INTRODUCTION 3 AS & A LEVEL ENGLISH LITERATURE 9 AS …...Key Stage 5 Curriculum Booklet 6 Length AS...

E d u c a t i o n f o r a b r i g h t f u t u r e

BROMSGROVEINTERNATIONAL SCHOOL

T H A I L A N D

Key Stage 5curriculum guide

CONTENT

INTRODUCTION ....................................................................................................................... 3

AS & A LEVEL ENGLISH LITERATURE ....................................................................................9

AS & A LEVEL MATHEMATICS ...............................................................................................12

AS & A LEVEL BIOLOGY ........................................................................................................14

AS & A LEVEL CHEMISTRY ...................................................................................................18

AS & A LEVEL PHYSICS .........................................................................................................21

AS & A LEVEL GEOGRAPHY .................................................................................................25

AS & A LEVEL HISTORY ........................................................................................................27

AS & A LEVEL APPLIED ICT ...................................................................................................31

AS & A LEVEL ECONOMICS ..................................................................................................34

AS & A LEVEL ART & DESIGN ...............................................................................................35

AS & A LEVEL DRAMA ............................................................................................................38

AS & A LEVEL MEDIA STUDIES .............................................................................................40

AS & A LEVEL MUSIC .............................................................................................................43

AS & A LEVEL PSYCHOLOGY ................................................................................................45

AS & A LEVEL PHYSICAL EDUCATION...................................................................................47

Key Stage 5 Curriculum Booklet

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YEAR 11 CHOICES FOR AS & A LEVEL

(KEY STAGE 5)

It gives me great pleasure to welcome you to the Sixth Form of Bromsgrove International School Thailand (BIST). Our mission is to work with the school community to provide high quality education, set high and achievable expectations, and create a safe school where every child is treated as an individual.

BIST is a school where internationally-minded and culturally aware students are encouraged to pursue both academic excellence and personal development, thus enabling them to take a leading role in tomorrow‘s ever-changing global community: through the partnership of student, parent and school we can and will make a real difference.

We are very proud of the quality of our teaching staff, and this excellence is inevitably passed onto the quality of student learning. In addition, we deliberately keep our Sixth Form cohort small to enable low teacher-student ratios, allowing students to receive ample individual attention.

The decision of what to do ‗Post-16‘ is always a difficult one for students and families. However, I truly hope that after reading this brochure you will be inspired to join us here at BIST. In the Sixth Form, we offer a wide range of courses and subjects.

Although we recognise the importance of achieving good academic qualifications, we also acknowledge the importance of preparing our students for the challenges of the world of work in the 21st Century.

We encourage opportunities for our students to be involved in a wide range of activities, both inside and outside of school, thus enabling them to acquire the skills and motivation to become independent learners.

Our carefully prepared prospectus and website will allow you to enter our world, but surely an enriching and rewarding experience of seeing us in action with a personal visit would be much better.

You will not be disappointed by what the Sixth Form at Bromsgrove International School Thailand can offer your family. May I close by saying that your visit will be embraced and valued with the sensitivity, informality and warmth that has now become our trademark.

Dr Dan Moore

Headmaster


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Welcome to the Sixth Form AS and A Level booklet, my name is Graeme McNaught; I am the Head of the Sixth Form here at Bromsgrove International School Thailand. As the Head of Sixth Form my job encompasses being in overall pastoral control of the students in both Year 12 and 13 as well as looking after any academic problems which students may come up against in their transition from IGCSE‘s or, indeed, another school to the A Level classes which they will be taught here.

I also work both as the careers and university advisor as well as the UCAS (The British Universities and Colleges Advisory Service) contact, this means that over the period that students study here that I will be having discussions with each of them individually to try to find out what they would like to study when they go to university and to ensure that the subject that they choose at both AS and A2 level are going to be useful in their future endeavours. I also write, in conjunction with their subject teachers, the reference which is read by any university that they may apply to wherever in the World it may be.

I have said before both to students and parents that the Sixth Form is a marathon and not a sprint. Students find themselves beginning all over again in a different more rarefied atmosphere than they did in their way up the School so far. They will find that they have more study time as they are, invariably, studying less subjects than they have done the year before. In a way this is a great introduction to university life, the students need to learn to manage their time much more so than they have had to before and this is an invaluable experience for when they do finally take up that place at university and have neither their parents nor teachers chasing them to do work.

The Sixth Form at Bromsgrove has grown from very humble beginnings to become one of the most vibrant areas of the School. The results that have been attained by students have been a testament to the hard work and study put in by its members. It has a tight knit and friendly feel to it and it definitely brings out the best in our students.

If you have any questions regarding the Sixth Form or my role in it please do not hesitate to contact me at: [email protected]

Mr Graeme McNaught

Head of Sixth Form

mailto:[email protected]


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Sixth Form students at Bromsgrove International School Thailand, (BIST), have proved their academic ability and are beginning a journey that will take them to University and into their adult life. During their time with us they will be given the subject specialist knowledge needed to commence a degree course through following academic programmes that prepare them for their future ambitions. As each student is unique then we try to ensure that we can offer academic programmes that will allow each of our students to leave us fully prepared and able to access suitable further and higher education. The mainstay of our academic programmes are the A Level examinations which are rigorous and globally recognised.

University entrance is a highly competitive area and applicants need to be able to stand out from the crowd. Therefore senior students at BIST are given the kind of study skills and leadership training that the best Universities in the world are looking for. Our students will be able to explain in their applications how they have helped organise whole school events and taught younger students about the vital issues affecting children today. They can list the leadership roles they have held, and talk about the team building exercises they have participated in. Our Sixth Form students can address large groups of people with confidence and are able to talk at length about the rights and responsibilities of all citizens.

It is our aim to prepare students for University and help them become the very best they can both academically and personally. We hope that in the future they will look back on their time with us and see it as the time in their lives when the foundations were laid for all the successes and achievements that followed.

In the following pages you will find details about the academic courses available at BIST. We hope you choose to join us, and we look forward to helping you begin the most exciting journey of your life…..

Study A Levels if you….

· Want to gain in-depth knowledge and lifelong skills that will prepare you for success in

higher education and employment. · Require qualifications that are accepted as proof of academic ability for Universities

worldwide. · Wish to study courses that have been created specifically for an international audience.

What will I study?

You will choose up to four subjects for AS Level, most candidates will follow at least three of these through to A Level.

Students whose mother tongue is not English can take the IELTS qualification, (see the relevant page later in this prospectus for details).

Terminology

A Level means Advanced Level, AS stands for Advanced Subsidiary and counts as approximately half an A Level.


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Length

AS Level courses are one year in duration. A Level courses run for two years.

Assessment

Depending on the course assessment might be via examinations, coursework or a portfolio of evidence.

ENTRANCE REQUIREMENTS

Students wishing to enter the Sixth Form should have 5 IGCSE passes A*-C or equivalent

grades from other educational systems. It is possible for students to do a combination of AS and

IGCSE subjects. Heads of Department and specialist teachers will be involved in the selection

process as they can offer expert guidance to students and parents about their subjects.

Students can begin Sixth Form studies and may also re-sit some IGCSEs. Some students may

wish to take an IGCSE for the first time. These decisions will be made by the relevant Heads of

Department, Subject Teachers and Senior Staff including the Head of Sixth Form, Deputy Head

(Academic) and Assistant Headmaster (Academic).

THE SUBJECT CHOICE PROCESS

At the end of Year 11 students are surveyed to indicate the subjects that they are likely to

want to take for Key Stage 5. This information is processed to arrive at a blocked system for

timetabling and an option form for students to choose from is produced. This form is created

to achieve the highest possible satisfaction rate for the students but it may not be possible to

satisfy every student.

ASSESSMENT AND REPORTING

Students are assessed regularly in a variety of different ways, depending on what is appropriate to the subject and the type of work being undertaken. For example, they will regularly sit end-of-topic tests, complete extended written assignments or be observed preparing creative work. The way in which students' work is marked varies from subject to subject. Details are provided by departments in this booklet and at the beginning of every year so that students understand the various procedures that apply.

During each term a report is produced which contains an attainment grade and an achievement and progress grade for every subject studied. The grades are an aggregate of the students' performance over the year to that date and are calculated using the marks or grades gained throughout the preceding months. The grade scale is from A to U, in accordance with the AS and A Level grading criteria.


