CURRICULUM2019-21

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ContentsGeneral Information Page Introduction 2 Head of Sixth Form’s Letter 3 A Level Reform 4 Subject Structure 5 Subject Options 6 Entry Requirements 7 The UCAS Team 8 Sixth Form Scholarships and Bursaries 9 Careers 10 The Sixth Form Library 11 ICT Provision 11 Additional Learner Support 11

A level Curriculum Options English 13 French 14 German 15 Italian 16 Latin 17 Spanish 18 Mandarin (AS only) 19 Classical Civilisation 20 Economics A (Pure Economics) 21 Geography 22 History 23 Religious Studies: Philosophy and Ethics 24 Psychology 25 Biology 26 Chemistry 27 Design Technology 28 Textiles 29 Physics 30 Physical Education 31 Mathematics 32 Computer Science 33 Art 34 Music 35 Drama and Theatre 36 A Level Enrichment 37

International Baccalaureate Diploma Programme Curriculum Options Page The IB Diploma Programme 41

Group 1: Language A1 English 43 Mother Tongue Language A 44

Group 2: Second Language French B 45 German B 46 Spanish B 47 Latin B 48 Mandarin B 49

Group 3: Individuals and Societies Economics 50 Geography 51 History 52 Philosophy 53 Psychology 54

Group 4: Experimental Sciences Biology 55 Chemistry 56 Physics 57

Group 5: Mathematics Mathematics 58

Group 6: The Arts/Electives Visual Arts 59 Theatre 60

Diploma Programme Core Theory of Knowledge 61 Extended Essay 62 Creativity, Action and Service 63

Sixth Form Life Physical Education 64 Activities 65 Additional Challenges and Opportunities 65 Model United Nations 65 Duke of Edinburgh Award Scheme 66 Service 66 Sixth Form Society and Cultural Activities 67 Leadership Opportunities 68

Results / Leavers’ Destinations A Level Results 70 IB Results 71 Leavers’ Destinations 72

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THE ROYAL HIGH SCHOOL, BATHGIRLS’ DAY SCHOOL TRUST

Head Mrs J Duncan, MA, PGCE

Academic Deputy Head Mr H Briggs, BA (Hons), MA

Pastoral Deputy Head Mrs E Cunningham, MA (Hons), PGCE

Head of Sixth Form Mr N Hayward, BA (Hons)

Deputy Head of Sixth Form Mr N Evans, BA (Hons)

IB Diploma Programme Co-ordinator Ms J Taylor, BSC (Hons) Bio

Head of HE Miss C Hendry, BA (Hons)

Head of Careers Mrs L Scott, MA, (Hons)

Wednesday 26 September 2018 Sixth Form Information Evening

Saturday 22 September 2018 Senior School Open Day

Monday 8 October 2018 Bursary Application Deadline (contact Registrar

for log in and password to access online GDST

bursary applications)

Monday 8 October 2018 Deadline for submission for Scholarships

Sixth Form Scholarship Examination

Music, Drama and Sport Auditions

Written Assessments

Tuesday 6 November 2018 Scholarship Examinations

Monday 26 November 2018 Provisional subjects submitted

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You are now looking ahead to one of the most rewarding, exciting and competitive times in your education. It’s also a time when you will need to make a great many choices. The purpose of this booklet is to provide you with some help in making these decisions.

Some of you may already be clear in your minds about the path that you want to take in the future and about the subjects that will help you towards your aspirational goals. For the rest, many decisions remain. Such uncertainty is perfectly understandable but avoidable if you now start talking to staff, taking on board their honest advice and doing your own research about the nature of specific subjects. Explore their methods of assessment and where they could lead you or, perhaps more pertinently, what you are ruling out by not pursuing a particular subject. There is no need to be intimidated by choices and there are many people here who are looking forward to helping you make them.

Most important is that you commit wholeheartedly to your chosen programme of education. It may sound clichéd but it’s true – the more you put into a subject, the more you get out of it. Don’t let Sixth Form lessons and tutorials pass you by; take part in discussions, follow up ideas, do your research and develop your own independent views on the text, topic or task in

front of you. This booklet provides information for both prospective A level and IB Diploma students. For those considering A levels, please read the information on A level exam reform. Take time to consider which programme best suits you. Ask yourself about the type of student you are and give an honest answer! Take advice from staff about the strengths of each curriculum in relation to you. We value both academic routes equally and we work closely with universities ensuring that all students prosper during the UCAS process.

An A level Programme might best suit students who are clear that they want to focus on a particular curriculum area; this focus may be because of great strengths and/or interests in an area of study for Higher Education or future careers.

The IB Diploma might best suit students who want its wider range of subjects which encourage breadth and depth of learning. It may suit people who prefer a greater coursework component in each subject area. It certainly suits people who like making connections between subjects and ideas, while developing time management and critial thinking.

It has been another excellent year for our Sixth Form students. Over 53% of grades achieved were A*/A grades (or IB equivalent) and 71% scored A*-B grades with a 99% pass rate. This is coupled with outstanding International Baccalaureate results; 39 points, 10 points above the world average. Six girls scored 40 points and over, with one achieving the maximum of 45 points.

You will be joining an innovative, dynamic learning community that combines the very best of traditional post 16 teaching with a clear vision of the independence and decision making ‘know how’ that you need to develop to play a key role in today’s world and to lead the trends of tomorrow.

We look forward to welcoming you.

Mrs J DuncanHead

We are extremely proud of and excited by the development and achievements of our Sixth Form. With outstanding results and a fine tradition of

HE success, the Sixth Form is a dynamic, purposeful and happy community in which study and enthusiasm are cherished, and in which students develop the skills needed to be great future global citizens.

INTRODUCTION

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Joining the Sixth Form is a new beginning in your educational life. As soon as you arrive, you quickly discover what makes it feel different from your earlier experiences studying for GCSEs or IGCSEs. Firstly, the lessons have a new emphasis, with more importance placed on self-study and independent research. Your relationships with your teachers will feel different too. No doubt you will enjoy the discursive basis to many of your lessons as ideas are discussed and debated, with the onus very much on you to offer your own perspective. Class sizes are smaller and there will be periods each day when you are not in lessons and are able to prioritise how to best use your time. You may choose to study over a coffee in the Sixth Form Café or to use the silent space of the well-stocked Sixth Form library to make progress with whatever it is you are working on.

A good Sixth Form should be an inspiring place in which to spend your time. You’ll feel challenged on a regular basis, feeding off the atmosphere of common purpose and academic endeavour. It is a place where you can feel your mind being stretched and your sense of ambition honed. Academically, you will grow in confidence and in terms of pastoral support, our Sixth Form is second to none. The tutor system is based on individualised one-to-one tutorials where your tutor can offer support and guidance when you face difficulties. The ethos and culture here is designed to support you in every possible way so that you are able to flourish in whatever you attempt.

Outside lessons, opportunities abound. If you are interested in working with younger girls, we have a Big Sister mentoring programme. If you are keen on public speaking, come along to debates or take part in the MUN. If leadership interests you, apply to be a Prefect or a Mentor – or Head Girl! As for subject-based clubs, there are many of them throughout the school, from MedSoc if you are interested in pursuing a degree in medicine, to LitLunch where you can discuss contemporary fiction from around the world over a slice of cake. Many girls set up and run their own clubs. And if you really wish to make your mark, join the Ball Committee and help organise the spectacular May Ball which takes place in the summer term.

Above all, the Royal High Sixth Form is a place to grow and develop, academically and socially, and where the girls who are here are at the centre of everything we do.

I look forward to seeing you in the Sixth Form.

Mr N HaywardHead of Sixth Form

WELCOME

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Introduction

As many of you know, there have been major reforms of the A level system taking place in the last few years. For students entering in the Sixth Form in September 2019 all the subjects that we currently offer have been revised and accredited to fit the new, two year linear model.

This will be of great benefit to your daughter as all her subjects will follow a similar structure – two years of teaching followed by exams and coursework submission (in some subjects) at the end of the Upper Sixth. This model will allow us to use all our resources to ensure that your daughter is given the support that she needs to make great strides as a learner who will become a successful undergraduate. To support this development we are also able to offer additional opportunities as part of Sixth Form study which will enrich her learning and give her an edge over candidates when making her university application.

Summary of the recent changes to A level

• A levels are still graded A*-E and the new, reformed, specifications are not designed to be harder than the old AS/A2 model qualifications.

• Content of all courses has been updated. • Coursework is part of assessment in some subjects (e.g. English, History, Geography, Art, DT).• In the Sciences, Practical Work will be reported separately on certificates, and will not count in the final grade (although questions about the nature of practical work is now part of the material that students are examined on.)

• Greater variety in question types has been introduced – including multiple-choice in some subjects.

The biggest change in the new-style A levels has been the decoupling of AS from A level, to create a standalone qualification. In the new structure, the AS result cannot count towards the full A level grade. To gain an A level, candidates have to take papers covering the whole two year course, all at the end (this is what is meant when the new A level is described as ‘linear’). If they took AS after a year, they would still have to take the full exam, covering all the first year’s work, again.

It is not in the spirit of the current reforms to take AS exams in an A level subject during the Lower Sixth since this will not benefit the student in terms of exam credit, and the study leave and distraction involved loses valuable classroom contact time. Internal exams are taken in the summer term of Year 12, which will give students and teachers a valuable indication of their level of attainment at this stage in the course. This will also help students to make their university subject choices and inform teachers’ judgments about making predicted grades for UCAS.

AS qualifications still exist but as a separate qualification, worth 40% of a full A level on the current UCAS Tariff and these exams cannot count towards A level grades. A number of AS courses are available for students to take alongside their full A level courses as part of our challenging and exciting Enrichment programme. These include Maths, Mandarin, Computing and Photography. These AS courses are taken with fewer fortnightly lessons than a full A level over two years, with exams at the end of Year 13.

A LEVEL REFORM

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SUBJECT STRUCTURE

A Level Programme

The Sixth Form offers two possible programmes of study: A levels or the International Baccalaureate Diploma Programme.

The curriculum model for A levels at the Royal High allows students to focus in depth on the subjects they wish to take whilst providing additional opportunities to develop wider interests and skills that are essential in creating rounded and successful undergraduates and professionals.

In most cases it is advisable to take three full A Level courses. This is because all universities, including Oxbridge and Russell Group universities, make their standard offer on the basis of grades in three A Levels. Oxford University, for example, has stated “We advise candidates not to spread themselves too thinly across too many subjects, where they may risk dropping a grade or two in their results. Our offers are made on the basis of exam grades rather than UCAS Tariff points, so three A*/A grades would be sufficient to meet most conditional offers, but two A*s and two Bs would not.” There is an exception to this rule in the case of a student opting to take Further Maths.

We do recognise, however, that students of exceptional ability may desire to take up the challenge of a fourth full A Level. If this is the case, please contact the Head of Sixth or a member of the curriculum team.

The curriculum model for A Levels at the Royal High is based on ten hours of lessons per fortnight per subject. This generous allocation is designed to give students the scope to study each of their subjects in depth while also having the time to develop an independent, exploratory approach by reading widely and researching around the subject.

To complement academic studies, all students follow a programme of lessons in PSHEE ‘Education for Life’, UCAS preparation, study skills, enrichment and sport.

Leading on from the study skills course is the opportunity for students to complete the Extended Project Qualification (EPQ). Students will also have the option to choose an additional two-year qualification as way of enriching her experience and educational portfolio for university applications.

Grades are awarded from and A* to E for full A levels.

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Subject OptionsA Level (Choose any 3 subjects)

ArtBiologyChemistryClassical CivilisationComputer ScienceDesign TechnologyEconomics A (Pure Economics)English

FrenchFurther MathematicsGeographyGermanHistoryItalianLatinMathematics

MusicPhysicsPhysical EducationPsychologyReligious Studies – Philosophy & EthicsSpanishTheatre Studies

International Baccalaureate Diploma ProgrammeThe IB Diploma Programme requires students to choose one subject from six subject areas, three to be studied at Higher Level and three at Standard Level. Higher Level subjects are taught for seven hours 45 minutes per fortnight whilst Standard Level have five hours each fortnight. Lesson time is also allocated to two of the three Core requirements of the programme: Theory of Knowledge (TOK) and Creativity, Action and Service (CAS). The third Core requirement, an Extended Essay (EE) of 4000 words, is launched in the Summer term of the L6th and completed independently in conjunction with a supervisor: each student chooses their own subject and topic.

All courses are taught over two years. Coursework and oral assessment are an integral part of the programme, and the final external examinations are taken in May of the second year.The IB Diploma is graded out of 45 points. A possible 7 points are available for each subject and 3 extra points can be gained through TOK and the Extended Essay. A minimum of 24 points, of which 12 points must be in the HL subjects, is necessary to pass the Diploma. Students who do not achieve this receive a certificate in each subject.

All subjects are offered at SL and HL unless otherwise stated(Choose one subject from each column, three at SL, three at HL)

*Second subject from Group 2, 3 or 4

We try to enable every girl to take her preferred options, whether she chooses to study the IB or A levels. However, not every course combination is possible and we do need a minimum number of students to ensure the viability of courses.

Subjects with a very low uptake of students may only run at either IB or A level, not both.

Group 1Language A: English Literature

English

Group 2Second Language or Mother Tongue Language

French BGerman AGerman BSpanish BMandarin BLatin BMother Tongue Language A (SL)

Group 3Individuals and Societies

GeographyHistoryPhilosophyPsychologyEconomics

Group 4Experimental Sciences

BiologyChemistryPhysics

Group 5Mathematics

Maths: Applications and Interpretation HL/SLMaths: Analysis and Approaches HL/SL

Group 6The Arts and Electives

TheatreVisual ArtsElective *

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Enrichment QualificationOur aim is to offer our students the richest and most varied educational experience we can. To this end, in addition to their A Level subjects, students study an Enrichment subject which is taught for four hours per fortnight. Most Enrichment subjects lead to an additional qualification, such as a GCSE or an AS Level, enhancing the academic profiles of the students who take them. Enrichment courses run subject to student interest.

Enrichment subjects typically include:

Sports Engagement ProgrammeGovernment and Politics (AS Level) Advanced CookeryComputer Science (AS Level)

Mandarin (AS Level)Mathematics (Further Maths or AS Level Mathematics)Photography (AS Level)Music Technology (AS Level)

ENTRY REQUIREMENTSIf you are considering joining the Sixth Form, your first step should be an informal visit to see our Sixth Form facilities. You will also meet the Head, Head of Sixth Form and other members of staff, as well as being able to talk to some of our current Sixth Form students.

Please contact the registrar, Lynda Bevan by email, l.bevan@rhsb.gdst.net, or telephone, 01225 313877 and, of course, you are very welcome to attend one of our open house events.

Following your first visit, we will arrange an interview with the Head/Head of Sixth Form. Entry is dependent on a minimum of six GCSEs at grades 9-6 (A*-B grades). Candidates are also expected to achieve grades 9-6 (A*, A or B grades) in the subjects they wish to study at A level or at Higher Level in the International Baccalaureate Diploma. In addition, students are required to achieve at least a grade 4 in Maths and English Language full course GCSE. For some subjects a B grade or above in a related discipline is recommended.

In some subjects, we would recommend continuing to study them only if a grade 7 or higher is achieved at GCSE. More advice will be given about this following results. NB Students wishing to take Music A level also need to have Associated Board Grade 4 or above in an instrument or singing.

Offers are normally made on the basis of predicted grades and school reports, but entrance assessments may be required in some cases. Some students will be required to take papers to assess their ability in English, Maths and option subjects.

MAKING YOUR CHOICESPlease submit your choices via Firefly by 26th November. The option blocks will then be created from the subject combinations you have given us. Shortly after this we will request final confirmation of the subjects you wish to take.

We will do our best to fit in all your choices but occasionally this might not be possible. If you subsequently change your choices after the timetable is made, then you will need to use the existing option blocks and check with the curriculum team, as some courses may be full. You should always feel that you can talk to us about this and ask our advice.

Choosing your Subjects – A level ProgrammeThere are certain university courses and career paths (e.g. Medicine) which require specific qualifications as a condition of entry. Think carefully about the area(s) you are interested in pursuing and ensure that (i) subjects choices required in this area match your academic strengths and, if so, (ii) choose appropriate subjects for this area. You will receive more advice about this in your academic interview with a senior member of staff in the Autumn term.

Choose subjects which you enjoy and are good at - enjoyment is very important due to the depth of study required;

• Choose sensible combinations of subjects which allow you to develop and demonstrate a range of skills;

• Consult your teachers about your potential;• Think about the qualifications needed for your future career.

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Choosing your Subjects – IB Diploma ProgrammeThe principle of breadth is built into the IB Diploma programme but students still need to think carefully about the combinations of subjects that are chosen from each group.

In particular, students need to think carefully about their choice of subject from Group 6, The Arts and Electives. Would-be medical students will need to opt for a second science. For university courses involving Mathematics, including Physics, Architecture and certain Engineering courses, one of the HL Maths courses may be required.

If you have further questions regarding your A Level or IB choices please contact me - h.briggs@rhsb.gdst.net .

Mr H BriggsDeputy Head (Academic)

THE UCAS TEAM – APPLYING TO UNIVERSITY How we support youIn the Autumn Term of Year 13 most members of the Sixth Form make their applications for Higher Education. This can be a daunting prospect for both students and their parents. At the RHS Sixth Form we have an experienced UCAS and Tutor team to support and guide you through the application procedure. We are confident that we are able to offer the best possible help to ensure that your application is successful so that you gain the university place for which you are best suited.

