. each)

Keep rehearsal diaries and research to support the practical work

Examination:

Either

Rehearse and perform a play or piece of music (the class play could be performed as the examined piece)

Write portfolio documenting the rehearsal/preparation process

Or

Create a design for performance (lighting, sound, set, costume, mask, props, puppets etc)

Make/apply the design for/to a production

Homework – approx 3-4 hrs per week research, learning lines, writing re-hearsal diaries.

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A2 Units

These build on the skills learnt and developed at AS.

Getting work (coursework)

Written portfolio describing:

Effective self-promotion

Attitudes and survival skills in the performing arts industry

Exploring repertoire (coursework)

Rehearsal and performance of 2 plays/play extracts.

Either:

Producing a showcase (visiting examiner)

Selection and preparation of material (songs, audition pieces, movement etc)

Development of performance skills (rehearsals)

Presentation of work (performance)

Mrs Peters A Level Performing Arts

The Importance of Being Ernest

Class 12

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Your Future

This is an important time for you as you look ahead to the next two years of learning, and, for many of you, additional study after that. You will have in your mind many thoughts about the best way to move forward, and the best place to be for your sixth form. Try to take a rounded view of what you want to do, don’t focus too narrowly on the question of examination cours-es, important though they are. Rest assured that the quality of the examination teaching you will get at Wynstones is high, and undertaken with staff you know and whose approaches you are familiar with. Teaching groups are small, and individualised attention very much a hall-mark of how we work in Classes 11 and 12. A warm welcome greets you at Wynstones School.

All Smiles on A Level Results Day