At Trinity we offer a broad and challenging curriculum with a choice of 26 A Level subjects across the arts, humanities, sciences and social sciences.
Learning journeys
All subjects provide students with ‘Learning Journeys’ which demonstrate the units of study that students will undertake during the year. We know the importance of students knowing what they are studying, why topics are being taught and how units of study overlap not only within the subject domain but also across the curriculum.
At A Level we currently offer two A Level courses: Art and Photography.
Exam Board – Edexcel
A Level Specification
Component 1: Personal Investigation (including a 1,000-3,000 personal study)(60%)
Component 2: Externally Set Assignment (40%)
Students continue their personal journey with a bespoke approach to learning. One to one tutorials and gallery visits are embedded in the A Level experience.
The A Level Art and Photography courses have been designed to encourage an adventurous and enquiring approach to learning. Successful students should be able to demonstrate an understanding of past and contemporary Art and Photography practice and be able to produce artwork that embraces a range of personal ideas and paths of enquiry.
In particular, the aims of the GCE qualifications in Art and Design are to develop:
intellectual, imaginative, creative and intuitive powers, investigative, analytical, experimental, practical, technical and expressive skills, aesthetic understanding and critical judgement, an understanding of the interrelationships between Art and Photography and an awareness of the contexts in which they operate. Knowledge and understanding of Art and Photography in contemporary society and in other times and cultures.
Students have a clear career pathway from our A Level courses on a Foundation course or onto a degree course.
Students’ work with an impressive level of maturity and sophistication, reaping the rewards of their sustained hard work and commitment
At Trinity our students follow the AQA A-level Biology specification.
Biology is a natural science concerned with the study of life and living organisms. The word Biology is derived from the Greek words “Bios”, (meaning life) and “logos”, (meaning study). Modern Biologists generally study the structure, function, growth, evolution and distribution of living organisms. However, there are various unifying concepts that govern the study and research of Biology: the cell, genes, evolution, transfer of energy and homeostasis. As well as developing practical skills, problem solving and critical thinking, a degree in the Biological Sciences field can lead to careers in: research, pharmacology, ecology, nature conservation, biotechnology, forensic science and the medical sciences.
CORE CONTENT
- 1 Biological molecules
- 2 Cells
- 3 Organisms exchange substances with their environment
- 4 Genetic information, variation and relationships between organisms
- 5 Energy transfers in and between organisms
- 6 Organisms respond to changes in their internal and external environments
- 7 Genetics, populations, evolution and ecosystems
- 8 The control of gene expression
ASSESSMENT:
There will be three written exams:
Paper 1 – written exam of 2 hour’s duration and worth 91 marks (35% of A-level) covering topics 1 to 4, including relevant practical skills. The format of the paper will be 76 marks of short and long answer questions and 15 marks of extended response questions.
Paper 2 – written exam of 2 hour’s duration and worth 91 marks (35% of A-level) covering topics 5 to 8, including relevant practical skills. The format of the paper will be 76 marks of short and long answer questions and 15 marks for a comprehension question.
Paper 3 – written exam of 2 hour’s duration and worth 78 marks (30% of A-level) on topics 1 to 8, including relevant practical skills. The format of this paper will be 38 marks of structured questions, including practical techniques, 15 marks of critical analysis of experimental data questions and 25 marks for one essay questions from a choice of two titles
Aims of studying Business
Students apply their knowledge and understanding to different business contexts ranging from small enterprises to large multinationals and businesses operating in local, national and global contexts. Students develop an understanding of how these contexts impact on business behaviour. Students will apply their knowledge and understanding to business decision making including:
- the interdependent nature of business activity, influences on business, business operations, finance, marketing and human resources, and how these interdependencies underpin business decision making
- how different business contexts affect business decisions
- the use and limitation of quantitative and qualitative data in making business decisions.
By studying Business, students will develop the knowledge and understanding to:
- use business terminology to identify and explain business activity
- apply business concepts to familiar and unfamiliar contexts
- develop problem solving and decision making skills relevant to business
- investigate, analyse and evaluate business opportunities and issues
- make justified decisions using both qualitative and quantitative data including its selection, interpretation, analysis and evaluation, and the application of appropriate quantitative skills
A Level Business (AQA) New Spec
Students complete 3 written Exams in May/June
Paper 1: Business 1 2 Hours 100 Marks 33.3% of A LEVEL Grade
Paper 2: Business 2 2 Hours 100 Marks 33.3% of A LEVEL Grade
Paper 3: Business 3 2 Hours 100 Marks 33.3% of A LEVEL Grade
Aims of studying Economics
The subject content looks at economic activity through the lens of consumers, producers, government and the workings of the global economy. As students go through the course they’re presented with opportunities to focus on real-world issues. Students should consider and reflect upon moral, ethical and sustainable issues that arise as a result of the impact of economic activity. Students should use their economic knowledge and skills to investigate national and global economic situations and issues from the last 15 years. Students should also be aware of the policies that governments have used to attempt to manage these situations and issues. Students will develop quantitative skills relevant to the subject content. They should be able to make relevant calculations from economic data and be able to interpret data presented in the form of graphs and charts. Students should be able to recognise the possible limitations of both quantitative and qualitative data.
