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SIXTH FORM

COURSE INFORMATION 2027-2028

Three pathways. One purpose. • A Levels

• Woldingham Business Diploma • Elite Performance

CONTENTS A Additional Curriculum Art

H 38 3

Learning Enhancement 5 6

C Chemistry Computer Science

8 9

10 13 14

E Economics English Literature English as an Additional Language Entry Requirements

15 17 42 3

Mathematics Media Studies Modern Foreign Languages Music

Philosophy, Ethics and Theology Physical Education Physics Politics Psychology

21 22 24 26

28 30 32 33 34

S Sociology

Textiles

G Geography

F Futures Programme

D Dance Design and Technology Drama and Theatre Studies

B Biology Business

History

Welcome 16

WELCOME Welcome to the Woldingham Sixth Form, a curious, creative and kind community, where academic rigour and personal development go hand in hand. Students flourish in a unique community where every student is championed and given the expert teaching, care and guidance that enables them to leave us for leading universities, at home or abroad, as well as performance conservatoires, art schools and apprenticeships. Whichever pathway is the right one for your daughter, we will be walking right alongside them. SIXTH FORM PATHWAYS - NEW FOR 2027 I am delighted that from September 2027, Woldingham will offer a choice of three different pathways in Sixth Form: A Levels, the Woldingham Business Diploma and our Elite Performance pathway for talented sportswomen and performing artists. THREE PATHWAYS. ONE PURPOSE. While Woldingham students continue to achieve outstanding A Level results, we know that the traditional pathway of three A Levels and then progressing to top universities is not the best fit for every student. We also know that students and parents are more open to alternative pathways than in the past. Therefore, we have taken the strategic decision to evolve our Sixth Form curriculum to offer three different pathways, each of which provides an individualised, academically robust foundation for future success where our academic offer is, in fact, enhanced through more opportunities beyond the confines of curriculum and classroom. A LEVEL PATHWAY Woldingham students enjoy outstanding success through the traditional Sixth Form A Level pathway, which leads to top UK and international universities and opens doors to exciting careers. Most students on this pathway take three A Levels – from a choice of 26 subjects - alongside our additional curriculum, which includes our innovative Horizon programme, which focuses on developing critical thinking, intellectual maturity and moral awareness through university style lectures and seminars, and our FutureProof personal development programme. Students may choose to add an EPQ or another of our additional curriculum options to their A Level studies. You can read about this in more detail in this booklet. THE BUSINESS & ENTERPRISE PATHWAY The Woldingham Business & Enterprise pathway, culminating in the award of the Woldingham Business Diploma, offers a unique opportunity for Sixth Form students to specialise in business as an alternative to the traditional A Level programme of study. Working closely with our corporate partners and business leaders, the Woldingham Business Diploma blends the Pearson BTEC Level 3 Diploma in Business, which is the equivalent of two A Levels and delivers business theory with a focus on practical application, with a range of other opportunities to get ahead in the world of business, including professionally accredited qualifications in finance and marketing, individual mentoring, work experience placements, and leadership experience. This innovative and dedicated business pathway supports students with a real enthusiasm and ambition for business and enterprise, giving them the qualifications and portfolio of skills to make compelling applications for jobs, apprenticeships, or degree apprenticeships after Woldingham or, indeed, to start their own business.

ELITE PERFORMANCE PATHWAY Our unique Elite Performance pathway is truly flexible. It offers the choice of taking the BTEC Diploma in Business (equivalent of pursuing two A Levels) or two A Levels, with the option of adding one of the electives on offer for the Woldingham Business Diploma, depending on the student’s commitments Each student’s timetable is designed to enable her to develop her talent and manage her training or rehearsal schedule alongside her academic studies. This pathway enables students to achieve academic results whilst pursuing their passion in an environment where excellence and strengths beyond the classroom are recognised and valued. Please see the Sixth Form Pathways booklet via this link for more detail. SIXTH FORM EXPERIENCE Whichever pathway a student chooses, she will have access to the sector leading co-curricular programme that we run in Sixth Form, FutureProof which develops a skillset that enables creativity, communication and critical thinking, persuasion and negotiation, as well as resilience, initiative and problem-solving. The Sixth Form programme will also include the IBM Skills Build AI and digital data foundation course for all students. In addition, there is our unique Horizon curriculum encompassing philosophy and ethics, our Student Leadership programme, accredited by the Institute of Leadership, and our award-winning Coaching programme. Our aim is to help Woldingham Sixth Form students develop the skills they need to succeed, not just academically, but in their personal and professional lives thereafter. On that journey, students are fortunate to enjoy a modern, purpose-built Sixth Form Centre and Library, which provides a dynamic and collaborative environment for their development. Facilities include flexible classrooms, a lecture theatre, a quiet study space, a collaborative zone and a café. We have a full and varied programme of preparation for the next step beyond Woldingham, whether that be in higher education or alternative pathways to university, including a challenging Oxbridge programme and specialist programmes for students seeking to apply for courses in medicine, veterinary science or dentistry as well as degree apprenticeships, higher apprenticeships or if they decide to go straight into the workplace. I hope you find this booklet a useful starting point, but there will be opportunities to explore subjects – and the wider Sixth Form offering – in more detail at our open evening, and other taster events, which are designed to help you make the choices that are genuinely right for you. Mrs Janet Travis, Director of Higher Education and Careers, and I are always available to talk with you about your options if you need advice. Best wishes, Phil Abbott Assistant Head, Head of Sixth Form

SIXTH FORM ENTRY REQUIREMENTS Advanced Level work is demanding and requires a great deal of commitment and individual study. In terms of GCSE/IGCSE performance, the expected entry criterion for our Sixth Form is an average of grade 5.5 across all subjects taken, with a minimum of eight GCSEs / IGCSEs in total. We are sometimes flexible on this requirement if the student in question looks as if she will just miss this average but has qualities in particular areas of the curriculum and is prepared to select three A Level options which reflect her strengths. In addition, there are minimum subject entry requirements to access A Level courses. For example, grade 7 GCSE/IGCSE or better is preferred to take mathematics, sciences or languages to A Level. For humanities subjects, grade 6 or better at GCSE/IGCSE is normally required. Specific entry requirements are listed under the subject profiles in this booklet. External candidates will be asked to sit two subject-specific Sixth Form entry papers and a general paper before we offer them a place in the Sixth Form. These papers are taken on an assessment day in the autumn of the year before Sixth Form entry. On this day, students will also be interviewed by a senior member of our staff. Individual arrangements can be made for those who are unable to attend the assessment day. Some A Level subjects are not studied below the Sixth Form. In advising you about these subjects we try to assess, as far as possible, your aptitude and potential for the course in question on the basis of your performance in your existing GCSE/IGCSE subjects.

ART Examination Board: AQA WHY CHOOSE ART? The study of art provides you with a wide range of experiences as well as a comprehensive understanding and appreciation of all aspects of art and design. You will find this of great benefit long after you have left school. By developing your practical skills you will be able to explore and respond to a wide variety of media and ideas. The study of art and design provides an educational experience that is very relevant to everyday life throughout the world. Although competition is very keen in art-related careers, there are many rewarding opportunities for people who have genuine flair. By giving time, thought and effort you will find that the A Level Art course is an exciting and satisfying experience. ENTRY REQUIREMENTS To successfully study A Level Art, a minimum of grade 5 in GCSE Art is recommended. This qualification serves as a solid foundation for success in the field. As with any Advanced GCE, you should be prepared to work hard and spend time developing your abilities. You should have an understanding of the basic elements of art - colour, tone, form, texture etc. – and also some understanding of the place of art, craft and design in the world - its history and its purpose. Above all, you should have an interest in creating and understanding art and the determination to develop that interest.

COURSE DETAILS •

Component 1: 60% of A Level - internally set and marked, externally moderated. This unit incorporates two linked elements: − Practical work − Written element (an essay with a word count of between 1000 - 3000)

•

Component 2: Externally Set Assignment, 40% of A Level

The paper for this component will provide you with a very broad theme. You will receive your paper in February of the Upper Sixth year. You will be given a preparatory period prior to executing your final piece in May, produced under supervision in a period of 15 hours. HIGHER EDUCATION There are many careers in art, craft and design. Most of these require further study at art school, further education college or university. Some students wishing to take art and design further will go on to do a one year ‘Foundation’ course at an art college or college of further education before applying to degree courses in more specialist areas of art and design. Others will gain direct degree entry to art courses at university. CAREER OPPORTUNITIES Here are just a few… Restoration

Fashion design

Computer graphics

Architecture

Printed & woven textiles

Illustration

Interior design

Photography

Graphic design

Sculpture

Advertising

Theatre design

Costume design

Museum/gallery curator

Animation

Teaching EXTRA-CURRICULAR Life Drawing runs weekly in the autumn and spring terms and students are expected to commit to these sessions. Each student has their own workspace, allowing them to come and work independently in free periods, after school and at the weekends. The art studios are open every day of the week and a member of staff will be on duty Tuesdays, Wednesdays and Thursdays after school until 18:00 and also on Saturday mornings 09:30-12:00. Students are encouraged to visit galleries and exhibitions throughout the year. We run an annual trip, often to Tate Modern, London. Sixth Formers have the opportunity to work alongside younger students at Art Club. This is an enriching experience that can be included in university and art school personal statements.

BIOLOGY Examination Board: OCR (Syllabus A) WHY CHOOSE BIOLOGY? Biology is for everybody. It can be summed up as the study of life and living things, but this does not do justice to the dynamic, fast-moving and contemporary science it has become. Long gone are the days of rote learning and dusty specimens, now replaced by studies of gene technology and molecular biology more suited to the world in which we live. So why is biology relevant to you? Are there any days without biology-related news, such as: cloning, superbugs, genetically modified food, climate change, sustainability, stem cell research or a global pandemic? A Level Biology gives you a greater insight into these topics, providing you with the material to develop more informed opinions about the world around you and so helping you to make educated decisions about your life. Biology affects us all. A Level Biology will not only complement other sciences but will also help you progress in many other subjects. It can link in unexpected ways to other subjects - the ethics of stem cells with theology is one example. The creativity that you need to conceptualise the biochemical reactions that make up our metabolism could allow you to explore new pathways in art. Studies of sustainability and the ecosystems around us link directly with geography. Biology pairs well with many other subjects. ENTRY REQUIREMENTS Biology is appropriate for those students who have obtained, or are expected to obtain, at least a grade 7 in GCSE/IGCSE Biology examinations. Strong mathematical skills are required, so a minimum of a grade 6 in GCSE Mathematics is recommended to access the course successfully. It is particularly suited to students who: • Have enjoyed biology lower down the school and want explanations to all the ideas that have been glossed over. • Have an interest in the world in which they live and want to know more about human impact on our world. • Want to have an informed view on some of the major decisions facing society – stem cell technology, climate change, to name a few. The course is demanding with a large breadth of content. Students will need to be committed to keep pace with the learning required. COURSE DETAILS The content is split into six teaching modules: • Development of practical skills in biology • Foundations in biology • Exchange and transport

• • •

Biodiversity, evolution and disease Communication, homeostasis and energy Genetics, evolution and ecosystems

Students will acquire practical skills throughout the course as part of the normal routine of lessons. There is also fieldwork to cover the ecological aspects of the specification. HIGHER EDUCATION Biology is essential if applying to study directly related degrees like medicine, dentistry or any of the other health-related subjects. Universities also recognise biology as a challenging subject that develops transferable skills demanded by many other degree subjects, including critical thinking, analysis and problem solving.

