Sixth Form Curriculum Handbook

Transcription

1 Godolphin& Latymer Sixth Form Curriculum Handbook

2 Contents Content Page Introduction 1 Overview of A Level 2 Extended Project Qualification (EPQ) 5 Overview of IB Diploma 6 Subject Choices 11 Frequently Asked Questions 12 Upper Sixth Perspectives on Life in the Sixth Form 14 Expected AL and IB reqmts. for Degree Course 18 Advice and Key Dates 23 A Level Courses Fine Art 26 Classical Subjects: Ancient History 27 Classical Civilisation 28 Classical Greek 29 Latin 30 Drama & Theatre Studies 31 Economics 32 English Language 33 English Literature 34 Geography 35 Government & Politics 36 History 37 History of Art 39 Mathematics 40 Further Mathematics 41 Modern Foreign Languages: 42 French 43 German 44 Italian 45 Russian 46 Spanish 47 Music 48 Religious Studies 49 Sciences: Biology 50 Chemistry 51 Physics 52 IB HL and SL Courses Group 1 English A: Literature 53 Group 2 Modern Foreign Languages: 54 French B 56 German B 57 Italian B 58 Russian B 59 Spanish B 60 Classical Languages: Latin 61 Greek 62 Group 3 History 63 Geography 64 Economics 65 Philosophy 66 Art History SL 67 Group 4 - Sciences: 68 Biology 69 Chemistry 70 Physics 71 Group 5 Mathematics HL 72 Mathematics SL & 73 Mathematics Studies SL 74 Group 6 Music 75 Visual Arts 76 Theatre Arts 77 General Information for All Sixth Form Enrichment 79 Sixth Form Sport 80 G&L Public Examination 81 Results 2015 Destination of Higher 82 Education Applicants

3 Introduction All Courses The Sixth Form years have the potential to be the most exciting and rewarding of your school career.you will have chosen subjects that you enjoy and will be looking forward to Higher Education and making decisions about your future. I am delighted that we are offering you a choice of curriculum in the Sixth Form: the A Level or the International Baccalaureate (IB).This Curriculum Booklet gives essential information about the nature of these two pathways, as well as the subjects available, their structure and modes of assessment. Individual students will make their final decisions about their Sixth Form curriculum in different ways. Some will begin by choosing their academic pathway and then confirming their subjects. Others will move from a firm decision about certain subjects to thinking about which route will suit them best. As you are considering the choices available, there are plenty of opportunities in school to seek advice and to broaden your knowledge. In the first half of the Autumn Term, you will be able to talk to teachers about individual subjects at the Year 11 Subject Fair. This will be closely followed by a question and answer session and, later in the term, you will have an opportunity to shadow some Sixth Form classes in subjects closely matching your interests. During the Autumn Term, all Year 11 girls should also make an appointment to discuss subject choices with a member of the Higher Education & Careers Team.We shall ask you to complete a straw poll before the end of term, indicating to us what you believe your Sixth Form choices are likely to be. For timetabling and staffing purposes we shall need to know each girl s final decision by Tuesday 2 February Subject changes may be possible after this date but our timetablers will begin work on the timetable for 2016/17 during February half term, so any late changes must be made within the constraints of the blocking that is fixed during that week. Please keep an open mind between the A Level and IB routes until you have studied the information in this booklet very carefully and taken advice from the school. The Frequently Asked Questions section is also helpful. As a school, we are as familiar with IB requirements for Higher Education as we are with those for A Level and candidates from both pathways at Godolphin and Latymer achieve excellent offers. Of last year's candidates who applied for university, the majority gained a place in their first choice university. I am in no doubt that University Admissions Tutors in the UK and abroad welcome both IB and A level candidates. If you are concerned about which subjects to choose, please do bear in mind that as far as your future career is concerned, most employers will place more value upon the skills you have developed and the experience you have gained at school and university, than the particular subjects you have studied. Do consult the pages in this booklet which summarise university entry requirements for certain subjects. When choosing subjects that are not required, remember that you are more likely to achieve the best academic results in subjects you really enjoy than those you feel you ought to do. I wish you well as you make some exciting choices and I look forward to welcoming you into the Sixth Form. Caroline Drennan Head of Sixth Form 1

