SIMON LANGTON GRAMMAR SCHOOL FOR BOYS
SIXTH FORM
PROSPECTUS
2013
“Preparing the Leaders of
Tomorrow”
1
Key Sixth Form Dates 2013/14
TUESDAY 19th
NOVEMBER
6th FORM INFORMATION EVENING
6.45 pm for 7.00pm
NOVEMBER TO
MARCH
APPLY ON LINE www.kentchoices4u.com
TUESDAY 4th
FEBRUARY
SIXTH FORM OPEN EVENING
6.45 pm for 7.00 pm
MONDAY 10th –
FRIDAY 14th
FEBRUARY
CONSULTATIONS for students from other schools
with a member of the Sixth Form Team
THURSDAY
13th FEBRUARY
LANGTON YEAR 11 PARENTS’ EVENING
4.30 pm
WEDNESDAY
5th MARCH
SIXTH FORM OPTIONS DUE IN
Students need to choose their courses by this date to
maximise their chances of getting their combination
of subjects.
WEDNESDAY 25th –
FRIDAY 27th JUNE
PRE-SIXTH FORM COURSE
THURSDAY 21st
AUGUST
GCSE RESULTS PUBLISHED
10:00 am
TUESDAY 2nd
SEPTEMBER
SIXTH FORM ENROLMENT
9.00 am
THURSDAY 4th
SEPTEMBER
FIRST DAY OF TERM FOR YEAR 12
8.45 am
2
YEARS 12 AND 13: THE SIXTH FORM
CONTENTS
.
SECTION A
Welcome ...................................................................................... 6
Why Consider The Langton Sixth Form? .................................... 8
Views from Newcomers to the Langton ....................................... 9
Which Post 16 Education is Right for Me? ................................. 11
AS and A level structure ............................................................. 12
Conditions Of Entry To The Sixth Form .................................... 13
SECTION B
Preparing For The Sixth Form ................................................... 15
Notes On Sixth Form Courses .................................................... 18
SECTION C
Life In The Sixth Form ...............................................................43
Two-Year Calendar for Sixth Formers .......................................46
A Student's View.........................................................................48
Careers And Higher Education ………………………………...49
Leavers' Destinations 2013 ......................................................... 50
APPENDICES
Student Learning Agreement ...................................................... 51
Advanced Level Results.............................................................. 53
AS Level Results......................................................................... 54
Simon Langton Grammar School for Boys
Langton Lane, Nackington Road
CANTERBURY, Kent CT4 7AS
Telephone:
01227 463567
Internet address of school website:
For entry to the Sixth Form:
Head of Sixth Form
Fax:
01227 456486
http://www.thelangton.org.uk
e-mail: office@thelangton.kent.sch.uk
e-mail: ken.moffat@virgin.net
3
Simon Langton Grammar School for Boys
Mission Statement
Our mission is to lead a community of learners who enjoy an ability to think creatively, critically and
innovatively; who possess a strong sense of responsibility for the school, for the community and for the
environment and who have the will to use these skills not only for the benefit of themselves but also for the
good of the wider world.
Aims
We are a learning organisation. We believe that when people learn they change and grow. To that end we aim:

To provide high quality education through progressive and forward-thinking teaching.

To provide learning experiences which are enjoyable, stimulating and challenging and which encourage critical and
innovative thinking.

To foster fruitful relationships between the School and our partners in the community.

To provide the most appropriate and accessible resources for effective learning and teaching.

To nurture in all a sense of responsibility for the School, for the community and the environment for the benefit of their
own future and the future of the world.
As a Science school we will

Raise achievement, knowledge and understanding in mathematics and science through extensive curriculum provision,
effectively monitoring progress, making available diverse and varied enrichment opportunities and developing and
sharing good teaching practice

