RIPON GRAMMAR SCHOOL
SIXTH FORM COURSE GUIDE 2015
CONTENTS
INTRODUCTION
ERROR! BOOKMARK NOT DEFINED.
ART
3
BIOLOGY
5
BUSINESS STUDIES
7
CHEMISTRY
8
CLASSICAL CIVILISATION
13
CRITICAL THINKING
15
DESIGN AND TECHNOLOGY – PRODUCT DESIGN
17
ECONOMICS
16
ENGLISH LITERATURE
23
FRENCH
21
FURTHER MATHEMATICS
27
GEOGRAPHY
29
GENERAL STUDIES
33
GERMAN
35
HISTORY
36
ICT
37
LATIN
38
MATHEMATICS
39
MUSIC
41
MUSIC TECHNOLOGY
43
PHYSICAL EDUCATION
45
PHYSICS
47
PSYCHOLOGY
49
RELIGIOUS STUDIES
51
SPANISH
53
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INTRODUCTION
In the light of national changes to the structure of AS and A level examinations, we, like many schools, are
going through a period of review in terms of our curriculum at Sixth Form. Leading universities have made it
clear that they value the AS level examinations as an indicator of a student’s progress and potential, and will
continue to base offers on AS level examinations where they are taken.
To try to offer our students the best opportunities, and to help them make the best choices, we intend to enter
all students for AS level examinations at the end of the Lower 6th as we currently do. For those subjects where
there have been changes, this AS level will be a standalone qualification, whereas where changes are not in
place for 2015, the AS level will form the first year of a two year course. Please check specific subject course
guides for further information.
Lower Sixth courses
For the students applying to enter our Sixth Form in September 2015, we will be continuing to offer one year AS
courses in four subjects in the Lower Sixth which will be examined at the end of the year and which will lead to
AS level qualifications which will be certificated at that stage. This will provide an external check on progress in
the Lower Sixth, whilst also providing a qualification which is recognised by universities.
Upper Sixth courses
As they enter the Upper Sixth students will continue to study three or four subjects from their AS level set, which
will lead to A level qualifications. If a subject has been dropped, an AS grade will have been awarded at the end
of the Lower Sixth which will be of value to the student.
OPTIONS
Consultation regarding possible option choice combinations with current Fifth Form students will be used to
construct four ‘option blocks’. Students must choose one AS subject from each option block; these option blocks
will be finalised in the second half of the Autumn term. They will then be distributed to current students and
published on our website.
In the unlikely event that the combination of subjects you would like to choose is not possible please discuss
this situation as soon as possible with the Head of Sixth Form, or for students currently at Ripon Grammar
School with Mr Auger. If problems with your option choices are identified by us, then we will contact you to
discuss the situation.
You will need to select four AS subjects to study in the Lower Sixth, many students then continue with all four
AS subjects to A2 level. Some students may request to study three A2 subjects or an additional AS subject. It is
essential that such requests are discussed fully with subject teachers and the Sixth Form staff to ensure that
each student follows a course of study appropriate to their needs and future plans.
It is advised that if students wish to continue with the study of both Mathematics and Further Mathematics at A2
level, this should be as part of a ‘four A2’ programme of study. Similarly if students wish to continue with
Economics and Business Studies to A2 level, then it should be as part of a ‘four A2’ programme of study. The
rationale for this advice is that it is generally inadvisable to have too narrow a range of A2 subjects, as this could
restrict option choices at a later stage in education or employment.
Before you make any decisions about which subject courses you wish to take it is important to study the
information in this guide carefully and to talk to your teachers. Some careers and university degree courses
require you to have studied specific subjects in the Sixth Form, so you may need to check these with your
Careers Advisor.
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When you have made your decision you must complete the Sixth Form Application Form and return it to Mrs
Griffiths, Sixth Form Co-ordinator, by 9 February 2015.
Please contact Mrs Griffiths on the number or email below if you have any queries relating to the application
process or life in the sixth form.
Mr Terry Fell
Head of Sixth Form
Ripon Grammar School
Clotherholme Road
Ripon
North Yorkshire
HG4 2DG
Tel:
Fax:
Email:
Web-Site:
2
01765 602647
01765 606388
griffithse@ripongrammar.co.uk
www.ripongrammar.co.uk
ART
NEW COURSE FOR 2015
AS de-coupled from A2
ENTRY REQUIREMENT
A minimum GCSE grade B in Art and Design is expected. In addition to natural ability we also look for
commitment and enthusiasm as considerable independent study is expected of students outside of lesson time.
There is a £10.00 (approx.) fee at the start of the course to go towards the cost of sketchbooks and materials.
COURSE CONTENT
AS Course
During the Lower Sixth year students will take two units.
Unit 1 is a practical coursework unit, for which students will respond to a personal theme and be guided and
supported by their teachers. Emphasis will be placed on observational work, analysis and exploration of design
problems and the understanding of visual elements and critical studies. Students will work in a variety of 2D and
3D media.
Unit 2 is an ten hour controlled test set by the exam board. Students have a preparatory period to produce
developmental work for their exam.
Throughout the AS course students will be exposed to critical studies which will take the form of weekly lessons,
research work, written work and a residential visit. These will support the practical work.
A2 Course
Unit 1: The Annotated Sketchbook and personal study consists of practical, critical study work based upon
either a technical/aesthetic or a contextual approach. as well as a 1000–3000 word essay which is based on
student’s personal themes. A practical project develops from this, utilizing the student’s individual artistic
strengths. A study visit to Paris is incorporated into the autumn term to support the art history aspect of this unit.
Unit 2: is a fifteen hour controlled test set by the exam board, for which a preparatory period is given for
development work.
Throughout both the AS and A2, students will have opportunities to experience a range of processes, media,
materials and techniques, and identify personal qualities and ways of working.
METHOD OF ASSESSMENT.
Student’s work will be assessed at the end of each unit by the centre and then moderated by the exam board.
Unit assessment percentages are as follows :AS Unit 1 50% of total AS marks.
Unit 2 50% of total AS marks.
A2 Unit 1 60% of total A level marks.
Unit 2 40% of total A level marks.
Assessment will be based on:

Recording observations, experiences, and ideas.
Analysing and critically analysing sources such as images, objects, artefacts and texts.
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

Developing ideas through sustained investigation and exploration.
Presenting a personal, coherent and informed response explaining connections with the work of others.
STUDENT COMMENT
“Exercise your creative side as well as your academic, by taking this challenging and exciting course. You’ll
develop ideas, try new techniques and enjoy the experience”
ADDITIONAL INFORMATION.
Our AS and A2 art and design programme offers a wide range activities and is designed to give students an
enjoyable, challenging and stimulating experience. As well as being a strong foundation for further
specialisation in the field of art and design, its broad nature will enable students to keep their options open at
degree level.
The range of art and design career opportunities is vast, examples include:advertising, architecture, computer aided design, interior design, product and industrial design, fine art, graphic
design, television, exhibition design, fashion, conservation and restoration, theatre design, education, textile
design and museum work
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BIOLOGY
AWAITING CONFIRMATION OF COURSE CONTENT FROM
OFQUAL
THIS SHOULD BE AVAILABLE JANUARY 2015
5
BUSINESS STUDIES
NEW COURSE FOR 2015
AS de-coupled from A2
ENTRY REQUIREMENTS
Students do not need to have studied Business Studies at GCSE but they need to have achieved at least six B
GCSE grades including English and Mathematics. An interest in current affairs and a willingness to contribute to
class discussions is expected.
COURSE CONTENT
The courses follow the new AQA specifications for both AS and A-level. These courses introduce students to
the challenges of running a business in a competitive environment including: financial planning; marketing;
managing human resources and how to respond to changes in the economy and markets. Business is a multidisciplinary subject, including aspects of economics, basic maths and psychology. You will be encouraged to
consider social, legal and ethical issues arising out of business activity from the perspective of producers,
consumers and government. Further details are available at (www.aqa.org.uk).
AS and A-LEVEL COURSES
The AS and A-level courses require students to study:

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business in a variety of contexts (e.g. large/small, UK focused/global, service/manufacturing)
the importance of the context of business in relation to decision making
the interrelated nature of business activities and how they affect competitiveness
the competitive environment and the markets in which businesses operate
the influences on functional decisions and plans including ethical and environmental issues
the factors that might determine whether a decision is successful e.g. the quality of data and the degree of
uncertainty
how technology is changing the way decisions are made and how businesses compete
the use of non-quantitative and quantitative data in decision making (including the interpretation of index
numbers and calculations such as ratios and percentages)
Strategic decision making (A-level only)
Students will study:
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the impact of technology on strategic decision making
the influences of Corporate Social Responsibility, ethical and environmental issues on strategic decisions
the difficulties in forecasting future trends
the importance of assessing feasibility and risk when making strategic decisions
the impact on stakeholders of strategic decisions and their response to such decisions
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METHODS OF ASSESSMENT
AS and A-level units are examined in the summer.
Assessment in AS and A-level Business includes questions that allow students to demonstrate their ability to draw
together knowledge, skills and understanding from across the full course of study and provide extended
responses.
For AS Level there are two written papers of 1 hour and thirty minutes. The Paper 1 examination is worth 50%
of the total AS marks and is made up of 10 multiple choice questions, a number of short answer questions and
a data response with further questions. This is marked out of 80. The Paper 2 examination is worth 50% of the
total AS marks and is made up of one compulsory case study consisting of approximately seven questions. This
is marked out of 80.
For A-level there are three written papers. All three papers are 2 hours long and worth 100 marks each. All
three papers are equally weighted. Paper 1 has three compulsory sections:

Section A has 15 multiple choice questions (MCQs) worth 15 marks.

