Sixth Form Overview Dear parent/guardian, Sixth Form studies rely on a balance of independence and structure. As students begin to specialise, they will inevitably find their own interests and wish to explore some topics that particularly appeal to them. They themselves will be inspired by their studies and will inspire their teachers and peers through engagement with the subjects they pursue. Nonetheless, there are exams to take and criteria on which students are assessed, so it is vital that there is a concerted effort to keep track of the sixth form syllabus; this is something that students, teachers and those at home must all work together at, in order to ensure the best possible grades can be gained, helping to offer the foundation for further studies. The nature of A Level courses is such that it may seem at first that there is less structure than at GCSE; this is for a number of reasons. Sometimes, large areas of the course need to be covered before the synoptic view can be taken. As such, homework will not be set in the same methodical manner that you might be familiar with from the GCSE years. Frequently, work that is set for completion outside the classroom will involve additional research, collaborative tasks or the challenge of an extended piece of work that is to be submitted with a clear deadline in place. However, there ought never to be an occasion where there is ‘no work to do’. Academic reading is a vital part of success in sixth form and this stretches far beyond just the textbook and any set texts that are demanded by exam specifications. Our advice remains that students ought to dedicate 3 hours per subject per week to study beyond the classroom. This simply is not possible to achieve at school (even using all study periods and lunchtimes), so please do engage in discussion about how much work is going on beyond the classroom. The purpose of this booklet is to enable you to have an accessible and convenient overview of each subject’s specification and a brief summary of what is actually being covered. With that information available you are then in a position where you can provide support from home and can engage with the material that is being studied, should you so desire. It is hoped that having some clarification as to how subjects are assessed and what the processes are will help to clarify and to contextualise the study that each subject demands. Thank you for the support that you will provide through this exceptionally busy and important academic year. I hope that by having this information readily available you will feel confident that you can engage in open discussion at home regarding progress in the lower sixth courses of study.
Guy Couper-Marsh Head of Sixth Form
Ancient History Exam Board: OCR Course Specification: Ancient History (OCR H407) Course content and Assessment During the Lower Sixth, students begin their work towards their A Level in Ancient History; that work will continue into the Upper Sixth, at the end of which students will sit two written examinations, for which they will have been prepared during the two years of the Sixth Form course. Each examination lasts for 2 hours 30 minutes, in which time students need to answer four written questions: two essays requiring use, analysis and evaluation of studied source material to answer the issues addressed in the question, one essay based on an ex-tract of an academic historian addressing a key historical debate, and one essay assessing the utility of one or more given ancient sources. Component Group 1 For the “Sparta and the Greek World” examination, pupils will complete a “depth study” of “The Society and Politics of Sparta, 478-404 BC” and a “period study” of “Relations between Greek states and between Greek and non-Greek states, 492-404 BC”. The focus of the period study will be on the wars between Greeks and Persians and then the wars within Greece that culminated in the so-called Peloponnesian War. The depth study on Sparta will explore issues including Sparta’s social and political structures, education and military culture, and other states’ views of Sparta. This examination is worth 50% of the A Level. Component Group 2 For the “Republic and Empire” examination, pupils will complete a “depth study” of “The Flavians, AD 68-96” and a “period study” of “The Julio-Claudian Emperors, 31 BC – AD 68”. The focus of the period study will be the emperors Augustus, Tiberius, Gaius (Caligula), Claudius and Nero. The depth study will investigate the establishment of the Flavian Dynasty in the Year of the Four Emperors, and the nature of the Principate at the time, as well as the various personalities of each emperor, and the importance of propaganda and religion to the dynasty. This examination is worth 50% of the A Level. Focus during the Lower Sixth During the Lower Sixth, students will be completing the “period study” for Component 1 on “Relations between Greek states and between Greek and non-Greek states, 492-404 BC” and the the “period study” for Component 2 on “The Julio-Claudian Emperors, 31 BC – AD 68” “. Towards the end of the year they will begin work on the “depth study” for Component 1 on “The Society and Politics of Sparta, 478-404 BC” and the “depth study” for Component 2 on “The Flavians, AD 68-96”. They will sit internal examinations during the summer term of the Lower Sixth. Focus during the Upper Sixth In the Upper Sixth, students will complete the “depth study” for Component 1 and “depth study” for Component 2, which were begun in the Lower Sixth. Students will then revise all material covered previously, to prepare for the two A Level examination papers detailed above.
Art, Craft and Design Exam Board: Edexcel Course specification: Edexcel GCE Art & Design (9AD0) Course content The A Level course has two units assessing knowledge, skills and understanding at the end of two years: Personal Investigation (60% of the A Level mark) Controlled Assignment (40% of the A Level mark) Lower Sixth The emphasis is on breadth of study; students are encouraged to develop their own ideas and style whilst extending their knowledge of art and artists. Students develop their ideas round one broad theme of ‘The Body,’ possible starting points are Identity, Adornment and Memory. They develop skills in painting, life drawing, etching, silkscreen and various 3D and ceramic techniques. Students begin to identify where their strengths in visual communication lie. Work done in Lower Sixth will contribute to their Personal investigation. In the summer term, students undertake a critical and contextual research project in the form of an academic essay for their Personal Study (up to 3000 words). They are asked to identify an area of practical study that they could develop; this will be based on media and ideas that they have enjoyed or found success with earlier in the year. Lower Sixth Students will take a rigorous internal school exam in the summer, alongside assessment of their portfolio. Results from these internal assessments will form the basis for reference comments made in support of applications to universities. Upper Sixth Personal Investigation (60% of the A Level mark) Coursework takes the form of one unit. The emphasis of this year is depth of study whilst continuing to build upon skills learnt in the Lower Sixth. This portfolio will consist of a sustained project, theme, or course of study. Pupils will carefully select, organise, and present work to ensure that they provide evidence of meeting all four assessment objectives. Work done in Lower Sixth will contribute to their Personal investigation which will be assessed at the end of Upper Sixth. The personal study, completed in the summer term of Lower Sixth is included in the Personal Investigation coursework submission. Controlled Assignment (40% of the A Level mark) Students are given an early release exam paper with a single broad starting point. After choosing their own take upon the starting point students will then work independently for eight to ten weeks developing, experimenting, and refining their ideas with the advice of their teachers. At the end of this period, they will undertake a fifteen-hour exam where students will make their planned artwork. At the end of the A Level the year concludes with an exhibition, where all students present their work to celebrate their achievements. Homework and assessment In Lower Sixth students are required to complete 4 hours of homework each week and in Upper Sixth students complete 5 hours. This will include written research, practical work, reading and visiting galleries. Homework is marked on a weekly basis with both written feedback and grades. Verbal feedback may be on a oneto-one basis or as part of a group critique.
Component 1: Personal investigation
Personal investigation and related study
Candidates should produce two elements:
9AD0/ 01 90 marks (72 for the practical portfolio and 18 for the personal study)
1. A portfolio of practical work showing their personal response to either a starting point, brief, scenario, or stimulus, devised and provided by the candidate or centre
60% of total A Level
Practical portfolio and written Personal Study. This component is internally assessed and externally moderated
2. A personal study of continuous prose with a guided maximum of 3,000 words Component 2: Externally set task
Externally set task
The early release paper will be issued on 1 February and will provide candidates with a broad starting theme, with a range of written and visual starting points, briefs, and stimuli. From these, one must be selected, upon which to base a response
9AD0/ 02 72 marks Practical preparatory portfolio and 15 hours sustained focus This component is internally assessed and externally moderated
40% of total A Level
Biology Exam Board: OCR Course specification: H420 specification Course content: Lower Sixth Topics 2.1 Cell structure 2.2 Biological molecules
Upper Sixth Topics 5.1 Communication and homeostasis 5.2 Excretion as an example of homeostatic control 2.3 Nucleotides and nucleic acids 5.3 Neuronal communication 2.4 Enzymes 5.4 Hormonal communication 2.5 Biological membranes 5.5 Plant and animal responses 2.6 Cell division, cell diversity and cellular or- 5.6 Photosynthesis ganisation 3.1 Exchange surfaces 5.7 Respiration 3.2 Transport in animals 6.1 Cellular control 3.3 Transport in plants 6.2 Patterns of inheritance 4.1 Communicable diseases, disease preven- 6.3 Manipulating genomes tion and the immune system 4.2 Biodiversity 6.4 Cloning and biotechnology 4.3 Classification and evolution 6.5 Ecosystems 6.6 Populations and sustainability
Assessment Content is split into six teaching modules: Module 1 – Development of practical skills in biology Module 2 – Foundations in biology Module 3 – Exchange and transport Module 4 – Biodiversity, evolution and disease Module 5 – Communication, homeostasis and energy Module 6 – Genetics, evolution and ecosystems The course is assessed by three externally marked papers which are all taken in May/June of the upper sixth year. Component 1 assesses content from modules 1, 2, 3 and 5. Component 2 assesses content from modules 1, 2, 4 and 6. Component 3 assesses content from all modules. There is also a non-examined assessment of student’s practical skills, which is reported separately. Extension Each term students receive a Biological Sciences Review magazine which contains material on current biological topics in the world of research. BioSoc is the Sixth form extension society which is held every Thursday lunchtime at which both staff and students lead sessions. Practical work and dissection are an integral part of the society. We also encourage
students to attend BioSoc lectures at the University of Cambridge. Students are entered into the Biology Olympiad and the Intermediate Biology Olympiad. NeuroSoc is a new student run lunchtime club which 6 th form students are actively encouraged to get involved in.
