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SIXTH FORM COURSE CHOICES 2027-2029

The Sunday Times School of the Year

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SIXTH FORM SUBJECTS AT RGS Art and Design

Geography

Biology

History

Business

Maths

Chemistry

Music

Classical Civilisation

Photography

Computer Science

Physical Education

Design and Technology

Physics

Drama and Theatre

Politics

Economics

Psychology

English Literature

Spanish

French

Sport

Further Maths

Textiles Theology and Philosophy

S IX TH FORM COU R SE CHOICES 2027-2029

SIXTH FORM PROGRAMME Every RGS Sixth Former is different. Students are therefore supported to build the programme that best reflects their strengths, interests, preferred ways of learning and future ambitions.

Students may choose a pathway centred on three A Levels (sometimes with Further Mathematics as a fourth subject), or the RGS Professional Diploma , which has a specialist focus on either Business & Enterprise or Sport, Performance & Enterprise. Both provide ambitious preparation for university, degree apprenticeships, professional training and employment. For students choosing A Levels, careful subject selection creates a coherent academic programme shaped around individual interests and future plans. Some university courses require particular subjects, while others allow greater flexibility. Teachers, tutors and the careers team provide personalised guidance so that each student can make a confident and informed choice.

The RGS Professional Diploma is a bespoke package of qualifications and experience which combines a substantial Level 3 specialist qualification, equivalent to three A Levels, with a personalised programme of leadership, enterprise, professional experience and applied learning. Each student builds an individual Professional Portfolio around their interests and aspirations, selecting the qualifications and experiences that will be most valuable for their next step. Whichever programme a student chooses, the principle is the same: there is no single definition of Sixth Form success. RGS knows each student as an individual and helps them choose the programme through which they are most likely to flourish, academically, personally and professionally.

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RGS PROFESSIONAL DIPLOMA The RGS Professional Diploma is a distinctive, personalised two-year programme for students who want to combine substantial Level 3 programme study with leadership, enterprise, professional experience and applied learning. This professional portfolio will give students an advantage when applying for graduate employment. The Academic Core Students choose one of two specialist areas: • Business & Enterprise • Sport, Performance & Enterprise The specialist Level 3 qualification is equivalent to three A Levels and provides the academic core of the programme. Integrated into this, each student constructs a Professional Portfolio that reflects their strengths, interests and ambitions. RGS students have consistently achieved excellent outcomes through this pathway. Recent graduates have progressed to highly regarded universities, such as Durham, competitive degree apprenticeships and professional careers. The combination of advanced academic study, independent research, project delivery and practical application develops many of the qualities increasingly valued by universities and employers alike: initiative, organisation, problem solving, financial and digital literacy, communication, resilience and leadership. Professional Portfolio The Level 3 qualification is only one part of the RGS Professional Diploma. Every student creates a personalised Professional Portfolio, selecting additional qualifications, experiences and opportunities that reflect their strengths, interests and future ambitions. With guidance from RGS staff, students select an appropriate combination of experiences and additional qualifications. These may include enterprise projects, leadership opportunities, work experience, mentoring, financial or digital skills, independent research, coaching qualifications or other relevant professional development. No two portfolios are identical.

ENTERPRISE LEADERSHIP & PROFESSIONAL PRACTICE

Possible components may include: Enterprise and commercial insight RGS Mini MBA, LSE Generate, Data Science, launching a business or social enterprise, and the RGS Enterprise Challenge.

Leadership and communication Leadership in Practice, project-management training, public speaking, LAMDA, business psychology and responsibility for leading an authentic school or community initiative.

Professional experience and connections The RGS Internship Programme, meaningful work experience and mentoring from a business leader, entrepreneur or professional through the Reigatian community.

Academic and professional qualifications An EPQ or independent project, AS Mathematics or another appropriate quantitative extension, TEFL, financial-services qualifications, and sport coaching or officiating qualifications.

Digital and future-ready skills Business and AI, advanced digital skills, data and Excel certification, and complementary online study from universities such as Harvard or Yale.

Students select only the components that are right for them. Each Professional Portfolio is individually constructed around the student’s strengths, ambitions and intended next steps, creating a coherent programme rather than a standard package. Preparing for what comes next The RGS Professional Diploma is designed to help students progress confidently to university, a degree apprenticeship, further professional training or employment. By the end of the programme, students will be able to demonstrate not only strong academic achievement, but also initiative, communication, collaboration, leadership, organisation and the ability to apply learning in authentic situations.

S IX TH FORM COU R SE CHOICES 2027-2029

HOW SHOULD I CHOOSE MY SIXTH FORM PROGRAMME? How do I make the right choice for me?

A Levels or the RGS Professional Diploma?

Interest and enjoyment

The RGS Professional Diploma offers a specialist focus on either Business & Enterprise or Sport, Performance & Enterprise, alongside a personalised Professional Portfolio.

Because of the range of subjects on offer the choice is not always easy: it requires research and thought. We recommend talking to subject, careers and pastoral staff and please keep in mind the following: Choose subjects that interest you and that you enjoy. You will do better in these subjects and achieve higher grades if you are interested in the course. Strengths and ways of learning

Think about where you perform at your best. Some students particularly enjoy academic study and examinations. Others excel through a combination of research, assignments, projects, presentations and practical application. Both routes are demanding, but they allow students to demonstrate their capabilities in different ways. Careers & University

Some university courses and careers require certain subjects – although these are fewer than you might think! Both pathways are designed to keep options open while giving you the opportunity to develop the knowledge and skills most relevant to you.

An A Level programme normally allows students to combine three subjects, with Further Mathematics sometimes taken as a fourth A Level where appropriate. It is likely to suit students who enjoy subject-based academic study and whose future plans may require particular A Level subjects.

This portfolio may draw from leadership, enterprise, professional experience, financial and digital skills, independent research, coaching qualifications and other opportunities relevant to the individual student. The precise combination is agreed around each student’s strengths, interests and likely next steps, so no two Professional Diploma experiences will be identical. Both routes are ambitious. The important decision is which programme will enable you to achieve highly, remain motivated and build the strongest platform for what you want to do next.

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RGS LEAD PROGRAMME

DEVELOPING ADVENTUROUS MINDS

RGS LEAD - Leadership, Enterprise and Development is a unique, in-school mini-MBA and Leadership Development experience. It equips every Sixth Form student with the key skills, knowledge, and mindset to thrive in the world beyond school.

Developed in response to the shifting global economy and fast-evolving workplace, this programme ensures students graduate with more than just grades. They leave with a clear sense of self, real-world insight, and practical experience that sets them apart. It is hoped that Sixth Form students will leave RGS with outstanding results and will also have been enriched and fulfilled by various extra-curricular and co-curricular opportunities. These are designed specifically to develop personal characteristics which will set students on a path for a happy and successful life. Students will complete their own learning journey as they personally construct a pathway, choosing what they are interested in and learning about themselves at the same time.

WHAT IS THE LEAD PROGRAMME? Every student takes part in the core programme, covering: Leadership Development Committee work, assemblies, student-led projects Financial Literacy Saving, investing, and understanding money in the real world Project Management Including options like the EPQ, Cyber EPQ or CISI Finance Award Personal Branding How to stand out through CVs, interviews, LinkedIn and networking Future-Ready Skills Psychometric testing, public speaking, digital fluency, and formal interviews Students capture their progress and insights in a personal LEAD Portfolio - a powerful tool for university applications, apprenticeships or future careers. Every Sixth Former also receives a Certificate of Completion, with Distinction Awards for those who go the extra mile.

CHOOSE YOUR SPECIALIST PATH In addition to the core programme, students dive into pathways that match their interests and aspirations: Medical - Journals, discussion groups, outreach Creative - Magazine, marketing, media STEM - Coding, engineering, lab and research skills Professional Services - Finance challenges, Model UN, global business insight These career-aligned options provide students with the stories, skills and confidence to shine beyond the classroom. Why RGS LEAD? With support from experienced staff, alumni, and external professionals, RGS Sixth Formers grow as individuals and leaders. They develop curiosity, confidence, and clarity of direction - and they are ready to make a difference. Students applying to Oxbridge, considering a creative career, joining a global firm, starting a degree apprenticeship, or taking a gap year, can all step forward with purpose.

S IX TH FORM COU R SE CHOICES 2027-2029

PROJECT MANAGEMENT What project management options are available to Sixth Form students?

The primary purpose is to encourage all students to broaden their academic horizons beyond the confines of A Level study. They will engage in new, interdisciplinary topics and develop undergraduate-level skills in preparation for university applications and subsequent independent study at a higher level.

At its heart, the programme is an outstanding opportunity for students to develop their independent academic skills and engage with academic enrichment in a way that best suits them. It includes a bespoke UCAS module that introduces students to the application process with guidance from key staff. These lessons take place in two timetabled lessons a week.

The programme gives students tangible and credible evidence of independent study interest, intellectual ambition, and undergraduate quality skills, boosting the quality of their university applications.

The programme includes a range of choices and options including the EPQ, RGS Research Project, the Cyber EPQ and the CISI Fundamentals of Financial Services qualification.

What project management options can students complete?

Over the course of the year, students will complete one of the following: RGS Research Project

An internally assessed extended essay at least 2500 words, artefact with commentary or a suite of MOOCs (Massive Open Online Courses) from providers such as Future Learn and Open Learn. Includes a presentation to peers at the end of the course. May be used in conjunction with qualifications, such as Oxbridge competitions, CREST Award etc. May be an extension of A Level or BTEC studies.

Extended Project Qualification (EPQ)

An externally assessed essay of no more than 5000 words or an artefact or performance. Accredited by AQA – worth approximately half an A Level, graded A*-E. Includes a presentation to peers at the end of the course. Must be fundamentally distinct to content of A Level courses being studied. This option suits those study three A Levels or a BTEC course.

Cyber EPQ

An externally assessed project based qualification, similar to EPQ. Accredited by City and Guilds. Content deals with issues such as cryptography and GDPR.

CISI Level 2 Qualification in Fundamentals of Financial Services

An externally assessed taught course provided by the Chartered Institute of Securities and Investments. Topics include Bonds, Derivatives and Equities – assessed by a 30 question online exam.

Teaching English as a Foreign Language (TEFL)

The online course is ideal for those looking to pursue a career in Teaching English as a Foreign Language. Anyone can take the course, from beginners with no TEFL experience, to those who have had previous TEFL training. The course takes approximately 120 hours to complete and you will have 90 days to finish the course.

Mandarin Chinese Studies This interactive course provides an introduction to Chinese language and culture as well as an

enhanced awareness of global economy and international affairs. It is for complete beginners and those who have learnt some Chinese expressions through travel or socialising.