Section B has short answer questions worth 35 marks.

Section C has two essay questions (choice of one from two and one from two) each worth 25 marks.
Paper 2 has three data response compulsory questions worth approximately 33 marks each and made up of
three or four part questions.
Paper 3 has one compulsory case study followed with approximately six questions
STUDENT COMMENTS
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“It is a subject which will help me in whatever I do when I leave school.”

“Business is a good subject for someone who likes to deal with real situations.”
ADDITIONAL INFORMATION
The topics lend themselves to studying and engaging with the business world. Students should follow business
developments and think critically about contemporary business issues.
This course helps equip students for a range of choices in higher education or work based learning.
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CHEMISTRY
NEW COURSE FOR 2015
AS de-coupled from A2
ENTRY REQUIREMENTS
At least a grade B is required in either GCSE Chemistry or in both GCSE Science and GCSE Additional
Science. At least a grade B in GCSE Mathematics should be offered as well. However, we strongly recommend
that students have at least grade A in these subjects.
WHY CHOOSE CHEMISTRY?
Chemistry is a fascinating subject at the heart of life. All life processes, such as respiration and digestion, involve
chemical reactions. Most substances that we depend on, such as plastics, alloys, detergents, clothing fibres,
solvents, medicines, fertilisers, explosives, etc. have been developed by chemists. Many students find that
Chemistry becomes far more interesting and fulfilling at AS/A level.
The chemical industry is a major part of the UK economy and is the only sector with a balance of payments
surplus. With on-going advances in science and technology, many more highly skilled scientists are needed in
this sector.
The main reasons for choosing Chemistry are an enjoyment of the subject and the ability to do well in it.
Chemistry is the central science, and most pupils who study Physics or Biology also study Chemistry.
However, many students take Chemistry as their only Science AS/A level. Studying Maths at AS/A level is
helpful but by no means essential – many of our students do not do Maths and do very well indeed.
Chemistry is also a very valuable subject for university applications due to its unique combination of numeracy,
literacy, theoretical, practical and problem-solving skills. Many university courses have Chemistry A level as a
requirement and some of these are shown below. A large number of students go on to study these courses
from Ripon Grammar School.
Agricultural Science Biology / Biological
Sciences
Anatomy
Biotechnology
Animal / Equine
Studies
Archaeology
Biochemistry
Botany / plant
science
Chemistry
Chemical
Engineering
Dentistry
Environmental
Sciences
Food science /
nutrition
Genetics
Geology
Horticultural
Science
Material Science /
Metallurgy
Medicine
Pathology
Microbiology
Natural Sciences
Physiology
Veterinary Science
Pharmacology
Pharmacy
The Chemistry department at RGS has won 10 Good Schools Guides awards in recent years for our results at both
GCSE and A level. In addition, the added value measure ALPS is usually grade 2 (on a 1-9 scale where 1 is
exceptional) at both AS and A level in recent years.
PRACTICAL WORK
Practical work has much more significance at AS/A level than at GCSE. Many of the questions in the exams will be
about practicals you will do. There is also a requirement to complete 12 core practicals to gain a practical
endorsement to your A level. We have a very detailed practical course in which a large number of new techniques
are taught. Practical work is carried out individually and much of the work is analytical in nature, so precision and
attention to detail are vital.
STUDENT COMMENTS
“Chemistry is a challenging and rewarding subject. The practicals bring the topic to life. If you found the GCSE
course interesting then you will find the A Level course even more so.”
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COURSE CONTENT (AQA GCE CHEMISTRY)
AS level only
Physical Chemistry
Inorganic Chemistry
Organic Chemistry
 Atomic structure
 Amount of substance
 Bonding
 Energetics
 Kinetics
 Chemical equilibria & Kc
 Oxidation, reduction & redox
 Periodicity
 Group 2
 Group 17
 Introduction to organic
 Alkanes
 Halogenoalkanes
 Alkenes
 Alcohols
 Organic analysis
 Thermodynamics
 Rate equations
 Chemical equilibria & Kp
 Electrochemical cells
 Acids & bases
 Period 3 elements & oxides
 Transition metals
 Reactions of complex ions
 Optical isomerism
 Aldehydes and ketones
 Carboxylic acids &
derivatives
 Aromatic chemistry
 Amines
 Polymers
 Amino acids, proteins, DNA
 Organic synthesis
 NMR spectroscopy
 Chromatography
AS & A level
AS LEVEL
A LEVEL
Paper
PAPER 1
PAPER 2
Timing
May/June of L6th
May/June of L6th
Weighting
50%
50%
Length
1½ hours
1½ hours
Content
65 marks (short & long answer on half the
topics and practical)
15 marks (multiple choice based on half
the topics and practical)
65 marks (short & long answer on half the
topics and practical)
15 marks (multiple choice based on half
the topics and practical)
Paper
PAPER 1
PAPER 2
PAPER 3
Timing
June of U6th
June of U6th
June of U6th
Weighting
35%
35%
30%
Length
2 hours
2 hours
2 hours
Content
105 marks (short & long
answer on half the topics
and practical)
105 marks (short & long
answer on half the topics)
40 marks (short & long
answer based on
practicals)
30 marks (multiple choice
based on whole course)
20 marks (short & long
answer on whole course)
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PRACTICAL ENDORSEMENT
You will receive a practical endorsement alongside your A level grade – this
will be recorded as PASS/FAIL. You will need to complete successfully the
core practicals and keep evidence of this in a practical book. This is a
common requirement for all Sciences with all exam boards.
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CLASSICAL CIVILISATION
ENTRY REQUIREMENTS
There is no need to have studied Classical Civilisation at GCSE level. Much more important is an open mind, an
interest in ancient literature, history and culture and some aptitude and enthusiasm for essay writing. Classical
Civilisation combines well with both arts and science subjects.
COURSE CONTENT
Two topics are studied at AS level and a further two at A2. Currently the topics selected are as follows:
AS course
Unit C2 Homer’s Odyssey and Society
This requires an understanding of the oral tradition in which the Odyssey was composed and a close study of
what is arguably the greatest as well as the first European novel.
Unit CC3 Roman Society and Thought (Satire)
Roman society, history and values are studied through a range of sources from the satirical versus of Horace
and Juvenal through to the letters of Pliny the Younger and Petronius’ depiction of the decadent lifestyle of the
wealthy freedmen in the ‘Dinner with Trimalchio’. Students will also compare the style and methods adopted by
these authors.
A2 course
Unit CC8 Art & Architecture in the Greek World
A detailed study is made of some of the finest surviving art works from the ancient world, among them the
Delphic Charioteer, the black-figure vases of Exekias, the Elgin Marbles and Greek temples including the
Parthenon.
Unit CC10 Virgil and the world of the Hero
This unit focuses on the study of Virgil’s Aeneid and Homer’s Iliad, exploring not only the plot and characters of
these works but also the values of ancient society and the links between Greek and Roman epic.
METHODS OF ASSESSMENT
AS
Assessed at a standard between GCSE and A2 by means of two 1½ hour examinations.
A2
Assessed by means of two 2 hour examinations.
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STUDENT COMMENTS
“I really enjoy the variety in this subject. I find it fascinating learning about people from different times and going
into depth on their society and literature”.
ADDITIONAL INFORMATION
The study of civilisations different from, but influential on, our own increases students’ understanding and
sharpens their critical awareness of the modern world. The course encourages them to develop good
argumentative skills and makes strong demands on their powers of expression. A good qualification in Classical
Civilisation is highly valued by universities and employers for the breadth of understanding and expressive
powers it demonstrates.
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CRITICAL THINKING
AS Level only
COURSE ENTRY REQUIREMENTS
All students can request to participate in this optional course which is delivered as part of our enrichment
programme. All such requests will be considered and discussions will be held with students as appropriate. As
many requests as possible will be accepted. There is, however, a maximum number of students that can be
accommodated each year onto this course.
COURSE CONTENT
Critical Thinking develops the ability to interpret, analyse and evaluate ideas and arguments. It supports thinking
skills in all subject areas, from arts and humanities to sciences and is excellent preparation for students wishing
to progress onto higher education or employment.
AS LEVEL:
F501 Introduction to Critical Thinking: this looks at the language of reasoning and the credibility of evidence to
support an argument.
F502 Assessing and Developing Arguments: this looks at the analysis and evaluation of the structure of
arguments and developing the structure of one’s own reasoned arguments.
METHOD OF ASSESSMENT: Both examinations are one and a half hours long and are worth 50% of the AS
Level. F501 and F502 are taken in June.
ADDITIONAL INFORMATION
Critical thinking skills are very highly valued by higher education institutions, especially for subjects such as law,
philosophy and history.
STUDENT COMMENTS
“Critical thinking was harder than I thought but it has really helped improved my analysis and evaluation in other
subjects”
“As I’m applying for law at university critical thinking not only helps support my application but gives me the
basic skills I need to study law and be a lawyer”
”
‘I really enjoy the variety in this subject. It is very different from my other courses, being skills-based rather than
knowledge-based. I like the opportunity to sharpen my skills of analysis using some current controversial
events. It’s made me question more how stories are reported in the media, including TV and newspapers.’
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DESIGN and TECHNOLOGY – PRODUCT DESIGN
ENTRY REQUIREMENTS
This Product Design course is the ideal extension for students of any GCSE Design Technology course. At
least a grade B is required in these GCSE courses. Enthusiasm and the ability to plan and manage individual
coursework projects are also vital requirements for this course.
COURSE CONTENT
This is a 3D design course which is intended to develop a student’s capacity to design and make products and
to appreciate the complex relation between design, materials, manufacturing and marketing.
Students will be encouraged to develop their existing interests and abilities. Students will start the course with a
wide range of previous experience which we will seek to build upon whilst allowing individuals to learn from
each other to become more rounded designers. The course is deliberately set up to accommodate all students
ranging from those with a more graphical background through to those seeking to develop an engineering
interest.
AS COURSE
Unit 1 - Materials, Components and Application (50% of AS, 25% of ‘A’ level)
Section 1 -Materials and Components
Material types - wood, metal, plastics, smart materials, composites, adhesives, components (KD
fittings, fixings), compliant materials
Section 2 - Design and Market influences
Sustainability, ergonomics / anthropometrics, consumer safety, inclusive design, market analysis
Section 3 - Process and Manufacture
Fabrication, forming, redistribution, wasting, CAD/CAM, finishing, quality control, quality
assurance
Unit 2 - Learning Through Designing and Making
(50% of AS, 25% of ‘A’ level)
A single major project or a portfolio of coursework containing evidence of all aspects of the design process.
Initially a quick general project will be undertaken leading into a larger, guided, project where students will have
a far greater range of freedom to explore their own interests, ideas and skills.
A2 COURSE
Unit 3 - Design and Manufacture (25% of ‘A’ level)
Building upon work carried forward from AS, and including:
Section 1 - Material and components
An industrial consideration, manufacture systems, integrated manufacture.
Section 2 - Design and market influence
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Major technological developments, manufactured products and systems, product life cycle, role of the designer,
marketing, design methods, safety legislation, human context, sustainability and the environment.
Section 3 – Processes and Manufacture
Production planning, product development/improvement, safety, systems and control.
Unit 4 - Design and Making Practice (25% of ‘A’ level)
A substantial design and making activity (coursework). Students will determine the nature of this project in
negotiation with teachers to ensure that it fully reflects their abilities, skills and interests allowing a good grade to
be achieved.
METHODS OF ASSESSMENT
Unit 1
2 hour written paper
Section 1 Compulsory limited response questions
Section 2 One question from two
Section 3 One compulsory question
Unit 2
A portfolio of evidence from a range of tasks undertaken during the lower sixth.
Unit 3
2 hour written paper consisting of two sections. Candidates answer three questions: one from the three in each
section, plus a final question from either section.
Includes synoptic assessment.
Unit 4
A design folder produced from a single, negotiated, design brief including evidence of the manufactured
product.
STUDENT COMMENT
“a different course for every student ….. students have the opportunity to take an art or ‘high tech’ route through
a broad based product design course” ….. “the course gives opportunity to stimulate creativity and innovation.”
ADDITIONAL INFORMATION
Because students can pursue their preferred route within the course it can complement a variety of other
subjects. Physics, mathematics, geography, music, business studies, and art and design, are particularly good
combinations.
Reasons to study product design could be: you enjoy it, you want to become a designer, you want a creative
outlet, it complements your other subjects, it can provide a practical application to other subjects, products are
relevant to most things we do, it’s varied, its interesting.
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ECONOMICS
NEW COURSE FOR 2015
AS de-coupled from A2
ENTRY REQUIREMENTS
It is not necessary to have studied Economics at GCSE but students need to have achieved at least six GCSE
grades at level B or above (including Maths and English). An interest in current affairs and a willingness to
contribute to class discussions is expected.
COURSE CONTENT
Economics will help you to understand aspects of current affairs relating to the economy and some of the forces
which act upon us all as consumers, producers and citizens. It will enable you to offer informed comment on
economic problems and government economic policies. The course also provides you with a good knowledge of
developments in the UK economy and government policies over the past fifteen years. You will consider issues
such as:

Why is the financial sector so important to the UK economy? What caused the financial crisis that began in
2007/8?
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How can the government reduce road congestion and pollution?
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Is Microsoft a monopoly, and if so, how does this affect us?
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Should Britain join the euro? Will the euro survive?
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Why is the Bank of England so worried about inflation and deflation?
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How can developing countries like Uganda, Mexico or Bangladesh, use economics to improve their
standard of living?
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What is the best way to tackle the budget deficit? Will this lead to higher taxes and less government
spending?

Can we eliminate poverty and why is income so unequally distributed?
The course places emphasis on analysing problems and alternative solutions, rather than merely describing
them. Students are expected to actively participate in their learning by applying economics to current issues and
presenting their own findings and opinions.
Our approach to Economics is to apply economic theory to support analysis of current economic problems and
issues, encouraging students to appreciate the interrelationships between microeconomics and macroeconomics.
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ADDITIONAL INFORMATION
Newcomers to the subject are welcome. Although the course requires no previous knowledge, Economics is
recognised as a challenging A-level. Students should follow economic developments and think critically about
contemporary economic issues.
Students will develop the knowledge and skills needed to understand and analyse data, think critically about
issues and make informed decisions. Students will also develop your quantitative skills and appreciate that,
when evaluating arguments, both qualitative and quantitative evidence are important.
AS Course:
The operation of markets and market failure:
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Economic methodology and the economic problem
Price determination in a competitive market
Production, costs and revenue
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Competitive and concentrated markets
The market mechanism, market failure and government intervention in markets
The national economy in a global context:
 The measurement of macroeconomic performance
 How the macroeconomy works : the circular flow of income and AD/AS analysis
 Macroeconomic policy: including promoting economic growth; controlling inflation and unemployment;
international trade
A-level Course:
This builds on knowledge and skills learned at AS Level focusing on problems at a greater depth using more
complicated models.
Individuals, firms, markets and market failure:
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Economic methodology and the economic problem
Individual economic decision making
Price determination in a competitive market
Production, costs and revenue
Perfect competition, imperfectly competitive markets and monopoly
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The labour market
The distribution of income and wealth: poverty and inequality
The market mechanism, market failure and government intervention in markets
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The national and international economy
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The measurement of macroeconomic performance
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How the macroeconomy works : circular flow of income, AD/AS analysis
Financial markets and monetary policy
Fiscal policy and supply-side policies
The international economy
METHODS OF ASSESSMENT
AS Level
There are two written papers of 1 hour and 30 minutes. All the question papers are compulsory.
Paper 1: The Operation of Markets and market failure
The paper is worth 70 marks which is 50% of the AS. Section A: 20 multiple choice questions worth 20 marks.
Section B: data response questions requiring written answers, choice of one from two contexts worth 50 marks
Paper 2: The National Economy in a Global Context
The paper is worth 70 marks which is 50% of the AS. Section A: 20 multiple choice questions worth 20 marks.
Section B: data response questions requiring written answers, choice of one from two contexts worth 50 marks
A-level
There are three written papers. All three papers are 2 hours long and worth 80 marks each. All three papers are
equally weighted. All the question papers are compulsory.
Paper 1: Markets and Market Failure
Section A: data response questions requiring written answers, choice of one from two contexts worth 40marks.
Section B: essay questions requiring written answers, choice of one from three worth 40 marks.
Paper 2: The National and International Economy
Section A: data response requiring written answers, choice of one from two contexts worth 40 marks. Section B:
essay questions requiring written answers, choice of one from three worth 40 marks.
Paper 3: Economic principles and Issues
Section A: multiple choice questions worth 30 marks. Section B: case study questions requiring written answers,
worth 50 marks.
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ENGLISH LITERATURE
NEW COURSE FOR 2015
AS de-coupled from A2
ENTRY REQUIREMENTS
You will need to achieve grade B in English Literature at GCSE, and also in English Language, in order to
demonstrate that you are able to cope with the demands the course will make on your reading and writing skills.
COURSE CONTENT
AS: Unit 1 – Aspects of Narrative: For examination, students study two novels and two small selections of
poetry. Students will explore the thematic richness of these texts, but the main focus of this unit is on
narratology (or the different ways in which writers tell their stories).
AS: Unit 2 – Dramatic Genres (Comedy): For coursework, students study two plays, both of which must belong
to the genre of stage comedy and one of which must be Shakespearean. Students produce one essay on each
text.
‘I have really enjoyed the range of literature I have been able to study and the freedom we have had to express
our different opinions.’
A2: Unit 3 – Texts and Genres (Pastoral or Gothic Literature): For examination, students will explore a selected
genre of literature (either gothic or pastoral) through the study of three texts.
A2: Unit 4 – Further and Independent Reading: For coursework, students produce two essays. One essay will
compare two texts and there will be an element of choice about which texts students study. The other essay
will require students to apply some element of critical theory to a text.
‘English Literature covers the breadth of human emotion and experience, recorded
many centuries.’
throughout
METHODS OF ASSESSMENT
At AS, students take two modules. One module is a written examination and is worth 60% of the marks; the
other module is coursework and counts for the remaining 40%. The pattern is the same at A2.
ADDITIONAL INFORMATION
The course is demanding but enjoyable, as you can see from our students’ comments. We want our students to
show enthusiasm and a willingness to study and enjoy literature, to develop a critical awareness of what they
read, and to take the opportunity to read as widely as possible around the subject. We want students to be
aware of the social and historical background to what they read, as we consider that the study of a few texts out
of context does not constitute a proper introduction to literature at this level.
‘It allows you to form your own views and opinions.’
19
We expect students to voice their opinions and ideas freely, to learn to argue and to defend the points they have
made; we want them, later on in the course, to familiarise themselves with some of the criticism available on the
texts they are studying.
‘I found the small group discussions intriguing and invigorating. English Literature is a
everything.’
course in
In both years of the course students are strongly encouraged and advised to undertake wider reading in
addition to texts specified for examination and coursework, and they will undoubtedly improve their prospects by
doing this.
‘I chose English Literature because I’ve always enjoyed reading… and I wanted the
opportunity
to learn how to appreciate the books I read. If I were honest, I’d have to say that English was a last minute
choice, but towards the end of the year it had grown into my
favourite subject…the highlight of my week.’
It is worth remembering that English Literature is a useful subject in practical terms; students develop their oral
and written communication skills to a high level, and they learn to read critically and to analyse texts and ideas
in depth, operating increasingly on a conceptual level. Such skills will prove important in most university
courses and in the careers that follow.
STUDENTS’ COMMENTS
‘It develops skills that will be important throughout life.’
‘It has remained interesting and exciting throughout A Level.’
‘It really is so much fun. Everyone always gets really involved in all the discussions.’
20
FRENCH
ENTRY REQUIREMENTS
A grade B is a minimum requirement for entry to study French in the sixth form. Just as importantly, we
