A LEVEL OPTIONS Level options 20… · 3 A LEvELS + EPQ Had a very good set of GCSEs especially in...

FORM

A LEVEL OPTIONS“There’s a definite step back from staff. You’re not spoon-fed, you have to work independently, take itseriously, and work hard. The support is there if you need it, but you’re encouragedto take control.”

“The buzz of the dedicatedSixth Form Centre is one ofthe most exciting aspects ofthe School: over 150 students,with different outlooks,interests and backgrounds.”

Woodbridge School Sixth Form A Level Options 2021-22

I am delighted to welcome you to Woodbridge School’s Sixth Form. As current parents and students will alreadyappreciate, Woodbridge is a nurturing school with an outstanding level of individual care. Our Sixth Form leadershipteam, who comprise of Mrs Brown, Mrs Pilkington, Mr Richardson, together with our tutors, take pride in knowingand valuing every student as an individual, stretching them, encouraging them and appreciating them for eachcontribution that they make to our community. We expect our students to excel, and the expectations are high, butthey are set appropriately for each student as we want education to be enjoyable and intellectually stimulating.

Academically, Woodbridge School is exceptionally strong with our A Level results better than the vast majority of schools in the county and only equal to a select few. The individual and tailored support offered by both our Head of UCAS and our Oxbridge Co-ordinator facilitates strong records of success for entry into Oxbridge,alongside medical and veterinary schools. Russell Group universities also feature heavily in our list of Leavers’destinations. Most importantly, the overwhelming majority of our students always gain entry to secure their chosenuniversity course.

However, Woodbridge always has been, and always will be, about more than academic success. Woodbridge valuessocial and emotional development alongside academic and intellectual progress. Being part of the Woodbridge familymeans our students constantly develop the skills, attributes and mind-set essential for success in life. Through a broadextra-curricular programme, our students are given the opportunity to develop, to be collaborative and work as a team, to perform with confidence and to push themselves outside of their comfort zone. The extra curricularprogramme is supplemented by days off-timetable, focusing on particular areas such as entrepreneurship andleadership with the latter being a particularly strong aspect of the Sixth Form. All students in Year 12 take part in a series of critical thinking and problem solving lectures and activities, enabling them to take on positions ofresponsibility in year 13.

Our Sixth Form provides a superb environment to flourish with an environment that brings out the best in eachindividual. We look forward to welcoming you.

Miss Shona NormanHead

An Introduction to the Sixth Form

03 | SIXTH FORM | A Level Options

1. COA preview test2. Preview interview with

Housemaster/mistress3. Advice from tutors4. Sixth Form Open Evening5. Options discussion with tutor

and feedback to parents

5. Offers are made (some conditional, subject to GCSE grades)

6. Academic awards are made in January (subject to GCSE grades)

7. Music,Art, Sport, Drama, Chess awards are made in February following assessments

8. Acceptance of offers, including confirmation of A Level subjects chosen

6. Academic awards are made in January (subject to GCSE grades)

7. Current pupils and award holders are considered and reassessed for all awards. There is no need for a separate application

8. Interview with a senior member of staff to help ensure the most sensible A Level choices are made

10. GCSE Results Day11. Applicants asked to send a

copy of GCSE results slip to Woodbridge School

12. Checks undertaken on whether entry requirements have been met

10. GCSE Results Day11. Checks undertaken on

whether entry requirements have been met

13. Induction Day – day before thestart of term

14. Sixth Form studies begin

9. Sixth Form Pre-induction Evening 9. Sixth Form Pre-induction Evening

2

3

4

5

APPLICANTS FROM OTHER SCHOOLS

CURRENT WOODBRIDGE YEAR 11 PUPILS

TIMELINE FOR SIXTH FORM ENTRY FOR SEPTEMBER

1. Initial enquiry (visit, Open Day, telephone)

2. Invitation to Open Day and/or Sixth Form Open Evening

3. Registration Form to be completed and returned

4. Invitation to attend for Sixth Forminterview with two members of the Senior Academic Team (separate interviews and assessment with each)

1

12. Induction Day – day before the start of term

13. Sixth Form studies begin

Studying in the Sixth FormExtended Project Qualification (EPQ)

Although this is equivalent to half an A Level, it is not aclassroom subject. Candidates receive tuition on researchskills, referencing, project planning and reflection. Smallgroup sessions with a personal supervisor, projectplanning, oral presentation and your final submission(usually an extended essay but it could be an artefact) canall be used in assessing the final product. This is a valuable,potentially cross-curricular, learning experience which canprovide a useful discussion point for those for whom theUCAS process requires admission interviews.

Our Recommendation for Study

Our recommendation is to study 3 A Levels. Thesecourses are challenging and will need significant focus,hard work and additional reading. Universities continuallysay that three good A Level grades are better than fourmediocre ones. There is no need to be a hero!

Further mathematicians will need to take four A levels inorder that they can take the breadth of courses.

If you are a high-performing pupil, likely to achieve grades7+ in all subjects, then you might choose to study four ALevels. We consider this on a case-by-case basis and willbe supportive where this is the right choice for theindividual.

Tel: +44 (0)1394 615041 | www.woodbridgeschool.org.uk | 04

The Sixth Form is an exciting time where you specialisein studying those subjects that will be important foryour future. At Woodbridge, A Levels are a central partof your curriculum, alongside the sports, arts, music, and all the other aspects that make a Woodbridgeeducation so special.

Qualifying for Sixth Form at Woodbridge

A Levels are a step up from GCSEs in terms ofdifficulty. In order to cope with A Levels at Woodbridge,you need to have a good set of GCSE results.

We ask that you have: ● eight GCSEs at grade 5 or better, of which six shouldbe grade 6 or better. ● a grade 6 or better in each subject that you wish tostudy at A Level. Some subjects have higher entrancerequirements – see individual subject pages for details.

Number of subjects

A Levels require a significant amount of work, includingindependent study outside of the classroom. Mostpupils at Woodbridge will take three A Levels –universities base their entrance criteria on this numberof grades.

We also offer the Extended Project Qualification(EPQ), which counts as half an A Level. More details ofthis qualification are included in this booklet.

Some pupils, who will go on to score grade 7s, 8s and9s in their GCSEs, may choose to study four A Levels.Those choosing to study further mathematics will alsotake four A Levels.

Your possible choices are: ● 3 A Levels● 3 A Levels + Extended Project Qualification ● 4 A Levels


“I actually spend more time researchinginformation now; I’m genuinely reallyinterested in thesubjects I’m taking.”

Sample pathways

Here are some hypothetical pupils’ thought processes about what they plan to choose for the Sixth Form and why.These are not exhaustive of course, but may help you think through some of the issues:

3 A LEvELS Knows that the three subjects chosen are definites for two years: English Literature, Religious Studies andDrama. They went really well at GCSE and resulted in grades 8/9 but in the rest, got grades 7 and 6. Doesnot really know for sure what they want to study at university. Has a busy extra-curricular range ofinterests including MUN (the meetings and trips sound great), sailing and CCF (Naval section). Will try theYoung Enterprise scheme as well to develop some business experience and carry on with CCF for thegreat competitions and training courses available plus sport in the hockey season.

3 A LEvELS + EPQ Had a very good set of GCSEs especially in Physics, Maths, and Design and Technology. They thoroughlyenjoyed the coursework too and want to research, design and build a new cutting-edge wind sail or sailboard. An EPQ would give them that opportunity. This links well with their plans for university andpossibly beyond. While they enjoyed studying at their previous school, they like the new Sixth Form Centreat Woodbridge with its study and common room. They are also excited by the huge range of extra-curricular opportunities including singing in the Chamber Choir and volunteering to help in a local schoolas part of the Seckford Scheme.

4 A LEvELS Always liked studying Maths and languages throughout school and is keen to study overseas for part or allof their degree. A single or joint honours in languages has been on their minds for a while. Has chosen fourA Levels: Maths, Further Maths, French, and Spanish and likes the fact that this keeps university optionsopen for later. Is looking forward to going on one of the exchanges to Russia or China as they soundamazing. Definitely wants to do the lighting in the drama productions though and also wants to put on aproduction in the Seckford Theatre in a foreign language.

Next Steps

This is your pathway between your GCSEs and what you want to do in the future. Be ambitious but be realistic. Specialise by playing to your strengths. Do not try and keep every door open – it cannot be done.

Use this booklet, visit the website or contact us for more advice. We are always happy to discuss your future pathways.

You are about to enter a really exciting period of your education which will help shape the adult you will become.Consider your options seriously, work hard, and most of all – seize as many opportunities as Woodbridge can offer you in this intense two-year period!


The Sixth Form CentreWoodbridge Sixth Form offers exceptional pastoral care that extends far beyond just the dedicated, experiencedteam of personal tutors. It can be found everywhere: in and out of the Sixth Form Centre, on the games pitches, in the classroom, and even in exchanges between students and staff rushing between lessons in the corridors. The welfare of every student is paramount, and Woodbridge offers a wide range of care and support for any concern.

In Years 12 and 13, the pastoral lead is taken on by the Heads of Year 12 and 13 and overseen by the Director ofSixth Form and Careers, whose offices can be found in the foyer of the Sixth Form Centre and upstairs in the SixthForm Centre respectively. Each student will also have a tutor and they will know you or will get to know you bestand are there to help you make your Sixth Form experience enjoyable smooth and productive. Our students’ social development is one of the major strengths of the School and a quality of which we are proud.

“My advice would be toreally get involved withextra-curricular activities.There are so manyadvantages: life skills, fun, arelief from academic work,and the chance to makenew friends and enjoy newexperiences. It’s a must.”