CAREER OPPORTUNITIES A good grade in A Level Biology will provide you with a wide array of possible career opportunities, including those listed below: Pure biology Dentistry Physiotherapy Applied biology Medicine Veterinary medicine Agriculture Conservation Microbiology Marine biology Forestry Biotechnology Psychology Planning & land use Gene technology EXTRA-CURRICULAR • Students undertake a residential field trip, run by the Field Studies Council, which gives the opportunity to sample a variety of habitats not available to us at school. We cover much of the ecology work on the specification, both theory and practical. The experiences and challenges help to bring the subject of ecology to life and increase the understanding of questions that are normally set in the context of a habitat. • Biology Society meets once a week to discuss biological issues, comment on new developments and try out practicals. • Students produce BioTube, a series of video blogs to help GCSE students with revision of practical experiments. • Many biologists join STEM* Society, often leading activities to inspire and motivate younger students. These include discussions, mentoring science students, publishing news feed and promoting links with local schools. • STEM Live is a series of invited speakers who give informal talks to Sixth Form students on recent scientific discoveries and careers in science. • There is also a trip to Biology in Action, a series of lectures on topical biology that expands students’ knowledge beyond the specification. * Science, technology, engineering and mathematics

BUSINESS Examination Board: EDEXCEL (9BS0) WHY CHOOSE BUSINESS? The A Level Business course introduces students to core business concepts in order to develop a broad understanding of how businesses work, before looking at the decision-making tools that help those in business move towards a more scientific approach to management. Business students investigate, analyse and evaluate business opportunities and issues, and make supported decisions and recommendations using both qualitative and quantitative methods. The aim of the course is for students to develop a holistic understanding and appreciation of business functioning and ideas. ENTRY REQUIREMENTS No prior subject knowledge is required. Students need to have sound numerical skills and the ability to answer longer-form questions, so a minimum of grade 5 in GCSE English and Mathematics is recommended. As a general introduction, students would find it useful to keep up with current issues and news articles in the business news and discuss these news articles with parents/guardians. Work experience will also provide a valuable insight into business as well as helping to widen horizons.

COURSE DETAILS The specification followed is the one offered by Edexcel. This is a two-year linear A Level course and is assessed entirely by a final examination of four themes.

Lower Sixth Theme 1 - Marketing and people • Meeting customer needs • The market • Marketing mix and strategy • Managing people • Entrepreneurs and leaders

Theme 2 - Managing business activities • Raising finance • Financial planning • Managing finance • Resource management • External influences

Upper Sixth Theme 3 - Business decisions and strategy • Business objectives and strategy • Business growth • Decision-making techniques • Influence on business decisions • Assessing business competitiveness • Managing change

Theme 4 - Global business • Globalisation • Global markets and business expansion • Global marketing • Global industries and companies (multinational corporations)

Assessment Paper 1 - Marketing, people and global businesses The paper assesses themes 1 and 4 of the A Level specification. The paper is two hours in duration and has two sections: Section A: one data response including one extended open response question. Section B: one data response including one extended open response question. This paper accounts for 35% of the total A Level grade. Paper 2 - Business activities, decisions and strategy The paper assesses themes 2 and 3 of the A Level specification. The paper is two hours in duration and has two sections: Section A: one data response including one extended open response question. Section B: one data response including one extended open response question. This paper accounts for 35% of the total A Level grade. Paper 3 - Investigating businesses in a competitive environment The paper assesses themes 1 to 4 of the A Level specification. The paper is two hours in duration and is made up of two sections and questions are based on a pre-released context and material. Section A: this section focuses on the broad context of the material and is assessed with one data response, including one extended open question. Section B: this section focuses on a strand within the context of the material and is assessed with one data response, including one extended open question. This paper accounts for 30% of the total A Level grade. HIGHER EDUCATION Most universities offer degree courses in business and business management. The subject can also be combined with other related subjects, such as economics, geography, art & design, fashion, politics, mathematics and languages. CAREER OPPORTUNITIES Career opportunities for students with a background in business include: Accountancy Management Banking Human Resources Business Analyst Public Relations Advertising/Digital Marketing

Logistics/Supply Chain Management

EXTRA-CURRICULAR Students may have the opportunity to participate in the Business Society and the Young Enterprise Company Programme.

CHEMISTRY Examination Board: OCR (Syllabus A) WHY CHOOSE CHEMISTRY? Perhaps the only thing permanent about our world is change. There are countless examples of change all around us - trees change colour in autumn, iron rusts, snow melts, paint peels, seeds become flowers, logs burn, we grow up, we grow old – even dead plants and animals continue to change as they decay. Fascination with changes like these has driven people to study how nature works so they can understand more about themselves and their environment. With this understanding comes the ability to control change for our benefit. Matter is the material that makes up the universe - it is anything that takes up space and has mass. We are all made up from matter; stars and the enormous space between them (the interstellar medium) contain matter. Chemistry is the study of all matter and how it changes. Chemists’ understanding of their subject has progressed tremendously in recent years, allowing them to use creativity and imagination to develop wonderful innovations and benefit mankind. Our chemistry course at Woldingham uses a variety of these innovations to motivate students in tackling the facts and ideas upon which they are based. Our aim is to teach students to understand, for example, how molecules form, what determines their properties, why reactions occur, organic chemistry, including the synthesis of pharmaceutical molecules and polymers, in ways that you will find intriguing and inspiring. As students progress in their study of chemistry, we will provide them with opportunities to develop important skills. Some, such as handling apparatus, are appropriate primarily for the subject. Others, such as numeracy, communication and information technology, are skills that are more widely transferable. ENTRY REQUIREMENTS Chemistry is appropriate for students who have obtained, or are expected to obtain, at least grade 7 in GCSE/IGCSE Chemistry examinations. Strong mathematical skills are required, so a minimum of a grade 6 in GCSE Mathematics is recommended to access the course successfully. COURSE DETAILS The A Level course is made up of six modules, studied over two years. Internally assessed practical endorsement skills also form part of the full A Level. The six modules are: • • •

Development of practical skills in chemistry Foundations in chemistry Periodic table and energy

• • •

Core organic chemistry Physical chemistry and transition elements Organic chemistry and analysis

There are three written examinations at the end of the two-year course: two of 2 hours 15 minutes duration and one of 1 hour 30 minutes. All components include synoptic assessment. HIGHER EDUCATION Each year, some students leave Woldingham to read chemistry, natural sciences or a related science subject at university. If you wish for a career in any area of science, you will find chemistry is either essential or will give you a clear advantage. If you wish to be a doctor or a vet, you must take A Level Chemistry. You may be looking at other areas: finance, management or marketing, for example. Here, training in chemistry will give you the transferable skills to analyse information, make critical judgements and use your imagination. Employers have a great deal of respect for chemistry as a qualification, even if they may not expect you to use your chemical knowledge.

CAREER OPPORTUNITIES Pharmacist Pharmacologist Medical laboratory scientist Forensic scientist Doctor Veterinary surgeon

Nurse Food technologist Food scientist Biochemist Science teacher Climatologist

Chemical engineer Metallurgist Public analyst Agricultural scientist Physiotherapist Environmental engineer

EXTRA-CURRICULAR Chemistry Society meets weekly and provides students with the opportunity to give presentations on current developments in the field of chemistry; prepare for external competitions such as the Royal Society of Chemistry Olympiad and the Cambridge C3L6 Challenge; and carry out experimental projects to develop understanding beyond the A Level specification. Medical Society is a weekly discussion group where potential medics and dentists complete an independent research project in a particular field which interests them. These projects are then presented to a panel at the end of the summer term. Students also debate and discuss current medical issues, learn more about the different routes into medicine and prepare for entrance exams and university interviews. Many chemists join STEM* Society, often leading activities to inspire and motivate younger students. These include discussions, mentoring science students, publishing news feed and promoting links with local schools. STEM Live is a series of invited speakers who give informal talks to Sixth Form students on recent scientific discoveries and careers in science. There is also a trip to Chemistry in Action, a series of lectures on topical chemistry that expands students’ knowledge beyond the specification. * Science, technology, engineering and mathematics

COMPUTER SCIENCE Examination Board: OCR WHY CHOOSE COMPUTER SCIENCE? Computer science is relevant to the modern and changing world of computing. It is an academic subject that combines various practical skills, 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. Computer science values computational thinking, helping students to develop the skills to solve problems, design systems and understand the power and limits of human and machine intelligence. Students will develop the ability to analyse, critically evaluate and make decisions. The project approach is a vital component of post-school life and is of particular relevance to further education and the workplace. Each student is able to tailor their project to fit their individual needs, choices and aspirations. ENTRY REQUIREMENTS Successful A Level Computer Science students will usually have a minimum of grade 6 GCSE in both Computer Science and Mathematics.

Please note that iPads are not usually sufficiently suited to programming to complete the programming project efficiently. Therefore, students intending to take A Level Computer Science should choose a laptop (including ‘convertible’ devices such as Surfaces) rather than an iPad. The specific brand or cost of the device is not important; key is that the operating system is either Windows (e.g. Surface devices or other laptops) or OSX (i.e. MacBooks). COURSE DETAILS Computer science consists of three modules. There are two examinations, each 2 hours 30 minutes long. The programming project is a non-examination assessment and will be developed in both Lower and Upper Sixth. The computer systems examination will assess knowledge of contemporary processors, software and software development, exchanging data, data types and structures and legal, moral, cultural and ethical issues. The algorithms and programming examination assesses knowledge of the elements of computational thinking, problem solving, and programming and algorithms to solve problems. The programming project covers analysis of the problem to be solved, design of the solution, development of the solution and evaluation of your own performance. HIGHER EDUCATION Many universities offer degrees in computer science. Related degrees include computer engineering, electronic and electrical engineering, computer games design and programming and software engineering. Many universities offer courses which may be combined with a wide variety of other subjects, including business and management studies, mathematics or mechanical engineering. CAREER OPPORTUNITIES Career opportunities for female computer programmers and computer science graduates cannot be overstated. There is a significant shortage of female programmers, not only in the UK but throughout the world. As the need for programming skills is predicted to continue to rise significantly, the demand for students of computer science will also significantly increase. Additional careers associated with a computer science degree include: Software developer Hardware engineer Database administrator Systems analyst

IT architect Security analyst

EXTRA-CURRICULAR Each year the department organises a trip to engage and inspire students to look beyond the curriculum. The most recent trip was to a series of lectures titled ‘Computer Science in Action’ showcasing different real-life applications of high-tech branches of computer science.

DANCE Examination Board: AQA (7237) WHY CHOOSE DANCE? A Level Dance is a dynamic qualification which encourages students to develop their creative and intellectual capacity through the medium of Dance, alongside transferable skills such as team working, communication and problem solving. This course reflects both historical and current dance practices, whilst inspiring a lifelong passion and appreciation for dance.

ENTRY REQUIREMENTS A Level Dance is particularly suited to students who have: • A genuine interest in learning about differing dance styles and genres. • The personal motivation to engage in background research of the social and historical context of dance practice and choreography. • The confidence, and willingness, to experiment in practical performance work. • The ability to work closely and effectively with others. • The desire and creativity to visualise and create choreographic performance pieces inspired by styles, genres and choreographers studied during the course. Where students have taken GCSE Dance, grade 7 would usually be the minimum expectation to succeed at A Level, due to the advanced nature of the course. Although, GCSE Dance is not a prerequisite for this course, for students who have not taken GCSE Dance as a formal qualification would need to have extensive practical dance experience and core foundation training, as well as a minimum of grade 5 in GCSE English to manage the written elements of assessment. They would also be required to attend a practical audition to assess skills and aptitude, after which a place on the course would be determined. COURSE DETAILS The A level Dance specification requires students to develop, demonstrate and articulate practical and theoretical knowledge, understanding and experience of: • technical and performance skills • the process and art of choreography • the interrelationship between the creation, presentation and viewing/appreciation of dance works • the development of dance placed within an artistic and cultural context • professional dance works and the significance of these works • subject specific terminology and its use. Component 1: Performance and choreography What’s assessed • Solo performance linked to a specified practitioner within an area of study • Performance in a quartet • Group choreography How it’s assessed • Practical exam • 80 marks • 50% of A Level Component 2: Critical engagement What’s assessed • Knowledge, understanding and critical appreciation of two set works. • One compulsory set work within the compulsory area of study • One optional set work within the corresponding area of study, from a choice of four. How it’s assessed • Written exam: 2 hours 30 minutes • 100 marks • 50% of A Level

Questions Two sections: • Section A: short answer questions (25 marks) and one essay question (25 marks) on the compulsory set work/area of study. • Section B: two essay questions on the second set work/area of study (25 marks for each essay). HIGHER EDUCATION A Level Dance provides excellent preparation for professional dance routes for students interested in the performance industry, including dance college, conservatoire-style training and performing arts courses. It also supports progression to degrees in dance, choreography, performance, theatre and performing arts, as well as related courses such as dance science, physiotherapy, sports science, psychology, education, humanities, media and arts management. Dance complements academic study by developing students’ abilities as creative, analytical and independent thinkers. The course combines practical performance and choreography with critical engagement, enabling students to explore professional repertoire, influential practitioners and dance within artistic, cultural and historical contexts. Students develop the confidence, discipline, resilience and intellectual curiosity needed for higher education, vocational training and future creative study. CAREER OPPORTUNITIES As well as performance and creative skills, dance gives students experience in many of the personal, physical and communication skills required to work successfully with others. Students learn to collaborate, solve problems, lead rehearsals, communicate ideas, respond imaginatively to a brief and work with focus and resilience towards performance. Career routes could include: Dance performance Choreography Performing arts Teaching and education Dance science Physiotherapy Sports science Arts administration Theatre production work Community dance Health and wellbeing Events management Media and communications Marketing/public relations Arts journalism Psychology Management Creative industries CO-CURRICULAR Dance students at Woldingham will attend organised theatre and dance visits to experience some of the wide range of exciting, varied and ground-breaking performances available. These visits help students to connect their practical and written work with the professional performance world and to develop a broader appreciation of dance as a live art form. Woldingham offers co-curricular dance opportunities throughout the academic year, including workshops, rehearsals, performances and choreography projects. Students are encouraged to develop their technical skill, creativity and confidence through participation in dance clubs, school productions and performance opportunities. In addition to the in-school co-curricular programme, many students attend holiday courses and workshops run by dance colleges, professional companies, theatres and performing arts schools. These may include audition preparation, contemporary dance, ballet, jazz, choreography, musical theatre or commercial dance, helping students to widen their skills and gain valuable insight into the profession.

