CURRICULUM GUIDESIXTH FORMYEARS 12-13
2024-25INTRODUCTION
The Sixth Form at Rugby School Japan allows pupils to immerse themselves in an advanced study through the A-level curriculum. Recognised by universities around the world,
A-level qualifications allow pupils to enjoy the satisfaction of taking control over theirchosen subjects and, in the process, begin to mould their futures.
										A-level courses are academically demanding. Success requires a willingness to be scholarly and creative, curious and critical, determined and ambitious, to develop ideas independently and collaboratively. Departments strive to push pupils beyond their perceived
limits. Those with the interest and ability necessary to apply to the world’s top universities
will be supported and encouraged.
A-level courses follow a prescribed curriculum administered by examination boards in
England. At Rugby School Japan, we use four examination boards to administer our examinations: Cambridge, AQA, OxfordAQA and Pearson Edexcel. However, while examination results are of vital importance, we structure our courses around learning rather
than examinations, and the learning is not always confined to the limits of the syllabus
content.
					
A wealth of societies and enrichment opportunities supplement the formal curriculumin all subjects and is available to all Sixth Form pupils. Academic study at Rugby School
Japan happens firmly within the context of the wider school experience. As pupils develop through their lessons, enrichment, careers programme and community action programmes, they will start to understand the place of their academic learning in the realworld.
					In the following pages, we have provided an overview of A-levels, followed by some advice on selecting subjects. Each of the academic departments has provided more detailed
information on specific courses available. We hope you will find this a useful resource forplanning your next step.

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A-LEVELSOVERVIEW					
A-levels are stand-alone, subject-based qualifications and are the most commonly studied
post-16 qualification in the UK and in the international schools’ sector around the world.
Each course is designed to promote a high level of knowledge and intellectual competence in that specific academic subject. A-levels seek to develop academic skills relevantto the specific subject studied.
Each A-level course lasts two years and is externally assessed by written examinations.
The vast majority of A-level courses prepare pupils for an International A-level qualification and are split into two parts: AS in Year 12 and A2 in Year 13. These International
A-levels are assessed through modular examinations, with exams taken at the end of bothYear 12 and Year 13, the results of which are combined to give the full A-level qualification. A small number of courses are ‘terminal’, meaning that all examinations are taken
at the end of Year 13.
Some subjects have coursework components (which will be completed in school, internally assessed and then externally moderated), but this varies from one subject to another;most do not. The form that coursework and examinations take is dependent on the subject but reflects the skills important for that area of study.
									A-levels are graded on an A*-E scale. Most universities expect three A-levels for entry, but
the grades required to depend on both the university and the course applied for. At Rugby
School Japan, Sixth Form pupils will study three subjects at A-level, participating in 48 periods per fortnight of taught lessons. Occasionally, pupils may wish to study four A-levels(comprising 64 periods per fortnight); decisions about whether this is the right academic
programme of study will be made in consultation between the School, parents and pupils.

WHAT ARE THE ADVANTAGES OF A-LEVEL?
A-levels allow for a high degree of specialisation. Pupils will be able to focus on a narrow
range of academic subjects and will develop a considerable depth of knowledge within them. A-level courses also allow pupils to develop and hone the skills relevant to theacademic subjects they study.
					
Beyond the A-level courses, pupils have considerable freedom in regard to the enrichment options that they choose to engage with. All A-level pupils participate in RSJ’s
co-curricular programme and sports. They will be encouraged to engage with otheropportunities such as joining societies and participating in music and drama.

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INTERNATIONAL EXTENDED PROJECTQUALIFICATION
For pupils who choose three A-levels, they will be expected to take an International
Extended Project Qualification (EPQ) on a topic of their choice. The EPQ supports thedevelopment of independent research skills and allows pupils to pursue their curiosity andpersonal academic interests.
					

WHO IS SUITED TO A-LEVELS?
A-level courses suit pupils who have a clear area of academic focus and interest. Pupils
may already have a university and/or career path in mind and wish to develop very specific skills in preparation for this; other pupils may be less certain about their future path.
A set of three A-level courses allows a pupil to choose narrow, synergistic subjects if theywish or to choose disparate subjects if they prefer. There are no restrictions on the combination of subjects a pupil chooses to study at A-level. This freedom of choice allows pupils
to avoid particular skill types or subjects that they do not enjoy.
					Success at the A-level requires a high level of organisational skill and a very high level ofeffort. A-level courses are difficult, and the top grades can only be achieved through aconsistently curious and determined approach. Pupils need to be prepared to engage in aconsiderable quantity of independent study outside lessons.
			

WHAT DO UNIVERSITIES THINK OF A-LEVELQUALIFICATIONS?
A-levels are the most common form of qualification for candidates applying to UK universities. Universities in the UK understand the qualification very well and will typically makeoffers on the basis of three A-level grades.
					When it comes to US, Canadian, European and Asian universities, A-levels are wellrecognised and give pupils a strong academic foundation with which to access global
universities.

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CHOOSING
SUBJECTS
A-levels are highly academic and significantly more challenging than I/GCSEs. For thisreason, pupils studying with us in the Sixth Form must meet the following entry criteria:
A minimum of 5 A*/9 - C/5 grades at I/GCSE
Bs/6s at I/GCSE in subjects related to the chosen A-level courses
A strong commitment to learning(There are additional I/GCSE qualification requirements for some subjects at A-level,
detailed in the subject pages that follow.)
If pupils meet these criteria, the RSJ Sixth Form curriculum allows pupils to specialise in
their chosen subjects. There are no ‘core’ subjects that must be taken, and pupils have afree choice of A-level courses. The following pages provide detailed information about
the course run by each academic department and we encourage pupils to read those they
are interested in carefully.
When choosing subjects for Sixth Form study we recommend considering the following
factors:• Interest in the subject• Aptitude for the subject• The subject’s suitability for aspirations beyond the Sixth Form
The decisions made now may have an impact on the courses available to a pupil at university. Some university courses require specific subjects at A-level (e.g. Chemistry A-levelis required for Medical degree entry in the overwhelming majority of cases), although
this can differ from country to country and from university to university. If a pupil alreadyhas an idea about what degree course and career they hope to pursue, it is important forthem to check the university entry criteria when selecting their A-level subjects. We encourage pupils to be proactive when making their choices and encourage them to make themost of the support on offer from the School.

											N.B. We aim to offer as great a choice of subjects as possible; however, we cannot guarantee that we will be able to provide a subject listed in this guide if the number of pupils
that choose it is too low.
N.B. Syllabus and assessment details are indicative only at the time of publication and are
subject to modification as a result of changes made by examination boards.

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W

ART & DESIGNArt
Design and Technology

ART
AIMS

BEYOND SIXTH FORM

Pupils entering the Sixth Form at Rugby School Japan to study a creative subject will follow the highly flexible A-level Art and Design course. This will enable all pupils to select their own route through the two-year
course. The course provides all pupils with an exciting, wide-ranging experience that can be tailored to suit
their own interests or needs.

