Art

AQA

2 units of coursework worth a total of 60%

The first 2 units run simultaneously and feed each other:

• The Portfolio Unit
• Unit of work based on London Galleries visits

Ongoing work in sketchbooks to support the projects, includes research into relevant Artists that related to each material/technique workshop done. Also the analysis of work by others and their own work will be included.

Other supporting studies include:

• pencil drawings
• charcoal
• pastels
• printmaking (lino and drypoint)
• small and medium size canvases
• experiments in collage
• black and white contextual experiments in texture
• large still-lifes

The result is 2 large compositions on stretched paper and on a large canvas.

Sketchbooks reveal students’ progress from the very beginning of the course. They show a student’s ability to draw with accuracy, fineness, personality and sensitivity of line.  Students prepare all their own equipment, learning how to stretch paper and do a coloured ground. They put together their own stretchers and stretch and prepare their own canvases. They are expected to understand colour mixing and the appropriate use of materials and adding texture sometimes.  Most of the work including some sketchbook work is mounted and presented by the students themselves.

Externally assessed assignment worth 40%

AQA issue starting points for this unit in the January of the final year at GCSE.

This 10 hour test is linked to the course and much of the preparation work is produced in sketchbooks during the allocated time.

We offer three courses at GCSE.

Latin GCSE (Eduqas)

Latin is an option that is regarded very highly by universities and employers.

GCSE Latin helps you to:

• improve your communication skills
• expand your English vocabulary by looking at Latin roots
• learn vocabulary in other European languages
• develop awareness of how languages work
• understand the influence of Roman civilisation on modern culture
• understand what the Romans had to say in their own words

We continue with the Cambridge Latin course to achieve the desired standard of competence in the language.

There are three components to the qualification:

1 Latin Language
Comprehension and translation of a passage of Latin and recognition of grammar.

2 Latin Literature
Set texts of Latin verse and prose are studied on a particular theme e.g. A Day at the Races, Schools and Education.

3 Roman Civilisation
A topic is studied for examination e.g. Roman Entertainment and Leisure, Religion in the Roman World

Classical Civilisation GCSE (OCR)

Classical Civilisation is the study of ancient Greece and Rome, and it is open to any student in S4/Y10. Studying the classical world gives our students an extra perspective on how societies work and why the modern world has developed in the way that it has. Classical literature is interesting and exciting to read in its own right. Stories from the Iliad and Odyssey have been used in several epic films like “Troy”. Students do not need to have studied Latin or Greek at all since the source materials are in English. Classical Civilisation is a humanities subject and is highly respected by both employers and universities.

The course is examined in two components of equal value.

1 Thematic Study
We study myth and religion in the ancient world.

2 Literature and Culture
We study war and warfare in the ancient world

Greek GCSE (OCR)

Classical Greek helps you to:

• expand your English vocabulary by looking at Greek roots
• learn vocabulary in other European languages
• development awareness of how languages work
• understand the influence of Ancient Greek civilisation on modern culture
• understand what the Greeks had to say in their own words

Students who have begun learning Classical Greek in S3/Y9 may continue through to take GCSE in S5/Y11 by attending two lunchtime sessions per week.

There are three components to the GCSE

1 Language
Language skills are tested by unseen translation and comprehension (written examination). There is a defined vocabulary list. Language skills make up 50% of the GCSE award.

2 Literature
There is a choice from a range of units on literature in the original Greek. These can be either verse or prose.

3 Civilisation
The Sources for Greek Civilisation are studied in English, using evidence to explore topics such as democracy, athletics and the theatre.

GCSE Computer Science

The Computer Science department offers iGCSE as an examined subject for students in S4 and S5 as an optional subject. The course follows the CIE syllabus (Cambridge International Examinations – http://www.cie.org.uk/ ), with students sitting two examination papers at the end of the course in the Summer of S5.

The iGCSE is academically very rigorous and challenging, and requires a wide breadth of understanding of computing theory and programming skills. Students are taught the relevant theory through practical, hands-on experience where possible. They are also thoroughly prepared for the ‘Case Study’ pre-release material (supplied each year by the exam board) using not one, but a variety of programming languages. This ensures a deep understanding of the scenario and boosts knowledge of different programming environments and methodologies.

Although not a requirement for A Level Computer Science, this course provides an excellent foundation for those interested in working with computers or going on to further study that involves an element of computing or ICT.

GCSE Design & Technology

GCSE Classwork

Design and Technology – Resistant Materials pathway

Design and Technology – Electronic systems, programmable components and mechanical devices

Pupils use workshop time initially to develop their skills through ‘design and make’ tasks with related homework and then to work on their major project. All homework during this latter period is on their design folder and is completed according to Controlled Assessment Guidelines.

GCSE Drama

The course encourages students to work imaginatively and creatively in a collaborative context creating, developing and communicating ideas. The specification challenges the students to explore and develop devised and scripted performance material, in an extremely engaging and exciting way.

There is a free choice of stimulus material and play scripts for all units, giving flexibility to choose the most appropriate texts and themes for students. It is a challenging and demanding discipline both intellectually and artistically.

Key subject aims

The GCSE in Drama encourages students to:

• Develop a personal interest in why Drama matters and be inspired, moved and changed by studying a broad, coherent, satisfying and worthwhile course of study.
• Work imaginatively and creatively in collaborative contexts, generating, developing and communicating ideas.
• Consider and explore the impact of social, historical and cultural influences on Drama texts and activities.
• Reflect on and evaluate their own work and the work of others.
• Develop and demonstrate competence in a range of practical, creative and performance skills.
• Develop a basis for their future role as active citizens in employment and society in general, as well as for the possible further study of Drama.
• Actively engage in the process of dramatic study in order to develop as effective and independent learners and as critical and reflective thinkers with enquiring minds.

GCSE Course Outline

Component 1: Devising 40% (Internally assessed)

Pupils explore themes, topics or issues through practical Drama work. Pupils document and evaluate how the work has been explored in a 2,000 word controlled assessment.

Component 2: Performance from Text 20% (Externally assessed by Visiting Examiner)

Pupils study and interpret two key extracts from a performance text of our choice.

Component 3: Theatre Makers in Practice 40% (Written Examination)

Pupils study one complete performance text for examination.

Pupils also attend one live theatre trips and evaluate the performance in examination conditions..

English Language and English Literature iGCSE

Pearson Edexcel International GCSE in English Language (Specification A) (4EA1)

Qualification Overview

Assessment

Examination: Non-fiction Texts and Transactional Writing (60% of the total IGCSE)

• Examination duration : 2 hours and 15 minutes
• Section A: Reading – a mixture of short- and long-answer questions related to a non-fiction text from Part 1 of the Pearson Edexcel International GCSE English Anthology and one previously unseen extract. Total of 45 marks.
• Section B: Transactional Writing – one 45-mark writing task, from a choice of two involving a given audience, form or purpose.
• Students will be provided with the anthology text in the examination.

Coursework : Poetry and Prose Texts and Imaginative Writing (40% of the total IGCSE)

• Assessment comprises two essays.
• Assignment A: Poetry and prose texts – one 30-mark essay question based on any two poetry or prose texts from Part 2 of the Pearson Edexcel International GCSE English Anthology, including a 6-mark commentary on why these texts were selected.
• Assignment B: Imaginative writing – one 30-mark imaginative writing task.
• These assignments will be prepared and begun in class, with drafts being monitored to ensure they are the student’s own work. The word limit for each assignment is 800 words and the advisory word count for the commentary is 200–300 words.

Non-Examination Assessment (NEA) in Spoken Language

The spoken language presentation may take a variety of forms, including:

1. a) a speech or talk by a student, followed by questions from the audience.
2. b) a formal debate or dialogue, such as an interview where the student is able to prepare extended responses to questions or prompts, which have been shared in advance, followed by questions from the audience.

In all cases, the presentation should be prepared and last no longer than 10 minutes.

Students will be assessed on their presenting skills, the way they respond to questions and feedback and their use of Standard English. The assessment will take place in S5 and the award will be a separate endorsement of Pass, Merit or Distinction. It will not contribute to the overall GCSE result.

Subject Information

Students are encouraged to read widely, both fiction and non-fiction, in order to be able to fulfil their potential in the exams.

Pearson Edexcel International GCSE in English Literature (4ET1)

Qualification Overview

Assessment

Examination: Poetry and Modern Prose (worth 60% of the total IGCSE)

• Examination duration: 2 hours
• Closed book, though students will be provided with the anthology poems in the examination
• Section A – Unseen Poetry: one 20-mark essay question exploring the meaning and effects created in an unseen poem. The poem will be reproduced in the question paper.
• Section B – Anthology Poetry: one 30-mark essay question from a choice of two, comparing two poems from Part 3 of the Pearson Edexcel International GCSE English Anthology.
• Section C – Modern Prose: one 40-mark essay question from a choice of two on Of Mice and Men

Coursework: Poetry and Modern Prose (worth 40% of the total IGCSE)

Assessment

• The assessment of this component is through two coursework assignments, internally set and assessed, and externally moderated by Pearson.
• Assignment A – Modern Drama: one essay response to a teacher-devised assignment on the studied text. We will study either Kindertransport by Samuels or An Inspector Calls by Priestley.
• Assignment B – Literary Heritage Texts: one essay response to a teacher-devised assignment on Macbeth.
• The total number of marks available is 60 (30 marks for each assignment). These assignments will be prepared and begun in class, with drafts being monitored to ensure they are the student’s own work. The word limit for each essay is 800.

