INTO THE SIXTH AT FETTES COLLEGE

A LEVELS and INTERNATIONAL BACCALAUREATE Sixth Form subjects should be chosen because they will both be satisfying and challenging and provide the best possible route to future success in terms of Higher Education for each individual. Fettes offers both A Levels and the IB in order to give each individual the chance to select the curriculum and subjects that are best suited to him or her. At this time, when decisions of great importance are being made, advice from Housemasters and Housemistresses tailored to the individual concerned is of central importance. Others are on hand to provide advice also: tutors, subject teachers, Mrs Thomson, who is in charge of Careers and University Entrance and myself are always willing to discuss what is in the best interests of each individual. Choices ideal for one student may be quite wrong for someone else. A LEVELS New arrangements for A Level started in September 2000. The changes were designed to offer greater breadth than the traditional three-subject diet, and A Levels are now structured very differently. The main features are these: An examination was introduced at the halfway stage between GCSE and A Level, named AS. AS Level constitutes half the credit of an A Level covering half the A Level course. Students study four or occasionally five subjects, acquire half the A Level credit and then reduce to three or occasionally four subjects for the second half of the A Level course which is called A2. This arrangement allows a measure of extra flexibility since, if students take four subjects at AS, they can delay their final choice of which ones to take on to full A Level via A2. If one subject has not turned out as expected in the Sixth Form, it can be dropped for the Upper Sixth. All subjects are modular with four units each (two at AS and two at A2), except for Mathematics and the sciences which still have six. There are examinations available twice a year, in January and June, and resits for any unit are possible. The total of marks for the two AS modules is 200, as is the total of marks for the two A2 modules. Each A Level is thus out of 400, except for Mathematics and the sciences which are out of 600. The A grade boundary for each module, AS and A Level is A 80%, B 70%, C 60%, D 50% and E 40%. Students can add up their marks to see what grade they are heading for. There is also an A* grade for those who score 80% and over for the whole A Level but 90% and over on their two A2 module scores when combined (i.e. 180 and above out of 200 marks). Different subjects have different patterns for entering students for units. Only students sitting Further Mathematics take AS modules in January of the Lower Sixth Form. All subjects enter students for units in June. Some subjects enter students for A2 units in January of the Upper Sixth Form which is also the time when AS re-sits would usually be done. Students will sit the remainder of their A2 units and possibly an A2 re-sit in June. The pattern of examinations will depend upon the combination of subjects taken and the success with which units are tackled at the first attempt. Exam results are published in August.
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INTERNATIONAL BACCALAUREATE The IB is an internationally renowned qualification that has existed for over 40 years. It is a broad qualification and very different in character from A Levels. The main features are these: Six subjects are studied: English, a modern or classical language, a social subject, a science, Mathematics and a creative subject. Students may choose to do a second language, social subject or science instead of a creative subject if they wish to specialise. Three subjects are studied at Higher Level and three at Standard Level. Higher Level subjects have a greater amount of content than Standard Level subjects. There is a coursework component in all subjects. In addition students have to take a course in the Theory of Knowledge, do an Extended Essay on a topic of their choice and undertake a programme of Creativity, Action and Service, putting approximately 50 hours into each element over the course of the two years. All subjects are studied for two years and there are terminal examinations in all subjects in the May of the U6th Form. Each subject is marked out of 7 and there are three points available for Theory of Knowledge and the Extended Essay. The maximum mark is therefore 45. In order to qualify for the Diploma, students have to score at least 24 and must complete the Theory of Knowledge, Extended Essay and Creativity, Action and Service component of the course. Exam results are published in July and re-sits may be taken in the November examination session. QUALIFICATIONS FOR ENTRY Students joining our Sixth Form from other schools are normally required to have achieved a minimum of six passes (Grade B or better) at GCSE or SCE Standard Grade. They should generally have an A* or A grade at GCSE or Standard Grade 1 in any subject which they are intending to take at A Level or at Higher Level in the IB. OPTIONS AVAILABLE Students follow either the A Level or IB pathway. Subjects are arranged into columns. Not more than ONE may be chosen from any single column. The columns have been arranged to give maximum flexibility and have been chosen in the light of University and Career opportunities explained below. A LEVEL COLUMNS Candidates on the A Level pathway choose four main subjects for AS Level. Some students also study a fifth subject, which may be another full AS Level, Further Maths or Beginners Mandarin. Students taking four AS Levels also take a course in Critical Thinking in their free column. We are also looking at the possibility of offering the Extended Project as a fifth subject. A Business Stud Chemistry Economics History of Art Latin B Drama French Geography Physics C Geography History Mathematics* D Biology Classical Civ English Govt & Pol** Greek Mathematics E Art English Further Maths German Music PE Spanish Beginners Mandarin

* Students opting for Further Mathematics must choose Mathematics in column C ** Government and Politics

INTERNATIONAL BACCALAUREATE COLUMNS Students must choose six subjects from columns A-G, three at Higher Level (in capitals) and three at Standard Level (in lower case). In addition, they must choose one subject from each of Groups 1-5. The sixth subject may come from Group 6 (Arts) or it may be a second subject from Groups 2, 3 or 4. It is permitted to take two Group 1 languages rather than one from Group 1 and one from Group 2.
A Group 1 Language A Group 2 Language B or ab initio B ENGLISH English FRENCH GREEK* French Greek* GERMAN B** LATIN SPANISH French German B** German ab initio* Latin Spanish Spanish ab initio Mandarin ab initio HISTORY History BIOLOGY Biology CHEMISTRY Chemistry C D GERMAN A** E F G

Group 3 Individuals and Societies Group 4 Experimental Sciences Group 5 Mathematics

ECONOMICS GEOGRAPHY Economics Geography

HISTORY History PHYSICS

Biology MATHS Maths SL Maths Studies

Physics

Group 6 Arts

MUSIC Music

THEATRE ARTS VISUAL ARTS Theatre Arts Visual Arts

* Dependent on group size ** German A is for native speakers of German. German B is for non-native speakers ***Standard Level Mandarin may be available Mr A Shackleton Director of Studies December 2010

CAREERS Choosing a Sixth Form course should be broadly relevant to future career intentions, and the Futurewise Tests, already taken in the Fifth Form, should have indicated to most students the general direction to take. Choice may also be influenced by performance at GCSE, and students also have the opportunity to consider subjects which they have not previously studied. At this stage achieving a balance of subjects can be important; students should choose subjects in which they are likely to do well and, more importantly, which they enjoy. In a working world where the "job for life" is rapidly disappearing, flexibility, adaptability and individual career planning are increasingly the norm. The ability to assess and build on personal strengths is essential. The Sixth Form is a crucial stage in preparing the portfolio of achievement, interests and skills which will enable the individual to adapt to the challenges of a changing world. UNIVERSITY ENTRANCE The rapid expansion of degree courses in recent years has ensured that every student who has the ambition to go to university may find a course which suits personal inclination, aptitude and level of academic achievement. However, it is very important that, on entry to the Sixth Form, students have a clear understanding of any requirements laid down by universities for entry to the course of their choice. Detailed information can be found at www.ucas.com, in the Careers Library and in the main Library, and is also available in house where there are copies of University and College Entrance: The Official Guide, published by UCAS and updated each year. Because the scope for choice is so wide, students should be prepared to do plenty of personal research as early as possible to avoid disappointment at a later stage. The following list may be helpful although it is by no means exhaustive and should be regarded as a general guide.

University Course
Agriculture Architecture Art Biology Business Studies/ Accountancy Chemistry Classics Dentistry Economics Engineering (Chemical) Engineering (Other Types) English

Recommended Subjects
Chemistry Maths or Biology Maths Art History of Art Biology Physics Chemistry Chemistry Physics Biology Latin Greek Chemistry Physics Maths or Biology Chemistry Physics Maths Maths Physics English

Useful Subjects
Physics Art English Maths Maths Maths English

Maths

Another Language

University Course
French Geography Geology German History History of Art Law Mathematics Medicine Modern Languages Music Pharmacy Philosophy Physics Politics Psychology Sociology Spanish Veterinary Science

Recommended Subjects
French Geography A science Maths Physics Chemistry German History History of Art Mathematics Chemistry + 2 of Physics Maths or Biology Two Modern Languages Music Chemistry Physics Maths or Biology Physics Maths Chemistry

Useful Subjects
Another Language Geography Another Language English English Any arts subjects Physics

A Language

Classics

Any arts subjects 2 sciences for BSc Spanish Chemistry Physics Maths or Biology Any arts subjects Another Language

DIRECT ENTRY TO PROFESSIONS, SERVICES, INDUSTRY COMMERCE etc. For any boy or girl intending to embark on a career which does not entail entry to University or Further Education College it is especially important to choose a Sixth Form course which is relevant and to be certain of what qualifications are needed. On any of these general issues, please do not hesitate to contact me if you have any queries. Mrs E Thomson i/c Careers and University Entrance

ART and DESIGN (A Level and IB)