DESIGN AND TECHNOLOGY Examination Board: OCR WHY CHOOSE DESIGN AND TECHNOLOGY? Design and technology is a sound basis for university entrance, developing problem-solving skills and the practical application of knowledge from a wide number of subjects. Students learn to appreciate the history of design and the effect it has had on industry, consumers and society. Designers are required to consider the balance between the impact of design on the environment and their economic responsibilities. Design and technology focuses on product design with an appreciation for architecture, textiles and graphics. The course contains elements of mathematics and science, securing its place as one of the STEM subjects. ENTRY REQUIREMENTS Ideally, students will have studied design and technology at GCSE and the most successful students will have achieved a minimum of grade 6 in GCSE Mathematics. Students need to have sound IT skills and be able to work independently, with dedication and creativity. COURSE DETAILS Product design recognises human needs whilst solving problems. When exploring products, we need to understand the ergonomic factors which often make up a design brief. We continue to place importance on environmental issues and sustainability, keeping this at the heart of all our projects to ensure students become responsible and ethical designers. The course contains an iterative design project that is a substantial design and make project individual to each learner and follows the methodology of iterative designing. Learners will be required to explore contexts of their own choosing that are both contemporary and challenging. The course is flexible and allows you to work in the media of your choice. You will be given every opportunity to develop and demonstrate your skills. There will be a strong emphasis on research and you will be encouraged to contact and visit outside organisations and work with a range of credible stakeholders. You will also receive award winning training in the use of industry-standard CAD software, such as Adobe Illustrator, Adobe Photoshop and Rhinoceros. Written Paper - Principles of product design (1hr 30 minutes – 26.7% of A Level) Written Paper - Problem solving in product design (1hr 45 minutes – 23.3% of A Level) Coursework - Iterative design project (50% of A Level) HIGHER EDUCATION The A Level course can lead to a degree course in design and technology, product design, architecture or support related studies within the arts and sciences. CAREER OPPORTUNITIES Interior design Fashion design Architecture Environmental design

Industrial design 3D design Product design Engineering

Packaging design 3D printing Graphic & visual communication

EXTRA-CURRICULAR Museum/exhibition visit

Lecture series (UCL)

Factory visit

DRAMA AND THEATRE STUDIES Examination Board: EDUQAS (A690QS) WHY CHOOSE DRAMA AND THEATRE STUDIES? Drama and theatre studies challenges students intellectually, creatively, academically, physically and emotionally. Throughout the course you will study a wide range of skills and acquire an in-depth knowledge of drama and theatre. ENTRY REQUIREMENTS Drama and Theatre Studies A Level is particularly suited to students who have: • A genuine interest in learning about differing theatrical and dramatic styles and genres. • The personal motivation to engage in background research of social and historical context of plays. • The confidence, and willingness, to experiment in practical performance work. • The ability to work closely and effectively with others. • The desire and creativity to visualise and create a staged performance from the printed text. Where students have taken GCSE Drama, grade 6 would usually be the minimum expectation to succeed at A Level. Drama at GCSE is not a prerequisite for this course. However, students who have not taken GCSE would need to have extensive practical drama experience, as well as a minimum of grade 5 in GCSE English to manage the written elements of assessment. COURSE DETAILS The Eduqas A Level in Drama and Theatre Studies is an exciting and inspiring course which prepares learners for further study in higher education. This highly practical specification provides learners with the opportunity to work as either performers and/or designers on three different performances. • Component One: Theatre Workshop (20%) Students reinterpret a text to create a piece of theatre which is a combination of the selected text and original ideas. This component includes: - a realisation of the performance or design - a creative log • Component Two: Text in Action (40%) Students engage with a stimulus to create two pieces of theatre: one an interpretation of a text of their own choice and the other a devised piece. This component includes: - a devised performance piece - a performed extract from a text in a different style chosen by the student. - a process and evaluation report within one week of completion of the practical work. Both Components One & Two are designed to encourage students to make connections between dramatic theory and their own practice. While preparing their practical work, students will explore the work of two theatre practitioners (individuals or companies) of their own choice and apply their research to their performances or designs. Students are also required to watch at least two live theatre productions and learn about the processes and practices involved in interpreting and performing theatre. • Component Three: Text in Performance – 2hr 30min written exam (40%) Students explore two complete performance texts and one extract from a third text. From 2026 onwards learners will study: - Company by Stephen Sondheim (2018 Revival) - Blood Wedding by Federico García Lorca - The Book of Dust - La Belle Sauvage by Philip Pullman adapted by Bryony Lavery

HIGHER EDUCATION Each year, Woldingham students go on to study a wide range of degree level courses including degrees in performance, drama and theatre studies and technical theatre, as well as combined courses, such as English and drama or media and drama. Drama and theatre studies complements academic study in BA arts degrees or specialist vocational courses in aspects of drama, theatre, film or other media. Students also go on to study at excellent drama schools in the UK and the USA. CAREER OPPORTUNITIES Drama gives you experience in many of the personal, social and communication skills required in working co-operatively and creatively with others, as well as many other transferrable skills that are highly regarded by employers as assets for many careers. Career routes could include the following: Theatre Performing arts Production work Arts administration Advertising and media Communications Film and TV Public relations Psychology Sociology Managerial Personnel Education CO-CURRICULAR Drama and theatre studies students will attend organised theatre visits to experience some of the wide range of exciting, varied and ground-breaking theatre available. Woldingham offers co-curricular drama workshops, drama scholars’ workshops, production rehearsals and technical and backstage opportunities throughout the academic year, as well as a number of performances and much more. In addition to our comprehensive in-school co-curricular programme, the department runs residential theatre trips to give students the opportunity to experience theatre and performance in the wider world. Many students undertake work experience in theatre-related institutions, such as London and provincial theatres, which is of huge benefit to their studies. Students often also attend courses run by theatres and drama schools in the school holidays, on topics such as performing Shakespeare, audition technique, or acting in film and television, which widen their skills and knowledge of the profession.

ECONOMICS Examination Board: EDEXCEL (9EC0) WHY CHOOSE ECONOMICS? Economics helps you understand the world around you — from the cost of living and global trade to business decisions and government policies. A Level Economics develops analytical thinking, problem-solving and evaluation skills that are highly valued by universities and employers alike. You will explore real-world issues such as inflation, inequality, sustainability and economic growth, learning how individuals, businesses and governments make decisions. The course combines current affairs with critical thinking, making lessons engaging, relevant and thought-provoking. Whether you are interested in business, politics, finance or simply understanding how society works, Economics provides an excellent foundation for a wide range of future careers. ENTRY REQUIREMENTS No prior subject knowledge is required. The course requires students to develop higher level writing and numerical skills, so a minimum of grade 6 in GCSE Mathematics and English is recommended to study it successfully. Students who have not sat GCSE English would be expected to have an IELTS average of 6.5 of higher, or a language proficiency of C1 - advanced on the CEFR scale. As a general introduction, you would find it useful to keep up with current issues in the news, by regularly watching the television news, reading a quality newspaper or discussing issues with your parents.

COURSE DETAILS The specification followed is the one offered by Edexcel. This is a two-year Linear A Level course and is assessed entirely by a final examination of four themes.

Lower Sixth Theme 1 - Introduction to markets and market failure • The nature of economics • How markets work • Market failure • Government intervention

Theme 2 - The UK economy: performance and policies • Measures of economic performance • Aggregate demand and supply • National income • Economic growth • Macroeconomic objectives and policy

Upper Sixth Theme 3 - Business behaviour and the labour market • Business growth • Business objectives • Revenues, costs and profit • Market structures • The labour market • Government intervention

Theme 4 - A global perspective • International economics • Poverty and inequality • Emerging and developing economics • The financial sector • The role of the state in the macroeconomy

Assessment Paper 1 - Markets and business behaviour The paper assesses themes 1 and 3 of the A Level specification. The paper is two hours in duration and is made up of three sections: Section A: multiple choice and short answer questions. Section B: one data response. Section C: one extended open response from a choice of two. This paper accounts for 35% of the total A Level grade. Paper 2 - The national and global economy The paper assesses themes 2 and 4 of the A Level specification. The paper is two hours in duration and is made up of three sections: Section A: multiple choice and short answer questions. Section B: one data response. Section C: one extended open response from a choice of two. This paper accounts for 35% of the total A Level grade. Paper 3 - Microeconomics and macroeconomics The paper assesses themes 1 to 4 of the A Level specification. The paper is two hours in duration and is made up of two sections: Section A: one data response, including one extended open question from a choice of two. Section B: one data response, including one extended open question from a choice of two. This paper accounts for 30% of the total A Level grade. HIGHER EDUCATION Most universities offer degree courses in economics, but students should be aware that A Level Mathematics is required for undergraduate study in the vast majority of cases. The subject can be complemented by other related subjects, such as geography, business, politics, mathematics, and sociology.

CAREER OPPORTUNITIES A Level Economics opens the door to a wide range of careers and university courses. Students go on to work in areas such as finance, banking, business management, law, marketing, politics, data analysis and international trade. The analytical and problem-solving skills developed through Economics are highly valued by employers across many industries. Whether you aspire to become an economist, entrepreneur, accountant, consultant or work within government and global organisations, Economics provides a strong foundation for future success. EXTRA-CURRICULAR Opportunities to learn outside the classroom include talks by external speakers, the student-led Economics Society, and a visit to the Bank of England. Students are also encouraged to enter essay competitions, such as those run by the John Locke Institute and the Royal Economic Society’s Young Economist of the Year competition.

ENGLISH LITERATURE Examination Board: PEARSON EDEXCEL WHY CHOOSE ENGLISH LITERATURE? Literature is the written expression of society’s interests and concerns, as well as its creative ideas. Literature not only reflects what influences and motivates us as human beings, but it also has the capacity to use language as a force of influence itself. In this course, students analyse a wide range of texts, from Romantic poetry to modern prose, and explore how sociohistorical factors influence both the writing and reception of each text. ENTRY REQUIREMENTS English Literature suits students who: • Enjoy reading widely, and who are enthusiastic about learning how writers use a wide range of devices to create meaning. • Enjoy making links between texts and the cultural, social and political contexts that have influenced them. • Enjoy articulating and justifying their opinions and interpretations. Students undertaking this course are expected to have a good grade in GCSE English Literature, but, most importantly, the desire to read independently is fundamental for study at this level. COURSE DETAILS There are three components examined terminally and one coursework component: • Drama: a Shakespeare text and one other drama. • Prose: a comparison of two novels. • Poetry: a post-2000 poetry anthology, including an unseen response and a further poetry text. • Coursework: a comparison of two texts, at least one of which will be chosen by the student. HIGHER EDUCATION Every year students leave Woldingham to read English Literature, or an associated subject, at university. English Literature is invaluable for students seeking careers in journalism, law or the media; however, it is also useful for those wishing to study languages, history, other humanities disciplines, or even STEM subjects.