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Students will be graded from A-U for attainment and their achievement and progress graded A (Achieved), W (Working towards) or U (Underachieving) as shown below which relates their current performance to their Target Grade from the CATs data.

The attainment grades are be based on assessment criteria produced by the external examination boards for AS Level (Year 12) and A Level (Years 13) and the criteria printed on the reports.

Using a sophisticated series of aptitude tests (the Cognitive Abilities Test or CAT), we have been able to set each child an aspirational Target Grade in most subjects. This should give you an indication of the grade your child should be able to achieve, if they work exceptionally hard, develop sufficient academic English, and are challenged effectively. Teachers will use this grade to help them to identify underachievement, as well as when to reward students for exceeding all expectations. Further details about the CAT can be found at bit.ly/1nlDeBq.

Attainment Grade

Descriptor Grades

Exceptional performance A* (Y13 only) Significantly above average A Above average B Average C

Below average D

Significantly below average E or U

Achievement and Progress Grade

Achievement Explanation

A

ACHIEVED – this student has already achieved their expected level and should be able to exceed it

W

WORKING TOWARDS – this student is working towards their expected level, and is making satisfactory progress

U

UNDERACHIEVING – this student is achieving significantly below their expected level


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HOMEWORK/INDEPENDENT LEARNING RESEARCH (ILR)

Homework and additional independent study is seen as an important aspect of the curriculum

and students are expected to complete their tasks by the specified date and to the best of

their ability. Many assignments given are long term and require students to develop good

time-management skills. Students are provided with study time within the school day but will

of course be expected to work at home. As an approximate guide students should be

expecting at least 2 hours of extra work per week to be competed outside of the classroom

and additional reading and research as necessary.

TUTOR GROUPS

Students are placed in a group which is overseen by a tutor. Students meet their tutors every

day at morning registration. The Tutor is the first point of contact for students experiencing

difficulties.

THE SCHOOL DAY

Students receive lessons as either double or single periods. They attend registration twice a

day with their tutor. They have two break times which they can use for eating, recreation or

extra-curricular activities. The school day comprises 6 lessons with one break time and a

lunchtime and is followed by extracurricular activities at the end of lessons on Tuesday to

Thursday. In Key Stage 5 students receive 6 taught lessons per subject studied for AS and 5

taught lessons for A level and the other lessons are study time, PE and pastoral support.

Where students are not following a full AS/A Level programme their school day will be agreed

and specific to that student.

As a school we seek to offer as wide a range of subjects as possible and are prepared to

consider adding subjects into the curriculum where there is demand and we have the

resources and expertise to do so. Below is a list of the subjects that are currently offered here

at Bromsgrove but if students wish to discuss further subjects or a programme more

specifically tailored to their needs then please contact us to arrange a personal interview.


9

AS & A LEVEL ENGLISH LITERATURE

AS & A Level English Literature (Code 9695)

Aims The syllabus aims to develop:

• Appreciation of and informed personal response to literature in English in a range of texts in

different forms, and from different periods and cultures.

• The interdependent skills of reading, analysis and communication.

• Effective and appropriate communication.

• Wider reading and an understanding of how it may contribute to personal development.

Assessment Candidates must demonstrate:

1: The ability to respond to texts in the three main forms (Prose, Poetry and Drama) of different

types and from different cultures.

2: An understanding of the ways in which writers‘ choices of form, structure and language shape

meanings.

3: The ability to produce informed, independent opinions and judgements on literary texts.

4: The ability to communicate clearly the knowledge, understanding and insight appropriate for

literary study.

5: The ability to appreciate and discuss varying opinions of literary works [A Level only].

Description of papers – A & AS Literature in English

Paper 3 – Poetry and Prose (2 hours)

Candidates answer on two texts: one question from each section.

• An essay question and a passage-based question are set on each text.

• In all answers, candidates must show understanding of the text and an informed independent

opinion; they must communicate these clearly and appropriately.

Questions will test candidates‘ understanding of:

• The ways in which writers‘ choices of form, structure and language shape meanings,

• The language and style of texts,

• The effective use of narrative methods,

• How parts of the text relate to the work as a whole.

Paper 4 – Drama (2 hours)

Candidates answer two questions on two plays.

• An essay question and a passage-based question are set on each text.




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• How parts of the text relate to the work as a whole,

• The dramatic qualities of play texts.

Paper 5 (Compulsory Paper at Advanced Level) – Shakespeare and other pre-20th Century Texts (2 hours)

This paper is divided into: Section A: Shakespeare Section B: Other pre-20th century texts.

Candidates answer one question from Section A, and one question from Section B.

• There are two questions on each text; one essay question, and one passage-based question.

All questions carry equal marks.








• The dramatic qualities of play texts,

• Varying interpretation of texts.

Paper 6 (Advanced Level) – 20th Century Writing (2 hours)

Candidates answer one question on each of two different texts.

• There are two questions on each text, one essay question and one passage-based question. All questions carry equal marks.

In all answers, candidates must show understanding of the text and an informed independent opinion; they must communicate these clearly and appropriately.






• The dramatic qualities of play texts,


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• Varying interpretation of texts.

Advanced Subsidiary (AS) candidates take:

Paper 3 Poetry and Prose (2 hours) 50%

And Paper 4 Drama (2 hours) 50%

Advanced Level candidates take:

Paper 3 Poetry and Prose (2 hours) 25%

and Paper 4 Drama (2 hours) 25%

and Paper 5 Shakespeare and other pre-20th Century Texts (2 hours) 25%

and either

Paper 6 20th Century Writing (2 hours) 25%

Or

Paper 7 Comment and Appreciation (2 hours) 25%


12

Introduction

AS & A LEVEL MATHEMATICS

Maths has always enjoyed the reputation of being one of the most valued and important A-level subjects. Employers and universities are always impressed with a student who has studied Maths to a high level for it demonstrates not only an impressive understanding of the subject but also a high level of problem solving and analytical skills. Mathematicians are valued for their ability to work methodically and carefully and also for their creativity and ability to apply ideas to new situations and problems. Tell anyone that you study Maths and they never fail to be impressed.

At BIST we offer the Edexcel Advanced Subsidiary (AS) GCE in Mathematics (Code 8371) and the Edexcel Advanced (A2) GCE in Mathematics (Code 9371). The AS course is usually completed in year 12 and the A2 course in year 13. Selected students may also complete the Edexcel Advanced Subsidiary GCE in Further Mathematics (Code 8372). This qualification is beyond the entry requirements for nearly all university courses. It will only be offered if there are sufficient students of suitable ability interested in the course.

Aims

The aim of Mathematics at BIST is to provide students with an interest and love of mathematics the opportunity to develop their skill and knowledge to a much higher level. Successful completion of AS and A2 Mathematics while provide students with the prerequisite mathematics necessary for the vast majority of university courses around the world. Some of the courses for which an A2 qualification would be of benefit are

• Economics • Medicine

• Architecture • Engineering

• Accountancy • Teaching

• Psychology • Environmental Studies

• Science • Mathematics

• Information and Communication Technology.

Content

You are required to do 3 modules for AS level and 3 more at A2 to make a full A-level qualification. AS Further Mathematics requires a different 3 modules again. There are different combinations possible but outlined below is the route to AS/A level currently offered at BIST.

AS Components

Unit 1 Core (Pure) Mathematics 1 (C1) C1 is the only Non – Calculator module. Proof; algebra; trigonometry; coordinate geometry in the (x,y) plane; sequences and series; differentiation; integration.


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Unit 2 Core (Pure) Mathematics 2 (C2) Algebra, trigonometry and radian measure, geometric sequences and series, further differentiation and integration.

Unit 3 Mechanics 1 (M1) Mathematical models in mechanics; vectors in mechanics; kinematics of a particle moving in a straight line or plane; statics of a particle; moments.

A2 Components

Units 4 & 5 Core (Pure) Mathematics (C3) (C4) Algebra and functions; functions; sequences and series; trigonometry; exponentials and logarithms; differentiation; integration; numerical methods. Proofs; algebra; coordinate geometry in the (x,y) plane; series; differentiation; integration; vectors.

Unit 6 Statistics 1 (S1) Mathematical models in probability and statistics; representation and summary of data; probability; correlation and regression; discrete random variables; discrete distributions; the normal distribution

Students can also complete Decision Mathematics 1 (D1) in year 11 which may also be used towards the full A level.

AS Further Mathematics

Unit 7: Pure Mathematics FP1

Series; complex numbers; numerical solution of equations; coordinate systems, matrix algebra, proofs.