Increase awareness of the importance of mathematics and science within society and nurture the intellectual skills and
ethical integrity required for participation in these areas in higher education and beyond.
We believe that the only way to achieve these aims is to provide a rich programme of development activities for all members of
the school to give them the skills to further their own learning and the learning of others.
4
SIMON LANGTON SIXTH FORM
PREPARING THE LEADERS OF
TOMORROW
5
A
WELCOME
The purpose of this booklet is to provide information to prospective students about the Simon
Langton Sixth Form. It outlines the opportunities available, and the conditions necessary, to enter
this stage of education at the school.
We have an 'academic' Sixth Form with students taking four or even five 'AS' levels in Year 12 and
at least three ‘A’ level subjects in Year 13. It would be fair to say that most succeed, but it is not an
easy option. The expectation of 'private study periods' must be tempered by the many hours spent
working at home.
Your first step is to decide whether to enter our Sixth Form, and the second is which courses to
follow. This booklet is designed to help you.
Students from other schools should attend the Information Evening and the Open Evening if they
are able to. They should book a consultation with Mr Moffat or Mr Davis via the School Reception.
The consultations take place in February
Current Langton students should find out about courses from their Subject Teachers, Form Tutors
and from present Sixth Formers. They do not need to attend the Sixth Form Information Evening
but should attend the Open Evening in February, which gives details of the subjects offered at the
Langton.
Any general enquiry about the Sixth Form can be addressed to us.
The keyword is ASK! But first read this booklet.
Ken Moffat
Head of School
Ken Davis
Director of Studies
6
“If you can dream it,
you can do it”
Walt Disney
7
WHY CONSIDER THE LANGTON SIXTH FORM?
CAREERS AND HIGHER EDUCATION
Competition for jobs, with good prospects, is fiercer than ever. Employers are looking for young
people with initiative who are prepared and able to organize their work, and, when necessary, to
study independently. In many careers, (e.g. banking, insurance, civil service, armed forces, etc.),
good grades at AS and A Level assist recruitment and enhance promotion prospects. In recent years
there has been a big expansion in university places, with a wider range of quality degrees being
awarded. Employers are increasingly looking first at A level grades to determine which graduates
to employ.
The Langton Sixth Form offers access to the highest academic and practical courses at universities
and colleges as well as enjoying a considerable reputation amongst such bodies. Admissions tutors
ask for qualifications considerably above the minimum standard required. They look not just for
academic ability, but personal qualities, which are developed in a Sixth Form like the Langton.
OPPORTUNITY
We encourage students to grasp every opportunity available to them. You will have the chance to
develop sporting and cultural interests to a high level, exercise responsibility, widen your education
and outlook and develop practical discipline that will equip you for later life.
Our sporting achievements are first class; many students playing at county and international level.
The music and drama productions are of the highest possible standard. Students also co-ordinate
back stage work, lighting and the video editing team.
INTERNATIONALISM
Some students find their way to our mountain cottage in North Wales. Regular foreign visits to
France, Spain and Germany are a feature, as are field trips to the South of France. Work experience
is increasingly available in the U.K. and abroad. Thanks to financial assistance from the Eastbridge
Award and the Old Langtonians’ Association, current and past students have ventured as far afield as
Papua-New Guinea, Japan, Kenya, Ecuador, Israel and Kashmir.
RESPONSIBILITY
In many respects, the school is as good as its Sixth Form. Membership of the Sixth Form confers
privileges and also the opportunity to enhance the school's reputation in the eyes of the younger
students and the general public.
One very pleasing feature of the Sixth Form is the willingness of all students to take on one or more
forms of responsibility for the benefit of the whole community. Some take on supervisory duties;
others adopt the role of Form Guardians and are invaluable in their assistance to form teachers and
younger students. Some help with school administration, run societies or clubs and others help with
games. It is not uncommon to see a Sixth Form mathematician coaching a Year 7 boy having
difficulties with algebra, or a linguist assisting a youngster with his irregular verbs.
We expect all Sixth Formers to set a good example in this 11-18 community.
8
VIEWS FROM NEWCOMERS TO THE LANGTON
“The Sixth Form is a brilliant opportunity. Having moved to Simon Langton from another school, I feel I am in
a good position to give those of you who are new an “outsider’s” view, (and a girl’s view at that!)
Choosing a school is always difficult but, for me, the Langton really stood out. The teachers on the induction
course were friendly, welcoming and interesting, and the courses offered seemed engaging and stimulating too.
AS levels are hard, there’s absolutely no way around that, but at the same time, they are interesting (and, God
forbid, even fun!) However, the structure of the timetable does give you time during the school day to do work
in ”private study” periods. Self-motivation is very important as background research and extra reading really
help your cause
So personal responsibility comes into play as a fairly major factor of life in the Sixth Form. You will be
responsible for your own work, and can also take on positions of responsibility around the school; peer
counselling, prefect and the Student Union all offer opportunities which you would be wise to consider.
Being in such a minority (as a girl in a boys’ school would be) is quite a culture shock at first – it seems to be for
the boys as well though! The younger boys tend to stare at the “alien species” in fascination for the duration of
the autumn term and then, later in the year, as they learn your name, they take great delight in saying “hello” at
every opportunity. However, apart from these small attentions, the school is a very welcoming place. The teachers
are receptive to input and interesting discussions can take place.
Of course the work is hard, but there is also a chance to play too. Youth Parliament and Young Enterprise both
combine enjoyment, maturity, responsibility and the chance to work in a team.
Opportunity seems to be the word of the day…and indeed it is. During the next two years of your school life you
will have the opportunity to challenge yourself, consolidate your opinions and form strong friendships. Work
hard, but above all have fun and enjoy the experiences that you are offered.”
Amber Reed-Ashton
“The first thing you notice when joining the Sixth Form (besides the presence of women) is the increased
responsibility given over to you – how you use this is up to you. You can either spend your study periods
catching up with work or relaxing in the Common Room (however not simultaneously).
The school is renowned for its excellence in Science subjects, however the school performs equally well in the
Humanities and Arts. Whichever subjects you choose, you will find a high standard of teaching coupled with
an interesting syllabus; however you must expect to learn outside the course as part of the Langton Curriculum,
something which will really expand your knowledge in your subjects.
The sporting facilities are impressive and offer the chance to take a welcome break from the academic side of
the school, with a wide ranging choice of sports to choose from. The sports offered are popular and give you
an opportunity to integrate more successfully into Sixth Form life.
Another new aspect of the Sixth From you’ll notice is the stronger and friendlier relationship between student
and teacher, making lessons more enjoyable. This in turn will give you a different student experience not
found in the lower school. There may be a heavier workload, but the amount of study periods you get should
be enough to offset this.
If you’re joining the Langton from a different school, the environment is very welcoming and you’ll soon find
yourself with a good group of friends – worrying about making new friends should be the last thing on your
mind for anyone thinking about joining the school. You’ll soon find an active social life awaits you, providing
the perfect mix of school life and socialising. They will definitely be the most hectic, but also the most
rewarding two years of your life so far (although you may not realise this at the time!)”
Luke Murphy
9
“Whatever you can do, or dream
you can, begin it. Boldness has genius,
power and magic in it. Begin it now.”
Johann Wolfgang von Goethe.
10
WHICH POST- 16 EDUCATION IS RIGHT FOR ME?
Do I want
an
Academic
Education
?
No
Seek Vocational Courses
e.g. at Canterbury College
Yes
Am I likely to
meet The
Langton Entry
Criteria?
No
Explore alternative Sixth
Forms with lower criteria
Yes
Does The
Langton offer
the courses I
am interested
in?
No
Are these courses
really necessary
for my future
plans?
Yes
Will I
be suited to
the Sixth
Form ethos
and routine at
The Langton?
No
Yes
See if other
Schools/Colleges
offer all the courses
you want. You
may lose out on
other factors
important to you in
a Sixth Form
education
Consider other schools/colleges which
have a regime more suited to your out
look
No
Yes
THE LANGTON SIXTH FORM IS FOR YOU
11
THE AS AND A LEVEL STRUCTURE
Arts and Humanities subjects have four units – two units studied in Year 12 leading to an AS qualification. The
other two units are studied from June of Year 12 to the following May and are called A2 units. Science, Maths and
Music have six units – three at AS level and three at A2.
For an AS level, students use the results from the units set in Year 12.
For an A level, students use the results from all units (AS and A2).
Some subjects have one unit as coursework rather than being assessed by an exam.
Time Allocation
Students will have nine one hour lessons per fortnight for each chosen AS level subject; this gives an average of
four hours teaching per subject per week. You will also need to do four hours extra work per subject per week
outside of timetabled lessons.
12
CONDITIONS OF ENTRY TO YEAR 12
G.C.S.E. grade A*or A in all subjects you wish to take at ‘AS’ or
'A' level.
Departments reserve the right to judge who is willing and capable of
pursuing their subject at 'A' level.
We expect our Sixth Formers to have at least 7 grades A*-C passes, including
English Language and Mathematics
Students study 4 AS levels and the History of Ideas course.
Students are expected to attend our Pre-Sixth Form Courses at the end of
June.
External applicants to the school have a consultation about courses with one of the
Sixth Form Management Team. Consultations will take place shortly after the
February Open Evening.
On accepting a Sixth Form place, students are agreeing to uphold the ethos of the
School and abide by the guidelines given in this prospectus and the Sixth Form
Handbook.
CONDITIONS OF ENTRY TO YEAR 13
A positive recommendation from your Form Tutor based on your conduct in
Year 12 and your involvement in school life.
Satisfactory academic progress throughout Year 12, in all subjects.
Successful completion of the first part of the A2 courses in June and July of
year 12
All students study for the Extended Project Qualification (EPQ)
In addition, all study at least three subjects in Year 13
At least D grades in the three (or four) ‘AS’ subjects you wish to pursue to
‘A’ level
13
“The future belongs to those who
believe in the power of their
dreams.”
Eleanor Roosevelt
14
B
PREPARING FOR THE SIXTH FORM
A.
How to choose your AS Subjects
This question is linked very closely with your choice of future career, so careers advice is vital before deciding which
courses fit your abilities and potential.
Some students find their choice of subjects very difficult. You should seek advice from parents, subject staff and
present Sixth Formers. The following questions should also help you.
Helpful Questions
WHICH SUBJECTS
DO I ENJOY?
Specifically
what do I
enjoy about
the courses?
Will these
elements be in
the AS Level
course?
Consult present
Sixth Formers and
staff to check this
WHICH SUBJECTS
AM I BEST AT?
WHICH SUBJESTS
ARE MOST USEFUL?
Will I get
an A or B at GCSE
in these
subjects?
Do I have
a particular
career in
mind?
Will I be
competent at the far
more demanding
AS Level course?
Chemistry and
Biology are needed
for Medicine for
example
Do my
teachers
agree with my
predictions?
Do I
have the
necessary GCSEs
required?
How do I
keep my
options open?
Consider
blending
2 science with
2 art subjects
Some
combinations will