What is art? Well, it is almost impossible to define. It is everywhere; from Ingres to the ipod - it is inescapable. However, in considering studying art in the Sixth Form we can be more precise. The course will develop your understanding of the visual world, through the exploration of materials and processes, developing your practical skills as well as gaining a deeper understanding of the wider subject through studying the work of other artists. The Art Department offers AS and A2 Level Art and Design, and Visual Arts as an elective of the IB programme. In order to study at these levels we would expect candidates to have achieved an A grade or equivalent at GCSE, Standard Grade or a similar examination. Each year a number of students are accepted onto courses at prestigious colleges of art and universities as a result of their involvement in our progressive department. A Level The AS course is studied over one year, after which students can decide whether to pursue the subject to the full A Level over a second year of study. Under the broad umbrella of Art and Design students will have the opportunity to explore a range of disciplines: Sculpture, Painting and Printmaking, Photography, New Media, Textiles, Three Dimensional Design (including Ceramics, and Jewellery). The coursework element of the AS course is the production of a portfolio of work; students are expected to work in a variety of media during the course and produce a body of work which demonstrates a breadth and depth of study. There is no restriction on scale or media but all students have to select and organise their work to show best how they have addressed the requirements of the exam syllabus. At A2 Level students design their own programme of work and the coursework submission includes a written element, an essay of 2000 words which explores the themes and concepts behind their practical work. Assessment for the AS/A2 consists of four units of work, two each at AS and A2. AS (50% of total A Level) Unit 1- Portfolio 80 Marks (50% of total AS marks, 25% of total A Level) Coursework: With emphasis on observed drawing, exploration of materials and techniques, students will develop a portfolio of work, which is contextualised by research into appropriate artists. Unit 2- Externally Set Assignment 80 Marks (50% of total AS marks, 25% of total A Level) Controlled test: consisting of several weeks of preparation time and a five hour exam, developing a personal response to a theme set by the examination board. A2 (50% of total A Level) Unit 3- Personal Investigation (50% of total A2 marks, 25% of total A Level) Coursework: A personal investigation working from an idea, issue or concept. Students will pursue a chosen theme, researching it fully, both practically and through in-depth references to the work of artists. This Unit includes a 2000 word essay on the themes and concepts explored in the practical work. Unit 4- Controlled test (50% of total A2 marks, 25% of total A Level)
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Controlled test: consisting of several weeks of preparation and a fifteen hour exam, developing a personal response to a theme set by the examination board. IB Art is in the group 6 Arts and Electives section and would provide excellent balance and breadth to any IB programme. In a way similar to the AS/A2 syllabus, students have the opportunity to explore a range of disciplines: Sculpture, Painting and Printmaking, Photography, Textiles, Three Dimensional Design (including Ceramics, and Jewellery). However, the premise of the IB Visual Arts programme is that engagement in the Arts promotes a sense of identity, which makes a unique contribution to the development and views of each student. Students are expected to make their own journey of exploration, through sustained studio practice and record their observations, thoughts and influences in their Record Workbooks. Central to the course is an awareness of how Art and Design manifests itself across cultures and time. Syllabus Details The Department offers the IB Higher Level and Standard Level A Visual Arts. Higher Level A is designed for the specialist visual arts student, with creative and imaginative abilities, who may wish to pursue the visual arts at university or college level. Part A Studio Work Practical exploration and artistic production Part B Research Workbooks Independent critical research and analysis, visual and written in more than one culture. Standard Level A is for students who wish to develop their creative and imaginative abilities as part of a general education. The main elements of the courses will focus on the production of studio work and research workbooks. Part A Studio work Practical exploration and artistic production Part B Research workbooks Independent critical research and analysis, visual and written in more than one culture. The themes and projects offered vary every year and are constructed to reflect the individual interests and experiences of the staff and students, as well as current public exhibitions. Basic skills are reinforced at the beginning of the courses with greater focus on independent learning and breadth of outcome as the course progresses. Students are encouraged to discuss their own work in the context of the work of other artists and designers, analyse the origins and technical aspects of the work and reflect on their personal views and aims. Each student will be given the opportunity to curate and mount their own exhibitions and play an active part in the analysis of fellow students work. Assessment External assessment (60%) Studio Work (HL and SLA) All studio work is externally assessed by a specially appointed visiting examiner, who will have reviewed the research workbooks before meeting with the candidates. Each student will prepare their own exhibition and the examiner will meet with the students to interview them about their body of work. The quantity of work will vary depending on the level (HL or SL) of the course taken. A specified marking scheme and criteria are used in assessment.
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Internal Assessment (40%) Workbooks (HL SL A) All workbooks are internally assessed the Art department. They will, however, also be reviewed by the examiner before the interviews and moderated externally. There is also the opportunity for students to offer Workbooks as their primary submission with Studio work as their secondary submission, in which case the marking is reversed with Workbooks gaining 60% of the marks and Studio Work gaining 40%. We hope that all students who choose to pursue the IB course in Visual Arts will gain a comprehensive understanding of the importance of Art and Design to both the contemporary and the historical world. Miss B J Conway

BIOLOGY (A Level and IB)

The impact of Biology on our everyday lives is enormous. We are being made constantly aware of health and environmental problems, such as AIDS, the greenhouse effect and the destruction of habitats and species. As well as these we are presented with a bewildering array of new techniques in medical research and biotechnology. The study of Biology helps provide a more profound understanding of current problems and is relevant to a wide variety of different careers, scientific and non-scientific, where both the academic and the practical skills that are taught are used. The impact of Biology on our everyday lives is enormous. We are being made constantly aware of health and environmental problems, such as AIDS, the greenhouse effect and the destruction of habitats and species. As well as these we are presented with a bewildering array of new techniques in medical research and biotechnology. The study of Biology helps provide a more profound understanding of current problems and is relevant to a wide variety of different careers, scientific and non-scientific, where both the academic and the practical skills that are taught are used. A Level Because of the high level of biochemistry and molecular biology at AS and A2 it is highly recommended that a student has taken GCSE Chemistry. Although it is best taken with other sciences, Biology is a subject that combines very well with Arts subjects and often has been found to offer a good contrast as it blends both the analytical skills of a good scientist with the lucid use of language that is required of a good English student. Course Structure: We follow the OCR Biology syllabus. There are three mandatory unit assessments for AS and three units of assessment for A2 Level. Two of the AS and two of the A2 units are externally assessed by written papers. The third AS and A2 unit are internally assessed by practical coursework. The AS consists of the following units: Unit F211 Cells, Exchange and Transport. This includes cytology and the breathing and circulatory system in animals along with transport in plants. Unit F212 Molecules, Biodiversity, Food and Health. This includes biochemistry, diet, disease and immunity as well as biodiversity and evolution.

For A2 to complete A Level Biology, candidates would then go on to study: Unit F214 Communication, Homeostasis and Energy. This includes the nervous and hormonal systems, excretion, photosynthesis and respiration. Unit F215 - Control, Genomes and the Environment. This incorporates gene control and genetics, biotechnology and genetic engineering, ecosystems and animal behaviour.

Assessment AS The first two units are written papers worth 80% of the AS. The third unit is worth 20% of the AS. Students complete three tasks set by OCR which are marked internally using marks schemes supplied by OCR. A2 The first two papers are written papers worth 40% of the total A Level. Each unit is synoptic and will incorporate work from AS Level. The third unit is worth 10% of the total A Level marks and is again a set of three tasks set by OCR which are assessed internally. IB As with all of the subjects available at IB level, Biology can be studied at Standard Level (SL) and Higher level (HL). Course structure Standard Level (SL) This gives a good grounding in basic biology and would suit candidates interested mainly in how the human body works and mans place in the natural environment. It consists of the core subjects (listed below) plus two option units, which are dictated by staff specialities. This year we are offering Diet and Human Nutrition as well as Physiology of Exercise. Higher Level (HL) This level would suit candidates who have a general interest in science and who have probably studied at least two sciences (preferably Biology and Chemistry) to GCSE level. This course contains a good deal of molecular biology and biochemistry and would interest students who may be thinking of taking science at university level. The core consists of the same topics studies at SL plus several more (see below). These are followed by two option topics once again dictated by staff interests and specialities. This year we are offering the options Evolution as well as Neurobiology and Behaviour

Topics covered in IB at each level SL and HL (core) Cells Genetics Biochemistry Ecology and evolution Human Health and Physiology Plus 2 options A-G for SL HL (core plus these topics) Nucleic Acids Respiration and photosynthesis Genetics Human Reproduction Immunity Nerves and muscles Excretion Plant Science Plus 2 options D-H Options SL A. Diet and Human Nutrition B. Physiology of Exercise C. Cells and Energy D. Evolution E. Neurobiology and Behaviour F. Applied Plant and Animal Science G. Ecology and Evolution Assessment The Biology component of IB is assessed in the following way: a. Three written papers externally assessed Paper 1 Multi-choice knowledge of core Paper 2 Knowledge of core short answers Data analysis Q Extended response Paper 3- Knowledge of options Short answers Extended response b. Practical Work Internally assessed. Students are expected to carry out internally assessed practical work as an integrated part of their course. HL students are required to spend 60 hours on practical work, SL students 40 hours. This equates to 25% of the teaching time. Coursework contributes 24% of the total mark. c. Group 4 Project See introduction to Group 4 subjects d. Extended Essay Options for HL D. Evolution E. Neurobiology and Behaviour F. Applied Plant and Animal Science G. Ecology and Evolution H. Further Human Physiology

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Nearly 30% of students choose to submit essays from group 4 subjects. This would be in the form of an extended investigation whereby students would choose a topic or problem and then design an experiment around it. They would be given lab time and their own equipment to work on the experiment and be supervised by a member of staff who hopefully will have an interest and some knowledge of that subject. They are then expected to analyse results, draw conclusions and write up in the form of a scientific paper. The impact of Biology on our everyday lives is enormous. We are being made constantly aware of health and environmental problems, such as AIDS, the greenhouse effect and the destruction of habitats and species. As well as these we are presented with a bewildering array of new techniques in medical research and biotechnology. The study of Biology helps provide a more profound understanding of current problems and is relevant to a wide variety of different careers, scientific and non-scientific, where both the academic and the practical skills that are taught are used. Dr S A Lewis

BUSINESS STUDIES (A Level)

Business Studies at A level is a course for a small group of students who do not have the aptitude to do Economics. Previous experience of Business Studies is not essential. It is anticipated that those entering the course will have achieved at least grade Bs for Maths and English at GCSE. A good Business Studies student will develop a wide range of skills during the Course. These include: a knowledge and understanding of the way businesses are organised internally, and the local, national and international environment within which they operate; a direct experience and observation of the working world through visits and individual research; literacy and numeracy skills through analysing business situations and problems; a knowledge and competence in the use of language, concepts, conventions, techniques and decision making procedures in business behaviour; the skills of research, selection, use of data, decision making and presentation; an understanding of the importance of seeing business problems through different perspectives, working with others and contributing to the work of teams

The Course is modular, and is made up of four Units. Two units will be taken for the Advanced Subsidiary (AS) Award, and the remaining two units will be taken in the Upper Sixth for the Advanced (A2) Award. Business Studies lies on the boundaries of the arts and sciences. Clearly, the subject uses the scientific method of analysing problems. Indeed, this point is strongly emphasised in the syllabus. However, students also need to be able to articulate their ideas in a clear and concise form. Hence there is also considerable emphasis on writing skills. This means that the type of student who will feel comfortable with the subject could come from either a science or an arts background. It is not uncommon to have students combining the subject with Mathematics and Physics, or two languages, or with History or Geography. As for any A Level subject, the student contemplating Business Studies must have an interest in the subject, and a desire to know what makes business tick. Students who have a mediocre academic record and are searching for a new subject where they can be successful sometimes find Business Studies a poor choice. This subject requires academic rigour and good study habits. Mr P F Heuston

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CHEMISTRY (A Level and IB)

Chemistry is a subject with a reputation as both a rigorous, academic subject in its own right and as a useful subject in terms of the doors it opens to further education and careers. It is essential for almost every area of science and the related disciplines as well as being very highly regarded in countless non-scientific fields. Chemistry is the central scientific discipline, embracing Physics on one side and Biology on the other. It is a necessity for medicine and veterinary science. It is very useful for all scientific courses and a necessity for many of them. It is widely regarded as a challenging academic subject that fosters in people a wide range of skills essential in all areas. Any admissions tutor will recognise that someone with a good Chemistry grade at sixth-form level has not only a sharp, logical and enquiring mind but the determination to work hard and succeed. Additionally, Chemistry is an excellent subject to take to broaden the mind, particularly if you are studying arts subjects predominantly. Chemistry will answer all manner of questions about the nature of the universe in which we live. Chemists are much in demand throughout the world, and universities are hard-pressed to fill their courses. It is often possible to go to an excellent university to read Chemistry with only modest exam results. However you will need to be top-notch if you are to survive the course. What could I do with a Chemistry degree? The world is desperately short of scientists, so good jobs in science are relatively easy to obtain. This will only become the case as the population increases with a corresponding growth in demand upon dwindling resources. Chemical Engineering is particularly short of people, and a career well worth investigating. Jobs in science can be lucrative as well as rewarding. However, do not think for a moment that your career opportunities end with science. A degree in Chemistry opens the doors to all sorts of fields including Business, Management and Finance. Which subjects go well with Chemistry? From the point of view of Chemistry, Mathematics and Physics will be the most useful companion subjects. There are also links with Biology, and those studying Biology benefit from studying Chemistry as well. Will I need to study A Level Mathematics? You do not have to study AS Mathematics to do well in Chemistry. In the Lower Sixth Form, you will be fine if you can use basic mathematical formulae and rearrange equations. If you could cope with moles in the Fifth Form that is about as hard as it will get. Most of the material you will cover requires a qualitative analysis to be made that means you have to explain concepts rather than work out mathematical calculations. However in the Upper Sixth Form, the unifying concepts module is very mathematical and you need to have a good grasp of the necessary mathematical techniques. Do not worry about this, as you will be taught all you need to know if you have not studied AS Level Maths. Will there be any coursework to carry out? The simple answer is yes (see below).