4 A Level Pathway Advanced Level An overview A Level is a British examination system that is internationally recognized, and many Godolphin and Latymer parents will be familiar with the system from their own education. A Levels were significantly revised in September 2000 when they became modular qualifications, with AS level modules taken at the end of the LVI year and A2 modules at the end of the UVI year. As you will probably be aware A Levels are now being reformed once again by the current government, with the aim of returning to a linear model, studied over two years in the Sixth Form, in which all examinations will be taken in the summer of the UVI. The school offers a range of subjects at A Level: Ancient History, Fine Art, Biology, Classical Civilisation, Drama and Theatre Studies, Economics, English Language, English Literature, French, Geography, German, Government and Politics, Greek, History (Modern and Early Modern), History of Art, Italian, Latin, Mathematics, Further Mathematics, Music, Religious Studies, Physics, Russian (under review) and Spanish. Due to the Government s refusal to take the sensible route of introducing all the new linear A Levels at the same time, a group of subjects were introduced for first teaching in September 2015 and another group are now being reformed for first teaching in September As we publish this booklet, we are still awaiting final specifications from examination boards for most of the reformed subjects in the 2016 group. Those of you in the Sixth Form cohort of who opt for the A Level pathway will be choosing from a mixture of reformed linear A Levels and non-reformed AS/A2 levels as shown in the table below. REFORMED SUBJECTS Fine Art Biology Chemistry Drama and Theatre Studies Economics English Literature English Language French German Geography Greek History Latin Music Physics Religious Studies Spanish Two year courses with all examinations in summer 2018 A LEVELS SUBJECTS YET TO BE REFORMED Ancient History Classical Civilisation Further Mathematics Government and Politics History of Art Italian Mathematics Russian These courses will also be taught in a linear format with all AS and A2 written examinations to be taken in UVI in summer The only exception to this will be Mathematics & Further Mathematics in which four of the twelve AS/A2 modules may be taken in the summer of the LVI. 2

5 To ensure that we maximize teaching and learning over the two years for all girls and subjects, all the subjects will be taught as two year courses, with all written examinations (except some Further Mathematics modules) to be taken in the summer of the UVI year. This will have the advantage that the summer term of the LVI will not be lost to study leave for public examinations, and it will make all subjects more compatible with each other in terms of continuity and progression. It is likely that quite a number of girls will choose a mixture of reformed and non-reformed qualifications, but this will not be a problem if all subjects are taught as two year linear programmes. We generally advise girls who opt for the A Level pathway to choose four A Level subjects initially; if a girl decides at any stage to discontinue one of these subjects she may either take an AS Level in this subject at the end of the UVI year, or she may decide not to take a formal examination, in which case the subject will count as enrichment on her university application. For those who are bilingual in a language there will be the opportunity to study this language as a fifth A Level over two years on a reduced timetable (2 lessons per week). Those who choose Mathematics and Further Mathematics (equivalent to two A Levels) may do so as two of a total of either four or five A Level choices. There will be the option of studying Mathematics AS Level over two years alongside either three or four A Levels. This will be taught on three lessons per week in LVI and two lessons per week in UVI. CHOICE 1 CHOICE 2 CHOICE 3 CHOICE 4 CHOICE 5 (optional) A LEVEL 1 A LEVEL 2 A LEVEL 3 A LEVEL 4 or Maths AS A LEVEL 5 only if Further Mathematics or A Level in a Bilingual Language taken over 2 years or Maths AS level over 2 years All girls will study for and undertake the Extended Project (EP) alongside their A Levels. They do not necessarily have to submit the final project for external assessment but should be aware that the EP is highly valued by many universities. For more detail see page 5. Possible combinations may be: 4 A Levels + Extended Project (EP) 5 A Levels if one of these is a bilingual language or Further Mathematics* + EP 3 A Levels + AS mathematics (over 2 years) + EP 4 A Levels + AS mathematics (over 2 years) + EP (*Bear in mind that if you take five A Levels you wil be timetabled for 25 out of 29 lessons per week before any PE or Sixth Form enrichment). The A Level system allows for a degree of specialisation through the Sixth Form, giving the experience of studying usually three or four subjects in depth for two years. While specialisation can be attractive, girls should bear in mind that they are preparing for a world of work that is rapidly changing. They will benefit from developing skills and experiences beyond their A Level subjects and are encouraged to do this through additional study for the Extended Project Qualification (explained at the end of this section) and extra and super-curricular activities. Universities have indicated that they expect the vast majority of candidates to have three or four A Levels. Many have also indicated that they value the Extended Project highly as it teaches students to be independent thinkers and equips them with research and extended essay writing skills that are invaluable for university. 3

6 The structure of the reformed A Level courses The reformed A Levels have been designed to be taught over two years with all examinations in the summer of the UVI year. The new AS Levels (courses of roughly half the level of difficulty of the A Level) will be stand-alone qualifications which will not contribute to the final A Level mark. If a girl decides to take a stand-alone AS Level rather than a full A Level she will take the AS examinations in the summer of the UVI year alongside her A Levels. Assessment of the reformed A Level courses will be as follows: Qualification First teaching Assessment Other information Biology 2015 Exams 100%. A separate Students will either pass assessment for practical or fail the practical skills skills assessment Chemistry 2015 Exams 100%. A separate Students will either pass assessment for practical or fail the practical skills skills assessment Classical Greek 2016 Exams 100% Drama & Theatre 2016 Exams 40%: non-exam Studies assessment 60% Economics 2015 Exams 100% English Language 2015 Exams 80%; non-exam assessment 20% English Literature 2015 Exams 80%; non-exam assessment 20% Fine Art 2015 Non-exam assessment The 40% timed 100%; 40% is allocated to assessment has been tasks set by exam boards introduced to improve and completed in a consistency across exam specified time boards and specifications French, German, 2016 Oral examination 30% Spanish Written exams 70% Geography 2016 Exams 80%; non-exam assessment 20% Latin 2016 Exams 100% History 2015 Exams 80%; non-exam assessment 20% Music 2016 Exams 40%; non-exam assessment 60% Religious Studies 2016 Exams 100% Physics 2015 Exams 100%. A separate Students will either pass assessment for practical or fail the practical skills skills assessment 4