This is why our system works so well....We start early!In the Autumn and Spring terms of Year 12 we work with the careers department who prepare you for applying to UCAS:

• You are shown how to produce a CV and write a letter of application

• You are given an individual careers interview by a specialist

• Outside speakers talk about a variety of careers

• Students complete a professional aptitude survey and are provided with detailed feedback

• We provide information about Gap years• Interview techniques are discussed and guidance offered

• Interviews with local careers officers can be arranged

• University Admissions Officers give talks to all the Lower Sixth and parents at a Higher Education Evening

In the Summer Term we focus on making decisions and preparing to apply

• We help you to decide where you want to apply and show you how to do so

• We encourage you to attend University open days, of which up to three may be on a school day

• We make time available for Work Experience

Most important of all is the fact that we hold three Higher Education days in the Sixth Form. This is unique to our Sixth Form and ensures that every student has the specialist help and guidance they need to help them apply for courses they will enjoy, at universities that will suit them.

• Advice is given on writing the Personal Statement and staff show students how to apply to UCAS on-line.

• Specialist staff give advice to those contemplating Medicine or Veterinary courses. There is also a seminar session and individual advice for those considering Oxbridge, accompanied by informal lunches with former students who were successful Oxbridge applicants.

• Personal Statements are started at this point and a member of the UCAS and Tutor team is assigned to offer individual guidance to each student.

• Advice is tailored to the needs of IB students to ensure a clear understanding of UCAS tariffs.

The choice of referee – why we are so specialThe student is allocated the most appropriate referee for their needs: this referee will usually be a subject

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specialist who knows the student well, or may be a member of staff with experience and expertise in particular applications. Tutors offer guidance at all stages of the application process.

We aim to complete all Personal Statements in the Summer Term, and to have the bulk of the reference written too. This ensures that students will be able to concentrate on their A level or IB2 studies once they return after the summer holiday. Students register on the UCAS website and start to input their details, ensuring a speedy application process in the autumn.

Autumn Term – Year 13 – applying through UCAS

• After receiving their internal exam grades, students complete their personal statements, with the full support of their tutors

• References are written, and referees discuss these with the students at one-to-one meetings. References are based on reports from subject staff and others who are able to support a student: eg. Housemistresses, PE staff, leaders of CAS activities, so that the reference is as full as possible

• Students have individual help from the UCAS team during the application process

• Anyone likely to face an interview is given specialist training in a small-group workshop session

• Medical, Dental and Veterinary applicants, along with Oxbridge applicants, have individual help from specialist members of staff to aid them with their applications

• As a result of our early deadlines for the whole process, students’ applications will reach admissions tutors early – offers are often made early for the more popular courses, and with the enormous increase in the number of applicants expected each year this could be a real advantage

• Mock interviews are arranged for students likely to be interviewed by their chosen universities. These take place before the main university interviews begin so that students feel thoroughly prepared

And finally……..The universities make their decisions. The UCAS team is available throughout the year to offer guidance about accepting offers.Should there be any ‘hiccup’ over your examination results in July (IB Diploma) or August (A level) the same team is ready to help you find a course which suits you.

Our UCAS procedure ensures that every student gets the best possible individual help, drawing on the talents of the whole staff. Because references are written by specialists in their fields your reference will be written by someone who knows what the University Admissions tutors require – and by someone who knows you well. We are proud of the help we can offer you – it represents a genuine partnership between the student, parents and teachers.

Good Luck with your application! Miss C HendryHead of HE

SCHOLARSHIP & FINANCIAL ASSISTANCE (Bursaries)Academic Scholarships in Year 12For entrance into Year 12, both internal and external students can apply for one of three scholarships:

The STEM ScholarshipThis award recognises a student’s aptitude for Science, Technology, Engineering and Maths, and may be applied for if a student is considering taking A-Levels in two or more scientific subjects. The students will be expected to take examination papers in TWO subjects of their choice, within this spectrum. The Arts ScholarshipThis award recognises a student’s aptitude for subjects such as English, History, Classics, Modern and Ancient Languages, Religion and Philosophy and Geography and may be applied for if a student is considering taking two or more A-Levels in the arts. The students will be expected to take examination papers in TWO subjects of their choice, within this spectrum.

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The IB Scholarship (for those taking the IB Diploma)Owing to the holistic nature of the IB Diploma, students will be expected to take THREE examinations in a combination of arts/science subjects of their own choice. Students must choose TWO subjects from one column and ONE from the other:

Block A Block BEnglish Maths

History Biology

French Chemistry

Spanish Physics

German Computer Science

Mandarin

Geography

Religion and Philosophy

Latin/Greek

Economics

Year 12 Scholarship applications are submitted in October of Year 11 and students are required to submit a personal statement to support their assessment test.

A committee, consisting of the Head of Sixth Form, Head of Academic Extension and Deputy Head (Academic) and chaired by the Head, will assess candidates’ performance across the papers and make decisions about the allocation of the awards. External candidates’ results will be considered alongside a school reference. Candidates will take the papers on Tuesday 6 November 2018.

Specialist Awards in Art, Dance, DT, Drama, Music and Sport The successful candidates for Specialist Awards will be expected to make a commitment to their chosen subject area throughout their Sixth Form career and to follow the subject through both A level or IB Diploma. They will be expected to take part in concerts, productions and other extra curricular activities appropriate to their subject area. The Art portfolio should be submitted by Monday 5 November 2018, and the Academic, Art, Dance, DT, Drama and Music and Sport auditions/ interviews will take place in week commencing 5 November 2018.

GDST Financial Support (Bursaries)The Girls’ Day School Trust has an extensive scheme of financial assistance awards. You are entitled to apply for a financial assistance to cover the two years in the Sixth Form and this will be awarded on a student’s performance at school combined with an assessment of the family’s financial circumstances. This financial assessment is undertaken by the GDST’s fees department. In order to be considered for financial assistance, parents will need to complete a full financial assessment. Details can be obtained from the Registrar, Lynda Bevan.

An application for financial assistance should be made through the Registrar, Miss Bevan, by email at l.bevan@rhsb.gdst.net by Monday 8 October 2018. She will give access details to the GDST log-in page.

CAREERSAs a Sixth Form student, you will have access to a tailored Careers Education and Guidance programme. The programme will prepare you for the important choices you will be making about your future by broadening your mind to opportunities and developing your self-awareness.

Employability and adaptability are cornerstones of the programme, as the demands of the labour market change and evolve.

Higher Education Guidance SchemeWe are members of Cambridge Occupational Analysis, which provides various tools to help guide your choices. In January of Year 12, you are invited to use their Centigrade service which will inform your choices around degree courses.

ResourcesWe are constantly building our network of professionals, from our alumnae, to our parent body, our staff to our contacts, to give you access to information and experience. We also have digital and printed resources to help you explore possibilities: from Higher Education to entrepreneurial ideas; apprenticeships to gap years.

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AdviceAll Year 12s will have an interview with a Governor in the Autumn term to hone your interview skills and help you to crystallise your plans beyond Sixth Form.Mrs Lu Scott is also available to help you access our networks, and offer advice when you need it. She has worked in a number of industries, as well as overseas, and has experience of recruitment. Lu works from the Sixth Form and is available for Careers advice on Monday and Wednesday afternoons.

Work ExperienceYou are encouraged to make use of your networks to arrange work experience to help inform your choices, and in preparation for Higher Education. Please let us know if you need support with this, as we are continually making new contacts.

Careers Experience CoursesThese short courses are run by major employers in the UK, usually in the Christmas, Easter and summer holidays. They can provide an excellent insight into careers in specific industries or specialisms.

Mrs L ScottHead of Careers

THE SIXTH FORM LIBRARYThe Sixth Form has a dedicated Senior Library based on the first floor of the Winfield Centre. This attractive, modern facility holds approximately 4000 subject specific books to serve the IB and A Level courses, together with a range of newspapers, specialist magazines and DVD’s. All students are automatically enrolled as Library users to enable full use of these facilities and the online databases.Whilst the Main Library is still open to Sixth Form students, the Sixth Form Library offers a dedicated study area at the heart of the Winfield Centre, available 8am – 5.30pm weekdays. The Library is also used as a meeting or seminar room for guest visits or weekly activities such as the English Department’s ‘Lit. Lunch’.

ICT PROVISIONFrom September 2019, all Sixth Form students are required to bring a laptop or similar device for the duration of their studies at the Royal High School. This can link wirelessly to the school wide network. Files can be saved to Microsoft Office 365, which automatically backs up files so that important coursework should not be lost should the student’s device become accidentally lost or damaged.

We also have a school Portal, called Firefy; a secure, password protected, internet site where e-mails and files can be accessed from any computer with internet access.

ADDITIONAL LEARNER SUPPORT There is a dedicated department to provide for the needs of any student that requires additional help. This includes overseas students for whom English is an Additional Language (EAL), as well as students diagnosed with additional learning needs. Depending on the level of support required, some support services may incur an additional cost.

We have a Learning Support Co-ordinator who can provide guidance in study skills to support an individual student’s needs. We also have a full-time EAL teacher who provides specialist tuition. There is a weekly EAL Group Discussion for new Sixth Form students who need to build their confidence and fluency, plus additional English lessons to support academic subjects or prepare for IELTS as required.

CURRICULUM OPTIONS

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COURSE OUTLINE

Edexcel

The two-year A Level offers you the chance to explore English Literature in all its diversity. You will encounter a wide range of texts, all the way from the rumbustious bawdiness of Chaucer’s ‘The Wife of Bath’ to the haunting strangeness of some contemporary fiction. You will explore modern novels such as Khaled Hosseini’s ‘A Thousand Splendid Suns’, a wonderfully powerful account of female experience in modern Afghanistan, and Margaret Atwood’s ‘The Handmaid’s Tale’, a disturbing depiction of a dystopian society. Alongside these modern classics, you will study older works such as Mary Shelley’s ‘Frankenstein’ or Thomas Hardy’s ‘Tess of the D’Urbervilles’. Drama figures strongly too, with plays such as Shakespeare’s ‘Hamlet’ or ‘King Lear’ as well as works by other authors such as Marlowe’s ‘Doctor Faustus’, the story of an ambitious necromancer who makes a famous pact with the devil. At the heart of the course is a superb collection of modern poetry which we will read and study as we work our way through the course. There is also a coursework component which we will tackle in the spring and summer terms of Year 12: you will have the chance to compare two texts on a similar theme, exploring your own ideas about the characters and language.

So what is an A Level lesson like? Clearly, A Level lessons can take a myriad of directions but a typical one might begin with the text in question from which a passage or scene may be read and explored. Debate and discussion is vitally important because it enables a work to be seen from a variety of perspectives. As teachers, we always seek to elicit your contributions and to hear your views, so try to be brave and speak up. When you express your opinions in class it helps you develop academically too – you are learning to see ideas three-dimensionally and to explore them from different angles.

Whatever you opt for, if you have an enquiring mind and enjoy reading and discussion, this is the perfect choice for you.

E N G L I S H

Whatever texts we choose, you can be sure that they will fascinate and challenge you. You will be offered a rich diet of ideas with lessons centring around discussions where we will explore the texts from different angles and perspectives. As always, our aim will be to develop your ability to think critically and to express yourself with confidence and flair.

The English Department is central to the vibrant cultural life of the school. Trips to the theatre run frequently and debating and public speaking are a regular fixture of Sixth Form life. Students also participate in editing the school magazine. Every Friday lunchtime LitLunch sessions are held in the Sixth Form library – a great way of broadening horizons and sharing ideas while winding down over a slice of cake. The English Department is famously supportive and approachable and we will do everything we can to help you achieve your full potential.

“I write to see myself, to set the darkness echoing” Seamus Heaney

“I studied English at A Level first and foremost because I enjoy reading and talking about books. The course has also helped me develop my essay-writing skills and my ability to express my ideas clearly and cogently - a really valuable skill for later life. What I loved most though were the discussions and debates, with everyone getting passionately involved in exploring what they thought about the characters or ideas in the book they were studying.”

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“Liberté, égalité, fraternité.”

Modern linguists are in high demand because of the analytical and communication skills developed through learning a language. The presentations that you will be required to give in class, for example, will be good training for the workplace. Apart from the more obvious careers in interpreting, translating and teaching, French students and graduates are highly sought after in the fields of business, banking, accountancy and the law.

Learning a language takes you beyond the classroom and into the way of life of another nation. French culture is so rich and varied. You will learn about French art, music, literature and cinema. There will be opportunities to read poetry and listen to songs, and even to write some of your own, if you wish. There will be films to watch, perhaps as a backdrop to the literary texts under discussion.

Of course, there will also be the chance to spend time in France through study visits – the best way to improve your spoken French and gain an in-depth understanding of contemporary French society.

“Studying French at A Level has been invigorating, enlightening and more than anything, fun. From learning about French culture to reading French literature, the A-level course has enabled me to gain an insight into such a fascinating country.”

COURSE OUTLINE

AQA

At A Level you will be building upon the skills learnt and developed at IGCSE – listening, speaking, reading and writing – but the topics will be more contemporary and more relevant to your age, experience and interests and therefore more engaging and motivating.

You will increase your knowledge of countries where French is spoken through the study of the language in its cultural, literary and social context.

You will be assessed on speaking, reading, listening and translation which will be based on the areas of study. For the writing you will produce essays related to stimulating films and literary texts.

The A-level topics cover current trends (for example cybersociety), current issues such as; positive features of a diverse society, aspects of culture (contemporary music, cinema etc.), and aspects of political life, a very contemporary topic.

You will have an additional lesson each week, in which you will work on your spoken French with our conversation teacher, and prepare for the oral tests.

F R E N C H

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COURSE OUTLINE

AQA

In Year 1 of the course and then at a more sophisticated level in Year 2, you will be building upon the skills learnt and developed at iGCSE, becoming more proficient at listening, speaking, reading and writing.

Year 1 and 2 of the course will allow you to extend your knowledge of the language. Many topics are covered. For example youth culture (music, fashion), the family, the effects of communication technology, festivals and traditions, aspects of multiculturalism in German speaking countries, aspects of the artistic and political culture in the target language countries such as German reunification and its consequences.

An exciting and rewarding part of the course is the study of a film and literature, both of which will give you insights into the target language culture.

By the end of the course you will feel confident about speaking, writing and understanding German. In addition you will have gained an insight into Germany, Switzerland and Austria, their people, language and culture. Taking German at A level will give you the potential to pursue it at a higher level, possibly with another subject.

G E R M A N

As a linguist a huge array of career options is open to you.

German is the most widely spoken language in Europe with110 million speakers. German speaking nations are at theforefront of design, environmental and scientific technology.German can be combined with many other subjects at university allowing students to develop their linguistic and vocational skills simultaneously.

Recent leavers have gone on to study German and Law, German and History, German and French. The transferable skills of linguists make them highly sought after across all professions; including banking, business, accounting, the media, travel and tourism. On average, languages graduates earn 8% more than their peers.

We believe it is essential for students to experience the German language and culture at first hand. All students are given the opportunity to take part in the German exchange trip to Münster where they follow a tailor-made programme.

There may also be the opportunity to participate in a language visit to Berlin during the A level course, visiting a language school and experiencing the fascinating city of Berlin.

Students are encouraged to use German in a wide range of contexts. All our audio material is available in MP3 format on the school intranet and can be accessed at any time for independent work. In addition we have an extensive selection of DVDs and music CDs available to students to encourage students to widen their experience and understanding of German culture.

“He who does not know foreign languages does not know anything about his own”

Johann Wolfgang von Goethe

“There is no greater feeling than getting asentence in German right”.

“Taking German at A Level allowed me to broaden my horizons, both culturally and academically. It’s hard work, but definitely worth it for the satisfaction of when everything falls into place. Having the chance to study German literature has also been a brilliant opportunity. German in the Sixth Form has been exciting, academically rigorous, but most of all a lot of fun.”

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I T A L I A N“Poca favilla gran fiamma seconda” A great flame follows a little spark Dante Alighieri

Why study Italian?Italian is an important language for people in business, the arts, technology and many professions. It is useful if you are planning careers in art history, music, linguistics, education and international relations. Italy is a world leader in the culinary arts, interior design, fashion, graphic design, etc. If you are planning a career in one of those fields, you will benefit from knowing Italian. Art historians need Italian. According to UNESCO over 60 per cent of the world’s art treasures are found in Italy.

Italian language, literature, history, and culture have been a source of admiration and study for many writers from Chaucer and Shakespeare to E.M. Forster, and so many other writers around the world. Italian is a language of poetry and music, which allows you to read and study great works by Dante, Petrarch, Boccaccio, Machiavelli, Pirandello, Calvino and others in the original language.

You will have the opportunity to practise your spoken skills in the weekly conversation lessons conducted by a native Italian speaker and during the Italian lessons.

We believe that visiting the place the native language is spoken is an essential part of learning languages. We advise going on a course in a language school in Italy, staying with a host family and attending lessons in Italian language and other cultural aspects.

COURSE OUTLINE

Edexcel

Italian A Level is offered to those who have already taken GCSE/IGCSE Italian.

The A Level course focuses on language acquisition and knowledge of Italian culture (changes in Italian society; politics and culture of the Italian speaking countries/communities; Italy: immigration, migration and the gap between North & South, and history from the fascist era to the present day). During your A Level course you will have to take part in a presentation and discussion in Italian based on your independent research project and related to the Italian-speaking cultural and social context.

