EXAMINATION COURSES
The following notes have been written to give you an idea of the style of each examination course and the individual examination requirements. If you would like further information, ask your Subject Tutor, Head of Year, the Head of Careers or the Head of Senior School.
English Literature - Advanced Level
(a) Entry Qualifications
GCSE grade B or above in Language and Literature. (If students have achieved only grade C they may still be able to take the `A' Level, after discussion with their Year 11 English teacher.)
(b) Aim of Course
To stimulate an interest in literature and to extend this interest where it has already been acquired.
(c) Course Content
At least ten texts are studied over the two years of the course. These cover a wide range of poetry, plays and prose but will always include one Shakespeare play. A variety of essays, articles and extracts from other literary sources will also be explored.
(d) Teaching Methods
Several approaches are used. These include:
(ii) Group seminars, where a small number of students will research then report on a particular aspect of the text.
(iii) Individual seminars, where one student will report to the group on a specific issue that she has researched.
(iv) Rôle play, where a student assumes the rôle of a fictional character from the text to justify his "actions" or face "interview".
(e) Assessment
(i) Examination: (80% of the final mark)
The Examination Board allows for a modular examination pattern, which is as follows at present.
|
Module 1 |
Shakespeare and other Dramatists. This paper offers a selection of four Shakespeare plays in Section A and normally four or five texts to cover a range of periods and styles in drama in Section B. Candidates must answer two questions, equally weighted, one from Section A and one from Section B. |
2 hours |
|
Module 2 |
Prose Section A of this module consists of a compulsory question on unprepared prose. |
3 hours |
|
Module 4 |
Poetry Section A of this module consists of unprepared poetry. |
3 hours |
20% of the final examination mark is given for coursework, which is internally marked and moderated internally and externally. At least four texts will be studied. Each candidate will compile a folder of coursework assignments totalling between 3000 and 4000 words. The composition of the folder is flexible and may consist of a single study or two pieces of work, each of 1500 - 2000 words. (f) Advice
It is essential to have a genuine interest in literature, to be able to express ideas clearly and effectively on paper and to be willing to undertake personal research outside the classroom. The reading can be difficult and the written work extensive.
(g) Links and Prospects
English is a core arts subject, combining well with other arts and humanities studies. It offers an essential grounding for degrees in English, Drama and Media Studies, but former students are pursuing degrees in Law, Politics, Philosophy and Business Studies. There are careers prospects in journalism, advertising, secretarial work and teaching.
(a) Entry Qualifications
GCSE grade C or above in English and English Literature. GCSE Drama is an asset.
(b) Aims of Course
To develop an interest in and understanding of Drama and theatre.
To develop the student's awareness of self, both as an individual and in a group. To develop communicative, creative and imaginative skills.
(c) Course Content
Paper 1(40%) A practical component examined at the end of Year 13, comprising:
(ii) The Individual Skill - either the performance of two pieces of text (one monologue, one duologue) ; or the direction of a scene/s; or the demonstration of a technical skill; or the demonstration of a Dramatic Sequence. These are all to be supported by working notebooks which chart the development of ideas and application of skills. There is an interview with the tutor and/or the visiting moderator, during which students are asked to discuss their approach to the skills.
Paper 2 Theatre Practitioners and Set Texts
(i) Students will study the innovations and changes in theatrical practice during the 19th and 20th centuries and consider their influences upon contemporary theatre. They will answer upon two of the following: Brecht, Stanislavski, Gordon Craig, Artaud .
(ii) Set Texts - Students will study three set texts on which they will answer two questions in the examinations. These may include: "Dolls House" by Ibsen; "Our Countries Good" by Wertenbaker and another to be chosen.
Paper 3 Unseen and Review
Students answer questions on an unseen extract from a play. Questions will require the student to apply their knowledge of dramatic effectiveness and performance and rehearsal technique.
Contemporary Productions: Students will be required to attend at least four live performances, on which they will need to make detailed notes. The reviews will then be taken into the examination and used to answer the review question.
(d) Teaching Methods
The emphasis is on variety in both written and practical work. Several approaches will be used, including:
2.Group presentations either of work based on a text, or of research undertaken by that group.
3.Improvisation, script reading.
4.Practical work involving various aspects of stage design.
No previous knowledge or experience of drama is required; however, it is essential to have an enthusiastic, genuine interest in drama and the theatre, and to be prepared to participate in all activities in practical lessons. The student will also be required to attend at least four theatrical productions out of school time. This course does not train students to act, although it can be a useful introduction for those seeking a career in the theatre.
This course may only run if more than four students wish to participate. Students will only be permitted to withdraw from the course within the first two weeks. If the number then falls below four during the first two weeks, the course will be cancelled.
(f) Links and Prospects
For all students who are interested in taking an Arts degree,(English, Drama, Media Studies, Publicity and Public Relations, Film and Cinema Studies) , this subject offers an essential grounding in the theories of presentation. It should also be of interest to any student planning a career involving presentation of information or image art, fashion and design, advertising, journalism, television and radio, publicity and personnel.
Students should be aware that visiting a wide variety of theatrical productions is an essential element of the course. Visits should be undertaken independently as well as with the school.
(a) Entry Qualifications
To have studied English up to the end of Year Eleven. This course is not for people who already have GCSE grade A, B or C in the subject.
(b) Aim of Course
To develop the student's ability to use English to formulate thoughts in speech and writing with a care for content, appropriateness and accuracy. To encourage the student to read a range of material for a variety of purposes. NB.Students who have attained a grade D at GCSE may re-sit in the Autumn Term and will follow the course outlined below. Students who need to re-sit in the Summer of the following year will study the new S.E.G. syllabus, details of which are available on request.
(c) Course Content (40% Coursework, 60% Examination)
Coursework: 20% Written, 20% Oral
(i) Written Coursework Folder
This will constitute 20% of the final examination mark and will consist of a selection of work of a minimum of 1000 to 1500 words in length. There is no upper word limit.
The units submitted for assessment should comprise a sample of the candidate's best work in the course. The selection must show:
Candidates will be assessed on a wide range of speaking and listening activities throughout the course. As with the written coursework, a selection of the best oral work from the candidate will be made and transferred to the Coursework Record Form. Oral coursework will constitute 20% of the final examination mark.
Examination
This constitutes 60% of the final mark and comprises two papers.
Paper 1 - 2hours
Essay questions are set on the pre-release material and on an unseen passage or passages (on a known theme) in order to test the candidate's reading and written response.