7 The structure of the non-reformed A Level courses The non-reformed A Level consists of two parts; the AS (Advanced Subsidiary) and the A2; there are two AS and two A2 modules for each subject, except Mathematics which has three of each. AS and A2 are each worth 50% of the total A level. A synoptic module forms a compulsory part of many A2 courses.this module assesses a girl s ability to bring together the strands of both AS and A2 courses and answer questions which cross both levels. Coursework, orals or practicals are a compulsory component in some subjects at AS level and sometimes at A2 level. AS language orals in Italian and Russian are likely to be assessed in the summer term of the LVI. Examinations Girls entering the Sixth Form in September 2016 will take all written examinations in May/June The only exception to this is Mathematics and Further Mathematics which consists of twelve modules altogether; four of these may be taken in the summer of the LVI. The EPQ (Extended Project Qualification) Since 2010, the AQA Extended Project Qualification (EPQ) has become an integral part of the LVI curriculum for girls choosing the A Level route. It consists of a long-term project that students complete over one year and is highly valued by Higher Education institutions. Extended Projects can be on a wide range of exciting topics. Students may choose a topic related to the subjects they are already studying, a topic that combines these subjects, or something completely unrelated to school subjects. Students will often want to explore an area that is directly connected to the Higher Education course they are applying for. Extended Projects typically involve a 5000 word essay based on students own research and investigation. However, students can decide instead to produce films, music, artefacts, models, creative writing, conduct experiments or solve mathematical problems. The projects are student-led and, although students are guided by supervisors, they are encouraged to work as independently as possible. Students will gain research, organisational and time-management skills, which they can highlight in their personal statements and will be invaluable on degree courses.the knowledge and skills gained through the process are likely to be very helpful in interviews. 5

8 The IB Diploma Programme The IB Diploma Programme (IBDP) is not a course; it is a coherent programme designed by educationalists to prepare students for effective participation in a rapidly evolving and increasingly global society. It encourages individuals to be inspired by the world through academic studies and through experiential learning within the school context and beyond. And, by nurturing a growth mindset and encouraging reflection, we strive to ensure that students undertaking the IBDP develop into lifelong learners, motivated to effect positive change in their own lives and the global community (of which we are a part). The IB Mission Statement encapsulates what is compelling about the Diploma Programme. The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. (IB Mission Statement) 6

9 The Diploma Programme prepares students for effective participation in a rapidly evolving and increasingly global society as they: develop physically, intellectually, emotionally and ethically acquire breadth and depth of knowledge and understanding, studying courses from 6 subject groups develop the skills and a positive attitude toward learning that will prepare them for higher education and a capacity for lifelong learning study at least two languages including English and gain further understanding of cultures, including their own make connections across traditional academic disciplines and explore the nature of knowledge through the programme s unique Theory of Knowledge course undertake in-depth research into an area of interest through the lens of one or more academic disciplines in the Extended Essay enhance their personal development and widen their experiences through creativity, action and service (CAS) The Curriculum IB Diploma Programme students must choose one subject from each of five groups (1-5) ensuring breadth of knowledge and understanding in English, a modern foreign or classical language, the social sciences, the experimental sciences and mathematics. For their sixth subject, students may choose either an arts subject from Group 6, or a second subject from Groups 2 to 4. At least three and not more than four subjects are taken at Higher Level while the other subjects are taken at Standard Level. The main difference between Higher Level and Standard Level is the depth in which you cover the subject. It will vary from subject to subject but the differences could be in the depth of the content covered or in the level of questioning for the final exams. Group 1 Language A (Mother Tongue) English (Literature) Group 2 Group 3 Language B (2nd Language) and Classical Languages Individuals & Societies French B, German B, Italian B, Spanish B, Latin, Greek, Italian ab initio* History, Economics, Philosophy, Geography, History of Art** Group 4 Experimental Sciences Biology, Chemistry, Physics Group 5 Mathematics Maths HL, Maths SL, Maths Studies SL Group 6 Creative Arts & Electives Theatre Arts, Visual Arts, Music or a second choice from Groups 2,3 or 4 * The provision of Mandarin and Russian is under review. If either is an option that might be of interest to you, please see Madame Corcoran before the end of the Autumn term. It will not be possible to provide either language in both the A Level and IB programme. ** History of Art is only available at Standard Level. 7