welcome students with a record of enthusiasm for the subject and who wish to seriously develop their language
skills and understanding of French-speaking culture.
COURSE CONTENT
AS Level (1651)
Topics
The topics in the specification are: the media (television, advertising and communication technology), popular
culture (cinema, music and fashion/trends), healthy living/lifestyle (sport/exercise, health and well-being and
holidays) and family/relationships (relationships within the family, friendships and marriage/partnerships). We
shall also cover other subjects as the need arises.
Tasks
At this level students will revise and further develop their skills of speaking, listening, reading and writing.
Lessons will be taught predominantly in French and will feature large amounts of discussion, pair work,
comprehension tasks, grammar and vocabulary building tasks, as well as regular written assignments (e.g. gap
fill, composition, summary work, translation). We shall use a text book, authentic texts from other sources, the
internet, video and audio extracts, grammar worksheets and film. Each group will have two teachers and there
will be a lesson with the French assistant.
A2 Level (2651)
Topics
At this level the topic areas in the specification are: the environment (pollution, energy and protecting the
planet), the multicultural society (immigration, integration and racism), contemporary social issues (wealth and
poverty, law and order and the impact of scientific and technological progress) and two cultural topics. For the
cultural topics students will read a work of modern literature, normally a novel or play, plus study one other topic
(e.g. a period of history, a geographical area, a film director’s works).
Tasks
Lessons will be similar is style to AS level, but the cultural topics will include the detailed reading and analysis of
a work of literature over several weeks and a personal study task. There will be a growing emphasis on
grammatical accuracy and translation skill.
21
METHODS OF ASSESSMENT
At AS level assessment is carried out in June and involves two units. Unit 1 is a two hour examination called
Listening, Reading and Writing and is worth 70% of marks. Unit 2 is the Speaking Test and is worth 30% of
marks. The speaking test takes thirty-five minutes (including twenty minutes preparation).
At A2 level there are two more units, both taken in June. Unit 3 is a two hour thirty minutes paper called
Listening, Reading and Writing. This unit includes an essay question based on the cultural topics studied
during the year. Unit 4 is the Speaking Test which takes thirty five minutes (including preparation) and which is
worth 30% of the A2 marks.
AS re-sits are available in June
In addition there will be an assessment to check progress in November of the AS year and a mock examination
during the spring term of the A2 year.
STUDENT COMMENTS
“…more demanding than GCSE… a lot more focus on French culture and literature, which is very interesting.”
“Smaller class sizes make it easier to participate”
“The French exchange is a great opportunity to improve French skills”
“We found the teaching very enthusiastic.”
ADDITIONAL INFORMATION
A further qualification in French will provide students with a very useful skill for the future. You may wish to
specialise in languages, but many students will wish to add a language to their combination of other subjects.
You will develop your communication skills, learn more about non-British culture, widen your general knowledge
and have the opportunity to immerse yourself in a foreign culture by taking part in the French exchange.
Potential students should note that AS level is a natural extension of GCSE, but that it will place greater
demands on your skills and knowledge. In particular, a premium is placed on the ability to write accurately and
to use a wider range of vocabulary and structures than at GCSE.
Being able to speak another language brings all sorts of opportunities later in life. French is still, after English,
the language in most demand in Europe. Students will find there is a large range of university French courses.
Furthermore, employment prospects for linguists are very bright indeed.
22
FURTHER MATHEMATICS
ENTRY REQUIREMENTS
i.
ii.
A grade A (or A*) at GCSE mathematics is desirable. Additional qualifications beyond GCSE
mathematics are not required.
You must also study A Level Mathematics as one of your AS Level subjects
COURSE CONTENT
We shall be following the OCR specification (3892/7892). The course will be taught and examined in modules
with three modules required for an AS award and three further modules required for A2. Our standard course is:
(Further) Pure Mathematics - 2 or 3 Modules
Series, complex numbers, further calculus, polynomial equations and matrices.
and a selection from 3 or 4 of the remaining applied modules
Statistics – 1 Module
Further statistics, continuous probability distributions, the Normal and Poisson distributions, hypothesis testing.
Mechanics – 1 Module
Statics, projectiles, circular motion, collisions, work, energy and power.
Decision Maths – 2 Modules
Algorithms, graph theory, linear programming, game theory, critical path analysis.
The course is flexible and the final choice of modules will depend upon the preference and interests of the
students.
N.B. There is no coursework in this course.
METHODS OF ASSESSMENT
Module examinations occur in May/June each year. Each module exam lasts for one hour thirty minutes and
carries equal weighting in the final assessment. There will be regular internal assessments to monitor progress
but all marks are accrued in the external examinations. Re-sits are only possible in these sessions.
STUDENT COMMENTS
A girl who completed further mathematics recently and is now an engineering student writes:
“I am so glad that I took further mathematics as it has given me a definite advantage. I would recommend it to
anyone as it makes the university course a lot easier.”
23
ADDITIONAL INFORMATION
What sort of people do Further Mathematics?
You need to be good at mathematics, and, just as importantly, you must enjoy it. Most further mathematicians
tend to be scientists, but some might do economics and we have had students who have studied art or Latin,
this subject complements most subject combinations.
Is it useful for getting into universities?
If you plan to do mathematics, engineering or a mathematical science at Cambridge or Oxford, it is very useful.
If you plan to do a similar course at a prestigious university, it is a significant help and it some cases a
requirement. It will be useful on many mathematics degree courses, although if you take just ‘A’ Level
mathematics (not further mathematics), and do well, you will be able to get on a wide variety of mathematics
courses.
It sounds interesting, but I am not sure I can cope with it. What shall I do?
You are wise to be cautious, but almost everyone who takes it really enjoys it. Ask your current mathematics
teacher for their opinion, and try talking to some of our present further mathematics students.
24
GEOGRAPHY
ENTRY REQUIREMENT
Students will have studied geography to GCSE level and have achieved 6 grade B GCSEs including geography.
We expect our candidates to have an interest in the environment and an awareness of geographical issues
ranging from a local to a global scale.
COURSE CONTENT
AS course
Unit 1
Physical and Human Geography
The study of core geographical concepts along with contrasting themes of contemporary or environmental
impact, management and sustainability. Candidates must study the core and then select one of the physical
options and one of the human options.
Core physical section :
Rivers, floods and management
Core human section :
Population change
Optional physical topics :
Cold environments
Coastal environments
Hot desert environments
Optional human topics :
Food supply issues
Energy issues
Health issues
Unit 2
Geographical Skills
A geographical skills paper based on the content of Unit 1.
Skills include :
Investigative
Cartographic
Graphical
ICT
Statistical skills
A2 course
Unit 3
Contemporary Geographical Issues
An issues-based approach to contemporary geographical themes. Candidates must study three topics: at least
one from the physical options and at least one from the human options.
Optional physical topics:
Plate tectonics and associated hazards
Weather and climate and associated hazards
Ecosystems : change and challenge
Optional human topics :
World cities
Development and globalisation
Contemporary conflicts and challenges
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Unit 4
Applied Geography
Either A or B
Unit 4A Geography Fieldwork Investigation
This unit gives the candidate the opportunity to extend an area of the subject content into a more detailed
fieldwork study. Candidates analyse and evaluate their fieldwork in response to the questions set. In addition,
candidates will be assessed on fieldwork skills.
Unit 4B Geographical Issue Evaluation
This unit gives candidates the opportunity to use their skills of analysis, synthesis and evaluation.
An advance information booklet is pre-released two months prior to the exam in order to facilitate candidates’
research into an area which extends from the specification content.
METHODS OF ASSESSMENT
The Scheme of Assessment has a modular structure.
AS Examinations
Unit 1