We run many supporting clubs and activities, which all provide extra opportunities to develop language skills, pronunciation and knowledge of Italian culture. At this level, these activities include the Key Stage Three Italian club and Key Stage four and five Italian film club.

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COURSE OUTLINE

OCR (H443)

Latin will help your ability to think cogently as well as to write with clarity, conviction and panache. It underpins the study of other modern foreign languages, such as French, Italian and Spanish, whilst broadening your vocabulary in English and developing your critical thinking skills. Through analysis of the language, Latin is a perfect complement to scientific and mathematical studies, as well as standing proud in its own right.

The study of Latin in the Sixth Form allows for greater insight into the rich and varied culture of ancient Rome through the study of its diverse literature. The language component of the examination involves the translation and comprehension of unseen passages of Latin from a number of different authors, which will build upon your previous knowledge. The literature components of the course will involve translation and stylistic appreciation of both prose and verse set texts, by such famous authors as Cicero, Tacitus, Virgil and Ovid, whose influence live on today. By studying such a variety of authors, you will come to appreciate some of the finest classical literature and have a deeper understanding of its cultural context.

L A T I N

Students with a qualification in Latin stand out to universities and employers alike and it is a superb basis for any career. Armed with numerous transferable skills and a deep appreciation of our western civilisation’s heritage, Latin can lead you to politics, journalism, the media, law and medicine to name just a few possible careers.

Latin is all around us and its study will give you a deeper understanding of the modern world through a study of its cultural and linguistic roots. Several successful media figures from JK Rowling to Tom Hiddleston were inspired by their study of ancient languages and have found that the treasures of the ancient world have paid them richly in their adult lives. The study of Latin is not just a step along the career path, but a gift that will stay with you forever.

Latin not only sharpens the brain and delights the soul, but there are also several opportunities for study beyond the classroom. Typical experiences include study days in the UK, theatre trips and author visits, as well as residential trips which are offered further afield to Italy and Greece.

Classical Greek is also available for those who have studied the course to GCSE. Further information is available from the Classics Department.

‘’Loca sunt temperatoria quam in Gallia” “The weather is better here than that in France” (Caesar)

“It intrigues me to discover just how much Latin benefits my use of the English language as well as the other modern foreign languages that I study”

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S P A N I S H“Too much sanity may be madness and the maddest of all, to see life as it is and not as it should be”

Miguel de Cervantes

COURSE OUTLINE

AQA

The Spanish A Level course enables students to develop their linguistic skills alongside their understanding of the culture and society of the countries where Spainish is spoken. You will study the following topics in the context of the Hispanic world:

• Technological and social change, for example social media and equal rights

• Highlights of Hispanic artistic culture, including a focus on Spanish regional identity and the cultural heritage of past civilisations, for example the Inca civilisation

• Aspects of the diverse political landscape of the Hispanic world, for example Latin American dictatorships

• The influence of the past on present-day Hispanic communities

In Year 1 you will study a film and in Year 2 we will read a novel. This will enhance your language skills and give you an insight into the target language culture. You will also research a topic of your choice and discuss this in the oral assessment.

By the end of the course you will be able to speak Spanish with confidence and fluency, and be able to use your language skills at a high level, for example in the workplace, at further study in higher education or on a placement year abroad as part of a degree course.

The A Level examination consists of 3 components. Component 1 assesses listening, reading and writing skills. In component 2 you will write about the film and novel that you have studied. Component 3 is the oral assessment.

“I chose Spanish because it’s a fun and challenging subject. Knowledge of a foreign language is a great life skill that is very attractive to employers.”

“Spanish is one of the most widely spoken languages in the world, so learning it opens up a lot of doors. Spanish culture is fascinating and being fluent in a second language is definitely a valuable skill.”

Apart from all the jobs that use languages directly (travel, teaching, interpreting/translating, business, politics, law, development - the list is long) the other skills that you develop are directly transferable in other areas. These skills include communication, flexibility, global awareness and a rigorous and detailed approach to study, among others. Don’t forget that learning Spanish opens up huge possibilities for travel and business in Spain, South America and Central America as well as in some important areas in the USA.

In the Spanish department we believe that going to a country where Spanish is the native language is an essential part of the course. We advise going on a course in a language school in Spain and staying with a host family.

We take every opportunity to get involved in Spanish or Latin American cultural activities such as Art exhibitions, theatre performances and film. We have 3 native speakers in the department who inspire our students and ensure that language skills are of the highest order.

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COURSE OUTLINE

Edexcel (AS only - Offered in the Enrichment Block)

At AS, the course builds on what you have studied at GCSE and develops your skills in using Mandarin, as well as giving you an insight into Mandarin speaking cultures and societies. The syllabus is based on contemporary topics which you will find useful for work, higher education and for personal use. The AS Level will give you a solid grounding in the language skills and knowledge of contemporary society. Listening and speaking play a major role and a lot of work is done around vocabulary building and the acquisition of grammar. The course covers a variety of topics which include youth culture and concerns, lifestyle, health and fitness, the world around us, education, employment, and Chinese family structure.

M A N D A R I N

There are about a billion of Chinese native speakers and the country is opening up. As described by The Independent, Chinese is the language of the future, with huge untapped markets and the need for Western people speaking this language is increasing year by year. Modern Languages are a useful asset in life and increase employment prospects at all levels. The study of a language facilitates travel and increases the enjoyment derived in the country where the language is spoken.

“Learning without thinking begets ignorance.Thinking without learning is dangerous.”

Confucius Lun Yu Chapter 2

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C L A S S I C A L C I V I L I S A T I O N “One of the very first theatres in Western civilisation was a festival in Athens. And they had a competition, a bit like the X Factor. Playwrights came together and competed for who had the best play. And they were dedicated to Dionysus, and Dionysus was... I guess he was the god of performing. Without him, there’d be no actors.” Tom Hiddleston

Classicists learn skills which both universities and employers value – they are independent thinkers, analytical, good at problem-solving and articulate. Employers know that Classicists can think and write clearly and that they appreciate the value of other cultures and communities.

Classics does not lead directly to any one career, so it lets you keep your options open. You could become a best-selling author like J K Rowling, a journalist like Martha Kearney, an actor like Tom Hiddleston, a musician like Chris Martin or a scholar like Mary Beard. The possibilities are endless and Classics has an excellent graduate employment rate.

At RHS, you will be encouraged to extend your study beyond the class room, through attending lectures and educational visits. There is the opportunity to visit classical sites locally and residential trips are also offered further afield to Italy and Greece.

“Classical Civilisation allows me to engage with the earliest literature, highly complementing my study of English literature, which so often refers to the work of the classical period. The chance to study Greek sculpture and pottery provides me with an interesting and different challenge.”

COURSE OUTLINE

OCR (H408)

Classical Civilisation is open to all students. You do not need to have studied GCSE Latin, Greek or Classical Civilisation. It offers you the opportunity to explore the literature, art, history, politics and culture of the ancient world.

If you enjoy History or English literature or Religion and Philosophy, then you can be confident that you will be well suited to this course.You will study some ancient literature in translation, giving you the chance to explore and discuss fascinating texts with universal themes of love, loss, destiny and betrayal. You will also study visual and archaeological sources including a range of Greek art and architecture, beautiful in itself and the inspiration for later cultures.

Over the two year course, you will study:• Homer’s Odyssey and Virgil’s Aeneid (2hr 20min paper)• Greek Theatre (1hr 45min paper)• Greek Religion (1hr 45min paper)

“Rome is ingrained in our political, cultural and literary traditions, and ways of thinking. It is a fair bet that there has not been a single day since 19BCE when someone somewhere has not been reading Virgil’s Aeneid” - Mary Beard

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COURSE OUTLINE

Edexcel

Economics is a subject of interest to anyone who likes current affairs and is concerned about global issues such as poverty, economic development or the environment. Economics is in the news every day, as countries all over the world continue to come to terms with the aftermath of the Credit Crunch and the global recession.

Economics at A Level will develop your knowledge and understanding of how a modern economy works and the options available to the government when trying to improve its performance. How can we increase growth, reduce unemployment, prevent inflation, provide an efficient healthcare service and tackle traffic congestion? These are some of the problems that you will examine in this fascinating and challenging subject.

E C O N O M I C S A

Economics is an ideal subject if you want to study PPE, Economics, Politics, Philosophy, Accountancy, Management, International Relations, work in the City or Law, be an entrepreneur, a journalist or a civil servant. Economics complements both arts and science subjects. Those who are most suited to Economics are able to communicate their ideas in words and numbers, so you need to be literate and reasonably numerate. If you find Mathematics difficult then you might find some Economics tricky to follow. Most Economics degrees require A Level Mathematics.

All our students enjoy the close relationship we have with the University of Bath’s Economics Society and benefit from working with lecturers and undergraduates in school. Our students also attend a day long Economics Forum at the university meeting and listening to leading economists.

We will be visiting a major company as part of the course. This year we went to the Jaguar factory in Birmingham to see at first hand what a world class production plant is like, and how the company retains its edge in a ferociously competitive market.

“A bank is a place where they lend you an umbrella in fair weather and ask for it back when it begins to rain.”

Robert Frost (1874-1963)

“I chose Economics at A Level because it is a subject that encompasses all that I am passionate about. I have always been interested in current affairs and studying Economics at this level has just enforced this interest. I have decided to continue studying it along with Politics at university because, after gaining an insight into economies and how they work, I am hungry to learn more.”

P U R E E C O N O M I C S

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COURSE OUTLINE

Educas

The Geography A Level course is a two year linear programme.

It contains a mixture of human and physical geography units. Physical topics include the study of Earthquakes and volcanoes. There is a choice of studying coasts or glacial processes. We also examine the water and carbon cycles and their effects on the world around us. Finally we look at climatic hazards such as hurricanes and tornadoes.

The human topics cover the changes and pressures affecting cities, and also rural areas, in different countries. We learn about how global oceans are managed and looked after. We discuss the emotions and complexity of migration issues. We look at issues relating to our use of energy resources and how sustainable our actions are.

In addition to the three written examination units, students will also undertake a personal investigation based on fieldwork data collection. This research and the report produced is an excellent preparation for university skills.

The course will develop skills in essay writing and structured responses. It will enhance spatial literacy and understanding of very topical issues in the world around you. It is a useful preparation for many aspects of future life and study.

G E O G R A P H Y

Geography is one of those subjects that you will find yourself using in so many ways in the future. These will range from simply having a better understanding of current affairs, to utilising your map work, research and communication skills in almost any career choice. Directly related careers include environmental science research, town planning and overseas development work. However, most employers will value your world understanding as well as your sophisticated analytical skills, demonstrated through tasks like your fieldwork project. Geographers leave Higher Education to work in many fields including international finance, marketing, public relations and journalism.

The Geography department runs a residential fieldtrip in South Wales specifically for the sixth form groups. We will undertake a total of four days fieldwork across the two years, which will partly contribute to your personal investigation. We run international trips to such places as Iceland, Morocco and the Azores.

We teach students to use sophisticated computer mapping and analytical software (GIS) to examine spatial relationships. We are recognised as an Esri Centre of Excellence in GIS education. Our department was also awarded the Royal Geographical Society Ordnance Survey Award for Excellence in Secondary Education in 2015, and has also won a Pearson Silver Teaching Award.

In 2016, our department was awarded the prestigious ‘Centre of Excellence’ status by the Geographical Association.

“Without Geography you are nowhere”

Mr Heath

“It gives me insights into different cultures and different geographical areas across the globe. It helps develop an understanding of how everything on our planet is critically interlinked”

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H I S T O R Y“To remain ignorant of what happened before you were born is to remain always a child.”

Cicero

Coursework (OCR Y100: 20%)Using the skills developed across their other papers, students select a topic to research and write a 4,000 word essay. This must evaluate both varied historical interpretations of the past and conflicting contemporary evidence in order to reach a clear judgement.

History is the gateway to many professional careers: law, journalism and the media, politics and the Civil Service.

Academic careers, such as teaching in schools or universities and research fellowships, are also possibilities. The industry offers innumerable openings: historical sites, tours and retail. Other careers requiring analytical and communication skills – such as medicine and banking – also value students who have studied A Level History.

Students are given the opportunity to attend external lectures and field trips.

“History is not only interesting because of the topics we cover, but also because of the relevance it has to today. I love it!”

COURSE OUTLINE

OCR

The three examined units all centre on Revolutions: potent ideas of liberty and equality which challenged British rule over America and then crossed the Atlantic to pose serious questions to the British constitution and continued to reverberate through Europe, arguably culminating in the February Revolution in Russia in 1917.

American Revolution 1740-1796 (OCR Y212: 15%)We study why and how American Independence was achieved. Starting with understanding the nature of colonialism, students study enlightenment thought and the concepts of liberty and freedom in order to understand how these challenged British ideas of government and rule. The concept of historical significance is explored in depth.

Britain in the Age of Revolution 1783-1850 (OCR Y110: 25%)Complementing the American unit we explore the challenges that a rapidly industrialising society posed to the political establishment. Specifically, we look at how the Government reacted to the ‘Age of Revolutions’ and their approach to political and social reform. Students are assessed through the critical analysis of contemporary sources and evaluative essays.

Russia and its Rulers 1855-1964 (OCR Y318: 40%)A thematic approach is crucial to this substantial paper that explores changes and continuities from Tsarist to Communist regimes. The revolutions of 1917 form a watershed but through analysis of Russian society, economy and governments, students will appreciate why Stalin can be called ‘The Red Tsar’. Asssessment requires students to grapple with historians’ varied interpretations of events as well write synoptic essays that cover the entire 100 year period.

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R E L I G I O U S S T U D I E S :“The problem with the world is that fools are so certain of themselves, and wise people so full of doubts.”

Bertrand Russell

Religious Studies at A Level allows you to be introduced to an academic approach to Philosophy and Theology through a set of topics which build upon what you have done at GCSE. It can also be studied ‘from scratch’ by someone who has never done GCSE Religious Studies. The main emphasis throughout the course is to develop a reasoned argument. This means that you will be encouraged to think for yourself; look for flaws in arguments; and come to conclusions about the success or failure of theories. Neither belief in a religion, nor lack of belief, is a necessity for this course. You need to have an open mind and a desire to study people’s beliefs in depth and to examine your own ideas.

Religious Studies is a well-established subject at A Level and at university. It is recognised as an academic subject by the universities, and one which equips students with critical and analytical skills. The subject leads to all sorts of careers in the arts, law, journalism, politics, languages. It helps with people-centred careers and medical ethical decisions. But most of all it teaches you to think and question and argue logically and coherently.

Religious Studies helps you to confront two things we humans do with our minds: we have big ideas (theory) and we work out how best to let these influence our lives (practice). The three units in each year of the A Level course are designed to help you examine both of these mental processes. It can be an exciting journey for anyone who wants ‘big thoughts’ and ‘hands on’ practicality. Not one or the other, but both.

“I chose Religion and Philosophy because I wanted to take a subject which was thought-provoking, new and different.”

“The best bit about studying Religion and Philosophy is the ability to really explore arguments and debate.”

COURSE OUTLINE

OCR

The new A Level in Religious Studies offers an exciting range of areas of study. Whilst keeping the popular elements of Philosophy and Ethics, it also adds the opportunity to look at developments in the thought of one religion. We offer Developments in Christian Thought, which complements the other two modules. Each of the three components carries equal weight in the end of course examinations.

Philosophy of Religion • Ancient philosophical influences • The nature of the soul, mind and body • Arguments about the existence or non-existence of God• Religious experience • The problem of evil • Ideas about the nature of God • Issues in religious language.

Religion and Ethics • Normative ethical theories:

o Natural Law o Utilitarianism o Kant

• Applied ethics: o Euthanasia o Business ethics o Sexual ethics

• Ethical language and thought • Debates about conscience

Developments in Christian Thought • Ideas of human nature: free will, death and the afterlife• The Nature of God: Creator and Incarnation• Christian ethical theory, and action: Bonhoeffer • Christianity in modern society:

o Feminist theology o Liberation Theology o The challenge of Secularism: Freud and Dawkins

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COURSE OUTLINE

AQA

Year 1:• Social influence (e.g. conformity, obedience and minority influence)

• Memory (e.g. models of memory, explanations for forgetting)

• Attachment (e.g. explanations of attachment, types of attachment)

• Biopsychology (e.g. the nervous system and the function of the endocrine system)

• Psychopathology (e.g. explanations and treatments of phobias and depression)

• Approaches in Psychology • Research methods, scientific processes, and techniques for data handling and analysis.

Year 2:• Biopsychology (e.g. biological rhythms, localisation of function of the brain)

• Issues and debates in Psychology (e.g. gender and culture, free will and determinism, the ethical implications of research)

• Inferential statistics Students will also study the following three options

• Relationships (e.g. virtual relationships in social media, theories of romantic relationships)• Eating behaviour (e.g. biological and psychological explanations of anorexia nervosa and obesity) • Forensic Psychology (e.g. biological explanations of offender behaviour, offender profiling)

P S Y C H O L O G Y

Psychology is the scientific study of human behaviour and the mind. The aim of the Psychology course is to encourage students to develop a sense of wonder about the behaviour of the people they come across in day to day life. By examining research that relates to everyday issues and events pupils will naturally become curious about themselves and the world they live in.

Students are invited to listen to outside speakers which in the past have included a Clinical and Forensic Psychologist from the University of Bath.

We encourage students to join the British Psychological Society and attend the Psychology Society which is run by the department. During these sessions students meet to discuss extra-curricular research, hold debates, take part in experiments and watch documentaries.