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UNIVERSITIES AND CAREERS ADVICE The biggest piece of advice we can give is that students must find out as much as they can about the Sixth Form courses that they are considering. This applies particularly – but not

exclusively – to subjects they have not studied before. The A Level and BTEC courses in many subjects are very different to what students have studied at GCSE. It is important that students ask their teachers about the courses, but we would also strongly advise that students ask current Sixth Form students about the subjects they are studying. The Careers department is very happy to put Fifth Formers in touch with students who are studying any subject they are considering. Choices of your Sixth Form Programme sometimes depends upon your intended career or degree course. University entry requirements vary widely and it is necessary to refer to university websites or www.unifrog.org and https://digital. ucas.com/search. There follows, on the next page, the normal subject requirements for some common honours degree courses. Please be aware that this is a very general list and is by no means exhaustive. You may of course speak to the Head of Careers, Mr Buzzacott, at any time to discuss careers and university entry issues.

Please do not feel that you have to do maths and sciences to get on in life. This is not the case. It is merely that, where a course stipulates certain subjects, it tends to be on the maths/ science side. Students should visit digital.ucas.com/search to look for specific requirements for different subjects at university. In addition, The Russell Group universities have recently produced a useful website which helps students to decide on which subjects they should choose for specific degree courses at their universities: informedchoices.ac.uk. We will set students up on Unifrog, a university course finder. If students are still concerned they should telephone university departments and ask for advice. Students and parents should refer to: The Student Careers team, where they will find course and career specific information and recordings of past careers events. We will contact students with ideas for useful university and career taster courses over the course of the year. Please look out for the Careers and Enrichment Newsletter, which goes out with the weekly school bulletin.

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S IX TH FORM COU R SE CHOICES 2027-2029

DEGREES AND CAREERS THAT REQUIRE SPECIFIC A LEVELS It is good to have breadth for your subject options. For example, you might study a creative subject alongside two STEM subjects or two literacy based subjects. This approach gives balance to your Sixth Form programme which can help with wellbeing and motivation. This approach can equip you with a wider range of skills and aptitudes for life beyond school which might be attractive to both universities and future employers. Degree Course

Normally required

Accountancy

Maths

Architecture

Some ask for Maths, Physics, Art or DT

For some courses students need to demonstrate maths. For others this is not necessary and they will take a portfolio approach, focusing on a larger range of skills.

Biology

Biology and Chemistry/Maths or Physics

Psychology usually counts as a science and Geography quite often does as well.

Business Studies

Business Studies would be a strong facilitating subject.

Chemistry

Chemistry and another science/Maths

Psychology usually counts as a science and Geography quite often does as well.

Computer Science

Maths

Further Maths can be an advantage at a few of the most competitive universities. Occasionally universities have screened out students who did not study Computer Science at A Level.

Dentistry

Chemistry and Biology

Science would be a strong facilitating subject.

Economics

Most ask for Maths

There is a small number of universities who require Further Maths. When combined with another subject, Maths is less likely to be required.

Engineering (Chemical)

Maths and Chemistry

Physics is certainly recommended and sometimes required.

Engineering

Maths and Physics

Chemistry or DT and Further Maths may also be an advantage.

Geology

Chemistry and other sciences/Maths

Psychology usually counts as a science and Geography quite often does as well.

Law

Additional Notes

No specific requirements but an essay based subject will facilitate this course.

Liberal Arts

Creative subjects, languages, essay based subjects would all support an application.

Business and/or Sport BTEC would be strong facilitating subjects.

Mathematics

Maths

The most prestigious courses may also expect Further Maths.

Medicine

Chemistry and Biology

Quite a few universities are happy with Chemistry and Maths, Physics or Biology. Not doing Biology reduces the number of universities that you can apply to. Quite a few university degree courses require a grade 6 in both English Language and Maths at A Level. A non-scientific subject is well-regarded as a third choice, for example Art, Drama, Music, DT or a language.

Physics

Physics and another science/Maths

Psychology usually counts as a science and Geography quite often does as well.

Physical Geography

May ask for two sciences; may include Geography as one of them

Physiotherapy

Sport or PE may be required from some universities.

A number of courses are happy with Sports Science instead

Psychology

Some ask for sciences.

Psychology courses at university often involve considerable science content.

Sciences

Often ask for an additional science as well as the one you plan to study

Vet Science

Chemistry and Biology

Having a third Science based subject or Maths ensures that a student can access all universities.

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MORE GUIDANCE ON MAKING CHOICES What do universities want?

Universities want the best grade profile you can offer and for you to be able to demonstrate a sustained interest and passion for your Sixth Form subjects. They are also likely to look at your GCSE grade profile or average point scores (APS). Universities will be most impressed by high grades (7, 8 and 9), an absence of lower grades and a good APS. They do not want you to do subjects for which you have no deep or lasting commitment and which you have chosen simply to get onto their course. There is a lot of discussion in the media and elsewhere about the importance of choosing the right subjects and combinations and it is true that for some university courses there are some pre-requisite subjects that students must study. These tend to be at the most selective universities and in areas such as Medical or Veterinary Sciences, Dentistry, Engineering, Natural Sciences. It is always best to do your own research. We provide details

of these subjects in this booklet and via the Sixth Form and Careers teams. Heads of Department are always happy to advise you if you are unsure. You can also search for course details at digital.ucas.com/search.

However, there are a lot of opinions and misunderstandings about other subjects which may, on the surface, not appear to fit with your plans for university study. This is intended to help you pick your way through these many opinions and reassure you. Above all, our recommendation is that you should choose subjects that you enjoy, want to do, and in which you are doing well. It is certainly not good to choose subjects that you dislike or where you struggle, just because you want to get on a certain path for university. If this applies to a subject that you must do for a certain course, because it is a major part of that course for university study or professional life, then it is very likely that the course you aspire to will not be the right one for you. Sometimes students want a particular professional pathway after university and are then working backwards doing research to identify the best degree for such a career. However, if you discover that the subjects preferred by universities for certain degrees are not your best and favourite subjects then you should be very careful – you may well be making a mistake.

A few points to consider when making your choices: Required subjects are those which are directly linked to the degree course or career you aspire to, plus any that are specifically mentioned on the university website for that course. Do your research by going to the specific university website and course description for the course(s) you are interested in and see if they demand any specific subjects. Do not rely on what you have heard anecdotally and remember things change quickly. The majority of degree courses that ask for specific subjects only list two, leaving you with free choice for your other subject(s). However, there are some that ask for more, particularly those listed on page 7. Do your research! The Russell Group universities have recently produced a useful website which helps students to decide on which subjects they should choose for specific degree courses at their universities: informedchoices.ac.uk.

S IX TH FORM COU R SE CHOICES 2027-2029

FOLLOW YOUR PATH If you really like a subject that is not aligned with your intended course at university, you should strongly consider doing it! All of the subjects offered at RGS are highly valued by universities and they always take great interest in students who study them. Here are just two examples: Two recent Oxbridge students had Art as one of their A Levels. They were asked a lot about their love of Art in their university interview. Over the years, students who have gone onto science, medical or vet courses (for example) have studied a language, humanity or creative subject along with their more science-based subjects. For example a number of students who studied Music at RGS are now qualified doctors, dentists and vets. We would certainly advise following your strengths and interests. We would suggest that you keep more options available by securing an A grade in a subject that you enjoy and thrive in than a B or C grade in one that you consider more useful for your intended career. In the final analysis, you can only do what is right for you. That must come down to doing lots of research, doing it early so you are not making last minute decisions and, if you are not sure, then please do ask. There are lots of staff here, with lots of experience and we are always pleased to help.

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WHAT OUR SIXTH FORMERS SAY Naomi B

I chose to stay at RGS for Sixth Form because I wanted to continue growing within a community where I had already built wonderful friendships and made memories I will always value. The Sixth Form offers the academic challenge, support and wider opportunities that allow you to develop both personally and academically. I study Politics, Economics and Mathematics. I have always been curious about the world, so I particularly enjoy the way lessons extend beyond the specification and explore current global issues. Teachers encourage us to read more widely, consider different perspectives and think beyond the classroom. Studying fewer subjects means you can explore them in much greater depth, while study periods give you the freedom and responsibility to manage your own work. The Sixth Form also provides so many opportunities outside lessons. As Head of the Hodgson Committee, I have enjoyed working with younger students and organising

activities across the school. Performing in Education, Education, Education allowed me to build friendships with students from different forms, while rehearsals provided an enjoyable creative balance to academic work. I have also loved playing first-team hockey and progressing through the County Cup with my teammates. RGS Sixth Form has given me the ideal balance of academic challenge, independence and opportunity. I have been encouraged to aim higher, explore my interests and grow in confidence, while always having the support I need. Choosing to continue into the Sixth Form has been one of the best decisions I have made, and I feel exceptionally well prepared for university and everything that comes next.

Sam B Continuing into the RGS Sixth Form felt like the natural next step for me. Since joining RGS in the First Form, I have always felt supported and encouraged to challenge myself, develop new skills and make the most of the opportunities available. I study Mathematics, Further Mathematics, Physics and Chemistry. The teaching is engaging and helps us connect theory with the world beyond the classroom. Practical experiments in the sciences have been particularly valuable, while in Mathematics, real-world applications help bring abstract concepts to life. One of the greatest differences in Sixth Form is the increased independence. You have greater freedom and responsibility for managing your work, while still having support whenever you need it. This has helped prepare me for life beyond school and made the Sixth Form an important stepping stone towards university.

Sport has been a major part of my RGS journey. Playing first-team cricket and rugby has given me lasting friendships and memories, particularly the rugby tour to South Africa. As a Cranston House Captain, I have also worked with younger students to organise fundraising, sporting and House Cup events, developing my confidence, teamwork and leadership. The Careers team has provided valuable guidance through talks, events and individual advice, helping me explore my interests and future options. I hope to study Astrophysics at university and feel that the RGS Sixth Form has given me the academic preparation, independence and confidence to take that next step.

S IX TH FORM COU R SE CHOICES 2027-2029

Sharon

Having joined RGS in the Third Form, choosing to continue into the Sixth Form felt natural. I had already benefited from strong academic and pastoral support, alongside opportunities to develop my interests beyond the classroom. Sixth Form offered greater academic challenge, increased independence and new opportunities for leadership. I study Physics, Further Mathematics and Music, a combination that allows me to approach problems in very different ways. In Physics, I have particularly enjoyed having greater autonomy when planning experiments and practical work. Further Mathematics has challenged me to become more precise and to tackle problems that initially seemed beyond me. Music offers a different form of intellectual and creative freedom, allowing us to explore a wide range of pieces and engage with more philosophical ideas.