Subject Information

Reading widely is a key way to boost confidence in this subject. All students in S4 will be expected to carry a novel of their own choice with them in school at all times so they always have something good to read.

Visiting the school library is a good option for anyone who struggles to find a novel they like. We also provide lists of recommended novels to all in S4.

Reading and sharing favourite poems, as well as going to the theatre, would always be a good way to support learning at home. We will arrange trips to the theatre to see a set text if at all possible.

GCSE Geography

Geography is an extremely popular option subject at GCSE. Groups are mixed ability with up to twenty students per group. Here at Birkdale we follow the GCSE (9-1) Edexcel Specification A.

This involves a thematic based learning approach and allows pupils to focus on the Geographical Processes that shape our world through a study of Physical and Human Geography at all scales from local to global in different parts of the world.

There are three components/papers:

Paper 1: The Physical Environment (1 hour 30 minute examination; 37.5% of GSCE)

The changing landscapes of the UK – River landscapes, Glaciated landscapes

Weather hazards and climate change – Tropical storms, Drought

Ecosystems, biodiversity and management – Tropical Rainforests, Temperate deciduous woodlands

Paper 2: The Human Environment (1 hour 30 minute examination; 37.5% of GCSE)

Changing Cities – Case studies of a major UK city (Sheffield) and a city in a developing or emerging country (Mumbai)

Global Development – Case study of a developing or emerging country (China)

Resources and management – A study of Energy resources

Paper 3: Geographical Investigations (1 hour 30 minute examination; 25% of GCSE)

Fieldwork (residential course)

One fieldwork day completing a River investigation (Snowdonia)

One field day completing an urban investigation (Sheffield)

UK Challenges

A study of four key challenges facing the UK:

1. Resource consumption and environmental sustainability
2. Settlement, population and economics
3. Landscape
4. Climate change 

There is no coursework or controlled assessment but fieldwork is assessed in Paper 3. There will be one day of fieldwork in Sheffield and a 3-day residential fieldwork course in Snowdonia.

GCSE History

Paper 1 Understanding the modern world

Tsardom and Communism: Russia 1894 to 1945.

Conflict and tension 1918 to 1939.

50% of the GCSE assessed at the end of the course in a 1 ¾ hour exam.

Paper 2 Shaping the nation

Elizabethan England 1558 to 1603 including a special study on Hardwick Hall.

Power and the people: Britain 1170 to the present day.

50% of the GCSE assessed at the end of the course by a 1 ¾ hour exam.

There is a trip to Hardwick Hall and an active Middle School History Club.

GSCE Maths

The two year GCSE course begins as pupils enter Y10. All pupils will be taught in preparation for higher tier. All boys will follow the Edexcel GCSE (9-1) specification 1MA1. Assessment will be via three 90 minute papers, with the first one being non calculator. A final decision on tier of entry will be made after the mock examination of year 11 but we fully anticipate that only one or two boys in any year group would be entered for foundation tier.  We are confident that the groundwork done in years 7, 8 and particularly 9 provides a solid basis upon which to build at GCSE. The results achieved by Birkdale boys in Mathematics have always been outstanding and are a result of both their efforts and ours.

The teaching in the department remains imaginative and well focused. We believe strongly that Mathematics needs to be taught in relevant contexts wherever possible and that only by providing differentiated work can every pupil maximise their potential. We continue to buy in suitable calculators and sell them on to our pupils at cost price; it is most important that each pupil becomes completely familiar with their calculator over the two year course. We also make use of the ICT resources via programs such as Excel, the web-based graph plotter DESMOS and the Mymaths VLE.

Progress is carefully monitored during the two year course by regular setting and marking of homework as well as half termly tests which consist of GCSE questions relevant to the most recent work covered.

During the final weeks before study leave, the pupils work almost exclusively on past GCSE papers in order to fine tune their examination technique and ensure they achieve their best possible grade.

GCSE Modern Languages

All pupils study at least one modern foreign language from French, German or Spanish. Study of a foreign language enhances cultural awareness, develops oral and written communication skills and increases confidence, all skills which can be transferred to other subjects. Moreover, as international travel and business become the norm, more and more employers are recruiting staff who can communicate in more than one language. A qualification in a modern foreign language or languages could therefore enhance career prospects.

The two year course begins as pupils enter Y10 and all pupils take AQA GCSE (French -8658, German – 8668, Spanish – 8698). Full specifications may be viewed at:

http://www.aqa.org.uk/subjects/languages/gcse

There are three themes. The first covers Me, my family and friends; Technology in everyday life; Free-time activities. The second covers Home, town, neighbourhood and region; Social issuessuch as voluntary work; Global issues such as the environment and poverty; Travel and tourism. The final theme deals with My studies; Life at school; Education post-16; Career choices and ambitions.

Insight into the foreign culture and knowledge of the country thus go hand in hand with systematic mastery of the structure of the language and acquisition of vocabulary.

Scheme of assessment

The qualification comprises four assessments, taken at the end of the course:

• Paper 1: Listening (Foundation – 35 minutes; Higher – 45 minutes): 25%
• Paper 2: Speaking (Foundation – 7-9 minutes; Higher – 10-12 minutes): 25%
• Paper 3: Reading (Foundation – 45 minutes; Higher – 1 hour): 25%
• Paper 4: Writing (Foundation – 1 hour; Higher – 1 hour 15 minutes): 25%

A wide range of enjoyable and stimulating resources are used, with all of the six specialist language-teaching rooms equipped with interactive whiteboards with high quality sound systems. To enhance oral fluency, pupils have conversation in small groups with our French, German and Spanish assistants. In addition, the department offers a range of homestays or study visits abroad and pupils are strongly recommended to take part in such visits. Recent GCSE Study Visits have been to Paris, Berlin and Sevilla.

Pupils have the opportunity to participate in various Regional Language Competitions. Recent successes include winning a GCHQ Language and Codebreaking Challenge run by Business Language Champions. The winners enjoyed a day out at Bletchley Park.

GCSE Music

We follow the Edexcel GCSE course in Music. The GCSE course builds on a number of the skills that have already been developed during previous years:

• Pupils choose two topics for composition. The style/genre of these are tailored to each student’s own musical interests and strengths.
• Pupils study set works covering a range of musical styles:

• Pupils perform as a soloist and also as part of an ensemble either playing an instrument or singing. The standard required by the end of the course to be able to access the full range of marks is approximately the same as ABRSM grade 4, although pupils do not need to have taken any exams in order to take the course.

GCSE PE

AQA Physical Education, specification code: 8582

Written examination 60%. Practical assessment 40%.

There are three components of assessment for this qualification:

• Paper 1: 1 hour 15 minutes

30% of GCSE

• Paper 2: 1 hour 15 minutes

30% of GCSE

• Non-exam assessment (NEA):

Practical performance in three different physical activities + analysis and evaluation of performance to bring about improvement in one activity.

40% of GCSE

Paper 1: The human body and movement in physical activity and sport (78 marks):

• Applied anatomy and physiology
• Movement analysis
• Physical training
• Use of data

Paper 2: Socio-cultural influences and well-being in physical activity and sport (78 marks):

• Sports psychology
• Socio-cultural influences
• Health, fitness and well-being
• Use of data

Non-exam assessment: Practical performance in physical activity and sport (100 marks):

• For each of their three activities, students will be assessed in skills in progressive drills

(10 marks per activity) and in the full context (15 marks per activity).

• Students will be assessed on their analysis (15 marks) and evaluation (10 marks) of performance to bring about improvement in one activity.

The GCSE Physical Education course will develop students’ understanding and skills relating to health and fitness, socio-cultural and scientific aspects of Physical Education. With a high non-examination percentage, this course should appeal to those students who possess strong practical skills and who are interested in understanding the factors that affect sporting performance. This qualification will give a strong foundation of knowledge and prepare students well for A-level Physical Education, as well as other A-level courses such as Biology and Psychology.

GCSE Biology

All pupils study Biology as either a separate science GCSE or as a third component (along with Physics and Chemistry) for two Combined Science GCSEs (Synergy course 8465).

The GCSE specification in Biology has been designed as loose and flexible topics to provide a programme of study that starts with simpler and fundamental concepts in S3 (Year 9) and builds on understanding more complex ideas over S4 (Year 10) and finishes in the Easter term of S5 (Year 11) to provide time for revision. Regular tests provide feedback and support and the ten required practical tasks are spread over the three year course, alongside other practical activities, in order to support the theory work and provide pupils with an understanding of how science works in the real world.