CO-CURRICULAR We encourage English Literature students to participate in co-curricular clubs, including Literary Society and Shakespeare Society, to extend their study and appreciation of English literature beyond the curriculum. In weekly Literary Society meetings, we explore a wide range of texts, including prose, poetry, and literary non-fiction, as well as film clips and illustrative material. Our meetings are directed by students’ interests, and students are encouraged to lead sessions on texts or topics that particularly interest them. In Shakespeare Society we look at, read and study texts that do not feature on the A Level syllabus, such as Hamlet, King Lear, The Tempest, or Shakespeare’s lesser-known plays, such as Troilus and Cressida or The Two Noble Kinsmen. Students are also encouraged to contribute to WAM, the school’s academic magazine that features poetry, short stories, book reviews and articles written by Woldingham students. The magazine is edited by Sixth Form students, which is a particularly valuable experience for students considering a career in journalism or the media. Finally, we encourage our students to attend theatre productions to support their study of the drama component of the A Level course. In addition to facilitating theatre trips and visiting theatre groups, we also invite writers to the school to provide students with the opportunity to meet ‘practitioners’ in the field of literature.

GEOGRAPHY Examination Board: AQA (7037) WHY CHOOSE GEOGRAPHY? Geography is indeed the ‘window on the world’. Studying A Level Geography will give you a unique opportunity to explore the human, physical and environmental interactions of the world. It is a dynamic discipline that seeks to explain physical landforms and phenomena, and to give us a clearer insight into how human activities are shaping the characteristics of our planet. By studying geography you will be engaged and informed about topical issues, as well as developing your capacity to understand our complex world. You will be challenged to discuss, debate and think geographically about the people and places of the 21st Century. ENTRY REQUIREMENTS The A Level course does not assume a prior GCSE qualification in geography, but does demand enthusiasm, positive determination and a genuine interest in the world around you. If you do not have a GCSE in geography you will need a strong academic profile to be successful on the A Level course. COURSE DETAILS All candidates will study core human and physical geography. The following topics are covered: Physical geography • Water and carbon cycles • Coastal systems and landscapes • Hazards Human geography • Global systems and global governance • Changing places • Population and the environment

An individual investigation of 4,000 words, which must include data collected in the field. The individual investigation must be based on a question or issue defined and developed by the student. You will complete a four-day residential fieldwork trip to Nettlecombe Court, situated on the edge of Exmoor. This is a very successful trip that students always recall as a positive and worthwhile geographical experience, helping their files come to life and most notably preparing them for the geographical investigation. The course has two written exams and one investigation: • Physical geography: 2 hours 30 minutes; 96 marks - 40% of A Level • Human geography: 2 hours 30 minutes; 96 marks - 40% of A Level • Geographical investigation: 3,000-4,000 words; 35 marks - 20% of A Level; marked by teachers; moderated by AQA You will carry out individual study of essay assignments, problem-solving and projects, as well as leading discussion groups. Extensive background reading and personal research will be expected. A variety of resource material is available in the department and library. HIGHER EDUCATION Geography is a rapidly developing subject. It has become more theoretical and statistical in its approach and more practical in its application to our use of the environment. Being situated, both in content and in method, on the frontiers between the observational sciences and the humanities, geography is a qualification which many employers welcome because it requires students to develop the ability to think through problems, analyse situations and present logical solutions. At degree level, geography may be studied by students with both arts and science backgrounds. A wide range of geography courses are found in higher education. CAREER OPPORTUNITIES Accountancy Business management Cartography Retail organisation Transport management Estate management

Urban planning Computer sciences Agriculture Economics Banking Commodity management

Botany Leisure & travel Social services Personnel management Teaching Environmental management

EXTRA-CURRICULAR Our Sixth Formers have the chance to become involved in the school’s Geography Society as leaders on the committee, or within special events. The aim is to appreciate the extensive opportunities that geography creates beyond the classroom.

HISTORY Examination Board: AQA WHY CHOOSE HISTORY? If you are interested in human personality and behaviour, you should enjoy this subject. The study of people in the past is a fascinating one, which will develop your interest in the world around you, as the past always has parallels in the present. History will develop your written skills, teaching you to argue effectively and concisely. Working with historical sources will also help develop your depth of understanding and teach you not to believe everything you read.

ENTRY REQUIREMENTS History is a wide-reaching subject and suits students with a range of interests. The vast majority of students studying A Level History will have studied it at GCSE but this is not essential. We expect you to be willing to enter into debates and discussions, form your own judgements and think for yourself. COURSE DETAILS We follow the AQA specification, which covers topics that have always been popular with students. There are two examinations at the end of the course; each one is 2 hours 30 minutes long and consists of three questions (one source/interpretation and two essays) worth a total of 80 marks. Each examined unit is worth 40% of the A Level. The coursework is an independent piece of work, which consists of a 4,000-word essay. Students are assigned a supervisor who will support them and oversee the process of writing the essay. It is worth 20% of the A Level. • Breadth study - The Making of a Superpower: USA, 1865–1975 • Depth study - The Making of Modern Britain, 1951–2007 • Coursework - Tudor Britain 1485-1603 HIGHER EDUCATION Each year, students leave Woldingham to read history or an associated subject at university. History is a useful A Level for those wishing to study law, politics, international relations or similar disciplines. CAREER OPPORTUNITIES If you seek a career in any area where you will be required to set out your ideas clearly and concisely on paper or argue a case persuasively, history is good preparation. A degree in history allows you to pursue a wide range of careers including: Law Media Consultancy

Journalism Teaching

Politics Civil service

EXTRA-CURRICULAR The department organises trips to conferences and places of historical significance related to the courses being studied, for example Hampton Court Palace. History Society is run by the department and a committee of Upper Sixth students, leading discussions for Sixth Formers and younger students to enhance and extend their historical thinking. The society aims to get several speakers in each year to talk to students about topics they are studying and issues of particular interest. The department advertises the wide range of external essay competitions and study days offered by universities.

MATHEMATICS Examination Board: EDEXCEL WHY CHOOSE MATHEMATICS? Mathematics is a fascinating subject which combines well with both the sciences and the humanities. Mathematics is obviously relevant to engineering, medicine, business and commerce; in addition, the use of quantitative techniques has become increasingly important in history, geography and the study of language. Both the wide application of the subject and the recognition that an A Level pass is a mark of rigorous academic training imply that, when it comes to choosing a career, many opportunities will be open if mathematics is included in your A Level combination. Examination levels offered You are able to study mathematics in three different ways: 1. A Level Mathematics (11 lessons per fortnight). 2. A Level Mathematics and A Level Further Mathematics (22 lessons per fortnight). This option awards two separate A Levels. 3. Level 3 Certificate in Mathematical Studies (AQA Core Mathematics) – a one-year course that can be studied in the Lower Sixth as part of the additional curriculum. This is well-suited for students who want to continue studying maths, but not take a full A Level. Please see page 37 for more details. ENTRY REQUIREMENTS A Level Mathematics is appropriate for students who have obtained, or are expected to obtain, at least a grade 7 in GCSE/IGCSE Mathematics examinations. Students who wish to study Further Mathematics alongside this would be expected to have achieved grade 8 at GCSE/IGCSE. An enjoyment of mathematics is essential for both courses. In order to support students in making a smooth transition to A Level, work will be recommended for the summer before the course commences. COURSE DETAILS A Level Mathematics courses cover a combination of pure mathematics, mechanics and statistics – to allow students to keep their skills base wide and relevant to further study. Examinations are taken in June at the end of Upper Sixth. A Level Mathematics comprises three papers of 2 hours each (two pure and one mechanics/statistics) and for Further Mathematics an additional four papers of 1 hour and 30 minutes each (two pure, one decision and one statistics). HIGHER EDUCATION Degrees in mathematics, medicine, engineering and economics need mathematics at A Level. For other related courses an A Level or Level 3 Certificate in Mathematical Studies is a highly desirable qualification (architecture, business, computing, medicine, nursing, accountancy, psychology and scientific research).

CAREER OPPORTUNITIES Mathematics is a good basis for many careers as it shows evidence of a sound logical brain and of a person who is able to think analytically and lucidly. These are qualities which are essential in careers such as: Finance Computing Engineering Management Accountancy Scientific research Architecture Education Medicine Psychology Industry Business EXTRA-CURRICULAR All A Level Mathematics students are entered for the UKMT Senior Mathematics Challenge, in both Lower and Upper Sixth. In addition, teams of students participate in the UKMT Team Challenge and the local Hans Woyda Mathematics Competition. Preparation for this is at a regular competition club. A biennial mathematics residential trip to New York is arranged for interested students. We visit the financial district, National Museum of Mathematics and a finance office, as well as looking at mathematics in context at other exciting sites.

MEDIA STUDIES Examination Board: WJEC WHY CHOOSE MEDIA STUDIES? Through the study of media we attempt to analyse and, more importantly, evaluate a variety of media products. Making decisions about the quality of a media product normally depends on whether it is very popular; this course will help you evaluate media products on a greater range of issues than just popularity. You will study issues and debates around a wide range of films, television programmes and websites. Alongside evaluating media products, you will learn the skills necessary to create your own media products to a very high standard using digital editing. This production will span across a range of media forms. ENTRY REQUIREMENTS Media studies is particularly likely to suit students who: • Have an interest in magazines, films and television and want to understand how they manage to manipulate our emotions. • Want to form a deeper understanding of the cultural influences that shape the media products we watch and enjoy and to discuss what these products say about us, the audience. • Will enjoy creating their own media products such as the beginning of a film, a fashion magazine or a website. No prior knowledge of media theories is assumed. It is important to have an open mind when discussing media products. Political views often arise when discussing them and students must be ready to try to form opinions around different political persuasions than their own. COURSE DETAILS • Component 1 Section A: analysing media language and representation is an opportunity to study representation in music videos by Beyoncé and Vance Joy as well as in advertising. • Component 1 Section B: understanding media industries and audiences is where we begin to look at the difference between Hollywood films, such as Black Panther, and independent films. • Component 2 is divided in to three sections:

− Television and the global age: Peaky Blinders and The Bridge − Mainstream and alternative media: Adbusters and Woman (1964) − Media in the online age: Zoella and Attitude • Component 3: The Cross Media Production is an opportunity to create your own products. This is based on a set area determined by the exam board. You will then have the opportunity to create a short film, poster or magazine article, gaining experience in creating media products, from design to finished product. You will become proficient in using Final Cut Pro and Photoshop. You will study a wide range of media products, including Hollywood and independent films, blogs, newspapers, television programmes and advertising. How people and groups are represented in these texts is an important element that will be studied. You will also begin to evaluate these products using theories and concepts such as feminism, post-modernism and identity. HIGHER EDUCATION Media studies leads naturally into many media or film courses, but also into advertising, marketing and public relations. However, many past students have left to study media and a related area such as business or museum curating. There are a growing number of courses at university around new media and its use in influencing the public. These courses will expect the sort of knowledge and skills that you will gain in media studies. CAREER OPPORTUNITIES Media studies teaches a number of transferable analytical and practical skills, which are highly valued in a variety of professions. Careers with direct connections to the subject include: Advertising Media work Promotion Marketing Event organisation Filmmaking Public relations Radio/print journalism EXTRA-CURRICULAR Once you have mastered the equipment and software packages to edit film, there will be many opportunities to create your own personal films or print products. Students have entered their short films into competitions, such as ‘go short’ and ‘The Pitch’. Film Club runs on Wednesday, where we watch and discuss classic films. There are also opportunities to visit external media-related attractions, such as Harry Potter Studios and BFI London.