Economics A Level (AQA) New Spec
Content
Year 1
- The operation of markets and market failure
- The national economy in a global context
Year 2
- Individuals, firms, markets and market failure
- The national and international economy
Assessment
Paper 1: Markets and Market Failure 2 Hours 80 Marks 33.3% of A LEVEL Grade
Paper 2: The National and International Economy 2 Hours 80 Marks 33.3% of A LEVEL Grade
Paper 3: Economic Principles and issues 2 Hours 80 Marks 33.3% of A LEVEL Grade
Key Stage 5 – A Level Politics
Examination Board: Edexcel
Aims of studying Politics
The aims and objectives of this qualification are to enable students to:
- develop knowledge and an informed understanding of contemporary political structures and issues in their historical context, both within the United Kingdom (UK) and globally
- develop a critical awareness of the changing nature of politics and the relationships between political ideas, institutions and processes
- develop knowledge and an informed understanding of the influences and interests which have an impact on decisions in government and politics
- develop knowledge and an informed understanding of the rights and responsibilities of individuals and groups
- develop the ability to critically analyse, interpret and evaluate political information to form arguments and make judgements
- develop an interest in, and engagement with, contemporary politics
Content
Component 1
- Political Participation, students will study: • democracy and participation, political parties, electoral systems, voting behaviour and the media
- Core Political Ideas, students will study: • conservatism, liberalism, socialism.
Component 2
- UK Government, students will study: • the constitution, parliament, Prime Minister and executive, relationships between the branches.
- Non-core political ideas, students will study one idea from the following: anarchism, ecologism, feminism, multiculturalism, nationalism.
Component 3
- Sovereignty and globalisation,
- Global governance: political and economic,
- Global governance: human rights and environmental,
- Power and developments,
- Regionalism and the European Union,
- Comparative theories.
Assessment
Component 1: UK Politics
Written examination: 2 hours 33.3% % of the qualification 84 marks
Component 2: UK Government
Written examination: 2 hours 33.3% of the qualification 84 marks
Component 3: Comparative Politics
Written examination: 2 hours 33.3% of the qualification 84 marks
At Trinity our students follow the AQA A-level Chemistry specification.
Chemistry helps us to understand the world in which we live and underpins a wide range of science-based degree courses and careers. Success with A level chemistry will prepare you for a future in chemistry, pharmacy, pharmacology, chemical engineering, biochemistry, biomedical sciences, medicine and dentistry. This course is designed to be stimulating, enjoyable and challenging. We want you to develop a passion for the subject and understand its practical relevance, as well as learn from the experiences of those already in the industry.
Core Content
3.1 Physical Chemistry
3.1.1 Atomic structure
3.1.2 Amount of substance
3.1.3 Bonding
3.1.4 Energetics
3.1.5 Kinetics
3.1.6 Chemical equilibria and Le Chatelier’s principle
3.1.7 Oxidation, reduction and redox equations
3.1.8 Thermodynamics
3.1.9 Rate equations
3.1.10 Equilibrium constant Kc for homogeneous systems
3.1.11 Electrode potentials and electrochemical cells
3.1.12 Acids and bases
3.2 Inorganic chemistry
3.2.1 Periodicity
3.2.2 Group 2, the alkaline earth metals
3.2.3 Group 7(17), the halogens
3.2.4 Properties of Period 3 elements and their oxides
3.2.5 Transition metals
3.2.6 Reactions of ions in aqueous solution
3.3 Organic chemistry
3.3.1 Introduction to organic chemistry
3.3.2 Alkanes
3.3.3 Halogenoalkanes
3.3.4 Alkenes
3.3.5 Alcohols
3.3.6 Organic analysis
3.3.7 Optical isomerism
3.3.8 Aldehydes and ketones
3.3.9 Carboxylic acids and derivatives
3.3.10 Aromatic chemistry
3.3.11 Amines
3.3.12 Polymers
3.3.13 Amino acids, proteins and DNA
3.3.14 Organic synthesis
3.3.15 Nuclear magnetic resonance spectroscopy
3.3.16 Chromatography
ASSESSMENT:
There will be three written papers:
Paper 1: Written exam of 2 hours (35% of A-Level), 105 marks of short and long answer questions covering relevant physical chemistry topics (sections 3.1.1 to 3.1.4, 3.1.6), Inorganic Chemistry (section 3.2) and relevant practical skills.