10 The DP Core The Extended Essay asks students to engage in independent research through an in-depth study of a question which students devise relating to one of the DP subjects they are studying.the World Studies Extended Essay option allows students to focus on a topic of global significance which they examine through the lens of at least two DP subjects. Theory of Knowledge course (ToK) is a holistic approach to thinking. Through stimulating group activities and discussions it teaches students HOW to think and allows for a cross-disciplinary and pluri-dimensional understanding of what knowledge is and how we know things to be true or not. The thinking skills developed in ToK are universal and can be applied to all six subjects studied as part of the IB course and beyond. Creativity, Action, Service (CAS) involves students in a range of activities alongside their academic studies throughout the Diploma Programme. It encourages pupils to pursue new interests and challenges, develop their existing skills and passions and reflect on what these experiences have taught them through varied extra-curricular commitments. Students are encouraged to participate in activities where they can: explore their Creativity; remain active and healthy through physical Action; and, volunteer for Service experiences which will help others and be of learning benefit to themselves. CAS is designed to help students learn even more about themselves and the world around them, and provide them with an even more vibrant and varied sixth form journey. 8

11 Assessment Students take written examinations at the end of the programme, which are marked by external IB examiners. Students also complete assessment tasks in school, which are either initially marked by teachers and then moderated by external moderators or sent directly to external examiners. The marks awarded for each course range from 1 (lowest) to 7 (highest). Students can also be awarded up to three additional points for their combined results on Theory of Knowledge and the Extended Essay. The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance across the whole programme and to satisfactory participation in the creativity, action, service requirement. The highest total that a Diploma Programme student can be awarded is 45 points. Assessment is criterion-related, which means student performance is measured against prespecified assessment criteria based on the aims and objectives of each subject curriculum, rather than the performance of other students taking the same examinations. The range of scores that students have attained remains statistically stable, and universities value the rigour and consistency of Diploma Programme assessment practice. 9

12 The DP Core The programme is recognised and respected by the world s leading universities. The following are just some of the comments that have been made: Diploma Programme students are well-rounded, multifaceted, multiskilled and have studied in depth. They have good time-management skills.they score higher than students in other national systems, and the IB score is worldwide the same measure. Hrilina Lock, Undergraduate Admissions Manager, London School of Economics, UK IB is well known to us as excellent preparation. Success in an IB programme correlates well with success at Harvard.We are pleased to see the credential of the IB Diploma Programme on the transcript. Marlyn McGrath Lewis, Assistant Dean of Admissions, Harvard University, USA King s welcomes the great sense of energy, determination and diversity that IB students bring to the College, and how well they adapt to an academically rigorous study environment and university life.we believe this is in part thanks to the broad nature of the IB, which complements King s range of single honours and multidisciplinary degree programmes. Professor Sir Rick Trainor, Principal of King s College London 10

13 Subject Choices A Level or IB Please note that the school imposes no blocking restrictions on your initial choice of subjects but reserves the right not to run a course if take-up is too low. We will do our best to accommodate requests for subject changes later in the year but these cannot be guaranteed. If you decide to follow the A Level route, we will ask you to choose four A Levels + the EP (Extended Project), or three A Levels + EP (+ AS Mathematics - optional); experience has shown us that any greater number of A Levels than this compromises high grades and super-curricular activities due to time pressure. The exception to this is if your fifth subject is Further Mathematics, or a language in which you are bilingual. Taking four A Levels will allow you the time and opportunity to take the Extended Project Qualification which is likely to be more appealing to universities than an AS Level, unless in Mathematics. AS Level Mathematics will be taught on three periods per week in the Lower Sixth and two periods per week in the Upper Sixth. If you decide to follow the IB Diploma route, you will have a wider choice, since you will be studying six subjects. However, do not worry if you are not as strong in some of these subjects as others. Girls can choose to study three of their subjects at Standard Level and there are three different levels of Maths course. This means that there is an appropriate opportunity for everyone to be successful. Please note that the final deadline for receipt of your subject choices form will be Tuesday 2 February

14 FAQ (A Level and IB) How do universities regard A Levels and the IB? A Level and the IB represent two different philosophies of education, and university admissions tutors both here and abroad make offers to candidates taking either route.the IB is considered to be an excellent base for university study because encouragement of an enquiring, independent approach is embedded in the programme syllabuses. Universities also value highly the additional components of the Extended Essay and Theory of Knowledge (TOK) which can build research and critical thinking skills. However, many AL students are now developing their research skills through the Extended Project (EPQ) and there are plenty of opportunities to develop your depth of knowledge through super-curricular and enrichment activities. Students sometimes ask about comparative levels of depth of study.the IB Diploma is broader than A Levels, but Higher Level subjects are studied in depth. Complementary subjects can be taken in both pathways and competitive universities will expect evidence that students have read beyond the confines of their syllabuses. Both A Level and IB students have achieved considerable success at UK universities which place an emphasis on depth of study, and at US universities which provide a broad Liberal Arts programme. A Level offers from UK universities are normally based on three subjects, and typical offers from the universities to which our students apply are in the range A*A*A - ABB. In our experience, IB offers from universities in the UK, USA and mainland Europe have compared favourably with A Level, with most offers ranging from 32 to 38 points out of 45, with a 6 or 7 in one or, very occasionally, two of the HL subjects. Admissions tests play a huge part in Oxford s admissions process but an A* will be included in offers for some subjects. Cambridge are now using, at least for some subjects, 1 A* or 7 in their standard offer. Do Medical Schools show any preference for A Level or IB pathways? For Medicine, as for all subjects, the universities are keen to take strong and committed applicants from either route.varied work experience is crucial and Chemistry at AL/ HL is required by all. See page 20 for further specific details.the organisational and communication skills developed within the IB programme are highly valued; AL students can develop these through extra-curricular activities and the Extended Project. What are the advantages and disadvantages of each route? This is a difficult question to answer as it is very much a question of personal preference and the differences mentioned throughout this booklet will be seen as advantages or disadvantages by different students.the holistic nature of the IB programme ensures a balanced education, offering a wide range of study, the opportunity to keep career and higher education options open for longer and greater awareness of other cultures and communities. However, the A Level route allows free choice, within the confines of the timetable. Careful selection of 4 A Level subjects can also provide some breadth. 12