rule out certain
degrees eg 2 Science
A Levels are needed
to do Science at
University
Consult Careers
Library and
Mr Moffat to check
this
Consult subject
staff to check
this
Unhelpful Questions
Which teachers do I like?
1. The staff-student relationships at Sixth Form level are very different to the lower school
2. You may have a different teacher at AS Level. You will have at least two teachers for each subject
3. Don’t jeopardise future career opportunities on the basis of a temporary difficulty.
What are my friends doing?
1. You’ll have plenty of time to socialise in the Sixth Form in and out of school.
2. Students taking the same subjects are often in different sets anyway.
3. It’s YOUR future you should be considering – not theirs.
15
B. Number of Subjects
All Year 12 students study the Langton History of Ideas course. In addition, students choose
four subjects for Year 12, taking the 'AS' level exams in May/June. Most students will then
specialise in three or four subjects to pursue to the full 'A' level, taking the 'A2' exams in Year
13.
Some students will opt for four similar subjects. Others will want to ‘contrast’ three science
subjects with a language or English; conversely, someone taking History, Economics and
English, may wish to contrast this by taking 'AS' level Maths or a Science subject.
It may be possible for some students (e.g. those taking Further Mathematics) to take five subjects
in Year 12. This would give a very demanding timetable, but one that our most able students
could attempt.
C. Making Your ‘AS’ and ‘A’ Level Choices
Prospective Sixth Form students from this school should attend the Sixth Form Open Evening
in February and are subsequently asked to confirm their choice of 'AS' subjects
on the Sixth Form Options sheet by the beginning of March.
Students intending to join our Sixth Form from other institutions should arrange for an
interview and tour of the School. Interviews can be booked at the Open Evening and take place
in the following week.
Students choose four subjects to study in the Sixth Form. Details of courses offered are given
in the following pages, starting on page 16. Do bear in mind your future career plans, noting the
effect of unusual subject combinations. You should also bear in mind that some subjects
complement others, which will create a more cohesive curriculum. You should aim for a
balanced choice of courses in Year 12. Some students opt for a fourth subject which contrasts
with their other AS levels, for example, taking a language alongside Science subjects.
D. The Sixth Form Timetable
Based on those 'AS' level choices made known by the beginning of March, a Sixth Form
timetable will be constructed, incorporating the appropriate number of sets for each subject.
We will endeavour to meet every student’s subject combinations declared by this date. After
this, students’ choices will be restricted to the timetable constructed and the space available
in the 'AS' level sets, so make every effort to choose wisely.
16
E. Attend Pre-Sixth Form Course – at the end of June
This takes place after the G.C.S.E. exams. Year 11 students, who intend to join the Sixth Form,
return to school, and are registered in new tutor groups. New entrants are expected to join us for
this period as it is an excellent opportunity for them to get to know the school and to meet their
new colleagues.
There is a vast difference between G.C.S.E. and Sixth Form work, and, in a carefully planned
programme of lessons, we try to highlight some of these differences as well as illustrate to
students some of the skills which are needed if their first attempts at 'AS' level work are to be
successful.
F. The Long Holiday
There are over three months from the time you finish lessons in Year 11 until you start in the
Sixth Form. Do not get so used to taking it easy that you cannot get back to work. It is vital that
you make a positive start to the Sixth Form. Students who fail to do this always underachieve.
During the Pre-Sixth Form Course most departments will give you some background work to
prepare for entering this next stage of your education. Make sure you complete it before term
starts.
G. Sixth Form Enrolment
All students who want to join Year 12 must attend on 3rd September at 9.00am. If you have
gained the appropriate GCSE grades for your chosen subjects, enrolment will take about an hour.
If you wish to change subjects or have not met the entry criteria in a particular subject, you may
be required for significantly longer. Every effort will be made to accommodate students onto
appropriate courses but inevitably at this stage some subjects will be full.
Careers advice will be available for students who need to seek alternatives.
17
NOTES ON SIXTH FORM COURSES
LIST OF SUBJECTS
(With page numbers)
Art
24
German
27
Business Studies
38
Government & Politics
35
Biology
22
History
34
Chemistry
22
Mathematics
20
Computer Science
40
Music
25
Design/Technology
25
Physics
21
Economics
36
Philosophy and Ethics
39
English
23
Spanish
27
French
27
Sport and PE
40
Further Maths
20
Theatre Studies
23
Geography
31
More detailed subject information is available at the Sixth Form Open Evening in February
18
HOI – THE LANGTON HISTORY OF IDEAS COURSE
This is one of the most successful courses that the Langton offers: A chance to go way beyond the confines of any
syllabus, to broaden students’ minds and to inspire them to future research. There are a series of fortnightly
lectures that students attend, roughly divided into Arts and Science. Topics include cloning, medical ethics, the
nature of time, the environment, antiquity, modernism in the arts, post modernity, political philosophy, sociology,
anthropology and psychology.
Students keep notes both during the lectures and in their subsequent personal research. The topics covered often
act as a stimulus for an area of in depth research that all students will undertake as part of the Extended Project
Qualification (EPQ).
EPQ
The EPQ is worth the same as an AS level, in terms of UCAS points, but is the standard of an A level. An A*
grade can be achieved, and many of our former students who completed and EPQ have reached this highest level.
The qualification is highly regarded by universities. Essentially pupils conduct an independent piece of academic
research that will be assessed internally through a written thesis, and a presentation. Students will complete the
EPQ in term one of year 13 which will equip them to make good decisions about university courses and serve as
preparation for an exacting university interview. The course’s primary purpose is to nurture a skill set to produce
quality academic work and, theoretically and conceptually, to introduce them to many of the ideas and research
methods prevalent on higher education courses.
SPORT
Sport is an important aspect of the year 12 curriculum and a wide range of activities are on offer throughout the
year, including all of the major sports as well as activities such as golf, badminton, weight training, softball, selfdefence, tennis, aerobics and table tennis. You will be given the opportunity to choose a sporting option at the
beginning of each term from an extensive list of activities. During your non-contact periods you will be able to
use our well-equipped gym to develop your personal fitness.
Serious sports players will have the opportunity to represent the school in competitive interschool fixtures in a
variety of sports. We currently run senior teams in basketball, rugby, netball, hockey, cricket, football, golf,
athletics and cross-country. Those unable to secure regular places in senior teams may still find a stage on which
to display their prowess during the inter-house sports competitions. These matches are among the most fiercely
contested fixtures of the year.
In addition a number of Sixth form students assist PE staff with junior pupils in various activities, particularly
climbing, on a peer tutoring basis during curriculum time, and there are opportunities to assist in clubs after school
and at lunchtime.
It is hoped that through this wide range of activities you will not only appreciate the importance of a healthy
lifestyle, but also identify a recreational pursuit you may enjoy when you leave school.
19
MATHEMATICS
Mathematics is a subject held in very high regard by Universities and employers alike. It can lead to a vast range of
careers including Engineering, Banking and Actuarial work, Administration and Management, Architecture and
Design as well as Teaching and Research.
There are two ‘A’ Level courses, each consisting of a mixture of Pure and Applied Mathematics (Mechanics and
Statistics). Both can be studied with Science or Arts subjects.
A) Single Mathematics: This is studied in two sections, which are taught separately by different teachers and
examined separately. It is the modular course of Edexcel.
Year 12
There will be 6 lessons per fortnight studying Pure Mathematics and 3 lessons per fortnight studying Mechanics.
The Pure Mathematics modules Cl and C2 together with the Mechanics module M1 are taken at the end of Year 12
to gain an ‘AS’ Level in Mathematics. Exams for these three units will be taken in June.
Note:
Pure Mathematics consists of topics such as Algebra, Trigonometry, co-ordinate Geometry and a vital
branch of Mathematics called Calculus.
Mechanics deals with the study of objects at rest (statics) or in motion (dynamics) and involves concepts
such as force, momentum and energy.
Statistics involves the use of diagrams, averages and measures of spread to represent data as well as the
study of Probability.
Year 13
There will be 6 lessons studying Pure Mathematics and 3 lessons studying Applied Maths. The Pure Mathematics
modules C3 and C4 together with the Statistics module S1 are taken during Year 13 which, together with the results
of the modules taken in Year 12 combine to gain an ‘A’ Level in Mathematics.
Exams for these three units together with any retakes of the Y12 units will be taken in June.
All students, who are considering doing a Mathematics, Science or Engineering degree or who have gained an A *
at GCSE should seriously consider pursuing the following course.
B) Double Mathematics is a course leading to two separate ‘A’ Levels, Mathematics and Further Mathematics.
Year 12: There will be 12 lessons a fortnight studying the four Pure Mathematics modules and 6 lessons studying
the Mechanics module and the Statistics module. You will have two (or possibly three) teachers for the different
parts of the course. All 6 modules will be taken at the end of Year 12 to gain an 'A' Level in Mathematics. These
are the same 6 modules that the ‘single’ Mathematicians cover over the two years. The result of this 'A' Level may
then be used on your University Application Form. Double Maths counts as two subjects on your options sheet.
Year 13: Further Mathematics ‘A’ Level is taken and consists of 8 lessons a week studying Pure Mathematics
modules together with 8 lessons studying Mechanics modules and Decision Maths module D1. All of these modules
will be taken in June of Year 13.
It would also be possible for some candidates who have obtained ‘A’ Level in Year 12 to take only 3 further modules
to obtain an ‘AS’ in Further Mathematics.
Work Expectation
Both your Mathematics teachers will set you weekly homework. These will normally be set on a certain day of the
week and will be due in on the same day the following week. You will be expected to do about 2 hours work for
each teacher outside the lesson, and the work that is handed in should be of a high quality. Maths assignments take
two or three blocks of time to complete. Seek help early to ensure successful completion before the deadline.
PHYSICS
20
Physics offers you a fascinating course, a vast range of extra curricular activities, and the opportunity to be
involved in real physics research.
The study of physics takes you on a journey from understanding the particles at the very heart of matter to
observing the most distant objects in the Universe. Through understanding fundamental principles of waves,
mechanics and electricity we can begin to tackle some of the big questions about the nature of matter, the
possible solutions to major problems such as energy production and the challenges ahead such as spaceflight.
We hope each year to go to CERN and we have a variety of invited lecturers and visits. For those particularly
keen on Astronomy there are opportunities to take part in live observing on the robotic Faulkes Telescopes. We
also give you opportunities to be involved in research, initially with Imperial College and also with other
research establishments. This has made physics a very popular choice of subject in the school.
Practical work is an essential part of the course and is continually assessed in a manageable way, making up
20% of the marks at AS (module3) and A2 (module 6).
Here is an outline of the four content modules, the first two for AS and the second two for A2.
Unit 1: Particles, Quantum Phenomena and Electricity