Psychology is accepted by Universities and Colleges for appropriate courses. Previous students have progressed to study a degree in Psychology, Applied Psychology and Business management, Sociology and Criminology. Current students are planning to pursue careers in Clinical Psychology. It will also benefit you if you choose a profession in Teaching, Police, Law, Health Care and Social Services.

You will need to be able to handle scientific concepts, to be numerical and have good writing skills. Useful subjects are Biology, Maths and English.

“Everything about others which irritates us, can lead us to a greater understanding of ourselves”

Carl Jung

“It is a valuable subject to give you a greater insight into the human mind, and why we behave the way we do.”

“It is interesting to learn about the reasoning behind everyday behaviours, as well as unusual behaviours”

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B I O L O G Y

“Nature does nothing uselessly”

Aristotle

There are many career paths you can follow having studied Biology, including research, health care, veterinary science, education, environmental management and conservation. There are also many careers available which combine Biology with other fields, such as biochemistry, biophysics and becoming increasingly important biotechnology, molecular biology and forensic science. Still maintaining a biological interest you could move into fields such as politics and policy, business and industry and economics. Bioinformatics and computational biology are options which involve applying mathematical techniques to solve biological problems, such as modelling ecosystem processes and gene sequencing.

Practical skills are reported separately for the full A level as a competence for Science Practical Endorsement this is based on a series of sixteen core practicals throughout the course. Students will be expected to keep a record of these practicals. The assessment outcomes will be reported separately on the students certificates as either “pass“ or “fail” The practical skills will build on those acquired during IGCSE with students being able for example to use appropriate apparatus including microscopes. The application and evaluation of practical skills and data are assessed in the written examination papers.

Whilst dissection work is not compulsory, you are given the opportunity to participate in dissections as an optional activity. This can be very helpful in consolidating your anatomical knowledge.

“It is really interesting learning about the human body and how things work in it in more depth”

“Biology is not only intellectually stimulating but it’s fun too”

COURSE OUTLINE

Edexcel

The Biology B specification is a concept-based course that combines the teaching of traditional elements and more modern biological ideas. The course requires students to analyse, interpret and evaluate a range of scientific information, ideas and evidence using their knowledge, understanding and skills. To demonstrate knowledge students recall, describe and define as appropriate. To demonstrate understanding, they explain ideas, use their knowledge to apply, analyse, interpret and evaluate. Each topic begins with an overview of the wider biological context.

The A Level is divided into 10 topics: 1. Biological molecules 2. Cells, Viruses and the Reproduction of Living Things 3. Classification and Biodiversity 4. Exchange and Transport 5. Energy for Biological Processes 6. Microbiology and Pathogens 7. Modern Genetics 8. Origins of Genetic Variation 9. Control Systems 10. Ecosystems

All ten topics are examined in three papers:Paper 1 covering topics 1-7Paper 2 covering topics 1-4 and 8-10Paper 3 covering topics 1-10 with particular emphasis on synoptic questions and those targeting the conceptual and theoretical understanding of experimental methods.

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COURSE OUTLINE

AQA

Chemistry is studied in three main branches:

• Physical Chemistry – the understanding of how chemistry works• Organic Chemistry – the study of compounds containing carbon (the chemistry of life)• Inorganic Chemistry – the study of the elements and patterns in the Periodic Table

In Year 1 you will be given a solid grounding in foundation Chemistry. You will develop your GCSE understanding of the reactivity of atoms and molecules and gain an understanding of atomic and molecular structure. The construction and patterns of the Periodic Table is considered and organic chemistry is introduced.

In Year 2 you gain a deeper knowledge and understanding of the three branches of Chemistry. Paper 1 assesses bonding, energetics, equilibria, redox and inorganic chemistry, while Paper 2 assesses kinetics and organic chemistry. The third paper assesses practical skills, data handling and a synopsis of all the theoretical content. All three papers are 2 hours long. There is also a practical endorsement of some of the experiments carried out through the course.

C H E M I S T R Y

Chemists are highly valued scientists, providing expertise in the fields of medicine, veterinary science, pharmacy, dentistry, chemical engineering, polymer science, materials science and many other disciplines. For all of these employment areas advanced higher education training is required. Entry to such courses invariably demands A Level Chemistry as an essential qualification.

Chemistry will expand your thinking and help you develop sophisticated models of some abstract processes and structures. It will train you to sort and analyse data, communicating the outcomes using appropriate scientific language. This is a tremendously valuable skill which is well regarded no matter what course of study is pursued beyond A Level.

A Level Chemistry is a challenging and rewarding course of study, which requires absolute commitment to make a success of the subject. The calculations aspect of the course requires a good Mathematical grounding from GCSE.

There are many opportunities to get involved in additional activities. Why not come along to the Sixth Form Science Society, help out with the KS3 Science Club, or offer to mentor a younger student in their studies. For potential medics and vets we run a Medical Society for you to meet, discuss and debate the requirements of your chosen careers. Many students subscribe to Chemistry Review for extra reading.

“Chemistry is a subject of global impact. Every new material produced and every medicine synthesised has its roots in Chemistry and the talents and ingenuity of Chemists.”

“Chemistry is an exciting subject, which provides answers to the secrets of the natural world.”

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D E S I G N T E C H N O L O G Y“640K ought to be enough for anybody”

Bill Gates in 1981

CareersProduct DesignerGraphic Designer ArchitectIndustrial Designer Creative DirectorEngineer, TeacherTV and Film Set Designer

Textiles Fashion Designer Theatre Costume Designer Retail Manager Production Management Civil/Structural/Architectual Engineering

“Design Technology is the one subject which cohesively makes use of information and knowledge I have learnt in other curriculum areas. The opportunities for design are endless and only limited by my own imagination.”

COURSE OUTLINE

AQA

The course contains content which will jump into science and maths giving contextual understanding and application, this will reflect 15% of the examination content. Core technical knowledge of design principles, technical manufacture, and materials will form the basis of the remaining theoretical content. The course is taught in a linear format with both examination papers taken on completion of the second year.

Examination Paper 1 - 2.5 hrs - 30% Mixture of short and extended responsesTechnical principles

Examination Paper 2 - 1.5 hrs - 20% Mixture of short and extended responsesProduct analysisCommercial Manufacture Extended Coursework Design and Make - 50% Students own design context

Studying A-Level Product Design is an opportunity to satisfy your creative appetite combined with a healthy serving of academic rigour. The course provides a thought provoking qualification giving students the theoretical knowledge, confidence and practical skill to succeed in any number of careers. Students will develop their intellectual curiosity about the design and manufacture of products. They will investigate historical, social, environmental and economic influence on design, whilst enjoying opportunities to put their learning in to practice by creating innovative solutions to realistic design contexts.

The Royal High Technology department is fully equipped with all modern manufacturing machinery required to make and prototype most products. With twin head 3D printers, 40W metal tube laser and a full sized 4 axis CNC router, whether you choose to prototype fully with CADCAM or more traditionally in the fully equipped modern workshop you have fantastic opportunities. The department is stocked with a wide variety of materials and resources and of course the expertise to help you access the equipment.

Students are encouraged to participate fully in the department and we really try to encourage the “can do and the more you put in and the more you get out” attitude to learning. A-Level students can access the department facility outside of lesson time so long as a member of staff is present. Students are encouraged to engage in activities beyond the curriculum which might involve competitions, enterprise or enrichment activities.

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T E X T I L E S“Design is not for philosophy, it’s for life”

Issey Miyake

Assessments

Non-exam assessment (NEA) • Substantial design and make task

45 hours 100 marks 50% of A-level Evidence: Written or digital design portfolio and photographic evidence of final prototype

Paper 1 Paper 2Written exam: 2 hours Written exam: 2 hours100 marks 25% of A Level25% of A-Level Section A: Product Analysis (40 Marks) Section B: Commercial Manufacture (60 Marks)

Exams consist of short answer, multiple choice and extended response questions.

“Textiles are not just a pleasure to look at, they are a marvel to be experienced with all five senses.”

COURSE OUTLINE

AQA

This new creative and thought-provoking qualification gives students the practical skills, theoretical knowledge and confidence to succeed in a number of careers. Especially those in the creative industries.

They will investigate historical, social, cultural, environmental and economic influences on design and technology, whilst enjoying opportunities to put their learning in to practice by producing products of their choice.

Students will gain a real understanding of what it means to be a designer, alongside the knowledge and skills sought by higher education and employers.

This qualification is linear which means that students will sit all their exams and submit all their non-exam assessment at the end of the course.

Careers Fashion Design, Production and Manufacture Fashion Promotion/Publicity Textile Design, Research, Production, Marketing Marketing and SalesAdvertising and Promotion Media WorkEditor Illustrator

PhotographerWriter Fashion MerchandisingBuyer Theatrical Costuming Wardrobe Designer Educators - Teacher, College/University Lecturer Freelancing and Consulting

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COURSE OUTLINE

AQA

The topics that you will study in your first year are: Measurements and their errors, Particles and radiation, Waves, Mechanics, Materials and Electricity.

In the second year of the course you will study the following topics, and an option topic: Further mechanics, Thermal physics, Fields and Nuclear physics.

The option topic will be chosen from the following: Astrophysics, Medical physics, Engineering physics, Turning points in physics and Electronics.

The decision as to which option topic will be studied will be based upon the teaching strengths of the teachers and the interests of each class.

All of the topics you study will be examined in 3 papers at the end of the course, which will include a variety of assessment styles.

Throughout the course you will undertake practical activities to link theory to reality and to develop essential practical skills. These skills will be formally assessed by your teachers and the assessment will lead to a practical endorsement at the end of your course.

A level physics will give you the opportunity to study and think about the world around us, the world inside us and the world beyond us. You will also find out how discoveries that have been made in Physics are applied by innovators and inventors to improve our lives.

P H Y S I C S

Although there are some obvious careers that follow from studying Physics such as Architecture or Engineering, there are also a huge number of other types of employment that benefit from knowledge of topics such as electricity, thermal physics, and mechanics. Employers are also keen on the analytical and problem solving skills that Physics students learn as part of their education.

There simply are not enough people with Physics based degrees to fill all the job vacancies and as a result, companies offer excellent salaries to attract the best candidates.

In alternate years, a trip to CERN in Geneva takes place for all physics students in Years 12 and 13. The trip will enhance your understanding of the particle physics module and enable you to see the cutting edge science being undertaken by a collaboration of over 700 scientists.

If you like a challenge, you can take part in the British Physics Olympiad, which is a national physics competition that is designed to test your knowledge and understanding with stimulating questions, and which will enable you to see the real-world problem-solving potential of Physics. You can also participate in the HiSPARC project, which is a collaborative research project with Bristol and Birmingham Universities to measure and investigate cosmic rays with extremely high energy.

If you are particularly interested in pursuing engineering as a career, there is the possibility of undertaking either an Engineering Education Scheme project or a National Engineering Competition project about how engineers can solve the challenges of the 21st century.

“We especially need imagination in science. Question everything.” Maria Mitchell (1818 – 1889), First professional woman astronomer in the US

“Physics is diverse and challenging, Physics can deal with things that matter to ordinary people, and commands respect from employers!”

Sian Bethan, environmental physicist

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P H YS I C A L E D U C AT I O N“The difference between the impossible and the possible, lies in a person’s determination.”

Tommy Lasorda

The practical component of the course (worth 30% of your final grade) is assessed internally, with external moderation. You will be assessed in your performance in 1 sport, either as a coach or as a player/performer (15%) you should therefore be participating regularly in this sport at club and/or representative level. You will also analyse and evaluate your performance through a verbal or written presentation (15%).

The broad nature of A Level Physical Education allows students to pursue a variety of university courses. Popular routes into Higher Education include Sport Science, Technology in Sport, Sport and Business, Teaching, Sports Development and Management. Additional degree choices include Physiotherapy, Chiropractic Care and Psychology, although students have also gone on to read areas such as Biology at their chosen university. Past students have gone on to study Sports Science at a range of Russell Group Universities and Loughborough and Bath, which are regarded as the top universities for those subject choices.

A Level PE is seen by higher education establishments as a scientific subjects but equally one that provides valuable personal qualities that sees students settle quickly into University life. We are proud of our academic results from our small cohorts of dedicated students. Over the past 3 years all students have achieved A*-C grades at A Level demonstrating our students desire to study the subject at a high level.

A Level students at RHSB excel in their chosen Sports and are supported by staff to achieve their goals. They are encouraged to participate in sport both within and outside of school to the highest possible standard.

“PE has allowed me to gain an understanding of many areas of sport from important historical events, such as the Berlin Olympics, to learning how different energy systems are used during exercise. “

COURSE OUTLINE

AQA

The A level PE course is assessed through 2 written papers and a practical moderation at the end of Year 13. Whilst GCSE PE is advantageous, there is no requirement to have studied PE previously as long as students are highly motivated and are regular participants in club sport.

The theoretical component of the course (worth 70% of your final grade) will be taught across the 2 years with the following being the expected split:

Year 1: Applied anatomy and physiology, skill acquisition, sport and society, exercise physiology, biomechanics, sports psychology and the role of technology in sport.

Year 2: Builds on the concepts covered in Year 1 and includes energy systems, memory, injury prevention and rehabilitation, projectile motion, fluid mechanics, sport psychology and technology.

The main focus of Year 1 is participation in sport, whereas the focus in Year 2 shifts towards the elite performer.

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COURSE OUTLINE

Edexcel

The full A Level is a two-year linear course, with 66% of the content dedicated to Pure Maths. This will cover Algebra and Coordinate Geometry, and you will learn the intricacies of Trigonometry and Calculus, and be introduced to Logarithms. As you progress into Year 13, you will take this learning further to develop skills in Calculus so that you can solve differential equations and find volumes by rotating functions about the x or y axis. You will also be introduced to Vectors and further Series Expansions. The remaining 34% will be divided between the two applied topics of Mechanics and Statistics. Mechanics explores forces and their effect on the world. The Statistics topic includes Probability, Correlation and Normal Distributions.

You can opt to take Further Mathematics as an As or full A Level. Here you will move at a faster pace through the Pure Maths and will take the Applied elements to a higher level. The Pure content will be at least 30% of this AS level and at least 50% of the full A Level. The remainder comprises options which could be yet more Pure content, additional Mechanics or Statistics, or could introduce the field of Decision Maths, which looks at Optimisation Problems and Algorithms, and is linked closely with Computer Science. Further Maths is a good choice if you want to do Maths, Physics or Engineering at University, or if you just love Maths!

M A T H E M A T I C S

Many careers require you to have an A Level in Mathematics, or highly recommend it: Engineering, Economics, Operations research, Accountancy, Environmental Science, Finance, Insurance, Software design, Social planning, Medicinal trials, Aviation, Construction, Design, Veterinary Science, Medicine, Risk Analysis, Programmer, to name but a few. For those not opting for an obviously Mathematical career, it is still an option which shows employers that your mind works logically and that you have a breadth to your education. Employers love candidates who are highly numerate.

We encourage girls to engage in the wider applications of Mathematics, and in the past have organised trips to the Maths In Action lectures in London, and to the Maths Inspiration talks in Cardiff and Bristol. As a member of the Further Maths Network we are up to date on local opportunities to engage in activities and lectures organised by the Universities of Bristol and Bath. The Senior Maths Challenge is always fully supported by our students and we have a record of success in the regional finals of the Senior Team Maths Challenge.

“Mathematics is the language with which God has written the universe”

Galileo

“Doing Maths has given me much more confidence in my other subjects. It has helped my sciences and taught me how to approach problems logically“

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C O M P U T E R S C I E N C E “We need to prepare students for a world we cannot see and jobs that don’t yet exist” Google

Girls’ schools who offer A level in Computer Science are rare. We are proud to be able to offer this increasingly popular subject to enable girls to compete equally in a technical world.

For those wishing to pursue the subject at university, the A Level is a fantastic introduction and along with a good mathematics grade, will allow students to get to top universities.

Several universities are now also offering fully sponsored degrees and there are many degree apprenticeships available with organisations such as GCHQ, Facebook, Accenture and the BBC.

Girls interested in careers in other subjects can still benefit from taking A Level Computer Science, as technology pervades the modern workplace, and those who understand how these systems work will have the edge.

Extra-curricularThere are opportunities to take part in national competitions such as the BEBRAS computational thinking challenge and cybersecurity events. There is an active Digital Leaders program in the school as well as outreach sessions for younger children. Whilst it is not expected, A level students have lots of chances to help out with digital events to enhance their CVs and UCAS applications. It may also be possible to arrange work experience in local tech companies, during the summer holidays at the end of Year 12.

“I believe computers are the future of every job and I also think it’s quite cool to be studying Computer Science“ Current Student

COURSE OUTLINE

OCR

The structure of this course involves two written papers of 2½ hours each, one to include the theory of computer architecture, software development and data, and the other to focus on problem solving and programming. In addition there is a programming project where students demonstrate the skills they have learned by creating a system using a real life scenario from start to finish, including planning, designing, programming, testing and documentation.

The course provides students with the opportunity to explore in depth the machines we all use every day and take for granted – from the cloud to the smartphone in your pocket. Topics covered will include understanding how computers are networked to exchange data over wide areas such as the internet, learning how to create databases which are the backbone of many popular applications such as Facebook, and scripting web pages in HTML, CSS and JavaScript.