The A-level enables pupils to apply for a wide variety of courses post A-level. It is a valuable and well-received qualification that will support a balanced package of A-levels in preparation for a wide range of post A-level studies. The
emphasis on studio work and the nature of the two-year course makes A-level Art and Design an excellent third subject. The course lends itself to providing evidence of independent research that holds it in good stead as a supporting
subject in a wide range of degree courses.

All pupils will be expected to develop a range of skills which they can use to further their own work andpersonal interests. They will be encouraged to be flexible in their approach to the subject and willing to takerisks in the fulfilment of their work. Thinking laterally, critically and creatively and acquiring good problem-solving skills will be key aspects of the course. A comprehensive understanding of the subject will bepromoted through depth and rigour.

Product and Industrial Design are popular degree choices whilst the breadth of the course means that pupils are also
extremely well equipped for Architecture, Art History or Foundation courses. It also provides a very sound foundation
for pursuing careers in Graphic Communications, Advertising, Marketing, Brand Development, etc. Equally, for otherpathways, the course shows creative thought processes, which may complement other A-level choices and have value
in a portfolio of qualifications beyond Higher Education, as employers seek to differentiate between applicants.

NATURE OF THE COURSE
The course is a linear course delivered over two years. Throughout the first year pupils are taught a rangeof techniques that allows them to develop their own portfolio of skills across a range of different disciplines.
They are encouraged to experiment and are expected to record all they do so that they can be reflective
throughout the creative process. Much of the work is practical but pupils will also be expected to give presentations and write essays about historical and contemporary influences. Supporting work must actively inform the pupils’ investigations and should demonstrate how their thinking has been augmented and extended. This will build to a sustained coursework essay in which pupils will look at their own work and historical
art pieces and demonstrate their ability to analyse and understand artworks. As pupils move into the second
year they will be working more independently on a major project building on all the skills and techniques
they have learnt and creating a project which feels personal and unique to each pupil.
Fundamental to all components is the development of work through sustained investigation and experimentation, documenting progress, referencing the work of others and demonstrating how this informs their own
individual solutions. Most of the work will be practical, but there is a substantial written element involving acontextual study of between 1500 and 3500 words that can be linked to other work or stand alone.
The course includes drawing, painting, sculpture, digital work, printmaking, alternative media, photography,
textiles, ceramics and more. Early in the course pupils develop their ability to work from observation using
traditional drawing skills. The first year operates like a foundation course, with pupils building key skills ina variety of areas to prepare them for their independent work later on. The course is vibrant and exciting
allowing pupils to build technical skills and create meaningful work.

ASSESSMENT DETAILSExamination board: Pearson Edexcel Advanced GCE
CLICK HERE
This course is made up of two components culminating in an exam:• Component 1: Coursework Portfolio – an exploratory investigation stimulated by content set by the school.
The focus of the assessment is the journey that the candidate has made, not resolved outcomes. Component
1 also includes a written investigation into an aspect of Art and Design that is of interest to the candidate.

10• Component 2: Examination – an independent project is started from a word or phrase released by theexamination board. This component comprises eight weeks of preparatory work and a 15-hour exam whichtakes place over the course of three days.

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DESIGN & TECHNOLOGY
AIMSThis two-year course is structured to enable pupils to experience Design Technology in more depth and rigour, both practically and theoretically. Pupils develop the practical hands-on skills, theoretical knowledge andconfidence to succeed in a number of careers. Pupils will gain a real understanding of what it means to be
an innovative designer, alongside invaluable skills and knowledge sought by higher education and employers.
Pupils will be able to think critically and creatively to design and manufacture products to solve real worldcontextual problems. Pupils will gain a comprehensive understanding of environmental issues and sustainability when choosing materials and will have a deep knowledge of their working properties.

NATURE OF THE COURSE
During this two-year course pupils will engage in both practical and theoretical study. Pupils will study indepth product design technical principles and designing and making principles. Pupils will investigate historical, social, cultural, environmental and economic influences on design and technology, all the while participating in a wide variety of practical workshops practising and honing their manufacturing skills by making
various prototypes in a variety of resistant materials. Pupils will get to grips with using multiple different
computer-aided-design (CAD) software and computer-aided-manufacture (CAM) such as laser cutters and3D printers.
The course will culminate with the pupils using all of their theoretical and practical knowledge gained in thefirst year by completing a substantial design and make a project. Pupils will independently complete a portfolio of sustained investigation, development, design work and analysis alongside a manufactured practicaloutcome. This coursework component will form 50% of their end of year examination.

ASSESSMENT DETAILSExamination board: Pearson Edexcel Advanced GCE (9DT0)
CLICK HERECOMPONENT 1: 50% of A-level
Paper 1: Written examination (2 hours, 30 minutes)
A technical principles exam paper. This paper includes calculations, short-open and open-response questions
as well as extended-writing questions focused on the principles of Design Technology.
COMPONENT 2: 50% of A-level
NEA: Independent design and make project showing the pupil’s practical application of technical principles
plus designing and manufacturing principles.

THE DESIGN CENTRE
The Design Technology workshop and CAD rooms are open frequently for pupils to work on their coursework or independent projects during their free time. There are scheduled sessions made available for A-level
pupils to gain more one-on-one mentorship when needed for their coursework as well as regular enrichment
opportunities to gain more hands-on skills with different resistant materials. Pupils will also benefit from opportunities to try alternative material areas of Design Technology such as Textiles, which can then be incorporated into their work if desired.
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ENGLISH
English Literature

ENGLISH LITERATURE
AIMS
Pupils will cultivate a discriminating and well-informed understanding and appreciation of literary texts froma variety of periods and places, taking into account their technical, formal and thematic qualities, together
with an understanding of the impact and relevance of their literary history and the context of production.
Pupils will have opportunities to further critical thinking through the development of their analytical and evaluative skills.

NATURE OF THE COURSE
This is a wide-ranging course that explores different periods and genres. In Year 1 of the course, pupils will
undertake preparation for Papers 1 and 2. This will include the study of three literary texts and practise inpreparation for the unseen literary analysis. Teachers will choose a drama text from Moon on a Rainbow
Shawl, Measure for Measure, The Duchess of Malfi or Cat on a Hot Tin Roof. An extensive range of one of
the following poets will be explored: Maya Angelou, Simon Armitage or William Blake. The third text will bea work of prose selected from The Inheritance of Loss, A Handful of Dust, The Underground Railroad or acollection of short stories curated by Cambridge. Year 2 will cover the texts for Papers 3 and 4. Pupils will undertake the study of one Shakespeare play and one other drama text. The teacher will choose a further two
texts (one of prose and one of poetry) from an extensive list.

ASSESSMENT DETAILSExamination board: Cambridge International A-level (9695)
CLICK HERE
Assessment is by four examination papers of 2 hours each:
1. Drama and Poetry
2. Prose and Unseen
3. Shakespeare and Drama
4. Pre and Post 1900 Poetry and Prose

BEYOND SIXTH FORM
English Literature remains a great course to study at university: it is a highly-regarded degree that can launch
undergraduates into all manner of careers. The subject combines well with History, Modern Languages,
Drama or as part of a Liberal Arts degree. ‘Newer’ subjects like American Studies, Gender Studies, Women’sStudies and Film Studies also are closely related and may include a literature component. There is also scope
to use skills developed in Literature in creative pathways.