The topics covered are:

S4 (Year 10)

Classification of living organisms; the heart and blood vessels; plant tissues and organs; photosynthesis; respiration; the human nervous system; hormonal coordination in humans; the role of the kidney; reproduction; adaptations, interdependence and competition; organisation of an ecosystem.

S5 (Year 11)

Plant hormones and their uses; plant disease; the brain and the eye; monoclonal antibodies and their uses; genetics and evolution; food production and sustainable farming.

In addition to the academic content of the course we also provide an opportunity for our S4 pupils to participate in the national competition The Biology Challenge.  Run by the Royal Society of Biology this sees over 40, 000 pupils compete in an online competition comprised of two 25 minute papers.  Questions are set on topics covered in general Biology courses but will also reward pupils whose knowledge has been increased by reading books and magazines, watching natural history programmes and taking an interest in native flora and fauna.  We hope this will encourage pupils to develop a love of the subject and choose to further their studies with the Biology A-level course.

GCSE Chemistry

As a Chemistry department, we want to develop a passion and genuine interest for the subject amongst our pupils. We would hope that students are able to gain an excellent knowledge and understanding of Chemistry and appreciate its role in everyday life.

Importance is attached to the development of how Chemistry works in the world at large as well as in the laboratory. Revealing the molecular complexity of the world around us and its subtle relationships with ourselves and other living organisms gives us a deeper understanding of our place in the grand scheme of things. By studying models of atoms, the properties of simple compounds and the techniques used in chemical analysis, pupils will be able to apply these skills to solve problems in more complex areas of the subject.

GCSE Chemistry

This course is delivered by subject specialists. Pupils are timetabled for 3 periods of Chemistry per week which will include a double period for practical work. New specifications for Science are now in place and our GCSE curriculum for Chemistry mirrors these national changes. The new specification will be taught in part to S3 pupils from September 2016 with a full commitment to the course for S4 pupils from September 2017. This course provides a firm foundation for progression to study A Level Chemistry in the Sixth Form.

Unit contents are given below.

Paper 1 (50% of the overall assessment)– 1hour 45 mins

Fundamental Ideas including Simple Atomic Structure and bonding, quantitative chemistry, chemical changes and energy changes.

Paper 2 (50% of the overall assessment)  – 1 hour 45 mins

Topics include rates of Reaction, Organic Chemistry, Chemical Analysis, Chemistry of the Atmosphere and Using Resources

Practical Work

As a department we encourage students to develop their practical skills. Part of the GCSE course requires to students to carry out and record a number of fixed practical exercises. These will be well documented.

GCSE Physics

Pupils are placed in one of four academic sets. Sets 1 to 3 will work towards 3 Science GCSEs in Physics, Chemistry and Biology. These sets will cover more topics and work at a faster pace. Set 4 will follow the Trilogy Combined Science course, working towards 2 Science GCSEs. These pupils have less material to cover and so will have more time to reinforce their learning and explore the more difficult concepts. Pupils following the Trilogy course can still progress on to A-level Science courses (provided they meet the entry requirements) and will not be disadvantaged in any way.

The following topics are covered in both GCSE Physics and the Trilogy course (apart from topic 8 which is only covered in Physics). There is also some additional material within topics 1-7 that is only covered in the separate Physics course.

1. Energy
2. Electricity
3. Particle model of matter
4. Atomic structure
5. Forces
6. Waves
7. Magnetism and electromagnetism
8. Space physics (Physics only)

The topics above are covered from the beginning of S3 (Year 9) through to S5 (Year 11).

There is one double period per week in S3 (plus 40 minutes homework). S4 and S5 have one double period (1h 10min) and one single period (35min) per week (plus 1h homework).

Assessment for GCSE Physics will be by two 1 hour 45 min written exam papers taken at the end of the course. Paper 1 covers topics 1-4 and Paper 2 covers topics 5-8. They will also be required to complete 10 required practical activities spread out across the course.

Assessment for the Physics part of the Trilogy GCSE will be by two 1 hour 15 min written exam papers taken at the end of the course. Paper 1 covers topics 1-4 and Paper 2 covers topics 5-7. They will also be required to complete 8 required practical activities spread out across the course.

Art and Design (AQA Fine Art 7202)

We are seeing the aims of the department bear fruit with a generation of artists emerging who are producing a tremendous range of exciting and highly skilled work.

There is also a culture of art appreciation and debate growing within the school. Other departments are responding to this and several joint ventures have been undertaken. Many pupils now choose art related subjects to study at university including Fine Art, Architecture, History of Art, Graphics, Theatre Design etc.

We have also enjoyed a great deal of success in the public exams, with a high percentage of students getting top grades at GCSE and A level.

Course Overview

It is anticipated that those studying Art at A level should have a higher level of motivation, and a keen interest in the work of other artists and designers. The ability to handle and manipulate materials in a confident and fluent manner is essential.

For those wishing to embark on a career as an artist, designer or architect A level Art would be a necessary choice.  However imagine the would-be medic asked to discuss a current Science and Art exhibition at their Oxford interview and feeling glad that they had taken Art as their fourth option.  Imagine the prospective engineer who was told at their Cambridge interview that it was a real bonus that they were able to draw, and you will begin to see how Art is useful in all kinds of spheres – the dentist who is a skilled craftsman and can match different shades of white is obviously at an advantage.

Think of your favourite film, remember that the director and those employed in its making probably found their way into cinema via Art school.

Lower Sixth Art

Component 1:
A portfolio unit of course work. A portfolio of materials which exemplify work carried out at AS.  Work marked as a whole.

Component 2:
Internally set assignment- a project with a five hour supervised time incorporated into the preparation for a final outcome.  Work marked as a whole.

Upper Sixth Art

Component 1: Personal investigation-(Internally assessed and externally moderated 60% of A2)
This is based on an idea, issue, concept or theme supported by 1000-3000 written piece of work.

Component 2: Externally set assignment- (Internally assessed and externally moderated 40% of A2)
This is a project based on one of eight starting points set by AQA.  Students produce a clearly defined selection of work which will lead to a finished piece or pieces.

Links to other subjects
A common combination of A2 courses is Art, Maths and Physics or Art, Geography and Physics.

Links to HE courses and beyond
Many of our students go on to do Art related degrees such as Architecture and Landscape Architecture whilst others will go on to study Art on a foundation course either locally or attached to a degree course elsewhere within the UK.

Recent department trips include:

Chatsworth– meeting the artists Michael Craig-Martin and Jenny Saville.

London– meeting advertising Creative Director Alan Mackie and fine artist Brian Griffiths and tutor at the Royal Academy.  Visiting major galleries in London.

Manchester– competing in the regional heats for the Articulation competition.

New York and Washington DC– visiting major international galleries in both cities.

Business and Economics

The main aim of the Department of Business and Economics is to maximise the wide educational benefit to be gained from a knowledge and appreciation of the two subjects. A knowledge of Economics and/or Business aids the understanding of the environment in which organisations operate, including the natural, social, political and economic environment.

Economics, Management and Business courses continue to be popular amongst Birkdale leavers and an A level in either Economics or Business constitutes excellent preparation for such courses. Indeed, even if students are not expecting to read these subjects at university most will become managers of some sort in their own professional environment.

The department is very active on the extra-curricular front. Birkdale School is a Young Enterprise Centre of Excellence and we are successful in a range of local and national competitions, including the Bank of England’s Target 2.0 competition and the ICAEW’s BASE competition. In addition, the department produces its own in-house magazine, the Sleeping Dragon.

The department organises a variety of day and residential visits, including an annual trip to London visiting the Bank of England, Downing Street and the Houses of Parliament. A three-yearly trip to China and Hong Kong is also offered, in conjunction with the Modern Foreign Languages Department.

A Level Business and Economics

Economics (AQA 7136)

Economics is a real-world subject that affects everyone! It is about our economic system and how it operates. Inevitably, it is also about problems such as unemployment, rising house prices, taxes and recent events.

You will investigate micro and macroeconomics. Microeconomics addresses issues such as: ‘Why are house prices so high in some areas?’, ‘Can pollution be controlled effectively?’ and ‘Should governments interfere with markets?’. The macroeconomic issues covered include: ‘Why does the government have a target and how does it affect us?’, ‘What happens to the economy if people decide to spend more?’ and ‘How are we affected by the Chinese and Indian economies?’.

The A level course comprises three papers:

Paper 1: Markets and market failure (Written exam: 2hrs, 33.3% of A level)

Economic methodology and the economic problem; individual economic decision making; price determination in a competitive market; production, costs and revenue; perfect competition, imperfectly competitive markets and monopoly; the labour market; the distribution of income and wealth – poverty and inequality; the market mechanism, market failure and government intervention in markets.