Preparation for life beyond school

As well as academic success we pride ourselves innurturing our students to become well-rounded,confident and resilient young men and women, ready toface whatever challenges may arise in life. Through aholistic approach to the wider school life, Woodbridgehas young people who thrive both here and in theirfuture lives. The offer of traditional areas such as Sport,Drama, Music, and Games, combined with ‘collapsedcurriculum’ days, a timetabled enrichment programmeincluding skills sessions on independent studying as wellas the many clubs and activities available, providesstudents with a plethora of opportunities.

‘Collapsed curriculum’ days

● Leadership morning● Enterprise dayAlongside these ‘collapsed curriculum’ days, Woodbridge Sixth Formers attend a variety of weeklyPSHCEE talks on different subjects ranging from studyskills, Internet safety, mental health, finance and futureoptions to name a few.

Extra-curricular opportunities

The Seckford SchemeThis takes place on a Friday afternoon and offersstudents the chance to participate in the CombinedCadet Force (CCF) or Sports Leadership Award Scheme,help at the Thomas Wolsey School, work in theatre tech,indoor wall climbing, or digital photography to name justa few opportunities.We encourage students to choosesomething that will help develop skills and challenge them.

MusicMusic is at the forefront of extra-curricular life atWoodbridge. Budding and exemplary instrumentalistsand singers have the opportunity to hone their skills inthe many and varied ensembles, competitions and wideractivities within school. There is ample opportunity forSixth Form musicians to shine in public performancesincluding concerts at prestigious local venues such as Ely Cathedral and Snape Maltings.The pinnacle forparticularly fine musicians is a chance to play in theannual concerto concert, when the opportunity to playsolo with an orchestra of professional musicians canbecome a memorable highlight.

DramaDrama at Woodbridge is not exclusive to students ofthe subject and aspiring actors have the opportunity todevelop their dramatic skills very early in the academicyear with the Sixth Form play. In addition, the SeniorSchool musical which features biennially in the Schoolcalendar, provides another opportunity for students totake part in a production that is eagerly anticipated bythe actors and audiences alike. Every other year, a groupof Sixth Form students devise a production to take to the highly prestigious Edinburgh Fringe Festival.During this exciting week students get to perform andexperience the real artistic buzz of Edinburgh during its international festival.

SportSport is an important part of life in the Sixth Form. On aTuesday afternoon students can participate in traditionalteam sports such as hockey, rugby, cricket, and netball,giving them the opportunity to represent the School atmatch fixtures. In addition, a variety of other activities isoffered, such as running, gym, badminton, sailing, shooting,football, and swimming. We try and find a physical activitythat all members of the Sixth Form will want to do andfrom which they will benefit socially and physically.

The international exchange programmeThe School’s long-standing international programme cangive Sixth Formers the chance to visit China and Russia.Those studying languages can also take part in exchangesor study trips to France, Spain, or Japan.The aim of thesetrips is to allow students to immerse themselves in theculture of the country and to get to know it from theinside; a truly life-changing opportunity!

Clubs and activitiesThese are many and varied at Woodbridge, from ModelUnited Nations to Duke of Edinburgh; Young Enterpriseto chess; dance to fencing. These clubs offer opportunitiesto extend academic interests or to try something totallynew. All students are encouraged to try at least oneextra-curricular club a week.The huge range of activitiesis not just challenging and fun, but an ‘extra’ to life in theSixth Form. Time spent on a variety of other activitiesbeyond the classroom will allow you to learn differentlyand to develop. Crucially, it will allow you to understandyourself, and others, better. Our extra-curricularprogramme is an important element in the exceptionaleducation that the Sixth Form at Woodbridge provides.


University AdviceWe know that a vital part of your education here is securing the best possible opportunity for when you leave. Highly experienced Directors of Careers and Higher Education work from the Sixth Form Centre so that they, along with your tutors, can sustain comprehensive and personalised support throughout the decision-making andapplication processes.

If you are aiming for Oxbridge, Russell Group universities, or particularly competitive courses such as medicine, thenyou will of course benefit from bespoke guidance throughout from dedicated teachers, who will help you to makeyour application as strong as it can be and to prepare for additional exams. Our Oxbridge Co-ordinator gives one-to-one support on everything from college choice to practice interviews, as well as supporting entry into national essaycompetitions, where Woodbridge has an enviable track record of success.

In addition to this personalised support we offer a variety of events to make the UCAS and other applicationprocesses less daunting for both parents and students. These include UCAS evenings to explain to parents how wework together to navigate the complexities of the system, visits to Oxbridge conferences and colleges, and visits tothe Universities of Essex and East Anglia.

Careers AdviceStudents should be continually considering, researching and planning for their future goals. The School has a well-equipped Careers department, with a wide variety of information available. There is a dedicated Careers andUniversity office in the Sixth Form Centre: open for drop-in questions and with a variety of current literature, as wellas access to a dedicated, up-to-date website with a plethora of information from taster days to apprenticeships, fromCv-writing to gap year placements.

Sixth Formers also have dedicated sessions where they can learn more about the UCAS process, different careers,interview techniques and Cv-writing. A unique initiative that is offered at Woodbridge is the Careers Lunches – achance for students to meet and network with professionals in their fields of interest. An annual Careers Fairprovides many opportunities for students to meet with different universities and professionals from a variety ofdiverse career fields as well as learn about apprenticeship schemes and both school leaver and graduate programmes.In addition, Woodbridge School has a network of over 4,000 Old Woodbridgians (former pupils), many of whom arehappy to help current students with work experience or advice.

Although the UCAS and careers journey starts in Year 12 it doesn’t finish at the end of Year 13. With our newintroduction of Graduway - an on-line platform for OWs to network - we can support all OWs and, moreimportantly, they can support each other on their continuing journeys. Once a Woodbridgian, always a Woodbridgian.This means we are here to help, whatever stage of your career.

“Our university adviser is incrediblyknowledgeable; it’s as if he won’t let you not think about your future. He’s spoken to everyone and seems to know from one conversation exactly what everyone is doing. The support and guidance he hasgiven is amazing.”


A Level Subjects offered at Woodbridge School

A LEvEL SUBJECT LIST

● Biology

● Business Studies

● Chemistry

● Classical Civilisation

● Computer Science

● Design: Graphic Communication or 3D Design

● Drama and Theatre Studies

● Economics

● English Literature

● Fine Art

● Geography

● History

● Latin

● Mathematics

● Further Mathematics

● Modern Languages (French, Spanish)

● Music

● Photography

● Physical Education

● Physics

● Psychology

● Religious Studies

● Sociology

● The Extended Project Qualification (equivalent to half an A Level course)

● Chinese – Cambridge Pre-U qualification

● English for Speakers of Additional Languages (EAL)

OTHER QUALIFICATIONS


Extended Project Qualification EPQ (AQA)

AO1 ManageIdentify, design, plan and carry out a project, applying a range of skills, strategies and methods toachieve objectives.

AO2 Use ResourcesResearch, critically select, organise and use information, and select and use a range of resources.Analyse data apply relevantly and demonstrate understanding of any links, connections andcomplexities of the topic.

AO3 Develop and RealiseSelect and use a range of skills including, where appropriate, newtechnologies and problem-solving, to take decisions critically and achieve planned outcomes.

Assessment Objectives Weighting

EPQ co-ordinator: Miss L Hinton

AO4 ReviewEvaluate all aspects of the extended project, including outcomes in relation to stated objectivesand own learning and performance. Select and use a range of communication skills and media topresent evidenced project outcomes and conclusions in an appropriate format.

20%

20%

40%

20%

An EPQ offers students the exciting opportunity to explore indepth a topic in which they have a strong personal interest,often a subject they are hoping to study at university level andbeyond. By carrying out research into their chosen projectstudents must demonstrate independent learning, carefulplanning, and presentation skills in order to succeed.

As competition increases for entrance to universities, studentsneed now more than ever to evidence skills desirable in anyundergraduate. It is therefore easy to see why the EPQ is so highly regarded by universities. An EPQ offers students UCAS points equivalent to half a full A Level and willcertainly provide an interesting topic for university applicantscalled for interview.

To prepare students for the challenge of independent study aninitial 12 week Taught Skills Programme is undertaken by all Year

12 students, which will develop planning, research, referencing,IT, presentation and critical reflection skills. During completionof the project a supervisor will provide active support. A production log of the learning journey made and apresentation to a selected audience are key aspects of theassessment (see below), alongside the final product – either a 5000-word research paper or an artefact with attendant1000-word reflective commentary.

We would encourage well motivated, well organised andpassionate Sixth Formers to consider this an exciting andunique addition to their three A Level subjects. Aftercompletion of the Taught Skills Programme the EPQ coursebegins in December of Year 12 and must be completed byDecember in Year 13.



Biology (AQA)

Minimum entry requirements:GCSE grade 7 in Biology or 7 in additional science.

How will I be taught?The latest resources will be utilised including new exam-board approved text books, microscopes, centrifuges,PCR and gel electrophoresis equipment. Practical workincluding fieldwork and the use of ICT is an integral part of the course. The A Level course is delivered by twoexperienced A Level teachers. This offers pupils specialistknowledge with variety in teaching style and delivery of the course.

Where can it lead?Biology opens the way to a wide range of degrees includingMedicine, veterinary Science, Zoology, Botany, Biochemistry,Microbiology, Biogeography, Environmental Science,Agriculture, Sports Science, Marine Biology, and Biostatistics.Biology is a dynamic, constantly evolving subject, relevant toour own life and how we interact with the environment.Biology is a fundamental foundation for a wide and variedrange of careers and professions.