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AS Level Chemistry (Salters) In addition to the coursework requirement, to get a certificate for Advanced Subsidiary (AS), you will need to have been assessed on your performance in the two written AS units below. Module F331 Chemistry for Life The Elements of Life unit includes a study of elements and compounds in the universe, the solar system and the human body. The main chemical principles developed are:

atomic structure, radioactivity, chemical equations and the amount of substance, the Periodic Table and Group 2 chemistry and the bonding and the shapes of molecules.
The Developing fuels unit includes a study of fuels and the contribution that chemists make to the development of better fuels. The main chemical principles developed are:

thermochemistry, organic chemistry (alkanes and structural isomers), an introduction to entropy and dealing with polluting exhaust emissions.
Module F332 Chemistry of Natural Resources The Elements from the Sea unit includes a study of the extraction of halogens from minerals in the sea together with a study of the properties and uses of Group 7 elements and their compounds. The main chemical principles developed are:

atomic structure, radioactivity, chemical equations and the amount of substance, the Periodic Table and Group 2 chemistry and the bonding and the shapes of molecules.
The Atmosphere unit includes a study of important chemical processes occurring in the atmosphere the ozone layer and the greenhouse effect. The main chemical principles developed are:

giant covalent structures, rates of reaction, chemical equilibrium, radical reactions and the electromagnetic spectrum and the interaction of radiation with matter.
The Polymer Revolution unit includes a study of the development of addition polymers. The main chemical principles developed are:

hydrogen bonding, alkene reactions, addition polymerization, alcohol reactions and infrared spectra.
Module F333 Chemistry in Practice This represents the coursework module. It consists of at least six different practical activities which are assessed internally throughout the year. A Level Chemistry To get a certificate for Advanced GCE, (the full A Level), you will need to have been assessed on your performance on the three AS units, together with the individual investigation and two further written units: Module F334 Chemistry in Materials The Whats in a Medicine unit includes a study of medicines such as aspirin, their development, chemistry and synthesis, illustrating some of the features of the pharmaceutical industry. The main chemical principles developed are:

phenols, carboxylic acids, esters, carbonyl compounds, acid base reactions, medicine manufacture and testing, infrared and mass spectroscopy.

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The Materials Revolution unit includes a study of condensation polymers and other modern materials. The main chemical principles developed are:

condensation polymers, amines and amides, the disposal of polymers and the factors affecting the properties of polymers.
The Thread of Life unit includes a study of proteins and enzymes, DNA and its use in synthesising proteins. The main chemical principles developed are:

rates of reaction, enzyme catalysis, optical isomerism, amino acid and protein chemistry and the structure and function of DNA.
The Steel Story unit includes a study of the production, properties and uses of steel, with reference to other metals. The main chemical principles developed are:

redox reactions, electrode potentials, d-block chemistry and colorimetry.

Module F335 Chemistry by Design The Agriculture and Industry unit includes a study of how chemists use industrial processes to benefit mankind and how they contribute towards a safe and efficient food supply. The main chemical principles developed are:

equilibrium and the equilibrium constant, aspects of nitrogen chemistry, redox reactions and aspects of the decisions made by chemical engineers.
The Colour by Design unit includes a study of the chemical basis of colour in pigments, paints and the use of chemistry to provide colours to order. The main chemical principles developed are:

the chemical origins of colour in transition metal compounds and organic compounds, aromatic compounds, analysing pigments and oils, restoring paintings, dyes and dyeing.
The Oceans unit includes a study of the oceans in cycling chemicals, including salts and carbon dioxide, and maintaining pH. The main chemical principles developed are:

dissolving, acid base equilibria and pH, entropy and the disposing of carbon dioxide.
The Medicines by Design unit includes a study of the way chemical principles and techniques are used to investigate the effect of chemicals on the body, and to design and make pharmaceutical substances to meet specific needs. The main chemical principles developed are:

molecular recognition, computer modelling and drug design, synthesis of organic molecules, NMR spectroscopy, using spectroscopic techniques to elucidate structure.
Module F336 Chemistry Individual Investigation In the Upper Sixth Form you will carry out a single individual investigation. The topic may be taken from any aspect of the course. You will spend about 18 hours in the laboratory carrying out your practical work and an appropriate amount of time both before and after this period preparing for and using the results of your investigation. IB Chemistry Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is called the central science as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, chemistry is a pre-requisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful preparation for employment. The Diploma Programme Chemistry course includes all the essential principles of the subject but also, through selection of options, allows some flexibility to tailor the course to meet the needs of the students.
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The course is available at both higher and standard level, and therefore accommodates students who wish to study science in higher education and those who do not. Standard Level (SL) This gives a good grounding in basic chemistry. It consists of the core subjects (listed below) plus two option units, which are dictated by staff specialities. This year we are offering Further Organic Chemistry and Modern Analytical Chemistry. Higher Level (HL) This level would suit candidates who have a general interest in science and who have probably studied at least two sciences to GCSE level. This course contains a good deal of organic chemistry and would interest students who may be thinking of taking Chemistry at university level. The core consists of the same topics studies at SL plus several more (see below). These are followed by two option topics once again dictated by staff interests and specialities. This year we are offering the Modern Analytical Chemistry and Further Organic Chemistry. Topics Covered in the IB at each level Standard and Higher Level Core Stoichiometry Atomic Theory Periodicity Bonding States of Matter Energetics Kinetics Equilibrium Acids and Bases Oxidation and Reduction Organic Chemistry Options (Standard Level) Modern Analytical Chemistry Further Organic Chemistry External Assessment Component Paper 1 Paper 2 Standard Level 30 Multiple Choice Questions on the Core One data-based question and several short answer questions on the core, plus one extended response question on the core. Higher Level 40 Multiple Choice Questions on the Core and additional material One data-based question and several short answer questions on the core, plus one extended response question on the core and additional material. Several short answer questions in each of Several short answer questions in each of the two options studied the two options studied Additional Higher Level Material Atomic Theory Periodicity Bonding States of Matter Energetics Kinetics Equilibrium Acids and Bases Oxidation and Reduction Organic Chemistry Options (Higher Level) Modern Analytical Chemistry Further Organic Chemistry

Paper 3

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Internal Assessment of Practical Work Students are expected to carry out internally assessed practical work as an integrated part of their course. Higher level students are required to spend 60 hours, and standard level students 40 hours, on practical activities (excluding time spent writing up the work). Extended Essay Nearly 30% of students choose to submit essays from group 4 subjects. This would be in the form of an extended investigation whereby students would choose a topic or problem and then design an experiment around it. They would be given lab time and their own equipment to work on the experiment and be supervised by a member of staff who hopefully will have an interest and some knowledge of that subject. They are then expected to analyse results, draw conclusions and write up in the form of a scientific paper. Dr L J Whyte

CLASSICS
A Level Latin and Greek Latin and Greek are both extremely academic and very respectable subjects. They are highly regarded by employers and university admissions tutors. Latin and Greek attract very well motivated and able candidates who may decide to apply to Oxford or Cambridge; the department has had a long career of successfully sending candidates to both universities to study Classics or other degrees. They are not narrow subjects and have been attracting, apart from the traditional linguists, high numbers of very able scientists who view Classics as something extra which they can offer to the university of their choice. If you are a talented and academic young person you should seriously consider taking Latin for the sheer challenge and enjoyment the study of Classics can offer. The Classics A Levels are designed to provide a measure of linguistic achievement as well as study and enjoyment of very influential literature. Studying Ovid, Tacitus or Virgil sets you on very sound footing for studying English or History, for example. The Classics are the origins of our literature and culture. Anybody who achieved a good GCSE result is welcome to enter these courses. The Department has strong links with the universities of Edinburgh and Glasgow and this helps with getting in speakers with great expertise to talk about particular aspects of the Classics. Content Latin: Course Content AS Level OCR Unit L1 Latin Language 1 hour 30 minutes (100 marks) You will be required to translate into English two short passages of Latin. A title and translation of the previous few lines of the text help you understand content and context. There is a set vocabulary for you to learn for AS Level and the meaning is given of any words not on this list. Unit L2 Latin Verse and Prose Literature 1 hour 30 minutes (100 marks) You will study two set texts at AS level. For 2010 the set texts are: - Part of Ovids Amores III, a playful, yet passionate collection of love-elegies. - Part of Ciceros prosecution of Verres: a daring and passionate speech in which Cicero takes on a corrupt provincial governor with impeccable establishment connections. The exam will give you passages from the set text and ask you to translate short sections, to answer questions on content and style and to write two very short essays.