Paper 2: The national and international economy (Written exam: 2hrs, 33.3% of A level)

The measurement of macroeconomic performance; how the economy works – the circular flow of income, AD/AS analysis and related concepts; economic performance; financial markets and monetary policy; fiscal policy and supply-side policies; the international economy.

Paper 3: Economic principles and issues (Written exam: 2hrs, 33.3% of A level)

A multiple choice question and case-study paper, based on the content already covered in Papers 1 and 2.

Links to other subjects

Economics is closely related to Business and has particular links to Mathematics, Government & Politics, Psychology, Geography and Modern Foreign Languages.

Links to HE courses and beyond

An A level in Economics would be considered valuable preparation for degree level study in the fields of Economics, Econometrics, PPE, Business Management, Accountancy and Finance, Marketing and Quantity Surveying. In addition, it provides a solid foundation for careers in banking, investment management and corporate law.

Business (AQA 7132)

The Business course focuses on the objectives and different functions of business, e.g. marketing, accounting and finance, operations and human resources, along with the challenges facing business from the wider competitive environment. Those who study Business will inevitably meet some areas of Economics because all businesses are affected by what happens in our economy.

You will be introduced to the challenges and issues of starting a business, including financial planning. The key internal functions of businesses are then explored along with how the management of these functions can assist in improving the effectiveness and performance of a business. Finally, you will examine business strategy and how businesses might best respond to change in today’s fast moving commercial environment, both domestically and internationally.

The A level course comprises three papers:

Paper 1: Business 1 (Written exam: 2hrs, 33.3% of A level)

What is business?; managers, leadership and decision making; decision making to improve marketing performance; decision making to improve operational performance; decision making to improve financial performance; decision making to improve human resource performance; analysing the strategic position of a business; choosing strategic direction; strategic methods – how to pursue strategies; managing strategic change.

Paper 2: Business 2 (Written exam: 2hrs, 33.3% of A level)

A data response paper, based on the content already covered in Paper 1.

Paper 3: Business 3 (Written exam: 2hrs, 33.3% of A level)

A case-study and essay paper, based on the content already covered in Papers 1 and 2.

Links to other subjects

Business is closely related to Economics and has particular links to Mathematics, Psychology, Geography and Design & Technology.

Links to HE courses and beyond

An A level in Business would be considered valuable preparation for degree level study in the fields of Business Management, Accountancy and Finance, Marketing, Corporate Law, Economics and Quantity Surveying, whilst providing a solid foundation for any student looking to run their own, or somebody else’s, business.

A Level Classics

Classical Civilisation A Level  (OCR H408)

The course is open to everyone.  You do not need to have studied any Classics before. The main requirement is an open mind!

Are you curious about the ancient cultures of Greece and Rome and their impact on the world we live in today?

Classical Civilisation will give you an appreciation and understanding of them and reveal the effect they still have on humanity.

Both Greece and Rome are studied.

There are three components for study and examination.

1 The world of the hero
This involves an in depth study of one of Homer’s Iliad or Odyssey and Virgil’s Aeneid

All literature is read in translation.

2 Culture and the arts
A study of Greek theatre.

3 Beliefs and Ideas
Greek Religion

Components 2 and 3 involve study of visual and material culture as well as literature in translation.

Latin A Level (OCR H433)

The challenge of A Level Latin develops naturally from the skills developed at GCSE.

There are three components:

1 Language
This is assessed by unseen translation and a comprehension paper.

2 Prose Literature

3 Verse Literature
For the literature, two texts for each component are studied during the course. The literature covers a range of authors from the magnificent epic of Virgil to the witty love poems of Ovid or forensic speeches of Cicero to the dark politics of Tacitus’ history.

As the course involves both linguistic skills and appreciation of literature, it is a useful contrast to more technical or scientific subjects.  It can also enrich the study of other humanities subjects such as English, History, Religious Studies and Modern Languages.

Latin is a highly regarded subject by universities and employers, especially for degree courses in Law, History, English and Modern Languages.

Classical Greek AS Level (OCR H040)

If you enjoyed GCSE Greek and are keen to build on the skills you have already acquired, you should find this a rewarding challenge.

The course is examined by two modules

1 Language
This component builds on the knowledge skills and vocabulary developed at GCSE and is assessed by a translation and comprehension paper.

2 Literature
This involves detailed study of one prose and one verse author during the course

This AS course is unusual for Birkdale in that it is taught over TWO years, with four periods in the Lower Sixth and four in the Upper Sixth.  Both modules are examined at the end of the Upper Sixth.

This course provides an ‘extra’ AS level subject and is studied alongside your three choices from the option blocks.

Employer surveys show that Classics graduates are successfully entering many different industries, particularly IT and the financial sector.

WHY STUDY CLASSICS AT BIRKDALE PRESENTATION

A Level Computer Science

Computer Science (OCR H446)

Computer Science is not the same as ICT! At the heart of Computer Science is the development of computational thinking, helping learners to develop the skills to solve problems, design systems and understand the power and limits of human and machine intelligence. The subject is practical – learners will apply classroom learning to real-world systems and write and test significant amounts of code. The subject is creative – learners will blend ideas and methods to create inventive solutions to problems. The subject is academic – learners must apply high level powers of analysis, evaluation and decision-making to produce elegant and accurate results. Throughout this course there will be an emphasis on problem solving using computers, computer programming and algorithms, and the mathematical skills such as Boolean algebra used to express computational laws and processes.

A Level lessons are delivered using practical, hands-on methods where possible. Programming is not taught in isolation – it is applied to produce solutions that illuminate and clarify other aspects of theory relevant to the course. Students will be exposed to several programming paradigms and languages – they will also be encouraged to explore additional options through self-study. No prior experience of Computing is required, although we would expect students to have achieved at least a grade B in Mathematics at GCSE level. However, a passion for computing is much more important and we would be delighted to consider any student who is fascinated by computer technology and is willing to work hard and try their very best.

A Level Computer Science

Paper 1: Computer Systems (Written paper 2 ½ hours – 40% of A Level)
This component contains the majority of the content of the qualification and is assessed in a written paper recalling knowledge and understanding.
Topics of Study include: Components of a computer and their uses; Software and software development; How data is exchanged between different systems; How data is represented and stored within different structures; Different algorithms that can be applied to these structures; The individual (moral), social (ethical) and cultural opportunities and risks of digital technology; Legislation surrounding the use of computers and ethical issues that can or may in the future arise from the use of computers.

Paper 2: Algorithms and Programming (Written paper 2 ½ hours  – 40% of A Level)
This component relates principally to problem solving skills needed by learners to apply the knowledge and understanding gained in the first component.
Topics of Study include: Understand what is meant by computational thinking; How computers can be used to solve problems and programs can be written to solve them; The use of algorithms to describe problems and standard algorithms.

Component 3: Programming Project (Non-exam teacher assessment – 20% of A Level)
The project is a substantial piece of work which assesses a variety of different skills including the development and demonstration of computational thought processes. Learners will need to choose, in liaison with their teacher, a well-defined user driven problem. The choice of project must enable learners to: meet all assessment requirements as contained in the specification; use an appropriate programming language which is non-trivial and has a substantial coded element; solve a problem sensibly within the constraints of resources available facilitate the successful completion of a whole task from its definition to its acceptance and evaluation by that user. The project will be submitted in the form of a report that will contain the solution to the chosen task.

Please note: Mathematical skills are embedded throughout the content of the three components. They will be assessed in the written papers and through the non-examined assessment where appropriate.

Links to HE courses and beyond
Computer Science, Software Engineering, Programming, IT, Computer Game Design, Creative Media.

Student views on the course
On completion of Computer Science courses most students look back on a challenging but very rewarding achievement. They feel that the skills they learn will be good preparation for future study and vocational responsibility. Some have maintained an interest in programming and database development, and have found useful applications later on in their careers.

A Level Design & Technology

A Level Classwork

Design and Technology – Product Design (Resistant Materials pathway)

Design and Technology – Product Design (Graphics pathway)

Design and Technology – Design Engineering (similar to the old Systems and Control qualification)

Coursework is now 50% of the qualification, and 50% examination, reflecting an increased focus on examined content but still enabling students to design, make and evaluate creative products.

Math’s and science content is included within all courses.

All three Design and Technology courses listed above consist of a common core of study concerned with product design and analysis, plus a substantial amount of time spent studying their chosen specialist area in which they produce a coursework project in the final year. The format of these projects is outlined below. The courses are student-centered with the student very much in-charge of his/her learning. Students will have to be self-motivated and able to work well collaboratively, as well as independently. It is helpful, but not essential, to have followed a Design subject at GCSE, with the exception of Design Engineering where previous experience is usually expected.

Examples of past projects for all three areas are featured on the Design and Technology Portal. It is also worth looking at the ‘Young Engineer for Britain’ link from the ‘Competitions’ link on the same page. The school is regularly commended nationally for the high levels it achieves with both the practical and design folder elements of these courses.