Physical and Human Geography
70% of AS , 35% of A Level
Two hour written examination
120 marks
Structured short and extended questions
Available in June
Unit 2





Geographical Skills
30% of AS , 15% of A Level
One hour written examination
50 marks
Structured skills and generic fieldwork questions
Available in June
A2 Examinations
Unit 3





Contemporary Geographical Issues
30% of A Level
Two hour thirty minutes written examination
90 marks
Structured short and extended questions, plus an essay
Available in June
Unit 4
Either A or B
 20% of A Level
 One hour thirty minutes written examination
 60 marks
4A
Geography Fieldwork Investigation
Structured short and extended questions based on candidates’ fieldwork investigation and fieldwork skills.
4B
Geographical Issue Evaluation
Structured short and extended questions based on an Advance Information Booklet released two months before
the examination.
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STUDENT COMMENT
“Geography at Ripon Grammar School is both interesting and challenging. A diverse range of countries is
studied throughout the course. A highlight of the course was our trip to the Lake District during which
experience was gained in fieldwork techniques. We even found time to have great fun as well”
ADDITIONAL INFORMATION
AQA Geography provides the opportunity to study contemporary events which students will be able to relate to
the every day world in which they live. The course is designed to:





emphasise the study of geographical change at a range of scales;
use contemporary issues and examples, and show the importance of the past to the present;
encourage the acquisition of a broad range of skills useful in future life;
make use of a variety of modes of learning and teaching;
use a variety of modes of assessment.
It is intended that the course will encourage AS and A Level students to:

Acquire and apply knowledge and understanding of physical and human processes, their interactions and
outcomes over space and time, through the study of places and environments;
 Develop an understanding of the relationships between people and their environments;
Appreciate the dynamic nature of geography; how places, environments and issues change, and how people
respond to these changes.
27
GENERAL STUDIES
All students can request to participate in this optional course at AS and A level which is delivered as part of our
enrichment programme.
COURSE ENTRY REQUIREMENTS:
6 B grades at GCSE level
Course Content:
AS Level:
Unit 1 Culture and Society
Unit 2 Science and Society
A2 Level:
Unit 3 Culture and Society
Unit 4 Science and Society
METHODS OF ASSESSMENT
AS Level consists of two one-and-a-half hour papers which are worth 25 % of the A Level total, both papers
contain objective test and source-based questions.
A2 Level consists of two two-hour papers which are worth 25% of the A Level total. Unit 3 focuses on a source
evaluation exercise and Unit 4 is based around a pre-issued case study.
ADDITIONAL INFORMATION
Students will be offered opportunities to prepare for the examinations, with practice material and teacher
support available during Enrichment time. All examinations will take place in June. Enrichment lessons,
although compulsory, are not formal preparation for the General Studies examinations with the exception of
specific examination preparation, but offer students the opportunities to broaden their academic interests and
develop important transferable skills.
In the Upper Sixth year students are encouraged to organise academic enrichment societies, open to their
peers in the Upper and Lower Sixth. These offer a valuable opportunity to develop teamwork and leadership
skills alongside gaining additional depth and breadth in their studies.
28
GERMAN
ENTRY REQUIREMENTS
A grade B at GCSE is a minimum requirement for entry to study German in the Sixth Form. Commitment to
study and enthusiasm for the subject would also be expected.
COURSE CONTENT
AS course
Students will continue to develop their speaking, listening, reading and writing skills through the study of a wide
range of topics connected with German-speaking life and culture, young people, current issues and the media.
Lessons will be taught predominantly in the foreign language and will consist of discussion, debate, role play,
text analysis, comprehension work and the study of German grammar. Written assignments will be set as
homework and will include essays, dialogues, summaries, grammar exercises and translation from and into the
foreign language. Sources such as authentic texts, video and audio extracts, worksheets and extracts from
literature will be used in class. On-line resources are also used to reinforce topics dealt with in class.
A2 course
Students will study works of modern German literature and/or topics related to the country and its people in
preparation for the oral and written examinations. Written accuracy, increased vocabulary and use of idiom are
developed to a greater extent at A2 level. Speaking, listening, reading and writing skills acquired at AS level are
consolidated and improved.
METHODS OF ASSESSMENT
AS
Students will take two examination papers at the end of the Lower Sixth year. There will be one paper to test
reading, writing and listening, as well as an oral test lasting fifteen minutes.
A2
There will be a further examination testing reading, writing and listening, an essay question, and an oral test.
STUDENT COMMENTS
“You are taught in small friendly groups and you do lots of interesting activities”; “You need to have a good
knowledge of German grammar”; “’A’ Level German is interesting and fun, and having a small class enables us
to receive plenty of help”; “German is brilliant: it is very interesting and also fun at the same time”; “German is
not easy, but it’s a fun language to learn and lessons are always entertaining”.
ADDITIONAL INFORMATION
A higher qualification will be a useful skill for the future, allowing students to develop their communication skills,
learn more about German-speaking cultures, widen their general knowledge and increase possible job
opportunities in the future.
Potential students should be aware that demands on their skills do increase after GCSE. Written accuracy,
especially at A2 level, is of greater importance, and a wider range of vocabulary will be required.
29
HISTORY
NEW COURSE FOR 2015
AS de-coupled from A2
The provisional history course for 2015 involves students studying the following units.
AQA Unit 1 Breadth Study: Challenge and Transformation: Britain 1851-1964
Students examine developments in British history from the mid nineteenth century to the mid-1960s. The
challenges of political transformation, the end of the British Empire and the impact of the two World Wars will be
studied in detail as themes are identified across the period. This unit constitutes 40% of the final A level grade.
AQA Unit 2: Depth Study: The USSR and the Soviet Empire 1953-2000
Students will first examine the history of the USSR after Stalin's death and the collapse of the USSR in 1991.
Students will also examine the leadership of Yeltsin and also the rise of Putin. In the second year students will
examine the history of the Eastern European states including Czechoslovakia, East Germany, Poland and
Hungary until the fall of the Berlin wall and the end of Communism in Eastern Europe. This unit constitutes 40%
of the final A level grade.
AQA Unit 3: Historical Enquiry (coursework)
This will be undertaken at the end of the first year of study and the second year of study. Students answer a
question from a list devised by the department and produce a 3,500 word essay which is subject to internal
marking and external moderation. The coursework constitutes 20% of the final A Level grade.
30
INFORMATION AND COMMUNICATION TECHNOLOGY
ENTRY REQUIREMENTS
Although there is no requirement for students to have taken GCSE in this subject in order to study it at AS/A2,
those embarking on the course will have achieved 6 grade B GCSE's including English and Mathematics. Due
to the nature of the course it must be emphasised that a high standard of written communication is required. An
ICT Functional Skills Level 2 qualification would be beneficial to students taking this course. This is a very
demanding course and it will develop your understanding of the use of ICT and its application to all aspects of
modern life.
COURSE CONTENT
ICT is a gigantic global industry that’s keeping people in touch wherever they are. In the home, at work and at
play. ICT engages the logical and creative parts of your personality. At a technical level, you’ll need to know
how information actually gets form wherever it is stored (like a company server) to where it is needs (like a sales
person’s mobile phone). But there is a creative side too. Which in this case, is how will information be
presented on a tiny mobile screen
AS Course
In the first year you will study two ‘big picture themes. Firstly there is ‘Practical problem solving’ which
introduces you to various hardware and software technologies used in ICT, and how you can apply them to
different applications in real life. The second theme is ‘Living in the digital world’, which gives you a solid
grounding in ICT areas like transferring data, backups and the interface between people and ICT systems.
A2 Course
In the second year you’ll build on that strong foundation with another two study themes. In the first theme, ‘The
use of ICT in the digital world’, you’ll cover technology developments, how to manage ICT projects, and the use
of ICT solutions within organisations. The second theme is 'Living in the digital world' , which gives you a solid
grounding in ICT areas such as, transferring data, backups and the interface between people and ICT. You will
take part in a variety of industrial and academic visits ranging from a look at how hospital ICT systems operate
to a look at the latest ICT innovations at York University's Computing Department.
METHODS OF ASSESSMENT
AS
At the end of the first year you’ll sit two papers, one on each of the themes you’ve studied. Each paper in an
hour and half in length and each paper accounts for 50% of your marks for the year. Although both
examinations are ICT based you will need to possess a good level of written communication in order to achieve
the higher grades. A pass is recognised with an AS level.
A2
In the second year you’ll have just one paper to sit. You will be given a ICT scenario by the examination board
and your will be given time to investigate the themes within it. This examination paper lasts for two hours and
accounts for 60% of your marks for the year. Again you will need to possess a good level of written
communication in order to achieve the higher grades. The other 40% is based on your practical project.
ADDITIONAL INFORMATION
A level ICT students can also undertake the European Computer Driving Licence.
31
LATIN
ENTRY REQUIREMENTS
Latin GCSE is essential, ideally an A grade but at least a B.
COURSE CONTENT
The course is divided between the study of the language and the study of Latin prose and verse literature.
In language lessons pupils extend their command of Latin grammar and vocabulary. They are introduced to a
range of authors as preparation for the ‘unseen’ part of the exam. Learning how to write Latin prose is an option
for those who have the inclination and ability.
In literature lessons a close study is made of the style of individual Latin authors. The set texts are as follows:
AS Course
Ovid: Metamorphoses III – The tragic story of King Pentheus’ refusal to acknowledge the go Bacchus.
Cicero: De Imperio – Cicero discusses the art military command to help persuade the Senate to select his ally
Pompey for a campaign against an eastern king.
A2 Course
Tacitus: Annals XV- The decadent rule of Nero, the great fire of Rome and the persecution of the Christians all
feature in this extract.
Propertius Elegies III- A selection of poems on a range of themes from one of Rome’s greatest poets.
METHODS OF ASSESSMENT
AS
Assessed at a standard between GCSE and A2 by means of two 1½ hour examinations, testing knowledge and
appreciation of set texts and unseen translation. There is an English to Latin translation option.
A2
Assessed by means of two 2 hour examinations, testing knowledge and appreciation of set texts and unseen
translations. There is an English to Latin translation option.
STUDENT COMMENT
“The course is varied and interesting. I find it a challenging course but very rewarding when things go well”.
ADDITIONAL INFORMATION
The language component of Latin A level leads to well-developed analytical skill, while the study of Latin
literature enhances the appreciation of all subsequent literature. Students of Latin tend to excel at both logical
thinking and clear, elegant expression. Latin thus makes an ideal fourth A level combination with either arts or
science subjects and is rightly regarded by university admissions tutors as one of the most prestigious and
demanding of all A level subjects.
32
MATHEMATICS
ENTRY REQUIREMENTS
A grade B in GCSE mathematics is the minimum requirement to start the Advanced Level mathematics course,
although some students with a grade B may struggle with A level mathematics. Ideally students should have
gained an A grade at GCSE.
COURSE CONTENT
We shall be following the OCR specification (3890/7890). The course will be taught and examined in modules.
Three modules will be covered in the Lower Sixth leading to an AS award with three further modules covered in
the Upper Sixth leading to the A2. Each year will consist of two pure (core) mathematics modules, building up
students’ mathematical skills, and one applied mathematics module (lower sixth – statistics; upper sixth –
mechanics). Three modules are required for both the AS and A2 award.
Pure Mathematics content:
algebra, trigonometry, calculus, exponential and logarithms, numerical
methods, vectors, co-ordinate geometry.
Statistics content:
basic probability and statistics, probability distributions, correlation and
regression.
Mechanics content:
forces, Newton’s laws, momentum and kinematics (including constant
acceleration problems.
N.B. There is no coursework in this course.
METHODS OF ASSESSMENT
Module examinations occur in May/June each year. Each module examination lasts for one hour thirty minutes
and carries equal weighting in the final qualification. There will be regular internal assessments throughout the
course to inform progress but all marks are accrued in the final external examinations. Re-sits will only be
available in these sessions.
STUDENT COMMENTS
One of our recent Upper Sixth students writes:
“I have thoroughly enjoyed the ‘A’ Level course. It has been very interesting and stimulating, and although
challenging, I have had much support and encouragement from the mathematics department in developing my
mathematical skills. I am now looking forward to studying this subject at university.”
33
ADDITIONAL INFORMATION
Why study A level Maths?