MODERN FOREIGN LANGUAGES French, Spanish or German Examination Board: AQA WHY CHOOSE MODERN FOREIGN LANGUAGES? The study of a modern foreign language (French, Spanish or German) at A Level is the natural progression for students who enjoy language studies and who have shown aptitude as linguists. One or more modern foreign languages can be studied, combined with other humanities or science subjects. An A Level qualification in a modern foreign language is a great asset and sometimes a requirement for those applying for business training or certain university courses. This course is also available as an AS option, completed at the end of the Lower Sixth year. This is an excellent alternative for students who enjoy languages but are committed to three other full A Levels. Studying a language A Level puts you in a strong position for your university applications. Modern Foreign Language courses at university, or courses with a languages element, often make very attractive grade offers to Sixth Form students. For example, at some top universities it is twice as hard to get in to study a single subject (e.g. history) as it is to get an offer for that subject combined with a language (e.g. history with French/Spanish, or chemistry with German). These courses may well also offer the benefit of a year in industry or other work experience in the target language country as part of your studies. Studying a language at A Level therefore puts you in a great position to take advantage of some of these opportunities. Learning a language enables students to make connections with different people and their cultures and to play a fuller part as global citizens. The skills acquired during the course are becoming increasingly important at this point in our history. Companies based in the UK are always looking for employees with foreign language skills. Businesses generally are becoming increasingly multinational, with people in middle and senior management expected to display fluency in modern foreign languages. ENTRY REQUIREMENTS Grade 7 GCSE level is normally a minimum requirement for the study of any language at A Level. Modern foreign languages are particularly likely to suit students who: • Have an interest in one of the countries’ history and literature, the context in which the language is spoken, the media through which it is filtered, the culture of the people who speak it and the artefacts and texts created by that culture. • Are disciplined enough to study regularly and are willing to spend time in the country where the language is spoken. • Are curious and have a desire to think outside the box, yearn for intellectual stimulation, and have an appreciation of human and cultural diversity. COURSE DETAILS The syllabuses for A Level French, German and Spanish are modular, as outlined below. • Paper 1: Listening, reading and writing − Written exam: 2 hours 30 minutes / 50% of A Level − Responding to a variety of spoken and written passages − Translation into English − Translation into the target language

• Paper 2: Writing − Written exam: 2 hours / 20% of A Level − One text and one film, or two texts, from the list set in the specification • Paper 3: Speaking − Oral exam: 21-23 minutes / 30% of A Level − Discussion of a sub-theme based on a stimulus card (5-6 minutes) − Presentation (2 minutes) and discussion (9-10 minutes) of individual research project HIGHER EDUCATION Each year, a good number of students leave Woldingham to read one or more modern foreign languages at university. If you are considering taking a degree course in modern foreign languages, it is a distinct advantage to possess knowledge of, and competence in, a second foreign language. In addition, students who read for a degree in some subjects not directly related to languages are being asked to resume, or to start, studying a language other than their own. A working knowledge of one or more modern foreign languages will improve the career prospects of many students. CAREER OPPORTUNITIES Success in languages helps prepare students for a wide range of careers. Those who pursue a languages degree course at university will find that they are qualified for careers open to humanities graduates in general. In addition, the study of modern foreign languages allows you to discover different ways of thinking, seeing and relating to the world which are embedded in another culture and language. As well as learning a new language, students of modern foreign languages become better at their own, since they are automatically more aware of their own usage of language and, generally, become better writers, speakers, and conversationalists. Scientific studies demonstrate that studying another language enhances creativity, memory and problem-solving skills. Translating Teaching Government work Interpreting Travel Journalism International banking Tourism Foreign office Business & commerce Hotel management EXTRA-CURRICULAR For French, activities include cinema/music/culture club as well as French for beginners. Recently, students have particularly enjoyed watching La Famille Bélier’ and Le Prénom. Music-wise, students have discovered different artists, ranging from recent talents such as Vianney and Angèle to more traditional ones like Jean-Jacques Goldman and Céline Dion. Every year, we take students to the British Film Institute or The French Institute in South Kensington to attend a conference on French cinema; the film they recently saw was Tête Haute, following lunch at a French café. Dependent on course availability, we also take students on an A Level course, which recaps skills required for the examination, and offers excellent examination tips. Students are given advice on courses/stays abroad that they can attend. Recently, two students completed a work experience scheme in France in the school holidays, which was beneficial from both a cultural and linguistic point of view. Students also visited Nice in the summer, staying with host families and attending French lessons. We encourage students to enter the French Flash Fiction Competition, for which they write a short story in French. For German, students are encouraged to participate in the Oxford German Olympiad. In previous years, Woldingham students have won several prizes in this competition and spent a day at the University of Oxford.

Students interested in reading German at Oxford or Cambridge have the opportunity to attend a club that prepares them for the interview and broadens their horizons in German language literature. The German Department owns films and books that are available to students to enhance their knowledge of the culture in German-speaking countries. Our excellent partnership with the Sophie Barat Schule in Hamburg gives students the opportunity to spend a year in the school as an English assistant, and improving their German, before entering a university course. For Spanish, activities include Spanish bilingual club. This is open to Sixth Form students who want to be stretched by being exposed to, and debating, current affairs issues, both from Spain and Latin America. The aim is to improve students’ cultural knowledge, their fluency and their confidence. Students are helped to find courses abroad and our Lower Sixth students are encouraged to go to Salamanca in the summer to do a residential language course, living with Spanish families to experience the Spanish way of life. Every year a number of students are taken to an MML faculty open day at Oxford or Cambridge University, where they get the chance to attend sample lectures, talk to admissions tutors and explore what life is like for an undergraduate student. Students also attend the annual BFI Spanish A Level study days, where they get the chance to explore Spanish society through presentations such as Almodóvar on the Edge - All About His Films, or attend a performance of one of the plays studied as part of the A Level curriculum, such as La Casa de Bernarda Alba. For students who are passionate about the Spanish language, literature, and culture and have shown a high degree of language proficiency, our Oxbridge Spanish sessions are the gateway to preparing a standout application to study Spanish at Oxford or Cambridge. These focused sessions will deepen your subject knowledge, sharpen your analytical skills, and guide you through the demands of the Oxbridge application process - from crafting a compelling personal statement to acing admissions tests and interviews.

MUSIC Examination Board: EDEXCEL WHY CHOOSE MUSIC? A Level Music is a stimulating and diverse course that complements and tests all aspects of your musicianship. You will study a wide variety of music, from baroque to contemporary, popular, musical theatre, and jazz. A Level Music provides an excellent foundation for not only those who wish to specialise in music, but also for all arts-related subjects. Additionally, A Level Music can be extremely advantageous as an artistic balance for those with a bias towards science or technology. The study of music encourages and develops the following desired and transferable life skills: • Creativity and adaptability (performing, composing) • Critical, contextual and abstract thinking (performing, composing, listening) • Higher-level listening skills (listening, performing) • Self-discipline, time management and commitment (performing, composing, aural training) • Teamwork, as an individual in a group (performing) • Resilience, confidence and wellbeing (the process of developing the skills to listen, compose and perform involves constant ‘failure’ and learning and improving from this) • Concentration and the ability to analyse (listening, composing, performing) •

Emotional development (performing, listening, composing)

•

High expectations of achievement

The Millennium Centre offers a wealth of facilities, which are second to none and freely available to A Level Music students. Many concerts take place in the Dineen Auditorium, a professional venue of which any school would be proud. There is every opportunity for you to take advantage of our excellent facilities for music technology. The digital recording studio is available to students and we have software available for sequencing (Logic) and notation (Sibelius) in the MIDI Room, to which you will have access. ENTRY REQUIREMENTS A Level study would be appropriate for students with a passion for music who currently play an instrument or sing to an equivalent of at least grade 6 (or equivalent standard) and are on a trajectory to playing at grade 8 (or equivalent) in Upper Sixth. Students will also need a sound working knowledge of music theory (grade 5 or above recommended). Any student who is unsure about their suitability to study A Level Music, or fulfil the entry criteria, should speak to the Director of Music. COURSE DETAILS • •

Performing (30%) – Public performance recorded in March - solo recital/ensemble of c. 8 minutes: Expected level is grade 8. Composing (30%) – You will complete two chorales in the style of Bach (SATB) under controlled conditions, and compose a piece in the style of your choice (or to a brief set by the board).

Assessed externally. •

Listening & Historical Study (40%) – written examination − Listening – testing aural awareness, dictation of melody and rhythm, chord progressions − Anthology of set works – study of music covering a wide range of styles and genre: vocal music, instrumental music, music for film, popular music and jazz, fusions, new directions − Written component based on set works – analytical skills

HIGHER EDUCATION A Level Music is an excellent springboard for many arts courses at university, and a necessity if you intend to pursue a music course, either at university or music college. It is also highly regarded by university departments (even if you do not intend to study music) and it is offered as an academic subject at all the leading universities. CAREER OPPORTUNITIES FROM A DEGREE IN MUSIC Performing arts/theatre Production work Media Advertising Arts administration Marketing Sound & recording Communications Leadership & management Analysis Musicology Music therapy

Film & TV Education Composition Law Performance/freelance Anything creative, basically

EXTRA-CURRICULAR Involvement in department ensembles and activities is important in linking the academic with the practical, physical and aesthetic aspects of music making. Current ensembles include: Senior Choir, Chapel Choir, Amaris, Symphony Orchestra, Jazz Band, Percussion Ensemble, Flute Ensemble, Sinfonietta, Scholars’ Ensemble, Stage Band (for drama productions), and a wide variety of chamber ensembles.

PHILOSOPHY, ETHICS AND THEOLOGY Examination Board: OCR WHY CHOOSE PHILOSOPHY, ETHICS AND THEOLOGY? The A Level Philosophy, Ethics and Theology course (referred to as Religious Studies by the exam board) offers the opportunity to explore several fascinating questions about human existence including materialist and idealist understandings of reality, the limits and character of human knowledge, various ethical value systems, and human freedom and the concept of God. The course involves a solid academic introduction to key philosophical and theological disciplines, including philosophy of religion, moral philosophy, and developments in religious thought. ENTRY REQUIREMENTS Philosophy, Ethics and Theology A Level is particularly likely to suit students who: • Want to have the opportunity to ask some of the most fundamental questions of human existence and discover the various responses philosophers and theologians have given. • Think for themselves and want to develop their own views, rather than accept the views of others. • Enjoy debate, discussion and argument and are comfortable that, in this subject, there is very rarely only one possible answer. • Are keen to explore the historical impact that religious and philosophical beliefs have had on individuals and societies, and their ongoing influence in the contemporary world. • Want to develop their potential to write well-crafted essays which argue a point well and which consider alternative points of view. • Are keen to engage in wider reading and will use what they learn in lessons as a starting point to independently expand and consolidate their knowledge. No prior knowledge is assumed. Of course, it is to be welcomed that everybody will bring certain opinions and knowledge to a theology lesson, and this will provide some of the raw material for learning activities in class. This A Level supports students in developing strong analytical and evaluative skills, and the ability to craft clearly structured, well-reasoned essays. As such, it is best suited to those who have attained at least grade 6 in English at GCSE. COURSE DETAILS Students study three separate but complementary units for this A Level: philosophy of religion, moral philosophy (ethics), and developments in religious thought (theology). Topics in philosophy of religion include materialist and idealist understandings of reality; whether humans are fundamentally physical or mental/spiritual beings; religious experience; evil and suffering; free-will and determinism; arguments for and against the existence of God; and religious language. In moral philosophy the topics include natural law; utilitarianism; Kantian and situation ethics; and their application to business ethics and euthanasia. In developments in religious thought topics include human nature; death and after-life; propositional and non-propositional revelation; pluralism; gender; secularism; feminist and liberation theology. The course also considers the contributions of other academic disciplines to the understanding of religion especially psychology, physiology, and sociology. In addition, it introduces students to many famous and stimulating thinkers. In philosophy of religion these include Plato, Aristotle, Anselm, Hume, Kant, and Wittgenstein. In moral philosophy: Aquinas, Fletcher, Bentham, Mill, Fromm and Freud. In developments in religious thought: Augustine, Calvin, Bonhoeffer, Hick, Reuther, Daly, Marx and Gutierrez.

ASSESSMENT The A Level is assessed by examination alone. Students are required to write three essays in each of the three component papers in three two-hour examinations. As part of the preparation for this, students will have regular deadlines to submit essays during the course in all three units, as well as an end-ofyear exam in Lower Sixth and a mock exam in Upper Sixth. HIGHER EDUCATION Over the last few years, eight Woldingham students have gone on to study philosophy and/or theology at top universities, including Oxford, Edinburgh, Durham and Bristol. The course develops a wide range of communication and analytical skills, as well as encouraging students to develop mature views and strong personal beliefs due to its emphasis on critical thinking, clarity of written expression, and confidence in verbal debate. It is, therefore, a solid foundation for all humanities and social science undergraduate courses and is recognised as such. This A Level is especially relevant for students thinking of taking a degree course in philosophy, theology, religious studies, psychology, sociology, politics, history, law, journalism or education. CAREER OPPORTUNITIES A degree in this subject is valued by employers because, during their degree, students acquire analytical skills, the ability to appreciate the nuance of argument and a wide range of perspectives. Students will learn to debate key concepts and to evaluate their relevance and validity and will acquire the skills to engage in fruitful dialogue with those who hold differing views. Graduates in this or related subjects often pursue careers in the law, the civil service, publishing, education, media, accountancy, banking, management consultancy and personnel management. EXTRA-CURRICULAR Students are given the opportunity to attend two external subject conferences in the Sixth Form. Such events, organised by leading educators in the fields of philosophy, ethics and theology, offer students the opportunity to listen to lectures, take part in debates and speak to subject specialists. These conferences comprise a mixture of directly relevant content to help students consolidate their subject knowledge as well as stretch and challenge taking them beyond the requirements of the specification. Students are encouraged to take an active part in REthink, Woldingham’s philosophy and theology society. WHAT OUR STUDENTS SAY Bella: “I have loved studying philosophy and theology for A Level. You learn about such a wide range of interesting things and develop critical thinking skills, which will be useful for future studies. I’m going to study it at university, which shows how much I have enjoyed it over the last two years. “ Lilico: “Studying philosophy and theology along with STEM subjects enabled me to develop different ways of understanding the world. The teachers were always very supportive, and the lessons were very intriguing, with lots of discussion, and often introduced fascinating ideas beyond the syllabus. Studying this A Level led me to apply for maths and philosophy at university. I strongly recommend it to anyone who loves thinking, discussing challenging questions, and evaluating a wide range of views.”