Paper 2 - 2 hours
Essay questions and directed writing questions are based on the pre-release material and on an unseen passage. Questions will require the ability to select from and adapt the material appropriate to writing tasks for different purposes and audiences. The tasks may include letters, pamphlets, reports, newspaper and magazine articles, diaries, brochures, essays, etc. NB Students who have achieved a D grade in their Summer examination may re-sit in November of the same year.
(d) Teaching Methods
The emphasis is very much upon variety in both written and oral work. Formal and informal discussion is central to the course, as are topic work and rôle-play. The student will be expected to use language in as many real life situations as is possible.
(f) Advice
Fluency in both reading and writing is thoroughly assessed and a real commitment to achieving the necessary standards is vital to success.
(g) Prospects
English GCSE is a basic requirement to all Higher and Further Education courses, as well as to most occupational training where a good standard of literacy is desired.
(a) Entry Qualifications
GCSE grade A or B, or see subject specialist for individual consultation. Students should be able, before the end of the Senior School course, to reach a standard in performing on their main instrument equivalent to at least Grade VI of the Associated Board of the Royal Schools of Music - in two musical studies or one study at Grade VIII.
(b) Course Content
There are four areas of study:
Lessons will focus on the development of aural skills, as well as the musical techniques, history and analysis elements of the syllabus.
(d) Examination
(ii) Musical Techniques, 18%: two questions, with one being compulsory on stylistic harmony in the manner of J S Bach. The second is a choice between two-part Baroque counterpoint and completion of a string quartet in classical style
(iii) Composition and Arrangement, 18%, completed as coursework by the Spring Term of Year 13. Two compositions of contrasting style, lasting approximately eight minutes in total, and an arrangement of a passage for at least four players are required for this element of the examination (iv) Musical History and Analysis: a 1½ hour examination comprises four short answers and one substantial essay. (v) Practical Performance
It is essential that students are not only keen to perform but also interested in composition, harmony and the history and appreciation of music.
(f) Links and Prospects
Music may be studied with a variety of other subjects, such as Mathematics, Physics, History, Modern Languages. There is a wide range of careers open to students with a musical qualification, from the competitive world of the performing artist, as a soloist or member of an orchestra, to broadcasting and television, teaching, music journalism, music therapy. Music offers not only considerable personal satisfaction but an opportunity to foster creative, practical and analytical skills which are of interest to many employers.
Entry Qualification
GCSE Grade C or above in English, Maths and Science is advisable. Aim of the Course
(i) To stimulate an interest and understanding in a variety of areas within Sport.
(ii) To develop students' ability to select, organise and analyse information relevant to sport issues and communicate this coherently.
Course Content
The course covers a variety of areas including:
(i) Anatomical, Physiological and Psychological principles that govern performance
(ii) The historical development of Sport in Britain, including socio-economic and cultural issues.
Teaching Methods
A variety of approaches will be used:
2 Examinations-70% of marks 1 Coursework Piece-30% of marks
Advice
An interest in all aspects of Sport would be advantageous. It must be noted that there will be some practical work, but this does not make up the majority of the course. A willingness to work independently and to take note of current events in the sporting world is useful.
(a) Entry Qualifications
Grade C in English Language and English Literature preferred. An interest in the Media is essential.
(b) Aims of the Course
To develop students' critical knowledge and understanding of a range of media texts, producers and audiences. To enable students to acquire practical production skills in media, informed by an understanding of conceptual areas and knowledge of basic techniques. To develop students' understanding of the relationship between the form of media text, its meanings, its producers and audiences. To enable students to evaluate their own media experience. To develop knowledge and awareness of the debates about the role and influence of media and their industries in society.
(c) Course Content
The course consists of three main areas and at least two media will be covered. i.e. Film, Television, Newspapers.
2.Media Producers and Audiences - institutions who produce media and audience expectations
3.Media Messages and Values - representation of people, places, stereotyping and bias
A wide range of approaches will be used:
Class and group discussion
Student presentations on aspects of media Practical production methods including planning and producing a media text
(e) Assessment
Students will take a written examination worth 50% of the total mark lasting 2 Hours 30 minutes. The examination consists of an unseen text and a prepared topic area.
The coursework will consist of one practical task with a 500 - 750 word commentary and two essays of 1000 - 1500 words each. Combined these will be worth 50% of the total mark.
(f) Advice
Media Studies requires in depth analysis of texts and an ability to evaluate, comment on and criticise texts. It will give students a useful grounding in the subject for future study.
(g) Links and Prospects
Media Studies has direct links with English, Sociology and Information Technology. Media Studies is a growing subject area and it continues to change as rapidly as the society that it reflects (or creates) . A useful subject for those interested in journalism, film and popular culture.
The University of London offers ten modules, each of which can be examined in January and June. To obtain an `A' Level a student needs to take four modules and for an AS Level a student needs to take two modules.
We offer three different `A' Level courses out of these:
2.Pure Mathematics (Four Pure Mathematics modules)
3.Mechanics: formerly called Applied Mathematics (Four Mechanics modules)
Grade A or A* GCSE is preferred. Students who gain grade B will need to discuss their choice with both their previous teacher and the Head of Department before any final decision can be made; they should have studied Mathematics to the highest level at GCSE.
(b) Aims of Course
To provide a firm foundation of techniques in both Pure Mathematics and Statistics which may be of use in the future; also to encourage an understanding of the subject and to apply it in a number of cases. To promote the subject as an enjoyable experience.
(c) Course Content
Pure Mathematics component:
Some areas covered are extended, e.g. Trigonometry, Vectors and Functions. A number of new algebraic topics are introduced such as the Binomial Theorem, the Theory of Logarithms, Integration Series and Complex Numbers, also some elementary Numerical Methods and Calculus are covered.
Statistics component:
Again, a few GCSE topics are extended, e.g. Probability, Statistical Measures (mean, median, etc.) and Presentation of Data. A number of new areas are covered such as Probability Distributions, which model real situations, Estimation (which is similar to using opinion polls to predict actual events) , Hypothesis Testing, where one tests whether an hypothesis is statistically true or not and Correlation and Regression, where the relationship between two attributes is studied.
(d) Teaching Methods
The approach is similar to that at GCSE but students are expected to study more on their own and read around the subject. Students are required to undertake a short project during the course. Homework will be set regularly and will generally be of a problem solving nature.
(e) Examination
The examinations taken are the University of London's Modules Pure 1, Pure 2, Statistics 1 and Statistics 2 and the Statistics 2 module has a project worth 25% of the marks towards that module.