The nucleus including particles, antiparticles and photons; hadrons and leptons; the quark model;
Quantum phenomena including photoelectricity, energy levels and photon emission, wave particle
duality;
Electricity including electrical quantities, resistivity, circuits and components, alternating current.
Unit 2: Mechanics, Materials and Waves



Mechanics, including motion along a straight line, projectile motion, Newton’s laws of motion, energy
and power,
Properties of materials, including density and the Young modulus,
Waves, including longitudinal and transverse waves, progressive and stationary waves, refraction,
diffraction and interference.
Unit 4: Fields and Further Mechanics


Further mechanics, including momentum, circular motion and simple harmonic motion
Fields, including gravitational fields, electric fields, capacitors, magnetic fields, electromagnetic
induction
Unit 5: Nuclear and Thermal Physics and the Astrophysics option


This section builds on key ideas about particles and energy from AS physics and covers probing the
nucleus, radioactivity, nuclear instability and nuclear energy as well as the thermal properties of
materials, ideal gases and the kinetic theory of gases
Astrophysics: lenses and telescopes, non-optical telescopes, classification of stars, cosmology.
BIOLOGY
21
Why study biology? Biology is quite simply the study of life in all its awe-inspiring complexity. We are all part
of the improbability of life and as such it holds a particular fascination for each and every one of us but a study
of biology at AS starts to unlock a deeper understanding of how the living world functions at a range of different
levels. The diversity with which science approaches biological understanding is part of its appeal; scientists
study processes at the level of biological molecule right up to the level of whole ecosystems. Biology is also a
fast moving subject and the development of new techniques, such as in the field of molecular genetics, routinely
offers up new insights, opportunities for exploitation as well as ethical challenges for society to debate.
Biology is taught by teachers with a broad background in different aspects of biology and they routinely bring
this expertise with them into the classroom to enlighten the learning experience. Students are routinely
challenged to go beyond the syllabus and develop their knowledge to a high level such that they can apply what
they have learnt to a variety of situations. In biology you will gain skills of analysis and deduction that will be
applicable to a wide range of future professions, be they in a biological or non-biological field.
The AQA Biology course is split into 3 modules each for both AS and A2. One of the modules at both AS and
A2 level takes the form of an internal assessment of investigative and practical skills and forms 20% of the
available marks. Content in the A2 course is designed to build on the foundations laid at AS.
In addition to standard practical activities, students have the opportunity to become involved in two pioneering
authentic research projects; one is using a range of molecular techniques to examine the structure of functioning
of a human protein implicated in the development of multiple sclerosis. The other project is using molecular
techniques to precisely map the location of a gene in wheat that may have utility in breeding future varieties to
withstand the effects of global warming. The first project is funded through The Wellcome Trust, the latter by
the Biotechnology and Biological Science Research Council (BBSRC).
It is highly recommended that students wishing to study Biology at AS/A2 choose at least one other science,
preferably Chemistry, as a supporting subject. Past students who have done so have, on average, performed
significantly better in their exams. The ability to formulate and sequence ideas in good English should also not
be underestimated as a skill necessary to gain a high grade in Biology.
CHEMISTRY
Chemistry is concerned with the fundamental understanding and rationalisation of all aspects of the
physical world. It is also very much a practical subject, concerned with making things as diverse as drugs,
plastics, clothing materials and food. It is not, therefore, surprising that it forms the basis of a large amount
of British industry and makes a massive impact on improving the quality of our everyday lives.
The pioneering Salters 'AS/A' Level Chemistry course uses this as its starting point. There are units of
work entitled "The Oceans", "Colour by Design", "Using Sunlight", "What's in a Medicine?", "The
Elements of Life", "Engineering Proteins" and eight more stimulating subjects. After each unit there will
be a test in order that you can evaluate your progress. All the basic chemical theory that would be covered
in any other 'A' level Chemistry course is covered in the context of exciting and stimulating topics with
completely up-to-date information.
There are two textbooks, one following the topics outlined above and another one which deals with all the
basic theory in a simple, down-to-earth manner.
In the ‘AS’ Level course, there are two written papers and a coursework component. The latter totals 20%
of the AS marks.
In the ‘A2’ (Year 13 course) 30% of the marks are gained by undertaking a single extended practical
investigation of your own choice. Although you will have plenty of choice in what to investigate, the
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assessment is carefully structured and you will have had considerable practice so that you will not find this
at all daunting. We also organise a variety of interactive visits to the chemical industry throughout the
course.
Chemistry is the "central" science. It is required for many university courses and is a great advantage to
have for all science-based degrees. It will therefore reward you in the future and will reward you whilst
studying for 'A' levels with a stimulating, relevant and practically based experience.
A Sixth Former said of the course, “It is very interesting, but hard work.”
ENGLISH LITERATURE
Exam Board: Edexcel
In this course, you will learn how to analyse and respond to plays, poems and novels. Your writing skills will
develop and you will have the chance to develop your skills as an independent learner. It is important to note
that this is a course in English Literature: if you opt to study this subject you will be analysing texts in detail and
you will need to enjoy reading.
There are two units at AS and two at A2.
AS
For Unit 1 there will be a 2 hour 15 minutes examination with three sections. You will be required to answer
short questions on either unseen poetry or unseen prose and then to write longer answers on poetry and prose
texts that you have studied. The prose texts are Brighton Rock and A Clockwork Orange and the poetry is a
selection themed around the idea of “Home”.
Unit 2 is a coursework unit. You will write a maximum of 2000-2500 words on drama texts. Two responses are
required: an explorative study and a creative critical response. We study two plays by Shakespeare: Othello and
The Merchant of Venice.
A2
For Unit Three, there will be a 2 hour 45 minute examination with two sections: writing on an unprepared text
and writing about poetry and prose that you have studied. The texts that we study are Great Expectations by
Charles Dickens; Chaucer’s The Wife of Bath’s Prologue and Tale and some modern poetry or prose.
Unit 4 is a coursework unit. You will write 2500-3000 words on a range of different texts, including The Turn of
the Screw, by Henry James.
Students in the English department get the chance to go on theatre trips and we occasionally arrange other
events, such as visiting speakers and visits to student conferences. For the last few years, some students in the
sixth form have attended drama workshops on their set Shakespeare plays, allowing them to explore them from a
different perspective. The school has many other opportunities for extra-curricular activities in English,
including a thriving writers’ group and participation in public speaking competitions.
DRAMA AND THEATRE STUDIES
Drama and Theatre Studies AS is a challenging subject which combines academic study with practical
performance. Students can choose to focus on acting, technical theatre or directing and are assessed through a
single end of year written paper and one performance. The course explores a wide range of scripted texts both
classic and contemporary alongside theatre devising processes and theatre practitioners. Experiencing live
theatre is a significant part of the course and evening visits to a range of venues in Kent and London are
arranged throughout the year to which students are expected to join.
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Studying Drama and Theatre requires students to collaborate effectively in groups, develop their self-awareness,
exercise their creativity and develop communication skills. High levels of engagement, self-motivation and
reliability are central to success in this subject. Students are required to thoroughly research the context of texts
studied on the course including plays which are seen for live theatre analysis. We are fortunate to have a
purpose-built studio as our classroom which students can book for rehearsals during study periods and after
school.
AS
Unit 1: DRAM 1
•
Students study one set play, considering how it can be performed and staged, exploring it from a
performance perspective.
•
Students will be expected to attend the theatre on organised visits; they will develop analytical and
critical skills in order to review live theatre events.
•
1½ hr written paper. One question on set text and another on a live production seen.
Unit 2: DRAM 2
•
Students research a chosen practitioner and prepare and present an extract of a published play in light of
this research. Students work as a group and take responsibility for all aspects of the process and performance.
The assessment includes the candidate’s preparatory work, supporting notes and final performance.
A2
Unit 3: DRAM 3
•
Two further set texts are studied, one pre-20th century, the other contemporary, both are explored in
theoretical and practical terms.
•
A two hour written paper, one question on pre-20th century, the second question being in the form of an
extract, requiring suggestions for a complete stage realisation.
Unit 4: DRAM 4
•
The students will devise and perform a piece of original theatre based on the exploration of a chosen
theatre style. Assessment is of the presentation, preparatory work and supporting notes.
Drama and Theatre Studies offers opportunities to develop knowledge of the theatre arts, essay writing skills and
self-confidence. The two year course is ideal for students looking to study at University, Drama School and
those wishing to build a career in the Arts Industries. Drama and Theatre Studies combines particularly well with
English, History and Music while some students opt for the AS course as a contrast to science based subjects. If
you are new to Drama and Theatre Studies, please do come to the school open evening to discuss what the
course might offer as part of your sixth form experience.
ART AND DESIGN AND TECHNOLOGY
In the Sixth Form the Departments offer two courses to 'A' level, one in Art and one in Design and Technology.
Each requires a great deal of self-motivation and discipline, and because of the high percentage of coursework they
are also very time-consuming: for these reasons they are not recommended as 'easy' last-option choices. The
Departments have a well-established reputation with Colleges of Art, Design and Architecture for producing students
of the highest calibre.
It is an essential pre-requisite that interested students discuss the courses with departmental staff. Students need to
have a GCSE in Art or Design respectively.
AS/A2 LEVEL ART (EDEXCEL)
AS Coursework Unit (Unit 1) and 8 hour exam (Unit 2)
Candidates will work frequently from a given starting point towards one of several well-considered conclusions.
They are required to explore a range of media and to keep a sketchbook/work journal. Candidates should develop
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their knowledge and understanding of the basic elements of Art and of the work of other artists in context with their
own emerging ideas.
AS Unit 1
Unit 2
60%
40%
A2 Coursework Unit and Personal Study (Unit 3) and 12 hour exam (Unit 4)
In Year 13 candidates are required to research, appreciate and be inspired by other artists’ work across time and
place) in connection with their own artwork.
This year, media and techniques are explored in more depth and candidates must sustain an interest in an idea – with
serious and well-considered motives and directions. Sketchbooks are again a vital component.
A2 Unit 3
Unit 4
60%
40%
All units are internally marked and externally moderated.
PRODUCT DESIGN
The course here is designed to cover both the boards’ specification and that of expanding a student’s design
capability towards further education. The course is set up in AS to give a broad foundation in design worked
around the boards’ portfolio approach to coursework (no really long projects.) It is intended to bring out a
student’s creativity, allow them to find their own strengths in the subject and to build their independence of
learning. Skills in sketching/drawing, CAD and 3D modelling are taught and encouraged as the basis for
visualising ideas. Knowledge and understanding of wider design issues and technology are also regularly taught.
Master classes are available for students to progress skills in areas of drawing, CAD and presentation, including
Adobe Acrobat and Photoshop.
We have a good in both grades and entry to further education in design with particular success in entry to
Loughborough where the work in their portfolios overlaps with initial degree work. Course such as Product and
Industrial Design as well as Graphics and Architecture are also common routes of further education.
AS Unit 1
Knowledge and understanding of a broad range of topics from materials to sustainability. Assessed by a two
hour written paper (50% of AS)
AS Unit 2
Coursework, a portfolio of evidence gained from a range of projects (50% of AS). This cover both the AS
specification and a basis for the work in A2.
A2Unit 3
Similar to unit 1 but of more rigour, assessed by a two hour written paper (24% of a level.)
A2 Unit 4
Coursework. A single complete task up to a prototype (24% of A level)
Edexcel GCE MUSIC (AS – 8MU01) (A2 – 9MU01)
What kind of student is this course suitable for?
Anyone who has a keen interest in creating and listening to different styles of music and who wishes to broaden
their experience and deepen their understanding of both live and recorded music. It is useful to have taken music
at GCSE level, but this is not essential as long as you can already play a musical instrument to grade 5 and are
able to read music.
25
What will I learn on this A level course?
The course demands performing, composing, listening and analytical skills in almost equal measure. You will
improve your skills in performing and composing in a range of styles. You will listen to a wide variety of music
and develop a more informed appreciation of how and why it was written and/or performed.
The AS qualification consists of the following three units.
Unit 1: Performing Music
30%
You will perform in any style, on any musical instrument or sing as a soloist or as part of an ensemble. A 5-6
minute continuous recording will be submitted, from notated music or improvised, for internal assessment.
Diversity, at this stage, is not the aim — quality is. The standard level of performance corresponds roughly to
grade 5. The raw mark is scaled up if you perform music of grade 6 standard and again if higher still.
Unit 2: Composing
30%
You will produce, under controlled conditions (15 hours), an original composition, 3 minutes in length, with a
written evaluation in response to a brief set by Edexcel. The recording, “score” and evaluation are marked
externally.
Unit 3: Developing Musical Understanding
40%
You will sit a 2 hour exam (externally marked) involving, in section A: listening to familiar music with a
skeleton score, in section B; describing how it works within its context, having studied set works from an
anthology (but without the anthology to hand in the exam) and in section C; identifying harmonic and tonal
features in a score and completing a harmonic exercise with the use of a keyboard. The set works come under 2
Areas of study; “Instrumental Music” (all classical) and “Vocal Music”.
The Advanced A2 GCE qualification consists of the following three units.
Unit 4: Extended Performance
30%
You will perform in any style, on any musical instrument or sing as a soloist or as part of an ensemble. A 12 –
15 minute continuous recording will be submitted, from notated music or improvised, for internal assessment
and the programme of music performed must follow some sort of theme. The standard level of performance
corresponds roughly to grade 6. The raw mark is scaled up if you perform music of grade 7 standard and again if
higher still.
Unit 5: Composition and Technical Study
30%
a.) You will produce, under controlled conditions (14 hours), an original composition, 3 minutes in length in
response to a brief set by Edexcel.
b.) Overall you will complete 2 tasks, under controlled conditions: either a composition (14 hours) and a
technical exercise (3 hours), or 2 compositions. The technical exercises take the form of pastiche study in Bach
Chorale. The recording and “score” of a.) and the further composition/technical exercise are marked externally.
Unit 6: Further Musical Understanding
40%
You will sit a 2 hour exam (externally marked) involving, in section A: listening to familiar and unfamiliar
music, with a skeleton score, identifying harmonic and tonal features, in section B; describing how it works
within its context, comparing excerpts (relating to 2 areas of study) with the anthology to hand in the exam and
26
in section C; discussing continuity and change in instrumental music, having studied set pieces. The set works
come under 2 Areas of study “Instrumental Music” (all classical) and “Applied Music”.
MODERN FOREIGN LANGUAGES (FRENCH, GERMAN AND SPANISH)
We study for the Edexcel AS and A2 qualification in either French, Spanish or German. (Students may of
course, study 2 languages).
For further details of individual languages, please see below.
Assessment Overview
The course will be assessed by examination only and will be externally assessed by Edexcel (though
teachers may continue to conduct oral examinations).
Tasks
Unit 1
Unit 2
Spoken expression
and response in
target language
Understanding and
written response in
target language
% of
AS/A2
Responding to set
questions
Discussion
Listening and
understanding
Reading and
understanding
% of
Advanced
GCSE
Time
30%
of
AS
15%
8-10
mins
70%
of
AS
35%
2½
hrs
17.5%
11 –
13
mins
32.5%
2½
hrs
Writing task
Unit 3
Understanding and
spoken response in
target language
5 mins speaking on 35%
chosen issue,
of
adopting a stance and A2
justifying opinions.
Discussion
Unit 4
Research,
understanding and
written response in
target language
Translation into
target language
Target language
essay
65%
of
A2
Researchbased essay
There is no restriction on the number of times a unit can be attempted prior to a student’s claiming certification
for the qualification. The best available result for each contributing unit will count towards the final grade. Results
of the units will be held in Edexcel’s unit bank for as many years as this specification remains available. There
are no forbidden combinations.
General Topic Areas for AS and A2
Youth culture and concerns

Music and fashion
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


Technology (e.g. MP3, blogs, mobile phones, internet, games)
Relationships (family, friendships and peer pressure)
Drink, drugs and sex
Lifestyle: health and fitness



Sport and exercise
Food and diet
Health issues (e.g. smoking, skin cancer, health services)
The world around us:
Travel, tourism, environmental issues and the target-language speaking world



Tourist information, travel and transport
Weather (e.g. natural disasters, climate change)
Pollution and recycling
Education and Employment



Education (schooling and higher education)
Education policy and student issues
The world of work (e.g. the changing work scene, job opportunities and unemployment)
Additional General Topic Areas for A2 only
Customs, traditions, beliefs and religion
National and international events: past, present and future
Literature and the arts
Is this the right subject for me?
The course is suitable for you if you:









Enjoy language learning
Enjoy learning about other culture
Want to communicate with speakers of a foreign language
Want to use a language for further study (e.g. at university)
Want to work abroad
Want to work for companies with international links
Want to broaden an otherwise narrow choice of AS subjects
Want to develop opinions about current issues (e.g. climate change, immigration)
Have a good memory and a logical mind.
How will I be assessed?
The final examinations test you in the four skills of speaking, listening, writing and reading. There are two units
at the end of each year. The two AS units can be taken on their own or used with the A2 units as part of the full
GCE.
AS
28
Unit 1
Unit 2
Expression and Response
Understanding and Written Response
A2
Unit 3
Unit 4
Understanding and Spoken Response
Research, Understanding and Written
Unit 1
In this unit you will choose one of the General Topic Areas in advance of the exam and practice speaking about
it. Fifteen minutes before the exam itself you will be given a stimulus (a picture and short text in the language)
that relates to your chosen General Topic Area. You will then answer questions on the stimulus and the broader
issues that arise from it. The test will last between 8 and 10 minutes and may be conducted by your teacher or by
a visiting examiner.
Unit 2
This paper has three sections and takes 2 hours 10 minutes in total. The first section is a listening test. You will
listen to authentic recorded material and have to answer questions in the foreign language. You will have a
maximum of 45 minutes to complete this part, but if you have finished sooner, you can move straight on to the
second section. Section B is a reading test where you will have to read several authentic texts and answer a range
of questions. There will be some questions that require only a cross or a single word, some that require a longer
answer in the language and some that will be asked and answered in English. The final part of this paper is a
writing test. Here you will have to write a 200 -220 word letter, report or article based on a short printed stimulus
in the target language. Although the listening test must be finished within the first 45 minutes, you are free to
organise your time between the rest of the exam as you wish.
Unit 3
This is another speaking exam and will last between 11 – 13 minutes. In advance of the exam you will choose a
General Topic Area that interests you and do some research on it. This should relate to an issue on which you
have a definite point of view (e.g. being for or against animal testing). In the exam you will have about one minute
to outline your issue and your point of view. Then the examiner (who may be your teacher) will begin a
conversation with you on your topic. During the test at least two other topics, which you have not researched, will
also be covered. You will not be expected to have specialized knowledge of these, but you should be able to speak
sensibly about them. This exam is testing your research skills, your speaking skills and your listening skills.
Unit 4
This is a writing test that is in three parts:



Section A is a translation from English into the target language. It will be about 80 words long and designed
to test your accuracy in writing the foreign language.
Section B is an essay of 240-270 words from a choice of seven titles. Some of the essays will be discursive
(i.e. will require you to write a factual essay, such as arguing the pros and cons of a certain issue) and some
creative (e.g. a magazine article or a diary entry). The titles will all be linked to one of the seven general
topic areas.
Section C is a research-based essay. Prior to the day of the exam you will choose a topic that interests you
and that relates to the culture or society of a country where the language is spoken. The essay should be
240-270 words and link to one of the following 4 RBE areas of research:
Geographical area (e.g. region or city)
Students would be expected to undertake wide research, become aware of and demonstrate understanding of the
following:
29