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HUMANITIES
Economics
Geography
HistoryECONOMICS
AIMS

AIMS

Economics is the study of how businesses and consumers make decisions in the economy and how society
organises production and distributes the rewards of that production. It is both science and art. Pupils that canthink both logically and creatively do well. We think about how governments can promote growth and prosperity and if private markets are always the best solution. It is a sought after qualification and fits well with
sciences and mathematics as well as humanities and languages. There are many university courses available
for further study and employers appreciate the technical skills the course fosters. Above all, economics isabout the real world and much of the time on the course is spent looking at international economic eventsand issues.

Geography is a dynamic subject that investigates the interactions between individuals, societies, and physiphysical processes over both time and space. It also considers how people adapt and respond to change
and evaluates actual and possible management strategies associated with such change. Within individuals
and societal subjects, Geography is distinctive in its spatial dimension and occupies a unique middle groundbetween the humanities and the sciences.

NATURE OF THE COURSE
The syllabus content is divided into five topic areas:
1. Basic economic ideas and resource allocation
2. The price system and the micro economy
3. Government microeconomic intervention
4. The macro economy
5. Government macroeconomic intervention

ASSESSMENT DETAILSExamination board: Cambridge International A-level (9708)
CLICK HERE
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•
•

Paper 1 Multiple choice (20% weighting) 30 multiple-choice questions based on the AS syllabus
Paper 2 Data response and essay (30% weighting)
Section A: one data response question (20 marks)
Section B: one essay from a choice of four (50 marks)
Paper 3 Multiple-choice (15% weighting) 30 multiple-choice questions based on the A-level syllabus
Paper 4 Data Response and Essay (35% weighting)
Section A: one data response question (20 marks)
Section B: two essays from a choice of six (50 marks) based on the whole A level content

BEYOND SIXTH FORM
Economics A-Level is designed to encourage you to develop an understanding of current economic issues
and institutions that affect everyday life. After studying economics, you will be able to apply economic concepts and theories in a range of contexts and appreciate their value and limitations in explaining real world
phenomena. You will be able to analyse, explain and evaluate the strengths and weaknesses of the market
economy and the role of government within it.
As a student of economics, you will gain a highly marketable set of skills which will enable you to undertake
further study across a range of disciplines. These include the ability to think analytically and communicate
effectively both verbally and in writing, as well as numeracy and data interpretation skills. Economics students
go on to study in a range of fields including commerce, politics or law and progress to roles across the public
and private sectors.

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GEOGRAPHY

NATURE OF THE COURSEThe Geography course integrates physical, environmental, and human geography, and ensures that pupils
acquire elements of both socio-economic and scientific methodologies. The course takes advantage of its
position to examine relevant concepts and ideas from a wide variety of disciplines. This helps pupils develop
life skills and have an appreciation of, and respect for, alternative approaches, viewpoints, and ideas.
All pupils study Core Physical Geography (- of Hydrology and fluvial geomorphology; Atmosphere andweather; and Rocks and weathering) and Core Human Geography (- of Population; Migration; and Settlement dynamics). Pupils will also study the following four Geographic Themes:••••

Hazard Environments
Coastal Environments
Global Interdependence
Environmental Management

ASSESSMENT DETAILSExamination board: Cambridge International A-level (9696)
CLICK HERE
All papers are worth 60 marks and weighted the same at 25%.
Paper 1: Core Physical Geography - 1h 30min
Paper 2: Core Human Geography - 1h 30min
Paper 3: Advanced Physical Geography - 1h 30min
Paper 4: Advanced Human Geography - 1h 30min
		

ENRICHING THE GEOGRAPHY CURRICULUM
Pupils will have the opportunity to attend the sustainability and environment club where they will actively
engage in helping make the School more sustainable. The Department also plans to be well integrated withthe local smart city of Kashiwanoha, through local stakeholders and businesses. Pupils are also encouraged
to enter competitions organised by the Royal Geographical Society, such as the Young Geographer of theYear. As part of their A Level, pupils will have opportunities for field trips to visit other areas of geographicalsignificance within Japan and potentially abroad also.

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HISTORY
AIMS
History in the Sixth Form is a challenging and stimulating subject that aims to give pupils a grounding in
the world’s international past. We believe in giving pupils a varied historical diet and offer a wide range of
topics that cover not only Europe, Asia and America, but also educate young people on themes that matter
across the entirety of world history. Pupils are encouraged to carry out their own research based on specialist
textbooks, library resources and intelligent use of podcast and internet sources. Lessons will emphasise thegrowth of learner’s confidence through seminar style discussions and will develop their academic flair andcritical thinking, preparing them for life beyond Rugby School Japan.

NATURE OF THE COURSE
The AQA A-level is focused on being a global study of world history. In their “depth” study pupils will learn
about the democratic experiment in Germany after the First World War, the rise of Hitler, and the impact ofHitler on German society with an in-depth study on the evolution of genocide in Europe. For their “breadth”
study pupils will focus on change over time, with a focus on Empire. Themes of imperialism, race, economics and attitude will be taught through the case studies of India, Africa and the Middle East. Pupils will also
complete a piece of independently researched and written coursework on the theme of the American Civil
Rights Movement, from the 13th Amendment to the present day. The A Level is interesting, skills focused andundoubtedly relevant for a student’s understanding of today’s global world.
The course will cover all notable skills necessary within academic historical study including source analysis,
evaluation of interpretations and clarity of extended writing. It will also equip pupils with a broad cultural
understanding of not only the continent they live on but also the rest of the world.

ASSESSMENT DETAILSExamination board: AQA A Level, 7042
CLICK HERE
Unit 1: 1J, The British Empire c1857 - 1967 (40%)
Unit 2: 2O, Democracy and Nazism: Germany 1918 - 1945 (40%)
Unit 3: Historical Investigation (coursework) on the African American Civil Rights Movement (20%)

ENRICHING THE HISTORY CURRICULUM
Pupils will have the opportunity to attend the History Department’s visiting lecture series and participate intrips both inside and outside of Japan. Routine enrichment will include the ‘PastCast’, a pupil-led historical
podcast. This will enable pupils to discuss topics of interest off or on curriculum and facilitate their skills ofcompetent discussion under pressure. They will also have the chance to facilitate younger pupil’s participation in order to develop their skills of management and leadership of the school. Pupils will be encouraged
to apply to academic essay competitions run by the most prestigious universities worldwide as part of an indepth programme to support university application and interview preparation.

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MATHEMATICS
Computer Science
Mathematics
Further Mathematics

COMPUTER SCIENCE

MATHEMATICS

AIMS

AIMS

A-level Computer Science is a practical subject where pupils have the opportunity to apply academic principles learned in the classroom to real-world systems. Computer science is the study of the foundational
principles and practices of computation and computational thinking and their application in the design anddevelopment of computer systems. Learning computational thinking involves learning to program, that is towrite computer code, because this is the means by which computational thinking is expressed. Cambridge
CIE A-level Computer Science enables learners to develop an interest in computing and to gain confidence
in computational thinking and programming. Pupils develop their understanding of the main principles ofproblem-solving using computers.