(f) Advice
It is very unusual for a student who is not in Set 1 or Set 2 to consider taking this course, since the gap between `A' Level and GCSE Mathematics is large and students should expect the work to be much more demanding. Students should be able to demonstrate a proficiency in algebraic technique, an ability to abstract and generalise, a willingness to apply theory to problem solving and a capacity to persevere.
(g) Links and Prospects
Mathematics (Pure and Statistics) is a useful subject as it combines well with any other subject. It is a support subject for Physics and Chemistry and some form of Mathematics `A' Level is essential if Physics or Engineering is to be a main area of study after `A' Level. The statistical content is also useful to Geographers, Economists, Biologists and future Psychologists, Sociologists and, to a lesser extent, Medical Students. `A' Level Mathematics (Pure and Statistics) is an acceptable qualification for all Higher Education courses and is a very saleable commodity for a career either after school or after Higher Education.
People wishing to study Mathematics beyond `A' Level would be well advised to take Pure Mathematics and Mechanics as two separate subjects but it is possible to continue in this direction with this `A' Level.
(a) Entry Qualifications
Grade A or A* GCSE is preferred. Students who gain grade B will need to discuss their choice with both their teacher and the Head of Department before any final decision can be made; they should have studied Mathematics to the highest level at GCSE.
(b) Aims of Course To provide a firm foundation of techniques in Pure Mathematics which may be of use in the future; also to encourage an understanding of the subject and extend it to a high level. To promote the subject as an enjoyable experience.
(c) Course Content
Some topics are extended, e.g. Trigonometry, Vectors, Functions, Matrices and Algebra. New areas of study are introduced, e.g. permutations and combinations, the Binomial Theorem, the Theory of Logarithms, Integration, Groups, Complex Numbers and Calculus.
(d) Teaching Methods
The approach is similar to that at GCSE, but students are expected to study more on their own and read around the subjects. Homework will be set regularly and will generally be of a problem solving nature.
(e) Examination
The examinations taken are the University of London's Modules Pure 1, Pure 2, Pure 3 and Pure 4.
(f) Advice
It is very unusual for a student who is not in Set 1 or 2 to consider this subject since the gap between `A' Level and GCSE Mathematics is large and students should expect the work to be much more demanding. Students should be able to demonstrate a proficiency in algebraic technique, an ability to abstract and generalise, a willingness to apply theory to problem solving and a capacity to persevere.
(g) Links and Prospects
Pure Mathematics is an essential subject for anyone who is considering a career in a mathematical, scientific or engineering field. These career opportunities include actuarial work, astronomy, accounting, computing, operational research, systems analysis, and the business world in general. Pure Mathematics is an acceptable qualification for a wide range of degrees in addition to engineering, such as architecture, metallurgy, medicine. In today's highly technological age, Pure Mathematics is an invaluable qualification, and the career opportunities are wider than ever before.
GCSE grade A or A*
(b) Aims of Course
To provide a firm foundation of techniques in Newtonian Mechanics which may be of use in the future; also to encourage an understanding of the subject and extend it to a high level. To promote the subject as an enjoyable experience.
(c) Course Content
The course consists of Theoretical Newtonian Mechanics. The course is mainly based on Newtonian Mechanics, i.e. the study of the motion of particles and rigid bodies under the action of a system of forces. Throughout the course the skills acquired in Pure Mathematics are used to solve problems found in the real world.
(d) Teaching Methods
The approach is similar to that at GCSE Level but students are expected to study more on their own and read around the subject. Students are required to undertake a number of short projects during the course. Homework will be set regularly and will generally be of a problem solving nature.
(e) Examination
The examinations taken are the University of London's Modules Mechanics 1, Mechanics 2, Mechanics 3 and Mechanics 4.
(f) Advice
It is very unusual for a student who is not in Set 1 or 2 to consider Mechanics as it is a very specialised subject and conceptually difficult. It should only be studied by people with a great deal of enthusiasm for the subject. Mechanics may only be studied in conjunction with Pure Mathematics.
(g) Links and Prospects
Mechanics is of particular interest to students who find Mathematics both challenging and rewarding. It is also of particular benefit to students interested in Physics and Chemistry. Mechanics is, therefore, an important qualification for students intending to read Physical Sciences, Engineering or Mathematics. Good qualifications in double mathematics open up a wide variety of interesting, rewarding careers.
(a) Entry Qualifications
To have studied Mathematics up to the end of Year 11. This course is not for people who already have a GCSE grade A*,A, B or C in the subject.
(b) Aims of the Course
To give confidence in Mathematics to students who have previously found the subject difficult; to provide a qualification in Mathematics.
(c) Course Content
This is decided according to the entry qualifications students have already acquired but it is based on the National Curriculum in Mathematics
(d) Teaching Methods
The course is formally taught. Since classes are usually small there is opportunity for more individual help from the teacher.
(e) Examination
In normal circumstances all students will be entered for one of the ULEAC syllabuses at intermediate level which can lead to grades B,C,D or E.
(f) Advice
GCSE grade C or above is a basic qualification required by most colleges and employers. It is for this reason that students who have not attained GCSE grade C or above are required to take this course.
(g) Links and Prospects
Mathematics is important to everyone, both in private life and at work. It is the key to science and engineering, essential to industry and the commercial world. It is vital, for any career you may wish to follow, that you can demonstrate that you are competent at GCSE grade C standard.
Mathematics - GCSE One-Year Course
(a) Entry Qualifications
MODERN LANGUAGES DEPARTMENT
Grade A GCSE is preferred. Students who gain grade B will need to discuss their choice with both their previous teacher and the Head of Department before any final decision can be made.
(b) Aims of the Course
2.To encourage the development of linguistic and general study skills for purposes of personal, vocational or higher education.
3.To promote the acquisition of receptive and productive language skills, viz:
5.To encourage an interest in the contemporary culture of countries where the language is spoken.
6.To provide realistic and worthwhile objectives appropriate to the linguistic and intellectual capacities of the students.
1.Reading and conversation on a variety of topics.
2.Work to develop grammatical accuracy in written and spoken forms of the language.
3.French to English translation using texts of a wide variety of registers and style.
4.Reading and listening comprehension.
5.Transmission of detailed information, generalised comments, manipulation of structures and selection of appropriate lexical and idiomatic items using the medium of the written form of the language from English and foreign language stimuli.
6.Writing essays in the foreign language on a variety of topics concerning civilisation and culture.
7.Preparation and discussion of various topic areas selected for parts of the examination.