Unit 8: Mechanics 2 (M2) Kinematics of a particle moving in a straight line or plane; centres of mass; work and energy; collisions; statics of rigid bodies.

Unit 9: Statistics 2 (S2) The Binomial and Poisson distributions; continuous random variables; continuous distributions; samples; hypothesis tests.

Assessment Each unit is assessed by one external examination consisting of approximately eight questions and of one and a half hours duration.

There is no Coursework requirement for any of the above units.

Throughout the course, students will be internally assessed by tests every half term on the work covered in that period. Mock exams will also be administered. These exams, along with homework and classwork, will be used for reporting on students throughout the course.

ENTRY REQUIREMENTS / RECOMMENDATIONS

For the AS course, students must have at least a grade B at IGSCE Level in Mathematics. A/S and A2 levels are very different from IGCSE. In depth understanding and application to real life problems form a large part of the assessment. Students wishing to study Further AS Mathematics must have an A* for IGCSE mathematics.


14

Introduction

AS & A LEVEL BIOLOGY

Cambridge International A & AS Level Biology (Code 9700) is accepted by universities and employers as proof of knowledge and understanding of Biology. Successful candidates gain lifelong skills, including:

• Confidence in a technological world, with an informed interest in scientific matters

• An understanding of the usefulness (and limitations) of scientific method, and its application

in other subjects and in everyday life.

• An understanding of how scientific theories and methods have developed, and continue to

develop, as a result of groups and individuals working together.

• An understanding that the study and practice of Biology are affected and limited by social,

economic, technological, ethical and cultural factors.

• An awareness that the application of biological Science in everyday life may be both helpful

and harmful to the individual, the community and the environment.

• The ability to communicate effectively using universal scientific conventions.

• An awareness of the importance of IT.

• An interest in, and care for, the local and global environment and an understanding of the

need for conservation

• An excellent foundation for studies beyond A Level in biological Sciences, in further or higher

education, and for professional courses.

Aims

The aims are to:

1. Provide, through well-designed studies of experimental and practical biological Science,

a worthwhile educational experience for all students, whether or not they go on to study Science beyond this level. In particular, it should enable them to:

• Become confident citizens in a technological world, with an informed interest in

scientific matters;

• Recognise the usefulness (and limitations) of scientific method, and its application in other subjects and in everyday life;

• Be suitably prepared for studies in biological Sciences beyond A Level, in further or higher education, and for professional courses.

2. Develop abilities and skills that:

• Are relevant to the study and practice of biological Science;

• Are useful in everyday life;

• Encourage effective, efficient and safe practice;

• Encourage effective communication using universal scientific conventions.


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3. Develop attitudes relevant to biological Science, such as:

• Concern for accuracy and precision

• Objectivity

• Integrity

• Skills of enquiry

• Initiative

• Inventiveness

4. Stimulate interest in, and care for, the local and global environment, and help students to

understand the need for conservation.

5. Make students aware:

• That scientific theories and methods have developed, and continue to develop, as a

result of groups and individuals working together, and that biological Science overcomes national boundaries.

• That the study and practice of Biology are affected and limited by social, economic, technological, ethical and cultural factors.

• That the application of biological Science may be both helpful and harmful to the individual, the community and the environment.

• Of the importance of using IT for communication, as an aid to experiments and as a tool for interpreting experimental and theoretical results.

6. Stimulate students and give them a lasting interest in Biology, so that they find studying

Biology to be enjoyable and satisfying

Content

The subject content of the syllabus is divided into AS and A2. The A2 section includes a ‗Core‘ and an ‗Applications of Biology‘ section, both of which are studied by all A2 candidates. These are shown in bold type in the subject content which is listed according to learning outcomes. The exam is designed to assess the candidate‘s knowledge and understanding of these outcomes.

1. Core syllabus

AS Level candidates will study and be assessed on the first eleven sections, A to K. A Level candidates will study and be assessed on all sixteen sections, A to P.

A. Cell Structure B. Biological Molecules C. Enzymes D. Cell Membranes and Transport E. Cell and Nuclear Division F. Genetic Control G. Transport H. Gas Exchange I. Infectious Disease


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J. Immunity K. Ecology L. Energy and Respiration M. Photosynthesis N. Regulation and Control

O. Inherited Change (Gene technology now in section R) P. Selection and Evolution

2. Applications of Biology

AS Level candidates will not be assessed on these sections. A Level candidates will study and be assessed on all five sections, Q to U.

Q. Biodiversity and Conservation R. Gene Technology (includes some material originally in O) S. Biotechnology T. Crop Plants U. Aspects of Human Reproduction

Assessment

Assessment Objectives The three assessment objectives in AS and A2 Biology: Weighting

A: Knowledge with understanding 45% B: Handling information and problem solving 32% C: Experimental skills and investigations 23%

Students wishing to take AS Biology take Papers 1, 2 and 3 in a single exam session.

Students who already have AS certification and wish to achieve the full Advanced Level

qualification may carry their AS marks forward and take just Papers 4 and 5 in the exam session

in which they require certification.

Paper

Type of paper

Duration

Marks Weighting

AS level A2 level

1 AS Multiple choice 1 hour 40 31% 15%

2 AS structured questions 1 hour 15 min 60 46% 23%

3 AS Advanced practical

skills

2 hours 40

23%

12%

4 A2 structured questions 2 hours 100 38%

5

A2 Planning, analysis

and evaluation

1 hour 15 min

30

12%


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Entry requirements

Students wishing to take this course must receive a minimum grade of BB at IGCSE or equivalent level(s), and a minimum of a grade B in Maths.

Courses and syllabus codes AS and A2 Biology 9700

A Cambridge International A or AS Level is recognised around the world by schools, universities and employers. The qualifications are accepted as proof of academic ability for entry to universities worldwide.

Cambridge International A Levels typically take two years to complete and offer a flexible course of study that gives students the freedom to select subjects that are right for them. Cambridge International AS Levels often represent the first half of an A Level course but may also be taken as a freestanding qualification. They are accepted in all UK universities and carry half the weighting of an A Level. University course credit and advanced standing is often available for Cambridge International A/AS Levels in countries such as the USA and Canada.

Learn more at www.cie.org.uk/recognition

Learn more about CIE at www.cie.org.uk/qualifications/academic/uppersec/alevel

http://www.cie.org.uk/recognition

http://www.cie.org.uk/qualifications/academic/uppersec/alevel


18

Introduction

AS & A LEVEL CHEMISTRY

Cambridge International A & AS Level Chemistry (Code 9701) are accepted by universities and employers as proof of essential knowledge and ability.

This syllabus is designed:

• to stimulate students, create and sustain their interest in Chemistry, and understand its relevance to society

• to give a thorough introduction to the study of Chemistry and scientific methods • to develop skills and abilities that are relevant to the safe practice of science and to

everyday life: concern for accuracy and precision, objectivity, integrity, the skills of enquiry, initiative and insight

• to enable candidates to become confident citizens in a technological world and to take an informed interest in matters of scientific importance

• to stimulate interest in, and care for, the environment.

Chemistry is one of a number of science syllabuses which CIE offers – for details of other syllabuses at IGCSE, O Level and A & AS Level visit the CIE website at www.cie.org.uk

AIMS

The aims are to: 1. To provide, through well designed studies of experimental and practical chemistry, a worthwhile educational experience for all students, whether or not they go on to study science beyond this level and, in particular, to enable them to acquire sufficient understanding and knowledge to

• become confident citizens in a technological world, able to take or develop an informed interest in scientific matters

• recognise the usefulness, and limitations, of scientific method and to appreciate its applicability in other disciplines and in everyday life

• be suitably prepared for employment and/or further studies beyond A level.

2. To develop abilities and skills that • are relevant to the study and practice of science • are useful in everyday life • encourage efficient and safe practice • encourage the presentation of information and ideas appropriate for different audiences

and purposes • develop self-motivation and the ability to work in a sustained fashion.

3. To develop attitudes relevant to science such as:

• accuracy and precision • objectivity • integrity • enquiry • initiative

http://www.cie.org.uk/


19

4. To stimulate interest in, and care for, the environment.

5. To promote an awareness that: • the study and practice of science are co-operative and cumulative activities, and are

subject to social, economic, technological, ethical and cultural influences and limitations • the applications of science may be both beneficial and detrimental to the individual, the

community and the environment • the use of information technology is important for communication, as an aid to

experiments and as a tool for interpretation of experimental and theoretical results.