Chemistry Exam Board: Edexcel Course Specification: Edexcel Chemistry A Level 9CH0 The specification has a good mix of traditional chemistry with contemporary and stimulating examples. It is a linear course that builds on topics that students have studied at GCSE while introducing aspects of chemistry that will be new to most students. In the Upper Sixth year, these concepts will be developed further with quantitative aspects added to the qualitative treatment of some topics covered in the Lower Sixth year. Course Content: Lower Sixth Topic 1: Atomic Structure and the Periodic Table Topic 2: Bonding and Structure Topic 3: Redox I Topic 4: Inorganic Chemistry and the Periodic Table Topic 5: Formulae, Equations and Amounts of Substance Topic 6: Organic Chemistry I Topic 7: Modern Analytical Techniques I Topic 19: Modern Analytical Techniques II
Upper Sixth Topic 10: Equilibrium I Topic 11: Equilibrium II Topic 12: Acid-base Equilibria Topic 13: Energetics II Topic 14: Redox II Topic 15: Transition Metals Topic 16: Kinetics II Topic 17: Organic Chemistry II
Topic 8: Energetics I Topic 18: Organic Chemistry III Topic 9: Kinetics I Assessment Three exam papers are sat at the end of the Upper Sixth year. The practical endorsement relates to skills developed in core practicals undertaken throughout the course. Paper 1 ‘Advanced Inorganic and Physical Chemistry’: topics 1, 2, 3, 4, 5, 8, 10, 11, 12, 13, 14, 15 (1h 45 min, 30% weighting) Paper 2 ‘Advanced Organic and Physical Chemistry ‘: topics 2, 3, 5, 6, 7, 9, 16, 17, 18, 19 (1hr 45 min, 30% weighting) Paper 3 ‘General and Practical Principles in Chemistry’: all topics, including synoptic questions and questions that assess conceptual and theoretical understanding of experimental methods related to the core practicals (2hr 30 min, 40% weighting) Practical endorsement: Practical skills will be developed and assessed in lessons by completing a range of core practicals. The assessment outcomes will be reported separately on students’ certificates alongside the overall grade for the qualification as a pass or fail. Reading and Extension The school library holds a range of relevant and appropriate texts that make for excellent chemistry extension material; the librarian or class chemistry teacher will be able to direct you toward them. Articles from Chemistry World (RSC) can be accessed online and provide a monthly digital addtion to traditional printed text. The department runs extension classes, which look at the subject in greater depth and provide an excellent preparation for the Olympiad and admissions interviews. Pupils are encouraged to take part in the Chemistry Olympiad and the C3L6 (Cambridge Chemistry Competition for Lower Sixth).
Computer Science Exam Board: AQA Course Specification: AQA 7517 Computer Science We follow the AQA exam syllabus which has modern content with both breadth and depth, covering all key areas of the field. We maintain a paperless approach wherever possible so your folder can be left at home and will largely be empty apart from written assessments, revision material etc! You require a bring-your-own device for the course (surface/laptop/large tablet) which has pen support, sufficient screen and battery size for extended work and access to Microsoft Office apps and a modern browser. Course content Fundamentals of programming Fundamentals of data structures Fundamentals of algorithms Theory of computation Fundamentals of data representation Fundamentals of computer systems Fundamentals of computer organisation and architecture Consequences of uses of computing Fundamentals of communication and networking Fundamentals of databases Big Data Fundamentals of functional programming Systematic approach to problem solving In addition, there is a practical programming project which must demonstrate higher level / extended coding skills/abilities for the top marks. Assessment There are two papers of two and a half hours each at the end of your second year of A-Level, and one piece of programming coursework. Each paper is worth 40% of the final mark, with the programming project worth the remaining 20%.
Design and Technology (A Level Product Design) Exam Board: OCR Course Specification: OCR Product Design (H406) Sixth Form Design and Technology is studied as part of the OCR suite of Design and Technology specifications: Product Design. It is highly desirable to have studied the Design and Technology course at GCSE, during which time skills in iterative design and practical skills have developed in preparation for the A Level. Course content Students cover topics about design influence and trends, learning from existing design, components, materials, manufacture, and will also improve their working knowledge of electronics and mechanical prototyping. Students will complete a range of small projects in the lower-sixth, some individual and some in small teams, which will look at a variety of situations whilst working with a range of materials and processes. This should help develop the ‘designer’ in students and help to make them empathetic designers, at the same time give them increased skills and awareness with different modelling and manufacturing techniques. In addition to iterative design and prototyping skills, the department’s CADCAM machines such as the laser cutter and 3D printers are used extensively to aid precise manufacture of mechanical prototypes. This is a two-year course. In the lower-sixth students will develop understanding and skills in iterative design and manufacture, in preparation for the project-coursework which will begin around Easter-time in the lower sixth. Project ideas come from the students and can include a plethora of materials and manufacturing techniques; all centred around solving a design problem in the most feasible and efficient way. Students can pick their coursework idea and should play to their interest/strengths – it is not necessary to have an electronic component in a project if the design does not necessitate this. Assessment 50%: Advanced project coursework. submission of coursework report in the Lent term of the upper-sixth. 26.7%: 1hr30 written exam on: analyse existing products demonstrate applied mathematical skills and apply technical knowledge and understanding of materials, product functionality, manufacturing processes and techniques demonstrate understanding of design thinking and wider social, moral and environmental issues that impact on the design and manufacturing industries demonstrate ability to solve problems. 23.3%: 1hr45 written exam on: series of longer answer questions that require learners to demonstrate their problem solving and critical evaluation skills.
Economics Exam Board: AQA Course Specification: AQA 7136 Specification We use the revised, linear AQA Economics specification. Students work towards taking the A-level (specification 7136) at the end of the 2-year course. Full details of the course including past-papers can be accessed via the AQA website but an outline is provided below: Subject content Individuals, firms, markets and market failure
Economic methodology and the economic problem Individual economic decision making Price determination in a competitive market Production, costs and revenue Perfect competition, imperfectly competitive markets and monopoly The labour market The distribution of income and wealth: poverty and inequality The market mechanism, market failure and government intervention
The national and international economy
The measurement of macroeconomic performance How the macroeconomy works: the circular flow of income, AD/AS analysis, and related concepts Economic performance Financial markets and monetary policy Fiscal policy and supply-side policies The international economy
Assessment A-level candidates sit 3 exams, each lasting 2 hours and with equal weighting. Paper 1 covers Microeconomics whilst Paper 2 covers Macroeconomics. Both of these are examined via data response and essays. Paper 3 is a synoptic Economic Principles and Issues paper which is examined via multiple choice and case study questions.
English Literature Exam Board: OCR Course Specification: OCR H472 Course content Students will follow the OCR A-Level specification in English Literature (H472) which provides a balance between coursework and examined papers, and include texts from a variety of periods, genres and styles. The aims of this specification are to encourage learners to develop their interest in and enjoyment of literature and literary studies as they:
read widely and independently both set texts and others that they have selected for themselves engage critically and creatively with a substantial body of texts and ways of responding to them develop and effectively apply their knowledge of literary analysis and evaluation in writing explore the contexts of the texts they are reading and others’ interpretations of them.