8.The study of selected works of fiction to develop students' vocabulary range and knowledge of attitudes, culture and the contemporary way of life in the countries where the language is spoken. Simplified versions of contemporary texts are used as a starting point.
9.Summary in the foreign language and English of texts of a variety of registers and styles.
(d) Teaching Methods
A balance of formal and informal lessons centred on the tasks detailed in (c) ..
(e) Examination
Paper 1 :Listening, reading and writing: 1½hrs : 30%
Part 3 Candidates answer comprehension questions in French based on a reading passage of about 200 words.
Part 4 Candidates write about 100 words in French based on instructions given. The task is related to the theme of Parts 2 and 3.
Paper 2 :Reading and writing :2½ hrs : 30%
Part 2 Candidates read a longer text and complete various tasks in French and translate a section of the text into English.
Part 3 Candidates write about 250 words in French in response to one of two sets of stimulus material.
Paper 5 :Oral: 20 minutes :20%
Part 2Candidates discuss in French with the examiner a topic they have prepared in advance.
Part 3General conversation.
In addition to formal assignments, students must be prepared to read widely on their own and to listen to a variety of material in the foreign language. Tapes and appropriate reading material are available from the department. Accurate learning of vocabulary and grammar is essential. A visit to a country where the foreign language is spoken, preferably staying with a family, is very desirable. The participation in school's French Exchange is possible for Year 12 students and in Year 13 a visit to Paris is organised in support of their study of the region as one of the Paper 3 topics.
(g) Links and Prospects
A language qualification at Advanced level can be a help at any stage in career development, particularly in careers associated with travel, the countries of the European Union or any career which involves communication with non-English speaking people (Diplomatic Service, media, law, sciences, business, etc.) . It can also, of course, lead to direct use of language in a career such as teaching, translating, interpreting and secretarial work.
(a) Entry Qualifications
Grade A GCSE is preferred. Students who gain grade B will need to discuss their choice with both their previous teacher and the Head of Department before any final decision can be made.
(b) Aims of the Course
2.To encourage the development of linguistic and general study skills for purposes of personal, vocational or higher education.
3.To promote the acquisition of receptive and productive language skills, viz:
5.To encourage an interest in the contemporary culture of countries where the language is spoken.
6.To provide realistic and worthwhile objectives appropriate to the linguistic and intellectual capacities of the students.
Language
2.Work to develop grammatical accuracy in written and spoken work.
3.English-German translation) using texts of a wide range of 4.German-English translation) registers and styles
5.Reading and listening comprehension.
6.Guided writing tasks and essay writing in the foreign language.
Prescribed Topics
Candidates have to write essays in German of approximately 350 words on topics selected by the teacher from a list including a wide range of themes concerned with the culture and contemporary life of the inhabitants of the German speaking countries.
(d) Teaching Methods
A balance of formal and informal lessons centred on the tasks detailed in (c) .
(e) Examination
Because of the modular nature of the course there is some degree of flexibility regarding when examinations are taken .
Module 1 :Listening :¾ hr : 15%
Retrieving and conveying information based on recorded material (responses mainly in German)
Module 2 :Reading and Writing :1½ hrs. :15%
Retrieving and conveying information on the basis of printed material (responses mainly in German) .
Module 3 :Oral Topic :15 minutes :20%
Discussion in German of a prepared topic.
Module 4:Paper 1 Oral Extension :10 minutes :15% General conversation OR Module 4 : Paper 2 Interpreting :15 - 18 minutes : 15%
Practical interpreting from and into German
Module 5 :Topics :2½ hrs : 20%
Answering questions in German on two prepared topics.
Module 6 :Writing in registers :1½ hrs. : 15%
Creative writing, discursive essays and task-based assignments in German.
(f) Advice
In addition to formal assignments, students must be prepared to read widely on their own and to listen to a variety of material in the foreign language. Tapes and appropriate reading material are available from the department. Accurate learning of vocabulary and grammar is essential. A visit to a country where the foreign language is spoken, preferably staying with a family, is very desirable. Participation in the school's German Exchange is possible for Year 12 students.
(g) Links and Prospects
A language qualification at Advanced level can be a help at any stage in career development, particularly in careers associated with travel, the Countries of the European Union or any career which involves communication with non-English speaking people (Diplomatic Service, media, law, sciences, business, etc.) . It can also, of course, lead to direct use of language in a career such as teaching, translating, interpreting and secretarial work.
Russian is a one-year course.
(a) Entry Qualifications
Preferably one of the following:
2.GCSE grade E or above in the language.
3.GCSE grade C or above in another foreign language.
To enable them to acquire skills to allow them to use reference materials, to analyse and draw inferences, to summarise, report and explain.
To offer them an insight into another culture and civilisation which will in addition allow them to appreciate their own.
(c) Course Content
1.Rôle Playing.
3.Discussion of contemporary issues.
4.Reading and listening comprehension using authentic materials.
5.Letter writing.
6.Writing descriptions of everyday events.
7.Work to develop a range of vocabulary and accuracy in both spoken and written forms of the language.
The course is intensive as a wide range of structures, vocabulary and situations has to be mastered in a short time. The students are involved in discussion in the foreign language, rôle play exercises and pair work from the beginning of the course. The amount of knowledge the students already possess obviously affects the methods and pace of teaching, but the course does start from basics.
(e) Examination
In each skill area there is an option between the foundation and the higher paper. The foundation papers gives access to grades G - C and the higher papers to grades D - A*. Each paper has a weighting of 25%.
Accurate learning of vocabulary and grammar is essential. A visit abroad, preferably staying with a family who speak the language, would give valuable oral practice.
(g) Links and Prospects
A qualification in a foreign language is a requirement for many courses in Further and Higher Education. It can also be of value in careers associated with travel, the countries within and outside the European Union or involving communication with non-English speaking people in contexts such as the media, law, science and business. It must, of course, be realised that such a qualification does not mean that a person is a fluent speaker of the language. Students interested in secretarial courses often include a foreign language as one of the components of their studies after leaving school.
All three Advanced Level Science syllabuses are now organised as modular courses. This means that the course content is divided up into modules with module tests that can be taken in June or January and banked during the course or alternatively all papers may be taken together as a traditional examination at the end.
This allows the candidate the advantage of re-sitting papers (module test, synoptic paper or teacher assessment of practical work) with the best results counting towards the final grade awarded.
The results are sent to the candidate after each examination but they still count for up to four years from the date of the first module examination taken.
(a) Entry Qualifications
At least grades BB GCSE Combined Science.