1. Biological molecules

2. Cells

3. Organisms exchange substances with their environment

4. Genetic information, variation and relationships

between organisms

5. Energy transfers in and between organisms

6. Organisms respond to changes in their internal and

external environments

7. Genetics, populations, evolution and ecosystems

8. The control of gene expression

Paper 1 2 hours (35% of A Level)ContentAny content from topics 1–4, including relevant practical skillsQuestions76 marks: a mixture of short and long answer questions15 marks: extended response questions

Paper 2 2 hours (35% of A Level)ContentAny content from topics 5–8, including relevant practical skillsQuestions76 marks: a mixture of short and long answer questions15 marks: comprehension question

Paper 3 2 hours (30% of A Level)ContentAny content from topics 1–8, including relevant practical skillsQuestions38 marks: structured questions, including practical techniques15 marks: critical analysis of given experimental data25 marks: one essay from a choice of two titles

A Level Content Assessment Method

Course Structure

Head of Department: Dr L v Rickard


Business (AQA)

Minimum entry requirements:GCSE grade 6 in English and Maths preferred. There is norequirement to have studied Business Studies at GCSE.

How will I be taught?The department aims to develop students’ interests in theworld of Business, enhance their confidence and self-relianceand, of course, to achieve academic success. Students areencouraged to develop a variety of skills relevant to theirfuture careers and lives, which include the analysis of Businesscase studies and the formation of well-founded opinions and judgements.

Where can it lead?Studying Business need not necessarily lead to the study of a Business-related degree at university, although a largenumber of students taking the Business course do proceedto this type of course. As a social science, it could be a usefulpreparation for study in many areas and as a third subject itwill meet the A Level entry requirements for any degreewhere the subjects to be studied at A Level are not specified.Universities offer a wide range of courses that combineBusiness studies with other subjects such as ModernLanguages, Economics, ICT and even Engineering. Thesecombinations of technical skills and understanding of theBusiness world are positive selling points in a competitiveemployment market.

1. What is Business?

2. Managers, leadership and decision making

3. Decision making to improve marketing performance

4. Decision making to improve operational performance

5. Decision making to improve financial performance

6. Decision making to improve human resource performance

7. Analysing the strategic position of a Business

8. Choosing strategic direction

9. Strategic methods: how to pursue strategies

10. Managing strategic change

Paper 1: Business 1• Section A – multiple choice 15 marks• Section B – short answer questions 35 marks • Section C and D – essay questions 25 marks each • Duration 2 hours weighting 33.3%

Paper 2: Business 2• Data response • Duration 2 hours weighting 33.3%

Paper 3: Business 3• Case study followed by questions• Duration 2 hours weighting 33.3%

Assessment Method

Course Structure

Head of Department: Mr J M Percival

A Level Content


Chemistry (OCR)

Minimum entry requirements:GCSE grade 7 at Chemistry or GCSE grade 7 at additionalscience is preferred.

How will I be taught?We have an excellent range of practical equipment for use insynthetic and analytical Chemistry. Up-to-date textbooks areused and a wide variety of other materials from sources suchas the Royal Society of Chemistry are included to enhanceknowledge and understanding. The A Level course is deliveredby two experienced teachers per class, offering studentsspecialist knowledge and variety in teaching style and deliveryof the course.

Where can it lead?Our Chemistry A Level students have gone on to study ahuge variety of courses for many different careers, including:Medicine, Forensic Science, veterinary Science, Research, Law,Biochemistry, Food and Nutrition, Teaching/Lecturing,Pharmacy, Industrial Chemistry, Engineering, MolecularModelling and many more.

1. Practical skills in Chemistry

2. Foundations in Chemistry

3. Periodic table & energy

4. Core organic Chemistry

5. Physical Chemistry and transition elements

6. Organic Chemistry and analysis

1. Periodic table, elements and physical ChemistryExaminationMultiple choice and structured questions covering theoreticaland practical aspects of Periodic table, elements and physicalChemistry

2. Synthesis and analytical techniquesExaminationMultiple choice and structured questions covering theoreticaland practical aspects of organic synthesis and analyticaltechniques

3. Unified ChemistryExaminationStructured questions and extended response questions covering theory and practical skills


Course Structure

Head of Department: Mrs A Hillman


Classical Civilisation (OCR)

Minimum entry requirements:Minimum entry requirements: No knowledge of Latin orGreek is necessary for this course - everything is read inEnglish. Classical Civilisation has no specific entryrequirements. It is open to all students. It is helpful if you have an interest in, or want to learn about, the literature andculture of the ancient Greek and Roman worlds. Mostassessment is via essays, so an ability to communicateknowledge and understanding in written form is useful.

How will I be taught?Teaching tends to be done in small groups, and is oftendiscussion-based. Lessons on Greek and Roman art andmaterial culture involve learning new skills of observationand analysis, and applying this within a historical narrative ofchange and development. visual sources can be viewed inclass using photographs and drawings, but there may also betrips to the British Museum and the Cambridge Museum ofClassical Archaeology. Literary set texts are studied throughindependent and class reading. Exam-style questions andessays are set regularly.Your teachers will ensure that youknow and can recall the core facts relevant to your topics.However, once this is done, class discussion and debatealways form an enjoyable aspect of this course.

Where can it lead?Classical Civilisation combines well with English Literature,Religious Studies, History and Latin, or could provide acontrast with other subjects (e.g. sciences) in order tobroaden your education. If you have been successful atClassical Civilisation, you will have proved that you can enterupon a new area of study and learn the technical vocabularyand skills that are appropriate to it. You will have shown thatyou can write clearly and express complex ideas in a concise,logical and well-organized way. Classical Civilisation could leadon to a degree in Classical Studies, Ancient History,Archaeology, or English at university. It may well be of interestto students considering Architecture. Many doors will beopen, and the skills developed through this course will beapplicable in a range of employment areas, while yourknowledge of Greek and Roman culture will always remainwith you.

The world of the hero (two texts are studied)• Homer’s Odyssey• virgil’s Aeneid

Examination2 hours 20 minutes 100 marks40% of total A Level

Examination1 hour 45 minutes75 marks30% of total A Level

Culture and the arts • Greek art


Course Structure

Head of Department: Miss A M Wright

Examination1 hour 45 minutes 75 marks30% of total A Level

Beliefs and ideas • Greek Religion

“There’s a definite step back from staff. You’re notspoon-fed, you have to workindependently, take it seriouslyand work hard. The support isthere if you need it, but you’reencouraged to take control.”


Computer Science (AQA)

Minimum entry requirements:GCSE grade 7 in Mathematics. GCSE grade 6 or above in amodern language preferred.

How will I be taught?We have an excellent range of practical electronic andphysical resources for use in Computer science. Up-to-datetextbooks are used and a wide variety of materials fromsources such as the British Computer Society, Computing atSchool and others. The A Level course is delivered by twoexperienced A Level teachers per class, offering studentsspecialist knowledge and variety in teaching style and deliveryof the course.

Where can it lead?Our Computer science A Level students have gone on tostudy a variety of subjects at university level and beyond –Computer Science, Mathematics, Computer technology,forensics and others. Many of our students go straight fromuniversity into highly-paid employment with internationalcorporations such as Shell or Crédit Suisse.

1. Fundamentals of programming

2. Fundamentals of data structures

3. Fundamentals of algorithms

4. Theory of computation

5. Fundamentals of data representation

6. Fundamentals of computer systems

7. Fundamentals of computer organization and

architecture

8. Consequences of uses of computing

9. Fundamentals of communication and networking

10. Fundamentals of databases

11. Big Data

12. Fundamentals of functional programming

13. Systematic approach to problem-solving

14. Non-exam assessment: the computing practical

project

Paper 1: On-screen exam: 2 hours 30 minutes, 40% of A LevelWhat’s assessed:A student’s ability to program, as well as their theoreticalknowledge of Computer science from subject content 1-4QuestionsA series of short questions and write/adapt/extend programs inan electronic answer document provided by the School

Paper 2: Written exam: 2 hours 30 minutes, 40% of A LevelWhat’s assessed:A student’s ability to answer questions from subject content 5-12QuestionsCompulsory short answer and extended answer questions

Non-exam assessment: 75 marks, 20% of A LevelWhat’s assessed:The student’s ability to use the knowledge and skills gainedthrough the course to solve a practical problem. Students will beexpected to follow a systematic approach to problem-solving asmentioned in subject content 13


Course Structure

Head of Department: Mr J A Hillman


Design: Graphic Communication or 3D Design (AQA)

Minimum entry requirements:GCSE grade 6 or above in Design & Technology or Art & Designand a genuine interest in the subject.

How will I be taught?With a strong design foundation firmly in place, all A Levelstudents (both Graphics & 3D) start the course by completing ashort 5 week project which requires thorough exploration of thecore principles of the course. This includes undertaking relevantcontextual research from which to develop ideas, experimentingwith appropriate processes and techniques, and refining thechosen concept into a final outcome. Alongside this students arerequired to clearly record the progress of their ideas throughdrawing and written annotation. The purpose of this introductionis to support the students in establishing a good understanding ofA Level expectations in Design and provides the opportunity for a baseline assessment. Additionally it also gives teaching staff theopportunity to identify strengths and weaknesses very early onfor additional support.

Following on from this students will complete two furtherprojects throughout the majority of Year 12 and will then embarkon the Personal Investigation project (worth 60% of the final A Level grade) towards the end of the year (usually in June).Starting this at the end of Year 12 allows students the opportunityto make a strong start to the project and to undertake vitalprimary contextual research over the summer break.

Year 13 is spent completing the Personal Investigation project,which is due for submission in January. In February, students startthe Externally Set Assignment (worth 40% of the final A Levelgrade) which culminates in a 15 hour final exam whereby thefinal piece is created.