Whilst it is helpful to have studied GCSE Computer Science or to have some prior experience with programming, this course does not have any pre-requisites and can be successfully studied by anyone with an interest in the subject. A good foundation in Maths is beneficial, as well as an ability to think logically to solve problems.

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COURSE OUTLINE

AQA specification A

We follow the AQA syllabus in Art and specialise in Fine Art. This gives every student who joins this course the opportunity to work as she wishes towards her own artistic aspirations. We work in a number of media but believe very strongly in drawing and it being the very foundation of all studies in Art. There are opportunities to develop your studies in a number of areas; including sculpture, printmaking, painting and lens based media.

A R T

There are a number of career options if you choose to study Art and Design. The normal route is to, on completion of your A Levels, complete a foundation course at Art School. Then you specialise in your chosen area, be it fashion, photography, graphic design etc. You can also go on to study History of Art.

You could be a painter. You could work in television or web design. You could work within the fashion industry. You could work within advertising or the film industry. There is also interior design.

If you are truly creative you will find your way into a rewarding artistic environment, where you can express your talents.

As teaching staff we are all practising artists who believe very strongly in the value of art in our society and how it can enrich ones life. We endeavour to develop a working environment where students feel secure enough to develop their own ideas; where they can be brave in their experimentation.

The Art School houses four professional working studios, an Art Library and facilities for print making, sculpture and lens based media. The department also offers opportunities to visit galleries abroad with a biennial trip to New York and trips in the UK to events like the Frieze Fair and other major galleries.

“No art, no literature are worth anything at all unless they send one back to life with a renewed desire to taste it and to live it”

Arthur Christopher Benson

“The Art School is an inspirational environment. There are no creative limits to what you can achieve.”

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M U S I C“Music is enough for a lifetime, but a lifetime is not enough for music”

Professional work is available in many aspects of industry (TV/radio, Audio Engineering, Recording Engineering, Software Development, sound environments including the Internet, games and programming), besides a wide range and variety of teaching, music therapy, librarianship, music arranging and composition, including for films and the theatre. In a competitive but very lucrative world, performers can shine for several decades!

Music A Level is taught by the Director of Music. However, a great deal of support is available from a team of over 20 visiting instrumental teachers who offer tuition in all instruments. These teachers help students to develop their skills as solo performers and also enable them to take part in the many musical activities run in the school, from the Wind Band to Swing Band and our many choirs. Involvement in these groups not only adds gloss to a UCAS form but can also be used as an accredited skill for Duke of Edinburgh awards.

Why not make sense of your enthusiasm for music and all that practice over the years and gain a very useful and highly-regarded qualification?

“I enjoy making the music come alive through performing”

“Studying Music for A Level broadens my cultural experience”

“It’s interesting to learn about the evolution of music”

COURSE OUTLINE

Pearson Edexcel

Music A Level relies on students completing three ifferent components; performance, composition and appraising.

Performing - 30% of the qualification

Students are asked to produce a live recital performance of one or more pieces of minimum Grade 6 standard. The recital must last at least 8 minutes in length and students have the option to perform either as a soloist or as part of an esemble.

Composition - 30% of the qualification

Over the two-year course, students explore a range of compositional techniques using professional standard software. In total, they must complete two compositions - one must be either from the set briefs relating to the Areas of Study or a free composition lasting a minumum of four minutes in duration. The other composition must be from a list of briefs assessng specific compositional techniques, such as Two-part counterpoint, Arrangement, Bach Chorale writing and remixing. The combined timing of both submissions must be a minumum of six minutes.

Appraising - 40% of the qualification

At the end of the course, students have to complete a two-hour written paper based on the 18 set works studied and the application of knowledge to unfamiliar pieces of music. In total, there are six different Areas of Study which cover the full spectrum of music; Vocal Music (AOS1), Instrumental Music (AOS2), Music for Film (AOS3), Popular Music and Jazz (AOS4), Fusions (AOS5), and New Directions (AOS6). This broad range of music allows students to compare and contrast music and to put it in a social and historical context, alongside its place in a world of continuity and change.

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D R A M A A N D T H E A T R E

COURSE OUTLINE

WJEC EDUQAS

This highly practical specification provides learners with the opportunity to work as either performers and/or designers on three different performances. This is an exciting, rigorous and dynamic course. Overall students will study 5 different texts, and assessments vary from live performance, portfolios and written exams. Students are able to submit acting or technical pieces for examinations.

Component 1: Theatre Workshop (20%)Learners participate in the creation, development and performance of:

• One reinterpretation of an extract from a text, using the working methods and techniques of either an influential theatre practitioner or a recognised theatre company.

Students will also complete a creative log that justifies and explains their ideas for performance

Component 2: Text in Action (40%) Learners participate in the creation, development and performance of:

• One devised piece using the working methods and techniques of a second different influential theatre practitioner or recognised theatre company

• One extract from a text in a contrasting style to the devised performance.

Component 3: Text in Performance (40%)Learners explore:

• Two complete performance texts from different historical periods

• One extract from a third contrasting text. In Components 1 and 2 learners are given the opportunity to develop performing and/or design skills as appropriate to their interests.

“Art is not a mirror with which to reflect reality but a hammer with which to shape it.”

Bertolt Brecht

Alongside course study, Sixth Form Drama students are offered the opportunity to watch some of the best live performances in various theatres around the country and the chance to work with visiting theatre companies. They are also encouraged to participate in school productions and to take on responsibilities such as running performance groups.

Theatre Studies students have gone on to pursue a range of careers in such fields as: Law; Medicine; Teaching; Advertising; PR; Logistics; Events Management; Theatre; etc. Top business and finance firms appreciate Drama and Theatre students for their inherent leadership, problem-solving, and people management competencies. Many of our students have been awarded places at illustrious universities including those of the Russell Group and Oxbridge.

“Theatre can help us build our future, rather than just waiting for it; it is a rehearsal for the revolution.” - Augusto Boal

Enrichment37

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EnrichmentGirls are offered a rich, diverse curriculum.

Alongside their A Level subjects, girls also take a fourth ‘Enrichment’ subject, designed to complement and broaden their learning. The range of ‘Enrichment’ subjects varies from year to year but currently comprise: Computer Science (AS), Further Maths (A Level), Photography (AS), Government and Politics (AS), Sports Leaders, Advanced Cookery, and Music Technology (AS).

EXTENDED PROJECT QUALIFICATION (EPQ)The Extended Project Qualification provides an excellent opportunity for our A Level students to develop their study skills and to research a topic that interests them. The course comprises an introduction into important skills such as research and referencing, followed by the opportunity to undertake an independent research project based on a topic of the student’s choice. All students are assigned a supervisor with whom they meet regularly for academic support and guidance. The project itself may take one of two formats:• A 5000-word essay• The production of an artefact accompanied by a 1500-word statement

All students will chart their progress in a Logbook which encourages personal reflection, and therefore a key benefit of the qualification is that students emerge with a better understanding of their own learning style.

The EPQ is undertaken in its entirety in Year 12 and is worth the equivalent of half an A Level in terms of its UCAS tariff points. It is very highly respected by Russell group universities, many of which provide students with ‘staggered’ offers, for example AAA OR AAB with an A at EPQ. The EPQ is popular with universities because it shows genuine interest in learning, researching and working independently; all key indicators that a student is likely to make a success of university life! It also provides students with excellent material for the UCAS personal statement.

PSHEE - ‘Education for Life’ The PSHEE programme, which runs for an hour a fortnight, ensures that students engage in considering the wellbeing and safety of themselves and society. It fosters the values of respect and tolerance that make for healthy relationships and communities.We often invite outside speakers from business and industry and from our alumnae network, to present to the students on a range of topics including:

• Career topics, interview and presentation skills, leadership skills, communications skills, online profiles and working with charities for example.

• We also look to develop first aid awareness, well-woman issues, relationships, drugs and alcohol and finance.

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Music Technology (AS) Contact: Mr Mark Bradbury m.bradbury@rhsb.gdst.netThe AS Music Technology course is designed to develop a broad range of skills including project management, appraising and analysis, creativity and imagination. Students will be able to progress to undergraduate study in music technology, sound production, sound engineering and many other courses requiring a similar skill set.

• Students will develop finely tuned listening skills• The study of music technology eras and styles will enrich their listening and broaden their understanding.• Assessing production skills in an exam emulates real world contexts and skills.• The maths and scientific elements complement the creative and technical.

Over the year, students will complete four different components; Recording (20% coursework), Technology based composition (20% coursework), Listening and analysing (25% Exam), Producing and analysing (35% Exam/Practical).

Government and Politics (GCSE) Contact: Mrs Harriet Pagnamenta h.pagnamenta@rhsb.gdst.netThis course is designed primarily to introduce students to the principles and practice of the British political system. Emphasis is placed on the major issues and party political debates arising from the British system, with a comparison to other political systems. Students entering the course should have an interest in current political affairs, and be prepared to read a quality daily newspaper (Independent, Times, Telegraph, Guardian). The course is examined in the form of short answers, essays and documentary analysis. We study the workings of democracy and political institutions in the AS such as Parliament, the Prime Minister and Cabinet, the electoral system, devolution, political parties, the Judiciary.

Advanced Cookery Course Contact: Mrs Victoria Hurley v.hurley@rhsb.gdst.netThis comprehensive and exciting introduction to advanced cooking will give you a thorough understanding of culinary techniques, and the chance to explore the science behind them. With training in how recipes work, time management, menu planning, food presentation, food safety and hygiene, pupils will gain a solid practical foundation as well as an impressive repertoire that will enable them to cook confidently, either independently or in a group.

As well as learning an essential toolbox of cooking skills, students will learn to cook a range of delicious recipes from around the world.The course promotes a positive attitude towards food and students will be trained in healthy eating and adapting recipes for a balanced lifestyle. They will learn how to buy and store food sensibly, be taught store cupboard recipes and creative uses for leftovers, and be given an introduction to wine.

By the end of this 5 term course, whether going on to fend for themselves at university, cook for friends and family or cook professionally, your students will have developed the skills, knowledge, confidence and enthusiasm to enjoy a lifelong love of food and cooking.

With demonstrations from guest speakers and chefs from local restaurants, you will learn essential skills and preparation of interesting and adaptable dishes. You will cover; healthy food choices – balanced meals and menu planning, how to buy and store local and seasonal foods, using up leftovers, time management, hygiene and food safety, and lots of practical cooking skills.You will gain a certificate in Food Safety in Catering Level 2, and a school based certification listing skills covered.

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Sports Engagement Programme Contact: Miss Natalie Hannah n.hannah@rhsb.gdst.netThe Sports Engagement Programme works with girls to develop skills that will allow them to lead groups of people in sport and other activities. The programme teaches valuable leadership skills such as organisation, planning, communication and teamwork through the medium of sport.

Photography (AS) Contact: Mr Graeme Preedy g.preedy@rhsb.gdst.netStudents will be introduced to a variety of experiences that explore a range of photographic media, techniques and processes. They will be made aware of both traditional and new technologies.

Students will be encouraged to explore relevant images, artefacts and resources relating to a range of art, craft and design from the past and from recent times, including European and non-European examples.

Students will use sketchbooks/workbooks/journals to underpin their work where appropriate. They may wish to develop their drawing skills in order to produce storyboards, thumbnail sketches and/or diagrams, where appropriate.

This promises to be an engaging and enriching course, where a genuine interest in Photography can be developed to such a point that each image or series of images created can become both informed and meaningful.

Mandarin (AS or GCSE) Contact: Mrs Yuanrong Liu y.liu@rhsb.gdst.netPlease see the Mandarin A Level page to gain an overview of the benefits of studying Mandarin. Please discuss course options with Miss Liu.

Mathematics (Further Maths or AS Level Mathematics) Contact: Mr Craig Graham c.graham@rhsb.gdst.netWe offer GCSE Resit, Mathematics AS, and Further Mathematics A Level (Full A Level)

Please note that for all Mathematics courses you may refer directly to the sixth form curriculum booklet that was distributed on the Sixth Form Open Evening last term.

Computer Science (AS) Contact: Mrs Kelly Lycett k.lycett@rhsb.gdst.netComputer Science is a practical subject where students can apply the academic principles learned in the classroom to real-world systems. It’s an intensely creative subject that combines invention and excitement, and can look at the natural world through a digital prism.

This course is suited to those who would enjoy finding out more about the technical world around them. Students sit two written papers in the second year of the course: ‘Computing Principles’ and ‘Algorithms and Problem Solving’.

It opens up doors to further study, especially if taken alongside Maths and Further Maths. There is no need to have studied GCSE in this subject but a strong problem solving ability and logical thinking go a long way. There is no coursework-style assessment and so detailed programming knowledge is not required, rather an ability to use computational thinking to creatively solve problems. There is a huge gender bias in this subject and we are proud to be able to encourage girls to believe that this subject that they can excel in.

International Baccalaureate Diploma Programme

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THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMMEThe International Baccalaureate Diploma Programme is an internationally recognised qualification, accepted by universities across the world. It has an holistic approach to sixth form education, with the student at the very centre. The key attributes developed during the course, which is assessed at the end of the two years, are represented in the IB Learner Profile, and feature strongly in the list of qualities expected by top universities and the CBI.

The IB is different from A-Levels in two other key respects: every student must fulfil the requirements of all three elements of the Core; and all students study six subjects, three at Higher Level (HL) and three at Standard Level (SL).

The Core consists of Theory of Knowledge (TOK), an exploration of how you know what you know, which is embedded in the academic subjects; the Extended Essay (EE) which provides an opportunity to write a 4000 word research essay on a topic of particular interest to you; and Creativity, Activity and Service (CAS) which allows you to develop further skills through involvement in, and reflection, on a range of activities and projects outside the academic. Of the six academic subjects, one subject must be taken from each of groups 1 – 5, but for the sixth subject there is flexibility: you may choose one of the Arts subjects (Visual Arts, Music, Theatre Studies) or you can choose a second subject from Groups 2 - 4, or a School Supported Mother Tongue.

Assessment in all subjects is by both internal assessment and by externally marked examinations.

Subjects are scored on a 1-7 scale with 3 further points available from TOK and the Extended Essay. A Diploma can be obtained with a total of 24 points, but many students score well above this. The worldwide average is 30, andour average score in 2018 was 39 points..

What does the IB expect of its students?You will become IB learners whose profile shows you as students who are:

ENQUIRERS KNOWLEDGEABLETHINKERSCOMMUNICATORSPRINCIPLEDOPEN-MINDEDCARINGRISK TAKERSBALANCEDREFLECTIVE

and who, above all, enjoy your studies.

“The IB puts you significantly ahead in the global race for the best universities.”Lisa Freedman, editor of The Good Schools Guide

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E N G L I S H A : “Nothing is repeated and everything is unparalleled”

Goncourt brothers

COURSE OUTLINE

The IB Diploma offers you the chance to explore the diversity of world literature alongside more familiar works by British authors. You will read widely, studying a range of novels, poems, plays and short stories. Each group of works is assessed in a different way. In Year 12, for example, the first texts you study are assessed through an individual oral presentation which might take the form of a role play or a talk on an aspect in one of the texts that interests you. Later, world literature in translation is assessed through written coursework which will be completed by the start of Year 13. Some works are studied in particular detail and these lead to an individual oral commentary which is assessed towards the end of the course. There is also a final exam consisting of a response to an unseen passage and a question on works from a particular genre, such as drama or poetry. If you are interested in broadening your experience of literature by studying works such as those written by contemporary European or Japanese writers as well as those more traditionally associated with English Literature, this is the course for you.

“I’m interested in the IB for two reasons: firstly, the range of texts we will be able to study – I like the idea of exploring world literature alongside English fiction. The other reason I’m interested is the way the course is assessed – through oral presentations as well as coursework and the final exam. I enjoy talking and it seems an exciting and interesting way of being assessed”

The international dimension of the IB Diploma is reflected in the wide choice of texts you will be able to study. Alongside works of English Literature, such as Shakespeare’s ‘Hamlet’ and the poetry of John Keats, we will be able to tap into the breadth and richness of world literature by studying such works as the American classic ‘The Great Gatsby’, ‘In Praise of Shadows’ - a beautiful essay by Junichiro Tanizaki, or the gothic energy of Zola’s ‘Therese Raguin’.

It promises to be an exciting and enriching journey.

Central to the IB Diploma are the Theory of Knowledge element and the Extended Essay. TOK forms a constant part of English discussions as we debate the nature of meaning and wrestle with the interpretation of language and the relevance of context. The Extended Essay offers you the chance to explore a writer who particularly interests you or a particular novel which you love. Whatever you choose, we are an immensely supportive department who will help you on your way.

L I T E R A T U R E

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As with English A, you read widely: you study ten texts from three to four different genres and from at least three historical periods across the four distinct parts of the course. All texts are chosen in discussion with the IB Coordinator.

The first two texts, in Part 1, are both works written in other languages. You read them in your own language but discuss them in English. At the end of Year 12, you write a 1500 word essay, which is sent for external assessment, on one of those texts. The texts in Parts 2 and 4 are assessed orally, in an examination at the end of Year 13.

The exam, which is recorded and sent away to native speaker examiners, consists of two parts: a prepared presentation on a topic of your own choice dealing with two texts from Part 4; and a more detailed commentary on a short passage from one of the Part 2 texts.

You prepare ten separate passages on the two texts but you do not know which of the pieces you will finally be asked to use. The three texts from Part 3, all drawn from one genre, are studied in preparation for the second of your final examination papers.

The first paper is a written response to an unseen poem or piece of prose.