Assessment All exam papers are taken at the end of the Upper Sixth.
French Exam Board: AQA Course Specification: AQA 7652 French Course Content • Aspects of French-speaking society: current trends • Aspects of French-speaking society: current issues • Artistic culture in the French-speaking world • Aspects of political life in the French-speaking world
In addition, students will also study a film and literary text or two literary texts (to be determined in discussion with the class).
They must also undertake an independent research project for their oral exam, the subject of which can be drawn from any of the topic areas listed above.
Assessment The A-level is a two-year course, and students sit a public exam at the end of the Upper Sixth year. The exam comprises the following units: Listening, reading and writing Writing Oral
2½ hours 2 hours 20 minutes
50% of final mark 20% of final mark 30% of final mark
Oral language lessons With the oral making up a significant percentage of the assessment at A-Level, students have a weekly lesson with the French Language Assistant (a native speaker of French) which provides them with an excellent opportunity to practise the language, progress quickly and focus in depth on the examination requirements. Work and opportunities beyond the classroom All Sixth Form French students are provided with extension reading lists to challenge them intellectually. French students also have the opportunity to take part in the Regional Independent Schools French Debating Competition, and if qualified, in the National final in London. Students are also strongly encouraged to participate in the Sixth Form Paris trip and in French Society events, such as film nights and talks. For those interested in applying for French at university, there are also weekly preparation sessions from the summer term of the lower sixth year to help students with this process. DELF For those interested in gaining a foreign language qualification or wishing to study or work in a French speaking country in the future, the department also offers a tailor-made DELF course (Diplôme d'Études de Langue Française) in partnership with the Alliance Française in Cambridge. This highly regarded and internationally recognised language qualification is awarded by the French Foreign Office according to the Common European Framework of Reference for Languages.
Geography Exam Board: OCR Course Specification: OCR Geography (H481) We follow the OCR exam syllabus which has a classic content mix with contemporary and stimulating examples. Course content Learners take 4 components through the 2 year A-level course Physical Systems (01) This module focuses on glaciated environments and earth’s life support systems (carbon and water cycles). (Exam: 1 hour 30 minutes – 22% of A-level mark). Human Interactions (02) This module focuses on three major topics in human geography: migration, power and borders, and changing places, making spaces. (Exam: 1 hour 30 minutes – 22% of A-level mark). Geographical debates (03) The largest module focuses on two of the largest geography topics of the twenty first century: hazardous earth and climate change. These ‘big picture’ topics explore the links back to topics in the Physical Systems and Human Interactions units – such as investigating climate change migrants or explore how tectonic hazards have influence a sense of place. (Exam: 2 hours 30 minutes – 36% of A-level mark). Independent Investigation (04) This is a non-examined assessment where candidates explore a geographical issue of their choosing. (20% of A-level mark). Assessment There are three papers, detailed above, at the end of your a-level year and one piece of assessed investigative work. Compulsory Fieldwork A day in London in Michaelmas Y12 plus a residential fieldwork trip to Birmingham and Snowdonia in Summer Y12. Extension Students are given extensive documentation with extension materials for each of the topics they start. These can be found at the beginning of their OneNote. This includes films to watch, books to read, TED talks to engage with and lectures to attend. Their work in school really is the skeleton to their learning and we expect students to engage fully with extra-curricular Geography. This will include an entry in the Geography Debating Competition and could include participation in the Sixth Form G6 geography club or becoming a Geography Ambassador. Many of our students will also play lead roles in the Missing Maps programme of events to assist with humanitarian work mapping vulnerable populations around the globe to build resilience.
German Exam Board: AQA Course Specification: AQA 7762 German We follow the AQA syllabus for A level German. Course content The four A level themes are: Aspects of German-speaking society: current trends Artistic culture in the German-speaking world Aspects of German-speaking society: current issues Aspects of political life in the German-speaking world Students also study the work of a film director and one piece of literature in detail, and must complete an independent research project as preparation for the speaking examination. The teaching is split between three teachers. Two of the teachers share the delivery of topics, whilst the third teacher (a native speaker) concentrates on preparation for the oral language component. Oral language lessons With the oral making up a significant percentage of the assessment at A Level, students have a weekly lesson in pairs or individually with the German oral language teacher (a native speaker of German) which provides them with an excellent opportunity to practise the language, progress quickly and focus in depth on the examination requirements. Goethe-Zertifikat This is available as an additional qualification to either AS or A level German and is taught alongside the AS/A level material. The focus is on the four key skills of listening, speaking, reading and writing, with less emphasis on prescribed topics. At the end of the Lower Sixth students take the level B1 examinations at the GoetheInstitut in London. This is an internationally recognised certificate which facilitates access to courses to German-speaking universities. Assessment GZ B1 Reading (65 mins) GZ B1 Listening (40 mins) GZ B1 Writing (60 mins) GZ B1 Speaking (15 mins) Equal weighting is given to each paper A level Paper 1 – Listening, Reading and Writing (2 hours 30 minutes), 50% of the overall A level mark. A level Paper 2 – Writing (2 hours), 20% of the overall A level mark. A level Paper 3 – Speaking (21-23 minutes), 30% of the overall A level mark.
AS German and GZ Our approach to AS level German and GZ is rooted in an understanding of what makes Germany tick today. We study many aspects of modern German society: the changing role of the family; the digital world; youth culture; festivals; art and architecture; Berlin as a cultural city; film study (Das Leben der Anderen). Through their appreciation of what it is to be German, students develop the ability to think in a non-Anglophone way and to connect effectively with Germans on many levels, in addition to becoming competent linguists. Studying German at AS in combination with GZ should be seen as complimentary. While the AS focuses on cultural and historical topics, the GZ is a skill-based course focussing on communication and intercultural awareness. It allows students to enrich their command of the spoken and written language to a significant degree of sophistication. Students’ understanding of an increasingly widening range of language develops, as does a greater awareness of cultural differences, nuances and similarities. It is anticipated that students would sit the GZ qualification at the end of Y12 while the AS would be sat in Y13. Students have a weekly lesson with the Language Assistant to build their confidence in their spoken German. These intensive lessons are invaluable in helping them develop fluency and the ability to debate and defend their point of view confidently, and to prepare for the oral exam. We run a biennial trip to Vienna with the art and music departments. Assessment AS Paper 1 – Listening, Reading and Writing (1hr 45 mins), 45% of the AS level mark AS Paper 2 – Writing (1hr 30 mins), 25% of the AS level mark AS Paper 3 – Speaking (12-14 mins), 30% of the AS level mark Main benefits of the AS and GZ course for Perse students: - Keeping up linguistic skills at post 16 in a subject studied for a significant number of years. - Developing knowledge of lexical fields in a foreign language relevant to the students' future university and/or professional aspirations. - Strengthening further their overall academic profile and standing out from the crowd! - Gaining an internationally recognised language qualification in German allowing access to higher education institutions in all German-speaking countries. - Continuing to enrich themselves culturally through the study of a language. The AS and GZ course is delivered in the fifth/mini-column, allowing it to fit most students' subject combination. It can be studied instead of, or, in addition to, doing an EPQ or a Rouse project in Year 12. In the Upper Sixth, students who want to take the full A level will have extra lessons on their timetable to cover the additional content. German A-Level Students who study German in the Sixth Form often go on to read German at university, either as the chief subject of their degree or as a valuable subsidiary component. Taking German at A level is not solely about learning a language – it is a chance to develop intellectual skills in a challenging and rewarding environment. The topics covered at A level enhance further your understanding of Germany, Austria and Switzerland: Multiculturalism in German-speaking society (immigration, integration and racism); Germany and the EU; young people and politics; the reunification of Germany and its consequences. In addition to the socio-political topics literature and film classes are held, focussing on one novel and one film. We currently study Der Vorleser (Bernhard Schlink) and Das Leben der Anderen (Florian Henckel von Donnersmarck). Continuing to the full A level qualification also allows students to carry out an Individual Research Project on any topic relating to a German-speaking country. This forms two thirds of the oral assessment, during which you discuss your research findings with the teacher-examiner. This exam component is an excellent way to develop essential evaluative and research skills. Guest speakers invited from universities also contribute to a programme of enrichment German. Furthermore, we also have strong links with the Goethe-Institut in London and occasionally organise suitable visits as well as inviting contacts to The Perse.