Two teachers work with each group, and each sharesresponsibility for their specialism: graphic communication or 3DDesign. Students are expected to take leadership of their workunder the careful guidance of their teachers and should developtheir work independently outside of the classroom.

It is firmly engrained in the department that students shouldbe given the freedom to explore personal areas of interestwithin the framework of the chosen discipline – Graphics or3D – and thus all work is individual and completely original.

All A Level Design students are expected to attend at leasttwo Design Clinic sessions per week to aid in the progressionof their work.

In the past Graphic Communication students have studieddisciplines which include:● Branding & Identity● Packaging Design● Character Design● Children Book Illustration● Advertising & Promotion● Fashion

Three Dimensional students have studied:● Architectural Design● Product Design● Body Adornment ● Environmental Design● Furniture Design

Where can it lead?Students can develop a strong portfolio during this course inreadiness for most Design related BA Hons degrees. Paststudents have entered BA Hons courses such as ArchitecturalDesign, Product Design, Fashion, and Design for Print. Forstudents who wish to gain a further year building uponexisting work a Foundation Art & Design course is usually therecommended route.

The skills acquired throughout the course such as researchskills and the ability to progress and manage workindependently are also very useful attributes to supportapplications into many other degrees and courses.


Course Structure

Head of Department: Mrs D Cracknell

1. Personal investigation

2. Externally-set assignment

No time limit96 marks60% of A Level

Preparatory period and 15 hours supervised time96 marks40% of A Level


Drama and Theatre Studies (AQA)

Minimum entry requirements:GCSE Drama is not a requirement, but beneficial. Grade 6 orhigher in English would be advantageous. A genuine passion fordrama and theatre is essential.

How will I be taught?Fast-paced, dynamic and aspirational teaching and learningsits at the heart of every drama lesson. In Year 12 studentsfocus on Component 2, working as part of a group to devisea piece influenced by the work and methodologies of aprescribed practitioner. Students are supported to maketheatre they are passionate about, to be inquisitive andadventurous in their thinking and ambitious in their creativeexecution. Exploration of Component 1- drama through theages- offers the chance to explore Sophocles’s ‘Antigone’, andmultiple trips to watch professional productions are theperfect launch pad for analysis and evaluation of live theatre.Component 3- Making theatre- begins in Year 13, withstudents exploring and analysing extracts from threedifferent plays; with a group performance of Extract 3 as afinal assessed piece. Berkoff ’s ‘Metamorphosis’ is studied as apiece of 21st century drama, with students exploring howcreative and artistic choices influence how meaning iscommunicated to an audience. All practical examination workis supported by the school’s academic technician, and TheSeckford Theatre provides an exceptional space for studentsto realise their creative ambitions. All written tasks areunderpinned by clearly structured seminar style lessons, withregular written tasks preparing students for the demands ofthe written exam.

Where can it lead?A-level in drama can lead absolutely anywhere! Manystudents have gone on to read drama as part of a single orjoint honours degree at leading universities. We also have aproven track record of success with students going on totrain at prestigious drama schools such as Central School ofSpeech and Drama, LAMDA and ALRA. Drama students arerenowned for their creativity, adaptability, empathy andcollaboration; essential skills for any twenty-first centurylearner.

Component 1- Drama and theatreKnowledge and understanding of drama and theatreStudy of two plays; Antigone and MetamorphosisAnalysis and evaluation of the work of live theatre makers

40% of A Level

30% of A Level

30% of A Level

Component 2 - Creating original drama

Component 3 - Making theatre


Course Structure

Head of Department: Miss G Mayes

“I’ve really learned timemanagement and organizationalskills - and fast. I know, though,that these are essential skillsfor the future, so it’s all positive.”


Economics (AQA)

Minimum entry requirements:Grade 6 in Mathematics and grade 6 in English Language atGCSE or equivalent. There is no requirement to have studiedBusiness studies at GCSE.

How will I be taught?There is bound to be a degree of formal teaching in a subject that is new to all students. However, once economicprinciples have been understood, lessons will frequentlyinvolve discussion and application of theory throughinteractive methods and more formal written questions. It is vital that students think for themselves and practise the application of economic theory to real world issues. The quality press is a vital source of information in a subjectthat is topical and therefore students are encouraged to readwidely. The use of relevant economics and news websites isalso actively encouraged.

Where can it lead?Economics is a subject requiring much logical analysis and istherefore highly favoured by many degree courses such asLaw, Business and Management in addition to further study of the discipline itself. There are many and varied careers inwhich an economics education is useful, such as finance, civilservice and local government.

Graduates in Economics earn more on average than othergraduates. Furthermore, an understanding of resourceallocation and the workings of the economic system areessential to modern Business. Anyone intending to beinvolved in management of any size of Business should havean insight into economic principles.

1. Individuals, firms, markets and market failure• Economic methodology and the economic problem• Individual economic decision making• Price determination in a competitive market• Production, costs and revenue• Perfect competition, imperfectly competitive markets and

monopoly• The labour market• The distribution of income and wealth: poverty and inequality• The market mechanism, market failure and government

intervention in markets

2. The national and international economy• The measurement of macroeconomic performance• How the macroeconomy works : the circular flow of income,

AD/AS analysis, and related concepts• Economic performance• Financial markets and monetary policy• The international economy

3. Economic principles and issues• All content 1–14 above

Unit 1 Written exam: 2 hours80 marks33.3% of A LevelSection A: data response questions requiring writtenanswers, choice of one from two contexts worth 40 marksSection B: essay questions requiring written answers,choice of one from three worth 40 marks

Unit 2Written exam: 2 hours80 marks33.3% of A LevelSection A: data response questions requiring writtenanswers, choice of one from two contexts worth 40 marksSection B: essay questions requiring written answers,choice of one from three worth 40 marks

Unit 3Written exam: 2 hours80 marks33.3% of A LevelSection A: multiple choice questions worth 30 marksSection B: case study questions requiring writtenanswers, worth 50 marks


Course Structure

Head of Department: Mr J M Percival


English Literature (OCR)

Minimum entry requirements:GCSE grade 6 or IGCSE grade 6 in English Language and English Literature.

How will I be taught?The course enables students to enjoy reading and discussingEnglish Literature, and to increase their understanding of whatthe study of literature involves. The emphasis is on developingthe confidence to respond independently to a wide range oftexts in depth, through close reading, a variety of criticalapproaches, and an appreciation of the contexts in whichliterary texts are written and understood. As the studentsdevelop an understanding of modern critical theory, forexample, they will also be helped to improve their writing inorder to capture the depth and complexity of the ideas raisedin discussion and through reading and analysis.

The A Level course is delivered by two A Level teachers per class, offering students specialist knowledge and varietyin teaching style and delivery.

Where can it lead?An A Level in English Literature is welcomed as a qualificationfor many careers, and provides a very wide range ofopportunities for courses in the arts, humanities, media andcommunications at degree level. English Literature can also bea valuable contrast to scientific, technological and economicsbased subjects, opening up greater breadth of interest, rangeof reference and facility with ideas and language.

1. Drama and poetry pre-1900a. Shakespeare (30)b. Drama and poetry pre-1900 (30)For Shakespeare you might study Hamlet orThe Tempest, answering one question on a passage and one on the play as a whole.For the drama and poetry, you will work on Ibsen’s A Doll’s House and Rossetti’sSelected Poetry or Webster’sThe Duchess of Malfi and two books from Milton’sParadise Lost.These paired texts will be written about together, providing scope forinteresting comparisons.

2. Comparative and contextual studya. Close reading in chosen topic area (30)b. Comparative and contextual study from chosen topic area (30). For comparative and contextual study you will study two texts from a topic or distinctgenre. This might be a study of dystopian fiction such as Atwood’s The Handmaid’s Tale,Orwell’s 1984 or Bradbury’s Fahrenheit 451or a focus on gothic fiction such as BramStoker’s Dracula and Angela Carter’s The Bloody Chamber. Beyond the set texts studentswill examine extracts from the genre as it has developed and continues to be relevantto modern readers. Samples taken from a wide range of texts will help studentsprepare to tackle an unseen passage in the examination.

3. Literature post-1900a. Critical piece OR re-creative piece with commentary (15)b. Linked texts essay (25)For the course work, students produce two pieces of work, the first a 1000-word essay or re-creative piece plus commentary on one collection of poetrypublished since 2000, the second, a 2000-word essay exploring comparisons andcontrasts between two texts (one play, one novel). All three texts must have beenpublished after 1900 and include a poetry, a prose and a drama text, one of whichmust have been published after the year 2000. For example, you might study threetexts on the theme of Post-War America, Relationships and Change, Time or TheContemporary World.

Unit 1 ExaminationWritten paperClosed text, 2 hours 30 minutes60 marks or 40% of the A Level

Unit 2ExaminationWritten paperClosed text, 2 hours 30 minutes60 marks or 40% of the A Level

Unit 3Course workInternally assessed40 marks or 20% of the A Level


Course Structure

Acting Head of Department : Mrs A H Davis

“You can approach any teacherabout anything if you’reenthusiastic about a subject, notjust the ones teaching you. Theydon’t need to teach you to supportyou or enjoy a conversation!”

Fine Art (OCR)Minimum entry requirements:The Induction for Year 12 A-Level artists is entitled ‘NewBeginnings.There are a number of pathways within thisInduction. Fine Art encompasses painting, sculptural, fashion,drawing, ceramics and more. Photography based art (animation,film, still photography etc) is a separate course. Students canstudy both Fine Art and Photography in distinct blocks.