(b) Course Content
The aim of the syllabus is to promote an understanding and enjoyment of all living organisms. The syllabus is divided into 4 modules -
(c) Teaching Methods
Much of the teaching is based on discussions about how particular organisms and indeed systems within those organisms function effectively. Students are encouraged to apply the principles of Biology to novel situations.
Practical work is carried out regularly throughout the course, often being the basis for future discussions and problem solving. Students are encouraged to use libraries and the selection of text books available to read more widely around the subject.
Practical work is assessed at certain times and students must carry out a longer investigation and a small project of their choosing as part of the examination.
A field course runs in March of Yr. 12 and this is a fantastic opportunity for students to immerse themselves in Marine ecology.
Distribution of organisms on the seashore, the factors that effect them and sampling techniques are studied. This provides an ideal time for the students to carry out their longer investigation.
(d) Examination
Please see introduction
(e) Advice
If you enjoyed learning at GCSE level about living organisms and how they work then you may wish to consider studying Advanced Level Biology. In addition you should be prepared to carry out a good deal of individual work in your own time. It is essential that you read through your notes regularly and add to them by reading books from a selection provided and in the Library. You should be a competent practical worker and you should be prepared to plan and carry out your own projects. You should also have an interest in the ways in which Biology relates to everyday life and how the application of biological knowledge can make contributions to improving the environment and human lifestyle. Experience indicates that you will only benefit from an Advanced Level Biology course if you are willing to work hard and put a lot of effort into it. Students should also realise that Advanced Level Biology is a more demanding subject than GCSE might lead them to believe. Organisms are basically complex systems of chemical reactions and the `A' Level course includes about a term of biochemistry.
(f) Links and Prospects
Students who are studying Biology tend to fall into two main categories: those who are intending to follow a science-based career and those who are studying a variety of other subjects at Advanced Level but who have a strong interest in biological science as well. Undoubtedly, those students who are also studying Chemistry at Advanced Level are at an advantage because there are many aspects of Advanced level Biology which have a chemical background. An ability in Mathematics is also useful as it is necessary to consider some simple statistical applications. Nevertheless it is important to state that students who are not studying Chemistry should still be able to cope with the work if they are willing to work hard. Biology is a useful subject to have studied for many science-based careers, particularly in the medical field but is also acceptable as a preparation for embarking on other courses and careers which require Advanced Level passes.
(a) Entry Qualifications
At least grades BB GCSE Combined Science. At least a grade C in Mathematics.
(b) Course Content
`A' level Chemistry is involved with making different substances, finding out their properties and how they react with one another, looking for patterns of behaviour and interpreting these in terms of atoms, molecules and their electronic structures. There are three main areas: inorganic chemistry which involves a study of the reactions of the elements and their compounds; organic chemistry which is a study of the remarkable element carbon which forms many of the compounds vital to our present way of life; physical chemistry which looks at energy changes, how far and how fast reactions go, for example. The importance of chemistry in society is emphasised in all three areas.
(c) Teaching Methods
Much of the course is studied through individual practical investigations. Other parts of the course will be taught by discussion and problem solving which will involve applying the principles of chemistry to novel situations. Homework is set on a weekly basis. Written work is marked and discussed on its return to students.
(d) Examination
Please see introduction.
(e) Links and Prospects
`A' Level Chemistry is a passport to most scientific careers. It would allow you to enter one of the many careers in the field of chemistry itself or to go in a direction in which chemistry is not your main interest but acts as an essential/useful back-up, such as food technologist, pharmacist, ecologist, etc. Further, the fact that you have successfully studied this subject can open doors outside the scientific discipline itself.
(a) Entry Qualifications
Grades BB in Combined Science. At least a grade B in Mathematics, since competency in Mathematics is an essential prerequisite for Advanced Level Physics.
(b) Course Content
Topics covered include Physical Quantities, Mechanics, Energetics, Matter, Field Phenomena, Wave Phenomena, Solid Materials and Medical Physics.
(c) Teaching Methods
Of the eight period allocation, six are devoted to the teaching of the principles of the subject and in the remaining two, students attempt to verify these principles experimentally. This procedure incorporates the development of specific laboratory skills. Homework of 6 hours is set every week. This includes the students' submission of their practical investigation together with problems which amplify the classwork and test its application in novel situations. This written work is handed in for marking and thoroughly discussed on its return to the students.
(d) Examination
Please see introduction.
(e) Advice
Students who wish to pursue Physics at this level should have already displayed sufficient interest and enthusiasm in the subject. Competence in Mathematics is an essential requirement. Any student contemplating taking up Physics at `A' level who does not intend studying a Mathematics course at `A' level would be well advised to discuss the matter prior to making her choice.
(f) Links and Prospects
Physics `A' level is an extremely useful qualification en route to many careers, including the several branches of Engineering. A respectable grade in this subject at `A' level is widely regarded as indicative of a logical mind and an ability to cope with intellectual challenge.
Science (Combined) : Single Award - GCSE - One Year Course
(a) Entry Qualifications
Open entry; this course is for students who have not achieved at least a grade C in Science at GCSE in Year 11.
(b) Aims of the Course
Many employers and higher/further education establishments now demand a C grade or better in a Science at GCSE. This course is to enable those students who have not fulfilled this criterion a chance to build on their experience gained in Years 10/11 and achieve a good grade in Combined Science.
(c) Course Content
This is a broad-based science course covering aspects of Biology, Chemistry and Physics. Since the goal is an award equivalent to a single GCSE subject, the course content is much less than that experienced in Years 10/11. The material should be familiar and it is hoped that the relatively small size of the group will allow considerable individual attention in order to bring students up to the required standard.
(d) Teaching Methods
The course will probably be taught by two teachers covering different aspects. There will be the usual range of formal teaching, demonstration work, class practical work and discussion.
(e) Assessment
The practical investigation is worth 25% of the final assessment. In addition there will be 3 x 1 hour written examinations each covering one major discipline.
(f) Advice
Whilst it is hoped that much of the course will be a revision of topics met previously, experience tells us that students following this type of course must be prepared to work hard and contribute in a positive way. It is difficult to raise standards significantly unless students co-operate whole-heartedly.
(a) Entry Qualifications
A minimum of 4 GCSEs grade C or above. An interest in the subject is essential if students are to be successful.
(b) Aims of the Course
To encourage a wide understanding of Archaeology by a study of its aims, principles, management and methods, and a survey of human development from a world-wide perspective.
(c) Course Content
1. Principles, methods and chief discoveries of archaeology. 2.The archaeology of the British Isles from the earliest times to post-Medieval periods. (selected sections only) . 3.An individual project involving field study.