Greek Exam Board: OCR Course Specification: OCR H044 Classical Greek (AS level); OCR H444 Classical Greek (A Level) Course content and Assessment During the Lower Sixth, students begin work towards their AS Level in Greek; at the end of the year, pupils will either sit two written examinations to attain an AS level, or they will have chosen to continue with the full A level. Please note there may be a surcharge for the latter. Those students continuing into the Upper Sixth, will sit four written examinations, for which they will have been prepared during the two years of the Sixth Form course. H044 – AS level (for details of the A level course, please contact HOD) Unit 01 Language In the Language paper, students have to translate one passage of adapted Classical Greek prose into English and, either, translate 5 sentences from English into Classical Greek (using the restricted accidence and syntax list), or, demonstrate their understanding of a passage of unseen adapted narrative prose, through answering comprehension questions. This paper is worth 50% of the AS level. Unit 02 Literature For the Literature paper, students have to study one prose set text and one verse set text. Students will have to translate, understand and respond to passages from the set texts, while demonstrating knowledge and understanding of the wider context of the texts. Students will also have to critically analyse the literary style, characterisation, argument and literary meaning of passages from the set texts, displaying an ability to write extended responses that acknowledge other parts of the text, read in translation. This paper is worth 50% of the AS Level. Focus during the Lower Sixth Throughout the Lower Sixth, students will develop their understanding of the Greek language by consolidating grammar and vocabulary met at GCSE and meeting new language features, and will practise unseen translation and prose composition. During the first term of the Lower Sixth, students will read a range of original Greek texts to broaden their appreciation of Greek literature and knowledge of key vocabulary. In the remainder of the Lower Sixth, students will begin studying their set texts. They will sit the AS exam or an internal examination during the summer term of the Lower Sixth, depending on whether they are pursuing the full A level or not. Focus during the Upper Sixth In the Upper Sixth, students will read additional A Level set texts and complete formal preparation for the four A Level examination papers. Please contact the HOD for more information about the full A level or see the specification linked above.
History Exam Board: OCR Course Specification: OCRHistory505 The History Department runs two courses at A-level. This provides pupils with the opportunity to learn from teachers in their chosen topic areas and to benefit from their expertise. The two courses follow the same specification (OCR A H505) and the format, structure and assessment for both courses is identical. Overview of the specification Content Assessment Overview British Period Study British Period Study (Either The Early Stuarts and the Origins of the and Enquiry 25% total English Civil War OR Britain 1930-1997) 50 marks A-level UNIT GROUP 1 1 hour 30 mins exam Non-British Period Study Non-British Period (Either Italy 1896-1943 OR The Crusades and Study 15% total the Crusader States 1095-1192) 30 marks A-level UNIT GROUP 2 1 hour exam Thematic study and Historical Interpretations Thematic study and his(Either Popular Culture and Witch Craze or torical interpretations 40% total Civil Rights in the USA) 80 marks A-level UNIT GROUP 3 2 hours 30 mins exam Topic Based Essay 3000-4000 word esCoursework say/coursework 20% total 40 marks A-level Unit Y100 Non exam assessment Course content Students will study one of the following two courses at A-level, taught over two years. Course one: This course focuses on British and European history spanning the centuries.
Course two: This course looks in-depth at the causes and events of the English Civil War, as well as the rise and fall of Italian Fascism and US civil rights from the end of the American Civil War in 1865 to 1992.
In their lower sixth year students will study: Britain 1930-1997 The Crusades and the Crusader States 1095-1192 In their upper sixth year students will study: Popular Culture and the Witch Craze of the 16th and 17th Centuries Coursework (4,000-word essay)
In their lower sixth year students will study: The Early Stuarts and the Origins of the English Civil War 1603-1660 Italy 1896-1943 In their upper sixth year students will study: Civil Rights in the USA 1865-1992 Coursework (4,000-word essay)
Extension: All students are given lists of extension materials ranging from reading to online lectures at the start of the course. History requires a degree of immersion in debates and ideas that is hugely rewarding.
Latin Exam Board: OCR Course Specification: OCR H443 Latin Course content and Assessment During the Lower Sixth, students begin their work towards their A Level in Latin; that work will continue into the Upper Sixth, at the end of which students will sit four written examinations, for which they will have been prepared during the two years of the Sixth Form course. Unit 01 Unseen Translation In the Unseen Translation paper, students have to translate one passage of Latin prose (usually written by Livy) and one passage of Latin verse (usually written by Ovid); they are also required to scan two lines of the verse passage. This paper is worth 33% of the A Level. Unit 02 Prose Composition or Comprehension In the Prose Composition or Comprehension paper, students have either to answer a series of comprehension questions testing understanding of one passage of Latin prose or to translate a passage of English into Latin. This paper is worth 17% of the A Level. Unit 03 Prose Literature In the Prose Literature paper, students have to answer questions testing understanding of the prose set texts that they have studied during the Sixth Form. Students will be asked to translate, answer comprehension questions on, and analyse the style and content of excerpts drawn from the set texts, and to write an essay addressing a wider theme. This paper is worth 25% of the A Level. Unit 04 Verse Literature In the Verse Literature paper, students have to answer questions testing understanding of the verse set texts that they have studied during the Sixth Form. Students will be asked to translate, answer comprehension questions on, and analyse the style and content of excerpts drawn from the set texts, and to write an essay addressing a wider theme. This paper is worth 25% of the A Level. Focus during the Lower Sixth Throughout the Lower Sixth, students will develop their understanding of the Latin language by consolidating grammar and vocabulary met at GCSE and meeting new language features, and will practise unseen translation and prose composition. During the first half of the Lower Sixth, students will read a range of original Latin texts to broaden their appreciation of Latin literature and knowledge of key vocabulary. In the second half of the Lower Sixth, students will begin studying their A Level set texts. They will sit an internal examination during the summer term of the Lower Sixth. Focus during the Upper Sixth In the Upper Sixth, students will read additional A Level set texts and complete formal preparation for the four A Level examination papers detailed above.
Mathematics Exam Board: Edexcel. Maths Specification: Edexcel A-level Mathematics Further Maths Specification: Edexcel A-level Further Mathematics We offer three different courses to suit your interest and ability. The courses are equivalent to 1, 1.5 or 2 A levels and all courses are linear, meaning that all exams are taken at the end of the upper sixth. A level mathematics You will study pure maths and the applied topics of probability & statistics and mechanics over two years. There are three 2-hour exams in the upper sixth, two of which are on pure maths and one on the applied topics. All are calculator papers and we will tell you about the requirements for calculators at the start of the course. You will have two teachers, one for pure and mechanics and one for pure and statistics. A level mathematics and AS level further mathematics If you have a genuine interest in mathematics and a track record of high attainment in assessments but do not want to follow the full double mathematics course, then this course might appeal to you. Historically, this course has been popular with those pupils wishing to study medicine at university who also greatly enjoy mathematics. Such students are advised to check with their universities of choice and careers advisors as to what would be an appropriate level of mathematics to study in the 6th form. The course covers the A level course described above. In addition, you will study for an additional pure maths paper and an ‘options’ paper (which will cover statistics and mechanics). These are assessed by two 1 hour 40minute papers at the end of the upper sixth. You will be in a standard single maths set with two teachers and have additional lessons to cover AS FM content with a third teacher in year 12. If possible, you will be taught as a single AS FM class in year 13. “Double mathematics” – mathematics and further mathematics This course is suitable for those students who are either intending to study a degree in mathematics, the physical sciences, engineering or economics (at some universities) or who genuinely love the subject and have a track record of high attainment in assessments. The teaching pace is quick, and algebraic fluency is essential as the course moves quickly through the maths A level in order to give some experience of further maths before the Easter of year 12. Students who choose this course should be prepared to work hard and be well organised. A high level of self-motivation is essential for success here. There will be preparation work to do before the course begins, to help students get back up to speed, and this practice is especially important for those students who have only taken the GCSE in year 11. The majority of students will have studied the AQA further maths qualification but this is not a requirement. You will study pure maths, probability & statistics and mechanics through the two years. At the end of the upper sixth you will have 7 exams: 3 of which are 2 hours long, covering mathematics content; and 4 of which are 1 hour 30 minutes long, covering further mathematics content. Papers are split between pure maths topics and the applied topics. All are calculator papers and we will tell you about the requirements for calculators at the start of the course. You will have three teachers, one for each of pure, mechanics and statistics, but they will all teach you pure maths initially.