Key people, events and issues (e.g. demographic, environmental, economic, social, political) that have
impacted or are having an impact on the area.
Customs, traditions, beliefs and religions
Historical Study
Students would be expected to undertake wide research, consider and demonstrate understanding of the following:


A specific period of history of particular reference to the chosen country
Key people, events and issue from the above period
Aspects of modern society
Students would be expected to undertake wide research, consider and demonstrate understanding of the following:

Key current and recent (21st century/late 20th century) events and issues (e.g. social, cultural and political)
and their impact on target-language society.
Literature and the arts
Students would be expected to undertake in-depth study of a substantial target-language text, play or film. They
would need to consider and demonstrate understanding of the following:




Different characters
Key themes/issues
Social and cultural setting
Styles/techniques employed
All elements of the exam are important, but it can be helpful to know how each paper is judged against the others
(how it is ‘weighted’). The following table should explain this and show how each paper is used to build up a
final grade.
Unit
Unit Title
Level
AS/A2 weighting
1
Spoken Expression and
Response
Understanding and Written
Response
Understanding and Spoken
Response
Research, Understanding and
Written Response
AS
30%
Full GCE
weighting
15%
AS
70%
35%
A2
35%
17.5%
A2
65%
32.5%
2
3
4
What happens if I don’t do as well as I hoped in the exam?
If your result in one or more of the papers is not as good as you had hoped, it is possible to resit any paper as many
times as you like. The best result for each unit will be held in a ‘bank’ until you decide you wish to use it to get a
certificate for the qualification. This means that you cannot do worse if you resit a unit. Since grades are awarded
on the basis of the total of all points scored in all the units, it can be a good idea to retake a particular unit of the
exam to increase this total if you think there is a chance that you could do better.
What can I do after I have completed the course?
With an AS you can:
30






Move on to study the A2 course
Communicate with people from other countries
Work abroad
Work for a company with international links
Have more fun when travelling abroad
Improve your UCAS application for any subject
With an AS and A2 you can:







Apply to university to study the language
Study this language and take up a second language ab initio at university
Communication with people from other countries
Work abroad
Work for a company with international links
Have more fun when travelling abroad
Improve your UCAS application for any subject
Throughout the course you will also be practicing your Key Skills (Communication, ICT, improving your own
learning and performance, working with others) which will help you both personally and professionally.
What do I do next?






Talk to your teacher about the AS
Talk to students who are already doing or have done an AS
Visit a school or College’s AS Open Evening
Visit the Edexcel website: www.edexcelonline.co.uk
Talk to careers staff about university and job requirements
Work hard on your GCSEs or other current studies!
GEOGRAPHY
Edexcel Specification
This course will appeal to those students who:











Want to study a subject that focuses on 21st Century issues such as the rise of new superpowers and
increasing global problems such as climate change.
Have an interest in and concern for the environment.
Are interested in current affairs.
Enjoy studying a subject that is relevant to their own lives and experiences.
Want an opportunity to carry out practical work outdoors as well as class-work.
Enjoy finding out answers – not just being taught.
Want to broaden their AS studies to cover both ‘sciences’ and ‘humanities’.
Enjoy travel and finding out about new people, places, landscapes and events.
Want to keep their options open – Geography AS/A2 is an appropriate qualification for a very wide range
of higher education or career choices.
Don’t want to do any more coursework!
The opportunity for advanced study in one specialised aspect of Geography
What will I learn on this course?
 What are the issues affecting people and places where they live? How are cities and the countryside changing?
Why are they changing?
 How will hazards effect our planet as we move through the 21st Century
 How are people affecting the environment we all live in?
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


What are the economic forces that drive the world economy? How are they changing?
What decisions are being made about the use and management of resources, and who makes these decisions?
An appreciation of current events and world problems, such as the effects of natural hazards, global warming,
migration and the plight of refugees.
Must I have done GCSE Geography?
It is not a requirement that you have studied GCSE Geography. Several topics are developments of work covered
at GCSE, but others are new. What is more important is that you should have a lively and enquiring mind, and an
interest in the environment and current affairs.
Course Outline
AS (Year 12)
This is the first half of the Advanced GCE course. It is a stepping-stone to the full GCE qualification. You can
take it on its own, or you can continue to the full Advanced GCE qualification (A2). The AS course consists of
two units of study:
Unit 1: Global Challenges
Two topics will be studied:
 World at Risk: global natural hazards and climate change.

Going Global: globalisation, connections between nations, migration, mega cities, technologies and
population change.
This is assessed by a 1 hour 30 minute exam to be taken in June of the AS year including resource materials.
Six objective response questions and longer essay question need to be answered. This exam contributes 60% of
the marks to the AS qualification.
Unit 2: Geographical Investigations
Two topics from four will be studied:
 Extreme Weather: with its increasing ferocity and frequency, extreme weather can frighten and
fascinate!

Crowded Coasts: this will reveal how development is testing these beautiful and valued environments.

Unequal Spaces: why do some areas flourish and others struggle? How can this inequality be managed?

Rebranding Places: reinventing places to improve their image and regenerate them.
This unit will be assessed by a one hour 15 minute exam that will include resource materials. Students will
answer 2 essay questions with each one made up of 3 parts. The resources provided will be used along with
their own ideas, fieldwork and research. This paper contributes 40% of the total marks.
A2 (Year 13)
Unit 3: Contested Planet
Six topics will be studied:
 Energy Security: economic wealth depends on being able to use energy and with demand for energy
growing, is there potential for conflict over supply?

Water Conflicts: water is a basic human need, but is not evenly available – why?

Biodiversity Under Threat: biological resources are valuable but are often under threat through overexploitation.
32

Superpower Geographies: power is not even – some countries hold more than others. But why and
what are the consequences? The economic rise of Brazil, Russia, India and China, as well as the USA
and EU.

Bridging the Development Gap: as the divide between rich and poor grows even bigger, what can be
done to reduce the gap?

The Technological Fix: access to technology is closely linked to development and just as development
is uneven, so is access to technology.
This unit is assessed by a 2hour 30 minute exam including Synoptic investigation and resource materials.
Candidates will be assessed by answering 2 questions from a choice of 5 in Section A that covers any five of
the topics studied in the unit for half the marks available on the paper. In section B, candidates will answer an
essay- based Synoptic Investigation, assessing the players, actions and futures of a given topic based on prereleased materials. This paper makes up 60% of the marks available for A2 level and is taken in June of the
second year.
Unit 4: Geographical Research

One topic, from those listed below, will be studied in an independent way, using a variety of fieldwork
and research techniques.




Tectonic activity and hazards- earthquakes, volcanoes and tsunami
Cold environments- landscapes and changes in glacial/ periglacial areas
Life on the margins- food supply problem, desertification
World of cultural diversity- landscapes, changes, role of globalisation, approaches to the environment
e.g. consumerism vs green movement
Pollution and human health at risk- health patterns and challenges globally, specific input of pollution
creating risk, management issues
Consuming the rural landscape- leisure and tourism impacts and issues in rural areas from wilderness
areas to urban fringe.


This unit is assessed by a 1 hour 30 minute exam comprising of only one question answered relating to chosen
research option from the topics above. The title will be based on a pre-released focus topic outline. This exam
contributes 40% of the A2 marks.
HISTORY
What use is history?
A lot of use. You have a trained mind. The capacity to abstract information rapidly and the ability to communicate in
a clear and analytical way. Well, we would say that because we believe History is crucial to your academic
33
development, a fascinating subject and perhaps most importantly it has been identified as the most useful ‘A’ level and
degree by a majority of employers.
“The successful conduct of business requires the use
of skills well-known to trained Historians”
Robert Powerby
of the International American Development Bank
“History is made by people. When you understand
people, you can live a full life”
Charles Miller-Smith
Chairman, Imperial Chemical Industries
The course at Simon Langton focuses on the development of modern society, in the nineteenth and twentieth century.
We emphasize the need to study past dictatorships to ensure a proper understanding of how the last century was an
ideological conflict born out of war and modern ideas.
In Year 12 you will study two units as below
Unit 1 – Russia in Revolution and Stalin’s Russia 1881-1953

The challenges to the Tsarist state, 1881-1906: nature of the regime; economic and social changes; opposition
parties; the 1905 revolution.
 Tsarism’s last chance, 1906-1917: the Dumas; Stolypin; the impact of War; the downfall of the Romanovs.
 February to October 1917: the Provisional Government and the Bolshevik coup.
 Holding on to and consolidating power – the making of the new vozhd 1924-29:personalities and policies.
 Transforming the Soviet Union: the collectivisation of agriculture and its social and economic impact;
industrialisation and its economic and social impact; the three five-year plans; changing social policies.
 Persecution and control: the origins and course of the purges; culture and the arts in the service of a totalitarian
regime.
 The making of a superpower: the Great Patriotic War; devastation; war production; victory.
Examination : 2 questions to answer in 80 minutes with focus on role and significance of events.
Unit 2 – The experience of warfare in Britain: Crimea, Boer and the First World War 1854 -1929




The impact of the Crimean War: significance of newspaper reporting; medical and nursing developments;
pressure for army reforms.
The impact of the Second Boer War: propaganda; support for, and questioning of, Britain’s imperial role;
national efficiency campaigns; impact on social reform.
The experience of war on the Western Front: outline of Britain’s involvement; medical and surgical
developments; creation, recruitment and retention of a mass army; morale and discipline of troops; effectiveness
of strategy and tactics.
The impact of the First World War on the home front:; changing attitudes to the conflict; work and working
practices; propaganda; organisation of the state for total war.
Examination : 80 minutes to answer two questions. Mix of sources and own knowledge needed.
In Year 13 you will study two units as below
Unit 3 – From Kaiser to Fuhrer: Germany 1900-1945
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