The focus of the course is on becoming an artist rather thanmaking art to suit an assessment matrix; we chase good art andachieve great academic results in doing so. As the coursedevelops the assessment criteria are used to critique work butthey are not the only determining factors regarding success; self-satisfaction and identity are paramount to us. We seek whereverpossible to meet and get to know prospective sixth form artistsbefore they arrive so that we can pre-emptively make provisionfor them in their Induction.

Initially class time is filled with 4 short challenges which are opento interpretation. They cover painting, drawing, sculpture andphotography. Meanwhile the homework is designed to maximisethe artistic freedom of the students. Every week students aregiven a different word to respond to in whatever manner theychoose. Support is of course given and an idea of how muchwork to produce is proscribed but the direction of the artists’work is in their own hands. The deeply practical nature of thisInduction is complemented by a course text.We read ‘What AreYou Looking At? 150 Years of Modern Art in the Blink of an Eye’by Will Gompertz and discussed weekly.

All sixth former artists are given their own separate studio spaceto work in. Once the Induction is over the students complete athree term long Personal Investigation.The remit of which istheir choice and which is accompanied by a related study (ashort essay).The course finishes with a shorter Externally SetTask which sees the artists select and respond to a theme givento us by OCR, our exam board.

Beyond the classroom our artists exhibit twice a year in two bigvery well attended shows, they create a limited edition print forsale each year (the student artists receive 50% of their profits!Please see www.woodbridgeschoolartdepartment.com fordetails), they go on a number of trips, attend whole dayworkshops and get to meet and talk to a number of visitingartists.

1. Induction projects2. Woodbridge Editions and additional extra curricular opportunities.3. A Level Personal Investigation that includes a Related Study. (60% of A Level)4. A Level externally-set task (40% of A Level)5. Portfolio preparation

A Level Content

Course Structure

Head of Department: Mr J Hutchinson

Many of our cohort leave for an art based degrees, but not all.We support this process. Art is seen as a hugely worthwhileoccupation and discipline by the whole school. Students andstaff alike work very hard to get the best results. Our aim is toopen doors for our artists, to allow them to be themselves andto function on a commanding level practically and conceptually.

How will I be taught?Most of our candidates will have studied GCSE Art and Design,but we do make exceptions where appropriate. A successfulYear 13 artist will need to be adaptable, passionate, skilful,analytical, independent, imaginative, organised and resourceful.The manner in which we teach, therefore, aims at the continueddevelopment of these skills. We do not have a ‘house style’; it isimperative that at each stage of the course students seek todevelop their own artistic personality. It is commonplace thatour Year 13 exhibition shows a mixture of hand craftedoutcomes and digital art; sculpture and installation alongsidepainting, photography, film, textiles and drawing. As adepartment we are an attractive, complementary blend of thetraditional and the contemporary. Students are expected tocritique each other’s work, at times assess their own work andrespond practically to teacher/ student discussions. Formativeassessment and good communication between student/ home/school continue to prove most influential in driving ourstudents forward.Woodbridge School’s ethos regarding theneed for students to forge ahead in becoming more resilient,reflective, better a communicating, more imaginative andunafraid to be an individual have particular pride of place in thisdepartment. These are core attributes for any work place.

Where can it lead?Art based courses:● Foundation course● BA Hons in Fine Art, Fashion, Graphic Design, ProductDesign, Illustration, Ceramic Arts, Photography, Costume, Film,Art History and more. ● This can then lead on to an MA.● Architecture is a very popular next step for A Level artists.

Non Art based courses:● Lots of students also go from here to non Art based degreesin which case as well as being an important grade on your UCASapplication you take with you lots of skills developed in the ALevel such as problem‐solving, creativity, critical thinking – suchas analysing, synthesising, communication, relationship buildingskills, adaptability, self‐management and self-development.


Geography Minimum entry requirements:None. GCSE Geography grade 6 minimum is useful, butcandidates without it will be considered individually.

How will I be taught?Each unit is delivered by teachers who are experienced in theirfields. A wide variety of methods is used with up-to-dateresources including videos, maps, photographs, textbooks andICT packages. Field work is an integral part of the course andthe local environment is used extensively. Geography is thebest subject on Earth! That is what it is all about: your world,what it is like, the issues that it faces, the impacts that you haveon it and that it has on you.

Where can it lead?Where can it lead? Anywhere! Geography degrees, with thepotential to specialise in either physical or human areas arepopular choices, as are other science-based courses such asOceanography, Geology, Conservation, Engineering andMeteorology. Humanities courses such as InternationalDevelopment; Law; Planning; Business also regard Geographyas a valuable A Level subject. The skills and knowledge gainedlead to careers in a wide range of professions.

Physical Systems (01)Landscape Systems• At least one from Coastal Landscapes, Glaciated Landscapes or

Dryland LandscapesEarth’s Life Support Systems• Importance of water and carbon to life on Earth• Case studies of tropical rainforest and Arctic tundra

Examination1 hour 30 minutes 22% of total A Level

Examination1 hour 30 minutes22% of total A Level

Human Interactions (02)Changing Spaces; Making Places• How place is understood and represented• An increasingly interconnected world with patterns, unequal flows,

challenges and geopoliticsGlobal Connections• Global Systems: Trade in the Contemporary World or Global

Migration• Global Governance: Human Rights or Power and Borders


Course Structure

Head of Department: Miss J A Gill

Examination2 hours 30 minutes36% of total A Level

Geographical Debates (03)At least two from• Climate change• Disease dilemmas• Exploring oceans• Future of food• Hazardous earth

Non-examined assessment20% of total A Level

Investigative Geography (04)Non-examined assessment, which is an independent geographicalinvestigation conducted by each candidate based on primary andsecondary data


The work is tougher but it’sactually more enjoyable. I just love Geography; the things I amlearning about now actually makemy blood pump! We’re learningabout natural disasters, and I’mfinding lessons fascinating.”

“Go for what you want to do,rather than what you’re good ator advised to do. If you’re actuallyinterested in the subjects then itmakes the workload easier andyour determination to succeed is stronger.”


History (AQA)

Minimum entry requirements:GCSE grade 6 in History and a high grade in English Languageor English Literature. For students who have not studied GCSEHistory, each case will be assessed on its merits.

How will I be taught?History puts the human experience at the heart of everythingwe learn. Emphasis is placed upon discussion and debate;lessons may include research exercises but focus upon theneed to form and promote robust arguments. Teacher-ledwhole-class presentations encourage students to ask questionsand discover more; they include an expectation that studentswill contribute, or take a lead, in sharing their own findings.Students will also embark on a wide range of skill-specific tasks to ensure that their inner historian can emerge andflourish. Preparatory study will centre primarily upon reading,taking notes, preparing for seminars, and writing essays anddocument responses.

Where can it lead?History is one of the facilitating A Levels so is highly regardedby selecting universities. It lends itself to most degree coursesbut especially to History, Law, Politics, Journalism, Sociology,Anthropology and Criminology. Former historians have evenbeen known to become information technology consultants.More usually they make excellent lawyers, detectives,politicians, diplomats, journalists and business leaders of alldescriptions. Famous history graduates include John F. Kennedy,Gordon Brown, Sacha Baron Cohen, Prince Charles, MichaelPortillo, Shakira, Louis Theroux, Bruce Dickenson, MikeAtherton, Jonathan Ross and Laura Kuenssberg. Many of theworld’s top businesses have also been headed by adisproportionately large number of historians; Anita Roddick(founder Body Shop), Chris Hughes (co-founder Facebook),Donna Dubinsky (CEO Palm), Samuel Palmisano (CEO IBM),Carly Fiorina (president and CEO Hewlett-Packard), HowardStringer (chairman and CEO Sony), Richard B. Fisher (chairmanMorgan Stanley), Lee Lacocca (CEO Chrysler), Charles Sennott(co-founder Global news), Ben Silverman (co-chairman NBC)and James Kilts (CEO Gillette).

1. Tsarist and Communist Russia 1855–1964

2. Religious conflict: England c1529– c1570

3. Historical investigation

One essay from:

Was the Late Medieval Church a healthy institution?

Was John a bad king?

Was Douglas Haig an incompetent butcher?

With regard to his foreign policy was Hitler a traditional

German statesman?

Unit 1 Examination2 hours 30 minutes40% of total A Level

Unit 2Examination2 hours 30 minutes40% of total A Level

Unit 3Coursework essay4500 words20% of total A Level


Course Structure

Head of Department: Mr N E Smith


Latin (OCR)

Minimum entry requirements:GCSE Latin at grade 7 or equivalent

How will I be taught?Teaching is usually done in small groups. Much of the grammar will have been taught at GCSE, but this is thoroughlyrevised and extended at A Level, with the aim of increasingreading fluency of Latin texts. You will regularly be givengraded passages of Latin prose and verse for unseentranslation in order to build up your translation skills. You will also read a range of Roman authors in the originalLatin and in this way you will build confidence in yourawareness and understanding of vocabulary, accidence andsyntax, and also gain a deeper insight into Roman culture. To this end, extended reading in English will be donealongside your studies of Latin texts. In studying Latinliterature, you will be reading authors such as Cicero, virgiland Ovid. You will learn to evaluate and respond to theseworks of Latin literature, analysing the authors’ use of languageand thus extending the literary critical skills that youdeveloped at GCSE.

Where can it lead?Latin is a very highly regarded A Level and is recognised as a marker of exceptional academic ability. By learning to readsophisticated literary texts in the original language, and byacquiring mastery of a highly inflected language purely throughits grammatical rules, you will demonstrate to universityadmissions tutors and future employers that you have a suppleand powerful mind and that you have developed a broad rangeof critical and analytical abilities. Latin combines well withEnglish, History, Classical Civilisation, Modern Languages and,interestingly, Mathematics. Latin can be studied as Classicsalongside Greek at universities such as Oxford andCambridge. Latin can also be of great benefit for those takingdegrees in English, History, Comparative Literature, Linguistics,and Modern Languages. Latin is particularly valued by facultiesof law, as Latinists have been solidly trained to analyse textswith precision and to express thoughts and ideas clearly and coherently.