Music Exam Board: OCR A-level Specification Our Sixth Form students sit the OCR A-level Qualification which looks to provide opportunities for candidates to develop a range of musical skills. The three areas of this course are performing, composing and listening and appraising.
Course content Students can take components 01, 03 and 05 or 02, 04 and 05 01 - Performance A (75 marks) Recital lasting a minimum of 6 minutes to contain two contrasting pieces. Choice of: Solo piece(s) on one or more instruments or voice Ensemble performance (this can include accompanying) 02 - Performance B (105 marks) Recital lasting a minimum of 10 minutes to contain three contrasting pieces. Choice of: Solo piece(s) on one or more instrument or voice Ensemble performance (including accompanying) 03 - Composition A (105 marks) Compositions with a combined duration of at least 8 minutes One to a brief set by OCR One to a brief set by the student Three short technical exercises 04 - Composition B (75 marks) Compositions with a combined duration of at least 4 minutes One to a brief set by OCR One to a brief written by the learner 05 Listening and appraising (120 marks) – 2hr 30 minutes written exam Analysing and evaluating music from the following areas of study:
Instrumental Music of Haydn, Mozart and Beethoven Programme Music: 1820-1910 Innovations in Music: 1900 to the present day Popular Song: Blues, Jazz, Swing and Big Band Developments in Instrumental Jazz: 1910 to the present day
Examined Assessment A Listening and Appraising exam on the Areas of Study (2hrs 30mins).
Philosophy Exam Board: AQA Course specification: AQA Philosophy A-level (7127) This course provides an excellent foundation in philosophy and incorporates scope for rigorous and critical enquiry into key subject areas. There are four key areas to study: Moral Philosophy, Epistemology, Metaphysics of Mind and Metaphysics of God. The course is thorough and expansive and will provide a very good understanding for progression to University for courses including PPE, Philosophy, Religious Studies and Theology. The AQA Philosophy A level is a linear course, with final exams taken at the end of the Upper Sixth year.
Course content 1. Moral philosophy: Normative ethical theories; utilitarianism, deontological ethics, virtue ethics. Applied ethics; stealing, simulated killing, eating animals, lying. Meta-ethics. 2. Epistemology: what is knowledge? The tripartite view. Perception; direct realism, indirect realism, idealism. Reason as a source of knowledge. The limits of knowledge. 3. Metaphysics of Mind: What do we mean by mind? Dualist theories. Physicalist theories. Functionalism. 4. Metaphysics of God: The concept & nature of God. Arguments relating to the existence of God. Religious language.
Assessment Two papers corresponding to the four key areas. Paper 1: 3 hours on Moral philosophy and Epistemology. 100 marks. 50% of the final mark. Five questions on Moral Philosophy and five questions on Epistemology. Paper 2: 3 hours on Metaphysics of Mind and Metaphysics of God. 50% of the final mark. Five questions on Metaphysics of Mind and five questions on Metaphysics of God.
Physics Exam Board: AQA Course Specification: Physics 7408
A level Physics is an academically rigorous and challenging course that prepares pupils well for university study in science, engineering, maths or other disciplines not so obviously related. There is a strong emphasis on developing experimental and analytical skills as well as logical reasoning and subject knowledge. A good level of fluency in Maths is required, so our expectation is that pupils opting for Physics also study Maths.
Course content 1 Measurements and their errors 2 Particles and radiation 3 Waves 4 Mechanics and materials 5 Electricity 6 Further mechanics and thermal physics 7 Fields and their consequences 8 Nuclear physics
One optional topic from: 9 Astrophysics 10 Medical physics 11 Engineering physics 12 Turning points in physics 13 Electronics In the Lower Sixth, we lay foundations in classical physics, starting with Newtonian mechanics and wave effects, before moving on to materials and electricity. We describe circular motion which leads on to Newton’s law of gravitation and classical field theory. Periodic motion is further described with oscillating systems. Quantum ideas are introduced towards the end of the year. We spend plenty of time developing experimental and analytical skills throughout the year and there is often time for investigative work at the end of the year. In the Upper Sixth we embark on nuclear and particle physics, which includes experimental work with radioactive sources. We push classical field theory further with electric fields and capacitance before tackling magnetic fields and electromagnetic induction. Ideal gas theory provides the foundations for further work in thermodynamics. We are planning to teach one of the five options, likely to be Engineering Physics, which tackles rotational mechanics and moments of inertia as well as applications of thermodynamics in engine cycles.
Assessment There are three examination papers, each 2 hours long, set and marked externally: Paper 1 (85 marks, 34%) Sections 1 to 5 and 6.1 (periodic motion) Paper 2 (85 marks, 34%) Section 6.2 (thermal physics) and 7 and 8, assumed knowledge from 1 to 6.1 Paper 3 (80 marks, 32%) Practical skills and data analysis plus optional topic. Because physics is a practical subject, your teacher will be assessing your practical competency throughout the course according to the Common Practical Assessment Criteria. Since we provide so many opportunities for practical work, we expect all students to achieve a level of mastery of practical skills good enough to go on to study science subjects at university and therefore to be awarded a pass in the endorsement of practical skills.
Enrichment and extension Our A level resources include ideas for enrichment and extension that relate to the topics being studied. The department runs extension classes which look at the subject in greater depth and develop thinking skills. These provide an excellent preparation for the Physics Olympiad and for admissions interviews. Students can opt in to a number of trips and we encourage you to attend Cambridge Physics Centre lectures which take place at the Cavendish laboratory. Some sixth form physicists serve as Physics mentors for younger pupils in the school. We encourage all students to subscribe to Physics Review magazine, and there is a list of recommended reading on the school website.
Politics Exam Board: Edexcel Course Specification: A level Politics (9PLO) Full details of the course can be accessed via the Edexcel website but an outline is provided below:
Subject content Component 1: UK Politics (9PLO/01) • Democracy and participation • Political parties • Electoral systems • Voting behaviour and the media • Core political ideas – conservatism, liberalism, socialism Component 2: UK Government (9PLO/02) • The constitution • Parliament • Prime Minister and executive • Relationships between the branches of government • None-core political idea option – nationalism Component 3: Comparative Politics (9PLO/3A) • The US Constitution and federalism • US Congress • US presidency • US Supreme Court and civil rights • Democracy and participation • Comparative theories
Assessment Candidates sit 3 papers that correspond to the 3 components above. All the papers are 2 hours in length with an equal weighting of 33⅓%.
Psychology Exam Board AQA Course Specification: AQA 7182
Course Content In Year 12, students will study all of Paper 1 and Paper 2. In Year 13, students will continue their study of Research Methods as well as completing Paper 3.
Assessment All formal assessment takes place at the end of Year 13. There are three, 2-hour exams, each marked out of 96 and worth 33.3% of the final grade.
Paper 1 – Introductory topics in psychology Students will answer questions on:
Social influence Memory Attachment Psychopathology
It is a 2-hour, written exam marked out of 96 and worth 33.3% of the A-level. There are four sections:
Section A (24 marks): multiple choice, short answer and extended writing, Section B (24 marks): multiple choice, short answer and extended writing, Section C (24 marks): multiple choice, short answer and extended writing, Section D (24 marks): multiple choice, short answer and extended writing,
Paper 2 – Psychology in context Students will answer questions on: Approaches in psychology, Biopsychology, Research methods It is a 2-hour, written exam marked out of 96 and worth 33.3% of the A-level. There are three sections: Section A (24 marks): multiple choice, short answer and extended writing, Section B (24 marks): multiple choice, short answer and extended writing, Section C (48 marks): multiple choice, short answer and extended writing,
Paper 3 – Issues and options in psychology Students will answer questions on:
Issues and debates in psychology, Cognition and Development Schizophrenia Addiction
It is a 2-hour, written exam marked out of 96 and worth 33.3% of the A-level. There are four sections:
Section A – Issues and Debates - (24 marks): multiple choice, short answer and extended writing, Section B – Cognition and Development - (24 marks): multiple choice, short answer and extended writing, Section C – Schizophrenia - (24 marks): multiple choice, short answer and extended writing, Section D – Addiction - (24 marks): multiple choice, short answer and extended writing,
Religious Studies Upper Sixth Exam Board: AQA Course Specification: AQA RS Specification
Course content A level Religious Studies at The Perse focuses on the study of Ethics and Philosophy of Religion and follows the AQA syllabus. Throughout the course students are encouraged to adopt an enquiring, critical and reflective approach and reflect on and develop their own values, opinions and attitudes. Students do not need to have taken a GCSE in Religious Studies in order to take the subject at A level but they should be interested in philosophical ideas and writing evaluative essays. The course is fully supported with syllabus-specific textbooks and online resources, as well as a wealth of inhouse resources.