Students will learn how to apply knowledge and understanding of a wide range of materials; including modern and smart materials, and processes used in product design and manufacture.

They will learn how to develop an understanding of contemporary industrial and commercial practices applied to designing and manufacturing products, and to appreciate the risks involved.

Students will be taught a good working knowledge of health and safety procedures and relevant legislation.

Students will be taught the importance of key historic movements and the impact key figures have on modern design thinking and how designers from the past provide inspiration for present and future designing.

It is increasingly important that students develop an awareness of wider issues in design and technology, that design and technological activities can have a profound impact on the environment and on society and that these, together with sustainability, are key features of design and manufacturing practice.

Mathematical and scientific principles are an important part of designing and developing products and students will be expected to apply these principles when considering the designs of others.

Design and Technology ~ Product Design: with a graphics pathway

Project work can be made full size or modelled to an appropriate scale. For instance, an adventure playground or a loft conversion could be designed for a particular client and then modelled in specific materials and to an appropriate scale; typically, the type of models an architect may produce. The course teaches the use of ‘Adobe InDesign 5.5’, ‘Photoshop’ and Solid Edge software, and students use these software packages extensively in the creation of their design folder.

Design and Technology ~ Product Design: with a Resistant Materials pathway

Students gain much satisfaction and a real sense of achievement from this area. They identify a need and then make a fully working prototype utilising a range of appropriate materials within the same project. An example of this type of project is the ‘PortaBar’, which uses aluminum, steel, nylon, ABS and foam.  Victoria, who came to us with very little D+T experience, designed and made a portable lightweight ‘ballet bar’. Students gain first-hand experience of a variety of materials and skills from welding to casting, screw cutting to CAM work. There are many more examples of projects to view on the website.

The course teaches the use of ‘Adobe InDesign 5.5’, ‘Photoshop’ and ‘CAD software to produce the design folder, which must accompany their practical work.

Design and Technology ~ Design Engineering

This is focused towards engineered and electronic products and systems; the analysis of these in respect of function, operation, components and materials, in order to understand their application and uses in engineered products/systems that have commercial viability.

The subject content of this component is focused towards electronics and engineered products and systems and their analysis in respect of:

• materials and components, and their selection and uses in products/systems
• wider issues affecting design decisions.
• programmable micro controllers
• mechanisms
• pneumatics

It is essential that materials, components and systems are studied from the perspective of analysing modern engineered products. Learners should gain practical experience of using materials, components and systems and, where possible, the content which follows should be learned through applied practical activities, set within realistic design scenarios.

The aim of the component is to give learners a framework for analysing existing products/systems that enables them to make considered selections of appropriate materials, components, systems and manufacturing processes when designing. Students will design and make a prototype as part of the coursework module, using a range of mechanisms, electronics or computer control to investigate an area within engineering they find interesting.

Learners are also required to demonstrate their mathematical and scientific knowledge and skills in the exam that are applied to design and technology practice. The level of mathematical and scientific knowledge within this qualification should be equivalent to higher tier GCSE (9–1) learning.

For learners in Design Engineering, there is an additional 10% mathematical requirement than the other endorsed titles. This extra 10% covers the specific mathematical skills associated with scientific formulae.

Links to other subjects

All 3 Design and Technology areas have strong links with Physics, Math’s, Art and General Studies, utilising the skills learnt in these four subject areas in everyday design projects. However, D&T is in fact suitable for any student with a keen interest, regardless of other subjects being studied, and students often come from a wide variety of subject backgrounds and expertise.

Links to HE courses and careers

It is one of the very few subject areas that bridges the gap between Science and Arts subjects and, as such, this allows students greater flexibility of choice when entering higher education or the job market. Students having taken D&T at A level have in the past moved on to careers such as architect, civil engineer, mechanical engineer, software engineer, aeronautical engineer, marine engineer, control systems engineer, product designer, airline pilot, armed forces officers, teaching, the police force, and many more fulfilling professions.

A Level Drama and Theatre

This is an A Level which comprises practical work, set plays, the study of theatre practitioners and work on live theatre productions. It requires a willingness to work as part of a team, good communication skills and an ability to think creatively. It is a challenging and demanding discipline both intellectually and artistically. It is an academic subject.

Content and Assessment Overview

Component 1: Devising (40 %) (Internally assessed)

Students devise an original performance piece using one key extract from a performance text and a theatre practitioner as stimuli. They must produce a written portfolio of between 2500-3000 words and the devised performance/ design realisation.

Creating a devised performance, includes:

• exploring an extract from a text in light of a practitioner
• using this exploration to create ideas for a devised piece
• working collaboratively to develop these ideas
• analysing and evaluating the development process and your contribution to it
• analysing and evaluating your performance
• recording this process in a portfolio

Component 2: Text in Performance (20%) (Externally assessed by visiting examiner)

Students present a group performance/ design realisation of one key extract from a performance text and a monologue or duologue performance from a key extract from a different performance text.

Taking part in two extract performances from two different texts, one a monologue or duologue and the other a group piece, includes:

• developing performance and/or design skills
• understanding the context of the extracts within the text
• articulating your intention for the character you are performing or the design you have created
• communicating your intention through performance

Component 3: Theatre Makers in Practice (40%) (Externally assessed)

Students will sit a 2 hour 30 minute exam. This will ask students to evaluate a live theatre performance they have seen, explain how they would realise an extract from a performance text they have studied and produce an extended answer on another performance text they have studied.

Practical exploration of a set text, including:

• understanding of style, genre, structure, form
• interpretation of characters
• consideration of staging, including lighting, set and sound
• consideration of costume and make up
• understanding of social, historical and cultural context
• how meaning is communicated to an audience.

Re-imagining of a set text for a contemporary audience in light of a practitioner, including:

• exploring the work of a practitioner and considering how that would affect their re-imagined production
• interpretation of characters and understanding of style, genre, structure, form
• consideration of staging, including lighting, set and sound and costume
• understanding of social, historical and cultural context
• how meaning is communicated to an audience.

Analysing and evaluating a piece of live theatre, including:

• watching a piece of live theatre
• producing notes to document their response to it.

Links to other subjects:

English Language/Literature, Art, Music, Classics, Design and Technology, History, Religious Education.

Links to HE courses:

Drama, Theatre and Performance, Law, Journalism, Commerce, Social Sciences, Communication/Personnel, Cultural Studies.

A Level English

English Literature (AQA 7717)

For this course we focus on aspects of crime and tragedy as ‘lenses’ through which texts can be appreciated and understood. There are six set texts in total, including a modern novel and Shakespeare. In class we read and discuss these in detail and students are encouraged to develop their understanding of how authors shape meanings in their texts. Lessons in English Literature are designed to be fun, lively, thought-provoking and challenging.

Time is spent learning about the different contexts in which the texts were produced so we all deepen our awareness of how societies, religious and scientific understanding, politics and philosophy have changed over time. Not only is this really interesting as we discover more about how writers have shaped our understanding of how people engage with their readers and how we engage with what we read, it is also of significant importance in terms of our wider engagement with the world.

Students are encouraged to read widely themselves and have the opportunity, in the non-exam assessment (NEA), to write about a novel and a collection of poetry of their own choice. In class a variety of texts are explored as a starting point to the NEA but the emphasis is very much on students working independently. We also look at various ways of reading texts, exploring how narrative, feminist, Marxist or post-colonial theories (amongst others) can shape the ways in which we understand texts.

The subjects of tragedy and crime will be, no doubt, entertaining, enlightening and moving. There are some great texts to explore. Though in many ways this is not a subject that can simply be ‘learned’ in a traditional sense, the way in which the course develops students’ skills of analysis and perception makes it an excellent subject to study and one that is highly valued by universities. In previous years our students have gone on to study a variety of courses, including English Literature at Oxford University and UCL, and they take with them strong memories of texts they have thoroughly enjoyed studying at A Level.

English Language (AQA 7702)

This A Level offers fresh insight into the daily usage (and abusage) of English Language by individuals and groups; it will challenge your preconceptions of language and human interaction, as well as stimulating your understanding of how language is used and fostering your own ability to communicate effectively – both when speaking and writing. Lessons are designed to be lively and fun, with group discussions, exploration of a variety of ‘real world’ texts, challenging and thought-provoking topics and even some revelations!

Language and representation is an engrossing topic where we look closely at how language is used to present people and institutions in certain ways. One of the great joys of this course is that it will increase your capacity to see clearly how language is used in everyday life to manipulate an audience. Not only that, the course will also facilitate the development of your grammatical and analytical skills, in order that you will increasingly be able to describe language in a very precise and accurate way. You will be presented with a rich and diverse range of provocative texts, ranging from internet chat rooms, vlogs and social media, to transcripts of spoken conversations and more traditional written texts, such as newspaper articles, letters and magazines.