Music has remained central to my experience. I have been Head Chorister in the Godfrey Searle Choir, Music Captain for *The Sound of Music* and a member of Polyphony, forming friendships with students across different Forms. Being part of the Senior Prefect team has further developed my understanding of leadership and taught me how to turn ideas into action. I hope to pursue a career in music. The RGS Sixth Form has helped me recognise my strengths, develop my passions and feel confident about my future.

Sixth Form has taught me to manage my time and workload more independently. Committee work has also strengthened my communication and teamwork as we plan and deliver larger projects together.

Elliot D Choosing to continue into RGS Sixth Form was an easy decision. During my first five years at the school, I had enjoyed an extraordinary range of opportunities, from football and athletics to music and drama. I knew that the Sixth Form would allow me to continue pursuing these interests while benefiting from greater academic choice, independence and responsibility. I study Mathematics, Economics and Geography. I particularly enjoy the balance these subjects provide, as I can move between solving quantitative problems and exploring ideas through essays. One of the most interesting areas so far has been fiscal and monetary policy in Economics, which has strengthened my ambition to study Economics and Management at university. Lessons encourage us to explore subjects beyond the specification and develop a deeper understanding of the topics that interest us most. Sixth Form feels different because we are trusted with more freedom and responsibility. Study periods allow us to manage our time effectively, take greater ownership of our learning and

develop the independence we will need at university and beyond. The support remains exceptional, however. My teachers have helped me explore supercurricular opportunities and build a strong, well-rounded university application tailored to my ambitions. Beyond the classroom, I have enjoyed contributing to the Cranston House Committee, helping to organise activities that bring students together and strengthen the sense of community across the House. RGS Sixth Form offers an exceptional combination of academic challenge, individual guidance and opportunities beyond the classroom. It has given me the freedom to pursue my interests, the support to work towards my future goals and the confidence to make the most of every opportunity. Choosing RGS Sixth Form has been entirely worthwhile.

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ADVICE FOR APPLICANTS TO SELECTIVE UNIVERSITIES INCLUDING OXBRIDGE The myth of the All Rounder

Oxbridge, along with other top UK universities, make offers solely on the basis of academic ability and engagement in the subject they wish to apply for. As students prepare for GCSE exams and start to consider their A Level choices, they would do well to bear this in mind. Do not be under the misapprehension that an average academic profile can be countered by exceptional involvement and achievement in other areas of school life: it cannot.

Looking forward to A Level, typical offers are A*AA (humanities) or A*A*A (science-based courses) at A Level and successful candidates usually exceed these offers. A student’s performance in the Lower Sixth Form exams needs to be commensurate with this, and admissions tutors expect predicted A Level grades to be backed up by reference to performance in these exams. Successful Oxbridge applicants typically achieve 3 or more A*s at A-Level.

For example, in addition to outstanding academic results, for top universities you are likely to have undertaken supercurricular activities that communicate your commitment to that subject. This will mean that as a History applicant, for example, you might be involved in running a History Society, assist on an archaeological dig or volunteer at a place of historical interest. Most importantly, you will be reading, reading and reading – your subject teachers can guide you towards texts that are directly related to your intended area of study, and help you to engage with them critically. The RGS Lead Programme provides the ideal opportunity to demonstrate an interest that goes beyond the syllabus, as does entering essay competitions or Science Olympiads. You should ensure that some of the summer holiday before entering the Sixth Form is spent engaging in such super-curricular activities. Academic results matter most but these linked activities can be key when an admissions tutor is wondering whether your passion for the subject is genuine.

What A Level subjects should I choose?

So, what grades do I need?

The reforms to A Levels mean that admissions tutors are likely to ascribe increasing importance to GCSE results, and GCSE performance is one of the criteria used to help screen candidates. A realistic Oxbridge candidate should have grade 8/9s in the majority of their GCSE subjects; candidates for all subjects should have at least eight 8/9 grades, eight or nine is realistic for most courses; applicants from RGS who gain an offer, average over eight 8 grades at GCSE. Ideally, there should be no grade 6s on the UCAS form of an Oxbridge applicant. The advice published by top selective universities, including and especially Oxford and Cambridge, can be misleading in this regard as it is aimed at widening participation but admissions tutors will expect an almost flawless academic profile from candidates applying from successful schools such as RGS.

We expect the vast majority of Oxbridge candidates to study three subjects (with the exception of Further Mathematicians). Potential medics need to study Chemistry and at least one other science; potential classicists will want to choose one or more classical language at A Level. Applicants for all sciences should choose at least three science or maths subjects and applicants for the Physical Sciences, Engineering or Economics should study Further Maths at A Level. Philosophy students benefit from studying a mix of maths/science and arts subjects. Successful candidates tend to be studying the more traditional academic subjects. Beyond this, the grades achieved are more important than the subjects studied. Both universities publish details of where specific courses require specific A Levels to have been taken. Preparing an Oxbridge application

Admissions tutors are looking, above all, for personal academic interest and motivation – this is not something that can be taught. Successful applicants will be those who are self-motivated and have demonstrated initiative in their engagement with their prospective course outside the confines of the A Level specifications. At RGS there is an extensive programme to support applicants to selective universities. In the Fifth Form students should be reading around the subjects that interest them most, and take advantage of the opportunities published in the academic enrichment programme. A more formal process of preparation begins in earnest in the Lower Sixth Form, with visits to universities and conferences, advice on courses and colleges and a range of academic extension activities organised by departments. Course-specific aptitude tests

The vast majority of courses at Oxford and Cambridge now require aptitude tests which are used to shortlist candidates for interview, and provide an extra piece of information to help the

S IX TH FORM COU R SE CHOICES 2027-2029

universities select the best candidates. Students are prepared for subject-specific tests in regular sessions organised by departments, and for generic tests (such as the TARA). The school organises mock aptitude tests during both the summer term of the Lower Sixth Form and the autumn term of the Upper Sixth Form. Papers are marked internally and students are advised on how to improve before sitting the tests. We host mock interviews for medics and Oxbridge students when specialists from relevant fields come in to interview pupils. Each candidate is given written and verbal feedback on how to improve in advance of their actual interviews. Further information and support

Individual students are mentored through the application process by the most relevant Head of Department or appointed member of the department. The Oxbridge application process is overseen at RGS by Mr Chevalier who can be contacted at school if you require any further information. You can find out more information about the courses offered by Oxford and Cambridge and any pre-requisites at: undergraduate.study.cam.ac.uk/courses and ox.ac.uk/admissions/undergraduate/courses-listing

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SUBJECT INFORMATION

ART AND DESIGN Head of Department: Mrs E Burns

Why study A Level Art and Design? Art and Design gives students the opportunity to develop their investigative, analytical, experimental, practical, technical and expressive skills; develop aesthetic understanding and critical judgement. It is important that students have independence of mind in developing, refining and communicating their own ideas and have a genuine interest in, enthusiasm for and enjoyment of Art and Design. They will have the opportunity to work with a very broad range of materials, techniques and processes and hence students will need to have a passion for experimenting and exploring different ways forward for their ideas.

How will the skills and knowledge be taught? The Art and Design course is taught by two subject teachers. Students are given a broad based theme at the start of the course and work with their own ideas and personal starting points. They will be introduced to a variety of different materials, techniques and processes and guided and supported by staff with their creative journeys – our emphasis is to ensure that every student’s work is individual and personal. There will be opportunities for students to go on gallery visits both in this country and abroad. As the course develops they will be required to decide on a personal brief that they will investigate in depth, creating practical work and research, and also an essay or extended writing piece.

COURSE DETAILS Board: EDUQAS WJEC

A LEVEL COURSE STRUCTURE Content

Assessment

The A Level in Art is 60% Coursework and 40% exam. The coursework consists of three major elements, preparatory studies in and outside of sketchbooks, Practical outcomes and a Personal Study. Sketchbook work and practical outcomes will be developed from personal starting points and their portfolio of work should reflect the student’s interest and engagement in their chosen themes.

Coursework and exam work. Each objective has 25% weighting on each. Coursework is 60% and Exam is 40%. The assessment objectives are as follows:

The personal study is a written piece of 3000 words which again is based on the student’s chosen theme and interest and should tie into what is being produced in their practical work.

AO2 Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops.

The Exam is a theme set by the exam board, published on 1 February of the second year of the A Level. Students then produce preparatory studies and sit a 15 hour sustained focus under examination conditions where students produce a final outcome for the exam unit.

AO3 Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress.

All coursework and exam work will cover the same assessment criteria. Foundation project will be the theme ‘abstract, distort, enlarge’. This will be an opportunity to experiment, build up skills and knowledge that will help to inform them about what to choose as their personal investigation.

AO1 Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding.

AO4 Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements. All coursework and exam work is marked and moderated internally and then an external examiner comes in to view and moderate the marking.

SIXTH FORM COURSE CHOICES 2027 - 2029

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BIOLOGY Head of Department: Mr W Harvey

Why study A Level Biology? If you are curious about the natural world and want an intellectual challenge, Biology is the subject for you. Our studies encompass a wide range of topics and scales, from biochemistry to ecosystems, and include a diverse range of practical work. At the same time we explore the scientific method and develop the skills to evaluate data and conclusions. Students become skilful and articulate scientists who are prepared for a diverse range of careers and degrees.

How will the skills and knowledge be taught? Students will have two teachers who deliver the course evenly between them. Practical and analytical skills are a core element of the course and are integrated into lessons. Students work towards the Practical Endorsement, which holistically assesses their ability to conduct scientific investigations. Our wider curriculum includes lectures, participation in the British Biology Olympiad, residential fieldwork in the South West, a visit to the Natural History Museum and Biology Book Club.

COURSE DETAILS Board: AQA

A LEVEL COURSE STRUCTURE Content

Assessment

The A Level covers a diverse range of concepts and provides an excellent foundation for further study, either in a specialist area such as Biochemistry or Medicine, or on a wider Biology or Natural Sciences degree programme.

Students sit three papers at the end of the Upper Sixth Form.

The course is divided into eight topics: 1. Biological molecules 2. Cells 3. Organisms exchange substances with their environment 4. Genetic information, variation and relationships between organisms 5. Energy transfers in and between organisms 6. Organisms respond to changes in their internal and external environments 7. Genetics, populations, evolution and ecosystems 8. The control of gene expression In the Lower Sixth Form we focus on the fundamental concepts of Biology, including biological molecules, cells, genetic information and exchange processes. In the Upper Sixth Form students apply this knowledge to explore more complex biochemical, physiological and ecosystem processes.