“I wanted to continue studying German because it is my first language, because I enjoy German literature and because, even though I may not return to Germany for University, I want to keep a little bit of my homeland with me always.”

“To continue studying Mandarin is important to me because I think and dream in both English and Mandarin, which means greater variety. To stop studying my mother tongue would mean losing one of the constants in my life and a vital part of my culture.”

COURSE OUTLINE

The IB is committed to enabling students around the world to continue studying the language and literature of their mother tongue to the highest level, and therefore offers students the opportunity to achieve a bi-lingual diploma by taking a second language A subject, alongside English Literature

The benefits of studying your mother tongue are enormous:

• you receive a bi-lingual Diploma• you remain in touch with your own language and culture while studying in a foreign country and language

• you may find yourself with additional career opportunities

Our MFL department is able to support the following language A courses, subject to take-up:

• French HL/SL• German HL/SL• Spanish HL/SL• Mandarin HL/SL

M O T H E R T O N G U E L A N G U A G E A

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F R E N C H B

“Vive la France!”“La belle et douce France.”

COURSE OUTLINE

The IB Diploma course aims to develop oral and written skills in a range of contexts such as letters, speeches, newspaper articles, diaries, factual pieces, instructions, analytical essays and imaginative work.

You will study topics of global and personal relevance; the environment, the family, cultural diversity, health, tourism, conflict, politics, popular culture and the media. You will work towards developing an understanding of the structure of the language by close examination of texts. At Higher Level you will read two works of French literature.

As regards assessment, there are two written papers:

Paper 1: Written FrenchPaper 2: Listening and Reading

As well as an idividual oral examination.

“IB French is a world away from GCSE – the course is less defined by topic areas giving more freedom in your work. We really enjoy the variety of work; from film and music to literature and culture work. IB is great preparation for the use of any language ‘in the real world’ because of the tasks undertaken including the interactive oral and many different writing styles. We like the way that a two-year course allows so much linguistic development before the examinations and have had a lot of fun on the course so far.”

Modern linguists are in high demand because of the analytical and communication skills developed through learning a language. The presentations that you will be required to give in class, for example, will be good training for the workplace. Apart from the more obvious careers in interpreting, translating and teaching, French students and graduates are highly sought after in the fields of business, banking, accountancy and the law.

Learning a language takes you beyond the classroom and into the way of life of another nation. French culture is so rich and varied. You will learn about French art, music, literature and cinema. There will be opportunities to read poetry and listen to songs, and even to write some of your own, if you wish. There will be films to watch, perhaps as a backdrop to the literary texts under discussion. Of course, there will also be the chance to spend time in France through study visits – the best way to improve your spoken French and gain an in-depth understanding of contemporary French society.

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“Es ist nicht genug zu wissen- man muss auch anwenden. Es ist nicht genug zu wollen- man muss auch tun ”

Johann Wolfgang von Goethe

As a linguist a huge array of career options is open to you. German is the most widely spoken language in Europe with 110 million speakers and German speaking nations are at the forefront of design, environmental and scientific technology. German can be combined with many other subjects at university to offer students to develop their linguistic and vocational skills simultaneously. Recent leavers have gone on to study German and Law, German and Spanish, German and Russian. The transferable skills of linguists make them highly sought after across all professions including banking, business, accounting, the media, travel and tourism. On average languages graduates earn 8% more than their peers.

We believe it is essential for students to experience the German language and culture at first hand. All students are given the opportunity to take part in the German exchange trip to Münster where they follow a tailor-made programme.There may also be the opportunity to participate in a language visit to Berlin during the A levelcourse, visiting a language school and experiencing the fascinating city of Berlin.

Students are encouraged to use German in a wide range of contexts. All our audio material is available in MP3 format on the school intranet and can be accessed at anytime for independent work. In addition we have an extensive selection of DVDs and music CDs available to students toencourage students to widen their experience andunderstanding of German culture.

“I think it’s fantastic that all the tasks will have a practical use in the real world.”

COURSE OUTLINE

The IB Diploma course aims to develop oral and written skills in a range of contexts such as letters, speeches, newspaper articles, diaries, factual pieces, instructions, analytical essays and imaginative work.

You will study topics of global and personal relevance; the environment, the family, cultural diversity, health, tourism, conflict, politics, popular culture and the media. You will work towards developing an understanding of the structure of the language by close examination of texts. At Higher Level you will read two works of German literature.

As regards assessment, there are two written papers:

Paper 1: Written GermanPaper 2: Listening and Reading

As well as an idividual oral examination.

G E R M A N B

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S P A N I S H B“Cuanto menos se lee, más daño hace lo que se lee”

Miguel de Unamuno

COURSE OUTLINE

The IB Diploma course aims to develop oral and written skills in a range of contexts such as letters, speeches, newspaper articles, diaries, factual pieces, instructions, analytical essays and imaginative work.

You will study topics of global and personal relevance; the environment, the family, cultural diversity, health, tourism, conflict, politics, popular culture and the media. You will work towards developing an understanding of the structure of the language by close examination of texts. At Higher Level you will read two works of Spanish or Latin American literature.

As regards assessment, there are two written papers:

Paper 1: Written SpanishPaper 2: Listening and Reading

As well as an idividual oral examination.

“Spanish ties in really well with other subjects and the IB lets me explore all of them together in depth”

“‘I wanted to carry on with my languages but I didn’t think I could do A level. Standard level over two years allows me to keep my options open”

The importance of studying languages is recognised by companies, organisations and schools not only for specific language skills but also for communicative ability and cultural awareness. The IB has global relevance and learning a language is central to its philosophy. Our students will have an excellent academic level, but will also have a grounding in international education – the ability to recognise that others can be right and thus enabling them to operate confidently and successfully in an international context. This key skill can only become more and more important in our professional and personal lives.

The whole philosophy of the IB Diploma with its emphasis on international education, a holistic approach and independent learning lies right at the heart of our teaching. We offer all the opportunities students could wish for to access authentic, contemporary material, through our IT facilities and through our emphasis on the importance of connecting with the country in as many ways as we can. We have three native speakers in the department, who help raise standards of achievement in Spanish at every level.

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“Respice, adspice, prospice” Look to the past, the present, the future.

The study of Latin is a key to opening up the classical cultures of Greece and Rome ancient civilisations that have played a vital part in shaping many modern societies. The language itself has had a major influence on the development of most modern European languages, while the rich and varied literatures of Greece and Rome have left their mark on almost every genre of modern writing.

The study of Classical Languages gives important insights into the cultures that produced them and offers a bridge between the contemporary world and the civilisations of antiquity. Much contemporary thinking is still informed by the political, religious and legal principles of the Greek and Roman world and the course includes a study of their historical development and wider cultural achievements. Opportunities are also offered in the research section of the course for a study of their technological and artistic achievements, which remain an inspiration for artists, architects and civil engineers across the world. Latin is therefore an ideal choice of subject to combine with other courses such as English, History or Philosophy, Theatre or Visual Arts, Mathematics and the Sciences, as the Classical world has had such a great influence upon each of these areas.

The Classics Department provides many opportunities to attend external lectures, visit museums, exhibitions and local archaeological sites. Residential trips are also offered further afield to Italy and Greece. Students are also encouraged to assist in the many classical activities and clubs running both in the Senior and Junior School.

COURSE OUTLINE

The IB Diploma programme provides an opportunity to explore the language, literature and culture of ancient Rome. Through the study of classical texts and interaction with the culture of Greece and Rome the course

• encourages an awareness and appreciation of the different perspectives of people from ancient cultures

• develops students’ appreciation of the literary merits of ancient texts and the issues raised in them

• provides opportunities for enjoyment, creativity and intellectual stimulation through individual research

There are three parts to the course:Paper 1: The study of one author (Cicero or Ovid’s Metamorphoses) to develop language skills and ensure an ability to translate an unseen passage from his work (a Latin dictionary may be used in the examination)

Paper 2: Detailed study of a selection of literature from a variety of Roman authors (with supplementary reading in translation) involving critical analysis of each author’s style, choice of vocabulary and figures of speech.

Part 3: Individual Research Dossier – students may select for their research project any topic of particular interest ranging from the language, literature, history, religion, mythology, archaeology, art and architecture. The Research Dossier is an annotated collection of primary source materials which may include quotations from Classical authors and/or visual material such as pictures, diagrams, and photographs.

Students are encouraged to make maximum use of locally available resources and, being located in Bath, our students have many resources at the Roman Baths and other archaeological sites immediately available to them.

The Standard Level and Higher Level syllabus requirements share elements, including authors. The difference between SL and HL is reflected both in the breadth and depth of study and in the assessment of the objectives.

I B C L A S S I C A L L A N G U A G E S : L A T I N

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M A N D A R I N B“Everything has its beauty, but not everyone sees it.” Confucius

COURSE OUTLINE

The IB Diploma course aims to develop oral and written skills in a range of contexts such as letters, speeches, newspaper articles, diaries, factual pieces, instructions, analytical essays and imaginative work.

You will study topics of global and personal relevance; the environment, the family, cultural diversity, health, tourism, conflict, politics, popular culture and the media. You will work towards developing an understanding of the structure of the language by close examination of texts. At the Higher Level you will read two works of Chinese literature. As regards assessment, there are two written papers (Paper 1: textual analysis and Paper 2: written Chinese) as well as two oral exams (one individual and one interactive oral). There will also be a written assignment to be done during the second year.

“The IB Mandarin Chinese course helps you understand what is behind the language, what makes it powerful, and how it actually functions in Chinese society.“

Mandarin Chinese is the most widely-spoken language in the world. Learn to speak Mandarin and you can speak with millions of people around the world. With thousands of years of history, Chinese culture is endlessly fascinating. Whether your interests are in history, architecture, music, or cuisine, knowledge of Mandarin will enrich your understanding of Chinese culture.

The study of the Mandarin Chinese language opens the way to different important fields such as Chinese politics, economy, history or archaeology. At the heart of Chinese civilization is its rich heritage of novels, short stories, poetry, drama, and, more recently, film. They reflect the values, the struggles, the sensibility, the joys and the sorrows of this great people and often offer insights even into the most intimate feelings of people in the past or into high-level Beijing politics in the present that cannot be found anywhere else.

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“Art is the beautiful way of doing things. Science is the effective way of doing things. Business is the economic way of doing things.”

Elbert Hubbard 1859-1915

If these questions arouse your interest, there is a strong probability that you will enjoy the subject. The IB Economics course has a strong international dimension, so we are not always looking at the United Kingdom, or even the developed world in our studies. Indeed, development economics is one of the core areas of the course. The subject will certainly contribute to your education as a global citizen.

The subject will help you to understand much about the contemporary world, its challenges, conflicts and possibilities for improvement.

To succeed in Economics you need to have an enquiring mind, good analytical reasoning skills and sound basic numeracy. The Higher Level course involves considerable mathematical analysis so you will need to have achieved an A grade in GCSE Maths. Some universities require Higher Level Maths for Economics courses which you will need to bear in mind if you select this course.

You also need to keep abreast of what is happening in the world. This is what really brings the subject to life. At its best, Economics can shed light in dark corners and make a difference to the world.

COURSE OUTLINE

Books on Economics have achieved the remarkable feat of becoming international bestsellers, as the aftermath of the ‘Credit Crunch’ has been followed by the worst world recession since the 1930s.

Not only have economists tried to explain how and why it all happened; there is also a serious crisis of confidence within the discipline as some cherished ideas about how the economy ‘works’ have been challenged in the light of recent events. What is the proper role for markets, and how far should governments try to control and regulate them? The IB course will give you a sound grasp of the theory that economists use to explain events, predict what will happen, and advise governments on how to run the economy. But it’s not just about means. Economics is also concerned with ends. What sort of society and world do we want to live in? Is the global distribution of income and wealth ‘fair’? If not, what can and should be done about it?

If we do think that we have a responsibility to future generations to avoid major climate change, how can it be achieved at the lowest cost to the current generation? Should healthcare and education be the responsibility of individuals and families, or should the State provide these, financed out of taxation?

E C O N O M I C S

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G E O G R A P H Y“It’s not who you know but where you know that counts!”

Mr Heath

COURSE OUTLINE

Geography gives an opportunity to really develop your “internationalism”. The IB Diploma course in Geography is split into Higher and Standard Level. Higher Level and Standard Level students will study the core themes on population, resources and development.

The core unit will be taught in the first year and covers a range of issues including coping with population growth, managing limited world resources and investigating issues affecting poorer countries around the world.

Higher Level students will study a further three topics, while Standard Level will only complete two more topics. These include river processes and management including managing flood risk; studying the hazards associated with earthquakes and volcanic events; investigating the impacts of climate change; exploring the processes and impacts of globalisation.

Then there is an extension paper for the Higher Level students only. This looks at current changes affecting the world around us.

Additionally there is one coursework component for both Higher and Standard Level, which will be based around writing up the results of a field trip study.

“Geography connects you to the world and everything that is happening within it.”

Geography will develop your critical thinking skills and alongside the TOK course you will begin to question issues such as the politics behind map drawing and whether we should bother with environmental issues. You will leave the course with the strong sense of our international links and responsibilities which will be reinforced though your study of a foreign language. You will also be able to apply your scientific method and mathematical skills in analysing fieldwork data. Employers will be impressed by your range of skills. You will be highly suited to directly related careers and further study including environmental science research, town planning and overseas development work. Many also find work within fields of International Finance, Marketing, Public Relations and Journalism.

Should you decide to write your Extended Essay in Geography, the department will support you in developing your ideas, collecting data and doing research further into an issue of your choice. The Geography department runs a residential fieldtrip in South Wales specifically for the Sixth Form Geography Group. We spend three days conducting fieldwork which later contributes towards your coursework project. We run international trips too, and have visited places such as Iceland. We also encourage students to participate in our link with our sister school in Kenya, through letter writing and visits.

We teach students to use sophisticated computer mapping and analytical software (GIS) to examine spatial relationships. Our department is recognised as a centre of excellence in GIS education, has won the RGS Ordnance Survey Award for Secondary Education, and a Pearson Silver Teaching Award.

In 2016, the department was awarded the ‘Centre of Excellence’ status by the Geographical Association.

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“The study of History is the beginning of wisdom.”

Jan Bodin, 16th century French economist.

The study of History will allow understanding of a rapidly changing world. Conflict and its resolution figures prominently in IB History studies. A sense of proportion and perspective will be provided and greater knowledge of different times and cultures will emerge. A more tolerant attitude will broaden the outlook of students, enabling them to tackle careers with an international dimension.

In an increasingly globalised world many careers now demand an international dimension. History will provide the vital underpinning for challenging careers in the 21st century.

Students are given the opportunity to attend external lectures and field trips.

“Investigating the rich stories of history gives us the context in which we can better understand the past, the present and the future.”

COURSE OUTLINE

We study Modern World History at both Standard and Higher Level. The Standard Level course involves two examined papers and an Internally Assessed essay. At Higher Level there is additional third examined paper. It is a truly global course which extends the knowledge gained at GCSE level by looking at events from new global perspectives – including those of Japan and China.

Paper 1: Move to Global WarThis is a source-based examination that involves the evaluation of contemporary evidence and historians perspectives on two major case studies: Japanese expansion in East Asia and Italian/German expansion in the 1930s.

Paper 2: Authoritarian States and Cold WarThis essay based paper involves global comparisons. The Authoritarian States paper involves an in-depth study of dictatorial regimes. We study Mao’s China and compare and contrast it to Hitler’s Germany. For the Cold War we compare the impact on two countries, of two leaders and look in-depth at two crisis from two different world regions.

Paper 3 (Higher Level Only)This is an essay based paper with a vast range of topic options enabling candidates to extend their Paper 2 knowledge to even greater depth. We also teach units on Imperial and Communist Russia.

H I S T O R Y

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P H I L O S O P H Y

“The subject that has a question for every answer.”

COURSE OUTLINE

The distinguishing feature of IB philosophy is the emphasis on ‘doing philosophy’ rather than just learning about it.

Core Theme: What is a human being? (both SL and HL)

• Human nature: o Mind and body o Identity o Personhood

• Are we free?• The self and the other

B - Optional themes: (SL choose one, and HL study both).

Political Philosophy (SL + HL)• Civil society, the state and government• Justice, freedom and equality• Rights: human and nonhuman rights, duties and responsibilities

Ethics (HL)• Ethical theories• Ethical language• Applied ethics:

o Biomedical ethics o Environmental ethics or Distribution of wealth

Prescribed Philosophical text: (SL and HL)• Descartes: Meditations

Exploring philosophical activity (HL only)• Reading philosophical texts to discuss the Nature, purpose, methods and outcomes of philosophy

Internal assessment: (HL and SL)Students select a piece of writing/film/image and offer a philosophical analysis of it.

“I chose philosophy because I wanted to take a subject which was thought provoking, new and different.”

“It’s amazing how many things I took for granted until I started philosophy.”

Philosophy is the subject for students who really want to think. We are all born and most of us accept the world just as it is. But this is not the truth! We have to ask whether we’re thinking about the world in the right way, whether our minds just follow accepted ‘wisdom’ without judgment.

How do we know something? Are there really colours and smells and sounds in the world outside our brains? What is a person and how do I know other minds exist? How do werecognise what we see? What is right and wrong and what does ‘right’ and ‘wrong’ refer to in the world? Why do we accept that 60 million of us in this country are governed and told what to do by the law?