6. To stimulate students, create and sustain their interest in Chemistry, and understand its relevance to society.

CONTENT

The subject content of the syllabus is divided into AS and A2. The A2 section includes a ‗Core‘ and an ‗Applications of Chemistry‘ section, both of which are studied by all A2 candidates. These are shown in bold type in the subject content which is listed according to learning outcomes. The exam is designed to assess the candidate‘s knowledge and understanding of these outcomes.

3. Core syllabus

AS Level candidates will study and be assessed on the first ten sections. A Level candidates will study and be assessed on all eleven sections. 1. Atoms, molecules and stoichiometry 2. Atomic structure 3. Chemical bonding 4. States of matter

5. Chemical energetics 6. Electrochemistry 7. Equilibria 8. Reaction kinetics

9. Inorganic chemistry 10. Organic chemistry

11. Applications of Chemistry AS Level candidates will not be assessed on these sections. A Level candidates will study and be assessed on all three sections. 11.1 The chemistry of life 11.2 Applications of analytical chemistry

11.3 Design and materials

Assessment Objectives Weighting

The three assessment objectives in AS and A2 Chemistry: A: Knowledge with understanding 46%* B: Handling information and problem solving 30% C: Experimental skills and investigations 24%


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*Approximately 27% is allocated to recall and 19% to understanding

ASSESSMENT Students wishing to take AS Chemistry take Papers 1, 2 and 3 in a single exam session. Students who already have AS certification and wish to achieve the full Advanced Level qualification may carry their AS marks forward and take just Papers 4 and 5 in the exam session in which they require certification.

Paper

Type of paper

Duration

Marks Weighting

AS level A2 level

1 AS Multiple choice 1 hour 40 31% 15%

2

AS structured questions

1 hour 15 min

60

46%

23%

3 AS Advanced practical

skills

2 hours

40

23%

12%

4 A2 structured questions 2 hours 100 38%

5 A2 Planning, analysis

and evaluation

1 hour 15 min

30

12%

Entry requirements

Students wishing to take this course must receive a minimum grade of CC at IGCSE or equivalent level(s).

Courses and syllabus codes AS and A2 Chemistry 9701

A Cambridge International A or AS Level is recognised around the world by schools, universities and employers. The qualifications are accepted as proof of academic ability for entry to universities worldwide.

Cambridge International A Levels typically take two years to complete and offer a flexible course of study that gives students the freedom to select subjects that are right for them. Cambridge International AS Levels often represent the first half of an A Level course but may also be taken as a freestanding qualification. They are accepted in all UK universities and carry half the weighting of an A Level. University course credit and advanced standing is often available for Cambridge International A/AS Levels in countries such as the USA and Canada.

Learn more at www.cie.org.uk/recognition

Learn more about CIE at www.cie.org.uk/qualifications/academic/uppersec/alevel


http://www.cie.org.uk/qualifications/academic/uppersec/alevel


21

Introduction

AS & A LEVEL PHYSICS

Why consider Physics for your A-Level studies? Physics is a rigorous course designed to develop

sound thinking skills and to provide a fundamental background for today‘s technological world.

Physics is essential for many of the following career opportunities and important in all of them.

Aeronautical & Aerospace Engineering, Agricultural Science, Air-traffic Control, Air Force, Architecture,

Army, Astronaut, Astronomy, Audiology, Automobile Engineering, Biology, Biomedical Engineering,

Biophysics, Building Technology, Chemistry, Civil Engineering, Civil Service Science Provision, Computer-

aided Design, Computer Programming, Dentistry, Electrical Engineering, Electrical Technology, Electronics

Engineering, Electronics Technology, Environmental Health, Ergonomicist, Film Production, Film Stunt

Control, Flight Engineering, Food Science, Geophysics, Health & Safety Control, Industrial Engineering,

Information Science, Journalism (Science), Laboratory Technology, Lighting Technology, Marine Science,

Materials Science, Mechanical Engineering, Medical Physics, Medical Care, Merchant Navy, Metallurgy,

Meteorology, Mining Engineering, Motor Repair, Navy, Nuclear Engineering and Science, Optometry, Patent

Agency, Pharmaceutical, Physics, Physiotherapy, Piloting Aircraft, Production Engineering, Quantity

Surveying, Radio & TV Service, Radiographer, Recording Studio Services, Space Science & Engineering,

Structural Engineering, Systems Analysis, Teaching (Science & Mathematics), Technical Writing,

Telecommunications and Veterinary Science.

Cambridge International AS & A2 Level Physics ( C od e 97 0 2) qualifications are accepted by universities and employers as proof of essential knowledge and ability. Learn more at www.cie.org.uk/recognition.

This syllabus is designed: • to give a thorough introduction to the study of Physics and scientific methods • to develop skills and abilities that are relevant to the safe practice of science and to everyday life: concern for accuracy and precision, objectivity, integrity, the skills of enquiry, initiative and inventiveness • to emphasise the understanding and application of scientific concepts and principles, rather than the recall of factual material • to enable candidates to become confident citizens in a technological world and to take an informed

interest in matters of scientific importance • to promote the use of IT as an aid to experiments and as a tool for the interpretation of experimental and theoretical results.

The aims of our AS & A2 Level Physics courses based on this syllabus are to:

1. provide, through well-designed studies of experimental and practical science, a worthwhile educational experience for all students, whether or not they go on to study science beyond this level and, in particular, to enable them to acquire sufficient understanding and knowledge to:

• become confident citizens in a technological world and be able to take or develop an informed interest in scientific matters

• recognise the usefulness, and limitations, of scientific method and to appreciate its applicability in other disciplines and in everyday life

• be suitably prepared for studies beyond A Level in Physics, in Engineering or in Physics- dependent vocational courses.



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2. develop abilities and skills that:

• are relevant to the study and practice of science

• are useful in everyday life

• encourage efficient and safe practice

• encourage effective communication.

3. develop attitudes relevant to science such as:

• concern for accuracy and precision

• objectivity

• integrity

• the skills of enquiry

• initiative

• inventiveness.

4. stimulate interest in, and care for, the environment in relation to the environmental impact of Physics and its applications.

5. promote an awareness:

• that the study and practice of Physics are co-operative and cumulative activities, and are

subject to social, economic, technological, ethical and cultural influences and limitations

• that the implications of Physics may be both beneficial and detrimental to the individual, the community and the environment

• of the importance of the use of IT for communication, as an aid to experiments and as a

tool for the interpretation of experimental and theoretical results.

6. stimulate students and create a sustained interest in Physics so that the study of the subject is enjoyable and satisfying.

Syllabus Content Showing Distribution Across AS & A2

Section Content AS A2

I General Physics

1. Physical quantities and units 2. Measurement techniques

☺ ☺

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II Newtonian mechanics 3. Kinematics

4. Dynamics 5. Forces 6. Work, energy, power 7. Motion in a circle

8. Gravitational field

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☺ ☺ ☺

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☺ III Matter 9. Phases of matter

10. Deformation of solids 11. Ideal gases 12. Temperature

13. Thermal properties of materials

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IV Oscillations and waves 14. Oscillations 15. Waves 16. Superposition

☺ ☺

☺

V Electricity and magnetism 17. Electric fields

18. Capacitance 19. Current of electricity 20. D.C. circuits 21. Magnetic fields

22. Electromagnetism 23. Electromagnetic induction 24. Alternating currents

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VI Modern Physics 25. Charged particles 26. Quantum physics 27. Nuclear physics

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VII Gathering and communicating information

28. Direct sensing

29. Remote sensing 30. Communicating information

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☺ ☺

ASSESSMENT- AS Level (Year 12)

Paper 1

The paper will consist of 40 questions, all of the multi choice type with four options. All questions will be based on the AS syllabus. Candidates will answer all questions.

Paper 2

This paper will consist of a variable number of structured questions of variable mark value. All questions will be based on the AS syllabus. Candidates will answer all questions. Candidates will answer on the question paper.

Paper 3

This paper will consist of two experiments drawn from different areas of Physics. Candidates will be allowed to use the apparatus for each experiment for a maximum of 1 hour. The examiners will not be restricted by the subject content. Candidates will answer all questions. Candidates will answer on the question paper.