Paper 1 For component 1 students study Religion and Ethics which includes topics such as the study of Utilitarianism, Free will and responsibility, and ethical issues like abortion and euthanasia. They will also look at the Philosophy of Religion and will consider such things as the study of Religious Experience, the Cosmological Arguments for the Existence of God, and the Problem of Evil.
Paper 2 In component 2 students draw on their knowledge from paper 1 and use it to consider the Dialogues between Philosophy, Ethics, and Religious Practice. They will cover such things as death and the afterlife, gender and sexuality, and the rise of secularism. Both components are examined at the end of the Upper Sixth year, in two, three-hour examinations, weighted as 50:50 in the final grade. We encourage our students to keep abreast of current affairs with an ethical, philosophical, or religious dimension.
Religious Studies Lower Sixth Exam Board: OCR Course Specification: OCR A Level Religious Studies H573 Specification
Course content A level Religious Studies at The Perse focuses on the study of Ethics and Philosophy of Religion and follows the OCR syllabus. Throughout the course students are encouraged to adopt an enquiring, critical and reflective approach and reflect on and develop their own values, opinions and attitudes. Students do not need to have taken a GCSE in Religious Studies in order to take the subject at A level but they should be interested in philosophical and religious ideas and should enjoy writing evaluative essays. The course is fully supported with syllabus-specific textbooks and online resources, as well as a wealth of inhouse resources. All learners study three components; Philosophy of religion (01), Religion and ethics (02) and Developments in Christian thought.
Paper 1 In the Philosophy of religion learners study philosophical issues and questions raised by religion and belief. These include arguments regarding the existence or non-existence of God, the nature and influence of religious experience and the problems of evil and suffering. They also explore philosophical language and thought, through significant concepts and the works of key thinkers, illustrated in issues or debates in the philosophy of religion.
Paper 2 Religion and ethics is characterised by the study of ethical language and thought, with exploration of key concepts and the works of influential thinkers. Ethical theory is applied to issues of importance; namely euthanasia, business ethics, and sexual ethics.
Paper 3 Developments in Christian thought provides an opportunity for the systematic study of the Christian tradition. This includes the exploration of religious beliefs, values, teachings and practices that shape Christian identity, as well as sources of wisdom and authority. Also central are the ways in which Christian traditions have developed over time, and responses to challenges and significant contemporary social issues We encourage our students to keep abreast of current affairs with an ethical, philosophical, or religious dimension.
Spanish Exam Board: AQA Course Specification: AQA A level 7692
Course Content
Aspects of Spanish-speaking society: current trends Artistic culture in the Spanish-speaking world Aspects of Spanish-speaking society: current issues Aspects of political life in the Spanish-speaking world Two cultural topics (a novel and a film)
Assessment The A-level is a two-year course, and students sit a public exam at the end of the Upper Sixth year. The exam comprises the following units: Listening, reading and writing Writing Oral
2½ hours 2 hours 20 minutes
50% of final mark 20% of final mark 30% of final mark
In addition, there is an internally-assessed AS exam at the end of the Lower Sixth.
Oral language lessons Students have a weekly lesson in pairs with our oral language teacher to improve their skills in spoken Spanish. These intensive lessons are invaluable in helping them develop fluency and the ability to debate and defend their point of view confidently, and to prepare for the oral exam. Students must also undertake an independent research project for their oral exam, on any approved subject related to the Hispanic world
Opportunities beyond the classroom Students are encouraged to read widely in Spanish and we can advise them regarding suitable publications. They also have the opportunity to take part in the Regional Independent Schools Spanish Debating Competition, and act as a teaching assistant in Spanish classes in a primary school or at the Cambridge Spanish Centre. Finally, students can take advantage of the established L6 Spanish exchange with our partner school in Madrid.
DELE For students wishing to supplement the Spanish A level course, we also offer the DELE B2 course (diploma of Spanish as a foreign language). This is taught in school throughout the Upper Sixth, and results in an internationally recognised qualification of equivalent standard to A level, which is extremely useful for work or study in a Spanish-speaking country.
Lower Sixth Research Research, Enquiry and Scholarship at The Perse A spirit of enquiry is at the heart of a Perse education and pupils are encouraged to develop their research and investigation skills through the core curriculum and an exciting programme of research opportunities beyond the classroom. Together, these enable pupils to develop confidence in information literacy (both digital and 'traditional'), written and verbal communication skills, and project management. In engaging with these opportunities pupils will see their research skills and understanding of the research process progress towards full 'university-readiness' by the end of Year 13. In all years, pupils are encouraged to complete independently chosen wider reading and/or investigation, ei-
In Year 12 all pupils undertake either an internal Rouse Award Research project or instead choose to complete the demanding and fulfilling EPQ (Extended Project Qualification) which is equivalent to half an A Level. Either project will assist in supporting further education course applications. In Year 10 pupils can join the HPQ (Higher Project Qualification) programme, a more formalised, externally assessed research qualification which stretches them intellectually and personally as they work towards a more developed research assignment. In Year 9 pupils can enter the Aristotelian Award essay competition, an internally assessed 1500-word essay competition which is organised by the Research Prefects and open to internal and external students across the UK. In Year 8 pupils can work towards the Perse Project Qualification (PPQ) where they have a go at an independent research project. They will work one-to-one with a supervisor to hone their skills and ideas as they produce a 1500 word project. In Year 7 pupils have an independent study homework slot. One of the options is the PRSQ (Perse Research Skills Qualification), which is an online module course introducing and teaching key research skills as a framework to build on as they move up the school.
ther in a particular subject or in a cross-curricular topic. Students who complete any independent investigation, however big or small should consider submitting their work for posting on our Perse Research website by emailing it to Mrs Knight (Head of Research). Pupils should look to regularly attend The 42 lunchtime lecture series which will develop their understanding of contemporary research and investigation. There is a book reward scheme for regular attendance.
Year 12: The Research Programme All Sixth Form students at The Perse participate in the Y12 research programme and are strongly encouraged to undertake an independent research project in the Lower Sixth as part of it. This provides an opportunity to learn and hone research skills, extend learning beyond A Levels and equips students for a strong UCAS application. Students start with a series of research skills lessons in the first half term, then in October make their decision over which option they would like to do.
Option 1: Extended Project Qualification (AQA) https://filestore.aqa.org.uk/subjects/AQA-W-7993-SP19.PDF The EPQ is equivalent to half an A Level. It involves 8 periods per cycle being timetabled with a non-specialist supervisor and will take a minimum of 120 hours of research. The EPQ is marked not just on the end product (either a 5000-word essay, or an artefact plus a report of at least 1000 words) but also on a presentation at the end and a detailed production log recording the research ‘journey’. This option takes the most amount of time, and suits students who would like to not only do a research project but also focus on the process of research.
Option 2: Rouse Award (Internal) Most students opt for the Rouse Award, where they have one 40 minute lesson per week, which is sometimes a classroom lesson, sometimes a lecture, and sometimes self-directed. From October half term students will meet their supervisor (with a broad subject-based specialism) once a fortnight. The Rouse Award is marked only on the finished product (2000-4000 words). Upon completion all students will receive a Rouse Award Certificate (with ‘Commended’, ‘Highly Commended’, and ‘Distinction’ categories) that will be included on university transcripts and discussed in the UCAS Reference. The best entries will be considered for prizes, chosen after the shortlist is interviewed by a panel of university academics and governors. Students can complete the Rouse Award in 3 ways: • Essay: an independently researched essay of 2000–4000 words. • Artefact: a research-informed creative process culminating in the submission of an ‘artefact’ plus a short report of 1000–1500 words outlining the research and how it informed the outcome. • Collaborative project: either an essay or artefact produced collaboratively by a group of students. Each student must submit their own essay/report. Option 3: Alternative Accreditation Some students opt to do another qualification, such as DELF language course or AS Further Maths and a number of others alongside the Rouse Award (this cannot be done alongside EPQ), or on its own.