Classical Greek is also available at a variety oflevels, including GCSE and AS.

Latin Language (2 papers)Unseen Translation1 hour 45 minutes33% of total A Level

Prose Composition or Comprehension1 hour 15 minutes17% of total A Level

Latin Literature (2 papers)Prose Literature2 hours17% of total A Level

verse Literature2 hours25% of total A Level

The unseen translation question paper has two sections:A: candidates will translate a passage of unseen prose into EnglishB: candidates will translate a passage of unseen verse into English and scan twolines of verse

The prose composition or comprehension question paper has two sections,either:A: candidates will complete a short translation, answer comprehensionquestions and grammar questions; orB: candidates will translate a passage of English, of at least 100 words, into Latin

In the prose literature question paper candidates answer comprehensionquestions, set text translation and analysis questions on the texts that they havestudied, also drawing upon the additional reading they have done in English

In the verse literature question paper candidates answer comprehensionquestions, set text translation and analysis questions on the texts that they havestudied, also drawing upon the additional reading they have done in English


Course Structure

Head of Department: Miss A M Wright


Mathematics (Edexcel)

Minimum entry requirements:GCSE or IGCSE grade 7.

How will I be taught?The course is delivered by two teachers, one focusing on thepure side of the course, the other on the applied (statistics andmechanics). Students are provided with a hard copy of thetextbook and access to an online interactive copy.There aremany subject clinics on offer so plenty of opportunity for extrasupport.

Where can it lead?Mathematics A Level is a hugely sought-after qualification andthe Russell Group universities have listed it as one of theirfacilitating subjects that equip students with the skills andknowledge to undertake courses at some of the mostcompetitive universities.The problem-solving skills that itdevelops are applicable to most aspects of modern life and it is perhaps most important for potential applicants toeconomics, engineering, scientific and computing courses.

Pure Mathematics including: trigonometry, calculus, algebra and numerical analysis

Examination2 x 2 hours at the end of Y132/3 of total A Level

Examination2 hours at the end of Y13 1/3 of total A Level(Paper split equally betweenmechanics and statistics)

Mechanics including: motion under constant acceleration, motion in a plane, forcesStatistics including: Normal distributions, probability, hypothesis testing


Course Structure

Head of Department: Mrs E Turner

Further Mathematics (Edexcel)

Minimum entry requirements:GCSE or IGCSE grade 9. Further Mathematics can be studiedonly in addition to Mathematics.

How will I be taught?The Mathematics and Further Mathematics course isdelivered by either two or three teachers, using computersimulations and software where appropriate to aid astudent's understanding. There are many subject clinics onoffer so plenty of opportunity for extra support.

Where can it lead?This is a challenging and stimulating course aimed at the bestyoung mathematicians. The Mathematics covered is requirednot only for Mathematics degrees but is also hugely beneficialfor some science, computing and engineering courses.An A Level in Further Mathematics will give the student amajor advantage over those who have not studied it and willlead to a much more advanced understanding of Mathematics.

Year 12: Mostly material from the A Level course will bestudied in Year 12

Assessed as Mathematics A Level at theend of Y13

Further Mathematics assessment


Course Structure

Head of Department: Mrs E Turner

2 x 90 minute exams, core pure Mathematics 3D vectors, matrices, complex numbers, furthercalculus and algebra, polar coordinateshyperbolic functions, differential equations.

2 x 90 minutes exams one Further Pure MathematicsOne Further MechanicsAdditional applied material including:work, energy, momentum and impulseAdditional pure material including Taylor Series, additional calculus, further differentialequations, vectors and numerical methods.


“Advice for those starting ALevels? Get yourselves organized!Get your files sorted out first. Itsounds silly but that organizationreally makes a huge differencewhen you need it.”


Modern Languages (French, Spanish)(AQA)

Minimum entry requirements:GCSE grade 7 in the language to be studied, though GCSEgrade 8/9 is a better indicator of success at A Level.

How will I be taught?Twelve lessons per fortnight shared by two languageteachers, plus one lesson per week with the languageassistant who is a native speaker of the target language. Muchuse will be made of Kerboodle and Dynamic Learning, twoInternet-based software packages, along with a plethora ofother authentic resources. Grammar is reviewed in the firstinstance, and topics relating to aspects of society, culture,multiculturalism and political life are taught and consolidatedin a variety of ways. Film and literature are also examined andstudents are expected to research a topic of their ownchoice which is discussed in the oral.

Where can it lead?Entry to any good university to study a degree course in the language(s), including a year abroad. Alternatively, a proven record in advanced language learning allows access to new languages such as Russian, Mandarin or Arabic.Language skills support success in many academic courses(with study abroad through the EU Erasmus scheme) andthose, along with other advantages such as cultural sensitivity,lead to success in a wide variety of professional careers.

Paper 1: Listening, reading and writing• Aspects of society

• Artistic culture

• Multiculturalism

• Aspects of political life

• Grammar

Paper 2: Writing• One text and one film

• Grammar

Paper 3: Speaking• An individual research project

• One of four sub-themes i.e. aspects of society, or artistic culture, or

multiculturalism in society, or aspects of politcial life

• Written exam: 2 hours 30 minutes

• Listening, reading and translation

• 100 marks in total

• 50% of A Level

• Written exam: 2 hours

• Two essays: (300 words each in the

target language): one on the film, one

on the novel


• 20% of A Level

• Oral exam: 21-23 minutes (including

5 minutes preparation time)


• 30% of A Level


Course Structure

Head of Department: Mrs L R Chandler

Modern Languages(Mandarin) (Pre U - Cambridge International)

Minimum entry requirements:GCSE or IGCSE grade 7 or above in Mandarin

How will I be taught?• Teaching is shared by two teachers (language and culture),

plus one lesson per week with the language assistant who isa native speaker of the target language.

• Students are encouraged to research about Chinese cultureas well as the language itself.

• Chairman’s Bao, internet-based software, Easy Steps toChinese 4, 5, 6 along with other authentic materials are usedto assist the learning.

• Grammar is reviewed in the first instance, and topics relatingto aspects of family, young people, education, media, workand leisure and equality of opportunities are taught andconsolidated in a variety of ways.

• An English version of the Mandarin literature will beexamined along with the cultural topic.

• Students are expected to research a topic of their ownchoice which is discussed in the oral.

Where can it lead?• Entry to any good university to study a degree course in

the language(s), including universities in China!• Mandarin can be studied in many top universities around

the UK either as the main subject or as a joint course. • You can communicate with more than a billion people

in Mandarin.• It can bring advantages to your career. Being a Mandarin

speaker can make you an attractive hire.• International businesses tend to hire people who speak

more than one language. China’s economy is boomingand business leaders are looking for people who canspeak the language and operate successfully in a Chinesecultural context.

Paper 1: Speaking• Prepared topic and topic conversation, 5-7 minutes• General conversation, 6- 8 minutes

Paper 2: Listening, Reading and Translation • Identification of tones and pinyin• Summarise listening material in English• Grammatical structures • Idioms• Translate Mandarin passage (200 characters) into English

2 hours 30 minutes, 60 marks, 30% of Pre U • Listening, 30 minutes, 20 marks• Reading, 45 minutes, 18 marks• Idioms, 15 minutes, 6 marks• Translation, 60 minutes, 16 marks

cont...

approx. 15 minutes, 60 marks, 20% of Pre U• Speaking test, externally assessed by a

visiting examiner • Prepared topic 15 marks• Topic conversation 15 marks• General conversation 15 marks • Pronunciation/intonation and feel for the

language 15 marks

Pre U Content Assessment Method

Course Structure



Paper 4 Chinese Culture • Topics in Chinese culture• Chinese literature

2 hours 30 minutes, 60 marks, 25% of Pre U • Essay writing in English, 30 marks per essay• Answer one question from each of the

two sections• Write 600-750 words

Pre U Content Assessment Method

Course Structure

Head of Department: Mrs L R Chandler

Modern Languages(Mandarin) (Pre U - Cambridge International) continued

Paper 3: Writing and Usage • Radical and stroke order• Use of grammar markers, measure words• Letter writing • Opinion essay writing

2 hours, 60 marks, 20% of Pre U• Radical and stroke order skills, 5 minutes,

and use of grammar markers, aspectmarkets and measure words, 10 minutes,10 marks

• Letter writing, 30 minutes, 20 marks• Opinion essay, 1 hours 15 minutes,

30 marks


Music (Eduqas)

Minimum entry requirements:Most pupils will have successfully followed the GCSE course,although gifted performers or composers, after consultationwith staff, could be accepted without GCSE music. Those takingthe course will be fully involved in practical music making and soenthusiasm and dedication are essential.

How will I be taught?Music is a varied and interesting A-level subject whichdevelops a plethora of music skills: performance, composition,harmony, aural, analytical skills and essay writing techniques. Ifyou are naturally creative and enjoy a variety of activities anddisciplines, then music A-level is the one for you. The subjectis taught holistically with several disciplines being exercisedwithin one lesson to ensure that we develop the wholemusician and encourage high-end thinking, makingconnections between learning. Whilst there is a good level ofpractical activity in the course, through performance andcomposition, you will also learn to analyse the music and gaina deeper insight into the social and historical context of itscreation as well as the mechanics behind the harmony. This inturn will deepen your overall understanding and enhanceyour performance and creative skills.