Mathematics is one of the most difficult and rigorous A-levels, which is why we have a requirement of grade
8 in GCSE Mathematics to take this course (- pupils with different qualifications may need to provide evidence of their aptitude). Despite this, Mathematics has been the most popular A-level subject in the UK for
decades as it is commonly required/preferred when it comes to university course requirements. The numerical understanding and analytical abilities developed throughout the course are highly sought after. Mathematics will also be taught in sets at A-level based on their GCSE grades (- these can change throughout theyear). A-level pupils will also have access to the support clinics throughout each week and will be more thanwelcome to work in the Department during their study periods.

NATURE OF THE COURSE
The aims are to develop:• computational thinking skills.
• an understanding of the main principles of solving problems using computers.
• an understanding of the component parts of computer systems and how they interrelate,including software, data, hardware, communication and people.
• an understanding of the different methods of communication and the functionality of networks
and the internet.
• the skills necessary to apply this understanding to develop computer-based solutions toproblems.

NATURE OF THE COURSE
This course is modular, and the pupils will need to complete 6 modules. At Rugby School Japan, we will beentering our pupils for P1, P2, P3, P4, S1 and M1.

ASSESSMENT DETAILSExamination board: Pearson Edexcel International A-level
CLICK HERE
Each module comprises one examination which is 1h 30min long. Calculators may be used in all of theexams.

ASSESSMENT DETAILSExamination board: Cambridge A-level Computer Science (9618)
CLICK HERE
The full A Level is assessed by four examination papers:
Paper 1: Theory Fundamentals, written paper, 90 mins, 25% A Level
Paper 2: Fundamental problem-solving and programming skills, written paper comprehension questions, 2hours, 25% A Level
Paper 3: Advanced Theory, written paper, 90 mins, 25% A Level
Paper 4: Practical, computer based, 150 mins, 25% A Level

BEYOND SIXTH FORM
Pupils who have completed the Computer Science A-level qualification will be excellently positioned to follow
a Computer Science based or related higher education programme of study, or to apply for workplace opportunities. The nature of Computer Science means that graduates will be very well suited to many roles in adigital environment. Some popular graduate vocations are software development, e-commerce, engineering,
medicine and the finance industry.

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FURTHER
MATHEMATICSAIMSThe Further Mathematics course at A-level is the pinnacle of what pupils can do at this stage. Whilst incredibly tough, it will provide a plethora of stimulating challenges and materials for the most able mathematicians. Due to the sheer difficulty, the volume of content and the pace of this course, we have a requirementof grade 9 in GCSE Mathematics to take this course. Pupils with different qualifications may need to provide
evidence of their aptitude. Pupils of Further Maths will be given all the support they need, including preparing
themselves for university entrance exams such as STEP.

NATURE OF THE COURSE
Pupils wishing to study Further Maths in the Sixth Form will work towards qualifications in A-level Mathematics
and A-level Further Mathematics. The two courses will contain 6 modules each. For Further Maths, we will beentering our pupils for FP1, FP2, S2, M2, D1 and one other module.

ASSESSMENT DETAILSExamination board: Pearson Edexcel International A-level
CLICK HERE
Each module comprises one examination which is 1h 30min long. Calculators may be used in all of theexams.

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MODERN FOREIGNLANGUAGES
ChineseFrenchGermanJapaneseCHINESE
AIMS

AIMS

Our aim is to build on the knowledge acquired at GCSE to explore the Chinese language in more depth andlearn about China, Taiwan and the Sinosphere more generally. By the end of the A-level course, pupils will
be able to engage with complex language taken from native sources, such as newspapers articles and television programmes and use Chinese actively to express themselves on a variety of topics ranging from societal
issues, popular culture, economics and history. Cultural topics make up a large part of the content and pupils
will also study contemporary Chinese literature and film and write essays on them in Chinese. As part of thecourse, pupils must also carry out independent research on an issue concerning China (or Chinese-speaking
communities) and deliver their findings as part of an oral presentation. The ultimate goal at the end of the A
level course is for pupils to be able to use Chinese confidently at a high level and in a sophisticated way, both
personally and professionally.

Our aim is to stimulate lasting curiosity in both the French language and the culture of the francophonie. By
the end of the A-level course, our intention is that all pupils will have developed the language skills neededfor effective, sophisticated communication in French, whether in conversation or in writing. Pupils will also
develop their reading, listening and translation skills in order to give them access to a wide range of materials, such as novels, television, newspapers and radio, as well as other sources of new media, such as social
media and blogs. The use of authentic sources and of interaction in French is an integral component of ourteaching. Grammatical competence and the ability to manipulate language accurately and appropriately area prerequisite for study in higher education and we place strong emphasis on these skills in the Sixth Form.

NATURE OF THE COURSE
The course includes the study of literary texts and a film, as well as translation, extended writing in Chinese
and a presentation in Mandarin or Cantonese on an issue of the pupil’s choosing. Core topic areas include
youth matters, lifestyle, health and fitness, environmental issues, education and employment, science andtechnology, Chinese history and economics since 1978, as well as Sino-British relations. Many interactive resources are used such as digital publications, social media and online video materials. Pupils studying A level
Chinese with us will regularly go beyond these topic areas and will have the opportunity to research areas inwhich they are interested.

ASSESSMENT DETAILSExamination board: Pearson Edexcel A-level (9CN0)
CLICK HERE
The course is assessed at the end of two years and is split into three papers:
Paper 1: Listening, Reading and Translation (worth 40% of final grade)
Paper 2: Written Response to Works and Translation (worth 30% of final grade)
Paper 3: Speaking (worth 30% of final grade)

BEYOND SIXTH FORM
Learning a language at A-level provides you with the skills to be able to live and work abroad, encourages
different perspectives and ways of thinking, as well as strengthening problem-solving skills. It also promotes
engagement with global issues and allows learners to explore literature, history and culture through cinema. In an increasingly globalised world, multilingualism is an essential asset in the employment market andopens doors in a variety of sectors.

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FRENCH

NATURE OF THE COURSE
The course includes the study of literary texts and films, as well as translation, grammar and a presentationin French on an issue of the pupil’s choosing. Core topic areas include youth matters, lifestyle, health andfitness, environmental issues, education and employment, science and technology, society and ethics in the
French-speaking world. All topic areas are studied with reference to France and other francophone countries,
as well as a wider global context. Pupils studying French with us will regularly go beyond these topic areas
and will have the opportunity to research areas in which they are interested.