The Perse Research Model At The Perse students learn about the process of conducting research through The Perse Research Model (left). The Perse Research model is a 5stage model surrounded by the continual need to reflect on the process and communicate what they have found. They learn that research is a creative but also systematic process. As students engage with the research opportunities in the school they will progress they will develop their skills at each stage in the research model. For further reading to learn about the process of research we recommend the ‘Little Quick Fix’ series on doing research, which can be found in the Rouse library on doing some of these online MOOCs:
• • • •
• Developing your research project: https://www.futurelearn.com/courses/research-project Research writing: How to do a literature review: https://www.futurelearn.com/courses/researchwriting Researching your project: https://www.futurelearn.com/courses/searching-and-researching Critical thinking: https://www.futurelearn.com/courses/critical-thinking-at-university Research basics: https://guides.jstor.org/researchbasics
Wider Reading Lists – Sixth Form Reading is not just a product of intellectual curiosity, but stimulates it, and all Perse pupils are encouraged to read as diverse a range of texts as possible during their time at the school. Reading can be one of life’s great pleasures, and it is important that pupils read books that they enjoy, but it is also a way of developing new interests, understandings and skills when books that may fall outside someone’s normal ‘comfort zone’ are tackled. As a general guide, pupils are encouraged to find some balance between fiction and non-fiction and to try new and different genres at some point over the course of a year. There are numerous events and activities through the school year to involve pupils in celebrating their love of reading – visiting authors, competitions and book groups to name just a few. Many of these bring together pupils from multiple year groups, but there are also many age-specific opportunities ranging from those targeted at our newest school joiners to those applying to university. All pupils are encouraged to set aside some time each week to read – even half an hour provides valuable relaxation and intellectual interest. The Rouse Library holds a wide and diverse range of books (in both traditional and now digital format) which go well beyond the subject reading lists and recommendations (although these can be a great place to start). Ms Alboni and Mrs Suman-Chauhan have a wealth of experience advising young readers and always welcome a conversation with pupils, whether seasoned library users or less confident readers. Subject teachers and departmental literacy coordinators can also make helpful recommendations of texts that would be at the right reading level for a particular pupil and will help them indulge their interests further. A reluctant reader is usually one who hasn’t found the right type of book yet! The following texts are a new initiative to highlight certain titles which may prove interesting or stimulating within a context of wider reading. These include a variety of types of text then including some fiction within each subject area. Whilst departments have made every effort to filter the texts listed here, please apply the usual parental judgement when selecting books for students to purchase or borrow – some books will have been included on the recommendation of others or third parties. These books can be requested at The Rouse Library. Students will also be given details on our new Sora ebook service which is coming soon and will contain a selection of these texts to borrow that will build up over time. Dedicated e-readers (such as the Kindle) also have certain advantages over tablet/mobile reading, particularly in that that they are not typically back-lit and so are easier on the eyes. Many of the following books can also be purchased at reduced rates on e-book stores.
Art
Jessica Evans and Stuart Hall: Visual Culture: The Reader E. Fernie: Art History and its Methods: A Critical Anthology J. Hall: Dictionary of Subjects and Symbols in Art Hugh Honour and John Fleming: A World History of Art R. S. Nelson and R Shiff: Critical Terms for Art History M. Pointon: History of Art: A Student's Handbook H. Read: The Thames and Hudson Dictionary of Art R. Williams: Art Theory: An Historical Introduction
Biology Misha Angrist: Here is a Human Being Aldous Huxley: Brave New World Elizabeth Kolbert: The Sixth Extinction
Nick Lane: Power, Sex and Suicide A.M. Leroi: Mutants Seth Mnookin: The Panic Virus David Quammen: Ebola Matt Ridley: The Agile Gene Lauren Slater: Opening Skinner’s Box Colin Tudge: The Secret Life of Trees
Chemistry
John Elmsley: Nature's Building Blocks: An A-Z Guide to the Elements John Elmsley: The Elements of Murder Val McDermid: Forensics - The Anatomy of Crime Addy Prissy: What is Life? How Chemistry Becomes Biology Nobel Lectures 2006-2010 (Various)
Computer Science John MacCormick: Nine algorithms that changed the future - the ingenious ideas that drive today's computers K. Dewdney: The New Turing Omnibus Various: Out of their Minds - The Lives and Discoveries of 15 Great Computer Scientists P Ceruzzi: Computing, A Concise History Bill Gates: The Road Ahead Dormehl, Luke: The Formula - How Algorithms Solve all our Problems ... and Create More M Tegmark: Life 3.0 Mayer-Schönberger, Viktor; Cukier, Kenneth: Big Data : A Revolution that will Transform How We Live, Work and Think H Brighton and H Selina: Introducing Artificial Intelligence Gorden Corera: Intercept - The Secret History of Computers and Spies Tim Wu: The Master Switch - The Rise and Fall of Information Empires H Ahmed: Cambridge Computing, The First 75 Years Sydney Padua: The thrilling adventures of Lovelace and Babbage Eric Schmidt and Jonathan Rosenberg: How Google Works
Design and Technology
Ball: Made to Measure Bloomfield: How Things Work Cadbury: Seven Wonders of the Industrial World James Dyson: Against the Odds Peter Forbes: The Gecko’s Foot Michael French: Invention and Evolution Gresh and Weinberg: The Science of Superheroes Natasha McCarthy: Engineering: A Beginner’s Guide Petroski: Remaking the World Nikola Tesla: The Treasury of Nikola Tesla
Economics Ha-Joon Chang: Economics: The User’s Guide Partha Dashupta: Economics: A Very Short Introduction Tim Harford: The Undercover Economist
Steven Landsburg: The Armchair Economist Leavitt and Dubner: Freakonomics Michael Lewis: Flash Boys Evan Osborne: Reasonably Simple Economics David Pilling: The Growth Delusion Banerjee and Duflo: Poor Economics Patel and Meaning: Can't We Just Print More Money? Podcast: IFS Zooms In: The Economy Podcast: Behind the Money Podcast: Money Talks Podcast (BBC Sounds): Understand: The Economy Podcast (BBC Sounds): Simon Evans Goes to Market Podcast (BBC Sounds): More or Less
English
Monica Ali: Brick Lane Margaret Atwood: The Handmaid’s Tale Pat Barker: Regeneration Anthony Burgess: A Clockwork Orange Albert Camus: The Outsider J.M. Costzee: Disgrace John Fowles: The French Lieutenant’s Woman L.P. Hartley: The Go-Between Doris Lessing: The Good Terrorist Rohinton Mistry: A Fine Balance BBC - The 2023 BBC Young Writers' Award Poetry By Heart
French
Simone De Beauvoir: Les Mandarins Albert Camus : La Peste Marguerite Duras : Hiroshima mon amour Alice Ferney: Grace et Denuement Gustave Flaubert: Madame Bovary Joseph Joffo : Un sac de billes Guy de Maupassant: Boule de Suif / Le Horla Molière : L’avare The Penguin Book of French Poetry (bilingual) Françoise Sagan: Bonjour Tristesse Jean-Paul Sartre: Huit-clos Dai Sijie: Balzac et la Petite Tailleuse Chinoise Zola: L’Assommoir Proust, A la recherche du temps perdu
Geography
Mike Davis: Planet of Slums Alan Weisman: The World Without Us Ilan Kelman: Disaster by Choice Tim Marshall: Power of Geography