15 How do the different workloads compare? Is one pathway harder than the other? Over the course of the two years, there is little difference between the workloads of those who opt for 4 A Levels (20 periods per week + the EP), and those who take the IB (21 lessons + TOK). In an increasingly competitive Higher Education market, students taking 3 A Levels are well advised to add the EP to their portfolio. The different timing of examinations and coursework deadlines creates different pressure points within both programmes; planning ahead and using holidays effectively is essential. As far as levels of difficulty are concerned, it is very hard to get top scores in either pathway, but it can be done. This year 65% of IB students gained 40 points or above (achieved by only 7% of students worldwide). Of all the A Level grades awarded 64% were at A/A* grade. These excellent achievements are not directly comparable between the pathways, but show that enthusiasm, hard work and excellent attendance will help you do full justice to your potential in A Levels or the IB. The heaviest Sixth Form programme involves 5 A level subjects (25 periods per week). Even the strongest students tend not to do themselves justice at A Level with 5 subjects as they have hardly any free time. It may be sensible to start with five A Level subjects if you wish to study Further Mathematics and then drop to four in the UVI. Will my friendships be affected by the pathway I choose? Choose the pathway that seems right for you. Good friendships depend on much more than the academic courses. In the Sixth Form, you meet new students because of your subjects, tutor groups, the freedom of the Sixth Form area, field or practical work, school trips, extra-curricular activities, your Higher Education aims and UVI positions of responsibility, etc. Often girls make new firm friends as well as retaining close long term relationships. Which is more important, subject choice or pathway choice? All students at Godolphin and Latymer have the ability to take either pathway but your subject preferences may help you to make a final decision. Please bear in mind that choosing AL or HL subjects you enjoy and are good at is the greatest recipe for success.you should also look carefully at the next section entitled Expected A Level and IB requirements for degree courses which gives specific advice. If you are considering a new subject like Economics or History of Art, make sure you have a clear understanding of what this study will involve. Sometimes girls select the IB but are not so keen on, or skilled in, one or two of the required subject areas, eg Mathematics or Languages.These would be best taken at Standard Level (or Studies level in the case of Mathematics and ab initio Italian in the case of languages) and you will probably find that you enjoy them much more than you expected. However, as you will be aware from reading this booklet, none of these choices should be made in isolation. There is plenty of advice and guidance available in school. 13

16 Upper Sixth Perspectives on life in the Sixth Form Candice Baune UVI A Level For both AS and A2, my subjects are French, Spanish, Geography and History of Art. I am hoping to study History of Art and French at university. My Extended project title is Tina Modotti and Octavio Paz: A representation of 'mexicanidad' (It is History of Art/photography based) At school I tutor girls in Spanish & French and edited the Link Magazine. I am also running the History of Art Splat club and Geography society in the UVI. After school I do tennis and swimming twice a week, play guitar in a (really informal and not serious at all!) band and I also lifeguard at my local pool. I am part of the Amnesty International Team, so will be helping out every other week at the club. I've really enjoyed the new dynamic that you experience in the Sixth Form, both between the students - as we're in the common room altogether, it is easy to form friendships with new people; and also with the teachers - because classes are smaller, the teaching is very different and is really fun and interesting! I also really like being able to assist younger years from a Sixth Form perspective and hopefully inspire them to fully immerse themselves into what Godolphin offers them as they go up the school. Caris Coyle UVI A Level I have taken AS Biology, Chemistry, Maths and Physics and am continuing with Biology, Chemistry and Maths at A2 with the intention of studying Medicine at University. My Extended project title is What are placebos and to what extent is their use ethical in medicine? Extra curricular activities: Inside school: Hockey, Biomedical society and I am also an editor for the Absolute Zero magazine Outside school: Volunteering at Emerson House, helping primary students with touch typing; Rowing and Duke of Edinburgh Gold Award Positions of responsibility: Hockey Captain, Deputy House Captain Lovelace House The Sixth Form really allows you to become more independent and take control of your studies and having the common room is a great space where you can relax and work together with your friends. The relationship between you and your teachers really changes when you become a sixth former because now you are doing all the subjects that you particularly enjoy and want to study in more depth. I have found that my A Level subjects answer many questions that I had lower down the school as I have come to study each topic in much more detail. 14