Paper 1: 2 hour written paper, 91 marks and worth 35% of A Level. Examines content from topics 1-4. This consists of a mixture of short and long answer questions, plus 15 marks for extended response questions. Paper 2: 2 hour written paper, 91 marks and worth 35% of A Level. Examines content from topics 5-8. This consists of a mixture of short and long answer questions, plus 15 marks for comprehension questions. Paper 3: 2 hour written paper, 78 marks and worth 30% of A Level. Examines content from topics 1-8, with an emphasis on relevant practical skills. This consists of a mixture of short and long answer questions, 15 marks for critical analysis of experimental data and 25 marks for a synoptic essay exploring a general theme in Biology. Students’ investigative skills are assessed throughout the A Level course and demonstrating competence in all skill areas results in the achievement of a pass in the Practical Endorsement. Skills assessed include: Designing, following and modifying a method Assessing risk and working safely Presenting and analysing results Identifying, using and referencing secondary sources 17

SIX TH FOR M COUR SE CHOICES 2026 -2028

SUBJECT INFORMATION

RGS Professional Diploma

BUSINESS Head of Department: Miss McGinty

Why study Business and Enterprise? Business is at the core of the economy. With brands such as Apple’s net worth exceeding that of countries such as Italy and Russia, it is easy to recognise the significance business plays in the world we live in today. Businesses are at the forefront of skill development and innovation and provide opportunities for employment and wealth in local, national, and international communities. Studying the Level 3 Business qualification provides learners with a comprehensive understanding of the key processes and functions of business, alongside the development of fundamental transferable skills e.g., presentation, research, and teamwork skills employers are seeking from today’s job market.

How will the skills and knowledge be taught? The qualification provides learners the opportunity to learn and be assessed in multiple formats including active discussion and deep learning supported by research. It is more vocational, providing learners with the opportunity to be assessed in traditional and nontraditional formats including: role-plays demonstrating the recruitment process, participation in the management of an event, formal presentations, alongside the development of business reports. Students have opportunities to be immersed in real life business positions for some examinations, including acting in the role of a HR consultant for unit 6: principles of management and for unit 2: developing a marketing campaign acting in the role of a marketing consultant.

COURSE DETAILS Board: PEARSON

BTEC LEVEL 3 BUSINESS COURSE STRUCTURE Content

Assessment

The qualification enables learners to demonstrate effective writing, analytical skills, creative development, as well as preparation for assessment used in degrees.

Business BTEC Level 3 Extended Diploma Students study the BTEC Level 3 Extended Diploma in Business, which is equivalent to three A Levels.

Typical internally assessed units include:

By studying the BTEC Level 3 Extended Diploma in Business, learners will complete 13 units over the two-year course, of which seven units are mandatory and four are external. The externally assessed units are worth 42% of the overall qualification.

Unit 1: Exploring Business Unit 4: Managing an Event Unit 5: International Business Unit 8: Recruitment and Selection Process Unit 14: Investigating Customer Service Unit 15: Investigating Retail Business Unit 19: Pitching for a New Business Unit 20: Investigating Corporate Social Responsibility Unit 28: Branding Externally assessed units include: Unit 2: Developing a Marketing Campaign Unit 3: Personal and Business Finance Unit 6: Principles of Management Unit 7: Business Decision Making

The RGS Professional Diploma: Business & Enterprise, combines substantial specialist study with an individually constructed portfolio of leadership, enterprise and professional-development opportunities. 18

SIXTH FORM COURSE CHOICES 2027 - 2029

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CHEMISTRY Head of Department: Mr T Thake

Why study A Level Chemistry? A Level Chemistry involves the investigation of substances: what they are made of, how they interact and what role they play in modern industrial society. You will develop a logical approach to problem-solving as well as your ability to understand abstract principles. The course also encourages imaginative and critical thinking and develops your skills in laboratory procedures.

How will the skills and knowledge be taught? Chemistry students will have two teachers; the subject content of the course is split evenly between them. The course includes a large emphasis on practical work and pupils will learn many of the concepts and ideas through these sessions as well as working towards a Science Practical Endorsement over the two years. Outside of the classroom students have the opportunity to participate in national competitions such as the Chemistry Olympiad and attend several lectures and demonstrations to enrich and develop their interest in the subject.

COURSE DETAILS Board: OCR A

A LEVEL COURSE STRUCTURE Content

Assessment

This A Level course covers all of the familiar areas of the subject studied at GCSE but with a much greater focus on understanding the concepts and applying them to unfamiliar situations.

Students sit three papers at the end of the Upper Sixth Form:

The course is divided into the following topics: • • • • • • • • •

Atomic structure and bonding Moles, formulae and equations Energetics Redox & periodicity Inorganic Chemistry Organic Chemistry Acids, bases & buffers Electrochemistry Kinetics

A good grounding in all of these topics is essential for students wishing to continue to undergraduate study in Chemistry, Chemical Engineering, Biology and Biochemistry, as well as Medicine, Dentistry and Veterinary Sciences. Practical endorsement In class assessment - The practical endorsement is a separately reported component and does not contribute towards a student’s overall A Level grade. It is achieved through a series of required practicals during lessons where students complete specific tasks to a certain level designed to prepare them for undergraduate level work.

Paper 1: Periodic table, elements and physical chemistry Written exam: 2 hours 15 minutes Total marks: 100 Weighting: 37% This paper consists of a multiple-choice section and a written section comprising of a mixture of short and longer answer written questions along with structured and unstructured calculations. Paper 2: Synthesis and analytical techniques Written exam: 2 hours 15 minutes Total marks: 100 Weighting: 37% This paper consists of a multiple-choice section and a written section comprising of a mixture of short and longer answer written questions along with structured and unstructured calculations. Paper 3: Unified chemistry Written exam: 1 hour 30 minutes Total marks: 70 Weighting: 26% This paper examines all aspects of the A Level Chemistry course. This paper consists of a mixture of multiple choice, short and long answer written questions along with structured and unstructured calculations.

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CLASSICAL CIVILISATION Head of Department: Mr J Blenkinsop

Why study A Level Classical Civilisation? Since Classics is the study of a complete civilisation – from political theory to literature, from history to art – it is a highly-regarded way of demonstrating all-round academic ability. An A Level in Classical Civilisation offers a profound experience of two ancient cultures across a variety of different media, exploring whether the essence of humanity has truly changed, broadening intellectual horizons alongside instilling academic rigour. Classical Civilisation develops skills in analytical writing, textual interpretation and critical reasoning, which are skills valued by top employers. This subject may be taken at A Level without having studied the subject at GCSE, and, given its variety of disciplines, can complement a wide range of different subjects.

How will the skills and knowledge be taught? The subject content of the course is split evenly between them. Debate and discussion are hallmarks of Classical Civilisation lessons, where students are encouraged in a tutorial-style setting to develop their own ideas, justify their points of view and respond to challenges to their arguments. A wealth of opportunity for enrichment outside the classroom is available also, in the form of university lecture days, theatre trips, museum visits and overseas study tours.

COURSE DETAILS Board: OCR

A LEVEL COURSE STRUCTURE Content

Assessment

The world of the hero – The Iliad and Aeneid In this core component candidates will read Homer’s Iliad and Virgil’s Aeneid, both cornerstones of western literature. The epic poem The Iliad describes the Trojan war, with its heroes, villains, gods and mortals. In The Aeneid Virgil explored what it was to be a hero in the Roman world and created a work which has proven enduringly popular. These brilliant and fascinating works of literature are studied within their context, evaluating and comparing the heroic world they each create. This is a broad core module looking at character, theme, culture and language and provides a fantastic opportunity to get both an in-depth study of the societies and a close analysis of enormously important works.

The course is assessed via three written examinations.

Culture and the arts – Greek Art The 6th-4th centuries BC was a period of great change in the Greek world, and this is reflected in the art which was produced. In this component learners will gain a thorough knowledge of the selected aspects of Greek art, but they will also gain some understanding of, and insight into, the context in which it was created, particularly the areas of religion, society, values and history/politics. Beliefs and ideas – Politics of the Late Republic The Late Roman Republic was a period of huge upheaval and conflict, which eventually led to the downfall of the Republican state and the rise of the Roman emperors. In this component learners will examine three key political figures – Cato the Younger, Caesar and Cicero. The exploration of their different ideas brings this tumultuous period to life for learners and moves beyond simply studying ideals and abstracts, and into discussion of the practical difficulties familiar to states throughout history. 20

Component 1 – The World of the Hero This written examination consists of literary analysis of a stimulus passage, mini-essays and a comparative analysis essay of Greek and Roman epic where candidates are expected to make use of secondary sources and academic views to support their argument. Duration: 2 hours 30 minutes Weighting: 40% Component 2 – Culture and the Arts This written examination consists of short answer questions, analysis of a visual stimulus from a list of prescribed sources, a mini-essay and a longer essay where candidates are expected to make use of secondary sources and academic views to support their argument. Duration: 1 hour 45 minutes Weighting: 30% Component 3 – Beliefs and ideas This written examination consists of short answer questions, analysis of a stimulus source from a list of prescribed material, a mini-essay and a longer essay where candidates are expected to make use of secondary sources and academic views to support their argument. Duration: 1 hour 45 minutes Weighting: 30%

SIXTH FORM COURSE CHOICES 2027 - 2029

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COMPUTER SCIENCE Head of Department: Mr A Smith

Why study A Level Computer Science? Computer Science is a practical subject where students can apply the academic principles learned in the classroom to real-world systems. It is an intensely creative subject that combines invention and excitement, and can look at the natural world through a digital prism. Computational thinking helps students to develop the skill to solve problems, design systems and understand the power and limits of human and machine intelligence.

How will the skills and knowledge be taught? Students will be taught through a mixture of practical programming and theoretical lessons. You will be able to apply the fundamental principles of computer science: abstraction, decomposition, logic, algorithms and data representation. A key feature of the course is the real-world programming project. You will be able to pick your own problem to solve, allowing you to tailor your project to fit your individual needs, choices and aspirations.

COURSE DETAILS Board: OCR

A LEVEL COURSE STRUCTURE Content

Assessment

Computational Thinking and Problem Solving Programming techniques Algorithms

Computer Systems Written exam 2.5 hour Total marks: 140. Weighting 40%

Computer Systems Structure and function of the processor Type of processor Input, output and storage hardware Systems software Applications generation Software development Types of programming language Compression, Encryption and Hashing Databases Networks Web technologies Data types Data structures Boolean algebra

Algorithms and Programming Written exam 2.5 hour Total marks 140. Weighting 40% Programming Project Total marks 70. Weighting 20%

Legal, Ethical, Moral and Social Issues Automated decision making Artificial intelligence Censorship Behaviour monitoring Piracy Programming Project

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DESIGN AND TECHNOLOGY Head of Department: Mr S McShane

Why study A Level Product Design? Product Design is a very exciting course that will stretch the student’s ability to think critically about design and how consumers interact with products. The course is both practical and theoretical so that students will understand the whole design process. There is a big emphasis on sustainability and materials which inform many design decisions. Students that study Product Design at A Level regularly go on to study design-based courses at university including architecture, product design and engineering.