ASSESSMENT - A2 Level (Year 13)

Paper 4

This paper will consist of two sections: • Section A (70 marks) will consist of questions based on the A2 core, but may include material first encountered in the AS syllabus. • Section B (30 marks) will consist of questions based on Applications of Physics, but may include material first encountered in the core (AS and A2) syllabus. Both sections will consist of a variable number of structured questions of variable mark value. Candidates will answer all questions. Candidates will answer on the question paper.


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Paper 5

This paper will consist of two questions of equal mark value based on the practical skills of planning, analysis and evaluation. The examiners will not be restricted by the subject content. Candidates will answer all questions, on the question paper.

Delivery

The course is delivered over 5 periods per week covering both theory and practical laboratory work. The Cambridge Endorsed Text Book, ―International A/AS Level Physics‖ by Chris Mee, Wendy Brown et al, has been carefully prepared for the University of Cambridge International Examinations course for A and AS Level Physics It covers the main theoretical concepts and current applications of physics, with a strong emphasis on the required practical skills, providing an excellent resource for those wishing to study physics at university level, or to follow a career in science. The material is approachable to students from the very start of their course, and gives them all the guidance and information needed to enable them to face their exams with confidence.

Students are encouraged to adopt a mature approach from the beginning to the question of self-study, including homework. They are expected to keep up with the course on a daily basis, working through all the examples in the text book and approaching their teachers for help when they find difficulty.

Entry requirements

Students wishing to take this course must receive a minimum grade of CC at IGCSE or equivalent level(s).

Learn more about AICE at http://www.cie.org.uk/qualifications/academic/uppersec/aice

Conclusion

Graduate physicists often find themselves gainfully employed in areas which do not seem directly related to their undergraduate courses – for example in the insurance industry. This is because the rigorous approach to physics courses, so necessary for success, provides qualities much sought after by all employers, even in unrelated fields.

http://www.cie.org.uk/qualifications/academic/uppersec/aice


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Aims

AS & A LEVEL GEOGRAPHY

The aims of this syllabus describe the educational purposes of a course in Geography (Code

9696) at Advanced Level. They include references to a number of attributes and qualities that

cannot or should not be assessed by exam, but which still form an essential part of any

Geography course.

Geography as a subject discipline: its content, role and value

The aims are to:

1• develop candidates‘ awareness of the relevance of geographical analysis to understanding

and solving contemporary human and environmental problems;

• introduce candidates to the main elements of Physical and Human Geography and the inter-

relationships between these components;

• encourage understanding of the principal processes operating at different scales within

Physical and Human Geography;

• develop candidates‘ sense of relative location, including an appreciation of the complexity and

variety of natural and human environments;

• demonstrate and explain the causes and effects of change over space and time on the natural

and human environments;

• show the importance of scale in understanding Physical and Human Geography;

• make candidates aware of the problems of explanation (including data collection and

processing) in Physical and Human Geography, and give them an appreciation of the nature,

value, limitations and importance of different approaches to analysis and explanation in

Geography.

Skills and attitudes The aims are to:

• increase candidates‘ knowledge of, and ability to use and apply, appropriate skills and

techniques relevant to greater understanding and interpretation of facts and relationships in

Physical and Human Geography;

• encourage a concern for accuracy and objectivity in collecting, recording, processing,

analysing, interpreting and reporting data in a spatial context;

• develop candidates‘ ability to handle and evaluate different types and sources of information;

• develop candidates‘ ability to think logically, and to present an ordered and coherent argument

in a variety of ways;

• promote candidates‘ awareness of the need for understanding, respect and co-operation in

conserving the environment and improving the quality of life both at a global scale and within the

context of different cultural settings.


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Assessment Paper 1 -The paper is split into three sections, which assess the Physical and Human Core

topics:

Physical Core

• Hydrology and fluvial geomorphology

• Atmosphere and weather

• Rocks and weathering

Human Core

• Population

• Migration

• Settlement dynamics

Section A consists of six questions based on the Physical and Human Core topics. Three

questions are set on the Physical Core and three on the Human Core. Candidates must answer

five of these six questions. In the Human Core, questions may be based either on a single topic

or on a combination of topics. These questions make use of a variety of resources, including

survey maps in some instances, and so are largely skills-based. All questions carry 10 marks.

Although there are six core topics, this does not mean that there will always be one question set

on each topic.

In Section B, candidates must answer one question based on the Physical Core topics. The

section has three questions, one on each core topic.

In Section C, candidates must answer one question based on the Human Core topics. The

section has three questions, either r on a single topic or on a combination of topics.

In both Sections B and C, candidates have a choice from three questions. The questions are

structured and give the opportunity for extended writing. Some questions involve the use of

stimulus material. All questions carry 25 marks.

Papers 2 and 3

Paper 2 is set on the Advanced Physical Options. Candidates must answer two questions, each

on a different topic. There are two questions on each topic:

• Tropical environments

• Coastal environments

• Hazardous environments

• Arid and semi-arid environments

Paper 3 is set on the Advanced Human Options. Candidates must answer two questions, each

on a different topic. There are two questions on each topic:

• Production, location and change

• Environmental management

• Global interdependence

• Economic transition

In both papers, the questions are structured and may involve the interpretation of resources, as

well as opportunities for extended writing. All questions carry 25 marks.


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Introduction

EDEXCEL AS & A2 HISTORY

Why consider History for your A-Level studies? You will develop a range of skills in knowledge management, oral and written communication, critical reasoning, research, and information and communications technologies, all of which are highly valued in the modern workplace.

Study of the arts and humanities requires an understanding of human activities in diverse cultural environments and in very different historical circumstances. The breadth of study and the range of cultural texts and objects analysed, combined with training in clear thinking and communication, make A level History relevant to a wide variety of university degree courses and careers, including:

• advertising, journalism, publishing, creative industries and public relations • business, banking and retail

• public administration, local government, the civil service, art institutions, and social services • law and legal work • education • human resources

• charities and campaigning.

Employers greatly value the high-level skills acquired by studying a history degree – which may be broadly summarised as critical thinking, analysis, and communication. You‘ll sharpen your IT, writing, and independent thinking skills, and develop the ability to assimilate and evaluate relevant information in constructing an argument. These are key skills in complex organisations, greatly sought after in the world beyond study.

Aims

The aims of the Edexcel Advanced Subsidiary and Advanced GCE in History are to encourage students to:

• develop their interest in and enthusiasm for history and an understanding of its intrinsic value and significance

• acquire an understanding of different identities within society and an appreciation of social, cultural, religious and ethnic diversity through the study of aspects of British and non-British history

• build on their understanding of the past through experiencing a broad and balanced course of study

• improve as effective and independent learners and as critical and reflective thinkers with curious and enquiring minds

• develop the ability to ask relevant and significant questions about the past and to research them

• acquire an understanding of the nature of historical study, for example that history is concerned with judgements based on available evidence and that historical judgements may be provisional

• develop their use and understanding of historical terms, concepts and skills

• make links and draw comparisons within and/or across different periods and aspects of the past

• organise and communicate their historical knowledge and understanding in different ways, arguing a case and reaching substantiated judgements.


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Content

AS Unit 1: Historical Themes in Breadth

Students study aspects of the past in breadth through periods or themes. The unit addresses breadth of study, requiring students to address two linked themes from a range of perspectives, for example social, religious, political and cultural. In their studies, students will engage with a broad overview within a defined theme by

addressing two topics which, in combination, allow them to study either a range of themes over a shorter period or one theme over a longer period. This will enable them to show their understanding of key developments in power relationships.

The two topics studies at Bromsgrove are:

F7 From Second Reich to Third Reich: Germany, 1918-45 E6 The Middle East, 1945-2001: The State of Israel and Arab Nationalism

Assessment

Written examination: (1 hour 20 minutes)

Candidates will be required to answer two questions worth 30 marks each; these must be taken from different topics within the same option paper. The questions will require candidates to present historical explanations and assess their significance in the historical context of events, individuals‘ ideas, attitudes and/or beliefs, and the ways in which they influenced behaviours and action.

AS Unit 2: British History Depth Studies

Students will study British history in some depth. Grounded in an exploration of source material in its historical context, this unit enables students to develop an in-depth understanding of the attitudes, beliefs and structures of the societies they study. In working with selected sources, students will be required to demonstrate evidence skills which enable them to make reasoned and supported judgements and to address a historical view or claim.

The topic studied at Bromsgrove is:

D2 Britain and the Nationalist Challenge in India, 1900-47

Assessment

Written examination: (1 hour 20 minutes)

Within each option paper, candidates are required to answer two source-based questions for their chosen topic, question (a) and question (b). The first question (a) is worth 20 marks and will focus on reaching a judgement by analysis, cross-referencing and evaluating source material.