A wide variety of different formal and informal teaching strategies are used including:
(e) Examination There are three papers.
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Paper 1 (40%) (3 hours) |
General Archaeology, One compulsory question on the principles and methods of archaeology and three other questions. |
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Paper 2 (40%) |
The Archaeology of the British Isles. Four questions from at least two different sections. |
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Paper 3 (20%) |
A fieldwork project of approximately 4000 words on a freely chosen topic based on local fieldwork e.g. The surface exploration of a local monument or the study of material in a local museum |
(g) Links and Prospects
Archaeology has close links with a wide range of science and social science subjects. It connects with themes studied in History, Geography, Classical Civilisation, Biology, Chemistry, Physics and many others. Archaeology can be studied as a B.A. or a B.Sc. at University and is accepted as either a science or arts A-Level.
There are many opportunities for careers in environmental and conservation areas, because of the development of museums and heritage centres for recreation and leisure
(a) Entry Qualifications
A minimum of 5 GCSEs, grade C or above. These must include subjects which demonstrate essay skills. Grade B is to be preferred in one of these essay-based subjects.
(b) Course Content
Literature (in translation) :
(b) Tragedy: Prometheus Bound, Oedipus, Antigone, Hippolytus, Alcestis, the Bacchae Background:Climate, agriculture, trade routes of the Mediterranean; early industry; private and public finance; Greek and Roman religion, education, family life, position of women, slavery; constitutions of Sparta, Athens and Rome.
A balance of formal and informal lessons with class discussion encouraged. Students are asked to prepare seminars from time to time and may also research some topics by themselves, with appropriate guidance. Videos are used whenever possible for background and drama topics.
(d) Examination
Candidates will take two three hour examinations. There is no coursework element but the syllabus has been revised to give a wider question choice.
Paper 1 Background: 4 questions chosen from 16.
Paper 2 Set texts:
(e) Advice
Those who take this subject must enjoy reading because the wide range of material to be covered demands extensive reading of background topics, set texts and literary criticism as well as accurate learning and note-taking.
(f) Links and Prospects
Classical Civilisation combines well with English, Languages and other Arts subjects for University entrance. There are close links with Drama, History and Philosophy. It is a useful subject for students who wish to work in Museums or to study Archaeology and for those who intend to take a degree in English.
A grade C or above in both Mathematics and English at GCSE.
(b) Aims of the Course
To develop an understanding and critical appreciation of the workings of the British economy and the British system of government, as well as the institutions of the European Union.
(c) Course Content
The course requires the study of the following three themes:
(d) Teaching Methods
Students will be expected to prepare for lessons by the regular and frequent reading of quality newspapers and the judicious viewing of TV news and current affairs programmes, as well as following the texts and videos supplied. Emphasis will be placed on discussion and debate within a seminar format. Outside speakers may be able to visit the school and there will be a trip to the Houses of Parliament.
(e) Examination
This course will be examined by written examination on each of the three themes referred to earlier. There is no coursework involved.
(f) Advice
As a Social Science, Economics seeks to measure aspects of human economic behaviour and to make predictions about future economic events. The study of British Government is designed to provide information about the legislative, executive and judicial institutions of this country and to foster an understanding about how they function and their impact on the individual.
The requirements of numeracy in handling statistical material will not prove difficult for those who have attained a grade C in Mathematics at GCSE. However, the demands of fluent expression, logical proposition of arguments and the analysis of problems will be met only by reading widely and by taking a lively interest in current affairs.
(g) Links and Prospects
This course integrates well with all other Social Science courses, both at `A' level and GCSE, as well as with English or Modern Languages. Career prospects are varied. It will provide a good preparation for Higher Education courses in Economics, History, Law or Politics, and would prove useful for careers in broadcasting, the Civil Service, journalism, law or publishing.
(a) Entry Qualifications
A grade B or above at GCSE is preferred. A grade C or above at GCSE in Mathematics is also required. An interest in the subject is essential if students are to be successful.
(b) Course Content
The syllabus is structured around four major themes, within each of which a number of modules are examined.
(a) Hazard Management
(c) Teaching Methods
A variety of methods are employed incorporating formal teaching methods, graphical and statistical techniques, decision making exercises, discussion and the use of audio-visual aids. Independent study and reference work form a considerable component beyond lesson commitments. Students are also involved in a residential field course which requires parental expenditure of approximately £250, payable by half term of the Autumn term of Year 12. Fieldwork is the essence of Geography and shows students the very practical basis of the subject and helps illustrate that we are studying the real world. In addition, it introduces students to fieldwork techniques needed for the Individual Study.
(d) Examination
The examination is set by London University and consists of modular papers:
| (1) | Paper 1: | Resource based questions testing theme 1 | : 15% of total assessment |
| (2) | Paper 2: | Resource based questions testing theme 2 | : 15% of total assessment |
| (3) | Paper 3: | Enquiry and essay style questions testing theme 3 | : 15% of total assessment |
| (4) | Paper 4: | Open-Book examination testing theme 4 | : 15% of total assessment |
| (5) | Paper 5: | Decision-making Exercise on a People-environment issue | : 20% of total assessment |
| (6) | Individual Study | : 20% of total assessment |
A course of study of this nature requires students to have an interest in, and awareness of, current world affairs. An enthusiasm for fieldwork and a willingness to work independently are essential. The work is problem-oriented so an analytical frame of mind is an additional advantage. Students also need to be prepared to debate their ideas and to be able to write clearly.
(f) Links and Prospects
As Geography straddles the traditional sciences and the social sciences, it offers many opportunities beyond Advanced Level. It is an established and recognised `A' Level for careers after school and as a qualification for Higher Education courses in Geography and associated subjects, for example, Planning Courses, Environmental Science and Development Studies. It is useful for careers in business, management, education, the Civil Service, landscape architecture, recreational management and many others.
(a) Entry Qualifications
A Grade B or above is preferred from students who have studied History GCSE. A Grade B or above in English Language is also preferred. A real interest in the subject is also essential if students are to be successful.
(b) Course Content
The course combines a study in depth of a topic of major importance in English History (a Prescribed Topic) with a wider period of European History. I Politics and Reform in Britain 1830 - 1886
Students are required to prepare for lessons by reading and notemaking. Lessons usually take the form of lectures or discussions which are then used to form the basis of study. Students are encouraged to read widely and to study primary and secondary sources through documents. Extensive reading, note-taking and written work are designed to help students to develop the ability to analyse, to argue and to write clearly. Seminars, where students prepare topics for discussion, are also used for review and revision of topics.