PHYSICAL EDUCATION Examination Board: OCR WHY CHOOSE PHYSICAL EDUCATION? Physical education is a fun, interesting and challenging subject, which encompasses a large spectrum of biological, psychological and sociological content. You will study the effects that physical activity has on the body and factors that affect both amateur and professional athletes. The subject allows for the combination of practical and theoretical components, whilst exploring the role of the performer or coach. The content addresses contemporary topics in sport, such as the impact in the use of ergogenic aids, technology and the increasing commercialisation of sport, alongside more scientific content such as human anatomy and biomechanics. Physical education gives you the opportunity to explore and enhance your own sporting ability. It also bridges the academic divide between the humanities and sciences. Subjects that complement physical education are biology, business studies geography and psychology. Physical education is intellectually rigorous and will suit students who have a passion for sport; who enjoy playing, watching and reading about sport; who will enjoy a fast paced and diverse course that covers many subject areas yet is always underpinned by the application to sport. ENTRY REQUIREMENTS Successful A Level students will have achieved grade 6 or better in GCSE Physical Education* and will have a strong grounding in science, with biology and physics capability being particularly important to ensure a successful transition to A Level study. Students will also need to have a high standard of practical sporting performance, participating in a team, or at club level. Students who are unsure about their suitability for studying Physical Education should speak to the Director of Sport. * It may be possible for students who have not studied Physical Education at GCSE to take the A Level, however, students would have to be particularly strong in their sciences and practical performance.

COURSE DETAILS The course comprises 70% theory and 30% practical content. It is divided into three modules: physiology, psychology and sociology, over the two years of study. Practical performance is assessed throughout the course with an analysis of performance being evaluated in Upper Sixth. EXAMINATION DETAILS The course is assessed through three examination papers. Paper 1: Physiological factors affecting performance – 2 hours, 90 marks (30% of A Level) Paper 2: Psychological factors affecting performance – 1 hour, 60 marks (20% of A Level) Paper 3: Socio-cultural issues in physical activity and sport – 1 hour, 60 marks (20% of A Level) All three examinations consist of a mixture of objective response, short and medium length answers, and extended response items. Exams may also include multiple choice questions. Content Overview Component 1: Physical factors affecting performance Students gain a deeper understanding of key systems in the body and how they react to changes in diet and exercise. They also study the effects of force and motion on the body and how they can be used to our advantage. There are three topics: • Applied anatomy and physiology • Exercise physiology • Biomechanics

Component 2: Psychological factors affecting performance Students study the models and theories that affect learning and performance in physical activities, how different methods of training and feedback work and why their effectiveness differs from person to person. They also explore the psychological factors that affect group dynamics and the effects of leadership and stress. There are two topics: • Skill acquisition • Sports psychology Component 3: Socio-cultural issues in physical activity and sport This component focuses on the social and cultural factors that have shaped sports over time, and their influences on physical activity. Students consider the impact of hosting a global sporting event such as the Olympic Games, and the influence of modern technology on both performers and spectators of contemporary sport. There are two topics: • Sport and society • Contemporary issues in physical activity and sport Component 4: Performance in physical education - 30% of the A Level grade The non-exam assessment aspect of the qualification requires candidates to develop their ability and aptitude in physical activity, demonstrating appropriate skills and techniques in one chosen sport/ activity. Only those sports that are listed by the OCR exam board may be used for assessment. There are two aspects: 1. Performance assessment (practical performance or coaching) – 30 marks (15% of A Level) 2. Performance analysis assessment (evaluation and analysis of performance for improvement - EAPI), where students observe a live or recorded performance by a peer and provide an oral analysis and critical evaluation of their peer’s performance – 30 marks (15% of A Level) Candidates can choose to take part either as a player/performer or as a coach in the full sided version of one activity. TEACHING APPROACHES Lessons will be a mix of structured theory and practical sessions. A strong element of practical application will be used to help understand more complex theory. Your input will be relied upon, using your experiences, ideas and debates to enhance the group’s learning. The coursework components require commitment to extra-curricular sport in school and independent research skills to read around the subject area to assist with your analysis of performance. HIGHER EDUCATION Physical education as an A Level subject could lead you to numerous university level courses, including teacher training, sports studies, strength and conditioning, sports science, physiotherapy, leisure studies, sports management, exercise and health, nutrition and sports rehabilitation. An A Level in physical education is especially relevant for students considering a degree in most sporting sectors including sports coaching, PE teacher training, physiotherapy, personal training, sport psychology, lecturing and sports management. Physical education can also complement further study in areas including biology, human biology, physics, psychology, nutrition and sociology. CAREER OPTIONS Students of physical education often pursue careers in physiotherapy, nursing, management, tourism, sports management, journalism, sport psychology, sport medicine, physical therapy, human kinetics, sports nutrition, armed services, police and leisure services - or become one of the next generation of PE teachers. The transferable skills you learn through the study of physical education, such as decisionmaking and independent thinking, are also useful in any career path you choose to take. EXTRA-CURRICULAR Students of physical education are given the opportunity to attend one external subject conference day trip. This is an event organised by experts in their field, with a mixture of directly relevant content to help students consolidate their subject knowledge as well as expand their academic horizons.

PHYSICS Examination Board: EDEXCEL WHY CHOOSE PHYSICS? Physics is the study of concepts that govern the physical world around us. When you study physics, you learn to observe natural phenomena and to develop an enquiring mind. Physics encompasses the study of the universe, from the largest galaxies to the smallest subatomic particles. The course will enable you to conduct practical investigations with care and precision to obtain accurate results. ENTRY REQUIREMENTS Physics is appropriate for students who have obtained, or are expected to obtain, at least a grade 7 in GCSE/IGCSE Physics examinations. Strong mathematical skills are required, so a minimum of a grade 6 in GCSE Mathematics is recommended to access the course successfully. Physics is particularly likely to suit students who enjoy applying mathematical and analytical skills to familiar and unfamiliar situations. COURSE DETAILS Physics A Level consists of three modules, including the following topics, and the practical endorsement (assessed internally on 12 specified practicals): • • • • •

Working as a physicist Mechanics Electric circuits Waves and particle nature of light Materials

• • • •

Further mechanics Electric and magnetic fields Nuclear and particle physics Thermodynamics

• • • •

Space Nuclear radiation Gravitational fields Oscillations

HIGHER EDUCATION Each year, some students leave Woldingham to read physics or an associated subject at university. Physics is a useful A Level for those wishing to study engineering, medicine, architecture and many other subjects. CAREER OPPORTUNITIES Physics teaches a number of transferable mathematical and analytical skills, which are highly valued in a variety of professions, including: Medical physicist Patent work Research and development

Geophysicist Engineering Banking

Meteorologist Scientific publishing Accountancy

EXTRA-CURRICULAR Physics Society – with a focus on completing stretch and challenge material to prepare students for Physics Olympiad papers. Many physicists join STEM* Society, often leading activities to inspire and motivate younger students. These include discussions, mentoring science students, publishing news feed and promoting links with local schools. STEM Live is a series of invited speakers who give informal talks to Sixth Form students on recent scientific discoveries and careers in science.

Trips are organised to the Physics in Action lecture series in London, which deliver cutting edge physics related to the A Level specification. Trips to the Norman Fisher Observatory are organised which link to the Space and Waves sections of the syllabus. A Level physicists are offered the opportunity to use the department telescopes on star gazing evenings in the autumn and spring terms. * Science, technology, engineering and mathematics

POLITICS Examination Board: AQA WHY CHOOSE POLITICS? There’s never been a more dynamic time to study politics. Political decisions shape every part of our daily lives, so understanding, engaging with, and participating in our democratic system is more important than ever. A Level Politics is lively, relevant, and thought-provoking. It’s one of the most engaging subjects you can study - perfect for those interested in how society is run. Alongside gaining insight into national and global political systems, you’ll develop valuable skills in communication, analysis, and argument. Politics is about understanding the world - and learning how to influence it. It equips you with the knowledge, confidence, and critical thinking to form and defend your own views. ENTRY REQUIREMENTS Politics is ideal for students who: • Are curious about current affairs and want to understand how society operates - and how it might change. • Enjoy debate and discussion, and are comfortable exploring complex and sometimes controversial issues. • Want to think independently and develop their own perspectives. No prior knowledge is expected. Students are encouraged to follow current events closely, read quality news sources, and engage in thoughtful conversations with others. We recommend following BBC news politics, The Week and Politics Review magazines, which are available electronically via the school library. COURSE DETAILS Three examined units, each assessed through a final written exam combining short responses, extract analysis, and essay writing: 1. UK Politics - Topics include the prime minister, political parties, rights and civil liberties. 2. US Politics - A study of American politics, compared with the UK system. 3. Political Ideas - Exploring liberalism, socialism, conservatism, and feminism. BEYOND A LEVEL Politics is an excellent foundation for university courses in politics, international relations, social sciences, law, and more. It pairs well with subjects like economics, history, philosophy, business studies, English, and even STEM subjects, reflecting a broad academic skillset. A qualification in politics demonstrates your ability to process and evaluate information, construct arguments, and think critically - skills highly valued by employers.

CAREER OPPORTUNITIES A Level Politics can lead to diverse and rewarding careers, including: National or local government Law Charitable organisations

Civil service Media and journalism Business and management

International development Education Sales and marketing

EXTRA-CURRICULAR We offer a wide range of enrichment activities: • • • • •

Trips to student political conferences, Parliament, and the Supreme Court Visits from MPs, peers, parliamentary researchers, and diplomats Attendance at LSE lectures and Debate Chamber events Essay competitions Weekly Current Affairs Club, led by Sixth Form students

Many students also gain practical experience through work placements with MPs or civil service departments. During elections, students actively campaign in constituencies and organise mock elections in school, passionately representing different political parties.

PSYCHOLOGY Examination Board: AQA WHY CHOOSE PSYCHOLOGY? Psychology is a fascinating science that is concerned with the study of the mind and behaviour. It focuses on how individuals think, what they do and the way they are affected by their biological make up and the society in which they live. Psychologists observe and measure behaviour, investigating topics such as the relationship between psychological disorders and brain chemistry, or why someone might exhibit aggressive behaviour. Psychology has links with many disciplines, including biological and forensic science as well as humanities such as sociology and anthropology. It involves the study of theory, empirical evidence and practical applications of scientific research. This mix of disciplines makes psychology an engaging and complex subject. ENTRY REQUIREMENTS Psychology is ideal for students who have an interest in human behaviour and the interactions between the brain and behaviour. Students should be aware that, although psychology is categorised as a science, due to the nature of the subject there is often no one right answer and students will be encouraged to debate, discuss and argue different approaches and viewpoints, utilising research evidence. No prior knowledge is assumed in the A Level Psychology course, but a sound ability in science, English and mathematics at GCSE level is required; successful students will have achieved at least a grade 6 GCSE in each. Students who have not sat GCSE English would be expected to have an IELTS average of 6.5 of higher, or a language proficiency of C1 - advanced on the CEFR scale. There is a large amount of research to investigate and become familiar with, therefore a capacity to engage enthusiastically with course material is essential.