How will the skills and knowledge be taught? The course is taught by two teachers and will be split between theory and practical lessons. There is a need for independent study as each student’s designs will take a different route. As well as lessons, students will also benefit from trips and the option to use ‘real world’ clients for their projects. Lessons will allow students to use their creative flair and they will be encouraged to think how their products would fit in to the commercial world.

COURSE DETAILS Board: WJEC EDUQAS

A LEVEL COURSE STRUCTURE Content

Assessment

Component 1 – Examination Paper • Designing and innovation • Materials and Components • Processes • Industrial and Commercial Practice • Product Analysis & Systems • Human responsibility • Public interaction

Component 1 – Examination Paper (50%) 3 hours Learners take a single examination in Product Design. The examination includes a mix of structured and extended writing questions assessing the learner’s knowledge and understanding of: • Technical Principles • Designing and Making Principles.

Component 2 – Design and Make Project Candidates will undertake a single substantial project – a sustained design and make project, based on a brief developed by the candidate, assessing the candidate’s ability to:

Along with their ability to: • Analyse and evaluate design decisions and wider issues in design and technology.

• • •

Identify, investigate and outline design possibilities. Design and make prototypes Analyse and evaluate design decisions and wider issues in design and technology.

Candidates will submit a major project which will satisfy the A Level assessment criteria.

Component 2 (50%) Non-exam assessment (approximately 80 hours) This component is marked by the centre and moderated by the WJEC.

SIXTH FORM COURSE CHOICES 2027 - 2029

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DRAMA AND THEATRE Head of Department: Mrs J McCullagh

Why study A Level Drama and Theatre? Theatre is one of the oldest forms of cultural expression, which has continually evolved in response to changing social, political and cultural landscapes – it offers a provocative response to the burning issues of our times: the governments, technology, cultural events and the changing environment, to name but a few. Drama & Theatre students must be forensic and passionate in equal measure! Our aim at RGS is to promote a wide-ranging understanding of theatre and performance and to enable students to make critical, interpretative and creative judgements about the work they encounter. Students will works as dramaturgs, directors, actors, designers, critics and researchers.

How will the skills and knowledge be taught? A stimulating, dynamic and vibrant department in which to study. The specification is delivered through practical theatre workshops, seminars and lectures with highly experienced members of staff. Watching, analysing and creating theatre is at the beating heart of each lesson. Staff have a range of theatre specialisms, which are additionally developed through their professional theatre practice. Students will therefore have the chance to benefit from these exceptional links within the theatre, film and TV industry. There will be plentiful opportunity for specialist career advice. Independent artistic projects run alongside the course, as well as a diverse and challenging extra-curricular programme.

COURSE DETAILS Board: EDUQAS

A LEVEL COURSE STRUCTURE Content

Assessment

The Eduquas course provides a superb balance between the practical and theoretical aspects of contemporary performance. Students must understand the relationship between culture, society, politics and theatre. Candidates will read, analyse, direct and act from classical and contemporary texts. They will also have the opportunity to develop their own devised work through improvisation. Reviewing live theatre is a vital requirement of the course. Candidates will be given the opportunity to develop both acting, directing and technical production skills.

Theatre Workshop – 20% This internally assessed, non-examined unit will develop the learning skills and theatrical knowledge of students of theatre. It will include theatre visits, performances alone and in small groups and workshops from industry professionals. Students will reinterpret texts for a contemporary audience and submit a creative log of the process. They can be examined as actors or designers.

The specification aims to: • Develop students’ interest and enjoyment in performance and theatre both as a performer and an informed member of an audience • Foster an enthusiasm for, and a critical appreciation of theatre, culture, and the Arts • Develop an understanding and appreciation of the significance of social, cultural and historical influences on the development of drama and theatre • Give students a range of opportunities to develop a variety of dramatic and theatrical skills • Integrate theory and practice through understanding of critical concepts, practitioners and the way directors interpret texts

Text In Action – 40% The exploration of how text can be explored and understood through use of practical techniques and traditions. This unit will involve creating performances from a script and an original, devised piece of theatre. This unit is externally assessed by a visiting examiner. Students will write an evaluation of the process, analysing the influence of theatre companies and practitioners on their own work. They can be examined as actors or designers. Text In Performance – 40% This unit comprises a written examination in three parts. The questions will focus on: the students’ visual concept for realising a text in performance; students’ directing knowledge; and the students’ ability to respond critically to live theatre. Students will study two contrasting texts – one classical text and one contemporary text. In addition, the students will need to create their own theatrical concept for a stage adaptation of the novel, A Monster Calls.

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ECONOMICS Head of Department: Mrs C Lutwyche

Why study A Level Economics? Studying A level Economics provides a framework to help you make sense of news stories, political decisions and the choices you make on a daily basis. You will learn to analyse, explain and weigh up the strengths and weaknesses of the market economy and the role of individuals, businesses and government. You will need to be comfortable writing essays and analysing and interpreting data as well as have good Maths skills. Strong GCSE grades in both Maths and English are essential prior to undertaking the course.

How will the skills and knowledge be taught? You will have two specialist teachers, one will deliver Microeconomics, the other the Macroeconomic. Lessons are delivered in a variety of ways but always with the emphasis on making reasoned arguments. As a student of Economics you will be expected to broaden your understanding of the subject though wider reading, attendance at lectures and interest beyond the classroom.

COURSE DETAILS Board: AQA

A LEVEL COURSE STRUCTURE Content

Assessment

Individuals, firms, markets and market failure 1. Economic methodology and the economic problem 2. Individual economic decision making 3. Price determination in a competitive market 4. Production, costs and revenue 5. Perfect competition, imperfectly competitive markets and monopoly 6. The labour market 7. The distribution of income and wealth: poverty and inequality 8. The market mechanism, market failure, and government intervention in markets

Paper 1: Markets and Market Failure (questions drawn from points 1-8) Total marks: 80. Weighting 33.3%. Exam time: 2hrs Section A: Data response, choice of 1 from 2 contexts worth 40 marks Section B: Essay question, choice of 1 from 3 worth 40 marks

The national and international economy 9. The measurement of macroeconomic performance 10. How the macro-economy works; the circular flow of income, AD/AS analysis, and related concepts. 11. Economic performance 12. Financial markets and monetary policy 13. Fiscal policy and supply-side policies 14. The international economy

Paper 2: National and International economy (questions drawn from points 9-14) Total marks: 80. Weighting 33.3%. Exam time: 2hrs Section A: Data response, choice of 1 from 2 contexts worth 40 marks Section B: Essay question, choice of 1 from 3 worth 40 marks Paper 3: Economic Principles and Issues (questions drawn from points 1-14) Total marks: 80. Weighting 33.3%. Exam time: 2hrs Section A: Multiple choice worth 30 marks Section B: Case Study, worth 50 marks

SIXTH FORM COURSE CHOICES 2027 - 2029

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ENGLISH LITERATURE Head of Department: Ms C Harvey

Why study A Level English Literature? If you have a sharp, inquisitive and critical mind, English Literature is the A Level choice for you. You will have the unique chance to engage with an array of powerful texts which will challenge your perceptions of the world around you. Your critical and creative responses will not only give you a sense of achievement, but also a sense of enjoyment from tackling and succeeding with such challenging subject matter. Your essay writing skills will develop rapidly, giving you the skills you need for your other subjects and a vital aid for your UCAS personal statement.

How will the skills and knowledge be taught? As a lover of reading, you will delve into the literary canon to develop your own interpretations, but will also promote, challenge and debate them with your intellectual peers. You will find the seminar-style lessons centred around high-level discussion and you will be involved in presenting your own ideas, interpretations and evaluations to the class. Regular theatre trips, talks from visiting specialists and engagement with the wider literary world will allow you to develop your analytical skills and become an independent thinker.

COURSE DETAILS Board: WJEC EDUQAS

A LEVEL COURSE STRUCTURE Content

Assessment

Component 1: Poetry Pre-1900 poetry and post-1900 poetry. John Donne, Sylvia Plath and Ted Hughes are studied to give you a well-rounded overview of the developments in poetry across time.

Component 1: Poetry Written examination: 2 hours (open-book) 30% of qualification

Component 2: Drama Shakespeare – the incredible opportunity to study King Lear (not to be missed). Pre-1900 and post-1900 drama with a focus on A Streetcar Named Desire (Tennessee Williams) and The Duchess of Malfi (John Webster). An impressive and challenging range of work. Component 3: Unseen Texts This module presents unseen prose and poetry for analysis. You will study a wide range of prose from the Victorian era through to the Modernist movement of the 20th Century. Your wider reading of poetry will also be challenged with a poem from the literary canon to consider how its meanings are shaped through language.

Component 2: Drama Written examination: 2 hours (closed-book) 30% of qualification Component 3: Unseen Texts Written examination: 2 hours 20% of qualification Component 4: Prose Study Non-exam assessment: 2500 –3500 word assignment 20% of qualification

Component 4: Prose Study In this module you undertake an independent comparative study of a pre and post 2000 novel of your choice.

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FRENCH Head of Department: Mme F Chartrain

Why study A Level French? It is ideal for students who have enjoyed it so far and want to become fluent, communicate confidently and discover more about the French-speaking world through studying many aspects of its culture and ways of life. The course will complement and enhance any other A Levels and is not designed solely for those who wish to continue with French at university. It will increase career options, maximise employment in most fields and facilitate travel and business.

How will the skills and knowledge be taught? A Level French will be taught by two specialists who are also native or near-native speakers. Students will study authentic materials taken from the news, film and literary sources and will engage in many discussions and debates. They will be provided with much guidance and practice to develop listening, reading, speaking and written skills that will increase real fluency and critical-thinking. Students will have a weekly individual oral session with the Assistant to practise the language and themes studied.