(d) Examination
Paper 1: Politics and Reform in Britain 1830 - 1886, 3 hours
Paper 2: European History, 3 hours
(e) Advice
Prospective students should enjoy reading and undertaking independent research. It is also important that students take a lively interest in current affairs and are prepared to discuss freely.
(f) Links and Prospects
History is an academic discipline which is recognised as an accepted qualification for a wide range of courses in Higher Education, such as the Arts, Social Sciences (including Law, Politics and Psychology) and Management and Business Studies, quite apart from those courses such as History and Archaeology for which it is specifically required. The study of History develops the ability to question, to reason, to evaluate evidence, to understand and to express ideas; these skills are in high demand in most careers. At a time of very rapid change, an understanding of the past is not only a source of interest and enjoyment in itself, but is also indispensable to understanding the society we live in today and its future development.
(a) Entry Qualifications
5 GCSEs at Grade C or above. Preferably GCSE grade B in English, C in Mathematics. A real interest in 'ideas' and the discussion of Social issues is essential if students are to be successful.
(b) Aim of the Course
To develop an awareness and understanding of the nature of society, the role of the sociologist in interpreting the causes and effects of human behaviour and the effect of their studies on social policy. The aim of Sociology is to develop an initial awareness and understanding of the world around us. To step back from the culture we have been brought up in, and attempt to understand the world in a more theoretical fashion.
(c) Course Content
A combination of formal and informal methods will be used, depending on the nature of the subject at any given time. Students must be willing to participate fully in classroom discussions and research activities. Further personal study is a necessity. At the start of the course great emphasis is placed upon Advanced Level study skills.
(e) Examination
There are three written papers:
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Paper 1: (40%) (2½ hours) |
A compulsory question on social differentiation and stratification plus two other questions on two of the syllabus options. |
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Paper 2: (40%) (2½ hours) |
A compulsory question on social differentiation and stratification plus two other questions on two of the syllabus options not covered in Paper 1 |
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Paper 3: (20%) (2 hours) |
This paper will assess understanding of sociological theory and research methodology. |
Prospective students must be prepared to undertake individual reading and research. It is important that they take an active interest in current affairs, and essential that they are prepared to offer their opinions in class discussion. This is a two-year course.
(g) Links and Prospects
This subject has close links with History, Economics and Geography, both in the subject matter studied and the skills involved. It would be of value to those students contemplating careers in Law, Journalism, Social Services and the Media.
(a) Entry Qualifications
GCSE grade C in English preferred.
(b) Aims of the Course
ii) to examine how archaeological material is found, studied and interpreted.
Two main subject areas are studied
ii) the archaeology of the British Isles from the Paleolithic (Old Stone Age) through to Post-Medieval times. A study of the development of men and women from material remains throughout this timespan, although greater emphasis will be placed on the period from the Bronze Age to the end of the Roman Occupation.
This course involves a mixture of theoretical and practical work using text books, library research, the study of artefacts, class discussion and note-taking. Field trips to view an excavation and other important sites will be necessary. Many lessons will be based on filmstrips, slides and videos to communicate the practical nature of the subject.
(e) Examination
Written papers:
Paper I: 2 hours - 40%
Three questions from six on the further interpretation of archaeological evidence, including drawings, photographs, excavations, etc.
Paper II: 1 hr 30 mins 30%
Three questions from twelve covering six periods of archaeology, namely
Coursework20%
Two pieces of coursework, one based on a site or field study and one on practical/experiential work or the interpretation of archaeological artefacts and/or evidence. The total submission should not exceed 4000 words.
(f) Advice
This course is designed to give students a good basic introduction to archaeology which could be studied purely from interest or used as a basis for further academic study of this or related subjects such as History, Geography or Classical Civilisation.
(g) Links and Prospects
The subject matter examined by this course has close links with themes studied in History, Geography, Classical Civilisation as well as many other subject areas such as Biology, Physics, Chemistry, Technical Drawing. (In many Universities, Archaeology is a BSc) . Archaeology itself is a growth area because of recent interest in the environment and conservation and the development of museums and heritage centres for recreation and leisure.
(a) Entry Qualifications
A minimum of 5 GCSEs, grade C or above. These must include English, and Grade B is to be preferred in a foreign language.
(b) Course Content
The course is the Cambridge Latin Course. In the first year a grounding is provided in Latin through Books I - III of the course. In tandem with this, Roman Civilisation topics are covered, such as slavery, entertainment and religion.
In the second year Roman poetry and history are studied in their original context; authors include Virgil. Horace & Tacitus. Again, Roman Civilisation topics are covered in tandem with the Latin.
(c) Teaching Methods
A balance of formal and informal lessons with class discussion is encouraged. Translation skills are honed and aspects of the Roman World are studied. Individual tuition, paired work and group work are all practised. Videos and slides are used whenever possible and there are associated visits to museums and archaeological sites.
(d) Examination
Candidates will take two - two and a quarter-hour examinations. There is no coursework element but the syllabus has been revised to give a wider question choice.
Paper 1: Set Text Prose Authors and Background Questions (Roman Civilisation) Paper 2: Set Text Verse Authors and Unprepared Comprehension and Translation
Combined, the Prose and Verse Authors = 50%, the Comprehension and Translation= 30% and the Roman Civilisation topics = 20% of the examination as a whole.
(e) Advice
Those who take this subject should be able to work logically, enjoy reading poetry and episodes of history and have some interest in the ancient Romans, although no prior knowledge is required at all.
(f) Links and Prospects
Sometimes viewed as an elitist subject, this is only because it is taught for the most part in the private sector of education. Latin combines extremely well with English, languages and other subjects, both Arts and Sciences, for University entrance. It is a subject highly respected for its academic qualities, benefiting general linguistic understanding, and as such is a valuable asset to the student, both for UCAS form or CV and for personal enrichment.
Art and Design - Advanced Level
(a) Entry Qualifications
Preferably GCSE grade B or above, in either GCSE Art or the combined Art/DT (Graphics) GCSE
(b) Aims of the Course
To build on skills and techniques studied for GCSE, and to encourage development of individual styles and approaches. To develop the capacity for creative thought and action; the ability to innovate, initiate and make effective personal response.
(c) Course Content (as per proposed syllabus)
The course is intended to form part of an educational continuum which progresses naturally from GCSE and is intended to meet the needs of the following:
(b) Those who will study subjects or take up careers for which an Art and Design background is relevant.
(c) Those who, whilst having interest and aptitude in the subject, are not intending to study the subject beyond Advanced Level.