COURSE DETAILS A Level Psychology is assessed in three two-hour papers, which cover the core elements of psychology, as well as some more contemporary areas of the field, with key skills developed through research methods, issues, debates and approaches. There is a compulsory mathematics component in each paper. •

Paper 1: Introductory topics in psychology − Social influence − Memory − Attachment − Psychopathology

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Paper 2: Psychology in context − Approaches in psychology − Biopsychology − Research methods

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Paper 3: Issues and options in psychology, including optional topics: − Issues and debates in psychology − Relationships, gender or cognition and development − Schizophrenia, eating behaviour or stress − Aggression, forensic psychology or addiction

HIGHER EDUCATION Currently, there are more than 300 psychology courses at degree level. It is an extremely popular and very competitive subject to study at degree level, with graduates highly employable due to the nature and variety of skills acquired at A Level and university. Studying psychology at a good university requires top A Level grades. We have many students each year who go on to study psychology, behavioural sciences or criminology at excellent universities. CAREER OPPORTUNITIES When most people think of a career extending from psychology they normally consider clinical psychology, but there is a huge range of directly relevant careers linked to this subject. These include: Educational psychology

Sport psychology

Occupational psychology

Forensic/criminal psychology

Marketing

Advertising

Medicine

Law

Social work

Psychological research

Counselling

Personnel & recruitment management

EXTRA-CURRICULAR Each year the department arranges visits to student conferences and lectures, and to institutions such as The Museum of the Mind. This involves a range of psychological topics of interest, with high profile speakers.

SOCIOLOGY Examination Board: AQA WHY CHOOSE SOCIOLOGY? Have you ever wondered why some people perform better at school than others, how family structures have changed over time or why some people are more likely to commit crimes than others? If so, you are probably well-suited to studying A Level Sociology. Studying sociology is a journey into understanding the forces that shape our world and the lives of people within it. It opens your eyes to pressing social issues like inequality, justice, and cultural diversity, encouraging you to think critically and challenge assumptions. Beyond academic growth, it nurtures empathy and a broader perspective, helping you view the world through different lenses. ENTRY REQUIREMENTS • Due to the essay-based nature of the course, a grade 5 or higher in GCSE English Literature and one other humanities subject is recommended for the successful study of sociology. • Students who have not sat GCSE English would be expected to have an IELTS average of 6.5 of higher, or a language proficiency of C1 - advanced on the CEFR scale. No prior knowledge of the subject or sociological theories is required or assumed. As a starting point, students are encouraged to keep up with current news with a particular focus on headlines relating to education, crime, family, class, ethnicity, and religion. It is crucial that students can discuss topics with sensitivity and an open mind. COURSE DETAILS The specification followed is the one offered by AQA. This is a two-year linear A Level course and it is assessed entirely by three two-hour examinations. Each examination counts for 33.3% of the overall grade. Each paper includes a mix of short-answer questions and extended essays. Paper 1: Education with Theory & Methods Paper 2: Topics in Sociology Paper 3: Crime and Deviance with Theory & Methods HIGHER EDUCATION Sociology is a popular and growing field of study, with around 25,000 students enrolling in sociology degrees each year. Its appeal lies in its ability to explore the complexities of social behaviour, institutions, and issues, making it highly relevant to understanding the world today. Students with a Sociology A Level often pursue a wide variety of other humanities degrees, including psychology, criminology, social policy, politics, anthropology, law, education, social work, and business. CAREER OPPORTUNITIES A degree in sociology prepares students for a wide range of careers that involve understanding and addressing social issues, human behaviour, and societal systems. Key career path options include: Social work Criminal justice and law enforcement Education Public policy and social research Human resources Marketing and advertising Health and social care Journalism and media Nonprofit and charitable sector EXTRA-CURRICULAR The study of sociology aims to empower students to think about its application beyond the classroom. As a result, we will be organising a range of trips and visits, including Bethlem Museum of the Mind, the Royal Courts of Justice, Thackray Museum of Medicine, The Suffragettes and Marx Walking tour and sociology conferences.

TEXTILES Examination Board: EDEXCEL WHY CHOOSE TEXTILES? Textile design involves the creation, selection and manipulation of textiles across a variety of practices. You will be taught a range of disciplines, from constructed, printed, dyed textiles to fashion and fine art based textiles. Students are encouraged to build on their creative strengths and complement these with an open, experimental and personal approach to materials and techniques. You will have the freedom to work within each discipline and develop and extend your projects, with the support of teaching staff, looking at examples of art and design to inform, stimulate and inspire your work. The study of textiles allows you to develop and extend your perceptions of materials and work in an innovative and forward-thinking subject. ENTRY REQUIREMENTS To successfully study A Level Textiles, a minimum of grade 5 GCSE Art is recommended. This qualification serves as a solid foundation for success in the field. As with any Advanced GCE, you should be prepared to work hard and spend time developing your abilities. You should have an understanding of the basic elements of art - colour, tone, form, texture etc. – and also some understanding of the place of art, craft and design in the world - its history and its purpose. Above all, you should have an interest in creating and understanding art and the determination to develop that interest. COURSE DETAILS • Component 1: 60% of A Level - internally set and marked, externally moderated. This unit incorporates two linked elements: − Practical work − Written element (an essay with a word count of between 1000 - 3000) • Component 2: Externally Set Assignment, 40% of A Level The paper for this component will provide you with a very broad theme. You will receive your paper in February of the Upper Sixth year. You will be given a preparatory period prior to executing your final piece in May, produced under supervision in a period of 15 hours. HIGHER EDUCATION There are many careers in art, craft and design. Most of these require further study at art school, further education college or university. At present, some students wishing to take art and design further will go on to do a one year ‘Foundation’ course at an art college or college of further education before applying to degree courses in more specialist areas of art and design. Others will gain direct degree entry to art courses at university. CAREER OPPORTUNITIES Here are just a few… Restoration Architecture Interior design Sculpture Costume design Teaching

Fashion design Printed & woven textiles Photography Advertising Museum/gallery curator

Computer graphics Illustration Graphic design Theatre design Animation

EXTRA-CURRICULAR Life Drawing runs weekly in the autumn and spring terms and students are expected to commit to these sessions. Each student has their own workspace, allowing them to come and work independently in free periods, after school and at the weekends. The art studios are open every day of the week and a member of staff will be on duty Tuesdays, Wednesdays and Thursdays after school until 18:00 and also on Saturday mornings 09:30-12:00. All students are encouraged to visit galleries and exhibitions throughout the year. We do run a trip annually, often to the Tate Modern, London. Sixth Formers have the opportunity to work alongside younger students at Art Club. This is an enriching experience that can be included in university and art school personal statements.

ADDITIONAL CURRICULUM

Whilst we value the depth that A Level study offers, we recognise there is also a need for breadth in our Sixth Form curriculum to fan the flames of intellectual curiosity, as well as ensure we are developing the essential life skills that will enable our students to truly flourish in the workplace – and wider world – of the 21st century. To that end, we have both a compulsory and an optional aspect to our additional curriculum offering. OPTIONS

•M

•E

• Sp orts Leadership

• DELE

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cs ati • Cor e Mathem

PULSO R OM • A Levels • FutureProof • Horizon • Sport and Wellbeing • PSHE

FUTUREPROOF Woldingham’s Sixth Form is a place of limitless ambition. Of course, this means facilitating the academic success that will open doors to the most competitive courses and universities in the UK and overseas but that is only part of the story. We have a sector-leading programme to support our students in developing a skillset that is futureproof: creativity, communication and critical thinking, persuasion and negotiation, as well as resilience, initiative and problem-solving. The development of these skills is at the forefront of our Sixth Form offering. Students enjoy a range of opportunities, including networking breakfasts with business leaders, interview training, public speaking workshops led by professional trainers, inter- and intra-school competitions, such as STEM Solutions and debating - the list goes on. We also work with a range of expert speakers to support students in areas such as AI, online reputation management, driver safety, how to stay on the right side of the law, and personal finance. Our Horizon programme, unique to Woldingham’s Sixth Form, is focused on developing critical thinking skills, and our programme for developing future leaders was recently awarded the national Supporting Young Leaders Award by The Institute of Leadership, beating the likes of Swarovski and Virgin Media O2. Each student has access to unlimited individual support from our Careers and Higher Education team to help her explore her interests,select appropriate courses, and prepare her applications. The team works with every student to ensure she has explored all possibilities to find the best option for the route she wishes to follow, including vocational courses and higher or degree apprenticeships.

HORIZON Our Horizon Programme, unique to Woldingham’s Sixth Form, is designed to challenge students to develop critical thinking, intellectual maturity and moral awareness. A horizon is the line where the world you can see meets the world you can’t yet see - it is the place where preparation meets possibility. Why does that matter? Because Sixth Form is not just about the next two years, it is also about the years that follow. We want you to leave Woldingham not only with excellent exam results, but also equipped with the judgement, conviction, ability to think critically and clarity of thought that will carry you through university and work and ensure you are ready to make the important decisions that will shape your life. So, what does this mean in practice? During the Sixth Form, you will have a lecture and seminar each fortnight which will feel quite different from your other A Level lessons. In the Lower Sixth, this will be framed around Understanding the World: identity, truth, justice, the environment, and the questions raised by artificial intelligence and a changing society. In the Upper Sixth, it is framed around Shaping the World: relationships and love, conscience and freedom, suffering and hope, and ultimately, vocation: what you are going to do with the one life you have. Across both years, the themes are rooted in Catholic Social Teaching and the school’s Sacred Heart tradition, but the conversation is genuinely open - you will be expected to test ideas, not simply receive them. It is not just the subject matter that differentiates the Horizon Programme, it is the format itself. Each cycle begins with a lecture, often delivered by an external speaker drawn from the spheres of theology, ethics, journalism, science, or public life. This is followed by a small-group seminar where you put what you’ve heard to the test. This lecture-and-seminar rhythm mirrors the way undergraduate courses are taught at the best universities. It is designed to build the skills that matter well beyond the Sixth Form: how to construct an argument, how to listen well and disagree better, how to read critically, and how to hold a considered position under real scrutiny. These are the skills that universities look for in interviews, that employers look for in graduates, and that you will rely on for the rest of your life. The Horizon Programme is run by the Theology Department and draws on a wide network of external voices — academics, writers, ethicists, and practitioners — brought in to lecture across the two years. Lecture topics include: Identity: ‘What makes a person a person?’ Faith and Reason: ‘Can you believe and still think?’ Power and Poverty: ‘Who decides who gets what?’ Media and Truth: ‘Can you trust what you see?’ AI and the Human Future: ‘Is artificial intelligence a threat or a tool?’ Relationships and Love: ‘What is love actually for?’ Suffering and Hope: ‘Why does a good God allow suffering?’ Vocation: ‘What is your life actually for?’ SPORT AND WELLBEING Sixth Form students can choose to remain committed to the major sports and train in their games sessions, with both mid-week and weekend fixtures taking place in hockey, netball, swimming, cricket and tennis. However, students can also choose from a range of wellbeing activities, with both team and individual options on offer, including: Pilates, yoga, outdoor adventure, trail hiking, spin & gym, lifeguarding, dance, team games and rackets. We encourage students to select a different activity each term so that they can experience as many different ways to enjoy being physically active as possible. PSHE All students will attend one lesson a fortnight tailored to the personal development of our Sixth Form students and ensuring they have all the tools they need to flourish. The sessions, which will be ageappropriate and feel more ‘grown up’ than lessons lower down the school, will cover a wide range of topics including: • Personal safety • First aid • Finance essentials, including budgeting • Health, including breast cancer awareness and the menopause • Relationships and sex education • Equality, diversity and inclusion • Neuroscience in wellbeing

Options* Students with sufficient capacity and interest are encouraged to broaden their horizons further by adding one of the following options to their A Level studies. In addition, students may choose to undertake the Gold Duke of Edinburgh’s Award. EXTENDED PROJECT QUALIFICATION The Extended Project Qualification (EPQ) is a highly respected qualification that offers students the opportunity to pursue an area of personal interest beyond the constraints of the A Level syllabus. Valued by universities and employers alike, the EPQ develops the independent learning, research and critical thinking skills that are essential for success in higher education and future careers. The EPQ programme begins in January of the Lower Sixth year and concludes in December of the Upper Sixth. Students design and complete an individual project based on a topic of their choosing, allowing them to explore a subject in greater depth and demonstrate intellectual curiosity and initiative. Each student is supported by a personal supervisor who acts as a mentor throughout the process. Through regular meetings, supervisors provide guidance, challenge ideas, and help students reflect on their progress, while encouraging them to take ownership of their project. In addition to independent research, students take part in a taught skills programme covering key academic skills such as research methodology, source evaluation, referencing, academic writing, project planning and the maintenance of the production log. Many students choose to complete a 5,000-word dissertation; however, the EPQ offers considerable flexibility. Alternative project formats include the creation of an artefact, such as a piece of music, drama, fashion design or creative writing, the organisation of an event, or the design and execution of an investigation or experiment. These projects are supported by a written report that explains and evaluates the work undertaken. The project is submitted during the autumn term of the Upper Sixth year and culminates in a formal presentation. The EPQ is graded from A* to E and carries UCAS tariff points equivalent to an AS Level qualification. Above all, the EPQ provides students with an opportunity to develop the independence, resilience, organisation and research skills that universities consistently identify as key indicators of undergraduate success. LEVEL 3 CERTIFICATE IN MATHEMATICAL STUDIES (‘CORE MATHEMATICS’) AQA Level 3 in Mathematical Studies is an increasingly popular mathematics qualification, half the size of an A Level, with two end-of-course examinations (each 1 hour 30 minutes). The content is based around GCSE Mathematics higher tier, plus around 20% of content from other qualifications, such as A Level Mathematics. The qualification carries UCAS points equivalent to an AS Level and is proving valuable to employers and universities, some of which are lowering degree offers for students who have it. Students study this course in Lower Sixth over eight lessons per fortnight and take the exams in the summer of Lower Sixth. This allows them to complete their UCAS application with points already gained and leaves more time available in Upper Sixth to concentrate on A Level subjects. The Level 3 Certificate in Mathematical Studies is aimed at students with grade 5 or higher in GCSE Mathematics and provides useful mathematics skills for students studying A Level courses such as psychology, sciences, economics, business and geography. Students will learn and apply real-world mathematics skills within the following topics: • Analysis of data • Mathematics for personal finance • Estimation • Critical analysis of given data and models (including spreadsheets and tabular data) • Statistical techniques • The normal distribution • Probabilities and estimation • Correlation and regression