ASSESSMENT DETAILSExamination board: Pearson Edexcel A-level (9FR0)
CLICK HERE
The course is assessed at the end of two years and is split into three papers:
Paper 1: Listening, Reading and Translation (worth 40% of final grade)
Paper 2: Written Response to Works and Translation (worth 30% of final grade)
Paper 3: Speaking (worth 30% of final grade)

BEYOND SIXTH FORM
Learning a language at A-level provides you with the skills to be able to live and work abroad, encourages
different perspectives and ways of thinking, as well as strengthening problem-solving skills. It also promotes
engagement with global issues and allows learners to explore literature, history and culture through cinema. In an increasingly globalised world, multilingualism is an essential asset in the employment market andopens doors in a variety of sectors.

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GERMANAIMSBEYOND SIXTH FORM

The German Department aims to make the learning of German a rewarding and enjoyable experience andstimulate lasting curiosity in both the language and the culture of the German-speaking world. By the end of
the course, our intention is that the pupils will have developed effective and sophisticated communication inGerman, whether in speaking or in writing. Pupils will also have developed their translation skills and theirability to listen and read at high levels of comprehension in order to give them access to a wide range ofresource materials. We aim for our pupils to be highly committed both inside and outside the classroom, as agreat deal of independent learning is expected, including reading widely, watching films, listening to a varietyof German media and exploiting online opportunities. The use of authentic sources and of interaction inGerman is an integral component of our teaching, as is grammatical competence and the ability to manipulate language accurately and appropriately. In addition, all German Sixth Form linguists are encouraged togain valuable work experience in Germany, Austria or Switzerland, immersing themselves in the language,
with resulting gains in confidence and linguistic flexibility. CVs and university applications are enhanced by
the inclusion of such experiences.

The language of Goethe, Beethoven, Marx and Nietzsche, German remains a language for the cultured, philosophers, lawyers, historians, the business-minded, politicians, scientists, designers and engineers. Germany
has long been considered to be the powerhouse of business and industry in Europe, and continues to playa dominant role in the European Union. A major world financial centre, Germany is home to many global manufacturing, technology, scientific and logistics companies. A sound knowledge of German can be atremendous asset to those working in high-level business and finance in Europe. In addition, German can bestudied alongside many other degree subjects. German pupils often combine the subject with History, Music,
Mathematics or Economics, but the focus on communication, analytical reading of texts and understandingof complex grammatical structures mean that German benefits a range of subjects across the spectrum.

NATURE OF THE COURSE
The lessons are conducted in the target language as far as possible and a wide range of technological andtraditional resources are used in lessons. The course includes the study of literary texts and films, as well astranslation, grammar and an individual research project. Core topic areas include current social issues andtrends and political and artistic culture in German-speaking society. All topic areas are studied with reference
to Germany and German-speaking countries. Pupils studying German with us will regularly go beyond these
topic areas and will have the opportunity to research areas in which they are interested.

ASSESSMENT DETAILSExamination board: AQA A-level (7662)
CLICK HERE
We follow the AQA A-level German course which offers a good range of topics and assessments. Cultural,lexical and clearly structured grammatical knowledge is built in effectively.

34•

Paper 1 (40%): Combines listening, reading and writing skills including summaries in German (from 		both listening and reading) and translations from and into English.

•

Paper 2 (30%): Involves writing two essays of approximately 300 words, requiring analysis of at least 		
one literary text and either a second text or a film.

•

Paper 3 (30%): A speaking test with a stimulus card to help start off the examination followed by a 		presentation and discussion of an Individual Research Project which allows candidates to discuss anarea of personal interest (which might include an aspect of history or art, film, region, politics - al		most anything culturally relevant to German speaking countries).

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JAPANESE
AIMS
Studying Japanese at an advanced level will enable pupils to have an appreciation of the language, literature, film and culture of Japan. The course of study is designed to develop detailed knowledge and understanding of the Japanese language, the culture of Japan, as well as practical and valuable language andtransferable study skills. This qualification will help to prepare pupils for higher education and enhance theiremployability profile.

NATURE OF THE COURSE
The examinations taken are based on content from four themes which address a range of content related tosociety past and present, as well as aspects of the political, artistic and intellectual culture of Japan.
変わっていく若者の生活 (Theme 1: Changes in the daily life of young people in Japan)
変わっていく文化 (Theme 2: Changes in culture)
変わっていく人生観 (Theme 3: Changes in perspectives and lifestyle)
東日本大震災後の日本 (Theme 4: Japan after the 2011 earthquake)
These four themes provide the vocabulary and structures that the sections of the examinations are drawn
from. During the course, pupils study two discrete Japanese works: either two literary texts or one literary text
and one film. They also select a topic and carry out independent research which is then used as the basis forthe writing section of Paper 1.

ASSESSMENT DETAILSExamination board: Pearson Edexcel Advanced GCE (9JA0)
CLICK HERE
Students sit 3 exam papers at the end of the course:• Paper 1 – Translation into English, reading comprehension and writing (2 hours 30 mins, 40% of the 		
qualification)•

Paper 2 – Translation into Japanese and written response to works (2 hours 40 mins, 30% of the 		
qualification)•

Paper 3 – Listening, reading and writing (2 hours 15 mins, 30% of the qualification)

BEYOND SIXTH FORM
Learning Japanese at A-level provides pupils with the skills to be able to live and work in Japan, encouraging
an appreciation of Japanese perspectives and ways of thinking, as well as strengthening problem-solving
skills. In an increasingly globalised world, multilingualism is an essential asset in the employment market andopens doors in a variety of sectors.

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37

PERFORMING ARTS
Drama
Music

DRAMA
AIMS
Pupils of A-level Drama develop skills that are not just essential for understanding theatre but apply to awide range of higher education subjects and professions. This specification refines pupils’ collaborative skills
and their approach to independent research as well as their analytical and creative thinking. Pupils grow in
confidence and become more critically discerning as they successfully realise their own ideas. They learn toevaluate objectively and develop a sound appreciation of the influences that cultural and social contexts haveon creative decision-making. Whatever the future holds, pupils of A-level Drama and Theatre emerge with atoolkit of transferable skills preparing them for their next steps.

NATURE OF THE COURSE
We want pupils to have an inspiring experience of A-level Drama. This course combines practical creativity
with academic research and theoretical understanding. Pupils learn through experience, seeing and making
theatre for a live critical audience. Pupils are introduced to a wide range of theatrical styles and contexts
throughout the course as they explore theatre practically and devise their own original, challenging and often
provocative theatre. Pupils will experience a range of critical perspectives throughout the course as actors,
directors, writers, critics and academic researchers. Theatre trips take place up as often as possible to allow
pupils to experience “live” what they are studying in class. Through these experiences, pupils gain many valuable skills, both theatrical and transferable, to expand their horizons.

ASSESSMENT DETAILSExamination board: Cambridge International A-level (9482)
CLICK HERECOMPONENT 3: Theatre Making and Performing – 25% of the A Level qualification (60 marks). Externally
Assessed. Internally assessed and externally moderated.
There are two parts to the assessment:• An individual performance (40 marks, 6-8 minutes)
Pupils individually create a programme of thematically linked materials and perform it.
• A group performance of an original devised piece (40 marks, 15-20 minutes with an 800 word 		
analysis and evaluation)
Pupils work in a group to devise and perform a play inspired by one of the theatre practitioners, 		
traditions or styles prescribed in the syllabus.
COMPONENT 4: Theatre in Context – 25% of the A Level qualification (60 marks) Externally Assessed.
There is one part to the assessment:• A 2500 – 3000 word research essay.
Pupils explore performance texts, a theatre genre, a theatre practitioner’s work, or a performance 		style.