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The second question (b) is worth 40 marks and will ask candidates to address an historical view or claim using two sources in conjunction with their own knowledge. A choice of questions will be provided for each topic. A2 Unit 3: Depth Studies and Associated Historical Controversies

Students undertake a study in some depth at a more demanding level than that required in Unit 2. Students gain a firm understanding both of the selected chronology and of key issues, problems and debates associated with it. Each of these studies in depth enables students to explore the nature of challenges and conflict both within the period and relating to the societies and/or political systems studied.

Students demonstrate their understanding by answering an essay question requiring them to reach a developed and substantiated judgement. The unit also enables students to work with secondary sources selected to provide evidence of differing views about defined associated historical controversies. Making use of evidence skills developed in Unit 2 and elsewhere, students reach judgements grounded in knowledge of the relevant historical issues and overall context by use of analysis, cross-referencing and evaluation of historical claims

The topic studied at Bromsgrove is:

E2 A World Divided: Superpower Relations, 1944-90

Assessment: Written examination: (2 hours)

Each option paper will be divided into Sections A and B. Candidates will be required to answer the following from their chosen topic:

• one question in Section A out of a choice of two (30 marks). The essay questions will

have an analytical focus that will require candidates to reach a substantiated judgement

on a historical issue or problem

• one question in Section B out of a choice of two (40 marks). The question will require

candidates to compare the provided source material while exploring an issue of historical

debate, and to reach substantiated judgements in the light of their own knowledge and

understanding of the issues of interpretation and controversy

A2 Unit 4: Historical Enquiry

Students will choose an event, individual, development or movement in a broader context,

exploring the process of change within the wider timeframe of the chosen period.

Part B will consist of the significance of the chosen event or individual within an exploration of

the process of change over the whole period of at least 100 years. The enquiry element of this

task will be demonstrated in the independent use of relevant reading of secondary source

material as appropriate.

The context for the independent historical enquiry at Bromsgrove is:

CW37: The Changing Nature of Warfare, c1845-1991


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Assessment

Part A: An extended essay which addresses the question which was posed as the focus of the

enquiry. The enquiry must provide evidence of students‘ ability to:

• assess the significance of their chosen individual or event in the short term

• use secondary sources of information, and use and evaluate source material contemporary to the period.

Part B: An extended essay which addresses the question which was posed as the focus of the enquiry.

The enquiry must provide evidence of students‘ ability to:

• identify relevant issues and make use of relevant reading of secondary sources as appropriate in pursuit of the enquiry

• assess the significance of the chosen factor or event in the long term by linking the chosen factor, individual or event with other events and forces for change in the period.

Students are encouraged to make use of ICT in the production of both Parts A and B of the assignment.

The allocation of marks for this unit is as follows: Part A: AO1 — 13 marks AO2 — 12 marks Part B: AO1 — 25 marks

Delivery

The course is delivered over 5 periods per week, by Mr Hinds, covering both theory and practical laboratory work. We will use the Edexcel Textbooks, written by experienced examiners and teachers and designed to provide students with the best preparation possible for their exams. In addition we will also use the excellent Access to History Series, The material is approachable to students from the very start of their course, and gives them all the guidance which provide study guides and information needed to enable them to face their exams with confidence.

Students are encouraged to adopt a mature approach from the beginning to the question of self-study, including homework. They are expected to keep up with the course on a daily basis, working through all the examples in the text book and approaching their teachers for help when they find difficulty.

Entry requirements

Students wishing to take this course must receive a minimum grade of C at IGCSE or equivalent level(s).

Learn more about AICE at http://www.edexcel.com/quals/gce/gce08/history/Pages/default.aspx

Conclusion

The Prime Minister of Britain may be a history graduate, but if leading a country doesn't appeal there are many degrees careers open to historians. A significant number enter the legal profession, where their analytical and critical reasoning skills are highly valued. Business and commerce politics, publishing, journalism, media and writing in all its forms are similarly suitable, alongside public sector administration and the charity and voluntary sectors.

http://www.edexcel.com/quals/gce/gce08/history/Pages/default.aspx


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AS & A LEVEL APPLIED ICT

AS & A Level Applied ICT (Code 9713)

Assessment objectives

A Knowledge and understanding

At AS Level, Students should be able to demonstrate knowledge and understanding of:

• the functions and uses of the main hardware and software components of ICT systems, including portable communication systems;

• the ways in which organisations use ICT; • the impact on society of the use of ICT in the home;

• the stages of the systems life cycle and the methods used within each of these stages; • ICT and computing terminology.

At A Level, Students should be able to demonstrate all the knowledge and understanding from

AS Level, and extend their knowledge and understanding of:

• the ways in which a wide range of organisations use information and communication technology; • the impact on society of the use of a wide range of ICT online applications; • the networking of information-processing systems and the use of online services.

B Practical skills

At AS Level, Students should be able to:

• select the right software for the task; • communicate effectively with other ICT users using email and search for appropriate information using the internet; • prepare, create, amend and edit documents and interactive presentations; • create both flat-file and relational database structures, add data, check the data entry, perform searches, reorganise data by sorting and present calculated values based on the data; • create graphs and charts; • integrate data from several sources;

• output data in different forms; • create and test a data model using a spreadsheet, extract and summarise data in a variety of forms.

At A Level, Students should be able to fulfill all of the practical skills from AS Level and:

• create a mail merged document using a word processor and data handling package; create an automated procedure which enables a user to select both the required document and the data to merge it with;


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AS Level

All Students are entered for Papers 1 and 2.

Paper 1

• This is a written paper, all questions are compulsory. • Students answer in the spaces provided on the question paper.

• The questions generally test sections 1 to 4 of the syllabus, although knowledge and understanding from sections 8 to 14 may also be assessed.

Paper 2

• A practical test assessing skills from sections 8 to 14 of the syllabus. • It may also assess some core knowledge and understanding from sections 1 to 4 of the syllabus.

A Level

All Advanced Level Students will be entered for Papers 3 and 4.

Paper 3

• This is a written paper, all questions are compulsory.

• Students answer in the spaces provided on the question paper. • The questions generally test sections 1 to 7 of the syllabus, although knowledge and understanding from sections 8 to 17 may also be assessed.

Paper 4

• A practical test assessing selected skills from sections 8 to 17 of the syllabus. • It may also assess some core knowledge and understanding from sections 1 to 7 of the syllabus.

Practical Tests

• The two practical tests consist of a number of tasks performed under controlled conditions. • Students need to show they can use the appropriate knowledge and understanding to complete the practical tasks efficiently. • Students are assessed on their ability to use the most appropriate software and with the most appropriate methods.

Pupils must have completed the IGCSE ICT course or equivalent to gain acceptance on this course. The Applied ICT course follows on from the IGCSE which is a foundation for the AS and A2. It may be possible in some cases for pupils to study both the IGCSE and AS in the same year at the discretion of the Head of Department ICT.

Pupils are expected to do both practical and theory tasks for homework. Therefore, pupils must have access to a computer with Microsoft Office 2007 at home or in boarding. They must also bring a portable storage device to class to take work from home to class.

Key Vocabulary: http://www.teach-ict.com/as_a2_ict_new/as_a2_index.htm

http://www.teach-ict.com/as_a2_ict_new/as_a2_index.htm


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Applied ICT for A and AS Level

The book is accompanied by a CD-ROM. The book explores the structure and use of ICT systems, including a variety of computer networks, within a broad range of organisations. It investigates the systems life cycle, the way in which ICT is applied in the workplace and the impact of ICT on society in general. The CD-ROM contains raw source-data files, answers to all the theory questions and sample model answers for the activities in the practical chapters.

Author: Brown, G and Sargent, B

ISBN: 9780521717649

Published in 2008.

Published by Cambridge University Press

www.cambridge.org

BCS Glossary of Computing and ICT

The BCS Glossary is a study aid and reference tool with over 3,000 terms defined and explained in context, with full indexing and cross-referencing. It is written in a style that is easily accessible to anybody with an interest in computing or ICT and is designed to support those taking computer courses or courses where computers are used and is suitable for A level or IGCSE.