You will also explore language in its wider social and geographical contexts – in particular the rich variety of English within the British Isles and indeed the wider world. The exploration of the ways in which social status, occupation, and gender affect language use is another absorbing facet of English Language, and you will be encouraged to develop an objective and evaluative perspective as the course develops.

The non-exam assessment (NEA) allows you to choose your own area of research for an extended language investigation. This project is not only interesting in its own right but also provides invaluable experience of the independent study skills that are highly valued on a degree course. You will also produce a piece of creative writing which forms a pleasing contrast to the essay writing skills required for most other A Level courses. As this is a subject that builds essential skills in communication and understanding, it will dovetail neatly with any other A Level course you may wish to study. It is also accepted by universities as a relevant qualification for a wide variety of courses. In short: it’s an original, extremely accessible and vibrant A level course.

A Level Geography

Geography (Edexcel 9GE01)

In the A Level specification, there are four areas of study: Dynamic Landscapes, Dynamic Places, Physical Systems and Sustainability, Human Systems and Geopolitics.

Paper 1 – Dynamic Landscapes, Physical Systems and Sustainability (30% of A Level)

Tectonic Processes and Hazards:  Why some locations are at risk of tectonic hazards, the causes of tectonic hazards, why some tectonic hazards turn into disasters and the success of management of tectonic hazards.

Landscape Systems:  An in depth understanding of the physical processes of Coastal Landscapes.

Water Cycle and Water Insecurity. The factors controlling the cycling of water. The natural and human factors that lead to a surplus and deficit of water and the role of climate change. The issue of water insecurity, its consequences and strategies for managing this issue.

Carbon Cycle and Energy Insecurity: The physical processes that control the cycling of carbon. The natural and human factors that lead to changes in stores of carbon. The consequences of our reliance on fossil fuels. How the carbon and water cycles are linked to the global climate system.

Superpowers: What are superpowers and how have they changed over time? What are the impacts of superpowers on the global economy, political systems and the environment? How is the influence and power of superpowers changing?

Paper 2 – Dynamic Places, Human Systems and Geopolitics (30% of A Level)

Globalisation:  The causes of Globalisation, why it has accelerated and the impacts of Globalisation.

Regenerating Places: Students begin by studying the place in which they live (Sheffield) in order to look at economic change and social inequalities. They will then put this in context in order to understand how regional, national, international and global influences have led to changes in Sheffield. The topic explores why regeneration is needed, how regeneration is managed and how successful is regeneration.

Global Development and Connections:  Aspects of world development issues are studied.

Migration, Identity and Sovereignty: The impacts of Globalisation on international migration. The development of nation states and how they have involved including the impact of Globalisation. What impact has global organisations such as the World Bank and IMF had on global systems such as Trade and Migration. The threats to national security in a more Globalised world.

Paper 3 – Synoptic Investigation of a geographical issue (20% of A Level)

Coursework – Independent Investigation (20% of A Level)

This will be an internally assessed and externally moderated written report of 4000 words.

Fieldwork: For the A level there are 5 days of compulsory fieldwork. Part of your fieldwork will go towards producing the Independent Investigation. The fieldwork will take place in the summer term of the L6 in Dorset.

There are clear links with Economics/Business Studies, Politics and Maths. Students will find this course stimulating, challenging, interesting and relevant, with many areas of study for both the physical and human components being drawn from recent events or issues. Students learn that Geography is indeed relevant to their everyday lives

A Level History

Component 1 Breadth Study

The making of a Superpower: United States of America 1865 to 1975

40% of the A level assessed at the end of the course by a 2 ½ hour exam.

Component 2 Depth Study

Religious conflict and the Church in England 1529 – 1570.

40% of the A Level assessed at the end of the course by a 2 ½ hour exam.

Component 3 Historical Investigation

Tsardom and Communism: Russia 1855 to 1953

20% of the A Level assessed during the course by a 3,500 word coursework essay.

There are university lecture days and there is an active History Society. The Department also hosts the Sheffield Branch of the Historical Association.

A Level Maths

A Level Mathematics builds upon GCSE work and a grade 7 or above is preferred for this course (8 for Further Maths). Students will develop a “mathematical tool kit” for solving problems and will need to follow step by step arguments, work hard and also realise that, unlike at GCSE, there will be questions which cannot be answered straight away. However, it is that challenge and the ultimate sense of achievement when a problem is solved which makes Mathematics such a rewarding and exciting subject at Advanced Level.

We follow the Edexcel Mathematics specification. The course will be assessed via three terminal two hour papers; two will cover the Pure Maths and one will examine Statistics and Mechanics.

Those who have a real passion for Maths can opt to study Further Mathematics as well as the standard Mathematics A Level. This course will be taught in parallel with the regular A level Maths course, taking into account any necessary prerequisite knowledge.

We are extremely proud of the results achieved by our pupils. It is also noteworthy how many pupils go on to take up university offers at top institutions which require grades in Maths, Further Maths or both.

A Level Modern Languages

The languages that we offer are at A level are French, German and Spanish. The work builds on the foundations established at GCSE, in which the student should normally have achieved an A or an A* grade in the language. An A Level in a modern language will enable the student to speak and write the language with confidence as well as understand more advanced written and spoken language across a variety of situations. It will also provide the student with practical and transferable skills as well as broadening their cultural horizons; the courses are enjoyable and interesting in addition to being academically rigorous. Moreover, in the jobs market, advanced linguistic skills are valued by many employers.

Subject content and assessment

The A Level courses cover a range of linguistic, literary and cultural topics. Themes such as the family and popular culture are studied in Year 12, extending skills developed at GCSE in listening, speaking, reading and writing. In Year 13, the themes move away from GCSE and are more focused upon the country whose language they are studying, such as immigration and integration. At A Level, either one film and one book, or two books are studied. In addition, A Level students undertake an individual research project on something which has been of interest to them in the A Level course. Although the study of literature may at first appear a little daunting, the experienced staff team choose the texts or film with a view to their accessibility and with students’ interests in mind. Grammatical work is important at A Level, as the only way to become a truly competent user of a language is to understand its grammar and to be able to apply it in any situation; grammatical work is not overbearing, however – it is taught in a thorough but regular and manageable way.

There are three examinations at the end of the course. One of these is a speaking test, which is conducted by either one of the class teachers or an external examiner before study leave, leaving only two further papers to sit. One examination tests listening, reading and writing skills as well as grammatical knowledge. Unlike GCSE, the listening material is provided on CD for the student to listen to as many times as they like. The second examination paper provides an opportunity to write about the book(s) and/or film which have been studied.

Course books and resources

All the languages taught in the Department use a variety of materials, such as newspapers and magazines, film and video, and ICT as well as an exam-board specific course book. Students have a weekly timetabled lesson with one of our native speaker language assistants, either in a small group or individually in order to develop oral confidence and fluency.

Trips and Competitions

We strongly encourage sixth form linguists to participate in home-stay visits, study trips or undertake work experience to France, Germany or Spain. As a general rule, and where numbers are sufficient to make a trip viable, there will be opportunities offered for all three languages at some point in the two years of the course. Time spent abroad, living and breathing the language and culture of the country, is a highly desirable and extremely valuable part of Sixth Form language study. In addition, there are a number of regional and national competitions that sixth-form linguists participate in such as the Linguistics Olympiad, a regional French debating competition, War of the Words, as well as the Mother Tongue Other Tongue poetry competition.

An increasing number of Birkdalians are continuing with their study of languages in higher education, not only in language degrees but in combination with law, economics and business to name but a few.

Music (Edexcel 9MU0)

Music A-Level builds firmly on the three areas of discipline studied at GCSE:

Performing

On the A level course candidates perform a short recital of pieces (minimum of 8 minutes) which can be in any style and for any instrument or voice. Pieces performed can be either notated or improvised, and candidates can play as part of an ensemble if they prefer. The standard required is approximately Grade 6, although performance grades will be scaled up for more difficult pieces

30% of A level

Composition

Candidates must complete two original compositions on the course. One of these compositions can be either chosen from a list of briefs related to the areas of study, or a free composition. The other will be a composition which assesses compositional technique in a given style (to a brief set by Edexcel) and can be either a four part chorale, two-part counterpoint, arrangement or remix.

There will be the opportunity to compose in a variety of different styles, depending on the preferences of the candidate. The total minimum composition time must be at least 6 minutes.

30% of A level

Listening, History and Analysis

Students on the A level course explore set works across a range of Areas of Study:

• Vocal Music
• Instrumental Music
• Music for Film
• Popular Music and Jazz
• Fusions
• New Directions

A level students study three set works per Area of Study. Listening skills are also tested in an exam in a variety of ways including recognition of styles and structures, and analysing short melodies and chord progressions by ear. Candidates are encouraged to listen to a wide range of unfamiliar music in order to help them in an exam.

40% of A level

Is A Level Music for me?