COURSE DETAILS Board: AQA

A LEVEL COURSE STRUCTURE Content

Assessment

Theme 1: Aspects of French-speaking society – current trends • Modern and traditional family values • Technological advances and cyber-society • The role of volunteering in society

Paper 1: Listening, reading and writing 2 hours and 30 minutes 50% of the qualification Listening and responding, summary Reading and responding, summary Translation into and from French

Theme 2: Artistic culture in the French-speaking world • French patrimony and its assets for tourism • Contemporary francophone music • Cinema Theme 3: Current issues in French-speaking society • Positive aspects of a diverse society • Social exclusion • How criminals are treated (prevention, prison, rehabilitation, etc.) Theme 4: Aspects of political life in the French-speaking world • Young people and politics • Demonstrations and strikes: who has power? • Politics and immigration Literature and film studies Individual research project

Paper 2: Writing 2 hours 20% of the qualification Written response to a text (300 words) Written response to a film (300 words) Paper 3: Speaking Internally conducted and externally assessed 21-23 minutes (including 5 minutes preparation time) 30% of the qualification Part 1: discussion on a sub-theme of a stimulus card Part 2: presentation and discussion of the student’s individual research project

SIXTH FORM COURSE CHOICES 2027 - 2029

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FURTHER MATHEMATICS Head of Department: Mr E Hughes

Why study A Level Further Mathematics? Mathematics is the art of problem solving; it is part of everyday life. From predicting the weather to understanding the origins of the universe, mathematics is used to describe and understand the world (and universe) around us. It is a vital tool in our increasingly technical world, playing an important role in many aspects of modern life, from protecting our details online to predicting the next stock market crash. Further Maths A Level is essential for those who wish to study Mathematics at university and is a facilitating subject for all Science and Engineering related degree courses.

How will the skills and knowledge be taught? Students of Mathematics will have at least two teachers. Lessons are taught in a variety of engaging and stimulating ways that focus on problem-solving and develop the student’s own thinking skills. Going beyond the classroom the curriculum is enriched with UKMT challenges, Hans Woyda Maths competition, National Cipher Challenge, Maths workshops, visits to attend lectures at the Institute of Education and guest speakers such as Colin Wright. Students are encouraged to attend STEM taster days at universities, such as those arranged by Headstart and the University of Oxford.

COURSE DETAILS Board: EDEXCEL

A LEVEL COURSE STRUCTURE Content

Assessment

Papers 1 & 2: Core Pure Mathematics Proof, Complex Numbers, Matrices, Further Algebra and Functions, Further Calculus, Further Vectors, Polar Coordinates, Hyperbolic Functions, Differential Equations.

A2 Further Mathematics Each paper is assessed by written examination lasting 1 hour and 30 minutes and consists of 4 units: 2 on Core Pure Mathematics, plus a choice of 2 units from: Further Pure, Further Mechanics or Further Statistics units.

Papers 3 & 4: Students take two of the following three options: Further Pure Mathematics 1 Further Trigonometry, Further Calculus, Further Differential Equations, Co-ordinate Systems, Further Vectors, Further Numerical Methods, Inequalities. Further Mechanics 1 Momentum and Impulse, Work, Energy & Power, Elastic Strings & Springs and Elastic Energy, Elastic Collisions in One Dimension, Elastic Collisions in Two Dimensions.

AS Further Mathematics Each paper is assessed by written examination lasting 1 hour and 40 minutes and will consist of 2 units: Core Pure Mathematics, plus a choice of: Further Pure, Further Mechanics or Further Statistics. Each unit carries an equal weighting. Calculators are allowed in all papers.

Further Statistics 1 Discrete Random Variables, Poisson Distribution, Geometric and Negative Binomial Distributions, Chi-Squared Tests, Probability Generating Functions, Quality of Tests.

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GEOGRAPHY Head of Department: Miss N Innes

Why study A Level Geography? “In the short span we have available to explore the wonders, problems and possibilities of life on this colourful planet, there is one avenue of curiosity that provides more insight into our dynamic habitat than any other – Geography. It is the spatial discipline that helps everyone understand our world, its places, people and environments. Geography is a journey, a quest for the new that takes us to the edges of perception, to the rim of our imagination and returns us to the centre of the place we call home.” Nick Crane, What Makes us Human on the Jeremy Vine Show.

How will the skills and knowledge be taught? Geography students will have two teachers, one for the Physical and one for the Human side of the course. Lessons are varied with extensive resources and active discussion. Fieldwork is compulsory and a range of opportunities is offered, both locally and further afield. Students are actively encouraged to engage in extension activities including lectures, competitions and debates. Students should get into the habit of watching, reading and listening to the news on a regular basis to think, question and develop ideas and an intellectual curiosity.

COURSE DETAILS Board: AQA

A LEVEL COURSE STRUCTURE Content

Assessment

The specification is designed to excite minds, challenge perceptions and stimulate investigative and analytical skills. Each section offers opportunity to exercise and develop geographical skills including observation, measurement and geospatial mapping skills, together with data manipulation and statistical skills including those associated with, and arising from, fieldwork.

Paper 1: Physical Geography Written exam 2 hours 30 minutes 96 marks 40% of A Level

Paper 1: Physical Geography • Water and carbon cycles • Coastal landscapes • Hazards Paper 2: Human Geography • Global systems and governance • Changing places • Population and resources Paper 3: Geographical Investigation • A minimum of four days of fieldwork for a piece of independent research Recent field trips have included: • Brixton • Battersea Power Station • Liverpool • Camber • River Mole flood defences at Gatwick • Norway An optional trip to Norway is planned every two years in the October half term, so students will have the opportunity to attend in either their Lower Sixth or Upper Sixth year. 28

Paper 2: Human Geography Written exam 2 hours 30 minutes 96 marks 40% of A Level Both Papers 1 and 2 will be tested by 4, 6, 9 and 20 mark questions (requiring extended writing) Paper 3: Geographical Investigation 3000-4,000 words 60 marks 20% of A Level. Marked by teachers, moderated by external examiners. This is an opportunity to do well without the pressure of an exam. Recent topics have included carbon content of trees, infiltration, gentrification, environmental quality, quality of life, beach profiles, sand dune succession and changes in town centres.

SIXTH FORM COURSE CHOICES 2027 - 2029

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HISTORY Head of Department: Mr I Kublik-Taylor

Why study A Level History? History is vital to our understanding of the world around us and the forces that shape the present and the future. At A Level, History seeks to answer such significant questions such as: What causes civil wars and revolutions? How can individuals come to dominate their own and other countries? What forces bring about fundamental changes in society and politics? Why do some groups struggle to achieve equal rights? History does this through the study of particular events, individuals, and developments in British, European and American History.

How will the skills and knowledge be taught? The prime focus at A Level is on explanation, evaluation and analysis. The study of History aims not only to increase your knowledge and understanding of the key factors that have shaped our world but also to cultivate your ability to think critically, produce coherent and compelling arguments, to research effectively and communicate clearly. That is why History A Level is so highly regarded by both top universities and employers and is considered relevant for a wide range of career paths from the City to the Cabinet, top management to the diplomatic corps, and law to journalism.

COURSE DETAILS Board: AQA

A LEVEL COURSE STRUCTURE Content

Assessment

Unit 1: Tsarist and Communist Russia, 1855-1964 This option allows students to study in breadth issues of change, continuity, cause and consequence in this period through the following questions:

Unit 1 examination 2 hours 30 minutes. Section A: one compulsory question testing students’ ability to analyse and evaluate the views of historians. (30 marks) Section B: three essay questions of which students are required to answer two. These will test historical understanding over a broad chronology. (2 x 25 marks) 40% of the A Level.

• • • •

ow was Russia governed and how did political authority H change and develop? Why did opposition develop and how effective was it? How important were ideas and ideology? How important was the role of the individual?

Unit 2: Religious Conflict and the Church in England, c1529-c1570 This option provides for the study in depth of a period of major change in the English Church and government, focusing on issues which led England to break with Rome and the problems surrounding the establishment of a new Anglican Church and faith. Unit 3: The growth of American Civil Rights, 1865-1968 Coursework module.

Unit 2 examination 2 hours 30 minutes. Section A: one compulsory question linked to primary sources or sources contemporary to the period. (30 marks) Section B: three essay questions of which students are required to answer two. These will test historical understanding of an event or issue in depth. (2 x25 marks) 40% of the A Level. Unit 3 coursework module Students will submit an essay of 3000-3500 words. It will be marked by teachers and moderated by AQA. 20% of the A Level.

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MATHEMATICS Head of Department: Mr E Hughes

Why study A Level Mathematics? Mathematics is the art of problem solving, it is part of everyday life. From predicting the weather to understanding the origins of the universe, mathematics is used to describe and understand the world (and universe) around us. It is a vital tool in our increasingly technical world, playing an important role in many aspects of modern life, from protecting our details online to predicting the next stock market crash. Mathematics A Level is essential for those who wish to study Mathematics at university and is a facilitating subject for all Science and Engineering related degree courses.

How will the skills and knowledge be taught? Students of Mathematics will have two teachers. Lessons are taught in a variety of engaging and stimulating ways that focus on problemsolving that develop the student’s own thinking skills. Going beyond the classroom the curriculum is enriched with UKMT challenges, Hans Woyda Maths competition, National Cipher Challenge, Maths workshops, visits to attend lectures at the Institute of Education and guest speakers such as Simon Singh and Johnny Ball. Students are encouraged to attend STEM taster days at universities, such as those arranged by Headstart and the University of Oxford.

COURSE DETAILS Board: EDEXCEL

A LEVEL COURSE STRUCTURE Content

Assessment

Pure Mathematics Algebra & Functions, Proof, Coordinate Geometry, Sequences & Series, Trigonometry, Exponentials & Logarithms, Differentiation, Integration, Numerical Methods and Vectors.

There are three papers, each of which is assessed by written examination lasting 2 hours.

Statistics Statistical Sampling, Data Presentation & Interpretation, Probability, Statistical Distributions and Statistical Hypothesis Testing. Mechanics Quantities & Units in Mechanics, Kinematics, Moments, Forces and Newton’s laws.

Paper 1: Pure Mathematics Paper 2: Pure Mathematics Paper 3: Statistics & Mechanics Each unit carries an equal weighting. Calculators are allowed in all papers.

SIXTH FORM COURSE CHOICES 2027 - 2029

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MUSIC Head of Department: Miss J Korzinek

Why study A Level Music? In an increasingly competitive academic landscape, A Level Music is widely regarded as a rigorous and highly respected qualification. Universities consistently identify students who have studied Music as among their strongest applicants, recognising their ability to think creatively, analyse complex material at depth, and communicate ideas with clarity and insight. The subject also demands confidence in performance and presentation, alongside disciplined independent study.RGS students who study Music progress to degree courses not only in Music, but across a broad range of disciplines including Science, Technology and the Arts. Through their musical studies, students develop advanced organisational and people‑management skills, emotional intelligence and the capacity to balance multiple demands — all attributes that are strongly valued in higher education and beyond.