17 Sophia Dowson Collins UVI IB I am studying English, Philosophy and Art at Higher Level and Italian ab initio, Physics and Maths Studies at Standard Level. I am applying to New York University. In case this doesn t work out, I am also thinking of applying to study English and Philosophy in the UK, with possibly an Art Foundation year first. The IB was never my plan, but I'm very glad I decided to proceed with it. The way it is taught and examined really works in my favour with oral presentations in English and the freedom to create and follow your own theme in Art. One of the many 'IB Learner Profile' traits specifies that we should be 'inquirers'; I now find myself inquiring much more. I ask philosophical questions about the things I learn in English and I ask Physics based questions on the things I learn in Philosophy; the links between the subjects have led me to a more full and interested understanding. My Extended Essay is focusing on two works by the artist Cornelia Parker: 'Cold Dark Matter' and 'The Maybe'. How does Parker use a visual language to present narrative? For my Theory of Knowledge presentation I chose to focus on a real life situation using Alan Ginsberg's poem 'Howl'. My essay title is Does art have to challenge to be of worth? My Creativity, Action and Service (CAS) projects and activities have included dancing with a youth company, swimming, singing in school, co-directing house drama, assistant directing the Lower School play, acting in the senior play, reading with primary age children at West London Free School, being a member of the Christmas Bazaar committee, doing the dance choreography for the Year 7 Christmas production, a play writing course, being a National Youth Theatre ambassador and National Youth Theatre volunteering for Epic Stages. These are all activities I would have done anyway so it is great that they can also contribute to my IB diploma. My main CAS project is on Eco-tourism developing and consulting in Indonesia Further extra-curricular activities: Outside school: part-time carer for child with learning difficulties Inside school: Speech and Drama Positions of responsibility: Theatre Captain and English Laureate Since joining the Sixth Form, I have experienced a great change in freedom and responsibility. Reducing my number of subjects has allowed me to develop a greater understanding of those I grew to love most over the previous years. I have much more time to delve beyond the curriculum in my subjects, discovering more personal interests in specific areas (most clearly in my higher levels). Joining the Sixth Form opens many opportunities and I have found that the new responsibilities offered, such as being on the Christmas Bazaar Committee and assistant directing for the Lower School play, are particularly exciting. It's great to graduate into the Sixth Form and see the school from this perspective. 15

18 Maria Mullerat-Pigem For my IBDP I decided to study Biology, Chemistry and French at Higher level and English, History and Maths at Standard level. I gained a place to read Dentistry at Bristol University this academic year. For my EE I decided to write a World Studies Essay as it combined two subjects which I consider to be essential for my degree. I chose to investigate a current issue: FGM (Female Genital Mutilation) and I focused on why it's a problem globally and in my local area. This biologically and psychologically harmful practice requires more global awareness if we are to successfully eradicate it. I chose a current issue, since it is still possible to change the future of FGM in this world, unlike many historical issues. I carried out several interviews, visited an FGM clinic (which aims to help and treat women who have undergone FGM), went to an FGM awareness event, and analysed data collected in my local area. The result was an essay that I felt proud of! A tip if you decide to write a World Studies Essay is to really focus on the issue both globally and in your local area, as well as to give your 2 chosen subjects an equal amount of attention. Sixth Form was a time for me to really explore my interests. I wanted to ensure I participated in a variety of activities that contributed towards my higher education, but that I also enjoyed. I attended BioMed society (I recommend you give a few talks in your favourite society - if you have interviews, your talks will be interesting to discuss, and it improves your confidence). I was also part of the Netball squad, which enhanced my team skills, and allowed me to concentrate my mind on other things aside from work and tasks. Volunteering and Gold Duke of Edinburgh were two other activities which required constant dedication, but were worth it and satisfying to complete in the end! In addition, I had the honour of being Head Girl at Godolphin. Although challenging at times, it was one of the most rewarding experiences ever. It improved my time management and organisation, my leadership and communication skills, and my desire to help others, all of which are necessary skills for my future career in Dentistry (and any other!). It's important to remember that Head Girl isn't the only role where you'll learn these qualities - the variety of roles of responsibility allows you to choose one that you're passionate about, and one that you have sufficient time for. I particularly enjoyed Sixth Form at Godolphin, since it gave me the chance to give back and to help improve certain areas of the school for future pupils. I also loved being part of the close IB community - the small number allowed you to have classes which were tailored to your strengths and weaknesses. Also, the fact that we were going through the same process allowed me to build strong and lasting friendships. Also, the common room was a great place to catch up with friends and have a well-earned cup of tea! Finally, having free periods was a life-saver: use them well (both for doing work and chilling out in the common room!). The Autumn Term in the UVI is the most stressful time of sixth form. It's full of finalising university applications, going to UniPrep sessions and on top of that, doing your A-Levels / IB! It's key to be extremely organised and prioritise your tasks, and perhaps working a bit during the summer will minimise the workload at the start of term. Another difficulty is the depth of knowledge required for each subject, so briefly going over what you studied that day at home will help later on when it comes to revising. And finally, even though there may be times when it all seems impossible, stay positive and confide in your friends! 16