Where can it lead?The unique skills gained by music students will enhance theirprofile and ultimately their employability: self-management,team work, social awareness, problem solving, communication,independence, numeracy and IT skills are all an integral partof the course. A music student develops all seven of these. Bythis measure, music students and graduates gain skills whichare valuable to employers, not just in music specific pathwaysbut also in business and the city.

Course outlineThe A-level course includes a mixture of musical traditionsand styles to suit all tastes. Great emphasis is placed upondeveloping independence of thought and expression, acapacity for intellectual study, and greater personal awarenessof the social and sociological factors that permeate thecreation of music.

Component 1Option A: 35% of qualificationOption B: 25% of qualification

Component 2Option A: 25% of qualificationOption B: 35% of qualification

Component 3Written examination: 2 hours 15 minutes 40% of qualification

There are 3 components:

1. Performing • Option A: Minimum of three pieces.

Total duration of performances: 10-12 minutes • Option B: Minimum of two pieces.

Total duration of performances: 6-8 minutes

2. Composing: • Option A: Two compositions. Total duration of compositions: 4-6 minutes • Option B: Three compositions. Total duration of compositions: 8-10 minutes

3. Appraising: Questions include:• Set work analysis with a score• Extended responses on wider context• Unprepared extracts of music with and without a score• Comparison questionsAreas of study include:• The Western Classical Tradition• Rock and Pop• Musical Theatre• Jazz• Into the twentieth century• Into the twenty-first century


Course Structure

Head of Department: Mrs E Kent


Photography (OCR)

Minimum entry requirements:The Induction for Year 12 A Level photographers is entitled‘New Beginnings. There are a number of pathways within thisInduction. Photography or Lens based art includes animation,film and still photography. Fine Art (encompassing painting,sculptural, fashion, drawing and ceramics) is a separatecourse. Students can study both Fine Art and Photography indistinct blocks.

How will I be taught?The focus of the course is on becoming an artist/ photographerrather than making images to suit an assessment matrix; wechase good art and achieve great academic results in doing so.As the course develops the assessment criteria are used tocritique work but they are not the only determining factorsregarding success; self-satisfaction and identity are paramountto us.We seek wherever possible to meet and get to knowprospective sixth form artists before they arrive so that wecan pre-emptively make provision for them in their Induction.

Initially class time is filled with short challenges which are opento interpretation but which stretch the technical possibilitiesof the artists. Meanwhile the homework is designed tomaximise the artistic freedom of the students. Every weekstudents are given a different word to respond to in whateverphotographic manner they choose. Support is of course givenand an idea of how much work to produce is proscribed butthe direction of the artists’ work is in their own hands. Thedeeply practical nature of this Induction is complemented by acourse text.We read ‘The Photograph as Contemporary Art(World of Art)’ by Charlotte Cotton and discussed weekly. This is topped off with 6 Studio Masterclasses with a visitingphotographer. We have a tremendous photographic studio.Students can use the equipment in and out of the lessons. Forthe course it is also expected that students have their ownDSLR camera.

Once the Induction is over the students complete a threeterm long Personal Investigation.The remit of which is theirchoice and which is accompanied by a related study (a short

essay).The course finishes with a shorter Externally Set Taskwhich sees the artists select and respond to a theme given tous by OCR, our exam board.

Beyond the classroom our artists exhibit twice a year in twobig very well attended shows, they create a limited edition printfor sale each year (the student artists receive 50% of theirprofits! Please see www.woodbridgeschoolartdepartment.comfor details), they go on a number of trips, attend whole dayworkshops and get to meet and talk to a number of visitingartists.

Many of our cohort leave for art/photography based degrees,but not all.We support this process. Art is seen as a hugelyworthwhile occupation and discipline by the whole school.Students and staff alike work very hard to get the best results.Our aim is to open doors for our artists, to allow them to bethemselves and to function on a commanding level practicallyand conceptually.

Where can it lead?Art based courses:● Foundation course● BA Hons in Fine Art, Fashion, Graphic Design, ProductDesign, Illustration, Ceramic Arts, Photography, Costume,Film, Art History and more● This can then lead on to an MA.● Architecture is a very popular next step for A Level artists.

Non Art based courses:● Lots of students also go from here to non Art baseddegrees in which case as well as being an important grade onyour UCAS application you take with you lots of skillsdeveloped in the A Level such as problem‐solving, creativity,critical thinking – such as analysing, synthesising,communication, relationship building skills, adaptability,self‐management and self-development.

1. Induction projects2. Woodbridge Editions and additional extra curricular opportunities.3. A Level Personal Investigation that includes a Related Study. (60% of A Level)4. A Level externally-set task (40% of A Level)5. Portfolio preparation6. Studio Masterclasses

A Level Content

Course Structure

Head of Department: J Hutchinson

Physical Education (AQA)

Minimum entry requirements:It is not a requirement that you should have studied GCSE PE,but candidates should have at least a grade 6 in Biology oradditional science. First-team, club, or county-level sport ismandatory as either a player/performer or coach.

How will I be taught?The A Level specification will equip students with both adepth and breadth of knowledge, understanding and skillsrelating to scientific, socio-cultural and practical aspects ofphysical education. This will require them to:

● Develop theoretical knowledge and understanding of thefactors that underpin physical activity and sport and use thisknowledge to improve performance● Understand how physiological and psychological statesaffect performance● Understand the key socio-cultural factors that influencepeople’s involvement in physical activity and sport● Understand the role of technology in physical activity and sport● Refine their ability to perform effectively in physical activityand sport by developing skills and techniques by selecting andusing tactics, strategies and/or compositional ideas

● Develop their ability to analyse and evaluate to improveperformance● Understand the contribution which physical activity makesto health and fitness● Improve as effective and independent learners and as critical and reflective thinkers with curious and enquiring minds.● Play to their strengths and gain dynamic theoretical andpractical skills for further education or work.

Subject content:● Applied anatomy and physiology

● Skill acquisition

● Sport and society

● Exercise physiology

● Biomechanical movement

● Sport psychology

● Sport and society and the role of technology in physical

activity and sport

Where can it lead?Degrees in Sports Science, Physiotherapy, Teaching, SportsJournalism, Sports Media and many more professions.

Paper 1: Factors affecting participation in physical activity and sport

Section A: Applied anatomySection B: Skill acquisition Section C: Sport & society

Section A, B & C: multiple choice,short answer & extended writing(35 marks each)Written paper, 2 hours, 105 marks35% of A Level

Section A, B & C: multiple choice,short answer & extended writing(35 marks each)Written paper, 2 hours, 105 marks35% of A Level

Paper 2: Factors affecting optimal performance in physical activity and sport

Section A: Exercise physiology and biomechanicsSection B: Sports PsychologySection C: Sport and society and technology in sport

A Level Content

Internal assessment, externalmoderation90 marks30% of A Level

Non-exam assessment: Practical performance in physical activity and sport

Students are assessed as a performer or coach in the full-sided version of one activityPlus: written/verbal analysis

Assessment Method

Course Structure

Head of Department: Miss N L Sanders



Physics (OCR Physics A)

Minimum entry requirements:GCSE grade 7 in Physics or additional science is stronglyrecommended. Grade 7 in GCSE Mathematics is also highlydesirable.

How will I be taught?Teaching will be shared between three experienced teachersin our well-equipped laboratories. The emphasis will be onpractical work, observation and data collection, leading tounderstanding the underlying concepts and using knowledgeand information in problem-solving. You will have access to arange of digital resources including Kerboodle containing theelectronic version of the textbook and itslearning, theSchool’s vLE, with a range of study materials and revisionguides. Both itslearning and Kerboodle are accessibleanywhere through an internet connection.

Where can it lead?Why Physics? ‘Physics is important… it has no limits –everything in your life, on this planet, other planets, to the far reaches of the universe and beyond, is in Physics’.Professions in engineering, energy, scientific research, medicine,dentistry, meteorology, and more, are all enhanced by having anA Level in Physics. Many non-scientific careers value theanalytical abilities and problem-solving skills that an A Level inPhysics develops.

Additional information on the course can be obtained fromthe following website:https://www.ocr.org.uk/qualifications/as-and-a-level/physics-a-h156-h556-from-2015/

The course is divided into 6 modules.• Module 1: Development of practical skills in Physics• Module 2: Foundations in Physics• Module 3: Forces and motion• Module 4: Electrons, waves and photons• Module 5: Newtonian world and Astrophysics• Module 6: Particles and medical Physics

SI units, Newton’s Laws of Motion, estimation, awarenessof limitations of physical measurements, vectors, scalars,mechanics, circular motion, electric circuits (includingcapacitance), waves, kinetic theory, quantum and nuclearphysics, and fields (electric and gravitational) are just someof the topics that will be studied.

Assessment is by three examinations which assess contentfrom all 6 modules:Component 1 - Modelling Physics (01) Assesses content from modules 1, 2, 3 and 52 hours 15 minutes, written paper (100 marks, 37%)Component 2 - Exploring Physics Assesses content from modules 1, 2, 4 and 62 hours 15 minutes, written paper (100 marks, 37%)Component 3 - Unified Physics Assesses content from all modules (1 to 6) 1 hour 30 minutes, written paper (70 marks, 26%)

There is also a Practical endorsement in Physics (04)component which is a non-exam assessment


Course Structure

Head of Department: Mr J D Morcombe

“Actually the step up betweenYear 11 and Year 12 wasn’t as badas I was expecting as we were sowell prepared by the teachers,but the transition between Years12 and 13 was tough, so youneed to be prepared.”


Psychology (AQA)

Minimum entry requirements:GCSE grade 6 in Biology or additional science, Mathematics and English.