Author: Members of the British Computer Society Education and Training Expert Panel

ISBN: 978-1906124007

Published in 2008

Edition: 12

Published by The British Computer Society, Publishing and Information Products, First Floor, Block D, North Star House, North Star Avenue, Swindon, SN2 1FA, UK

www.bcs.org [New window]

www.ReviseICT.co.uk

This is a useful set of mini tutorials, interactive quizzes and activities. It is based on the UK ICT syllabuses and so will not be a comprehensive set of resources to cover the whole CIE syllabus, but has some useful resources none the les

www.Teach-ICT.com

This is an extensive set of revision materials based on the UK syllabuses.

http://www.cambridge.org/

http://www.cambridge.org/

http://www.bcs.org/

http://www.reviseict.co.uk/

http://www.teach-ict.com/


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AS & A LEVEL ECONOMICS

Introduction AS and A Level Economics (Code 9708) are seen to be a quality academic qualification. It is

very suitable for students looking for careers in finance, banking or business. It is not usually

recommended to study AS or A Level Economics with AS or A Level Business Studies.

Aims The Cambridge International A & AS Level Economics syllabus aims to:

• provide a basis of factual knowledge of economics

• encourage the student to develop:

• a facility for self-expression, not only in writing but also in using additional aids, such as

statistics and diagrams, where appropriate

• the habit of using works of reference as sources of data specific to economics

• the habit of reading critically to gain information about the changing economy we live in

• an appreciation of the methods of study used by the economist, and of the most effective ways

economic data may be analysed, correlated, discussed and presented.

Assessment objectives There are five Assessment Objectives (AOs) for A & AS Level economics. Students are expected to:

AO1: Demonstrate knowledge and understanding of the specified content.

AO2: Interpret economic information presented in verbal, numerical or graphical form.

AO3: Explain and analyse economic issues and arguments, using relevant economic

concepts, theories and information.

AO4: Evaluate economic information, arguments, proposals and policies, taking into

consideration relevant information and theory, and distinguishing facts from hypothetical

statements and value judgements.

AO5: Organise, present and communicate economic ideas and informed judgements in a

clear, logical and appropriate form.

The multiple choice components (Papers 1 and 3) will particularly test Assessment Objectives 1,

2 and 3.The data response part of Papers 2 and 4 will particularly test Assessment Objectives 2

and 3, and to a lesser extent Assessment Objectives 1, 4 and 5.

The essay part of Papers 2 and 4 will particularly test Assessment Objectives 1, 3, 4 and 5, and

to a lesser extent Assessment Objective 2.

Full Details of the course can be found on www.CIE.org.uk

http://www.cie.org.uk/


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Introduction

AS & A LEVEL ART & DESIGN

For the student who has succeeded at and enjoyed IGCSE and who intends to follow a career path in the Arts, AS and A level Art (Code 9704) is a good option. Art education should be an intrinsic part of a student‘s personal and creative development. It helps form one‘s perception of the world around us and fosters an appreciation of aesthetics as well as affording the opportunity to present personal views and opinions visually. It helps to stimulate and develop visual awareness as well as encouraging intellectual growth and developing the skills needed to present ideas to their best advantage.

The use and application of skills, processes and media encourages self-expression, creative growth, discovery, and the realisation of ideas

The department actively concentrates on nurturing a love and appreciation of the subject, building a strong foundation technically across a variety of media and making sure that the student feels valued and confident in his or her chosen field. It is also important to encourage an enquiring attitude, a sound knowledge of History of Art and a logical developmental methodology.

Aims

By this time, a student studying at advanced level should have a good idea of the methodology required for a course in Art and Design. The aim is to encourage the student to experience, experiment and try out new ideas and materials but also to play to his/her strengths and be ambitious in expectation. It is important for everyone to realise their true potential, to feel that a good grade is accessible and that they and their work are important. This is a student‘s opportunity to develop skills and techniques to a high level.

Contents

In KS5, students study AS level (Advanced Supplementary) for the first year and A2 (Advanced) for the second year. They will follow the course devised by the Cambridge International board. Schemes of work will be tailored to fulfil the AS and A2 criteria for this board.

The course at AS is broad and experimental and will give the students a sound grounding in how to develop and organise a project as well as introducing them to a variety of materials and techniques. In addition to this, they will become familiar with a variety of different Artists and will learn how to apply any knowledge gained to their own developing ideas and skills.

The AS is worth half of the A2 so it is important to gain a good grade at AS, as it will affect the A2 mark. AS will produce two items for marking; this consists of component 1 which is the exam and component 2 which is coursework.

Topic titles vary and are matched in suitability to the students themselves. Some of the titles looked at so far have been…Myself; Walking through my Mind; Faceless; Expression; Waiting; Loneliness and Still Life.


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BOARD: C AMBRIDGE - SYLLABUS CODE 9704 – AS

AS COURSE

Component 1: Controlled test – AS - 60% (A level 30%) – Externally assessed by the

Cambridge Board. This consists of one main piece and preparatory studies.

Component 2: Coursework – AS - 40% (A level 20%) - Internally assessed and externally

moderated by the Cambridge Board. This is a 15 hour exam supported by preparatory studies. Students have approximately 6 weeks preparation time with a minimum of 3 weeks.

A2 COURSE: CIE SYLLABUS CODE 9704

At A2 students will take much more control of what they do and should have more personal input as well as having a good understanding of logical and thorough development of a project. By this time it is envisaged that they will also be familiar with which way of working suits their particular strengths and enjoyment.

A2 will produce two items for marking: this consists of component 3 and component 4.

Component 3: Coursework – A2 60% – 30% (of the whole) - Internally assessed - externally

moderated.

Component 4: Personal Study – A2 – 40% - 20% (of the whole) - Externally assessed. – Students produce a detailed study of any aspect of the visual arts – usually relating to or supporting component 3. This may be written, a combination of art work, photographs and writing or a slide/PowerPoint or video presentation.

Examples of possible POS are as follows:

AS LEVEL

Expression

Still Life

Seven Deadly Sins

My City

Loneliness

The Nude

A2 LEVEL At this level the student will choose a topic and negotiate this with the teacher. Guidance on this

will vary according to the student. It is envisaged that the student should be showing increased

independence.

The related study will have a programme looking at specific Artists usually artists chosen to

match the student‘s personal interests or techniques. The related study would usually act as an

aid and support to component 3.


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Topics chosen as areas of study so far have been:

Faceless

In the looking glass

The Buddha

Out of Place

Gold and the five senses.

Portrait

Materials used at both AS and A2 will be all of those mentioned at IGCSE level with the addition of some 3D construction and casting as appropriate and according to materials.


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Introduction

EDEXCEL AS & A LEVEL DRAMA

Edexcel GCE in Drama and Theatre Studies is designed for use in school and colleges. It is part of a suite of GCE qualifications offered by Edexcel.

GCE Advanced Subsidiary level Since the emphasis in most GCE Drama or GCSE Drama and Theatre Arts courses is on improvisation, devised work and/or performing, the Advanced Subsidiary GCE in Drama and Theatre Studies deliberately focuses on working with plays. In this way the Advanced Subsidiary GCE in Drama and Theatres Studies aims to bridge the gap between GCSE and full Advanced GCE by providing an opportunity to study plays from the point of view of a director, designer, performer and critic. The qualification is designed to enable students to acquire a knowledge and understanding of the language of drama and theatre as well as to develop their performing and analytical skills.

GCE Advanced level

The full Advanced GCE in Drama and Theatres Studies aims to extend the knowledge, skills and understanding acquired in the Advance Subsidiary units by enabling students to apply what they have learned in their own creative work. In devising theatre, students alternate roles between being playwright, performer, designer and director and apply their knowledge of different theatre forms and structures gained from Advanced Subsidiary to the creation of their own work. In performing theatre, students are required to apply their knowledge, skills and understanding within the structure of a director‘s interpretation of a play and to operate at a highly intellectual level as well as at a highly skilled practical level. The aim of the full Advanced GCE is to enable students to operate more autonomously and with confidence within a drama and theatre context.

Drama and the role of the director In the role of director, students are individual thinkers determining their own interpretation of a play. As informed critics they are making independent judgements in their analysis of the way other directors, designers and performers have applied their craft to the production of a play.


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Assessment objectives and weightings

Relationship of assessment objectives to units

Unit 1: Exploration of Drama and Theatre Unit 2: Theatre Text in Performance Unit 3: Exploration of Dramatic Performance Unit 4: Theatre Text in Context


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Introduction

AS & A LEVEL MEDIA STUDIES

Cambridge International AS and A Level Media Studies (Code 9607) is recognised by universities and employers as proof of knowledge and understanding of the media and its role in our daily lives.