The Second Reich – society and government in Germany, c1900-19: economic expansion; political and social
tensions; the impact of the First World War.
The democratic experiment, 1919-29: crises and survival 1919-24; Streseman and recovery; the ‘Golden Years’
of the Weimar Republic; Weimar culture.
The rise of the Nazis: origins to 1928; impact of the slump in town and country, 1928-33; growing support;
coming to power.
Life in wartime Germany 1939-45: opposition and conformity; persecution of the Jews and the development
of the idea of the ‘Final Solution’; the efficiency of the war economy.
Examination : 2 hours to answer one essay question and one source-based question..
Unit 4 –From Reconstruction to Civil Rights: The USA 1887 - 1981
 The role of social movements in reducing discrimination (like the NAACP, SCLC, Black Panthers etc)
 The role of federal government.
 The role of economic change.
 The role of the individual (MLK, JFK, LBJ, Marcus Garvey, Malcolm X etc.)
Examination : Coursework programme
Students will undertake two pieces of coursework- one essay that focuses on the importance of a short term factor, eg
the Cuban Missile Crisis.
The second question looks at the relevance of a key theme throughout the whole one hundred year period, eg the
importance of the Arms Race in the relationship between the powers.
What the students think
Why I continued History into ‘A’ level:
“Due to my ambition to have a career in Law as a practising Barrister, I continued to study History from
GCSE to ‘A’ level. History is a valuable subject for many careers due to the key skills learnt during the
course.”
Amanda Richter.
What skills history will give:
“History provides you with Key Skills that will be useful in life. The analytical, research and debating skills
provide a good base for university and a future career.”
Richard Bore.
GOVERNMENT AND POLITICS
The ‘A’ Level course is divided into two parts, each of which consists of two modules. The ‘AS’ course
concentrates on political participation and government in the UK and is completed in Year 12. The 'A2'
course looks into specific issues affecting the UK, especially the EU, and is taught in Year 13
‘AS’ Course
In more detail the topics that will be studied are: election systems and results; political parties and their
policies; Parliament and its role in democratic government; the Prime Minister and the Cabinet; the civil
service and the role of the judiciary; pressure groups and public participation in decision-making;
constitutional reform and devolution.
While recent, significant political events need to be referred to and current policies of the major parties
understood, the subject is an academic one and not “current affairs”, for example, rather than the day-today procedures of Parliament, the question of whether Parliament is a democratic institution and what is
meant by 'democratic' are more relevant.
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'A2' Course
The A2 modules cover the key ideologies that have shaped political thinking. They are: Conservatism,
Socialism, Liberalism, Anarchism, Nationalism, Multiculturalism, Feminism and Ecologism.
This is a fantastic opportunity to develop your political knowledge as well as being a key link to many
other disciplines. We focus on the origins of the ideologies, their development and how they have been
modified since the early thinkers. For example, the development of Marxism writings and its impact on
socialist parties right up to the 21st century. Similarly the impact of feminism since the 1960’s and the way
it has changed modern politics so that gender is now a key issue in modern political systems. The course
is wholly examined at the end of the A2 year.
The examination for each of the four modules is between 1 hour and 1 hour 30 minutes. A mixture of
essay questions, short answer questions and responses to stimulus material are asked.
The subject is probably closest to History. There are theories to be understood and a framework of
concepts on which to hang the content, but less so than in either Geography or Economics. It is really
about presenting an argument based on a number of different pieces of information. There is a lot of
material to cover and consequently quite a lot of learning to do.
To qualify for the course a grade B is required in GCSE History, or if you have not studied this subject, a
grade B in Economics or Geography.
There has been a noticeable increase in the number of students leaving to take Politics as a degree course,
but many more continue with the subject as part of another Social Science degree. However, most take
the subject no further, but have come to understand in more depth the issues behind current political debate
and to distinguish between valid and purely superficial political comment.
ECONOMICS AND BUSINESS STUDIES
The department continues to be one of the most forward thinking of the school and has maintained its record of
very high academic achievement. It is equipped with state of the art resources which have proved invaluable to
the students of these disciplines. At year 12 and 13 students have the additional support of a complete virtual
learning environment on-line text book with exercises and tests, up to the minute news articles, progress reports
and discussion boards are included in the facilities that enrich the experience of our student in one of the most
relevant subject areas any school has to offer.
A Level ECONOMICS
Course Outline
Unit 1 Competitive Markets- how they work and why they fail
This unit provides an introduction to the nature of economics and examines how the price mechanism allocates
resources in markets. It analyses the nature of market failure, its causes and possible policy remedies. At the end
of this unit, students should be able to apply supply and demand analysis to real-world situations; to understand
why markets might not allocate resources efficiently and the methods of dealing with market failure, together
with an evaluation of their effectiveness.
Unit 2 Managing the Economy
This unit introduces the key measures of economic performance and the main objectives and instruments of the
UK’s economic policy. Students should be able to use a basic AD/AS model to understand why demand and/or
supply side policies may be seen as appropriate ways of managing an economy; predict the possible impact of
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such policies and to recognise the assumptions involved; argue for different approaches and identify criteria for
success.
Unit 3 Business Economics and Economic Efficiency
This unit develops the content of Unit 1 and examines how the pricing and nature of competition between firms
is affected by the number and size of market participants. At the end of this unit, students should be able to
analyse the pricing and output decisions of firms in different contexts. They should also be capable of making an
appraisal of government intervention aimed at promoting competitive markets.
Unit 4 The Global Economy
This unit develops the knowledge and skills gained in Unit 2 so that they can be applied in a global context. The
application, analysis and evaluation of economic models is required as well as an ability to assess policies which
might be used to deal with economic problems. An awareness of trends and developments in the global economy
over the last 10 years is required.
Possible Future Careers
What do graduate Economists do?
Work undertaken by economics graduates in 2010 included the following: Business and finance- 46%
 Commercial, industrial and public sector management- 11%
 Retail- 10%
Marketing and sales- 7%
Source: Higher Education Statistics Agency 2010
What professional economists do –
Employers
Government
Work
Analysis
 The economy
 Specific events
 Company performance
 Investment possibilities
Firms
Trade Unions

Prediction
 General economic trends
 Future demands/market trends
 Company resource needs
Research
Organisations
Professional Bodies
Interpretation
 General economic data
 Production data
Modelling
 General economy
Specific projects/events
Charities
International Bodies
The City
Economics 'A' Level and Possible Career Paths – Source: Higher Education Statistics Authority 2002 Study
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Other Subjects
Accountancy
Business
Management
Maths
Marketing
Computing
Banking & Finance
History
Politics
Geography
Law
Modern Languages
Media Studies
Sixth Form Study
inc: 'A' Level
Economics
Degree
+ other F.E.
Employment
Marketing, Administration
Management, Finance,
Industry
Public Sector
Professional Economics
Civil Service/Administration
Teaching
+
Economics
Private Sector
e.g. Firms
Trade Unions
CBI
UN
IMF
Etc.
Economist
Finance
Banking
Accounting
Management
Sales/Marketing
Computing
Personnel Management
Journalism
Some current Year 13 students have said:
“I have found the study of Economics at 'A' Level to be fascinating, helping us to understand how
the world we live in today operates. It has made me want to explore the subject further.”
“The things I learn have real bearing on world events. I can look at the news and my economic
training allows me better to interpret it.”
“Economics is an interesting and relevant subject which really helps and develops your
understanding of the world, past events and present workings.
BUSINESS STUDIES
Business Studies is a highly relevant and interesting subject, both for progression into university and into
employment. Since its introduction to the curriculum a few years ago, we have gone from strength to strength.
It is a blend of many specialist subjects and involves the study of finance and accounting, law, human resources,
marketing, production and economics. As a course with a vocational slant, it also provides an excellent
preparation for entry into the world of work.
Unit 1 Planning and financing a business
This unit covers the issues involved in a business start-up, such as research and planning, as well as the factors
that determine success. Students will be expected to have an understanding of the range of activities involved in
setting up a small business such as business plans, market research, types of business and finance.
38
Unit 2 Managing a business
This unit focuses on how established businesses might improve their effectiveness by making tactical decisions
at a functional level, including finance, human resources, production and marketing. Students should be able to
calculate and interpret data measuring the effectiveness of the business. These measurements should include:
profitability, labour productivity, labour turnover, unit costs and market share.
What transferable skills underpin these AS units: carrying out calculations, interpreting and analysing data,
applying knowledge to unfamiliar situations, developing arguments and making judgements and decisions.
The A2 units build on the AS units by considering more complex business scenarios and focusing on strategy, as
opposed to tactics.
Unit 3 Strategies for success
Students will examine the topic areas below in relation to the core themes of setting objectives, measuring
performance and devising strategy. The assessment for this unit will draw upon AS material which candidates
should use to respond to A2 questions. This unit focuses on larger businesses which may be trading in
international markets, and how managers might measure the performance of the business. This unit considers
functional strategies that larger businesses may adopt to achieve their objectives, including marketing, HR,
finance and production.
Unit 4 Business environment and managing change
This unit is designed to be synoptic and draws upon all other units of the specification including the AS units. It
considers the relationship between businesses and external factors. It examines how external factors can impact
upon businesses, and the responses they may take. The unit also examines a number of themes which are
important in the strategic management of businesses, for example, leadership and corporate culture. Students
will consider how businesses can manage change successfully.
This unit will be studied through a variety of real business contexts to allow students to understand how the
impact and response to change varies. This unit assesses the external factors that can act as catalysts for change,
and considers these in relation to a range of businesses.
What do business and management graduates do?
Work undertaken by business and management graduates in 2010 included the following: Commercial, industrial and public sector management- 22%
 Business and finance- 19%
 Retail- 14%
 Marketing and sales- 13%
Source: Higher Education Statistics Agency 2010
PHILOSOPHY and ETHICS
The subject of Philosophy is an extremely popular choice for students’ A-Level studies, with over 70 students
studying it in Years 12 and 13. It is a course which places an emphasis on developing a student’s problem solving
and creative abilities, as well as providing a forum for the debate of questions that have vexed mankind for
centuries. The subject can be particularly useful for building a student’s powers of analysis and evaluation.
Everyone who takes the course can make a valuable contribution, as philosophy is very much about unlocking and
understanding the human experience.
Some of the topics that are studied are: Plato’s Theory of the Forms, Descartes Meditations, and various
philosophical arguments for the existence of God, as well as some critiques of religion, such as Freud’s Primal
Horde Theory. In essence we wish to give our students a knowledge of some of the ideas that have shaped the
world in which we live.
39
Initially, we follow the Edexcel Philosophy and Ethics syllabus to the end of A.S. Level, but at the end of Y13 our
students sit the Cambridge Pre-U qualification. The Pre-U examination has full A-Level equivalency, and also
allows the possibility of achieving above A*. The course is taken by subject specialists in Epistemology, Moral
Philosophy and the Philosophy of Religion. Approximately 80% of our students achieve Grade B or above at the
end of Y13, with approximately 40-50% of these being A or A*.
SPORT AND PHYSICAL EDUCATION
Building on our long tradition of sporting excellence we are very pleased to be offering Advanced Level
Physical Education and Sport to students entering our senior school. We will be following the new Edexcel
Specification.
Edexcel’s Advanced Subsidiary (AS) and Advanced level (A2) GCE in Physical Education seeks to develop the
student’s knowledge, understanding, skills and application for physical education and sport.
This specification is a refreshing and innovative approach to the study of Physical Education (PE) and sport at an
advanced level.
Course content
Unit 1: Participation in Sport and Recreation
The unit content is divided into two sections: the first
investigates what constitutes a healthy and active lifestyle and the second considers how competitive sport has
developed over time.
Unit 2: The Critical Sports Performer
The fundamental ethos for this unit is to engage participants in four
tasks. This establishes a framework of opportunities to develop practical experiences and conduct independent
research into the structure, provision and analysis of sport and physical activity.
Unit 3: Preparation for Optimum Sports Performance Students will develop a knowledge and
understanding of the short- and long-term physiological and psychological preparations made by elite athletes.
Unit 4: The Developing Sports Performer
performance as players, leaders or officials.
Students will construct a development plan to further their
The course demands a high level of commitment to sport and must not be considered an easy option. Success in
Advanced Level Physical Education and Sport will provide a stepping stone to higher education and/or to a career
in the ever increasing sport and leisure industry. It may also complement the study of other Advanced Level
subjects, particularly the sciences, including social sciences.
COMPUTER SCIENCE
Computer Science offers a course that is an ideal complement qualification for students who wish to go on to
higher education courses or employment where knowledge of Computing would be beneficial. Students
following this course do not need to have any prior knowledge of Computing or ICT. With its emphasis on
abstract thinking, general problem solving, algorithmic and mathematical reasoning, scientific and engineeringbased thinking, it is a good foundation for further study and offers students the opportunity to work in many of
the projects being offered by the school.
The course is not about learning to use tools or just training in a programming language. Instead the
emphasis is on computational thinking. Computational thinking is a kind of reasoning used by both humans and
machines. Thinking computationally is an important life skill. Thinking computationally means using abstraction
and decomposition. The study of computation is about what can be computed and how to compute it. Computer
Science involves questions that have the potential to change how we view the world. For example, we may be
40
computing with DNA at some stage in the future, with computer circuits made of genes. This leads to the
question, does the natural world ‘compute’?
Here is an outline of the 2 units for AQA AS Computing.
Unit 1 – Problem Solving, Programming, Data Representation and Practical Exercise