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Course Content A2 Level OCR Unit L3 Latin Verse 2 hours (100 marks) This paper comes in two equally weighted parts: A. Prescribed Verse Literature: passages will be given from your set book for you to comment in detail on content, style and ideas in the text. For students starting A Level Latin in September 2011 the set text will be Virgil Aeneid IV. B. Unseen Verse Translation from Ovids elegiac poetry. Unit L4 Latin Prose 2 hours (100 marks) This paper follows the same pattern as L3: A. Prescribed Prose Literature: passages will be given from your set book for you to comment in detail on content, style and ideas in the text. For students starting A Level Latin in September 2011 the set text will be Tacitus Annals XV B. Unseen Prose Translation from Caesars writings. Key Features Of The Syllabus: - Language work tested by translation from Latin into English and by comprehension questions. - Two short set texts each year, one verse and one prose. Knowledge and understanding of language, style, content and ideas are tested by translation, context questions and short essays. - No coursework. Prose composition is available for strong linguists in both languages. Greek is organised in exactly the same manner as Latin. AS Level Greek For June 2012, the AS set texts will be:

Homer, Iliad 24. 468-691 Selected passages from Xenophons Anabasis. Candidates are expected to prepare one verse set text. Approximately 300 lines will be set from each set text. The set text will be Sophocles Oedipus Tyrannus 1-77, 300-428, 532-582, 1369-1415. The rest of the play should be read in English translation. The prose author will Herodotus Book VIII

A2 Level Greek

The A2 unseen verse author will be: Sophocles and the A2 unseen prose author will be Xenophon. We strongly encourage our candidates to become fully immersed in Classics and thus we attend Sixth Form conferences at Newcastle, Oxford and Cambridge and visit productions of classical drama. There is always a trip abroad every year. The department has also had the good fortune of securing good speakers who expand the students academic scope (e.g. Paul Cartledge on the Spartans). We pursue particular topics at academic priority and informal meetings. We encourage applications to Oxford and Cambridge and we find that strong candidates usually have no problem getting into the college of their choice; if anything Oxbridge is slightly more accessible for Classicists.

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Careers Some careers certainly demand a particular set of A Levels and, if so, that avenue should be followed. The great majority of professions though does not require a set type of A Level and this is where Classics (pursued in its own right or as an extra at AS) can sometimes give an edge to a candidate at, for example, a job interview. The reason for this is that Classics is very much respected by many employers since it denotes precision, rigour and persistence. Classics can be used as: a. A solid basis for training in law and medicine. b. Preparation for occupations in and connected with Classical Archaeology which include field work, materials conservation, museum work, and the travel and tourist industry (planning and conducting tours through classical countries like Italy, Greece, and Turkey). c. A basis for work in various government positions where there has been a long tradition of people with a classical education, including occupations in the Foreign Service and the Security Agencies. d. Preparation for occupations connected with education, which include teaching in state and private schools as well as at college and university levels. e. Journalism. f. Business and finance. Classics is not a subject that should be studied by an elite. It is a subject that is open to academic and talented young people who want an opportunity to be seriously challenged. IB Latin and Greek The two year Standard and Higher Level Latin and Greek courses highly complement each other as students are allowed to explore many other authors before they actually settle down to study the prescribed ones. This is very much in the nature of the IB course since its philosophy actively encourages breadth. You may take Latin as one of your foreign languages or even instead of them. You can take Latin and Greek together if this is something that suits your profile. The IB is offered at both Standard and Higher Level . The course involves Part 1, an unseen element, and Part 2, the set text element. Standard Level students will be expected to handle less sophisticated unseens and fewer set texts than the Higher Level ones. Both Standard and Higher Level students will also need to tackle some coursework element which accounts for 20% of the total mark. The route most students take is the one of making an annotated set of notes on primary sources. Titles in the past have included Augustus propaganda and the Athenian Empire. Dictionaries are allowed for the unseen part of the exam for both levels. Content Latin: The set texts are Virgil, Catullus and Horace. The emphasis will be on developing the language but also covering as many different areas of Roman literature as possible. The late Republican orator Cicero will be also be read as the author from whom Paper1 unseen passages are taken from. Greek: The set texts are Homer Odyssey Book 9 and Euripides masterpiece Hippolytus. The prescribed unseen author is the Greek historian Xenophon. The IBs philosophy and classical languages at Fettes promote: an ability to understand the language in the original and translate it with vigour and appropriate style. an ability to construct a clear argument supported by clear examples. an awareness of relationships between the classical and modern worlds. an ability to appreciate and analyse the techniques and styles of a variety of ancient texts in the original language.

Oxbridge: Oxford and Cambridge are becoming increasingly aware of the IB and they are very keen to consider candidates that have gone through the IB training.

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Classical Civilisation (A Level) This is an exciting subject that involves not only looking at literature but also history and archaeology. Classical Civilisation is a highly respected subject by employers who appreciate the versatility, breadth and insight that the course inspires in its student. No knowledge of Latin and Greek is required nor do you need to have studied Classical Civilisation at GCSE. You may need a little extra reading in the beginning to become aware e.g. of the Greek gods etc. but we find that students take that in their stride. Content
th th CIV1 Athenian Democracy: This module looks at the development of democracy in Athens in the 6 and 5 centuries BC. In addition to the fascinating story of how the people gradually gained more power for themselves, we look at democracy in action through Aristophanes satirical comedy The Wasps.

CIV2 Homers Odyssey: One of the earliest texts in European literature, the Odyssey is also one of its most exciting stories. Follow Odysseus home from the Trojan War through a monster-strewn Mediterranean and see his brutal revenge on those who tried to take his kingdom for themselves. CIV3 Augustus and the Foundation of the Principate: How did a republic become an empire? How did one man create a regime which would unite the Mediterranean world after nearly a hundred years of civil war and political instability? CIV4 Roman Epic: Virgils Aeneid The founding myth of Rome? An imitation of Homer? Or a propaganda vehicle for the Emperor Augustus. This module looks at this extraordinary poem in its contemporary context and shows that it still has much to tell us today. There is no coursework for Classics. The Department offers a visit to London where we get a tour of the Parthenon marbles in the British Museum and an annual tour to a place of classical interest. Opportunities: Classical Civilisation is a very diverse course, which encompasses literature, ancient history and even archaeology. It should be a rewarding and very interesting way of learning about the ancient world. The Classics department takes students abroad at least once a year. In the past, 25 pupils visited Greece and conquered Mt Olympus, a worthwhile and memorable trip. Last year the department visited Naples. We take students to the Newcastle Classics conference and to Hadrians Wall. The Classics Society provides a very welcome focus with famous classicists and archaeologists giving entertaining lectures. Careers Some careers certainly demand a particular set of A Levels and, if so, that avenue should be followed. The great majority of professions though does not require a set type of A Level and this is where Classical Civilisation sometimes give an edge to a candidate at, for example, a job interview. Students worry that the study of classical civilisation may be seen by employers as irrelevant or even a dead end. Statistics show the opposite. Students who have studied some Classics or Classical Civilisation at university have the lowest levels of unemployment afterwards. You will be highly employable! The reason for this is that Classics is very much respected by many employers since it denotes precision, rigour and persistence and the desire to be open to different cultures: a. Classical Civilisation is a superb background for those who want to be involved in creative writing, journalism or publishing. b. Preparation for occupations in and connected with Classical Archaeology which include field work, materials conservation, museum work, and the travel and tourist industry (planning and conducting tours through classical countries like Italy, Greece, and Turkey). c. A basis for work in various government positions where there has been a long tradition of people with a classical education, including occupations in the Foreign Service and the Security Agencies. d. Preparation for occupations connected with education which includes teaching in state and private schools as well as at college and university levels. e. Business and finance. Dr A B Girdwood
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CRITICAL THINKING (AS Level)

Although AS Critical Thinking has only been available since 2000, in less than a decade it has become the most popular AS Level. At Fettes, it has replaced General Studies as the extra ingredient in the Sixth Form curriculum. Apart from the intellectual challenge of taking the subject at AS, the course also has an almost automatic beneficial spin-off concerning a students mainstream subjects. It is impossible to attend Critical Thinking classes without engaging actively in what is going on. That engagement insists that you appraise, assess, identify and evaluate whatever the material may be, and such an independent approach to learning soon characterises the students approach elsewhere. AS Critical Thinking combines exploration into theories of knowledge - by what means human beings lay claim to knowing anything, and into the validity of such claims - with exercises analysing and practising the critical thinking skills at work in good argument, skills which form the bedrock of clear thinking and effective writing. The course presents students with information, opinion and argument from a range of contexts the sciences, arts and humanities, social sciences as well as topics of general interest and concern. The purpose of the course is to develop skills and encourage attitudes which complement students other studies across the curriculum, and help prepare them for the academic and intellectual demands of higher education, as well as future employment and life in general. No specialist knowledge of particular academic subjects is required. However, Critical Thinking does introduce students to a range of concepts, terms and techniques that may be new to them, and which will enable them to reflect more constructively on their own and others reasoning. The course is intended to be stimulating and enjoyable. It encourages curiosity, open-mindedness, inventiveness and imagination, as well as being rigorous in its methods. There is certainly room for humour as well as for serious feelings and emotions, and an acknowledgment of the part these play in influencing people and shaping their beliefs. Students are encouraged to respect the views of others, even when they are not inclined towards them, nor likely to be persuaded by them. Critical Thinking aims to develop the following intellectual attitudes and habits: fair-mindedness independent thinking healthy scepticism confidence in reasoning intellectual curiosity

The course is taught over three periods per cycle. The AS examination comprises two Units: Introduction to Critical Thinking and Assessing and Developing Argument. Mr R E Hughes

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DRAMA (A Level and IB)

Drama and Theatre Studies (A Level) The best way to describe Drama A Level would be to say that it is the theory of drama in practice. It is a modular course, consisting of four components: (AS) Unit 1: Exploration of Drama and Theatre (40% of AS or 20% A Level) This internally assessed unit requires students to explore two contrasting texts in an active and practical way as well as scrutinizing live theatre and theatre practitioners. Marks are awarded for practical work and a written reflection on the practical work done. (AS) Unit 2: Theatre Text in Performance (60 % of AS or 30 % A Level) This is a performance unit assessed by a visiting examiner. Students need to apply the skills they developed in unit 1 to prepare a monologue or duologue for performance as well as performing as a group in a published play by a known writer. (A2) Unit 3: Exploration of Dramatic Performance (20% of A Level) In this internally assed unit, students have to create their own piece of theatre. Some marks are awarded for performance but in this unit they are mainly available for reflection on the process of creating the piece of theatre, its intended and actual effect on an audience and how the piece might be developed in the future. (A2) Unit 4: Theatre Text in Context (30% of A Level) This externally examined written unit takes the form of a 2hr 30min exam paper. Students are required to explore a set text from the point of view of a Director and to study the theatrical staging conditions of a period in history and compare them with those of modern theatre. All four components involve the students in practical work of a varied nature, creating and writing their own piece, for example, the close study of texts in preparation for performance, and the application of theatrical techniques devised by theatre practitioners such as Antonin Artaud, Bertolt Brecht and Konstantin Stanislavksi. Students will work in a variety of different situations that will allow them to explore the theoretical nature of the subject in a practical way: the close study of characterisation through performance; the devising of work to exploit a particular theatrical convention; and the designing of sets to meet the needs of a particular theatrical style, to name but a few. Students are expected to see live productions as often as they can. This has a cost implication, with tickets for shows usually 10 or less. We are very fortunate that Edinburgh is well served by a number of theatres which provide a wide range of drama, mixing well-known, tried and tested favourites with new, more eclectic writing. The syllabus recognises the importance of this exposure to as wide a range of theatrical styles and conventions as possible, and consequently examines candidates on what they have seen during the course. This course builds on many of the foundations laid down during the GCSE. There is a strong emphasis on practical work, providing students with opportunities to improve, present and acquire new skills both as performers, directors and/or technicians in areas such as set design and costume. This work will make a substantial contribution to coursework. Although the course is a demanding one, those who have not studied Drama to GCSE should not discount the possibility of taking up the subject. However, they should first of all seek the advice of the Head of Department. The most important attribute needed by any potential student of this course is a genuine interest in drama and the theatre.