How will the skills and knowledge be taught? Music students can expect to study music as a practical, creative and intellectual subject and will love the diversity it brings. The areas of study reflect the cultural age in which we live, with music covered from classical, jazz, popular and world genres. Each area of study is seen within a broad cultural and historical context, and students gain in-depth experience of musical elements, resources, qualities and repertoire. 60% of the course is practical, with assessments in performing and composing.

COURSE DETAILS Board: EDEXCEL

A LEVEL COURSE STRUCTURE Content

Assessment

A Level Music consists of three components: Performing, Composing and Appraising.

Component 1: Performing (30%) A solo or ensemble recital of a minimum of eight minutes’ duration; the repertoire may be of any genre. Performed and recorded in school towards the end of the Upper Sixth.

Performing This can be performing on an instrument or with voice, either as a soloist or in a group. Improvisation can be chosen instead of ‘traditional’ performing, or a Music Technology option is available. Composing Students learn how to compose music in a variety of ways, including using a set brief, writing freely and employing compositional techniques learned through studying the music of other composers. Composition can be with or without the use of technology, and can be in any style. Appraising The study of musical elements, contexts and language through music appraisal. This will include studying a variety of set works covering vocal music, instrumental music, music for film, popular music and jazz, fusions and new music. Music will range from Vaughan Williams to Danny Elfman’s score for Batman Returns; from Berlioz’s Symphonie Fantastique to the Beatles’ Revolver album; from contemporary jazz fusion to pieces with electronics.

Component 2: Composing (30%) Two compositions produced during the course and submitted towards the end of the Upper Sixth. Students will compose one Free Composition in a style of their choosing, and one Techniquesbased composition in response to one of several briefs set by the exam board. Component 3: Appraising (40%) One written paper (2 hours 10 minutes) sat at the end of the Upper Sixth. Section A contains short-answer listening questions about the set works. Section B consists of two essay questions in which students will demonstrate their musical understanding of set works, and apply this knowledge to the analysis of a previously unheard piece of music. Each component is externally assessed.

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PHOTOGRAPHY Head of Department: Mrs E Burns

Why study A Level Photography? Photography gives students the opportunity to develop their investigative, analytical, experimental, practical, technical and expressive skills; develop aesthetic understanding and critical judgement. It is important that students have independence of mind in developing, refining and communicating their own ideas and have a genuine interest in, enthusiasm for and enjoyment of photography. They will have the opportunity to work with a very broad range of materials, techniques and processes and hence students will need to have a passion for experimenting and exploring different ways forward for their ideas.

How will the skills and knowledge be taught? Taught by a subject specialist, students are given a broad based theme at the start of the course and work with their own ideas and personal starting points. They will be introduced to a variety of analogue and digital materials, techniques and processes and guided and supported by staff with their creative journeys. Our emphasis is to ensure that every student’s work is individual and personal. There will be many opportunities for students to go on gallery visits both in this country and abroad. As the course develops they will be required to decide on a personal brief that they will investigate in depth, creating practical work and research, also an essay or extended writing piece.

COURSE DETAILS Board: EDUQAS

A LEVEL COURSE STRUCTURE Content

Assessment

The A Level in Photography is 60% Coursework and 40% Exam. The coursework consists of three major elements, preparatory studies in and outside of sketchbooks, practical outcomes and a Personal Study. Sketchbook work and practical outcomes will be developed from personal starting points and their portfolio of work should reflect the student’s interest and engagement in their chosen themes.

Coursework and exam work, each objective has 25% weighting on each. Coursework is 60% and Exam is 40%. The assessment objectives are as follows:

The Personal Study is a written piece of 3000 words which is based on the student’s chosen theme and interest and should tie into what is being produced in their practical work. The exam is a theme set by the exam board, published on the 1 February of the second year of the studying the A Level. Students then produce preparatory studies and sit a 15 hour sustained focus under examination conditions where students produce a final outcome for the exam unit.

AO2 Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops.

All coursework and exam work will cover the same assessment criteria. Foundation project will be the theme, ‘abstract, distort, enlarge’. This will be an opportunity to experiment, build up skills and knowledge that will help to inform them about what to choose as their personal investigation.

AO1 Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding.

AO3 Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress. AO4 Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements. All coursework and exam work is marked and moderated internally and then an external examiner comes in to view and moderate the marking.

SIXTH FORM COURSE CHOICES 2027 - 2029

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PHYSICAL EDUCATION Head of Department: Mr G Browning

Subject Leader: Mr J Emmerson

Why study A Level Physical Education? This course links the scientific disciplines of physiology, biomechanics and psychology to help you to understand how an elite athlete performs. It also gives you an introduction of how the multi-million pound sporting industry has developed throughout time and the ethical issues that have arisen from striving to be come the ultimate athlete. Physical Education A Level is useful for those who wish to study Sports Science at university and is a facilitating subject for most Science and Psychology related degree courses.

How will the skills and knowledge be taught? Students of Physical Education will have three specialist teachers: Anatomy, Physiology and Biomechanics; Skill acquisition and Psychology in Sport; and society and technology in sport. Lessons are taught in a variety of ways with a practical focus where possible and always applying the theoretical principles that underpin high performance in a sporting context. Going beyond the classroom, the curriculum is enriched with High Performance talks and seminars on topics such as nutrition, as well as visits to sporting institutions such as university exercise physiology laboratories.

COURSE DETAILS Board: AQA

A LEVEL COURSE STRUCTURE Content

Assessment

Applied anatomy and physiology: Cardiovascular system, respiratory system, neuromuscular system, the musculo-skeletal system and analysis of movement in physical activities, energy systems. Skill acquisition: Skill, skill continuums and transfer of skills; Impact of skill classification on structure of practice for learning; Principles and theories of learning and performance; Use of guidance and feedback; Memory models; General information processing model, Efficiency of information processing. Sport and society: Emergence of globalisation of sport in the 21st century; Pre-industrial (pre-1780); Industrial and post-industrial (1780-1900); Post World War II (1950 to present); The impact of sport on society and of society on sport – sociological theory applied to equal opportunities. Exercise physiology: Diet and nutrition and their effect on physical activity and performance, Preparation and training methods in relation to maintaining physical activity and performance, Injury prevention and the rehabilitation of injury Biomechanical movement – Biomechanical principles, Levers, Linear motion, Angular motion, Projectile motion, Fluid mechanics. Sport Psychology: Aspects of personality, Attitudes, Arousal, Anxiety, Aggression, Motivation, Achievement motivation theory, Social facilitation, Group dynamics, Importance of goal setting, Attribution theory, Self-efficacy and confidence, Leadership, Stress management. Sport and society and the role of technology in physical activity and sport: Concepts of physical activity and sport; Development of elite performers in sport; Ethics in sport; Violence in sport; Drugs in sport; Sport and the law; The role of technology in physical activity and sport.

Paper 1 Factors affecting participation in physical activity and sport Section A: Applied anatomy and physiology (35 marks) Section B: Skill acquisition (35 marks) Section C: Sport and society (35 marks) Written Exam: 2 hours Total 105 marks, 35% of A Level Paper 2 Factors affecting optimal performance in physical activity and sport Section A: Exercise physiology and biomechanics (35 marks) Section B: Sports psychology (35 marks) Section C: Sport and society and technology in sport (35 marks) Written exam: 2 hours Total 105 marks, 35% of A Level Paper 3 Practical Performance in physical activity and sport Student assessed as a performer or coach in a full-sided version of one activity 15% of non-exam assessment

•

• Written/verbal analysis and evaluation of performance. 15% of non-exam assessment

Internal assessment, external moderation Total 90 marks, 30% of A Level

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PHYSICS Head of Department: Miss G Cooper

Why study A Level Physics? The subject stimulates and excites curiosity about phenomena and events in the world; satisfying this curiosity with knowledge and understanding. Physics can engage students at many levels and is a spur to critical and creative thought. Through science, and Physics in particular, candidates understand how major scientific ideas contribute to technological change; impacting on industry, business and medicine and improving the quality of life.

How will the skills and knowledge be taught? Students of Physics will have two teachers; the course is split evenly between them. Practical skills are a core element of the course and students will work towards a Science Practical Endorsement over the two years. Students will develop strong problem solving and analytical skills to tackle a wide variety of question types. Outside of the classroom we enrich with British Physics Olympiad challenges, Physics in Action lectures and visits to leading centres of physics research including Diamond Light Source and the Joint European Torus.

COURSE DETAILS Board: EDEXCEL

A LEVEL COURSE STRUCTURE Content

Assessment

Advanced Physics 1 • Working as a Physicist • Mechanics • Electric Circuits • Further Mechanics • Electric and Magnetic Fields • Nuclear and Particle Physics

Advanced Physics 1 Paper 1 is 1 hour 45 minutes long. The paper consists of 90 marks Weighting 30%

Advanced Physics 2 • Working as a Physicist • Materials • Waves and Particle Nature of Light • Thermodynamics • Space • Nuclear Radiation • Gravitational Fields • Oscillations

Advanced Physics 2 Paper 2 is 1 hour 45 minutes long. The paper consists of 90 marks Weighting 30% General and Practical Principles in Physics Paper 3 is 2 hours 30 minutes. The paper consists of 120 marks Weighting 40% Questions in this paper may draw on any of the topics in this specification. The paper will include synoptic questions that may draw on two or more different topics. The paper will include questions that assess conceptual and theoretical understanding of experimental methods (indirect practical skills) that will draw on students’ experiences of the core practicals. In all papers students will be expected to apply their knowledge and understanding to familiar and unfamiliar contexts. All papers may include multiple-choice, short open, open-response, calculations and extended writing questions.

SIXTH FORM COURSE CHOICES 2027 - 2029

SUBJECT INFORMATION

POLITICS Head of Department: Mr M Chesterton

Why study A Level Politics? At a time of political and economic uncertainty at home and abroad there has never been a more important time to understand more about the workings and ideas behind how we are governed. During the A Level course students will look at the key institutions and issues in domestic politics both within the UK and the USA. Students will debate various issues such as the nature of democracy, the fairness of elections as well as recent changes in party politics. Students will develop key academic skills such as improving their writing so that they can construct and communicate arguments clearly and coherently using appropriate political vocabulary.

How will the skills and knowledge be taught? Politics is a well-resourced department. Students will have the most up-to-date textbooks that are approved by the examination board and a range of subscriptions to highly rated online resources. We are also fortunate that our subject has a number of fascinating books and documentaries to enliven most topics. The syllabus is complemented by a range of stimulating co-curricular opportunities that include guest speakers and visits to the Westminster Parliament, the UK Supreme Court and Washington DC.