If you enjoyed GCSE Music, most definitely! Some knowledge of notation will be helpful, but if you play confidently by ear, or you can improvise well, then you will enjoy the course. You will also be stretched, and you will learn to do some things you never thought possible. The successful A Level Musician is enthusiastic, has initiative and imagination, and enjoys a challenge. However, the most important quality is that he or she loves music.

A Level Music can be studied with almost any other combination of subjects. The qualification is highly regarded by university admissions tutors as it demonstrates the student possesses a wide variety of skills, both academic and practical.

The A-level Music course is designed to be co-teachable with the AS Music course, so it will be possible for pupils to take an AS qualification at the end of the first year of the A-level course, should they choose to do so.

Music Technology (Edexcel 9MT0)

Music Technology A-level is an exciting course, introducing candidates to the world of Sound Recording, Audio Technology and Production.

Areas of Study

There are three main areas of study which students will learn about over the course of the two year course. 

Area of Study 1: Recording and production techniques for both corrective and creative purposes

• the use of recording and mixing techniques to capture, edit and produce a recording;
• The use of sound creation and manipulation techniques to create, edit and structure a technology based composition;
• the capture, arrangement of sounds and mixing and mastering techniques as used on commercially available recordings;
• the use of sound creation and processing techniques to correct and mix a recording.

Area of Study 2: Principles of sound and audio technology

• the knowledge and understanding of the principles of sound and of audio technology in relation to commercially available recordings;
• the knowledge and understanding of the principles of sound and of audio technology in relation to theoretical and practical contexts.

Area of Study 3: The development of recording and production technology

• the knowledge and understanding of the history and development of recording and production technology from current digital technologies back to the mono, analogue recording technologies in the 1950s.

There are 4 main assessed components

Component 1: Recording (coursework: 20% of A level)

Students will use production tools and techniques to capture, edit, process and mix an audio recording. 

Component 2: Technology-based composition (coursework: 20% of A level)

Students will produce a technology-based composition through creating, editing, manipulating and structuring sounds.

Component 3: Listening and analysing (exam: 25% of A level)

Students will sit a written exam in which their knowledge and understanding of recording and production techniques and principles will be tested.

Component 4: Producing and analysing (exam: 35% of A level)

Students will apply their knowledge and understanding of editing, mixing and production techniques in a practical exam.

Is A Level Music Technology for me?

If you enjoy Popular Music and want to learn more about the way in which it has developed technologically, most definitely! Some knowledge of notation will be helpful, but if you play confidently by ear, or you can improvise well, then you will enjoy the course.  You will be stretched, and you will learn to do things with sound you never thought possible! The successful A Level Music Technologist is enthusiastic, has initiative and imagination, and enjoys a challenge. However, the most important quality is that he or she loves music and wants to learn more about the way in which it is recorded and produced.

A Level Music Technology can be studied with any other combination of subjects, and can be used as a route into a range of Music Technology-based university courses.

A Level PE

Physical Education (AQA 7582)

A-level Physical Education combines applied theory with practical performance and analysis. This subject should equip students with both a depth and breadth of knowledge, understanding and skills relating to scientific, socio-cultural and practical aspects of Physical Education. We would suggest that students wishing to follow this course should be at a grade 6 or equivalent level in Biology in order to give themselves a strong chance of achieving highly in the final written examinations. Students who are performing to a high standard practically in one or more sports have the chance to earn high marks in the non-assessment area of the course.

Subject content:

• Applied anatomy and physiology
• Skill acquisition
• Sport and society
• Exercise physiology
• Biomechanical movement
• Sport psychology
• Sport and society and the role of technology in physical activity and sport

Paper 1: Factors affecting participation in physical activity and sport

What is assessed?

Section A: Applied anatomy and physiology

• multiple choice, short answer and extended writing (35 marks)

Section B: Skill acquisition

• multiple choice, short answer and extended writing (35 marks)

Section C: Sport and society

• multiple choice, short answer and extended writing (35 marks)

How it is assessed:

Written exam: 2 hours, 105 marks, 35% of A-level

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

What is assessed?

Section A: Exercise physiology and biomechanics

• multiple choice, short answer and extended writing (35 marks)

Section B: Sport psychology

• multiple choice, short answer and extended writing (35 marks)

Section C: Sport and society and technology in sport

• multiple choice, short answer and extended writing (35 marks)

How it is assessed:

Written exam: 2 hours, 105 marks, 35% of A-level

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

What is assessed?

Students assessed as a performer or coach in the full-sided version of one activity.

Plus: written/verbal analysis of performance.

How it is assessed:

Internal assessment, external moderation

90 marks, 30% of A-level

An Advanced level qualification in PE is an essential pre-requisite for specialist study in Physical Education and Sports Studies in Higher Education, and is a suitable qualification for other areas of study such as Medicine and Psychology. The specification provides an excellent foundation for students intending to pursue careers in Teaching, Coaching, Sports Science, Sports Development, Leisure and Recreation, Health and Fitness and Professional Sport.

A Level Politics

AQA Politics has 3 components which are examined in separate papers:

Paper 1: Government and Politics of the UK (examination – 33 ⅓%)

• When studying the government of the UK students will learn about the nature and sources of the British Constitution, the structure and role of Parliament, the Prime Minister and Cabinet, the judiciary and devolution.
• When studying the politics of the UK students will learn about democracy and participation, elections and referendums, political parties, pressure groups and the European Union.

Paper 2: Government and Politics of the USA and comparative politics (examination – 33 ⅓%)

• When studying this unit students will learn about the constitutional framework of the US government, the legislative branch of government: Congress, the executive branch of government: President, the judicial branch of government, the electoral process and direct democracy, political parties, pressure groups and civil rights.
• When studying comparative politics students will analyse key similarities and differences between the UK and USA.

Paper 3: Political Ideas (examination – 33 ⅓%)

• When studying this unit students will learn about liberalism, conservatism, socialism, nationalism, feminism, multiculturalism, anarchism and ecologism.

Psychology

Psychology (AQA 7182)

The A-Level course aims to provide students with a thorough understanding of Psychology. This specification provides a broad and balanced content, with superb progression to higher education.

A Level Psychology

Paper 1:

Introductory topics in Psychology (33.3% weighting)

The content of this paper includes topics on social influence, memory, attachment and psychopathology. Students will be assessed in a 2-hour written exam.

Paper 2:

Psychology in context (33.3% weighting)

The content of this paper includes topics on approaches in Psychology, biopsychology and research methods. Students will be assessed in a 2-hour written exam.

Paper/Component 3:

Issues and options in Psychology (33.3% weighting)

The content of this paper includes topics on issues and debates in Psychology. Students will then study 3 options from; relationships, gender, cognition and development, schizophrenia, eating behaviour, stress, aggression, forensic and addiction. Students will be assessed in a 2-hour written exam.

Links to other subjects

There is significant crossover with other main science subjects, religious studies and P.E

Links to HE courses and beyond

Medicine, law, psychiatry, counselling, business studies, sports science, forensic psychology, health science.

Student views on the course

“This is an extremely interesting A-level subject. I didn’t know what to expect, as I had never studied Psychology before. It has opened up my understanding of how and why humans behave as they do and has taught me to appreciate the complexities of human mind.”

Year 1 trips

The Psychology department runs a one day trip to Nottingham Playhouse where they will learn about Psychology as a science from leading experts in the field of Psychology.

The Psychology department also runs a two day trip to London. This includes a visit to the Freud museum, the science museum, London zoo (including phobia hypnotherapy workshop) and a Jack the Ripper walking tour.

Year 2 trips

The Psychology department runs a one day trip to Sheffield Crown Court where students have a question and answer session with a crown court judge and then watch live court proceedings from the public gallery.

The Psychology department runs a three day trip to Poland. This includes a visit to Auchwitz, which is studied in the topic of social influence.

The Psychology department runs a Psychology film club on Thursday lunchtimes where new and old films related to the psychology specification are watched and discussed.

Mrs Clark (Head of Psychology) and Mrs Downs (Teacher of Psychology) are both experienced examiners for AQA.

A Level Religious Studies

AQA 7062

RS A Level at Birkdale is an opportunity to study philosophy and theology in depth. Our syllabus takes us to some of the most profound questions of philosophy and ethics in our Western intellectual tradition and then considers their relationship to faith and religion. In our Christian Theology sections, students gain a significant insight into the key ideas of the Christian worldview.

If you are interested in ideas and taking them apart, in debating moral questions and in an in-depth study of Christianity, this A Level is worth considering.

Component 1: Philosophy of Religion and Ethics (50%)

Section A: Philosophy of Religion

This course begins with arguments for the existence of God. We learn about Paley’s argument by design and its modern equivalents. We go on to Anselm’s ontological argument – God exists by definition! We study the famous cosmological arguments of Aquinas. Can the universe tell us there’s a God? This is followed by a study of the problem of evil. How can belief in a benevolent God be defended in the face of evil and suffering? Hick’s ‘soul-making’ theory is one response, Griffin’s ‘process theodicy’ is another. We then look at religious experience. Could this be a source of knowledge about God? Then, religious language is analysed. What is the relationship between religious language and reality? Does it reveal truth or simply express emotion? Could miracles be real: can natural laws be broken? Finally, we study questions of life after death. What is a soul? Could humans live on after death?