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Theatre (IB) IB Theatre is a five term course which is completed before the end of the Easter term of the Upper Sixth Form. Candidates are examined through a combination of internal assessment (of an independent project into a practical application of a drama theory and an oral presentation of the experiences and understanding built up over the course) and external assessment (of a research paper and proposal outlining how s/he would go about creating a play). It should be noted that there is no terminal written examination and that the work presented for external assessment is prepared over a period of weeks before being submitted to the IB in March of the U6th year. The assessment outline, which explains the detailed breakdown of marks and weighting, can be found below. Not surprisingly, one of the fundamental elements of IB Theatre is the international aspect of Drama and as such students will, as part of learning and further developing knowledge of and skills in both performance and production elements of theatre, undertake the study of World Theatre a practical exploration of theatre from different cultures. There are no qualification requirements for IB Theatre but students who have already done GCSE Drama will be at an advantage. However, much more important than that, is that prospective Theatre students should have a genuine interest in theatre or, at least, be interested in learning more about it. The course is demanding and requires students to take part in at least three productions external to the course (two at Standard Level) as well as be involved in internal class productions which will require a considerable commitment outwith lessons. Students are expected to see live productions as often as they can. There is a cost implication, with tickets for shows usually 10 or less. We are very fortunate that Edinburgh is well served by a number of theatres which provide a wide range of drama, mixing well-known, tried and tested favourites with new, more eclectic writing. Assessment Outline for Theatre Arts Higher Level External Assessment Research Investigation 2000-2500 words with supporting visual Material 50% 25%

Practical Performance Proposal 25% A proposal of 250 words with supporting visual images and a report of 10001250 words Internal Assessment 50% These components are internally assessed by the teacher and externally moderated by the IBO. Theatre Performance and Production Presentation An oral presentation of 30 min with 7 -10 supporting images 25%

Independent Project portfolio 25% A portfolio of 3000 words on their independent project and its connection to their experiences on the course Assessment Outline for Theatre Arts Standard Level As for Higher Level candidates, but with reduced word counts for assessment tasks and two rather than three external productions Mr E M J Comer

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ECONOMICS (A Level and IB)

A Level Previous experience of Business Studies or Economics is not essential. It is anticipated that those entering the course will have achieved at least grade A for Maths and B for English at GCSE. The overall aim of this course is to develop a wide range of skills which include: an understanding of economic concepts and theories through a critical consideration of current economic issues, problems and institutions that affect our lives; the application of economic concepts and theories in a range of contexts and the appreciation of their value and limitations in explaining the way the real world functions; the skills to analyse, explain and evaluate the strengths and weaknesses of the market economy and the role of government in it; a coherent understanding of a combination of micro- and macro-economic content and methods of enquiry; the ability to explore a range of current economic issues and to draw upon data from a wide range of sources; The Course is made up of self-contained modules of four units. Two units will be taken for the Advanced Subsidiary (AS) Award and are mostly concerned with developing a tool-kit of knowledge and skills used by Economists. The remaining two units will be taken in the Upper Sixth for the Advanced (A2) Award. Economics can be used to bridge the gap between Arts and Sciences, and it can be combined with a wide range of subjects. Students who are considering reading an Economics degree at University and/ or a career in Business later are strongly recommend including Maths as one of their subjects. The course does require students to articulate their ideas in a clear and concise form and for this reason students should feel confident of their writing skills if they chose this subject. Students should be aware that effective study of Economics demands academic rigour and high quality study skills. Students who are considering Economics should have a strong desire to understand contemporary economic and political issues and to extend their learning beyond the classroom. IB Previous experience of Business Studies or Economics is not essential. It is anticipated that those entering the course will have achieved at least grade A for Maths and B for English at GCSE. Economics is a dynamic social science, forming part of the study of individuals and societies. The study of Economics is essentially about the concept of scarcity and the problem of resource allocation. Although Economics involves the formulation of theory, it is not a purely theoretical subject: economic theories can be applied to real-world examples. Neither is Economics a discrete subject, since Economics incorporates elements of History, Geography, Psychology, Sociology, Political studies and many other related fields of study. The approach is scientific and this characterises the standard methodology of Economics. This methodology can be summarised as a progression from problem identification, through hypothesis formulation and testing, arriving finally at a conclusion. The aims of the Economics programme, both at Standard and Higher level are to: have an understanding and knowledge of Economic concepts and theories apply Economic theory to a range of circumstances and a variety of situations analyse information through the use of Economic concepts and theories evaluate concepts and theories from different Economic perspectives.
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Both the Higher and Standard Level courses follow a programme that includes Micro- and Macroeconomics, International Economics and Development Economics. The Higher Level course seeks to develop a deeper understanding of the elements covered in the Standard Level syllabus. Assessment for the Higher Level includes three written papers. In addition, the students are required to submit a portfolio of four commentaries that seek to apply Economic theory to real-world events. For the Standard Level, assessment is by means of two written papers and a portfolio of commentaries similar in requirement for the Higher Level students.

BUSINESS STUDIES OR ECONOMICS?

Many universities have a higher regard for Economics than Business at A Level or IB. In most instances, Economics is recommended for students who are seeking a competitive place at university. Students with an aptitude for economics are ambitious to succeed in this subject. Those who are comfortable with Mathematics often make successful Economists. The ability to express ideas both in words and mathematical concepts is an important feature in this subject. It is possible to combine both Business Studies and Economics with any other subject. Sciences and Modern Languages combine well with either subject, and History and Geography complement Economics well. Maths, at A Level or at IB Higher Level, is strongly recommended for those considering Economics. Business Studies For Business Studies, it is helpful that the student has a desire to know how business decisions are made and the willingness to make the necessary contacts with businesses, to extract as much information as possible. Business Studies requires a propensity for analysing new situations and evaluating possible outcomes. It is primarily problem solving and as such is multi-disciplinary. A flexible mind and a willingness to adapt to new information and apply new skills are key elements of success in this subject Business Studies at this level tends to be arithmetical rather than mathematical. Fundamentally, it is hands-on, that is, it is about problem-solving and analyses and less about learning theoretical models. Economics The motivation is towards contemporary economic and political issues. An inherent desire to understand what lies behind News articles relating to these areas of interest is likely to motivate a student to do well in economics Economics requires a propensity for evaluating often contradictory theories regarding how the economy works. It is also based upon theoretical models which need to be appraised in terms of their assumptions. While there is not much mathematical content in the Economics course at this level, degree level Economics can be highly mathematical. Students who are comfortable dealing in Maths will feel secure in Economics. Mr P F Heuston

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ENGLISH (A Level and IB)

English is a popular option at Fettes with over 140 students studying the subject in the Sixth Form. There are two distinct, and distinctive, courses available, both of which share the aims of bringing a scholarly approach to the subject, whilst seeking to impart an appreciation and enjoyment of literature for its own sake. Students need to be prepared to engage in discussion of texts, think for themselves, and invest time in their studies beyond the classroom. Both courses offer a rewarding, wide-ranging and varied programme of study. A Level English Literature Students study twelve texts in total at A Level (six in the L6th and six in the U6th): this involves reading plays, novels and poetry as well as beginning to explore literary theory. At AS, we explore some classic writers for the exam (e.g. Charlotte Bronte, Joseph Conrad, Virginia Woolf, Robert Browning, WB Yeats) and more contemporary texts for coursework (e.g. Carol Ann Duffys The Worlds Wife, Shaffers Equus and Ian McEwans Enduring Love). In the U6th we study one play by Shakespeare, texts composed between 1300 and 1800 and a variety of books for the comparative A2 coursework. Coursework accounts for up to 40% of the final mark and there are two examined units, one at the end of the L6th and one at the end of the U6th. An A* can be gained by students achieving 90% in their final year. IB Language A Literature As an alternative to A Levels, Sixth Formers at Fettes may study for the IB Diploma. Part of the Diploma is a compulsory component of Literary study of a wide variety of texts (some written in English as well as works in translation). At Higher Level the course requires students to study 13 texts, covering a range of genres, and Standard Level involves the study of 10 texts. The course falls into five parts: Works in Translation; Detailed Study; Literary Genres; Options and an unseen paper in Literary analysis. OCR A Level English Literature

AS 60% Unit 1 - Two hour exam Critical analysis of a prepared poem. Analysis of a prose text focusing upon Frankenstein, Jane Eyre, The narrative methods and Picture of Dorian Gray, The other readers Turn of the Screw, The interpretations. Secret Agent, Mrs Dalloway, Begin to examine critical theory. All texts to have been written Gives us the post 1900. opportunity to study At least one text must have texts right up to the been written since1990 present day. Two tasks: Can study work in o Close reading of a translation. chosen passage or reCan study poetry, creative writing with a prose or drama. commentary. o Comparative essay.
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Poetry and Prose 1800-1945

Poetry (one poet) Browning, Dickinson, Yeats, Edward Thomas Prose (one novel)

40%

Unit 2 Coursework folder 3000 words

Literature post 1900

A2 60% Unit 3 - Two hour exam Section A: Shakespeare

Shakespeare
Section B: Drama

A Midsummer nights Dream, Antony & Cleopatra, King Lear, The Tempest
Drama

Shakespeare is a compulsory component here. Texts are more challenging than at AS. Emphasis upon exploring connections between texts in Section B.

and Poetry Pre1800

Tis Pity Shes a Whore, Volpone, The White Devils, The Rivals.
Poetry

The Wife of Baths Tale, Paradise Lost Book 9, Andrew Marvell selected poems, Songs of Innocence and Experience by William
Blake 40% Unit 4 Coursework: Texts Texts can be chosen from any period. Must include one prose and one poetry text The focus is on how texts illuminate and connect with each other. Well select groupings that enable interesting links or contrasts to be made. e.g.: Comedy, Vampires, Irish writing, 20th Century America, Romanticism.

in Time
(3000 word essay)

IB English course Language A Literature 13 texts are studied at Higher Level; 10, at Standard Level. There is a focus on Works in translation as well as English Literature 30% of the final mark is by oral assessment. Marks are moderated by an external examiner. Written coursework has a maximum word limit (1500 words) and is marked by an external examiner. Its a linear course: both written exams (paper 1 and paper 2) come at the end of the course. The unseen practical criticism exam and the oral assessment reflect the importance of individual and imaginative response.