BEYOND SIXTH FORM
Careers for graduates with a creative background in a subject such as A-level Drama and Theatre Studies
cover a vast range of professions from law to journalism, event management to acting, and politics to advertising.

COMPONENT 1: Written examination of 2 hours - 25% of the A Level qualification (60 marks). Externallyassessed.
• Section A: Extracts from a published play (30 marks)
This section consists of up to eight short-answer and extended-response questions. Marks per ques		
tion range from 2 to 10. Performance texts will be chosen by Cambridge International and suppliedin the pre-release material. Pupils will study the extract and explore it as practical theatre.
• Section B: Extracts from a different published play (25 marks)
This section consists of two extended-response questions: One compulsory question (10 marks) and
one question from a choice of two (15 marks). As above, pupils will study the extract prior to the 		
exam.
• Section C: Reflection of the Devised piece (25 marks)
This section consists of two extended-response questions (10 and 15 marks). Questions will be in 		reflection of the devised piece pupils created for component 2.
COMPONENT 2: Practical Drama – 25% of the A Level qualification (60 marks). Externally Assessed.
Internally assessed and externally moderated.
There are two parts to the assessment:• A group performance based on an extract from a play (40 marks, 10-25 minutes)
Pupils work in a group to prepare and perform an extract from a published play of their own choice.
40• A group performance of an original devised piece (40 marks, 10-15 minutes with a 3 minute 		self-evaluation) Pupils work in a group to devise and perform a play based on the stimulus 		prescribed in the syllabus.

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MUSIC
AIMS
Pupils who study Music A-level develop continue to hone the three core disciplines of performance, composition and musical analysis. The pupils will be given the analytical tools that will allow them to look deeper intolarger scale musical works, as well as the opportunity to explore more advanced performance and compositional techniques.

NATURE OF THE COURSE
Through analysis, pupils will become closely familiar with the historically important composers, works, andmusical forms and track their historical development over time. The pupils will also be expected to write essays that discuss the musical techniques and structures in a wide range of musical styles, using a wider rangeof subject-specific vocabulary to do so. There is a wide range of musical styles studied in the course, from
Western Classical forms elements of folk, pop and jazz styles. In composition, pupils will become fluent inroman numeral analysis which will allow them to study Western tonal harmony with precision. As performers,
it will be recommended that a musician continues to specialise in one instrument, but also starts to learn asecond instrument if not undertaken already. Performance opportunities for A-level Music pupils will be prioritised in order to build sufficient experience with their instrument and with an audience.

ASSESSMENT DETAILSExamination board: Cambridge International A-level (9483)
CLICK HERE
• 30% written exam (2 hours): analysing and writing about music.
• 20% performance (between 6-10 minute duration, solo and/or ensemble, greater than Grade VII or 		
equivalent standard).
And a choice of two from the list below:• 25% extended performance (between 15-20 minutes and an accompanying 1000-1500-word research
report)• 25% extended composition (6-8 minute composition and an accompanying 1000-1500-word research 		report)• 25% investigation (2500-3000-word essay of the pupil’s choice and a 500-word reflective statement)

BEYOND SIXTH FORM
Music A-level is highly respected by universities for requiring pupils to develop a range of technical, analyticaland communication skills through creative tasks requiring perceptive analysis and insight. Having practical and essay writing components, Music complements a range of other A-level subjects, from sciences tothe arts and is certainly a good academic grounding for a number of Music and non-Music-related degree
course.

4243

SCIENCE
Biology
Chemistry
Physics
Physical Education

BIOLOGYAIMS

ASSESSMENT DETAILSThe A-level Biology course aims to lay theoretical foundations for pupils to pursue the subject at the highest
level and develop into leaders in the field. An extensive and in-depth practical course designed to develop
key laboratory skills from the dissection of specimens to molecular techniques. The skills are taught with a focus on data analysis and experimental design, ensuring pupils are more than ready to take the next step ontoa biological degree. In addition, the course develops key transferable skills that are hugely sought after by
employers in many professions including: problem solving, with an emphasis on applying numerous unifying
patterns and themes in Biology to unfamiliar contexts; critical thinking, through data analysis and evaluationin which pupils are required to critically analyse data from experimental scenarios; abstract thinking, throughthe application of theoretical concepts in graphical forms and in examples requiring deduction; and communication skills, through the teaching of concise and precise language to explain complex concepts in theclearest manner possible.

Examination board: Cambridge International A-level (9700)
CLICK HERE

The course also develops an appreciation of current scientific issues facing society such as the impact thehuman population is having on the environment and the emergence of new genetic technologies. Pupils areencouraged to reflect on these and will complete the course as scientifically literate citizens, ready to engage
with some of the most exciting and important decisions of our time.

The content is assessed over five written papers with results graded from A*-E.
• Paper 1: A 75 minute multiple-choice examination of material from the first year of study, worth 15.5% of
the final result• Paper 2: A 75 minute structured questions examination of material from the first year of study, worth 23%of the final result• Paper 3: A 120 minute examination involving practical work and structured questions, worth 11.5% of the
final result• Paper 4: A 120 minute structured questions examination on topic 12-19, worth 38.5% of the final result• Paper 5: A 75 minute paper of questions on practical skills, worth 11.5% of the final result

NATURE OF THE COURSE
The A-level course is taught over the two years of the Sixth Form. It allows pupils to understand the underlying mechanisms common to many biological systems. Broadly, the topics are grouped into 9 sections (seebelow): 1-4 are studied in the first year and 5-9 in the second.
1.
2.
3.
4.

Cell structure and biological molecules
Cellular processes
Exchange and transport
Infectious disease and the immune response

5.
6.
7.
8.
9.

Energy transfer
Control and coordination
Variation, inheritance, and evolution
Classification, biodiversity, and conservation
Genetic technology

BEYOND SIXTH FORM
The course lays an excellent foundation for further study of Biology at university and related degrees including, but not limited to, medical related degrees e.g. Veterinary Science, Medicine, Dentistry, Chemistry,
Psychology, Forensic Science and Sports Science.

Practical work is an integral part of the two-year course and carried out throughout the course. It is examinedin two of the final examinations. Practical investigations will be visited in different contexts to ensure pupils
have the skills for future biological study and to excel in the written exams.

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47

CHEMISTRY
AIMS
Chemistry is the study of matter at an atomic and molecular scale. As a central science, chemistry plays afundamental role in our daily lives, underpinning a number of innovations from the discovery of penicillin to
the development of lithium ion batteries. Chemists are equipped with a broad, dynamic skill set that makes
them an asset in a number of contexts. Over the course of the A-level, pupils are encouraged to developthese skills: in particular, the ability to apply knowledge, analyse information and evaluate results. As thecourse progresses, pupils develop a propensity to think critically, clearly and independently.
The comprehensive nature of the A-level course provides pupils with a well-rounded knowledge base topursue careers in a range of fields such as Medicine, Engineering and Law. Ultimately, the Department aims
to develop a love of the subject in our pupils, and to produce open-minded inquirers who are able to apply arange of ideas and skills in exciting new situations.