It is interesting, challenging and rewarding. It teaches you precision and the ability
to think logically.

It is important in helping you to understand and succeed with other subjects; indeed, it is a compulsory
A-level qualification for many degree courses.

It is widely regarded as a good qualification to have and it could be useful to you throughout your
career.

It is essential if you wish to study mathematics at university
What qualities should an A-level Maths student have?

You must be interested in mathematics. Do you enjoy algebra and problem solving?

You must have determination. It can be demanding, if you get stuck you must not give up.

You must work consistently hard as many topics build on previous topics due to the progressive nature
of mathematics. You have to keep on top of the work on a modular course.

You must be prepared to ask for help when you need it - being shy is no excuse!

You must be organised and responsible in your studies - it is your future.
How many people do A-level Maths at Ripon Grammar School?

There are 90 in the Lower Sixth in five sets.

About three quarters of our AS students continue to A2 level.
34
MUSIC
Exam Board OCR
Course Unit H142 (AS) H542 (A2)
A level music is a highly academic subject that develops skills in analysis, logic and source evaluation. That
being said, it is a highly creative subject allowing students to discover and develop new ways of expressing a
range of emotion through composition and performance. It develops their confidence in their own ability and
encourages them to assert their own authority in their research. The skills acquired in A level music equip the
student not only for studying music at university but many other subjects at degree level.
ENTRY REQUIREMENTS
When students have studied the subject to GCSE we require at least a grade B. Where applicants have not
taken the examination in the subject, we need to have evidence of the ability to cope with the course at ‘A’
Level, and therefore students need to be working towards Associated Board grade VI in their instrument and
should have evidence of previous compositions.
COURSE CONTENT
AS course
Unit 1 – Performing (40%)
Candidates will prepare a 15minute recital that will be externally assessed by a visiting examiner. The recital is
made of three parts:
A) Perform as a soloist
B) Discuss performance with examiner (viva vice)
C) Further performance from the following options: Ensemble, Improvise, Second Instrument, Own
composition.
Unit 2 – Composing (30%)
Candidates will prepare a portfolio of one composition or arrangement for a group of instruments and a
selection of Technical exercises.
Unit 3 – Introduction to Historical Studies in Music (30%)
Candidates are assessed through a 2-hour examination.
The three sections of the examination are:
i)
Aural Analysis
ii)
Investigating Musical Styles (Set Works)
iii)
Music in Context
The examination is based upon study of six set works; three classical and three jazz. Candidates will develop a
full musical understanding of the works and be able to comment on historical and social contexts of each piece.
35
Candidates who choose to study the A2 will take 50% of their AS grades into units 4, 5 and 6.
A2 course
Unit 4 – Extended Performance (40% of A2, 20% Overall)
Candidates prepare a 15minute recital on their chosen instrument. This will be externally assessed by a visiting
examiner. Candidates will make an in-depth study of their recital programme and will have the opportunity to
discuss their research with the examiner (viva voce)
Unit 5 – Composition and Technical Study (30% of A2, 15% Overall)
Candidates will produce a portfolio of eight technical exercises and 1 composition from the following options:
vocal music, programme music, Film/TV music
Unit 6 – Further Musical Understanding (30% of A2, 15% Overall)
Assessed through a two-hour examination. The examination consists of the following sections:
i)
Aural Analysis (vocal music)
ii)
Set Works (Three full works)
iii)
Music in Context
METHODS OF ASSESSMENT
Unit 1,3,4 and 6 are externally assessed by OCR. The composition units are internally assessed and externally
moderated.
ADDITIONAL INFORMATION
Students should take an active role in the extra-curricular life of the music department. There are opportunities
for VIth form students to develop skills in leading and directing ensembles according to their instrumental
experience. A level music students will make regular trips to concerts and productions to support their learning.
36
MUSIC TECHNOLOGY
This subject offers a whole new pathway into the music industry. Many top universities are now offering courses
in sound technology, acoustics, music production, and performance. The course is largely practical but requires
an in depth study of musical styles and features as well as a technical understanding of sound technology.
ENTRY REQUIREMENTS:
When students have studied Music to GCSE we require at least a Grade C. Where applicants have not taken
the examination we look for evidence of good practical musicianship and confident ICT skills.
COURSE CONTENT:
AS Course
Music Technology Portfolio 1 Unit A (70%)
i) A Sequenced Realised Performance based on a recording specified by Edexcel. (40 marks)
ii)
A Multi-tracked recording of a piece from the Popular Music and Jazz genre using 8-12 tracks. (40 marks)
iii) A Creative Sequenced arrangement based on one of two prescribed stimuli given by Edexcel. (40 marks)
All candidates must also submit a log to accompany their practical work. (20 marks)
Listening and Analysing Unit B (30%)
A one hour and forty five minute examination based on two sections as follows:
Section A (40 Marks)
Questions 1-4 based upon recorded extracts of music from Area of Study 2: Popular Musical styles since 1910.
All of the questions will be equally weighted.
Section B (40 Marks)
Questions 5-6 based upon two special focus styles.
37
A2 Course
50% of marks made up of AS Mark.
Music Technology Portfolio 2 Unit C (60% of A2/30% Overall)
Task 1: Sequenced Integrated Performance (40 marks)
The sequenced integrated performance will be based on a recording of a piece of music selected from a choice
of two specified by Edexcel. The final product must contain a live audio recording of the vocals.
Task 2: Multi-track Recording (40 marks)
Students will select one recording topic from a choice of two; Topic A: Recording Acoustic and/or Orchestral
Instruments or Topic B: Recording Percussion Instruments. Recordings must have between 12-24 tracks.
Task 3: Composing Using Music Technology (40 marks)
The task will be based on one of three prescribed briefs from the examination board. The piece will last for 3-4
minutes and will show the candidates’ ability to incorporate skills and techniques in sound design and editing
into a compositional framework.
A log book must be submitted to accompany the portfolio.
Analysing and Producing Unit 4 (40% of A2, 20% Overall):
This assessment will take the form of a two hour examination consisting of the two following sections.
Section A (75 Marks):
Questions 1 – 4 will test students’ musical understanding and their ability to manipulate and correct recorded
music and their ability to write commentaries on technological processes.
Section B (25 Marks):
Question 5 will be a practical test involving the production of a balanced stereo mix.
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PHYSICAL EDUCATION
ENTRY REQUIREMENT
Students will have achieved 6 grade B GCSEs. We also expect our candidates to have an interest in sport and
an awareness of sporting issues ranging from local to a global level.
COURSE CONTENT
AS course
G451
An introduction to Physical Education
Section A
Anatomy and Physiology
 The skeletal and muscular systems
 The cardiovascular and respiratory systems in relation to the performance of physical activity
 Motion and movement
Section B
Acquiring Movement Skills
 The classification of motor skills
 The development of motor skills
 Information processing
 Motor control of skills in physical activity
Section C
Socio-Cultural studies relating to participation in physical activity
G452
A practical unit that requires candidates to apply the knowledge gained in unit 1 to their chosen practical
activities. Candidates will gain experience in performing, officiating and coaching/leading in at least two
activities.
G453
Candidates will study principles and concepts across different areas of Physical Education. Students must study
three topics.
Section A
Socio-Cultural options
Option A2
Comparative Studies, including an examination and comparison of the organisation of sport in
the United Kingdom, Australia and The United States of America.
Section B
Scientific Options
Option B1
Sports Psychology
Option B3
Exercise and Sports Physiology
G454
A practical based unit that requires students to apply the knowledge gained in units one and three to improve
their own and others’ performance. Candidates can choose to perform, officiate or coach/lead in one activity.
Students will have a synoptic interview where they will use their knowledge from the theoretical units to discuss
a performance in their chosen sport.
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METHODS OF ASSESSMENT
The Scheme of Assessment has a modular structure.
AS Examinations
G451