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Distinctive features of IB English: Component 25% Details Single coursework essay SL 2 works HL 3 works Assessment

Works in translation

Reflective statement (300-400 words), building upon class discussion. A literary essay (1200-1500 words) on one text only.
Oral commentary (recorded).

15%

Detailed Study

Different genres SL 2 works HL 3 works

Literary analysis of an extract taken from one of texts studied. At HL, the commentary must be the analysis of a poem and will then be followed by a recorded discussion of a second text from this part of the course.
Final exam.

25%

Literary genres

Written exam English Lit. in the same genre. SL 3 works HL 4 works Texts freely chosen from the prescribed book list for English and the list for works in translation. SL 3 works HL 3 works Critical analysis of one unseen text. (to include poetry)

90mins (SL) and 2 hours (HL) Students must respond to at least two works.
Oral presentation

15%

Options

20%

Literary analysis

Final exam.

90mins (SL) and 2 hours (HL)

English Department Activities The Department runs a course of extra classes for those interested in studying English at University (including Oxford and Cambridge). The classes run from January in the Lower Sixth onwards and consist of a course of practical criticism as well as a range of classes led by teachers in the English Department. We have strong links with our librarian and try to bring high profile writers to Fettes when we can: recent visitors have included Don Paterson, Simon Armitage, Cathy Forde, Keith Gray and Christopher Brookmyre. We also take advantage of the range of professional Theatre on offer in Edinburgh and Glasgow. We head further afield to places of literary interest including the Lake District, Haworth, London and Stratford. The Shakespeare Society (founded in 1905) offers students the chance to read the works of Shakespeare in a relaxed and informal setting. The Fettesian magazine is edited by one of the English Department and many students contribute articles to its pages. There is a Creative writing group which meets from time to time, and a popular annual short story competition and poetry writing activities. Mr A J Speedy
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EXTENDED PROJECT (A Level)

We are looking to offer the Edexcel Extended Project to students as an additional qualification. Exact details have yet to be finalised but the Extended Project is gaining recognition as a very useful qualification to undertake. Students have to select an area of interest to them and undertake extensive research in their topic. The project culminates in a 6,000 word essay. Students also have to make a presentation on their project. The project is assessed by the students supervisor and the marks are externally moderated. The actual content of the project is not assessed; rather marks are awarded for the process of producing the project. The project is assessed in four areas: Management of the project 17% Use of resources 22% Development and research 44% Review 17% The project can receive grades A*-E and is regarded by universities as the equivalent of an AS Level. Mr A Shackeleton

GEOGRAPHY (A Level and IB)

A Level Geography is a flexible subject which is especially attractive to those who want to maintain strong links with the "real world" outside the classroom. It can be classified as an arts, science or social science subject. Subsequently it is an excellent subject when taken with a variety of different A Level subjects. The skills learnt at A Level are transferable to many subjects and careers. What does the A Level Geography course involve? Knowledge A and AS Level courses cover a wide range of relevant knowledge that provides a useful background to life in today's world. Geography is studied at the local, national, regional and global scale. Sixth Form Geography builds on many of the ideas and techniques learned in GCSE years and so a previous knowledge of the subject is very valuable. Skills A wide variety of useful skills are developed by geography students including data interpretation and analysis, communication, numeracy and graphicacy (the drawing and interpretation of maps and diagrams) together with those of a more specific nature. Fieldwork Fieldwork is an integral part of Sixth Form courses and involves afternoon, day and weekend excursions to locations around Scotland. Fieldwork increases self-reliance and develops the ability to work on your own, as well as co-operating in group data collection exercises. Students have carried out field studies in Iceland and Morocco in recent years. Reality Geography is concerned with the real world - past, present and future. Case studies are regularly updated to take advantage of current events occurring in the fields of natural hazards, industrial change, economic development, trade and aid, globalisation and resource consumption amongst many others. It integrates a number of subject areas and can be usefully combined with Science subjects, e.g. Maths and Biology; Arts subjects, e.g. History, English and Modern Languages, and Social Sciences, e.g. Business Management. It
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allows the "science" specialist to develop important literacy skills and the "arts" specialist to develop important numeracy and graphical skills. In short, Geography in the Sixth Form is a stimulating but demanding subject, which numerous Fettesians in recent years have chosen to continue at university. Changes to A Level Geography since 2008 AS Level There are two units in this course which are assessed in two 90 minute examination papers: Managing Physical Environments: Rivers, Coasts, Cold Environments (including glaciation) (25%) Managing Change in Human Environments: Managing Urban Change, Energy and Tourism (25%) There is no requirement for coursework but fieldtrips will be interspersed throughout the course in order to provide students with the opportunity to see theory in action. Although most students will continue to the full A Level, some students will join the Geography class for only AS. A Level There are two contrasting units in this course covering both geographical theory and skills. Global Issues: Earth hazards, Climatic hazards, Development and inequalities (30%). Geographical Skills: Students develop a range of geographical skills and techniques based on a variety of data gathered on fieldtrips. These skills and techniques will be examined by a written paper (20%). The student must pass the AS examination modules on the way to A Level, but it is possible to retake these modules in the Upper Sixth. Success at A Level Geography at Fettes is currently a very successful subject and in the last two years 100% of students gained grades A-C grades. We do very well at the very top end of the grade spectrum which is an important factor to consider with the introduction of A* grades at A Level. The Department sets high standards for students. IB Geography is a Group 3 Individuals and Societies subject and would provide an excellent balance to any IB programme. It will be available to students as both a Higher and Standard Level course. Geography is a flexible subject which is especially attractive to those who want to maintain strong links with the "real world" outside the classroom. It has many transferable skills relevant to Science, Mathematics and English, as it encourages the development of a range of skills in students. Consequently it is an excellent subject when taken with the varied diet in an IB course. It allows the student with an aptitude for sciences to develop important literacy skills and one with a propensity for arts to develop important numeracy and graphical skills. Data collection, handling and information technology are central to the subject, and students are encouraged to develop their ICT skills. What does the IB Geography course involve? IB Geography is a sound mix of both Physical and Human Geography and allows candidates to extend their knowledge of some familiar subjects while learning about new topics such as Extreme environments and their management. It is very accessible to Geographers who have studied a GCSE course in the Fifth Form. The IB Programme syllabus consists of the following parts: 1. Geographical Skills a range of skills and quantitative techniques are integrated throughout the course, building on those taught at GCSE. 2. Core Theme: Patterns and change Population, development, environmental quality and sustainability, resource consumption

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3. Optional Themes: Extreme environments (arid and cold) Urban environments Hazards and disasters risk assessment and response (Higher Level only) 4. Higher Level extension: Global interactions 5. Coursework - a written report of no more than 2500 words, which should be based on primary fieldwork. At Higher Level this is worth 20% of the final mark whilst at Standard Level it is worth 25%. Throughout the course we run fieldwork trips in the local surroundings of Edinburgh and the Lothians. How is IB Geography examined? Standard Level candidates sit two exam papers, one on the Core Theme which is 90 minutes long (40%) and one on the Optional Themes which is 80 minutes long (35%). Higher Level candidates sit three exam papers, one on the Core Theme which is 90 minutes long (25%), one on the Optional Themes which is 120 minutes long (35%) and one on the Global Interactions Extension (20%). The papers are comprised of a mix of short-answer questions and more extended questions. The exam is therefore suited to a wide range of candidates with either good essay skills or a preference towards more structured questions. The fieldwork is internally marked and then externally moderated as at IGCSE. Many Geographers enter careers such as accountancy, management and law. Others have been successful in careers where a broad vision is required rather than technical specialisation such as social services and human resources. The versatility of Geographers is highly valued by employers and thus the IB course would be a good choice to make for those seeking balance in their Sixth Form diet. Candidates have performed consistently well in IB Geography with 100%, 91% and 100% of candidates gaining 5 points or above in 2008, 2009 and 2010 respectively. Dr M G Davies

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GOVERNMENT AND POLITICS (A Level)

Politics is all around us, yet all too often peoples opinions about it are reduced to inarticulate prejudice or confused apathy. We aim to remedy that in our students with a comprehensive examination of both the institutions and the ideas which dominate political life in Scotland, the United Kingdom, Europe and the wider world. The AS syllabus aims to provide a programme of political education which will develop the skills, knowledge and content necessary for an understanding of how the British and political system works, including the impact of the European Union, the creation of the Scottish Parliament and the Ulster Peace Process. The British system is compared with others, especially the American Constitution, to see it in context.

This is studied through two examined modules based on a choice of short, essay and document-based questions, taken in the summer of Lower Sixth Form: Unit 1: People & Politics How the public come into contact with British politics; the various electoral systems and their respective fairness, the political parties, pressure groups and referenda. Unit 2: Governing the UK The institutions which run Britain; Westminster, Whitehall and the Judiciary. At A2 (Upper Sixth Form), we look at ideas. Many students are surprised, on working their way through the th th great ideologies of the 19 and 20 centuries, to find themselves understanding concepts they might once have regarded as mad. This helps to open the door to a remarkable world of literature, film, music, philosophy and historical understanding Disneys Lion King as a High Tory fable, for instance.

Conservative Prime Minister Winston Churchill & cartoon lion Simba: remarkably similar views

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This is also studied through two essay-based examined modules: Unit 3: Introducing Political Ideologies Conservatism, Liberalism (and anarchism) Socialism. Unit 4: Other Ideological Traditions Feminism, Environmentalism, Multiculturalism and Nationalism. The Politics Department has a lively extra-curricular life, with guest speakers, a supper club, trips and mock elections. It is an invaluable background for students wishing to pursue careers in the media, civil service, business, Europe and, perhaps unsurprisingly, politics. Mr D B McDowell

HISTORY (A Level and IB)