ENRICHING THE CHEMISTRY CURRICULUM
Academic enrichment is embedded into the RSJ ethos. Pupils are encouraged to engage with chemistry
outside of the classroom at every opportunity, and the Department makes every effort to facilitate this. Some
examples of opportunities available at A-level include:• Chemistry Society• Chemistry Olympiad• An extended research project on a chemistry-related topic• Weekly academic support sessions

NATURE OF THE COURSE
Chemistry is divided into three parts:• Organic Chemistry, which is the study of carbon containing molecules• Physical Chemistry, which involves the application of mathematical skills to chemical contexts• Inorganic Chemistry, which is the holistic study of the Periodic Table. Quantum mechanics is used to
explain trends and predict properties.
The Cambridge International A-level in chemistry is well-established and internationally recognised. The
course places equal emphasis on the acquisition of new knowledge and the application of this knowledge. As
with any science, practical work forms the heart of the subject; pupils routinely conduct practical work in theclassroom throughout the course, culminating in an assessed practical exam at the end of the A-level course.
Pupils should have at least a Grade 8 in both GCSE Chemistry and GCSE Maths. This is to accommodate themathematical aptitude required to answer A-level exam questions in chemistry.

ASSESSMENT DETAILSExamination board: Cambridge International A-level (9701)
CLICK HERE
The A-level is assessed by five examination papers: two in Year 12 (which comprise the AS course), and three
in Year 13.
•
•
•
•
•

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Paper 1 (1 hour 15 minutes): 40 Multiple-choice questions, 40 marks, 15.5% of the A-level
Paper 2 (1 hour 15 minutes): AS-Level structured questions, 60 marks, 23% of the A-level
Paper 3 (2 hours): Advanced practical skills, 40 marks, 11.5% of the A-level
Paper 4 (2 hours): A-level structured questions, 100 marks, 38.5% of the A-level
Paper 5 (1 hour 15 minutes): Planning, analysis and evaluation, 30 marks, 11.5% of the A-level49

PHYSICS
AIMS
Fundamentally, physicists are problem solvers who, when presented with a challenge, use the skills they
have practised to solve a huge variety of problems, from developing the latest mobile devices to solving theworld’s energy crisis. The course aims to take your understanding of Physics to the next level, providing you
with a deep understanding of core concepts and practical skills that will prepare you for further study andcareers in the sciences.
Through the course, you’ll learn to apply the scientific method, analyse data, and draw informed conclusions. You’ll develop critical thinking skills that are essential for success in any scientific field. Furthermore,
the course aims to develop your communication and mathematical skills, enabling you to communicate yourfindings using appropriate terminology and scientific conventions.

NATURE OF THE COURSE
The A-level course will build on pupils’ existing knowledge of areas starting with: Mechanics, Waves, Materials, and Electricity. In the second year it will lead onto: Fields, Thermodynamics, Quantum Physics, Astrophysics, and Medical Physics.
Practical work is at the heart of science, and the required practical activities will give pupils the opportunity toembed and further develop their skills and knowledge. Pupils will routinely be applying mathematics in thecourse and it is strongly recommended that any pupil starting this course should be studying a Mathematics
course in parallel with the A-level Physics course.

ASSESSMENT DETAILSExamination board: Cambridge International A-level (9702)
CLICK HERE
The content is assessed over five written papers at the end of the course with results graded from A*-E.
• Paper 1: (15.5%) – 1 hour 15 mins, 40 marks multiple choice exam. AS level• Paper 2: (23.0%) – 1 hour 15 mins, 60 marks, structured questions. AS level• Paper 3: (11.5%) – 2 hours, 40 marks, practical skills assessment. AS level• Paper 4: (38.5%) – 2 hours, 100 marks, structured questions. A-level• Paper 5: (11.5%) – 2 hours, 30 marks, planning, analysis and evaluation assessment. A-level

PHYSICAL EDUCATIONAIMSThe A Level Physical Education course enables pupils to critically analyse and evaluate their physical performance and apply their experience of practical activity in developing their knowledge and understandingof the subject. The skills covered will enable pupils to stand out and effectively promote themselves as they
progress through and beyond the school environment. Throughout the course, pupils will be challenged,
inspired, and motivated by the subject, enabling them to make informed decisions about further learning
opportunities and possible career pathways related to Physical Education and Sports Science. The course andits delivery will equip pupils with the knowledge, understanding, skills and values to develop their theoreticaland practical performance and develop their understanding of the benefits of health, fitness, and well-being.

NATURE OF THE COURSE
The course covers the following six content areas:
4. Exercise physiology and biomechanics
1. Applied anatomy and physiology
5. Sport psychology
2. Skill acquisition
6. Sport and society and the role of technology in
3. Sport and society
physical activity and sport
The course will enable pupils to:• to provide a knowledge and understanding of the conceptual basis, structure, and function of a selectionof physical education activities• to develop understanding and problem-solving skills (interpretation and evaluation)• to develop planning and practical skills for effective performance• to foster an ability to relate practice to theory, and theory to practice• to develop an understanding of the physiological, socio-cultural, and psychological factors which influence physical education• to provide an experience which is valuable, both as a means of personal development and as a foundation for employment or more advanced study• to develop the capacity to think critically about the relationships between the different factors influencing
performance• to develop a capacity to explain global trends in physical education and sport

ASSESSMENT DETAILSExamination board: AQA A-level Physical Education (7582)
CLICK HERE

BEYOND SIXTH FORM

The assessment is based on two external examination papers, and coursework, consisting of two centre-based assessments:

There are many exciting branches of Physics that can be studied at university, from the small scale with Particle Physics and Quantum Computing to the impossibly big with Cosmology. There are also lots of opportunities to cross over with other fields in like in Biophysics, Philosophy, and theoretical physics
Physics is also essential for Engineering and will be useful for Medicine and other scientific courses at university. Understanding problem solving and Physics also provides training for many other professions such as
law, accountancy, banking, management consultancy, software development, science journalism… It is no
surprise that Physics and Engineering graduates are amongst the most highly sought after in the employment
market.

••••Component 1 - Written paper 1 (2 hours) – 35%
Component 2 - Written paper 2 (2 hours) – 35%
Component 3 - Centre-based coursework (Analysis and evaluation of performance) – 15%
Component 4 - Centre-based coursework (1 sport/activity) – 15%

BEYOND SIXTH FORM
This course will prepare learners for the further study of Physical Education or Sports Science courses as wellas other related subject areas such as Psychology, Physiology, Biology and Sociology. Pupils will also develop
the transferable skills that are in demand by Higher Education and employers in all sectors of industry.