How will I be taught?Teaching and learning in Psychology are a mixture of:● Teacher-led classroom discussion in which notes based

on worksheets should be taken.● Student-centred learning in which students will be asked

to research topics and to report back, perhaps in apresentation. This is often accomplished in small groups.

● Small research projects to demonstrate ideas or conceptsand learn the methodology.

Where can it lead?About a quarter of those who study Psychology at A Level atWoodbridge go on to study psychology at university; CriminalPsychology is currently very popular. Other courses pursuedare Education, Nursing, Business, Advertising and Marketing as well as law enforcement and the armed forces. Notsurprisingly, the study of psychology equips you for anyprofession in which you might have to deal with other people!

````

Paper 1: Introductory topics in Psychologywritten exam: 2 hours96 marks in total33.3% of A Levelmultiple choice, short answer and extended writing24 marks each

Paper 2: Psychology in contextwritten exam: 2 hours96 marks in total33.3% of A Levelmultiple choice, short answerand extended writing 24 marks each

Paper 3: Issues and options in psychologywritten exam: 2 hours96 marks in total33.3% of A Levelmultiple choice, short answer and extended writing24 marksthree further topics fromdifferent sections, multiple choice, short answer andextended writing24 marks each


Course Structure

Head of Department: Ms K H Maskell

Unit 1a) Social influence: conformity and authority, considering Milgram and Zimbardob) Memory: how we remember and what it is that makes us forget, with particularreference to eye-witness testimonyc) Attachment: the implications of poor attachment in infancy, infant-caregiverinteractions and how these might influence development in later lifed) Psychopathology: the symptoms, causes and treatments of obsessive compulsivedisorder, phobias and depression

Unit 2:a) Approaches in Psychology: the origins of Psychology and the work of the earlypsychologists such as Wundt, Watson, Freud, Pavlov, Skinner, Maslow and the five mainapproaches to understanding human behaviourb) Biopsychology: our behaviour stems from how we are affected by our biologicalenvironment, investigating the nervous system, the brain and the effect of medications,injuryc) Research methods: different research methods used by psychologists and theirstrengths and limitations. Scientific processes and techniques of data handling andanalysis. In this topic students will have the opportunity to put their knowledge ofresearch methods into practice by completing their own research project.

Unit 3:a) Issues and debates in Psychology: “are we free to choose our behaviour?” “Is mybehaviour the result of my biology or my upbringing?” We aim to answer these amongstother questionsb) Gender: what is it that makes a little boy more active and/or aggressive than a littlegirl? Is it our genetics and biology or our upbringing?c) Schizophrenia: this topic looks at the symptoms and types of schizophrenia, thepossible causes and the treatments that are availabled) Aggression: why do some individuals show higher levels of aggression? We examinethe various biological and environmental explanations for aggression and also covertopics such as institutional aggression in prisons in this unit.


Religious Studies (Edexcel)

Minimum entry requirements:You should have at least a grade 5/6 in English Language orEnglish Literature, and just as important – an open andenquiring mind.

The new revised specification allows students to explore threekey areas that together could be described as theology. These are:

● Philosophy of ReligionThe areas of study will be: philosophical issues and questions;the nature and influence of religious experience; problems ofevil and suffering; philosophical language; works of scholars;influences of developments in religious belief.

● Religion and EthicsThe areas of study will be: significant concepts in issues ordebates in religion and ethics; a study of three ethical theories;application of ethical theories to issues of importance; ethicallanguage; deontology; virtue ethics and the works of scholars;medical ethics: beginning and end of life issues.

● New Testament StudiesThe areas of study will be: the social, historical and religiouscontext of the New Testament; texts and interpretation of thePerson of Jesus; interpreting the text and issues of relationship,purpose and authorship; ways of interpreting the scripture;texts and interpretation; the Kingdom of God, conflict, thedeath and resurrection of Jesus; scientific and historical-criticalchallenges, ethical living and the works of scholars.

How will I be taught?The course helps develop a holistic understanding of religionand it facilitates enquiry into, and develops insightfulevaluations of, ultimate questions about the purposes andcommitments of human life, especially as expressed inphilosophy, ethics and religion. The A Level encouragesstudents to make connections so that in each field of studythey understand the influences over time of developments inreligious beliefs and practices, the philosophy of religion,religious ethics and/or textual interpretation.

Students are taught by two members of Staff. One will coverthe philosophy unit and one the New Testament unit. Bothmembers of staff will cover ethics. In addition, students willalso present seminars and produce at least one extendedessay every two weeks and time is set aside for readinground the subjects. This is essential to the learning processand students are expected to use this time effectively.

Where can it lead?The course can lead on to a degree in philosophy ortheology. However, a major skill that is developed throughthis course of study is the ability to critically analyse, toassess concepts and to formulate an argument. These areskills that are easily transferable to any higher level of study.

Paper 1: Philosophy of Religion Written examination: 2 hours33.33% of the qualification, 80 marksSection A – Three short, structured questionsSection B – Two extended-response questions on an unseen passageSection C – A choice of two extended essay questions

Written examination: 2 hours33.33% of the qualification, 80 marksSection A – Three short, structured questionsSection B – Two extended-response questions on an unseen passageSection C – A choice of two extended essay questions

Paper 2: Religion and Ethics


Course Structure

Head of Department: Miss E K Tattoo

Written examination: 2 hours33.33% of the qualification, 80 marksSection A – Three short, structured questions.Section B – Two extended-response questions on an unseen passageSection C – A choice of two extended essay questions

Paper 3: New Testament Studies


Sociology (AQA)

Minimum entry requirements:You should have at least a grade 5/6 in English Language orEnglish Literature, and just as important – an open andenquiring mind.

How will I be taught?Do you find yourself questioning why people commit crime?Perhaps you ponder how people gain their identity? Ormaybe you want to understand why you are in education andquestion what the role and function of education is in thetwenty-first century. If these questions intrigue you thenperhaps Sociology is the subject for you!

The new revised Sociology specification has a central focuson contemporary UK society; however this can often beunderstood through the study of other cultures too. You willlearn about the two core threads that run through manyareas of social life: socialisation, culture and identity and socialdifferentiation, power and stratification. In addition, by the endof the course you will understand the significance of conflict,consensus, social structure and action and be able to applysociological research methods to the study of each unit –hence the category of social science – it has a social aspectbut uses research to underpin its findings.

You will be encouraged to have an active involvement withthe research process, in other words carry out small-scalesociological research to find sociological explanations forthese issues as well as engage in theoretical debate. The keyskills that you will gain from this subject are under thefollowing assessment objectives:● AO1 – detailed knowledge and understanding ofsociological theories, concepts and evidence; sociologicalresearch methods.● AO2 – application of sociological theories, concepts,evidence and research methods to a range of issues.● AO3 – analysis and evaluation of sociological theories,concepts, evidence and research methods leading to youbeing able to present arguments, make judgements and draw conclusions.

Where can it lead?Sociology is an academically demanding subject regarded asan acceptable A Level by universities. A qualification inSociology acts as a good foundation for further study in thesocial sciences or related subjects, such as History, Law,Business and Psychology. Typically, people with a Sociology A Level or degree gain employment in careers that involveworking with people. Some of the more popular choicesinclude: law, police, teaching, journalism, personnelmanagement, social work, nursing and marketing.

1. Crime and deviance

2. Education

3. Culture and identity

4. The media

Paper 1: Education with theory and methodsExamination• Education: short answers and extended writing = 50 marks• Methods in context: extended writing = 20 marks• Theory and methods: extended writing = 10 marks

Paper 2: Topics in Sociology (culture and identity; the media)Examination• Culture and identity: extended writing = 40 marks• The media: extended writing = 40 marks

Paper 3: Crime and deviance with theory and methodsExamination• Crime and deviance: short answers and extended writing = 50 marks• Theory and methods: extended writing = 30 marks


Course Structure

Head of Department: Mr M Davis

English for Speakers of AdditionalLanguages (EAL)Students whose mother tongue is not English, are prepared for suitable English language examinations to give them a qualification forentry to British universities.The focus is on development of grammar, vocabulary and the language skills of listening, reading, writing andspeaking. In addition they are supported in their specific subjects by relevant vocabulary lessons and development of their essay writingskills, if necessary. Lessons are also timetabled to include help for university entrance in Year13.

When time permits, students are encouraged to research and participate in excursions to places of cultural, social or historic interestas well as being given the chance to celebrate and share festivals in their own culture as well as those of other students: eg ChineseNew Year and Hallowe’en.

At the start of their time at Woodbridge school, students are encouraged to attend the specially designed SCOLA course (social,cultural, orientation and language assessment) to enable them to become acquainted with the School, the surrounding area and many oftheir classmates in advance of the start of the school year.

Head of Department: Mr S Richardson



NOTES

Woodbridge School | Burkitt Road Woodbridge Suffolk IP12 4JHTel: +44 (0)1394 615041 | Fax : +44 (0)1394 [email protected] | www.woodbridgeschool.org.uk

A part of the Seckford Foundation. Registered charity No. 1110964A limited company in England No. 5522615 Registered office: Marryott House, Burkitt Road, Woodbridge, Suffolk IP12 4JJ

“Our university adviser is incrediblyknowledgeable, it’s as if he won’t letyou not think about your future. He’s spoken to everyone and seemsto know from one conversation exactly what everyone is doing. The support and guidance he hasgiven is amazing.”

A LEVEL OPTIONS Level options 20… · 3 A LEvELS + EPQ Had a very good set of GCSEs especially in...

Documents

Transcript of A LEVEL OPTIONS Level options 20… · 3 A LEvELS + EPQ Had a very good set of GCSEs especially in...