A qualification in History is highly respected, both by universities and employers. The skills learned through the study of History are applicable to many professions, including law, politics, diplomacy, management, journalism and finance. History complements many other subjects studied in the Sixth Form, and the skills learned in the History classroom are helpful in many other areas. The study of History allows the development of important communication skills, both written and oral. It encourages the collection of evidence and use of own knowledge to form effective arguments, to select and deploy relevant information, and to put forward personal ideas in a coherent and incisive way. The study of historical sources enables students to distinguish truth from propaganda and to appreciate the validity of different views. A Level The OCR syllabus allows a degree of flexibility in terms of the content studied. History at AS and A2 levels is a modular subject with two units being taken at the end of the Lower Sixth and two units in the Upper Sixth. One of the units in the Upper Sixth is an Individual Investigation undertaken in the students own time, and it can be on any topic in History which s/he chooses. Such an option allows you to read and work independently on a topic which really interests you. Following the OCR syllabus opens up two paths. An Early Modern option covers Britain and Europe from 1485-1745, and a Modern option covers Britain and Europe from 1890-1964. The new A Level specification has proved very popular with our students as it allows for more independence of thought and study than the previous version. The AS History qualification is made up of two units, and candidates must do one British and one non-British unit. One of those units tests document based skills and the other the art of essay writing. A further two units are studied at A2 in the Upper Sixth Form, one of which is a coursework based assignment and the other a synoptic unit studying historical themes which is examined at the end of the Upper Sixth. Early Modern topics currently available include the Renaissance, the Reformation, Philip II and France 1498-1610. Modern topics include Mussolinis Italy, Twentieth Century Britain, American Civil Rights and the Russian Revolution. Please note that we will try to accommodate those students with a genuine desire to pursue a particular period in history but this is not always possible. IB IB History is taught at both Standard and Higher Levels. The History course at IB is attractive in terms of both its range and depth. It is exclusively modern History, although importantly there is unlikely to be much repetition of topics studied at GCSE. Nevertheless the skills learned at GCSE level will prepare students as well for IB as they do for A Level. At Standard Level students will be prepared for two papers. One is document-based and will centre on Twentieth Century International Relations, whilst the other is a broad essay based paper on Twentieth Century World History. The themes in Paper 2 include Single Party States, and The Causes, Practices and
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Effects of War. There is also a coursework element here which constitutes 25% of the overall mark and allows students a choice on which topic and aspect of history they wish to investigate. The emphasis on individual research and learning is strong here as it is throughout the IB syllabus. At Higher Level students will be prepared for an additional paper in which they are required to answer three 50 minute timed essays from the regional options. The regional option that we cover is Europe and candidates will be expected to demonstrate an in-depth historical understanding of this region in the period 1750-1995 through the acquisition, selection, effective use and synthesis of knowledge. The Department is well resourced to deal with the IB syllabus and is made up of a core of teachers who are experienced in delivering the syllabus in an exciting and accessible manner. The unique place of History as a subject is also reflected in its place within the Theory of Knowledge core, and important links and connections are drawn in normal lessons as well as in specific ToK sessions. History is also the most popular choice for Extended Essays, and this has enabled students to study an incredibly diverse range of topics and subject areas over the last two millennia. It is an excellent opportunity for Historians to develop their understanding of topics they may have encountered in lessons or pursue a completely new line of enquiry and personal interest. Outside the classroom students are encouraged to pursue their interest in History through the Historical Society which meets two or three times a term. Recent speakers include Professor Hew Strachan on the Great War, David Gilmour on British Rule in India and Professor Andrew Pettegree on the French Wars of Religion. Recent trips to Moscow and St Petersburg, Berlin and Krakow and the First World War Battlefields have been a great success and further adventures are being planned. Mr A J Armstrong

HISTORY of ART (A Level)

The pre-eminent discipline for the critical understanding of a world saturated with visual images
It should first of all be stressed that no artistic skills are necessary to study History of Art. History of Art is a new subject to most people what is it like? Well, I am as passionately interested in my subject now as I was as a student. For me it is not only my job but also an unavoidable and enjoyable part of my life. In the city I am surrounded by architecture, in the countryside by landscape and on visits to great cities like Florence or New York by visual culture of all kinds. All of this is the subject of History of Art, as are the buildings in which I live, work, shop, the designed goods I buy, the adverts I am assailed by and the films and television I watch. Western culture has always been a strongly visual one, nowadays increasingly so. Historically, pictures have always been as important as the written word from political propaganda to popular entertainment. There are various ways in which historians investigate the past and one very valuable way is through the history of art. Of course no one approach be it artistic, political or economic can give the whole picture. This is why in History of Art we adopt, as far as is possible, an interdisciplinary method. This means that art is related to political, religious, philosophical, literary, economic and other factors. Art can, of course, be enjoyed purely for its own sake but, while this is an added benefit and enjoyment in studying History of Art, the aim of its study is to understand art of a particular place, of a particular time or of a particular artist. We learn to do this in various ways. Generally classes take the form of informal slide lectures at which the student takes notes and is encouraged to ask questions. It is absolutely essential that art is studied at first hand and, whenever possible, we leave the classroom for a gallery or architectural visit. Sometimes the class has a trip a little further afield, eg. London, Glasgow or Durham.
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The first AS year of History of Art comprises a broad introduction to the nature of the subject as well as a survey of some major movements and genres in the history of Western painting, sculpture and architecture from classical to modern times. In this students gain both historical knowledge as well as training in the formal analysis of art and architecture. In the second A2 year these skills are put to use in two indepth, studies of specific areas of western art Important questions: how good is the teaching and is it intellectually challenging enough to impress universities? Is the course enjoyable and would anyone want to take the subject beyond Sixth Form? Let me quote from the last HMI Inspectors of Schools report on Fettes: The overall quality of the A Level History of Art course was exceptionally high. Over the last few years grades achieved have been consistently high and a good proportion of students has gone on to read History of Art at prestigious universities such as Oxford, Cambridge, the Courtauld Institute at the University of London and St Andrews. As far as other university courses and careers are concerned, History of Art at A Level or degree level is as useful and welcome as any other arts qualification. In terms of vocational training it is especially relevant to a wide range of careers such as teaching, museum and gallery work, auction houses, advertising, journalism, the media and the heritage industry generally. So, if you are good at English, interested in history, enjoy looking at art and, above all, have plenty of intellectual curiosity, give History of Art a try I doubt very much that you will regret it. Of course, you dont have to take my word for it speak to the current art historians for a second opinion. Mr R E Hughes

MATHEMATICS (A Level and IB)

Mathematics offers scope for imagination and ingenuity. It offers the satisfaction of solving difficult problems and producing rigorous proofs. It requires care and accuracy and develops habits of logical thought and structured argument. Those wishing to study Mathematics in the Sixth Form will need a lively and enquiring interest in the subject and a willingness to work hard at mastering the essential techniques. They will also need considerable ability. The course most appropriate for a student will depend on what they wish to study at university. The Mathematics department offers Further Mathematics and Mathematics at A Level and three different IB Mathematics options, namely Mathematical Studies and Mathematics at Standard Level and Higher Level (Mathematics is compulsory for students taking the IB at Fettes). Anyone with the intention of taking Mathematics at degree level should study Mathematics and Further Mathematics at A Level or IB at Higher level. Anyone considering a degree in Physical Sciences or Engineering should take Mathematics or Further Mathematics at A Level or IB Mathematics at Higher level. For those interested in Medical or Biological Sciences as a career, Mathematics should be taken at AS Level or A Level or IB Mathematics Standard Level. Mathematical Studies Standard Level is intended for students who will be pursuing a degree with little or no mathematical content. A Level No one with less than an A grade at IGCSE should consider taking Mathematics at A Level. The AS Level consists of 3 modules: two in Pure Mathematics and one in Applied Mathematics. This course provides an opportunity for a student to continue an interest in Mathematics and to experience calculus for the first time. It also provides adequate Mathematical support for Physics, Chemistry or Biology at A Level but is not sufficient for entry into degree courses in Physical Sciences or Engineering.

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The A2 Course To get an A Level a student follows the AS Level course in the Lower Sixth Form and then takes 3 more modules in the Upper Sixth (2 Pure modules and 1 applied module). Further Mathematics A Level Further Mathematics consists of 6 modules, at least two of which are in Pure Mathematics. Those students studying for A Level Mathematics and Further Mathematics take six A Level modules in the Lower Sixth and six Further Mathematics modules in the Upper Sixth. N.B. It is possible to take only 3 modules in Further Mathematics in order to gain an AS Level in Further Mathematics. IB Mathematics Mathematical Studies SL This course is available at Standard Level (SL) only. It caters for students with varied backgrounds and abilities. Students taking this course need to be already equipped with fundamental skills and a rudimentary knowledge of basic processes. Students should have at least a B grade at IGCSE if they wish to undertake this course Mathematics SL This course is designed for students who expect to need a sound mathematical background as they prepare for future studies in subjects such as chemistry, economics, psychology and business administration. We would expect students to have an A grade or better for entry to this course. Mathematics HL This course is intended for students who will be expecting to take degrees with a large mathematical content such as physics or engineering. We would expect students to have an A* grade at IGCSE for entry to this course. Assessment of all the IB Mathematics courses is by 80% external examination taken at the end of the Upper Sixth Form and by internal assessment which counts for 20% of the overall mark. Dr S French

MODERN LANGUAGES (A Level and IB)

Three Modern Languages are taught to the highest levels at Fettes: French, German and Spanish. Russian is usually available on an ad hoc basis, as is Mandarin, although these tend to be predominantly, though not exclusively, for native speakers. Language learning in the Sixth Form is stimulating and enjoyable, and it is central to the Departments philosophy that we concentrate on first teaching the foreign language before learning how to pass a specific type of exam. For all languages the teaching is done in the target language as far as possible, and all Sixth Form linguists have one additional lesson per week, usually on their own, with a foreign language assistant. Teaching for both A/AS Level and IB incorporates extensive use of video and sound recordings, our language laboratory and the proximity of cultural events in Edinburgh. All linguists are required to read and listen widely beyond the work set in class each week in order to develop their language skills and knowledge of the country whose language they are studying. A trip abroad, spending time immersed in the foreign language, is a vital part of linguistic development at this level. Advice is available about exchanges or attending any of the residential courses available in Europe, in addition to the trips organised by the Modern Languages Department.