Philosophy leads to all sorts of careers in the arts, law, journalism, politics, languages. It helps with people-centred careers and medical ethical decisions. But most of all it teaches you to think and question, and argue logically and coherently about yourself and the world. Whenever important laws are drawn up in this country philosophers are asked to help decide them. Philosophers aren’t just academics; they look at real moral, political and cultural issues.

Philosophy is not about flying round in circles asking useless questions about things that cannot be answered.Philosophy is not about answering the question of the meaning of life.Philosophy is real and relevant and is the subject that deals with real knowledge. Don’t be fooled by your senses or other people. Trust your own brain. Rich thought opens the way.

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“Education is not just the filling of a pail, it is the lighting of a fire.”

B. F. Skinner

Lessons in Psychology often include practical experiments. Many of the studies will be re-enacted within the classroom in order to help students gain a full understanding of the research.

Where possible outside speakers will come in and talk about their areas of specialism. Previously a Neuroscientist from Max Planck Institute for Brain Research came in to discuss her innovative research.

The Psychology department run a Psychology Society, where students meet to discuss research and watch extra-curricular documentaries. These meetings give the students an opportunity to discuss controversial issues such as ‘Are we born good or evil?’ Those students considering reading Psychology at University would benefit from attending.

This subject is accepted by Universities and Colleges for appropriate courses. Previous students have progressed to study a Degree in Psychology, Business Management, Law, Sociology and Criminology.

Current students are planning to pursue careers in Educational Psychology and Clinical Psychology. The study of Psychology will be beneficial in a number of professions including Education, Police, Law, Medicine and Social Services.

“It has been fascinating to learn how the mind works. Studying Psychology has given us the opportunity to understand ourselves and others”

COURSE OUTLINE

Students opting to study the IB programme will study Psychology in group 3 (Individuals and Societies). We will study the influence of biological, cognitive and sociocultural factors on behaviour.

We will explore areas within Abnormal Psychology.

These include:• Factors influencing diagnosis• Causes of abnormal psychology• Treatment of disorders

The students will also conduct and write up a simple experiment, which will be internally assessed.

Research methods (both qualitative and quantitative) will also be examined over the two years.

The Higher level students will also study an additional option which will be Psychology of human relationships. In this option they will examine:

• Personal relationships• Group dynamics• Social responsibility

P S Y C H O L O G Y

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B I O L O G Y“Biological knowledge is increasing at an unprecedented rate and as such biology is more important than ever in today’s world”

COURSE OUTLINE

The IB Diploma course aims to develop a broad, general understanding of the principles of Biology.

As budding Biologists you will start to understand the living world at all levels using many different approaches and techniques. At one end of the scale is the cell, its molecular construction and complex metabolic reactions, at the other end are the interactions that make whole ecosystems function. The course reflects this diversity in its topic of study.

The six core topics include:• Cell biology• Molecular biology• Genetics• Ecology• Evolution and biodiversity• Human Physiology

These are studied by both Standard and Higher Level pupils.

For Higher Level pupils there are five additional topics:• Nucleic acids • Metabolism, cell respiration and photosynthesis• Plant biology• Genetics and evolution • Animal physiology

In addition to these you will study one option from a selection of four all pupils study the same option based on the interests of the group.

“Challenging and demanding subject”

“Rewarding but hard work”

“Fun – we love it”

There are several career paths you can follow having studied Biology, including Research, Healthcare, Veterinary Science, Education, Environmental Management and Conservation. There are also many careers available which combine Biology with interests in other fields for example Biochemistry, Biophysics and becoming increasingly important Biotechnology, Molecular Biology and Forensic Science.

Practical work forms an important part of all IB Diploma Science courses and pupils will be expected to spend 25% of their time on practical investigation. The internal assessment is worth 20% of the final assessment and consists of one scientific investigation for which the assessment criteria are; personal engagement, exploration, analysis, evaluation and communication. There are seven prescribed practicals which all students are required to carry out. The remaining time is divided between investigations which help to consolidate and enhance pupils learning and the group 4 project. The group 4 project is an essential part of the course ensuring pupils from all areas of the sciences learn to collaborate developing an understanding of relationships between subjects and their influence on each other. While dissection work is not compulsory, you are given the opportunity to participate in dissections as an optional activity. This can be very helpful in consolidating your anatomical knowledge.

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“Everyone has problems – only chemists have solutions”

Chemistry is a subject of global impact. It has a profound effect on our planet, is involved at some level in almost every aspect of everyday life and plays a vital role in a technological society.

The IB group 4 (science) courses aim, among other things, to provide you with opportunities for scientific study and creativity within a global context that will stimulate and challenge you. This will enable you to apply and use a body of knowledge, methods and techniques that characterise modern science and technology. In addition to learning concepts, developing manipulative skills and powers of analysis, you will become aware of the world wide moral, social, environmental and economic implications of the developments of science. In this way you will be equipped for further study, or to be scientifically literate, responsible global citizens.

In addition to your classroom studies you will need to complete an Individual Investigation on a topic of your choice. You will also need to complete a 4000 word Extended Essay. If you choose to write about a Chemistry related subject, you will also be expected to carry out some form of practical/ analytical work.

You will undertake a 10 hour project with students studying other Group 4 subjects. This will provide you with an opportunity to collaborate with others on a joint task.

There are many opportunities to get involved in additional activities. Why not come along to the Sixth Form Science Society or help out with the KS3 Science Club. For the potential medics and vets we run a regular Medical Society for you to meet, discuss experiences and debate current topics with fellow students aiming for similar courses.

COURSE OUTLINE

Chemistry is studied in three main branches:

• Physical Chemistry considers how matter interacts, why chemical reactions happen and how they can be controlled.

• Organic Chemistry considers the study of carbon-containing compounds. There are an enormous number of organic compounds, many of which are essential to the processes of life.

• Inorganic Chemistry considers the elements of the Periodic Table and their compounds. The study of inorganic chemistry relies on patterns and predicting trends.

The IB Diploma course contains 11 topics studied at Standard Level, with most of these extended at Additional Higher Level. These topics cover all three branches of Chemistry. In addition you will study an option at either level. We will cover the Medicines option, though extremely motivated students may choose to self study a different option. The course is assessed by 3 papers at the end of the second year plus an Individual Investigation worth 20% of the final mark. In addition to the examined content you are required to complete a number of hours of practical work including the Group 4 project.

The mathematical demands of the Higher Level course require a confidence with numeracy. We recommend that students opting for HL Chemistry should study at least Standard Level Mathematics in Group 5.

C H E M I S T R Y

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P H Y S I C S“Physics teaches you how to think and to try different approaches to problems. These are essential skills for many professions.”

Dolores Byrne, Air Systems Sector Director at DERA

COURSE OUTLINE

If you opt to study the IB Diploma, you will study many of the same topics as you did at GCSE but in greater depth.

The core topics that you will study will include Forces, Thermal Physics, Waves, Electricity and magnetism, Circular motion, Gravitation, Radioactivity and Energy production. If you study to Higher Level you will cover the more difficult aspects of these topics and further areas such as Fields and Electromagnetic induction.

At both Standard and Higher Level you will also study one of the following option topics: Astrophysics, Engineering physics, Imaging and Relativity. The decision as to which topic will be studied will be based upon the teaching strengths of the teachers and the interests of each class.

Practical work will be carried out throughout the course and you will also carry out an individual scientific investigation which will take about 10 hours. This will be formally assessed and contribute to your overall group 4 subject mark. You will also need to collaborate, not just with students in the class, but internationally. Participation in the Group 4 project, a collaborative activity involving students from the different group 4 subjects, will encourage this as well as your imagination.

If you choose to carry out the extended essay in this subject you can carry out a further piece of experimental research into any area that interests you, as long as it is approved by your teacher. “Physics asks interesting questions about the

nature of our Universe. I really like the fact that the subject combines this philosophical aspect with the neat logical mathematical side”

“The way of thinking that Physics develops is very useful, as is the ability to understand Technology”Harjinder Obki, Lawyer for Google

In alternate years, a trip to CERN in Geneva takes place for all IB physics students in Years 12 and 13. The trip will enhance your understanding of the particle physics module and enable you to see the cutting edge science being undertaken by a collaboration of over 700 scientists.

If you like a challenge, you can take part in the British Physics Olympiad, which is a national physics competition that is designed to test your knowledge and understanding with stimulating questions, and which will enable you to see the real-world problem-solving potential of Physics. You can also participate in the HiSPARC project, which is a collaborative research project with Bristol and Birmingham Universities to measure and investigate cosmic rays with extremely high energy.

If you are particularly interested in pursuing engineering as a career, there is the possibility of undertaking either an Engineering Education Scheme project or a National Engineering Competition project about how engineers can solve the challenges of the 21st century.

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“Mathematics, rightly viewed, possess not only truth, but supreme beauty”

Bertrand Russell

A good training in post GCSE Maths is recommended or essential in careers like Engineering, Economics, Operations research, Accountancy, Environmental Science, Finance, Insurance, Software design, Social planning, Medicinal trials, Aviation, Construction, Design, Veterinary science, Medicine, and Risk analyst, Programmer, among others. Pursuing your own paths of enquiry in the portfolio/project will strengthen your ability to present mathematical arguments logically and succinctly. Employers love candidates who are highly numerate.

We encourage girls to engage in the wider applications of Mathematics, and in the past have organised trips to the Maths In Action lectures in London, and to the Maths Inspiration talks in Cardiff and Bristol. As a member of the Further Maths Network we are up to date on local opportunities to engage in activities and lectures organised by the Universities of Bristol and Bath. The Senior Maths Challenge is always fully supported by our students and we have a record of success in the regional finals of the Senior Team Maths Challenge.

“Maths has been a great help in Physics. Learning to follow things logically helps me form arguments in my essay-writing subjects.”

COURSE OUTLINE

2019 brings us the exciting new IB curriculum, which divides into two parallel categories: Applications and Interpretation, and Analysis and Approaches. Each half can be studied at either Higher Level or Standard Level, the offer being dependant on a particular cohort’s needs.

Applications and Interpretation will have a significant amount of Pure maths content, but will focus on how Mathematics can be applied in real life. There will be more attention on mathematical modelling, analysing and interpreting graphs, the use of matrices for solving systems of equations, and a study of how arithmetic and geometric sequences can help in the repayment of loans. Also the use of logarithms, statistical hypothesis testing and solution of differential equations in context to solve everyday problems plays a prominent role.

You would opt for the Analysis and Approaches HL option if you are a scientist or a social scientist using Mathematics to assist you in the interpretation of experimental results. The Standard Level on this strand would be the option preferred by those not needing Mathematics in their Higher education or workplace.Analysis and Approaches HL would suit the student wishing to go on to study Mathematics, Engineering or possibly Economics at University. It focuses on the more abstract concepts needed to take Maths further. There will be some financial applications as well as the development of proofs in algebra and trigonometry. The Calculus is taken to a very high level, including the study of continuity, limits and L’Hopital’s Rule.

Analysis and Approaches SL would suit those going into degrees that have a mathematical element, but are not purely based on Maths, such as Medicine, pure sciences and combined science. All courses require the use of Technology, and students will be required to purchase a Graphical Display Calculator, the exact model to be decided nearer the start of the course.

M A T H E M A T I C S

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V I S U A L A R T S“Astonish me...”so he did.

Alexey Brodovitch (Director of Harpers Bazaar) to the young Richard Avedon.

COURSE OUTLINE

The IB Diploma course offers students an ideal opportunity to discover Art.

We follow a Fine Art programme which allows students to develop their work in a number of areas – especially focusing on current fine art practice. There is, of course, an international awareness that should be developed through such a programme of study. The department offers opportunities to visit galleries abroad, with a biennial visit to New York and trips in the UK to events like the Frieze Fair and other major galleries.

“With staff that specialise in sculpture, painting and print the students have the best advisers for their projects.”

“The Art Department boasts a variety of media, large spaces to work in and excess of inspiration.”

“Students can fully embrace their topics, with a library and computers within the department.”

There are a number of career options if you choose to study Art and Design. The normal route is, on completion of your IB Diploma, to complete a foundation course at Art School. Then you specialise in your chosen area, be it fashion, photography, graphic design etc. You can also go on to study History of Art.

You could be a painter. You could work in television or web design. You could work within the fashion industry. You could work within advertising or the film industry. There is also interior design.

As teaching staff we are all practising artists who believe very strongly in the value of Art in our society and how it can enrich one’s life. We endeavour to develop a working environment where students feel secure enough to develop their own ideas; where they can be brave in their experimentation.

All lessons are taught in the Art school which houses four professional working studios, an art library and facilities for printmaking and sculpture and lens based media.

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“I’m looking forward to exploring a wider and broader range of theatre; it lets your creativity expand.”

As with A Level Theatre Studies, the IB course opens doors into the world of Theatre, Film, Broadcasting and Digital Media. The student will gain a wide understanding of the different skills involved and also gain intellectual comprehension of how ‘action research’ impacts on development in these converging spheres. Other professions relying on confident use of interpersonal skills- such as Law, Advertising, Museum Curating, Teaching and Politics- are well served by the groundwork of completing this expansive course. The level of awareness of Internationalism within contextualised cultural appreciation also leads naturally to careers in the Civil Service, Foreign Office or International Business.

Students are involved in a wide range of creative activities. Alongside the numerous visits organised to local and London theatres, the department offers the IB student the opportunity to participate as a mentor and leader in whole-school and sixth form performances. Recent productions include: ‘A Midsummer Night’s Dream’; ‘A Christmas Carol’; ‘Oh! What A Lovely War’; ‘Guys and Dolls’; ‘The Crucible’; ‘Antigone’ and ‘The Tempest’.

“It’s a qualification that’s recognised throughout the world.”

“I wish I had chosen the Higher Level in Theatre!”

COURSE OUTLINE

The focus of this exciting course is Theatre as a form of creative and cultural enquiry.

IB Theatre gives you the opportunity to make theatre as a creator, designer, director and performer. Over the course of the two years you will be expected to research and develop your understanding of a range of world theatre and to experiment with different ways of presenting work to an audience.

Assessment: 100% courseworkAll students complete three pieces of coursework, with Higher Level students completing a fourth coursework piece. There is no final examination.

All students complete the following tasks:Director’s notebook: Students choose a published play text and develop ideas regarding how it might be staged for an audience.

Research presentation: Students plan and deliver an individual presentation (15 minutes maximum) to their peers in which they outline and physically demonstrate their research into a convention of a theatre tradition they have not previously studied.

Collaborative theatre project: Students collaboratively create and present an original piece of theatre (lasting 13 to 15 minutes) for and to a specified target audience, created from a starting point of their choice.

Higher Level students also complete the following task: Solo theatre piece: Students research a chosen theatre theorist. They identify an aspect(s) of the theorist’s ideas and create and present a solo theatre piece (4-8 minutes) based on this aspect(s) of theory

T H E A T R E

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T H E O R Y O F K N O W L E D G E“The greatest obstacle to progress is not the absence of knowledge, but the illusion of knowledge.” - David Bourstin (1914-2004)

“All people have opinions, but few think” - George Berkeley (1685-1753-2004)

COURSE OUTLINE

The key issues addressed in Theory of Knowledge lessons are:

• how do we know?• can we be certain of anything?• the search for truth• areas of knowledge• persuasion and propaganda• knowledge and culture

The course is assessed through:• a personal or pair presentation (freely chosen)• a personal essay (chosen from a list of IB titles)

Theory of Knowledge is also delivered through the six academic subjects. A typical Humanities/Arts lesson might revolve around discussion of myth: what is a myth? to what extent can it be said to be true? what kind of knowledge can it give us?

A Science lesson might consider how science progresses, whether the knowledge it provides is certain, or what constitutes an experiment .

“When learning, examples for discussion will be drawn from across the globe. Stimulus material is taken from a wide variety of international sources.”

“Theory of Knowledge will be taught by specialist staff so that the Humanities/Arts side of the spectrum and the Mathematics/Science side are properly covered.”

Theory of Knowledge is at the heart of the IB Diploma because it is about the acquisition and processing of information and the ability to criticise and improve upon arguments and data presentation.

Theory of Knowledge challenges students to question the bases of knowledge, to be aware of bias and to develop a personal way of thinking based on analysis of evidence expressed in rational argument but with due respect for emotion.

Theory of Knowledge is the key element in the IB’s educational philosophy.

It unifies and transcends the academic subjects, encouraging appreciation of other cultural perspectives and the development of a coherent approach to learning.

Many IB students have commented that Theory of Knowledge is the most fascinating part of the IB Diploma because it draws learning and experience together. It makes you stop and think about your own world paradigm, and to examine the role of emotion, reason, perception, language, imagination, faith, intuition and memory in your own contributions to enquiry and debate.

It links with many extra-curricular activities, too, such as Debating and Public Speaking, Model United Nations, Red Cross International Ambassadors and the GDST’s Young Leaders’ Conference.

( T O K )

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Examples of Extended Essays written by IB students at The Royal High School are:

English - To what extent do Thomas Hardy (in Tess of the d’Urbervilles) and Angela Carter (in Nights at the Circus) explore the conventional portrayal of late Victorian woman?

Human Rights in France - Une analyse des droits de l’homme relatives á l’interdiction du port du voile intégral en France.

Biology - Is the diving reflex in humans an evolutionary relic or a physiological adaption?

History - To what extent were the Western allies justified in their reaction to the erection of the Berlin wall?

World Studies - How did street art in black South African communities help to change and transform disadvantaged communities during apartheid?

Chemistry - How do the storage conditions of kiwi fruit affect their vitamin C content?