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20 Expected A Level and IB Requirements for Degree Courses Both A Level and IB qualifications are equally acceptable for entry to universities in the UK and overseas (each year some girls apply to the US, Canada, the rest of Europe and to Eire). Subject requirements of degree courses for which girls in this school regularly apply are listed below. For popular courses such as Economics, English Literature, History, Law, Medicine, or Psychology, all of the competitive universities require grades AAA at A Level or, usually, a score of IB points; the most competitive require A*AA or 7 points in a HL subject. Universities such as Bath, Bristol, Durham, Imperial, Manchester, UCL and Warwick may also require A*AA or 7 points in a HL subject for courses in Sciences, Engineering and Mathematics; a few of these courses will require IB students to have 7 points in one of their HL Sciences or Mathematics. Cambridge currently requires A Level grades of A*AA for all arts courses and A*A*A for all Science courses except Psychological and Behavioural Sciences (A*AA). Irrespective of course, the standard IB requirement is points, including 776 in the 3 HL subjects. In practice, however, both higher and lower offers may be made on an individual basis. Oxford currently requires A Level grades of AAA for all arts courses, A*AA for all Science courses, including Economics and Management, Engineering, Geography, Medicine and Psychology, and A*A*A for Mathematics and related courses. Irrespective of course, the standard IB requirement is points including 776 or 766 in the 3 HL subjects. Unlike at Cambridge, these entry requirements are standardised across the university and are rarely raised or lowered. Students applying for Medicine, Dentistry or Veterinary Medicine, for a range of courses at Oxford and Cambridge, and a few courses at other universities (e.g European Social & Political Studies at UCL, Biomedical Sciences at Imperial) are also required to sit specific Admissions Tests, either in November of the UVI year or at interview. Degree Course American Studies Anthropology Archaeology AL subject requirements Normally AL History or AL English Literature would be required or recommended. No specific requirements. Biology, English Language, English Literature, History of Art, Geography (human aspects) or Religious Studies could be helpful supporting subjects. Normally no specific requirements. BSc courses usually expect one or two ALs in a Science, Geography or Mathematics. International Baccalaureate requirements Normally History or English at HL would be required or recommended. No specific requirements. Normally no specific requirements, but for BSc Archaeology a Science at HL may be required or preferred. 18

21 Architecture Most courses prefer a mixture of Arts and Science subjects at AL. For some courses Mathematics is highly desirable, Fine Art is required or preferred. A portfolio of artwork may be required. SL or HL Mathematics is required by some universities (at Bath most applicants have HL). For some courses SL/ HL Visual Arts is required and a portfolio of artwork is usually required. Art & Design It is normal to progress to Fine Art, Fashion Design, Graphic Design, 3-D Design,Theatre Design and other Art & Design degree courses from a one-year Art Foundation course. Biochemistry Biology Business/ Management Chemistry Classical Subjects Selection for entry to Art Foundation courses is based on the AL Art portfolio and an interview. AL Chemistry plus at least one other AL Science/Mathematics. Some courses (e.g. Exeter or Warwick) specify Biology AL, others (e.g. Imperial) prefer Biology AL. AL Biology plus another science/ Mathematics AL, usually AL Chemistry. A mix of humanities and science /Mathematics ALs is strongly recommended (required by Warwick). AL Mathematics will be required by some courses; Mathematics to at least AS will be required by many other courses, and would be an advantage for all courses. AL Chemistry required. AL Mathematics is required or strongly preferred. If Mathematics is not studied at AL, another Science AL (usually Physics) is required. Traditional language courses (usually called Classics ) require AL Latin and/or Greek. Greek courses require AL Greek. Latin courses require AL Latin. Some, but not all, non-linguistic Classics courses (usually called Classical Civilisation, Classical Studies, Ancient History etc.) will require or prefer one of Ancient History, Classical Civilisation, History, Latin or Greek at AL. Selection for entry to Art Foundation courses is based on the HL Art portfolio and an interview. HL Chemistry plus at least one other HL Science or Mathematics. Some courses specify the second HL must be Biology (e.g.warwick). At least 2 HL sciences required, one of which should be Biology or Chemistry. A mix of humanities and science /Mathematics HLs is strongly recommended (required by Warwick). SL Mathematics is required. HL Chemistry required. Many courses also require HL Mathematics; others will need SL. Traditional language courses (usually called Classics ) require HL Latin or Greek. Greek courses require HL Greek. Latin courses require HL Latin. Non-linguistic Classics courses (usually called Classical Civilisation, Classical Studies, Ancient History etc.) have no specific requirements. 19