Clive Oppenheimer: Eruptions that Shook the World Emma Jane Kirby: Optician of Lampedusa Bill Gates: How to avoid a Climate Disaster
German
Heinrich Böll: Die verlorene Ehre der Katharina Blum Brecht: Der gute Mensch von Sezuan Bertolt Brecht: Mutter Courage und ihre Kinder Dürrenmatt: Der Besuch der alten Dame Frisch: Andorra Funder: Stasiland Jana Hensel: Zonenkinder Franz Kafka: Die Verwandlung Siegfried Lenz: Fundbüro Wladimir Kaminer: Russendisko Schlinnk: Der Vorlese
History Reading:
Adam Fairclough: African Americans David Reynolds: Empire of Liberty Mark Kishlansky: A Monarchy Transformed: Britain 1603-1714 Diane Purkiss: The English Civil War: A People’s History Antonia Fraser: Cromwell: Our Chief of Men John Gooch: Mussolini’s War Malcom Gaskill: Witchfinders Natasha Hodgson: Women, Crusading and the Holy Land in Historical Narrative Brian Levack: The Witch-Hunt in Early Modern Europe Paul Cobb: The Race for Paradise: An Islamic History of the Crusades
Other: Crusades: Some excellent episodes here: The History of Byzantium | A podcast telling the story of the Roman Empire from 476 AD to 1453 Civil Rights: Crash Course Black American History - YouTube Witch Craze: Salem Witch Trials History Podcast Series - HistoryExtra Stuarts and beyond: The World Turned Upside Down - The British Civil Wars 1638-1651 BBC Sounds - The Rest Is History - Available Episodes BBC Radio 4 - Great Lives, Mussolini
Ancient History, Classical Greek and Latin
Mary Beard and John Henderson: Classics – A Very Short Introduction Paul Cartledge: Ancient Greece: A History in Eleven Cities Simon Goldhill: Love, Sex and Tragedy Adrian Goldsworthy: Augustus and Antony and Cleopatra
Charlotte Higgins: Latin Love Lessons Tom Holland: Persian Fire Tom Holland: Rubicon Tom Holland: Dynasty Homer: Iliad and Odyssey Robin Lane Fox: The Classical World: An Epic History of Greece and Rome Madeline Miller: The Song of Achilles Marguerite Yourcenar: Memoirs of Hadrian
Mathematics
Michael Blastland: The Tiger that Isn’t Robert Eastaway: How Many Socks Make a Pair? Dr Leila Schnepps: Maths on Trial Enzensberger & Berner: The Number Devil Dr Talithia Williams: Power in Numbers, The Rebel Women of Mathematics Ben Goldacre: Bad Science John Haigh: How to Take a Penalty Katherine Johnson: Reaching for the Moon Eli Maor: To Infinity and Beyond Simon Singh: The Simpsons and their Mathematical Secrets Ian Stewart: Letters to a Young Mathematician Daniel Tammet: Thinking in Numbers Jeremy Wyndham: How Long is a Piece of String? Dr Vicky Neale: Closing the Gap, The Quest to Understand Prime Numbers
Music Reading ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦
Daryl Runswick: Rock, Jazz and Pop Arranging Gerald Abraham: The New Oxford History of Music, Romanticism 1830-1890 Anthony Burton: A Performer’s Guide to Music of the Classical Period Anthony Burton: A Performer’s Guide to Music of the Romantic Period Mervyn Cooke(ed.): The Cambridge Companion to Jazz Simon Frith: The Cambridge Companion to Pop and Rock Donald Grout: A History of Western Music Colin Lawson (ed.): The Cambridge Companion to the Orchestra Ashley Kahn: Kind of Blue: The Making of the Miles Davis Masterpiece Nicholas Kenyon: Authenticity and Early Music Barry Kernfield: What to Listen for in Jazz Robert Simpson: Beethoven Symphonies Richard Taruskin: Music of the Seventeenth and Eighteenth Centuries Richard Taruskin: Music of the Nineteenth Century Arnold Whittall: Romantic Music
Podcasts ♦
BBC Radio 3: Discovering Music
♦ ♦
BBC Programmes: Jazz & Blues BBC Radio 3: Classical Mixtape
Politics
Jeffrey Toobin: The Nine Andrew Rawnsley: The End of the Party Jung Chan: Wild Swans Tom Bingham: The Rule of Law The Autobiography of Benjamin Franklin Robert Dallek: Nixon and Kissinger Chris Mullin: A View from the Foothills Tom Shipman: All Out War
Philosophy Introductions
Simon Blackburn: Think Richard Double: Beginning Philosophy AC Grayling: Philosophy: A Guide Through the Subject Thomas Nagel: What does it all mean? William Reaper: A Beginner’s Guide to Ideas Nigel Warburton: Philosophy: The Classics
Epistemology Robert Audi: Epistemology, A Contemporary Introduction to the Theory of Knowledge A.J. Ayer: The Problem of Knowledge Duncan Pritchard: What is this thing called Knowledge? Moral Philosophy
Julian Baggini: Philosophy: Key Themes Simon Blackburn: A very short introduction to Ethics Matthew Chrisman: What is this thing called Metaethics? Paul Guyer: Kant’s Groundwork for the Metaphysics of Morals Gerard Hughes: Aristotle’s Nicomachean Ethics JL Mackie: Discovering Right and Wrong Richard Norman: The Moral Philosophers, An Introduction to Ethics Peter Singer: A Companion to Ethics J.J.C. Smart and Bernard Williams: Utilitarianism, For and Against Mel Thompson: Teach Yourself Ethics Peter Vardy: The Puzzle of Ethics Peter and Charlotte Vardy: Ethics Matters
Metaphysics of God John Hick: Philosophy of Religion Peter and Charlotte Vardy: God Matters Keith Ward: God, A Guide for the Perplexed
Metaphysics of Mind
David J Chalmers: Reality +, Virtual Worlds and the Problems of Philosophy Samuel Guttenplan: A Companion to the Philosophy of Mind Keith Maslin: An Introduction to the Philosophy of Mind Jack Symes: Philosophers on Consciousness, Talking about the Mind
Journals
Think The Philosopher’s Magazine Philosophy Now Dialogue Philosophy Compass
Podcasts
The Panpsycast In Our Time Moral Maze Video Massolit
Physics
Peter Atkins: Four Laws That Govern the Universe Paul Dirac: Lectures on Quantum Mechanics Collins and Finch: The Golem William Cropper: Great Physicists Tobias Dantzig: Number: The Language of Science Albert Einstein: The Meaning of Relativity Kenneth Ford: The Quantum World J.E. Gordon: The New Science of Strong Materials Goetz Hoeppe: Why the Sky is Blue Palle Yourgrau: A World Without Time
Psychology
S. Baron-Cohen: Zero Degrees of Empathy N. Bly: Ten Days in a Mad-house F. Crouter: The Psychology of Jury Selection D. Eagleman: The Brain R. Foster: Life Time E.F. Loftus: Eyewitness Testimony S. Milgram: Obedience to Authority J. Patrick: A Glasgow Gang Observed G. Perry: Behind the Shock Machine K.A. Phillips: The Broken Mirror A. Ropper: Reaching Down the Rabbit Hole B.F. Skinner: Walden Two R. Wiseman: Psychology: Why it matters P. Zimbardo: The Lucifer Effect
Other BBC Sounds - Mind Changers - Available Episodes BBC Radio 4 - All in the Mind
Religious Studies Developments in Christian Thought
St Augustine: The Confessions Henry Chadwick: The Early Church Dante: Inferno David Ford: Theology, A Very Short Introduction Alistair McGrath: Christian Theology, An Introduction Christopher Rowland: The Cambridge Companion to Liberation Theology Peter and Charlotte Vardy: Bible Matters Geza Vermes: Jesus The Jew
Philosophy of Religion Richard Double: Beginning Philosophy William Reaper: A Beginner’s Guide to Ideas Mel Thompson: Religion and Science Religion and Ethics
Simon Blackburn: A very short introduction to Ethics JL Mackie: Discovering Right and Wrong Peter Singer: Ethics Matters Mel Thompson: Teach Yourself Ethics Peter Vardy: The Puzzle of Ethics Peter and Charlotte Vardy: Ethics Matters
Journals
Think The Philosopher’s Magazine Philosophy Now Dialogue Philosophy Compass
Podcasts
The Panpsycast The Panpsycast – DCT Audiobook In Our Time Moral Maze
Video Massolit (AQA Religious Studies) Massolit (OCR Religious Studies) University of Chester A Level Lectures
Spanish
Various: 21 retratos contra el acoso escolar Mariano Azuela: Los de abajo Jorge Luís Borges: Ficciones Carlos Fuentes: Aura Federico García Lorca: La casa de Bernarda Alba Gabriel García Márquez: Crónica de una muerte anunciada María Menéndez-Ponte: Nunca seré tu héroe Jira Santamaría: Londres después de ti Carlos Ruiz Zafon: El Príncipe de la niebla
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