An Introduction to Physical Education
60% of AS, 30% of A Level
Two hour written examination
90 marks
Structured short and extended questions
Available in June
G452




Acquiring, developing and evaluating practical skills in Physical Education
40% of AS, 20% of A Level
Externally set, internally assessed and externally moderated practical
80 marks
Available in June
G453





Principles and concepts across different areas of Physical Education
35% of A Level
2 hour 30 minutes written examination
105 marks
Structured short and extended questions, plus a synoptic essay for each section
Available in June
G454
The improvement of effective performance and the critical evaluation of practical
activities in Physical Education
15% of A Level
Externally set, internally assessed and externally moderated practical
60 marks
Available in June




40
PHYSICS
NEW COURSE FOR 2015
AS de-coupled from A2
We currently follow the GCE Physics course offered by Edexcel, but like all specifications this has recently been
changed and we are reviewing all the courses offered in order to decide which is best for our students.
The current course is both modern and flexible, with the provision to study Physics using either a context or
concept approach. There is a strong emphasis on the application of Physics and plenty of opportunity for
practical work. Assessment of practical skills remains as a key requirement of this course. Both AS and A level
are offered, AS in the lower sixth and A level over 2 years.
ENTRY REQUIREMENTS
The qualification builds on the knowledge, understanding and process skills achieved in GCSE Science. You
will need at least a GCSE grade B in Physics or Additional Science. You should also have at least a grade B in
GCSE Mathematics (or equivalent) as numerical and mathematical skills account for 40% of the marks in
physics. GCSE English is also important, as you will need to be able to communicate effectively, carry out
research and critically think about problems. Physics is a challenging but rewarding subject to study at
Advanced level for those with the appropriate skills.
SUITABILITY OF THE COURSE
Physics is suitable if you:
 have an interest in, and enjoy, physics
 want to find out about how things work in the physical world
 enjoy applying your mind to solving problems
 want a grounding in a relevant worthwhile qualification of recognised value
 are taking A-levels in the other Sciences and/or Mathematics or other relevant courses such as Design
and Technology and want to take another course that will support your studies.
 want to use physics to move on to further studies in Higher Education, support other qualifications or
enter physics-based employment.
CURRENT COURSE CONTENT (may be modified depending on which course we adopt)
AS course (Lower Sixth)
Core Physics 1:
This unit leads on from your GCSE studies.
You will learn about motion, forces, energy, power, flow of liquids, viscosity and
properties of materials. Applications that use these concepts include sports, the
production of sweets and biscuits, and spare-part surgery.
Core Physics 2:
The physics content of this unit is related to applications that include medical
physics, music, technology in space and solar cells.
You will learn about waves including standing waves, refraction, polarisation,
diffraction and the nature of light. You will also learn about electric circuits,
resistivity, thermistors, emf and internal resistance.
While studying these units you will develop practical skills that include planning experiments, collecting data,
analysing experimental results and making conclusions. You will also gain an appreciation of how scientific
models are developed and evolve, the applications and implications of science, the benefits and risks that
science brings, and the ways in which society uses science to make decisions.
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Rest of the A level course (Upper Sixth)
Physics on the
move
The physics content of this unit is related to applications that include transport,
communications and display techniques. It is also related to exciting, current
research in the field of particle physics.
You will learn about momentum, circular motion, electric and magnetic fields,
evidence for a nuclear atom, particle accelerators, particle detectors and different
types of sub-atomic particles.
Physics from
creation to
collapse
The physics content of this unit is related to applications that include the construction
of buildings in earthquake zones and a detailed exploration of astrophysics and
cosmology.
You will learn about thermal energy, radioactive decay, simple harmonic motion,
resonance, gravitation, the life cycle of stars, fission, fusion and the fate of the
universe.
Practicals are assessed within the lessons and marked internally. A minimum of 12 successful core practicals
will be required to pass the practical element of the course. There is also a written exam that will test
understanding of practical techniques that will count towards the final grade.
METHODS OF ASSESSMENT
Work will be assessed by written exams at the end of the course. These are taken in June of the L6th for AS
level and June of the U6th for A level. Exams taken for AS will no longer count towards the full A level (i.e.
for A level you have to take all your exams at the end of the upper sixth).
AS
You will do two written paper that each last for 90 minutes. The papers will contain objective
questions, short questions and longer questions. You will use the skills that you have gained
in planning experiments, obtaining and analysing data, producing conclusions and
evaluations.
You will do two written paper that each last for 105 minutes and one paper that lasts for 150
minutes. The papers will contain objective questions, short questions and longer questions.
You will also use the skills that you have gained in planning experiments, obtaining and
analysing data, producing conclusions and evaluations.
A2
POSSIBLE CAREER CHOICES
Physics leads on to a wide range of courses and careers. You could use Physics to support
other qualifications or move on to further studies or employment, including:
 a BTEC Higher National (HNC and HND) or a degree course such as Physics, the Sciences, Medicine,
Metrology, Engineering (including Chemical Engineering) and related subjects.
 employment in many areas, for example, radiography, geophysics or biotechnology.
Physics is recognised as a valuable qualification for a surprisingly wide range of Higher Education courses and
employment opportunities – see the careers notice board in Physics for more details.
ADDITIONAL INFORMATION