Physics - What is the relationship between wind-induced oscillation and the dimensions of a suspended bridge?

Visual Arts - How does Diane Arbus expose the

extraordinary amongst the everyday and the familiar in the bizarre?

Film - How much are the films of Pedro Almodovar a triumph of style over substance?

THE EXTENDED ESSAY

Central to the aims and philosophy of the IB, and the element perhaps most valued by the universities, is the research project, called the Extended Essay.

Soon after your entry into the Diploma Programme you will choose a subject which you would like to pursue to a deeper level. This does not have to be one of the six academic subjects which you have chosen to study, but does need to be something about which you feel passionately and can write in depth. Once you have chosen your subject, you receive a supervisor and work together with her/him to narrow down your topic to one that can be handled thoroughly in 4000 words.

Over a period of approximately twelve months, ending at the very start of Year 13, you work through the various stages of research and creation: developing your thesis, making notes and learning how to reference properly, gathering evidence, revising your thesis in the light of the evidence, drafting your essay, discussing the draft with your supervisor and then writing a final essay. At the very end, you will also have a viva (an oral examination) with your supivisor. When you have finished, you will be prepared for any research work that a university might present to you, either as an undergraduate or a post-graduate, and you are therefore extremely well-equipped for the next stage in your education.

T H E E X T E N D E D E S S AY

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Importance of CASCAS focuses you on the core of the IB educational philosophy: your development as a whole person. Your activities, freely chosen, will enable you to appreciate the potential of people by pushing your own personal growth and helping others with theirs; to become aware of humanitarian issues in the world and the ethical responsibilities you have as a global citizen; to discover more about your own talents; to develop greater autonomy and to enjoy yourself and others as human beings.

Variety of ActivitiesWhile you will need to develop initiative and find activities of your own outside school, there is a wealth of activities offered within school. As indicated above, it is essential to undertake at least one project, combining two or more of the elements, but in addition you can do Yoga (A), Ceramic and Pottery (C), Rock Climbing (A), singing in a Choir (C), editing the school magazine or the College Magazine (C), coaching a football team (A), training for and running a half marathon (A), participating in a school Drama production (C), helping a child learn to read (CS), helping an elderly person keep their independence (CAS), MUN (C), dance (CA), debating (C), participating in Race for Life (AS), Duke of Edinburgh Award Expedition (A), Young Enterprise (C) and much more.

“I was able to meet some of the most special people in my life and to more clearly define my values and future goals.”

“I felt like I was physically doing something to help people in need.”

COURSE OUTLINE

Creativity, Activity and Service (CAS) is at the centre of the IB Diploma.

It provides an opportunity for you to follow talents, hobbies and interests outside the classroom and to develop many other skills which are valuable to life beyond school. It is not taught, though some school time is dedicated to CAS activities.

While CAS is not formally assessed in the sense of examinations, in order to obtain a Diploma you do need to fulfil the requirements of three Creativity, three Activity and three Service activities during the two years of the course. You also pursue one or more long term projects such as the Red Cross International Ambassadors, the Crane Academy Team, or working outside school for a charity. Assessment is through the reflections you engage in before, during and after each activity. A CAS log or journal is essential so that you monitor your own learning in such areas as ethical and global awareness, collaboration and perseverance and assess how and in what ways you have been able to help others.

C R E AT I V I T Y, A C T I V I T Y A N D S E R V I C E ( C A S )

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COURSE OUTLINE

Physical Education in the Sixth Form allows a breadth of choice and options to students.

With one two-hour session each week, a vast programme of on-site and off-site activities is run seeing students use the local sports centre for classes such as Zumba, legs, bums and tums, pilates and yoga in addition to swimming, badminton, basketball, squash, tennis and table-tennis. Students can also use the school gymnasium in their own time and participate in an array of recreational sporting activities outside of their curriculum PE time.

Students are encouraged to nominate activities they wish to pursue, which PE staff will endeavour to satisfy. 1st team squad training runs for the major sport each term once each week during allocated PE time with lunchtime practices supporting the coaching of the squad. Excellent coaching is a priority for our senior teams, our hockey is supported by Mrs Sally Potter, Bath Buccs Club coach, and our netball, by Mrs Natalie Roddy, chairperson of Team Bath Netball Club, and Miss Rachel Shaw, England Athlete.

Extension OpportunitiesWe encourage all students to extend their commitments beyond the School. There are regular times when the gym is reserved for Sixth Form students, to enable frequent access to the gym facilities and dance studio/aerobics DVD area. Many students take up this opportunity and our aim is to encourage students to maintain an active and healthy lifestyle throughout their busy academic studies.Talented athletes are recommended to extend their skills through the relevant club routes and are afforded many extension opportunities within the busy fixtures programme. Our teams are involved in Trust Rallies, Local, Regional and National Competitions as well as individual players being nominated for the relevant talent pathway. Amongst current Sixth formers we have nationally ranked swimmers, regional fencers, senior club netball players and U18 club hockey players.

Tours and TripsThe PE Department run an annual senior netball and hockey weekend to various locations, usually combined with some shopping opportunities at a suitable nearby establishment! Alongside this are overseas tours, ski trips and overnight sports trips to GDST Trust Rallies and Wimbledon. The PE Department is a busy and active one that aims to support all students, recreational and elite towards achieving their goals whether these be to increase fitness, or to compete in the Olympics.

P H Y S I C A L E D U C A T I O N

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The Co-curricular Programme

ActivitiesThe co-curricular activities of students form a vital part of life at the Royal High School Sixth Form. For IB students such activity will be absorbed into the CAS element of their Diploma programme but we want all our students, IB and A level, to take up the great opportunities that are available in the Sixth Form.

The co-curricular programme is coordinated by Mrs Julie Hughes and run by a body of staff, students and external advisers. The programmes provide a variety of activities which take place throughout the week and the weekend, and enable staff and students to share interests. They also encourage students to come up with their own initiatives, suggesting community links or possible ‘in-house’ activities. Sixth Form students can expect to work closely with staff, ensuring that all the necessary arrangements are in place for a successful and worthwhile activity, hence gaining valuable managerial skills.

A wide range of physical activities is available for students. While for some this will involve a regular commitment to a Sixth Form team, for others the emphasis will be on fitness or the physical challenges of expeditions and adventurous activities such as those which form part of the Duke of Edinburgh Award Scheme.

Additional Challenges and Opportunities Model United NationsIn the Spring Term one or more teams of Year 12 and Year 13 students take part in the Model United

Nations conference. This takes place on the first weekend of March and teams are sent from all over Bath, the surrounding area and even from abroad. It is a big, very exciting and extremely informative event, much enjoyed by all the participants. You will learn a great deal about the countries you represent as well as meeting new people and making new friends. There will be opportunities for energetic debating and also for preparing challenging written resolutions with your team. The Model United Nations is also organised within universities and so this opportunity to take part in Year 12 can prove good experience and training for those of you interested in furthering your knowledge of international affairs during your Higher Education.

A member of a previous MUN delegation writes:

“Model United Nations is an organisation that enables young people to get involved in debating the worldwide issues that concern the real United Nations.Each delegation represents a different member country of the UN and hence adopts its policies and opinions on the issues being discussed. A delegation consists of five to seven people who attend the MUN Conference and each delegate is on a different council, ranging from the human rights to the economic council.

A delegate can propose and debate her own resolution or simply contribute by supporting or amending another country’s resolution, or by questioning other speakers.

MUN is an excellent opportunity to explore any interests you may have in politics and current affairs in addition to displaying and improving your public-speaking skills. Moreover, while it is an exciting challenge, it is also very enjoyable and an excellent chance to meet new people and learn more about world issues.”

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Duke of Edinburgh Award SchemeThe Award is offered at three levels : Bronze, Silver and Gold. At Gold Level, there are five sections to be completed for the award to be gained.

These are:

Skills Take up a new hobby or achieve a new target in an existing one.Voluntary Take part in some form of voluntary work for a charity or a neighbour.Physical Participating in some form of exercise involving a sport. Expedition The bit everyone talks about. You will be supported in the training and the expeditions. Expeditions on foot are run directly through the school.Residential (Gold only) Five days and four nights, away from home with people you mostly don’t know, carrying out a worthwhile project or activity.

Each section of The Award takes on average an hour a week; the sections can be done separately or simultaneously depending upon the amount of time participants are able to dedicate.

The award is your own endeavour, but support is at hand if you need it.

The Co-curricular ProgrammeForeign Language Leader AwardThe Foreign Language Leader Award is an opportunity for 6th Form students to develop their communication, organisation and motivational skills by leading others through basic language activities. Students with a GCSE or IGCSE in a foreign language can participate in the course which is tutored by the Head of Modern Languages.

There are five units to the course:• Planning, leading and reviewing a language activity• Development of leadership skills• Development of knowledge about language• Development of intercultural understanding• Planning a foreign language event

The one-year course is a nationally recognised award that gives students the opportunity to develop the skills that are so highly valued by institutions of higher education.

ServiceThe principle of acknowledging the privileges we enjoy within the college and our responsibility to give something back is something we believe in whole-heartedly. While we expect students to develop their own links both within the wider school community of the Royal High School and in our city community of Bath, there are a number of long standing partnerships that students will be able to participate in.

Members of the Sixth Form Pastoral Team will be able to work with younger students within the Royal High School but also other primary schools in Bath.

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Students are involved in fund-raising for national and international charities. The last three years have seen major, student led events in support of our sister schools, The Crane Academy in Kenya, and a school in Keo Ropov, Cambodia.

Sixth Form Cultural ActivitiesComplementing the Sixth Form’s academic ethos is the stress on the importance of becoming a well-rounded and broadly-based member of society. As a Sixth Form student there are a number of clubs to join, principally, Model United Nations and Debating Society; the former culminates in the major MUN weekend in March and the latter involves the English Speaking Union Mace Debating Competition.

You will also be invited to various cultural events, such as trips to the Tobacco Factory Theatre in Bristol and the opera at the Bristol Hippodrome. Other cultural opportunities include the LitLunch and Creative Writing groups.

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Leadership OpportunitiesThe application process fr the Sixth Form Leadership Team takes place in the Spring Term. Girls who are interested in becoming a Prefect or Mentor submit application letter and are interviewed.

Sixth Form Leadership Team:Head GirlDeputy Head Girls (2)Prefects (8) Sport PrefectKey Stage 3 Mentors (12)

The Prefect team works alongside the Head of Sixth Form and the Deputy Head of Sixth Form, helping with the daily running of the Sixth Form, event management, public relations and ensuring that all students are welcomed and supported.

Mentors are each allocated a Key Stage 3 tutor group to support. They work with the tutors to deliver tutor sessions and offer guidance to girls within the tutor group.

They will receive mentoring training so that they can work with younger students, offering guidance and support.

The experience of holding a position of responsibility develops vital skills such as organisation, public-speaking and team work. It also offers useful insight into how a team functions in order to mobilise support and create enthusiasm for different events

and initiatives. Sixth Form Leaders will be expected to be proactive, creating ideas independently while also displaying tact, discretion and responsibility.

Members of the Leadership teams will be invited to participate in the GDST Young Leaders’ Conference which we host each September.

Results and Leavers’ Destinations

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SUBJECT A* A B C D E U TOTALBiology 0 6 2 1 4 1 1 15Chemistry 2 3 2 1 0 1 0 9Chinese 0 5 1 0 0 0 0 6Classical Civilisation 0 1 2 1 0 0 0 4Computer Science 1 0 0 0 0 0 0 1DT & Product Design 0 1 0 2 0 0 0 3DT & Textiles 1 0 0 0 0 0 0 1Economics 0 0 1 5 1 0 0 7Economics & Business 0 1 1 1 0 0 0 3English Literature 0 5 4 1 1 0 0 11Fine Art 4 0 3 1 0 0 0 8French 0 3 0 1 1 0 0 5Geography 0 4 2 2 0 0 0 8German 0 0 1 0 0 0 0 1Greek 1 0 0 0 0 0 0 1History 2 0 0 1 0 0 0 3History of Art 0 0 0 3 0 0 0 3Italian 0 0 2 0 0 0 0 2Latin 1 1 0 1 0 0 0 3Mathematics 3 10 3 2 2 0 0 20Mathematics Further 1 2 2 1 0 0 0 6Music 0 1 1 0 0 2 0 2Physics 1 0 2 2 0 0 0 5Psychology 2 1 0 4 1 0 0 8Religious Studies 1 0 1 1 2 0 0 5Spanish 1 4 2 0 0 0 0 7Sports/PE Studies 0 0 1 0 0 0 0 1

TOTALS 21 48 33 31 12 2 1 148

A LEVELResults for Summer 2018Girls at the Royal High School in Bath have scored more A* grades in this year’s A level examinations than last year despite 2018 seeing the vast majority of the new tougher A levels examined for the first time.

The top A* grade was scored in nearly a fifth of the exams (18.2%), while 91.7% of the exams taken achieved A*-C grades, also up on last year (*including IB equivalent). More than half of the A level exams taken (53%) were awarded A*-A grades.

All of the school’s Oxbridge candidates secured their places with their fellow students securing places at other leading Russell Group universities thanks to some outstanding individual performances.

One in five girls scored all As and A*s in their A levelsMaths was the most popular subject taken, with more than four in ten (43%) of them taking the subject at A level and an impressive 72% scoring A*-A grades.

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SUBJECT 7 6 5 4 TOTALEnglish A Literature HL 2 5 2 0 9English A Literature SL 1 1 0 0 2 French B HL 1 1 0 0 2French B SL 0 0 1 0 1German B SL 0 1 0 0 1Spanish B HL 1 2 0 0 3Spanish B SL 2 1 0 0 3Mandarin B SL 0 1 0 0 1Economics HL 0 1 1 0 2Economics SL 0 2 0 0 2History SL 1 0 0 0 1Philosophy HL 0 1 0 0 1Phschology SL 1 2 1 0 4Biology HL 2 1 0 0 3Biology SL 1 0 2 1 4Chemistry HL 3 1 0 0 4Chemitry SL 0 1 0 0 1Physics HL 2 0 1 0 3Physics SL 1 0 1 0 2Maths HL 1 1 1 0 3Maths SL 3 2 0 0 5Maths Studies SL 2 0 1 0 3Music HL 0 0 1 0 1Visual Arts SL 0 1 1 0 2Visual Arts HL 0 1 1 0 2 TOTALS 25 26 14 1 66Cumulative % 37.88 77.27 98.48 100 100

A B C DTOK 1 7 3 0EE 3 2 5 1

3 2 1 0 Extra Marks 3 6 2 0 IB grade 7 equates to grade A* at A level (UK)IB grade 6 equates to grade A at A level (UK

INTERNATIONAL BACCALAUREATEResults for Summer 2018This year, our girls achieved a record overall performance in the IB. Across the board, our IB Diploma students scored an average of 39 points out of 45, two points higher than last year’s average, and well above the global average of 30 points.

This year more than half of the IB candidates scored over 40 points while over three-quarters of them (77%) achieved the top 6 and 7 points available in each subject.

We are delighted that the school’s performance in the IB Diploma is getting stronger and stronger year on year and its popularity is soaring.

One student recorded a phenomenal 45 out of 45 points and a staggering full marks in all six of her chosen subjects to win her place at the London School of Economics to read Politics and International Relations.

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Destination of Leavers - 2018

Our students move on to higher education in a diverse and fascinating range of subjects, with 98% of girls gaining a place at their chosen university. We congratulate them on their incredible achievements and wish them every success in the future.

University Course Title

University of Cardiff German and SpanishImperial College London BiochemistryKings College London FrenchKings College London Liberal ArtsKingston University Interior DesignLondon School of Economics Politics and International RelationsNorthampton University Geography and Environmental Sciences FoundationRoyal Holloway, Economics and University of London ManagementRoyal Northern College of Music MusicUCL Applied MedicineUniversity of Birmingham BiomedicineUniversity of Birmingham Sports and Exercise ScienceUniversity of Birmingham Computer Science with Digital Technology PartnershipUniversity of Bristol DentistryUniversity of Bristol French and SpanishUniversity of Cambridge Natural SciencesUniversity of Cambridge Natural SciencesUniversity of Cardiff ArchitectureUniversity of Cardiff Politics and Spanish (4 years)University of Edinburgh Classical StudiesUniversity of Essex International Business and Entrepreneurship University of Exeter Biological SciencesUniversity of Exeter Classics with Study AbroadUniversity of Exeter Modern Languages and ArabicUniversity of Exeter Flexible Combined HonoursUniversity of Exeter Politics, Philosophy and EconomicsUniversity of Hong Kong MedicineUniversity of Leeds Civil EngineeringUniversity of Leeds LawUniversity of Leicester EconomicsUniversity of Leuven, Belgium EngineeringUniversity of Liverpool Business Management

University of Loughborough Product DesignUniversity of Manchester Urban and Regional PlanningUniversity of Manchester Mathematics with FinanceUniversity of Oxford EngineeringUniversity of Plymouth NursingUniversity of Reading Art and PsychologyUniversity of Reading Business and ManagementUniversity of Sheffield Mechanical EngineeringUniversity of Southampton Spanish and LinguisticsUniversity of Surrey BiomedicineUniversity of Sussex Psychology with CriminologyUniversity of the Creative Creative Arts Arts, FarnhamUniversity of the West of England PsychologyUniversity of Winchester Primary Education

University (UK) 42University (Overseas) 2Oxbridge 3Art Foundation 5Music College 1 Gap Year 8

TOTAL COHORT: 58 Students