22 Dentistry AL Chemistry and AL Biology. HL Chemistry and HL Biology. Drama Economics Engineering AL English Literature may be required or preferred, although some courses will accept another essay-based subject as an alternative. AL Mathematics is required for many degree courses, and advantageous for all. Many also prefer AL Economics. A few (e.g.lse) welcome AS/AL Further Mathematics in addition. All universities require at least one essay-based subject. AL Mathematics and AL Physics required for all variants. AS or AL Further Mathematics may be an advantage. Some (e.g. Bath, Imperial) require Grade A* in AL Mathematics. A small number of universities require or prefer English, History or Theatre Arts at HL. Requirements differ: some e.g. Cambridge, Durham, LSE, UCL,Warwick demand HL Mathematics; all other universities will require SL Mathematics (most will expect a score of 7 or 6 points). Some universities also consider HL Economics desirable. Most universities will require HL Mathematics and HL Physics. English Literature AL English Literature. HL English. Geography AL Geography. HL Geography. History AL History. HL History. History of Art Law Mathematics AL History of Art is not required, but will be an advantage. Some courses state a preference for AL Modern Language. No specific subject requirements, but at least one essay-based subject is necessary. AL Mathematics, usually at Grade A or A*. Many courses consider Further Mathematics to at least AS level to be an advantage. A number of courses require both Mathematics and Further Mathematics to have been studied. No specific requirements. No specific subject requirements. HL Mathematics required. One of Physics, Chemistry, Biology or Economics are also preferred at HL. 20

23 Medicine Modern Languages Music Medical schools generally require AL Chemistry and AL Biology. Most Cambridge colleges require 3 AL Sciences /Mathematics. Increasingly, applicants to medical school will choose to study AL Chemistry, Biology and Mathematics; a nonscience fourth subject (or an EPQ) can demonstrate breadth. Very many will expect at least 7-8 Grade A* at GCSE. For French, German or Spanish at degree level an AL in the language is normally required. Entry to Italian or Russian degree courses is possible without prior study of the language at most universities, although an AL Modern Language is necessary to provide evidence of language skills. For new languages at degree level (Arabic, Chinese, Japanese, etc.) study of an AL Modern Language is required. AL Music and usually ABRSM Grade VII/VIII will be required. Some courses also specify ABRSM Grade V piano. Most require HL Chemistry and HL in Biology (in a few cases Mathematics). Cambridge also requires HL Mathematics. Very many will expect at least 7-8 Grade A* at GCSE. For French, German or Spanish at degree level HL in the language is normally required for single or joint honours courses. (SL is not usually considered to be a high enough standard for degree study.) Entry to Italian or Russian degree courses is possible without prior study of the language at most universities, HL Modern Language is necessary to provide evidence of language skills. For new languages at degree level (Arabic, Chinese, Japanese, etc.) study of a HL Modern Language is required. HL Music and usually ABRSM Grade VII/VIII in an instrument sometimes required. Some courses also specify ABRSM Grade V piano. Natural Sciences For Bath and Cambridge, 3 Sciences/Mathematics at AL will create the strongest application; applicants offering only 2 Science/ Mathematics ALs will be at a disadvantage. For other universities, such as Durham, 3 ALs in Sciences or Mathematics will give greater choice of modules, but studying 2 should not be a disadvantage. For Cambridge, 2 HL Sciences and HL Mathematics will create the strongest application. For other universities, such as Durham or Bath, 2 HL Sciences and HL Mathematics will give greater choice of modules, but studying 2 of these will not be a disadvantage. Philosophy/ Theology No specific subject requirements, although AL Religious Studies would provide a good foundation. No specific requirements, although SL or HL Philosophy would provide a good foundation. 21

24 Physics AL Mathematics and AL Physics. HL Mathematics and HL Physics. Physiotherapy Politics PPE Psychology Sociology Religious Studies/ Theology Veterinary Science Some courses will require AL Biology; those that do not will usually require an AL science and may prefer AL Biology. KCL also requires a 2nd Science at AL. No specific requirements. History, Government & Politics or Economics AL would provide a good foundation. Some require AL Mathematics, for others it may be an advantage. At least one of History, Government & Politics, Philosophy, or Economics at AL would provide a good foundation. Universities are increasingly requiring applicants to have one or two AL Sciences; it is expected that this will become the standard requirement. No specific requirements. Economics, English Language or Government & Politics could be helpful subjects. No specific requirements. AL Religious Studies would provide a good foundation. All Veterinary Schools will expect AL performance of AAA/ A*AA; many successful applicants will have studied 4 subjects to AL. AL Chemistry and Biology are required; some universities (including Cambridge) will require Physics/Mathematics as the 3rd AL. HL Biology usually required. History or Economics at HL or SL would provide a good foundation. SL Mathematics would be an advantage and some require HL Mathematics. One of History, Philosophy or Economics at HL would provide a good foundation. A science (which can include Geography at some, e.g. Bristol) or Mathematics at HL will be required or preferred by most universities. No specific requirements. No specific requirements. HL or SL Philosophy would provide a good foundation. IB offers will be in the region points and applicants may be asked for 766 at HL. Cambridge requires points and 776 or 777 at HL. HL Chemistry and Biology are required by most Vet Schools; some (including Cambridge) will require Mathematics as the 3rd HL. 22