LEVEL 3 CERTIFICATE IN HIGHER SPORTS LEADERSHIP The Level 3 Certificate in Higher Sports Leadership is a nationally-recognised qualification that enables successful learners to independently lead groups of people in sport and recreational activities. There is no exam. The qualification is based on continuous assessment using the Sports Leaders Learner Evidence Record (LER). The LER is mandatory and uses the following assessments: • Practical observation • Assessment of written tasks • Plans and evaluations completed during the course. This course requires dedication and commitment but, most importantly, you do not need to be exceptional at sport to take up this opportunity. It involves 12 hours of sports/physical activity session leadership with a range of participant groups and two hours of event leadership. These will be carried out within the school day, alongside learning how to plan inclusive sessions and how to lead safe activity sessions. The qualification teaches generic leadership skills, such as organisation, planning, communication and teamwork, through the medium of sport. Previous learners found that the course increased their confidence, allowing them to apply skills and take on leadership roles in the school community and beyond. These are transferable skills, which are highly regarded both by universities and employers. The qualification carries 16 UCAS points. MOOCs Massive Open Online Courses (or MOOCs) are free online courses offered by universities from around the world. The real advantage of MOOCs is that they are time-limited (typically lasting between three and eight weeks), are taught entirely online through videos and quizzes, and are reputable. With some of the best universities on the planet offering MOOCs, you can be sure that what you are getting has been through rigorous quality control, which is not true of most material on the internet. There are two main reasons why you might want to take MOOCs. Firstly, since there are MOOCs available in almost any subject you care to name, they provide a wonderful opportunity for you to try out different topics to see whether they suit you, for just an hour or two a week. Secondly, if you already know what your areas of academic interest are, MOOCs enable you to take your knowledge and understanding to another level. MOOCs give you the chance to study independently outside of lesson time and explore what appeals to you. You may choose to buy a certificate of participation at the end of the course, but this is not a requirement. They are certainly worth mentioning in personal statements, but the real value of MOOCs lies in what you learn from them. DELE DIPLOMA What is DELE? The DELE Spanish Diplomas are official qualifications certifying the degree of competence and mastery of Spanish, granted by the Instituto Cervantes on behalf of the Ministry of Education and Vocational Training of Spain, the Ministry of Foreign Affairs, the European Union and the Cooperation of Spain. The DELE examinations have been designed following the guidelines of the Common European Framework of Reference for Languages (CEFR) of the Council of Europe. In short, these are the only qualifications in the world to prove and show your level in Spanish which are issued through a Spanish Government Ministry. What are the advantages of having a DELE qualification? • They are official qualifications. • They are recognised internationally by private companies, chambers of commerce and public and private educational organisations. • In Spain, they give you access to universities, official language schools, business schools and jobs with the civil service. • They are increasingly in demand at universities in other countries. • They are valid indefinitely: qualifications for life. • They comply with the guidelines of the Common European Framework of Reference for Languages (CEFR). • They make it easier for you to work and study in other countries and also to obtain grants.

Studying Spanish at GCSE is a pre-requisite. Please note that this qualification is not equivalent to an A Level, does not count towards UCAS points and is not sufficient should you wish to study a language at a British university. *Please note that, with the exception of the EPQ and MOOCs, the optional aspects of the additional curriculum are subject to numbers. Furthermore, we cannot guarantee that it will be possible to timetable them for all students; ensuring all students get their first choice A Levels must be the priority when writing a timetable.

THE DUKE OF EDINBURGH’S AWARD This prestigious award flourishes at Woldingham and you can take up the challenges offered by Bronze in Year 9, Silver in Year 10 and Gold in the Sixth Form. Participants may join at a level without having completed the previous level of award. The Duke of Edinburgh’s Award (DofE) is a programme of non-competitive leisure time activities. At Gold it comprises five sections: skill, volunteering, physical and expedition and a residential. You will be expected to serve others, acquire or develop new practical skills, develop physical recreation interests and experience the adventure of expeditions. The one-week residential is an opportunity for you to take part in a shared activity or course in an area of interest to you. Many activities are suitable for the Gold Award, both inside and outside of school. Skills and physical recreation opportunities are available within the school extra-curricular programme. You are encouraged to choose activities which suit your interests and are expected to take responsibility for undertaking these tasks and recording your evidence. The Gold Award comprises training and two expeditions in Lower Sixth navigating, walking and camping in areas like Wales and the Lake District. Training and the supervision and assessment of all the expeditions will be provided by an external expedition specialist company. Although we try to keep costs to a minimum, expenses are incurred for the expedition section and possibly for other sections of the award when outside instructors are used.

ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) Most students for whom English is an additional language who join us in Years 7 to 9 find that, by Lower Sixth, their English has developed to the point where they no longer require EAL support to access the curriculum. However, most overseas students wishing to continue their studies at a UK university will require an IELTS qualification (International English Language Testing System). Generally, for a leading UK university, the IELTS requirement will be an average score of 6.5 or 7. For this reason, we offer IELTS preparation classes for all our overseas Lower Sixth students. After an initial assessment, students are placed in an IELTS exam-preparation class, depending on their level of English proficiency. Students will have three IELTS lessons a fortnight in their timetable and we endeavour to fit these lessons within the school day. These IELTS lessons are specifically targeted at helping students pass the examination and achieve a good score, and they are taught by an EAL specialist. They will prepare students to achieve the following goals: • Read and understand written academic language • Write assignments in an appropriate style for university study • Listen to and comprehend spoken language in lecture format • Speak at length on general and subject-specific topics Students will be responsible to register for and take the IELTS examination in an official centre during the Easter or summer break. The school strongly advises that all students take their IELTS examination before the start of the Upper Sixth year. The EAL Department reminds students about the need to take the test in the summer term, offers support if students wish to take the examination in the UK, and closely monitors their results throughout the year to let them know when they are ready to sit the examination. We find that most students are able to achieve a good score that will enable them to apply to their chosen universities.

FUTURES PROGRAMME Into the Sixth Form and beyond

Sixth Formers benefit from our extensive and cutting-edge Futures Programme. This programme is designed to help students enhance their knowledge of careers and higher education options and support them in the transition from Woldingham to university or alternative pathways into the workplace. Alongside this, our focus is on ensuring students leave school equipped with the skills that are essential to succeed in the modern world. CAREERS • Students benefit from a wide range of sector-specific Career Panel events, such as our Women in Law evening and Medics Panel. These events take place virtually so that students and parents can dial in from home or can watch the recording should they not be able to attend the live event. • We host a range of events aimed at developing students’ essential employability skills. In particular, our Networking Breakfasts and Women and the Workplace event are designed to enhance networking and communication skills. Alongside this, students are encouraged to give presentations on topics beyond the curriculum as part of our Thinking Big lecture series. We also offer practical workshops on topics such as job applications, including CV writing, application forms and cover letters, interviews, and developing LinkedIn profiles, throughout our THRIVE programme. • Financial education is provided by guest speakers, ensuring all students understand how to manage their finances at university and beyond. • Students are encouraged to run career societies such as Junior Medical Society, which encompasses all those interested in healthcare professions, including dentistry, nursing and veterinary science, and STEM Society, which encompasses all those interested in science, technology, engineering and mathematics. • All students take part in our mock interview programme, which involves making applications and being interviewed in a realistic scenario. HIGHER EDUCATION Thinking widely about higher education options throughout Sixth Form is hugely encouraged. We start with an assembly from our Director of Higher Education and Careers in September, followed by subject specialist higher education webinars on art foundation courses, Oxbridge, studying abroad and healthcare. Throughout the year we run our ‘In Conversation With’ webinar series, which helps students discover more about the breadth of subjects on offer at university, the best places to study them, entry requirements and top tips for successful applications. In the spring term, we host a UCAS evening for parents, explaining the UCAS process, how to choose a course, what university admissions teams are looking for and more information on degree apprenticeships. We introduce Sixth Form students to the wide range of external resources available to them such as Unifrog, UCAS Hub and Unibuddy. A flagship event in the programme is our Higher Education Conference, which takes place in the summer of the Lower Sixth, covering applications to UK and overseas universities, alternative pathways, including higher and degree apprenticeships, and transition to university life, including academic life, wellbeing and student finance. These themes are developed further during THRIVE sessions in the Upper Sixth as students get closer to making the transition to life beyond Woldingham. This is followed by a virtual event for parents.

Throughout their time in the Sixth Form, each student has access to unlimited individual support from the higher education team to help her explore her interests, select appropriate courses, and prepare applications. The higher education team includes the Director of Higher Education and Careers, Head of Oxbridge, and specialists in applications to medicine, dentistry and veterinary science, art and drama schools and international universities. All students in Lower Sixth attend individual careers interviews, in addition to drop-in sessions throughout the Sixth Form.

LEARNING ENHANCEMENT Woldingham offers targeted individualised support for students with a range of additional needs. The Learning Enhancement department is based in The Hub, Woldingham’s dedicated wellbeing centre, and will work closely with the Academic Leadership Team to ensure that student support is holistic. For students who come in with their needs known to the school and a professional assessment report (cognitive or medical), an Individual Education Profile (IEP) is drafted, based largely on that report, and sent home for parents to discuss with their child and make amendments. Once feedback from parents is received, the final IEP is put on a centralised information system at the start of the school year for staff to access. The IEP outlines important information on the student’s areas of strengths, development and access arrangements. More importantly, it suggests strategies that both the student and staff can use in the classroom to accommodate the student’s individual need/s. The IEP is reviewed annually. For most Sixth Form students, no additional support from the Learning Enhancement Department is required, apart from access arrangements for their tests and exams. To qualify for access arrangements for public exams, a professional assessment (cognitive or medical) must be completed and students will need to use the access arrangement/s in school assessments as their normal way of working. Students complete an exam monitoring form for their school assessments so that their need for the access arrangements can be evaluated by the Learning Enhancement Department. The school has working relationships with several professionals, such as educational/clinical psychologists, psychiatrists and specialist teachers, who we recommend to parents for private assessments, for dyslexia, ADHD, autism, etc. To support with the transition to A Level, Lower Sixth students who had Learning Enhancement sessions at GCSE will continue their support lessons in the autumn term, where they can then choose to continue or end their support lessons. The focus of these sessions by specialist staff is to address the student’s specific needs and may include support for consolidation of classwork, organisation, essay writing skills, revision strategies and/or exam technique, as well as coaching. The overall aim of these sessions, be they one-off or regular, is to inspire students and build their capacity to become confident, resilient and independent learners who realise their full potential. Parents have an opportunity to meet with the Learning Enhancement teacher and the Head of Learning Enhancement at parent-teacher meetings (PTMs) to discuss their child’s progress. There are also opportunities for parents to network and support each other at events such as coffee mornings, where the focus is on support for neurodiversity. The Learning Enhancement Department has an open-door policy and we encourage students to see us if they have any concerns about their learning and wellbeing. For more information, please contact the Head of Learning Enhancement.

Marden Park, Woldingham, Surrey, CR3 7YA

(for satellite navigation please use postcode CR3 7LR)

01883 349431 info@woldinghamschool.co.uk

woldinghamschool.co.uk