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51

INTERNATIONAL
EXTENDED PROJECTQUALIFICATION (EPQ)INTERNATIONAL
EXTENDED PROJECTQUALIFICATION (EPQ)
AIMS

ASSESSMENT DETAILSWorth the equivalent of half an A Level, the EPQ is a research based qualification that can be taken in addition to A-levels. The project will develop and extend from one or more of the pupil’s study areas and/or froman area of personal interest or activity outside their main programme of study. It will be based on a topic
chosen by the pupil and agreed as appropriate by the School. This qualification is academically demanding
and challenging but pupils typically find it highly rewarding due to its independent nature. The skills developed in the EPQ are highly valued by universities as a means to demonstrate many of the skills of independent study and research requisite for success as an undergraduate.

Examination board: OxfordAQA International EPQ (9693)
CLICK HERE

EPQ’s count as half an A-level but are assessed at full A-level standard. As such, pupils can achieve acrossthe grade range from an A* through to a grade E. They can either be examined as a dissertation or as anartefact piece, giving pupils the freedom to select a topic of their choice. The written report will be submitted
in conjunction with a production log and a transcript of a 15-minute presentation.

Assessment of the EPQ considers the production log, the written report and the presentation. There are 5
assessment objectives as below, with the weighting in brackets:
1. Selection of topic (10%)
2. Planning, monitoring and developing (20%)
3. Demonstration of research skills (20%)
4. Analysis and application of research (40%)
5. Evaluation of product, process and self (10%)

The EPQ is thus a significant addition to an A-level portfolio which can deliver considerable intellectual satisfaction, enhance and widen the perspective through which one views a given topic, and encourage pupils
to think across the boundaries of individual subjects. By developing high-level research and critical analysis
skills, an EPQ may significantly boost self-confidence through the ability to tackle university-style work to ahigh level, as well as providing many with excellent interview preparation. We encourage pupils to follow thisroute where appropriate as an additional fourth subject, with curriculum time allocated for the taught and supervisory elements as well as for the essential individual work. We believe this will best engender the mixtureof independent research and university-style supervision appropriate to the project.

NATURE OF THE COURSEThe EPQ course consists of both a taught aspect (30 hours) and independent project work under the guidance of a supervisor (90 hours).
The taught aspect covers the skills needed for the independent project work, including:• Project planning and management• Research skills• Report writing• Presentation and oral communication skills• Reflecting in terms of creative thinking and decision making with regards to the research project
For the project pupils will:• develop ideas for a project they wish to carry out• carry out research to develop project aims and objectives to make a formal project proposal• document planning and research within a production log• carry out the project and write a 5,000-word written report• prepare and give a presentation about the project• Evaluate the project process

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BEYONDEXAMINATIONSHigher Education and Careers
PSHE

HIGHER EDUCATION AND
CAREERS
Members of the Sixth Form are given regular opportunities in the curriculum to consider a wide range ofoptions after school. During taught sessions and workshops in Year 12, pupils look in detail at the application process to universities and research courses which interest them. The beginning of Year 13 will be theculmination of their decision making, when they make an application to university. All pupils are given help
and support with the practicalities of their application. They are given guidance about writing an effective
and persuasive Personal Statement from the HE and Careers Department and are also supported by tutors
and the relevant academic department. Extra support and help will be offered from the school and external
specialist organisations if pupils need guidance with submitting an application to Oxford or Cambridge, touniversities in the US, as well as for specialist degree courses such as Medicine.
By the end of the Sixth Form, pupils will also have a good understanding of the world of work and will beable to research gap years or internships. Each pupil is helped to write their own CV and support is offered
for job or internship applications.
One-to-one interviews are available with members of the Careers and HE Department staff throughout apupil’s time at Rugby School Japan, and we offer support with future higher education destinations, employment or gap applications and beyond. On A-level results day and beyond, staff are available to help either
by phone, email or in person.

PSHE
AIMS
PSHE education equips young people with the knowledge, understanding, attitudes and practical skills tolive healthy, safe, productive, fulfilled, capable and responsible lives. PSHE education encourages them tobe enterprising and supports them in making effective transitions, positive learning and career choices andin managing their finances effectively. It also enables young people to reflect on and clarify their own values
and attitudes and explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future. It has also been proven that there is a very close link between personal development and academic achievement.
Our PSHE programme complements the School’s pastoral provision and academic curriculum and contributes to the fulfilment of the School’s ethos of providing pupils with a genuinely holistic education. An effective
School ethos requires effective relationships between all members of the School community and the School’s
policies to be compatible with what is taught in PSHE education.

NATURE OF THE COURSEPSHE has a unique place in the Sixth Form curriculum as it enables A-level pupils to discuss anddebate controversial issues that we believe will give them the skills to navigate the world and tricky situations
effectively. The sessions are pupil-centred and involve input from the tutor team.

Below is a list of university courses and the subjects needed (or desirable) at A-level to maximise university
entrance:
•
•
•
•
•
•
•
•
•
•
•

58

Economics: Maths
Biology: Biology and Chemistry
Chemistry: Chemistry, Maths and one other Science
Physics: Maths and if possible Further Maths
Engineering: Maths and Physics, Further Maths if possible
History of Art: a Modern Language
Psychology: Maths or a Science
Computer Science: Maths
Medicine: Biology and Chemistry
Architecture: Art, Physics and Maths
Maths: Maths and Further Maths

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LEARNING
DEVELOPMENT
The transition to studying in the Sixth Form can be demanding for many pupils. They must develop efficientstudy skills such as note taking, revision techniques and time management. The Personalised Learning Department aims to provide the support that may be required not only by pupils with a disability and/or special
educational needs but by any pupil in the Sixth Form. Pupils are encouraged to seek advice about issues
concerning their own learning and progress in School.
The teachers within the Department are experienced in supporting pupils in a range of subjects in addition
to the generic study skills that are vital to advanced level study. This is available by way of drop-in sessions,when any pupil can seek help and guidance. Pupils with specific learning difficulties may have timetabled
Personalised Learning lessons when recommended by the Department. Ad hoc support can also be arranged
during a study period or outside the timetable in the pupil’s free time.

ENRICHMENT FOR
SIXTH FORM PUPILSOur extensive academic enrichment programme has several fundamental principles. We are serious aboutenabling pupils to pursue their interests beyond the classroom. Through enrichment we offer opportunities
for pupils to develop additional depth and understanding of subjects or issues that have struck a personal
chord with them. We also aim to expose pupils to experiences above and beyond what they encounter in theclassroom and to have the chance to find the intellectual or creative niche that inspires them for the future.
Finally, we are working to develop the powers of independent thought and action that will enable our pupils
to flourish both during their Sixth Form studies and beyond their school careers.
The enrichment programme is hugely varied and is published to pupils each term. Timetabled sessions
are run each week by Department and subject areas and there is an expectation that pupils both lead andparticipate, meaning that pupils are kept thinking even when their sessions are over. Events featuring visiting
speakers also provide the opportunity for pupils to hear new voices and alternative perspectives.
Alongside the opportunities for enrichment, we also provide opportunities for additional support and for
pupils to take time to develop their confidence in areas that they have found challenging in their normal
programme of study.
2024-January-30

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rugbyschooljapan.ed.jp