COURSE DETAILS Board: EDEXCEL

A LEVEL COURSE STRUCTURE Content

Assessment

Government and politics of the UK • The evolution of democracy in the UK • Elections and referendums • Political parties • Pressure groups • The nature and sources of the British Constitution • The structure and role of Parliament • The Prime Minister and Cabinet • The judiciary • Devolution

Three exam papers: Each paper will be 2 hours

Comparative politics – politics of the USA The US Constitution and federalism, US congress, US presidency, US Supreme Court, democracy and participation, civil rights Political ideas Core ideologies: Liberalism, Conservatism, Socialism

Paper 1: UK Politics Section A: UK Politics (extract question and essay question) Section B: Core Political Ideas (essay question) Paper 2: UK Government Section A: UK Government (extract question and essay question) Section B: Non-Core Political ideas – Nationalism (essay question) Paper 3: Comparative Politics Section A: Comparative Politics – USA and UK (short essay question) Section B: Comparative Politics – USA and UK (short essay question) Section C: USA Politics (two longer essay questions)

Other ideologies (study just one): Nationalism, Feminism, Multiculturalism, Anarchism, Ecologism

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PSYCHOLOGY Head of Department: Mrs F Macaulay

Why study A Level Psychology? Psychology is the study of the human brain and human behaviour. We study a wide range of areas, from early child development to social influence concepts such as obedience and social change. During your studies you will learn how to conduct research and have many opportunities to run your own experiments. Studying Psychology will develop your critical thinking skills as well as your numerical skills, enabling you to access a wide range of career opportunities.

How will the skills and knowledge be taught? Psychology covers three main skills: description, application and evaluation. Practical research methods skills are covered, and you will have the opportunity to use these during regular experiments which you will plan and execute. You will be taught to think reflectively on all of the theory and ideas you learn, to enable you to consider the strengths and weaknesses of them. Lessons will incorporate lots of discussion and the opportunity to develop both your written and verbal analytical skills.

COURSE DETAILS Board: AQA

A LEVEL COURSE STRUCTURE Content

Assessment

Paper 1 – Introductory Topics in Psychology Section A: Social Influence Section B: Memory Section C: Attachment Section D: Clinical Psychology and Mental Health

Paper 1 – Introductory Topics in Psychology (2 hours) All sections feature multiple choice, short answer and extended writing. The paper consists of 96 marks.

Paper 2 – Psychology in Context Section A: Approaches in Psychology Section B: Biopsychology Section C: Research Methods

Paper 2 – Psychology in Context (2 hours) All sections feature multiple choice, short answer and extended writing. The paper consists of 96 marks.

Paper 3 – Issues and Options in Psychology Section A: Issues and Debates Section B: Gender or Cognition and Development Section C: Schizophrenia Section D: Forensics or Aggression

Paper 3 – Issues and Options in Psychology (2 hours) All sections feature multiple choice, short answer and extended writing. The paper consists of 96 marks. The papers are evenly weighted and all assess the key skills of description, application and evaluation. Across the three papers students will be expected to apply their learning to unseen scenarios. Questions will also target mathematical skills including calculations.

SIXTH FORM COURSE CHOICES 2027 - 2029

SUBJECT INFORMATION

SPANISH Head of Department : Miss A Vaughan

Why study A Level Spanish? During the A Level Spanish course, you will develop an understanding of Hispanic culture in a variety of contexts and learn to communicate confidently, clearly and effectively in Spanish for a range of purposes. You will be able to express facts and ideas and present explanations, opinions and information in Spanish. In studying Spanish you will improve your employment possibilities and enhance your travel experiences.

How will the skills and knowledge be taught? A Level Spanish will be taught by two specialists. Lessons will enable you to reach a good level of fluency and develop your capacity for critical thinking through the vibrant medium of Hispanic culture. You will engage intellectually with stimulating materials, including song, film and text, developing an appreciation of the language in its cultural and social context. Students will have a weekly individual oral session with a Spanish Assistant and complete work experience abroad.

COURSE DETAILS Board: AQA

A LEVEL COURSE STRUCTURE Content

Assessment

Theme 1: Aspects of Hispanic society • Modern and traditional values • Technological advances • Equal rights

Paper 1: Listening, reading and writing 2 hours and 30 minutes 50% of the qualification Listening and responding Reading and responding Translation into and from Spanish

Theme 2: Artistic culture in the Hispanic world • The influence of idols on young people • Regional identity in Spain • Hispanic heritage, traditions and festivals Theme 3: Multiculturalism in Hispanic society • Immigration • Racism • Integration and multiculturalism Theme 4: Aspects of political life in the Hispanic world • Young people and politics • Monarchies and dictatorships • Social movements Literature and film studies

Paper 2: Writing 2 hours 20% of the qualification Written response to a text (300 words) Written response to a film (300 words) Paper 3: Speaking Internally conducted and externally assessed 21-23 minutes (including 5 minutes preparation time 30% of the qualification Part 1: discussion on a sub-theme of a stimulus card Part 2: presentation and discussion of the student’s individual research project

Individual research project

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RGS Professional Diploma

SPORT Head of Department: Mr G Browning

Subject Leader: Mr Emmerson and Miss Pout

Why study Sport, Performance and Enterprise? The BTEC Sport programme delivers consistently excellent results and opportunities to progress to world class universities, to study a range of courses (not just sport!). Students gain the equivalent of 3 A Levels worth of UCAS points. Small group sizes and a range of assessment models allows for a personalised approach to learning.

How will the skills and knowledge be taught? The course is taught in discrete units, by subject and topic specialists. Although the assessment process is rigorous and equivalent to A-Level, it is also more holistic and provides a greater connection to university and the world of work. Students will be expected to manage their own time, prioritise deadlines and work with others to deliver projects. The skills developed with allow students to go on to highly competitive university courses, degree apprenticeships and ultimately to flourish in the world of work.

COURSE DETAILS Board: PEARSON

BTEC COURSE STRUCTURE Content

Assessment

• • • • • • • • • • • • • • •

Pearson BTEC Level 3 National Extended Diploma in Sport (Equivalent to three A Levels)

Anatomy and physiology Fitness training & programming for health, sport & wellbeing Professional development in the sports industry Sports leadership Application of fitness testing Sports psychology Practical sports performance Coaching for performance Research methods in sport Sports event organisation Sports injury management Development and provision of sport and physical activity Investigating business in sport and the active leisure industry Skill acquisition in sport Exercise, health & lifestyle

1080 GLH (1390 TQT) 14 units of which 10 are mandatory and 4 are external. Mandatory content (78%). External assessment (42%). This is intended as an Applied General qualification, equivalent in size to three A Levels. It is a two-year, full-time course that meets entry requirements in its own right for learners who want to progress to higher education courses in sport before entering employment.

The RGS Professional Diploma: Sport, Performance & Enterprise, combines advanced specialist study with a personalised portfolio of leadership, professional experience and applied opportunities. 38

SIXTH FORM COURSE CHOICES 2027 - 2029

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TEXTILES Head of Department: Mrs E Burns Why study Textiles? Textiles gives students the opportunity to develop their investigative, analytical, experimental, practical, technical and expressive skills; develop aesthetic understanding and critical judgement. It is important that students have independence of mind in developing, refining and communicating their own ideas and have a genuine interest in, enthusiasm for and enjoyment of Textiles. They will have the opportunity to work with a very broad range of materials, techniques and processes and hence students will need to have a passion for experimenting and exploring different ways forward for their ideas.

COURSE DETAILS

How will the skills and knowledge be taught? Students are given a broad based theme at the start of the course and work with their own ideas and personal starting points. They will be introduced to a variety of different materials, techniques and processes and guided and supported by staff with their creative journeys, there are opportunities to create fashion, fine art textile or constructed textile outcomes as well as textiles for interiors – our emphasis is to ensure that every student’s work is individual and personal. There will be opportunities for students to go on gallery visits both in this country and abroad. As the course develops they will be required to decide on a personal brief that they will investigate in depth, creating practical outcomes that fully represent the students personal interests and focus. They also produce a supporting extended written element.

Board: EDUQAS WJEC

A LEVEL COURSE STRUCTURE Content

Assessment

Coursework and exam work. Each objective has 25% weighting on each. Coursework is 60% and Exam is 40%. The assessment objectives are as follows:

The personal study is a written piece of 3000 words which again is based on the student’s chosen theme and interest and should tie into what is being produced in their practical work.

AO2 Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops.

AO3 Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress.

AO1 Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding.

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THEOLOGY AND PHILOSOPHY Head of Department: Mr E Hogarth Why study A Level Theology and Philosophy? This course is open to all those who possess a sense of wonder about the world we live in and enjoy discussing philosophical and ethical questions of meaning, purpose and truth. The A-level is relevent to the modern world- If you are interested in issues such as medical and business ethics; arguments for the existence of God; why suffering exists and whether there is an after-life, the relationship between religion and society and how we can make decisions between right and wrong, this course is certainly worth considering.

How will the skills and knowledge be taught? Students will be taught in a variety of ways, from small seminar style discussions to independent projects and presentations. Part of the study involves reading some extracts or short books about what particular philosophers think about the topics being studied. This enables students to engage with particular arguments and critically evaluate them.

COURSE DETAILS Board: OCR

A LEVEL COURSE STRUCTURE Content

Assessment

Philosophy of Religion The study begins with a glimpse of some of the philosophical issues discussed by the Ancient Greeks, including debates about God’s existence, and whether belief can be rationally justified. Classic philosophical arguments are explored to help students to think more clearly and to evaluate big questions such as those raised by the problem of evil and suffering. You will also explore the nature of the body and soul, the question of survival after death and whether religious experiences can give evidence of God.

Three papers (Philosophy, Ethics, Developments) Each 2 hours long.

Religious Ethics This part of the course explores what it means to lead a good life. Are there ways in which I can be helped to make important moral decisions? A variety of ethical traditions will be studied, from the relativism of utilitarianism to the absolutism of Natural Law. Students will debate moral issues in the news and in society. Other topics include euthanasia, and the ethics of sex and business. Students are asked to consider what is distinctive about a religious perspective on ethical issues. The nature and role of conscience and the debate surrounding the language of right and wrong are also covered. Religious Developments This unit explores the inter-connections between religion and the contemporary world through an exploration of sources of religious wisdom and authority and how practices shape and express religious identity. We consider significant social and historical developments in theology and religious thought – feminism, communism and secularism – and questions such as How relevant is religion today? and How should I live a moral life? 40

Questions will be 40 mark essays, three essays per paper. Pupils will need to be comfortable writing at length.

SIX TH FOR M COUR SE CHOICES 2026 -2028

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For admissions enquiries, please contact us at: Reigate Grammar School, Reigate Road, Reigate, Surrey RH2 0QS 01737 222231 admissions@reigategrammar.org reigategrammar.org