60 % of AS level
2 hour onscreen practical examination
Skeleton program is given to student before the examination, which is used to answer short questions and to write
a program in the examination.
In this unit, the student learns about the fundamentals of problem solving, programming and data representation as
well as the system development life cycle.
Unit 2 – Computer Components, The Stored Program Concept and The Internet



40% of AS level
1 hour written examination
In this unit, the student learns about the fundamentals of a computer system and the hardware elements of a
computer. The student also learns about how a computer processes data using assembly language and the structure
of the Internet.
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“The key to success is to risk thinking
unconventional thoughts.”
Trevor Baylis, Inventor.
C
LIFE IN THE SIXTH FORM
Life in the Sixth form is very different from the main school. You will enjoy greater freedoms (and therefore
greater accountability) and you will take far more responsibility for your education than in previous years.
42
Some find the transition between Years 11 and 12 difficult to come to terms with. The following notes are
written to help you adapt to the new approach to school.
Form Tutors
The students of each year are divided into tutor groups of about 18. The Tutor is responsible for your wellbeing in the Sixth Form, and it is to your Tutor that you should refer if you have any concerns over your
Sixth Form career. You will see your Tutor twice a day for registration and twice a week for a form period.
Records of Achievement
During your Sixth Form you will build up, in partnership with your Tutor, a record of your achievements.
You will include details of responsibilities undertaken, service towards others, performing experience and
recognition of abilities and talents. The record will also contain academic, pastoral and career details.
Both academic and personal qualities are of major interest to future employers and Higher Education tutors,
so this record will form a significant part of any reference the school will write for you.
Pastoral Care
Relationships between staff and Sixth Formers are such that students can usually talk to them about any
difficulties that may arise. If you have concerns about your learning, see your subject teachers in the first
instance and, if necessary, Mr Davis (The Director of Sixth Form Curriculum).
For any other issues, see your form tutor or Mr Moffat, Mr Mitchell, Mr Eagle or Mrs Taylor.
In addition, Sixth Form girls can refer to Mrs Wells, the member of staff responsible for female student
welfare. For any additional educational needs, please see Mrs Thomas.
The School Counsellor, can be seen confidentially about any matter. Sixth Formers, past and present, have
found this service very useful. Appointments can be arranged via Mr Moffat.
Attendance
Punctuality and attendance are of special interest to future employers and admissions tutors. Full attendance
from 8.50 a.m. to 3.45 p.m. each school day is required unless special permission has been given in advance.
Reasonable requests for absence from School are usually granted, provided students go through the right
channels and give plenty of notice.
Working Habits
1.
The school day is relatively short and you must work a lot at home. To succeed in the Sixth Form you
need to study out of lessons for four hours for each of the four subjects you have chosen (i.e. 16 hours
per week)
2.
Staying on in the Sixth Form implies making a short-term financial sacrifice. Do not think you have
to earn vast sums of money in the evenings or at week-ends. We appreciate that some students may
wish to take employment for up to eight hours a week. Students working more than eight hours underachieve at 'AS' and ‘A’ level.
43
3.
'AS' level courses last two and a half terms. The exams are taken next May. Do not get off to a slow
start! Remember, too, we write university references on the basis of the performance you have shown
in the first year.
Timetable
The timetable pattern is markedly different from that in the Lower School. There is a fortnightly timetable
based on 60 one hour lessons each fortnight, a typical Year 12 student studying four 'AS' levels will be
programmed on:
36
1
2
21
periods of 'AS' level lessons (9 hrs each subject chosen)
History of Ideas lecture
periods of Games,
periods of Private Study and lunch periods
In addition to the regular timetabled lessons, there will be extra sessions e.g. language lessons with the
Assistant in Modern Languages, completing experiments in Science, continuing practical work in Art and
Design.
Finances
“State Education is free - but some is freer than others.”
Unlike some Sixth Forms, the Langton provides core text books for all 'A' levels and pays for examination
entries. However, there are some unavoidable costs in studying at this level. Students are responsible for:
1. Providing their stationery.
2. Transport costs to and from school. Although a subsidised season ticket is available, Sixth Formers
don’t qualify for free travel, even if they did in Year 11.
3. Field trips and excursions.
4. Optional magazines and periodicals which will benefit their studies.
5. Instrumental lessons.
All Year 12 students are asked to pay £25 on Enrolment day - this includes a contribution towards the upkeep
and development of the Sixth Form Common Room and contributes towards visiting speakers and whole
year group activities and trips.
Whilst we accept that many students will opt for some form of part-time employment whilst continuing their
studies, we do urge that this be kept to a minimum. Surveys have shown that there is a close correlation
between excessive paid employment and underachievement at ‘AS’ level.
Families who are experiencing financial difficulty should write to Dr. Speller, The Bursar, to seek assistance
with the costs of field trips, instrumental lessons and excursions essential to their son’s/daughter’s education.
Sixth Form Assemblies
These provide the opportunity once a week for the year group to assemble as a whole. Usually students lead
a part of the Assembly, talking about one of their interests or about any moral, social, religious or current
affairs issue.
Full attendance at Assembly is essential, for at these meetings vital information is disseminated.
The Sixth Form Centre
44
This has a kitchen, drinks and confectionary machines, and a large seating area where students relax during
breaks, discuss work and their social life and listen to music.
During non 'AS' level lessons, Sixth Formers study silently in C2, the Star Centre or quietly in the Sixth
Form Centre. Access to the computer network is available, both in the Library and in the Computer Rooms
and in the study area of the Sixth Form Centre.
The management of the Sixth Form Centre is in the hands of the Sixth Form Council of elected
representatives. Future developments are dependent on responsible use by all students.
Sixth Form Dress
All students are expected to dress appropriately for the occasion. For sports fixtures and school functions,
(e.g. Commemoration Service, Conferences, photographs, school events) students must dress as required
for a professional working environment.
At other times, Sixth Formers are allowed to make a sensible choice within acceptable limits for wear in
school. The principle is that students are always to be neat and tidy and do not wear anything that may
cause offence to anyone. Further guidance is available in the Sixth Form Handbook
45
TWO-YEAR CALENDAR FOR SIXTH FORMERS
Times and dates will be given in the school calendar, but the following guide-lines should help you in your time in the Sixth Form.
YEAR 12
AUGUST
YEAR 13
Review your GCSE performance.
Complete coursework and prepare for the new term.
Are you taking the right AS subjects?
SEPTEMBER
Review AS grades. Make firm choice of A Level subjects
Sixth Form Enrolment September before term starts.
Year 13 Enrolment September before term starts.
Hit the ground running – get into good work patterns
quickly and organise your time wisely.
The key time for finalising your university choices and your
application. If you are deferring your application, research and decide
what to do in your 'year out'.
AS courses are only 8 months long. You can’t afford to
get behind.
OCTOBER
Careers interviews available with the Connexions.
Complete your UCAS form before the end of October to give
yourself the best chance of getting a place on competitive courses.
October 1: Final chance to change ‘AS’ subjects
Get into your stride with studying
October 1: Langton internal deadline for applications to Oxford,
Cambridge, and Medical courses.
First Learning Report issued to students
First Learning Report issued to students
NOVEMBER
Year 12 Parents’ Evening.
Year 13 Parents' Evening.
DECEMBER
Sixth Form self-assessments.
Applications for Foundation courses in Art to be completed.
Revise for January examinations.
Dedicated work needed. By the end of term you will be
half-way through your ‘AS’ courses.
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JANUARY
FEBRUARY
Second Learning Report issued
AS resit exams and new A2 exams
Prepare thoroughly for internal Department assessments –
major tests or mock AS exams.
Second Learning Report issued
Initial briefings on university applications.
Apply for careers if not continuing in education post-18
Review UCAS applications: Decide on firm and insurance choices.
MARCH
Make provisional choice of A2 subjects.
Third Learning Report issued
APRIL
Third Learning Report issued
Major revision for AS exams (there is no study leave
before they start)
Begin period of scholastic monasticism (by choice) until the end of
June.
Final decisions on university offers.
MAY
‘AS’ examinations start two weeks before the May
holiday.
A level exams start at the end of May.
'AS' examinations finish in the first week of June.
A levels last until the final week of the month.
‘A2’ courses begin. A full programme of lessons.
Book returns.
Make serious enquiries about university or careers and/or
gap years
Sixth Form Leavers’ Ball.
JULY
Begin systematic work on university applications, after
detailed briefing. Visit university open days.
Recovery period.
AUGUST
Preparing for Year 13.
Decision time!
A key time for coursework (e.g. Design Projects).
You must be around when the results arrive - 13th August.
Attend school A Level 'clinic' if grades are below the requirements of
your university/college.
If your place is secure, make sure of your lodgings and funding for
the coming term and prepare for the new start.
JUNE
‘AS’ results due 14th August
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STUDENT’S VIEW
“After the long summer break which followed the chaos and panic that were the GCSE’s, a different kind of SLBS
awaits you come your return in September. You will experience a very different two years compared with the “tie
and blazer” years that no doubt haunted you throughout the lower school.
Sixth Form life is all about opportunity, friendship, individuality and success, as well as the added bonus of cars,
beer, the regular consumption of pot noodles during a lunchtime and girls (at last, a decent excuse to do your hair
in the mornings). However, a balance between the temptation of a heavy social life and your education needs to be
found, which is why the Sixth Form offers so much more than simply a much needed release from the school
uniform.
A stronger, perhaps even more relaxed, relationship between pupil and teacher is formed, as well as mutual respect.
Of course, this doesn’t stop even more work being set for us to complete, but no-one said the upper school was
easy. The inevitable increase in workload is surprisingly easy to handle, with the added benefit of study periods,
although actually getting down to writing that essay with the glitz and glamour of other distractions can be
challenging to say the least. Sure, deadlines have to be met, but it’s strange how much work can be achieved either
in the library or study area of the Common Room in even a single study period.
If you do manage your time correctly, it becomes easier to get work completed, thus enjoying your two years here
even more. More time is created for other extra-curricular activities such as Youth Parliament, Young Enterprise,
Form Guardians for the lower school and the chance to be a Senior Prefect, (yes, it’s as good as it sounds).
However, with great opportunity comes great responsibility, and ultimately it is up to you as the individual to make
your Sixth Form life an enjoyable one. With teachers always at hand to aid and advise there is no excuse for slacking
off, but as hard as it is to believe, teachers too work hard in helping to create a better atmosphere within a classroom,
as well as encouraging students to reach their best. Out of lessons, you will find teachers to be approachable
people….no, really, and if any problems do happen to arise, help, as they say, is at hand.
Away from the expected essay writing and equation solving, break and lunchtimes will most probably be spent
socialising with friends (either that or frantically trying to complete a homework in the Library). The latter not being
advisable.
So there it is, Sixth Form life in a nutshell. In one word, enjoyable. In another word, blazerless. However you find
the Sixth Form, be sure to make the most of it. Work hard, have fun, and call study periods “frees”…..enjoy!”
Chris Holliday
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CAREERS AND HIGHER EDUCATION
Virtually all of our Sixth Formers go on to pursue degree courses at university. Because entry to these
establishments is a complicated business, information and advice is provided throughout the Sixth Form by Tutors
and the Head of Sixth. Details of courses, sponsorships, institutions' open days, and application procedures are
given at regular intervals, usually via Sixth Form assemblies. Numerous publications are available for scrutiny
and occasionally short-term loan, from the Careers Library and Mr. Moffat provides a full introduction to Higher
Education in the summer of Year 12. Every student has the opportunity of a practice interview with a professional
in his field. Work experience can be arranged at any time in the Sixth Form, subject to study requirements, and
is proving an increasingly popular part of the extended curriculum.
Universities and Colleges
Details regarding courses and entry procedures for universities are provided respectively in the U.C.A.S.
handbook which we distribute to all interested Sixth Formers in June of Year 12. As you can see from the TwoYear Timetable (page 31), the process starts early in the first year and applications should be completed by
October half-term at the latest. Popular courses such as Medicine, Law, English, Business Studies, are quickly
filled by early, well-organised applicants. All applications must be made electronically.
Oxford and Cambridge
These two universities have a somewhat different system of entry from the others. Successful candidates will be
academically first class (As and A*s at GCSE and predicted A grades at AS), have a wide range of extra-curricular
activities and be able to present themselves well at interview. Each year about 30 Sixth Formers apply - half of
these being successful. Mr. Eagle oversees applications to Oxford and Cambridge.
Preparations start after the Year 12 January exams and forms are to be completed by the end of the Summer Term.
Colleges of Art
These require a special entry procedure. The Art/Design department has full details. Degree courses are normally
preceded by a one-year Foundation course which covers a wide variety of Art and Design based disciplines.
Applications are to be made by December.
Employment
It is expected that all Langtonians will be well-equipped for employment after their Sixth Form career. Careers
talks, interviews, visits to places of work, computer listings and teachers' experience help guide students. Work
experience and mock interviews help confirm choices. Careers Teachers will give all possible help to match your
qualities and interests to a suitable career.
A Sixth Form at the Langton is an excellent stepping stone for the future.
49
Joining Year 12 September 2013
123 students joined the Sixth Form from Year 11 at the Langton
120 students joined the Sixth Form from other schools.
Top Ten Universities for Langton Students 2007-12
1
2
3
4
5
6
7
8
9
10
East Anglia
Kent
Cambridge
Loughborough
Warwick
Southampton
Bristol
Oxford
Reading
Leeds
34
33
32
32
31
29
27
23
21
20
The Sutton Trust, which promotes access to university from state schools, placed us 28 th in the country for the
number of students going on to study at Oxford and Cambridge.
In their earlier report, we were 55th in the country for students achieving places at the elite universities
(Russell Group).
Both statistics put us well above other Kent schools.
50
Simon Langton Sixth Form
Student Learning Agreement
The Student Learning Agreement is intended to give students a clear understanding of what they can expect from the
Sixth Form and what will be expected of them in return.
Under this agreement Simon Langton Sixth Form will endeavour to provide:

A programme of courses that is delivered by qualified and effective members of staff using appropriate facilities
and resources.

Regular feedback from teachers and marks for assignments as part of your programme of study.

A friendly, caring and supportive environment.

A tutor who monitors your progress, provides guidance and assurance in setting targets for improvement.

Appropriate private study time during the school day, along with appropriate facilities for private study.

Support in developing good study skills and coping with stress.

Support for any additional education needs you may have.

The opportunity to take part in enrichment and extra-curricular activities.

Advice with university applications and other careers issues.

Opportunities each year for your parents to come in to school to discuss your progress.

Learning Reports throughout the academic year to assess your academic performance and effort.
In return, you will be expected to:
Ethos

Be determined to make the most of your time in the Sixth Form.

Act as a positive role model for the younger students in the school.

Contribute to the life of the Langton through enrichment activities and by taking on responsibilities.
Study

Accept responsibility for your own learning with the support of your subject teachers and form tutor.

Complete all work to the required standard by the required deadline.
51

Understand that you will be expected to do a great deal of your Sixth Form work outside of lessons and under
your own steam. Four hours per subject per week outside lessons is the recommended minimum.

Use your private study time in school effectively.

Accept that staff will make use of the school referral system for non-completion of assignments and for missed
lessons.
Attendance

Attend school during the required hours. As a full time student you will be expected to be in school from 8.50 am
to 3.45 pm and to attend both morning and afternoon registration.

Attend all assemblies, tutor group sessions, and individual meetings with your form tutor.

Attend all lessons punctually.

Complete a “sixth form request for absence form” (available from your form tutor) if you need to be away from
school for any good reason and submit this to the school Attendance Officer

Sign in or out as appropriate, using the computer in reception, if you leave school at any time during the day, and
ask permission to leave the site if you are ill or need to leave school at short notice.
Conduct

Respect the individual rights of all members of the school community and behave according to the whole school
code of conduct.

Treat all school facilities with full respect, including the Sixth Form Common Room and other sixth form areas.

Adhere to the Sixth Form dress code and other rules detailed in the Sixth Form Handbook.

Accept that, if your record of attendance or submission of assignments falls below the 90% threshold, you may be
required to pay your examination entry fees (approximately £50 per subject).
Student name………………………………………. (please print clearly)
Tutor Group………………………………………….
Student’s signature ……………………………………
Date …………………………..
Parent’s/guardian’s signature____________________________Date____
Please return your signed copy to your form tutor
52
ADVANCED LEVEL RESULTS
SUMMER 2013
Results achieved by Year 13 Students
Subject
Entry
Pass
Rate
2013
2012
Art
25
Biology
Grades
2011
2010
2013
2012
2011
2010
A*
A
B
C
D
E
U
22
22
20
96%
100%
100%
100%
4
4
3
10
2
1
1
60
53
48
42
100%
100%
98%
98%
6
12
15
14
9
4
0
Business Studies
21
19
14
12
100%
100%
93%
100%
1
5
9
5
0
1
0
Chemistry
48
41
40
31
98%
100%
98%
97%
12
9
9
6
8
3
1
Design
7
15
12
13
100%
100%
83%
92%
0
1
0
5
1
0
0
Economics
30
33
23
23
100%
97%
100%
96%
3
8
9
7
2
1
0
English
42
47
48
40
98%
100%
98%
100%
5
7
13
13
2
1
1
French
11
6
8
8
91%
100%
100%
100%
0
5
3
2
0
0
1
General Studs.
6
6
15
9
100%
100%
73%
89%
0
0
2
0
2
2
0
Geography
28
28
26
26
96%
100%
100%
96%
1
7
10
8
0
1
1
German
6
10
3
9
100%
100%
100%
100%
0
4
1
1
0
0
0
Government & Politics
27
33
27
33
100%
100%
100%
100%
0
7
12
6
2
0
0
History
49
53
42
43
98%
100%
100%
98%
4
11
19
9
4
1
1
Mathematics
82
78
62
60
99%
99%
97%
100%
23
28
15
8
5
2
1
Further Maths
29
28
13
17
100%
100%
100%
100%
10
8
7
4
0
0
0
Music
1
4
5
6
100%
100%
100%
100%
0
0
0
0
1
0
0
Physics
68
59
66
53
94%
100%
97%
94%
14
14
13
12
7
4
4
Religious Studies
16
28
35
34
88%
100%
100%
100%
6
0
4
0
1
4
2
Spanish
8
16
6
9
100%
100%
100%
100%
1
2
3
1
1
0
0
Sport/PE Studies
11
16
21
14
91%
100%
100%
100%
0
1
1
3
4
1
1
Theatre Studies
11
9
16
17
100%
100%
100%
100%
0
0
3
5
3
0
0
Latin
4
1
1
1
1
Other Subjects
3
0
2
1
0
0
0
0
100%
2
2
3
Entry
Extended Project
EPQ
2013
2012
2011
2010
2009
134
79
29
31
8
100%
100%
100%
100%
Pass Rate
A*
A
B
C
D
E
U
X
90%
87%
93%
100%
100%
20
18
16
21
3
31
16
2
4
2
24
7
5
4
26
13
2
1
2
9
9
2
1
1
10
6
9
6
2
5
4
53
ADVANCED SUPPLEMENTARY LEVEL RESULTS
SUMMER 2013
Year 12 Students
Grades
Subject
Entry
2013
Entry
2012
Entry
2011
Entry
2010
Pass
Rate
2013
Pass
Rate
2012
Pass
Rate
2011
Pass
Rate
2010
Art
25
27
29
28
100%
100%
97%
96%
Biology
141
87
75
81
85%
91%
88%
Business Studies
40
27
26
19
73%
93%
Chemistry
144
76
62
59
88%
Design Technology
13
13
22
23
Economics
49
44
43
English Literature
58
61
French
26
Geography
B
C
D
E
U
7
5
8
5
0
0
77%
38
24
23
23
12
21
92%
90%
0
4
9
9
7
11
82%
77%
85%
40
39
19
15
14
17
100%
100%
77%
78%
0
3
6
4
0
0
38
84%
91%
86%
95%
15
10
6
8
2
8
67
58
98%
100%
96%
98%
19
20
10
4
4
1
17
13
12
92%
100%
92%
100%
9
1
10
2
2
2
51
37
37
34
92%
97%
95%
88%
7
13
11
13
3
4
German
19
11
12
10
100%
91%
100%
90%
4
5
6
3
1
0
Government & Politics
25
38
45
41
88%
90%
84%
90%
6
4
6
2
4
3
History
48
59
67
56
100%
100%
97%
98%
15
19
9
3
2
0
Mathematics
156
112
98
89
89%
85%
89%
83%
76
25
17
11
9
17
Music
6
3
8
9
100%
100%
100%
89%
2
0
0
2
2
0
Physics
128
96
86
87
88%
84%
87%
92%
44
24
19
15
11
15
Religious Studies
44
19
33
44
91%
90%
94%
98%
14
12
8
3
3
4
Spanish
20
15
25
16
100%
93%
88%
81%
7
6
2
3
2
0
Sport/PE Studies
42
16
23
32
93%
88%
91%
84%
2
3
10
13
11
3
Theatre Studies
17
15
15
24
100%
100%
100%
96%
2
7
6
2
0
0
Other Subjects
1
5
3
4
100%
100%
100%
100%
1
0
0
0
0
0
54
A
“JUST DO IT”
Nike
55