Section B: Ethics and Religion

This course begins with an overview of ethical theory, understanding the difference between rule-based ethics and consequence based ethics. Issues of human life and death takes us into the territory of difficult moral dilemmas like embryo research, cloning and designer babies. We also work through questions about abortion, euthanasia and capital punishment. Issues of animal life and death looks into the morality of using animals in scientific procedures and in blood sports. In an introduction to meta-ethics, we ask fundamental questions about what ‘good’ really means, is it what God commands, or just what causes the most happiness? In free will and moral responsibility we ask that age old philosophical question, are humans genuinely free or merely socially conditioned? We’ll go on to study theories about the conscience. What is it and where is it from? Is it from God? Can it be trusted? The final section of this course compares the work of famous philosophers Bentham and Kant. 

This component is assessed by one three hour exam.

Component 2: Study of Religion and Dialogues (50%)

Section A: Christianity

This course creates a thorough insight into those key concepts which build a Christian worldview. It begins with sources of wisdom and authority, understanding different approaches to the Bible, conservative and liberal. We then study the nature of God – triune, revealed in Jesus Christ. We raise further questions about death and the afterlife, studying the theological complexities of Heaven and Hell. We look at the key moral principles which form the structure of a radical Christian ethic. Then there are sections on applied theology: How should Christians make sense of issues of gender and sexuality? How can Christians respond to modern, often atheistic science? What are the challenges presented to Christians by an increasingly secularand pluralistic society?

Section B: The Dialogue between Philosophy of Religion and Christianity 

Section C: The Dialogue between Ethical Studies and Christianity

To end the course, these sections present an opportunity to further develop our student’s evaluative skills by bringing together key aspects of their A Level studies. What happens when critical, philosophical studies are applied to issues of faith and belief? What happens when the Christian faith is analysed from a critical, moral perspective? And, how has Christianity contributed to moral debate?

This component is also assessed by one three hour exam.

The Value of Religious Studies

Studying Philosophy and Theology provides an outstanding education in thinking and communicating.  You will learn to evaluate and argue with precision, skills your future university is looking for.  In the past, students looking to go on to study Medicine, Law, Business Studies and Psychology have chosen to take RS A Level for the skills it provides.  Of course, many of our students are inspired to go on to study degree courses in Philosophy or Theology.

Religious Studies complements many A Level subjects, from Physics and Maths to English, History and Art.  In RS we consider fundamental questions of human nature and existence.  This helps to deepen our students’ understanding of their other subjects.

There is no need to have studied GCSE RS to go on to take the A Level.

A Level Biology

The new linear GCE specification is designed to follow on from GCSE combined sciences or from GCSE Biology as a separate science.  Our objective in Biology is to develop a student’s interest in the many different fields of Biology, whilst ensuring they appreciate how biological research is carried out through knowledge of How Science Works.  We also consider the ethical dilemmas often involved in the advancement of Biological diagnoses, treatment and technology.  The course provides foundations for further study in biological sciences and medicine whilst developing relevant practical skills. To this end, 12 required practical tasks are assessed across the two year course to fulfil the practical skills endorsement, whilst further practical tasks support the theory work covered in class.

In addition to the course content we aim to foster a wider appreciation of the subject through pupil participation in national competitions of The Intermediate Biology Olympiad (L6 – Y12) and The British Biology Olympiad (U6 – Y13).  These competitions challenge and stimulate students with an interest in Biology and aim to expand their talents.  Demonstration of knowledge is rewarded with the award of medals, certificates and other prizes and it also acts as the first stage of selection in choosing a team to represent the UK in the International Biology Olympiad –a competition with participants from 60 countries.

A trip to Chester zoo in the first year of the course allows pupils to study classification in greater depth whilst handling some mammal skulls to see how evolution has changed them over time.  It also allows them to see many animals from different habits up close and educates them in the crucial role that zoos have in conservation of species and maintaining biodiversity.

Links to other subjects

Biology complements the other science courses and can be combined with Mathematics and Chemistry for those wishing to pursue careers in medicine, dentistry and veterinary science. It works well with arts courses to provide scientific skills in data analysis and should therefore be undertaken by anyone with a love of the subject.

Links to HE courses and beyond

Biology at A-level can provide a stepping stone to a the wide ranging Biology University courses in diverse fields such as ecology, genetics, anatomy, environmental science, zoology and marine biology.  A good grade in A-level Biology is well thought of by University admissions tutors and is useful for those pupils who wish to study medicine, dentistry and veterinary sciences.  It also provides pupils with many transferable skills including data processing and high levels of literacy and numeracy.

A Level Chemistry

The GCE specification in Chemistry has been tailored to follow on from GCSE Trilogy Science or GCSE Chemistry as a separate science. It will develop a student’s knowledge and understanding whilst providing a pathway to further study in Higher Education. Our objective is to develop a student’s interest for the subject, including an interest in further study and careers in Chemistry, to appreciate how society makes decisions about scientific issues and to develop a deeper appreciation of the skills, knowledge and understanding of How Science Works. The new specification does not involve practical assessment but we are still devoted to ensuring students do develop the practical skills required to be a successful chemist.

A Level Chemistry – Assessment by three written papers:

Paper 1: 7405/1 (Written Paper 2 hours 35% A level)

This paper consists of a mixture of short and long answer questions (105 marks) and is a 2 hour paper. It accounts for 35% of the A level Chemistry qualification. Topics examined include Inorganic Chemistry with relevant Physical Chemistry and Practical Skills.

Paper 2: 7405/2 (Written Paper 2 hours 35% A level)

This paper consists of a mixture of short and long answer questions (105 marks) and is a 2 hour paper. It accounts for 35% of the A level Chemistry qualification. Topics examined include Organic Chemistry with relevant Physical Chemistry and Practical Skills.

Paper 3: 7405/3 (Written Paper 2 hours 30% A level)

This paper consists of questions on practical techniques and data analysis (40 marks) with further questions based on topics from across the specification (20 marks). There is a further multiple choice section (30 marks). This paper accounts for 30% of the A level Chemistry qualification.

Links to other subjects

Chemistry at GCE level compliments courses in Mathematics, Physics, Biology and Geography. It can also be studied simply for the love of the subject.

Links to HE courses and beyond

A good grade in Advanced Level Chemistry is well regarded by University admissions tutors and is essential for anyone wishing to study medicine at University. It is recognised that the subject still demands the ability to engage in analytical thinking as well as demanding high levels of literacy and numeracy.

A Level Physics

Course Overview

Physics is the study of how matter and energy interact. It is a fascinating subject that is interwoven with every aspect of our lives.

In the A-level course, you will learn about Physics on the grandest scale –what is the nature of the Universe and how has it evolved? You will also delve into the very smallest of scales – what are the particles that are the building blocks of the nucleus?

Physics is a practical subject, and our approach is to couple theoretical lessons with as much practical work as possible. There will also be many opportunities to engage in extra-curricular activities such as the Physics Olympiad and the chance to visit CERN in Geneva.

Paper 1 (Written Exam, 2hrs (85 marks) 34% of A level)

Paper 1 covers the following topics: Measurements and their errors, Particles and Radiation, Waves, Mechanics and Materials, Electricity, Periodic Motion.

The paper consists of 60 marks of short and long answer questions, and 25 marks of multiple choice questions.

Paper 2: (Written Exam, 2hrs (85 marks) 34% of A level)

Paper 2 covers the following topics: Thermal Physics, Fields and their Consequences, Nuclear Physics.

The paper consists of 60 marks of short and long answer questions, and 25 marks of multiple choice questions.

Paper 3: (Written Exam, 2hrs (80 marks) 32% of A level)

Paper 3 covers the following topics: Practical Skills and Data Analysis, plus one chosen from Astrophysics, Medical Physics, Engineering Physics, Turning Points in Physics, Electronics.

The paper consists of 45 marks of short and long answer questions on practical experiments and data analysis, followed by 35 marks of short and long answer questions on the optional topic. 

Links to other subjects

A-level Physics has very close links to Mathematics. Although it is not necessary to study A-level Maths in order to study Physics, it is recommended. Any students not taking A-level Maths can obtain additional support at our weekly Physics clinic.

Many students also choose to combine Physics with one or both of Chemistry / Biology. 

Links to HE courses and beyond

Physics is highly regarded by Universities and employers because of the transferable skills it develops in students. The Russell Group of Universities accepts Physics as part of their entry requirements for nearly all degree subjects.

Please be aware that A-level Maths is also required for entry to most Physics degree courses, and that A-level Physics is required for most Engineering courses.

Physicists go on to pursue a huge range of careers – see www.physics.org/careers for more information.