visit http://learningphysics.iop.org/beyond_school/careers/index.html for further information on careers
in physics
discuss the possibility of studying this subject with your Physics teacher or see Mr. Griggs in S7 most
breaks, lunchtimes or after school
order free physics careers booklets from the Institute of Physics website:
http://www.iop.org/activity/education/Promoting_Physics/Career_Resources/page_5893.html
visit the Edexcel website, www.edexcel.org.uk, to obtain a full copy of the Edexcel GCE in Physics
specification.
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NEW COURSE FOR 2015
AS de-coupled from A2
PSYCHOLOGY
Aims of the department:
Psychology is the scientific study of the human mind; hence we aim to give students an insight into some of the
causes and explanations into a diverse range of human behaviours and thinking processes.
Psychology is offered at A level and the entry requirement is at least 6 GCSEs at grade B or above. Prospective
students are advised that Psychology is classified as a science subject and that many university admissions
tutors for Psychology courses will anticipate that applicants are studying at least one other science subject in
addition to Psychology, In the case of Oxbridge applicants, in addition to another Science subject, candidates
should also have studied A level Mathematics.
www.aqa.org.uk - Psychology A level 7182
Paper 1: Introductory Topics in Psychology
Memory– this aspect of the course explores the main models of memory organisation, asking, for example, why
it is that eyewitnesses to events are often misled when asked to recount what they have seen.
Attachment – focuses on the lasting impact of childhood experiences and the role daycare has to play in a
person’s emotional and social development.
Psychopathology – explores the nature of mental illness in society. We examine various psychological
approaches which all seek to explain the origins of mental illness, and finally we consider a range of different
therapeutic interventions which attempt improve mental health
Social Influence – investigates the explanations for conformity and obedience in society and examines the
various social factors underlying societal change.
Paper 2: Psychology in Context
Approaches in Psychology- we look at the origins of Psychology and its development as a Science. We
examine the basic assumptions of the five main approaches, all of which attempt to explain human behaviour
from radically different standpoints. These approaches are the Learning theory, Cognitive, Psychodynamic, the
Biological approach and Humanistic Psychology
Biopsychology- we study the detailed physiological processes of brain and the nervous system, the structure
and function of sensory, relay and motor neurons, processes of synaptic transmission, including the role of
neurotransmitters. We also explore ways of studying the brain: scanning techniques, including functional
magnetic resonance imaging (fMRI); electroencephalogram (EEGs) and event-related potentials (ERPs)
Research methods – this topic assesses the strengths and limitations of a range of different types of research
methods ranging from carefully controlled laboratory experiments to free-running natural observations. Students
learn how to effectively describe data using a range of graphical techniques, and how to interpret and analyse
statistical findings.
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Paper 3: Issues and Options in Psychology
Students will develop knowledge, understanding and skills of analysis and understanding in relation to three
topics from a range of options including- Relationships, Gender, Schizophrenia, Stress, Aggression, Cognition
and Addiction
Issues and Debates in Psychology – we examine the impact of environment and biology, and culture and
gender in determining behaviour.
Assessment:
The A level examination consists of three terminal papers, all taken in June of the final year of the course.
Each paper is assessed by a 2 hour paper, thus each examination paper constitutes 1/3 of the A level.
We work with the careers department to invite guest speakers in to share their workplace experiences with the
students. Most recently talks have been given by LEA Educational Psychologists. All students are offered the
opportunity to attend annual Youth Conferences- the most recent one has focusing on Criminal Profiling and the
role of Forensic Psychologists.
There are several diverse career opportunities for students of psychology - Clinical Psychology, Forensic
Psychology, Educational Psychology, Health Psychology, Sports Psychology, Counselling, Occupational
Psychology Research, Neuropsychology, Teaching and Training. And as a first degree it is useful for a myriad
of other career paths for which a Higher Degree is not a pre requisite – advertising, social work, healthcare
Links
www.aqa.org.uk
www.bps.org.uk
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RELIGIOUS STUDIES
ENTRY REQUIREMENTS
There is no specific requirement for students to have taken a GCSE in the subject in order to study it at AS/A
level but it should prove an advantage, especially if courses in Buddhism and Christian Perspectives have been
taken.
COURSE CONTENT
AS COURSE
This consists of two units : 1. Religion and Ethics
In this module students will explore the ethical principles expressed within Christianity,
Situation Ethics and the philosophy of Utilitarianism. In addition to this students will investigate religious
teaching on the nature and value of human life – this will include reference to topics such as racism,
sexism and animal rights. The issues of abortion and euthanasia are also studied, as well as one other
ethical issue chosen by the student.
2. Buddhism as a World Religion
This will involve a study of the central concepts of Buddhism such as the three marks of existence, the
Four Noble Truths, the Eightfold Path and the Sangha.
Each unit is worth 50% of the AS level (and 25% of an A level) and is assessed by an
examination lasting 1 hour 15 minutes. Both units are taken in June.
A2 COURSE
Students who continue the subject to A2 level will study a further two units : 3. Studies in Religion
This will involve a more in depth study of Buddhism, including Mahayana Buddhism,
aspects of Buddhist Philosophy, Meditation and Buddhist Ethics.
5. Religion and Human Experience
In this module students investigate the topic of Life, Death and Beyond including beliefs about the
value, purpose and destiny of the human race – are we made by God for a purpose or are we just gene
machines which are the product of evolution? Heaven & Hell and Judgement Day, the nature of near
death experiences and non-religious attitudes to this topic will also be explored.
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METHODS OF ASSESSMENT
AS Level
Students take one examination on each of the two modules – each examination lasts for one hour and fifteen
minutes. Two essay questions out of a choice of four must be answered. Each unit is worth 50% of the AS
level (and 25% of an A level). Both units are taken in June.
A2 Level
Students take one examination on each of two modules – each examination lasts for one hour and thirty
minutes. In the examination on Buddhism two essay questions out of a choice of four must be answered. The
examination on Religion & Human Experience involves answering one extended essay question out of a choice
of two. Each unit is worth 25% of the A level and both units are examined in June.
ADDITIONAL INFORMATION
Religious Studies is about exploring philosophy, religion, ethics and culture. As such it involves thinking deeply,
analysing and evaluating thought systems, religions, values and concepts and developing your own worldview.
Key skills developed are clear and coherent communication, the ability to understand and represent other
people’s points of view, the ability to present persuasive arguments and being able to read, analyse and
synthesise information, ideas and different types of literature. Students who opt for the course will be given an
opportunity to visit various Buddhist communities and go on a residential visit to Manchester in March 2016.
The subject can be combined with any other AS/A2 level and is a useful qualification for a wide variety of
university degree subjects, including economics, English, geography, history, law, medicine, philosophy,
politics, psychology, sociology and theology.
The skills involved in religious studies are relevant in any career which requires clear thinking, careful analysis,
balanced evaluation, effective communication and good presentation of ideas, eg: law, journalism, radio and
television, police, social services, politics and public administration, teaching, the health service, working with
children, tourism and advertising.
WHAT STUDENTS HAVE SAID ABOUT RE
“I enjoy RE because it gives me the opportunity to think about some of the really big
issues in life. It certainly stretches your mind.”
“RE gives you the chance to study some great thinkers and to discuss their ideas.”
“RE helps you to think and critically evaluate your own beliefs and those of others.
It makes you think for yourself and not just accept what other people tell you.”
“It’s interesting, challenging and different from my other subjects.”
“RE has helped me to become a more confident and broad minded person.”
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SPANISH
ENTRY REQUIREMENTS
A grade B is a minimum requirement for entry to study Spanish in the sixth form. Just as importantly, we
welcome students with a record of enthusiasm for the subject and who wish to seriously develop their language
skills and understanding of Spanish-speaking culture.
COURSE CONTENT
AS Level (1651)
Topics
The topics in the specification are: the media (television, advertising and communication technology), popular
culture (cinema, music and fashion/trends), healthy living/lifestyle (sport/exercise, health and well-being and
holidays) and family/relationships (relationships within the family, friendships and marriage/partnerships). We
shall also cover other subjects as the need arises.
Tasks
At this level students will revise and further develop their skills of speaking, listening, reading and writing.
Lessons will be taught predominantly in Spanish and will feature large amounts of discussion, pair work,
comprehension tasks, grammar and vocabulary building tasks, as well as regular written assignments (e.g. gap
fill, composition, summary work, translation). We shall use a text book, authentic texts from other sources, the
internet, video and audio extracts, grammar worksheets and film
A2 Level (2651)
Topics
At this level the topic areas in the specification are: the environment (pollution, energy and protecting the
planet), the multicultural society (immigration, integration and racism), contemporary social issues (wealth and
poverty, law and order and the impact of scientific and technological progress) and two cultural topics. For the
cultural topics students will read a work of modern literature, normally a novel or play, plus study one other topic
(e.g. a period of history, a geographical area, a film director’s works).
Tasks
Lessons will be similar is style to AS level, but the cultural topics will include the detailed reading and analysis of
a work of literature over several weeks and a personal study task. There will be a growing emphasis on
grammatical accuracy and translation skill.
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METHODS OF ASSESSMENT
At AS level assessment is carried out in June and involves two units. Unit 1 is a two hour examination called
Listening, Reading and Writing and is worth 70% of marks. Unit 2 is the Speaking Test and is worth 30% of
marks. The speaking test takes thirty-five minutes (including twenty minutes preparation).
At A2 level there are two more units, both taken in June. Unit 3 is a two hour thirty minutes paper called
Listening, Reading and Writing. This unit includes an essay question based on the cultural topics studied
during the year. Unit 4 is the Speaking Test which takes thirty five minutes (including preparation) and which is
worth 30% of the A2 marks.
For students continuing through to A2 level, AS re-sits are strongly advised and are available in June.
In addition there will be an assessment to check progress in November of the AS year and a mock examination
during the spring term of the A2 year.
ADDITIONAL INFORMATION
A further qualification in Spanish will provide students with a very useful skill for the future. You may wish to
specialise in languages, but many students will wish to add a language to their combination of other subjects.
You will develop your communication skills, learn more about non-British culture and widen your general
knowledge.
Potential students should note that AS level is a natural extension of GCSE, but that it will place greater
demands on your skills and knowledge. In particular, a premium is placed on the ability to write accurately and
to use a wider range of vocabulary and structures than at GCSE.
Being able to speak another language brings all sorts of opportunities later in life. Spanish is a widely sought
after language in Europe and the Americas. Students will find there is a large range of university Spanish
courses. Furthermore, employment prospects for linguists are very bright indeed.
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NOTES
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