Aims

The syllabus aims to: • develop critical understanding of the media through engagement with media products and concepts and through the creative application of practical skills • explore production processes, technologies and contexts • encourage independence in research skills and their application • enhance learners‘ enjoyment and appreciation of the media and its role in their daily lives.

Assessment objectives Candidates are assessed on their ability to:

AO1: Demonstrate knowledge and understanding of media concepts, contexts and critical debates, using terminology appropriately. AO2: Apply knowledge and understanding to show how meanings are created when analysing media products and when evaluating their own practical work. AO3: Plan and construct media products using appropriate technical and creative skills. AO4: Undertake and apply appropriate research.

Relationship between assessment objectives and components

The weightings allocated to each of the assessment objectives are summarised below. For the Advanced Subsidiary (AS) Level qualification, each component is worth 50% of the total marks.


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For the Advanced (A) Level qualification, each component is worth 25% of the total marks.

An A Level qualification in media studies can be achieved either as a staged assessment over different examination sessions or in one examination session. Centres entering candidates for this course must complete the Outline Proposal Form in advance of embarking upon the course.

Advanced Subsidiary (AS) Level candidates take:


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Advanced (A) Level candidates take:


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EDEXCEL AS & A LEVEL MUSIC

Aims

The aims of the Edexcel Advanced Subsidiary GCE and Advanced Level GCE in Music are to enable students to:

• Extend skills, knowledge and understanding needed to communicate through music and

take parting in music making

• Engage in, and extend the appreciation of the diverse and dynamic heritage of music,

promoting spiritual and cultural development

• Develop particular strengths and interest encouraging life-long learning and providing

access to music-related and other careers

• Recognise the interdependence of musical skills, knowledge and understanding and the

links between the activities of performing/realising, composing and appraising.

Assessment Objectives

Candidates are expected to demonstrate the following skills:

Unit 1: Performing Music Unit 2: Composing Unit 3: Developing Musical Understanding Unit 4: Extended Performance Unit 5: Composition and Technical Study Unit 6: Further Musical Understanding

Units 1-3 is completed as part of AS level and Units 3-6 as part of A2.

Assessment

Edexcel Advanced Subsidiary GCE in Music (9MU01)

AS Unit 1: Performing Music

• Internally assessed • 30% of the total AS marks and 15% of the total GCE marks

• Students perform as a soloist and/or part of an ensemble

• Perform music in any style

• Any instruments or voice is accepted

• Perform for 5-6 minutes

• Minimum Grade 5 standard

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AS Unit 2: Composing

• Externally assessed

• 30% of the total AS marks and 15% of the total GCE marks

• Compose one 3 minute composition in response to a chosen brief

• Also write a CD sleeve note to describe aspects of their final composition

AS Unit 3: Developing Musical Understanding


• 40% of the total AS marks and 20% of the total GCE marks

• Listen to familiar music and understand how it works

• Students study musical features and social and historical context

• In the third section students use a score to identify harmonic and tonal features and then apply the knowledge in the completion of a short and simple passage for SATB

A2 Unit 4: Extended performance

• Internally assessed

• 30% of the total A2 marks and 15% of the total GCE marks

• Perform music in any style for 12 – 15 minutes

• Solo and/or ensemble performance

A2 Unit 5: Composition and Technical Study



• This unit has two section: composition and technical study • Students complete 2 tasks choosing either one composition and one technical study or

two compositions or two technical studies

A2 Unit 6: Further Musical Understanding



• 2 hour exam with 3 sections

• Section A: Aural analysis

• Section B: Music in context

• Section C: Continuity and change in instrumental music

The Advanced GCE in Music has been designed to enable students to experience a wide range of musical skills including performing, composing and analysing, as well as developing an understanding of the historical and contextual uses of music.

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Introduction

EDEXCEL AS & A LEVEL PSYCHOLOGY

Edexcel International A & AS Level Psychology is accepted by universities and employers as proof of knowledge and ability. This subject aims to encourage an interest in and appreciation of psychology through an exploration of the ways in which psychology is conducted. This exploration includes:

• A review of a number of important research studies

• An opportunity to look at the ways in which psychology has been applied.

Aims

The aims are to enable students:

• to provide an introduction to psychological concepts, theories, research findings and applications

• to create an understanding of the range and limitations of psychological theory and practice

• to encourage candidates to explore and understand the relationship between psychological findings and everyday life

• to develop skills of analysis, interpretation, application and evaluation

• to promote an appreciation and understanding of individual, social and cultural diversity

• to develop an understanding of ethical issues in psychology, including the moral and ethical implications of psychological research

• to explore and understand the relationship between psychological findings and social, cultural and contemporary issues

• to study psychological principles, perspectives and applications

• to improve communication skills.

Contents The contents of the course are contained in the Psychology Syllabus Here: http://www.edexcel.com/quals/gce/gce08/psych/Pages/default.aspx

http://www.edexcel.com/quals/gce/gce08/psych/Pages/default.aspx

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Why Edexcel?

Why choose this specification? A strong structure

A strong structure is the foundation of Edexcel GCE Psychology.

Students study five approaches (Social, Cognitive, Psychodynamic, Biological and Learning) at

Advanced Subsidiary level to gain a foundation in psychology. At A2, students are then able to develop their understanding through selection of a choice of applications including Criminology, Child, Health and Sport psychology. Finally, students develop a holistic understanding of psychology, from considering conflicting and complementary explanations of clinical issues and major debates.

Assessment

Unit number and unit title

Level Assessment information

Number of marks allocated in the unit

Unit 1: Social and Cognitive Psychology

AS The examination paper is of 1 hour 20 minutes duration.

60 marks

The examination paper will consist of a section of objective test items, a short-answer section and

an extended writing

section. Unit 2: Understanding the Individual

AS The examination paper is of 1 hour 40 minutes

80 marks

duration. The examination paper will consist of a section of

objective test items, a

short-answer section and an extended writing

section.

Unit 3: Applications of Psychology

A2 The examination paper is of 1 hour 30 minutes duration.

60 marks

The examination is divided into four options. Students must select two options. Each option will consist of a short-answer section and an extended writing section. Unit 4: How Psychology Works

A2 The examination paper is of 2 hours duration.

90 marks

The examination consists of two parts. Students

must answer both parts.

Each section will consist of a short-answer section and an extended writing section.

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AS & A LEVEL PHYSICAL EDUCATION

Introduction

The A & AS Level Physical Education syllabus is both practical and theoretical. As well as fostering enjoyment in physical activity, it will encourage students to develop an understanding of the interaction between theory and practice by focusing on the performer and performance. Students learn about anatomy and physiology, movement skills and contemporary studies at AS Level. This provides a firm foundation for the further advanced study of exercise, physiology, psychology of sport performance and the study of the Olympic Games from a global perspective. The syllabus provides an excellent grounding for students intending to pursue careers in teaching and coaching, sports development, the leisure industry, recreational management and professional sport.

Aims

The aims of a course based on this syllabus, whether leading to an AS or A level qualification, are: • to provide a knowledge and understanding of the conceptual basis, structure and function of a selection of physical education activities • to develop understanding and problem-solving skills (interpretation and evaluation) • to develop planning and practical skills for effective performance

• to foster an ability to relate practice to theory, and theory to practice • to develop an understanding of the physiological, socio-cultural and psychological factors

which influence physical education • to provide an experience which is valuable, both as a means of personal development and as a foundation for employment or more advanced study. In addition, the Advanced Level syllabus aims to encourage candidates: • to develop the capacity to think critically about the relationships between the different factors influencing performance • to develop a capacity to explain global trends in physical education and sport

Scheme of assessment

Centres and candidates may choose to:

• take the AS components (Papers 1 & 2) at one exam session and the A2 components (Papers 3 & 4) at a later session, leading to the full A Level qualification • take the AS components (Papers 1, & 2) only, leading to the Advanced Subsidiary qualification. The AS Level forms 50% of the assessment weighting of the full Advanced Level GCE.

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Weighting of Assessment Objectives

The relationship between the assessment objectives and the scheme of assessment at A Level is set out in the table below.

Advanced Subsidiary (AS) Level: Candidates take papers 1 and 2

Advanced (A) Level: Candidates take papers 1, 2, 3 and 4

Candidates would normally take the AS components at the end of year 1 and the A2 components at the end of year 2 of a two-year course.

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