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A/AS Level We prepare students for the Edexcel examinations which are weighted heavily towards practical use of the foreign language for written and oral communication. The AS examination comprises 2 units (Listening, Reading and Writing, and an Oral), both taken at the end of the Lower Sixth Form. The A2 examination will normally be taken at the end of the Upper Sixth and comprises a further 2 units (Oral Discussion of Issues and further Listening, Reading and Writing). The full A Level is an aggregate of the marks gained in all four modules (AS and A2). Overall 30% of the marks are allocated to oral skills, and the majority of answers in all written modules are required to be in the foreign language. Language work at A/AS Level is geared towards developing competence and accuracy in oral, listening and written skills. Material from a huge variety of sources is used. Topics include such issues as feminism, the environment, international relations, racism, etc. A/AS Level linguists learn to differentiate between the less formal register of the spoken language and the greater formality of the written language. Although the prescribed set texts have now been removed from A Level, literature work will continue to be an integral part of the course. It may well be combined with the study of the work of a film director (e.g. Franois Truffaut). Subject to demand, we also offer beginners' Mandarin to those who require breadth and are attracted by this important oriental language. This has been a popular option in the two years it has been on offer. Students, for example, have had the opportunity to take part in the Chinese New Year celebrations at the Festival Theatre in Edinburgh, and some are now pursuing the language at university. IB Study of a modern foreign (or a Classical) language is compulsory. IB courses are offered at three levels: ab initio (beginners), Standard and Higher. Beginners must not have had more than 1 years prior exposure a taster course, say to the target language before starting the ab initio course. They must aim to achieve in five terms a degree of competence roughly equivalent to the top grades at GCSE. For native speakers of German, a Language A2 course is also offered, the successful completion of which is a pre-requisite to higher education in German-speaking countries. Standard and Higher level follow similarly structured courses, also over five terms, but with Higher Level students expected to achieve a more sophisticated command of the language and a greater degree of fluency. At both levels, students will study a range of contemporary topics, as well as literature and film. For Higher Level, familiarity with the literary register is a pre-requisite and students will study literature in a range of genres from a range of historical periods. Unlike an A at A Level, a top grade at Higher level is considered by universities and ministries of education abroad as evidence of bi-lingual competence. The final examination comprises an individual speaking test, a group oral, reading comprehension and essay writing. All but the group orals are externally assessed and moderated. There is no coursework, although in the spirit of the IB programme, it is possible to offer the Extended Essay on a language-related topic and in the foreign language. A high grade at GCSE is a pre-requisite for the study of a language at A Level or IB Standard and Higher levels, as is a recommendation from the GCSE set teacher that the student has the aptitude to succeed at this level. Dr J M Hobbs

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MUSIC (A Level and IB)

A Level Both AS and A2 Level offer stimulating and challenging courses designed for the all-round musician who is keen to understand both the history and techniques of music in much more detail. AS and A2 follow on from GCSE and Standard Grade by expanding the three core areas of Listening, Composing and Performing in a variety of ways. Candidates who have not, however, taken GCSE or Standard Grade should not feel that Sixth Form Music is beyond them, providing they have experience in performance and have reached a reasonable standard on two instruments. Particularly talented musicians will be able to extend their knowledge of music whilst at the same time using their performance skills in an academic context. It is important that students who are considering a Sixth Form course should consider whether they have the necessary interest and skills. 1: a real interest in studying music for its own sake is essential; 2: a desire to express themselves both by performing music and composing and arranging music; 3: a good working knowledge of the Theory of music to about grade 5 standard; 4: good performance skills - ideally at least grade 5 practical standard on one instrument at the beginning of the course. Both the AS Level and A2 Level syllabi contain a considerable element of choice, which allows candidates to choose the area(s) in which they wish to specialise. A Level Music can be combined with any other subjects, and there is no evidence that universities view a Sixth Form qualification in Music in a different light to or as being less academic than any other subject; many applicants to read other subjects (including Sciences) have received offers including Music. IB A major objective of the IB music programme is to encourage students to be aware of the variety and complexity of different musical practices worldwide. It also allows the candidate sufficient choice to continue a musical specialism or emphasis on what s/he likes best. The Higher Level (HL) and Standard Level (SL) courses consist of the following sections: Musical Perception and Analysis (30%) Musical Investigation (20%) The HL course also requires Composition (25%) and Solo Performance(25%) In SL there is the option of choosing Solo performance OR Group Performance OR Composition(50%) Musical Perception and Analysis is externally assessed and comprises of a study of different musical genres and styles which focus on socio-historical and cultural context, as well as musical characteristics. Musical Investigation encourages the student to carry out an independent investigation into an area of personal interest. It must feature a study of two different musical genres from any tradition and is presented in the form of a 1200-1500-word media script. This should resemble a magazine article or a TV/ radio script for public presentation. Two types of performance can count towards assessment. Solo performing is mandatory for HL In SL level, group performance can be substituted for the less confident performer. There are four criteria by which performances will be judged, namely overall impression, technical competence, style and interpretation, and repertoire.
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Compositions can be in any style or genre and each should be between 5 and 15 minutes. HL requires three works, all of which must have a notated score and be recorded for assessment purposes. This IB course can accommodate the highest levels of technical accomplishment in performance, in any style. However, it is also aimed at the student who wishes to appreciate a wide range of musical cultures and who is not content to concentrate solely on the traditions of Western Music. At Standard Level there is no mandatory performance, so this is an ideal course for those more interested in composition. Mr D A Goodenough

PHYSICAL EDUCATION (A Level)

This is a broad (covering over 5O principles) and academically demanding subject, which will challenge all students in a number of key areas of understanding: physiology, biomechanics, psychology, history, sociology and practical performance. This year AQA have included the sliding filament theory of muscle function, which is now only covered at Higher level IB. The desire for breadth in the academic development of students, makes Physical Education and increasingly relevant subject. From September 2008, Fettes has followed the new AQA specification. The new redrafted specification has been designed to address current contemporary issues in sport and equip students with skills and knowledge for entrance into higher education or the world of work. The content will maintain the academic rigour of the subject, building on the students experience from GCSE to enhance their knowledge and increase their understanding of the factors that affect performance and participation. In addition, it will streamline coursework assessment, reducing the burden on students. Hence, the AS and A Level course based on this specification should encourage candidates to: a) become increasingly physically competent by: developing the skills and techniques they require to perform effectively in physical activities. applying and adapting a wide range of skills and techniques effectively in different types of physical activity. developing and applying their skills in different roles, such as performer, leader and official within physical activities. applying their skills in different contexts within a physical activity. b) maintain and develop their involvement and effectiveness in physical activity through: developing their knowledge and understanding of factors that enable them and others to be physically active: as part of a balanced lifestyle, and as part of a lifelong involvement in an active and healthy lifestyle. developing their knowledge and understanding of the relationship between skill, strategy / composition, and body and mind readiness in ensuring effective and efficient performance in their own and others. roles such as performer, leader and official. c) be informed and discerning decision makers who understand how to be involved in physical activity through helping them to: understand how they and others make the most of the opportunities and pathways available to be involved in physical activity. understand and critically evaluate how contemporary products and consumer-focused influences related to physical activity affect and inform young peoples decisions about being involved in a range of physical activities. understand and critically evaluate current key influences that might limit or encourage young peoples involvement in physical activity.
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An outline of the specification is given below: AS Examination Unit 1: Opportunities for and the effects of leading a healthy and active lifestyle Written examination: 2 hour paper, worth 60% of AS and 30% of A Level. Candidates are required to answer six structured questions in section A and one question in section B on a practical scenario. Section A will require candidates to answer two questions on each of applied exercise physiology, skill acquisition and opportunities for participation. Section B will examine the application of theoretical knowledge to a practical situation. Unit 2: Analysis and evaluation of physical activity as a performer and/or in an adopted role/s Internal assessment worth 40% of AS and 20% of A Level (external moderation). Candidates are assessed on their ability to perform, analyse and evaluate the execution of core skills/techniques in isolation and in structured practice as either: A player/performer and in an adopted role or in two adopted roles Section A requires candidates to be assessed on their ability in two from a choice of three roles. Section B will look at the theoretical factors that improve performance. Candidates are assessed on this element through the section B question in Unit 1. A2 Examination Unit 3: Optimising performance and evaluating contemporary issues within sport Written examination: 2 hour paper worth 30% of A Level. Candidates are required to answer three questions, one from Section A, one from Section B and one from Section C. Section A assesses how exercise physiology can optimise performance. Section B assesses how the application of psychological knowledge can optimise performance. Section C evaluates contemporary influences in sport and their impact on the performer. Unit 4: Optimising practical performance in a competitive situation Internal assessment worth 20% of A Level (external moderation). Candidates are assessed on their ability to perform, analyse and evaluate their own performance in a competitive/performance situation as either a player/performer or in an adopted role. Then, using their knowledge and understanding, candidates identify their weaknesses; suggest the causes of these weaknesses and the appropriate corrective measures. Mr J D Pillinger

PHYSICS (A Level and IB)

Physics seeks to explain the universe itself, from the very smallest particlesquarks (perhaps 1017 m in size), which may be truly fundamentalto the vast distances between galaxies (1024 m). Classical physics, built upon the great pillars of Newtonian mechanics, electromagnetism and thermodynamics, went a long way in deepening our understanding of the universe. From Newtonian mechanics came the idea of predictability in which the universe is deterministic and knowable.

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However, experimental discoveries dating from the end of the 19th century eventually led to the demise of the classical picture of the universe as being knowable and predictable. Newtonian mechanics failed when applied to the atom and has been superseded by quantum mechanics and general relativity. Despite the exciting and extraordinary development of ideas throughout the history of physics, certain things have remained unchanged. The scientific processes carried out by the most eminent scientists in the past are the same ones followed by working physicists today and, crucially, are also accessible to students at Fettes College. At Fettes College, both theory and experiments are undertaken by all students. The Physics Department allows students to develop traditional practical skills and techniques and to increase facility in the use of mathematics, which is the language of physics. It also allows students to develop interpersonal skills, and skills in information and communication technology, which are essential in modern scientific endeavour and are important life-enhancing, transferable skills in their own right. A Level AS Candidates for this course should have a very good pass in IGCSE Physics and Mathematics. AS Physics is made up of three mandatory units, of which two are externally assessed and one is internally assessed and will include the assessment of practical skills. The AS specification has been written to provide progression from IGCSE Physics; furthering the students understanding of Mechanics, Waves and Electricity. The new and exciting topic of Quantum Physics is also addressed.

A2 A2 is made up of three further mandatory units. Two of the A2 units are externally assessed. The third A2 unit is internally assessed and will include the assessment of practical skills. Important links between different areas of physics are largely assessed synoptically at A2. While the teaching of practical skills may be integrated with the theoretical topics, they are assessed separately. Recommended prior learning for the A2 course is successful performance at AS Physics.

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IB Physics students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the options studied. Students at HL are required to study some topics in greater depth, to study additional topics and to study extension material of a more demanding nature in the common options. The distinction between SL and HL is one of breadth and depth. Higher Level The Higher Level course has a large element of theory which covers the full range of physics, i.e. Mechanics, Heat, Waves, Electricity, Electromagnetism, Quantum and Nuclear Physics. The syllabus content goes beyond A Level in some areas to include both Thermodynamics and Relativity. It is a well structured but demanding course and should only be considered by students who have gained a top grade at GCSE, and have a high level of mathematical ability. A large proportion of the course is given over to practical work also and this is internally assessed. Students must show the ability to plan their own practicals as well as the usual skills of data collection, processing, evaluation and drawing conclusions. A Group 4 project (10-15 hours) must be completed in conjunction with other science students. The Higher Level Assessment Specifications are as follows:

In addition to these exams, Higher Level students will carry out 60 hours of practical work, which will be internally assessed. This will contribute to an overall weighting of 24% of the final grade.
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Standard Level At Standard Level the theory content is a sub-set of the Higher Level course, covering a wide range of physics but omitting the more challenging conceptual and mathematical topics. A grade B at GCSE should be a suitable minimum background. The practical work makes similar demands to the Higher Level, and the assessment is at the same standard. The Standard Level Assessment Specifications are as follows:

In addition to these exams, Standard Level students will carry out 40 hours of practical work, which will be internally assessed. This will contribute to an overall weighting of 24% of the final grade. Mrs S V Weatherly

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