Formal and informal teaching throughout the course. Group teaching and discussions and individual teaching and guidance when applicable. Homework each week on a regular basis is handed in for marking. Continuation of class work is expected during Private Study periods.
(e) Examination (as per proposed syllabus)
This consists of three components:
1.Coursework - (including a Critical/Historical Study) 2.Externally set paper. 3.Preparatory/supporting work for the above.
Each candidate's work is assessed as a whole with no weighting of separate elements.
A grade is not awarded to a candidate who fails to produce work in all three areas of the examination.
(f) Advice
Candidates must have a keen interest in the subject and ability to express themselves through a variety of media and techniques. They must be prepared to spend a great deal of time both in school and out practising, and should undertake background studies, e.g. visiting art galleries and reading about and studying works of other artists. Candidates wishing to apply for an Art College course must be aware of fierce competition for places and will need to keep a sketch-book during the course and compile a folder of work ready for interviews. Candidates must be aware that entry to any Art College course depends essentially on the interview, when the application is judged not on only the content and quality of work shown, but also the candidate's feeling and commitment to the subject. NB Candidates are always interviewed. Offers are never made without an interview.
(g) Links and Prospects
The art field is broad and a variety of aspects can be studied at a higher level, either as a diploma course, or as a BA degree course, for which a minimum of two `A' levels are required.
Aspects such as Graphics, Fashion and Clothing courses (Product Design, Animation, Film, T.V. & Theatre Design, Advertising) will lead more directly to employment, either freelance, or with a company, than other aspects such as Fine Art.
For those who wish to teach Art, the BA course can be followed by a teacher training course or, for those who wish to pursue study further, MA courses are available at the Royal College of Art and other institutions.
There are many careers and many courses, including combined courses, for which Art and Design is either a requirement or a perfectly acceptable qualification. Some entry requirements for careers and courses not related to Art and Design prefer this course to be one of three subjects successfully studied at Advanced Level. The combination Art and Design together with Home Economics, should be studied by students committed to a career or course drawing on the skills and knowledge of these areas. Any questions on this aspect of subject choice should be directed to the Head of Careers or Head of Senior School.
We are offering this subject for the first time at A-Level this year. We are currently finalising our choice of syllabus and full details will be circulated once we know syllabus details. Interested applicants from other schools please ask about this when applying.
(a) Entry Qualifications
Grade B passes in Mathematics and English Language. In certain circumstances entry is possible if these grades have not been achieved but will require discussion with the Head of Department.
(b) Course Content
The purpose of the course is to develop a fundamental understanding of information processing and of the architecture of information processing machines. The emphasis is on the principles of computing rather than on the current state of the art, so that knowledge acquired will still be relevant after the passage of time. Programming skills in the high level language, Pascal, are also taught.
(c) Teaching Methods
Lessons are formally taught, but it is essential that students undertake wide background reading. Students must also complete a project on information processing, adequately documented and tested; this will involve programming in a high level language. (d) Examination
Candidates will take two examination papers, each of two sections and of three hours' duration.
Paper 2 Section A - 40 marks - about 10 compulsory questions. Section B - 60 marks - 6 questions, candidate required to answer 4. 35% of total marks.
(e) Advice
Students should be able to demonstrate proficiency in logical and constructive thinking essential in the design and implementation of computer programs. Since the time available in class for `hands-on' experience is limited, students must be prepared to gain much of this experience during the lunch breaks and sometimes during the holidays.
Students must be prepared to exercise the self-discipline to organise themselves for a lengthy project: the assessed project typically is undertaken over 6 months.
(f) Links and Prospects
Computing is a subject which complements Science, Social Sciences and Arts-based courses, and can be extremely useful for students wishing to develop a broad base of skills. Computing `A' level is not a stated requirement for any particular degree course, but is accepted as useful background to most courses. Computing `A' level can be particularly valuable for those seeking careers in any area which uses information technology, which are constantly expanding in scope.
We are offering this subject for the first time at A-Level this year. We are currently finalising our choice of syllabus and full details will be circulated once we know syllabus details. Applicants from other schools please ask about this when applying.
(a) Entry Qualifications
Design and Technology (extension Food) grade B or above.
(b) Aims of the Course
To provide pupils with knowledge, techniques and methods, relevant to Home Economics in a climate of continuous social and technological change. The course encourages candidates to seek out and evaluate information, evidence and ideas and use these as bases for making sound judgements.
(c) Course Content
Home Economics is a study of:
2.The individual interacting with the environment: consumer studies; marketing; spending patterns.
3.Food needs of individuals and strategies for meeting them: nutrients; commodities; food choice; relevant practical experience.
The course is based on formal lessons and discussion groups. Students must be prepared to undertake wide reading around the subject in their Private Study time.
(e) Examination
Students must be interested in and aware of current social trends and the changes taking place in society and in food technology. Throughout the course, students are expected to provide their own ingredients for the practical and investigative lessons.
(g) Links and Prospects
There are many careers and many courses, including combined courses, for which Home Economics is either a requirement or a perfectly acceptable qualification. Some entry requirements for careers and courses not related to Home Economics prefer this course to be one of three subjects successfully studied at Advanced Level. The combination of two `A' Level Art and Design subjects or Art and Design together with Home Economics, should be studied by students committed to a career or course drawing on the skills and knowledge of these areas. Any questions on this aspect of subject choice should be directed to the Head of Careers or Head of Senior School.
Home Economics blends well with a wide range of `A' Level subjects, such as Biology, History, Economics. It is a useful and enjoyable area of study in itself, but it is also of value for a wide range of careers, such as nursing, occupational therapy, hotel management, dietetics, sociology, marketing and tourism. A variety of degree courses is available within the subject area and its related fields of study, BA, BEd, BSc, as well as Diploma courses.
(a) Target Group
The beginner typist who has a sound command of English and basic numeracy, who wishes to pursue the subject for career purposes or as a useful personal skill.
(b) Course Content
Letters, memoranda, completion of printed forms, carbon copies, envelopes, notices, tickets, etc., tabulation with headings, articles, extracts, etc., in continuous texts.
(c) Teaching Methods
A variety of methods is employed, incorporating formal and informal teaching, group and individual teaching.
(d) Examination
There is a Level I examination paper of one and a half hours' duration.
(e) Advice
It is essential to attend all the lessons.
(f) Links and Prospects
The course aims to develop knowledge and skill at a level suitable as a basis for further development and training, and for employment. Thus, a student may elect to progress to a College course or develop her education within the framework of the world of work.