Paper 2: Written exam of 2 hours (35% of A-Level), 105 marks of short and long answer questions covering relevant physical chemistry topics (sections 3.1.2 to 3.1.6 and 3.1.9), Organic Chemistry (section 3.3) and relevant practical skills.
Paper 3: Written exam of 2 hours (30% of A-Level), 90 marks. 40 marks of questions on practical techniques and analysis, 20 marks of questions testing across the specification and 30 marks of multiple choice questions.
At Key Stage 5, students have the opportunity to considerably deepen their understanding of the subject by completing the AQA A Level Computer Science course. This A Level specification covers a lot of material not normally studied until undergraduate level so will thoroughly prepare students for studying a degree in computer science and other related subjects.
Students will learn how to write robust, effective computer programs using the C# programming language. This work will culminate in an extended project, worth 20% of the A Level, in which students write an extensive program of their own choice (over a period of many months in Year 13) to meet the needs of a real problem. At the end of the course there is also a practical exam where students will write program code to solve specified problems under exam conditions.
Year 12 students will also learn:
- how computers represent data using binary and compare different methods for doing so
- how computer systems, including the processor, work
- how communication systems and networks operate
- what databases are and how to use them
- how to use data structures including: stacks, and queues
Year 13 students learn:
- how to use data structures including: lists, vectors, hash tables, dictionaries, graphs and trees
- what Big Data is
- how to write programs using functional programming
- about the limits of computation
- about the fundamentals of algorithms – studying key algorithms and the concept of algorithmic efficiency.
At the end of the course students will sit two exam papers each worth 40% of the A Level.
One of the exams is an on-screen exam where students have the opportunity to demonstrate their programming skills. The non-examination assessment (NEA) is worth 20% of the A Level; students develop an extensive, high-quality program of their own choice for this piece of work.
Design Technology A-Level
The course is divided into the following sections:
- Exam paper: Core technical principles and core designing and making principles. (25%)
- Exam paper: Specialist knowledge, technical, designing, and making principles. (25%)
- NON-EXAM ASSESSMENT: Practical application of technical principles, designing and making principles and specialist knowledge. (50%)
The Design and Technology A-level qualifications enables students to participate successfully and with confidence in an increasingly technological world. They will learn from the wider influences on the subject including historical, social, cultural, environmental and economic factors.
Study will focus on core technical and designing and making principles, in the context of product design developing additional specialist knowledge in relation to students’ chosen area, preparing them for progression into either higher education or careers in this sector.
DIGITAL MEDIA Cambridge Technical – Certificate/Extended Certificate – OCR
Students follow the AQA A Level in Drama and Theatre Studies specification
Students deepen their understanding of drama through learning to research, follow and emulate both the methodologies for making a piece of theatre and the aesthetic look (stylistic features) of specific theatre practitioners for both practical examinations. Five full plays that span different time periods and styles are studied from the point of view of a performer, director and all the designer roles within theatre. All students at this more advanced level are expected to train and specialise in at least one specific theatrical role: Actor, Designer and/or Director for the practical NEA work. Demand increases as at this stage as students must be confident in their written communication in both analysing and evaluating the work of all three theatrical roles and also in developing their own ideas as to how each of these distinct areas will work in relation to the plays studied.
Assessment
Drama and Theatre (Written Examination 40%)
A – One question from the play Antigone, by Sophocles
B –Three questions from the play Our Country’s Good, by Timberlake Wertenbaker
C- One Question about a Live Theatre Production seen
Creating Original Drama (30%)
Devised performance influenced by the theatre practitioner Steven Berkoff and a working notebook about the process of making and performing the piece of theatre created.
Making Theatre (30%)
Practical exploration of three extracts (scenes) from contrasting plays in terms of style and time period. One of the extracts is rehearsed and performed in the style of a theatre practitioner for a visiting examiner. Students also produce a reflective report about the process.
Studying A-Level English at Trinity is all about exploring different genres, different ways of reading and different ways of writing.
English as a field of study is about thinking divergently and in an open-minded way, a vital skill and something that surpasses examinations.
Our A-Level students enjoy the fact that there is a large emphasis on different interpretations, that they can have their own opinion, and their own way of expressing it. For us, English is all about broadening our minds and getting a better understanding of humanity. Both the courses we offer, English Literature and English Language and Literature, have creative writing components, and we believe (and research shows) that writing creatively about a text is a valuable and effective way of learning about it, and showing critical appreciation of it. We also believe that every text has something to teach us, and as such is valuable: we aim to define texts by what they taught us and revealed, not only by how much we liked them.
English Literature:
We study the AQA Literature B specification.
Students will learn to read creatively and express their own ‘voice’. They will learn to discover their own thoughts and ideas in texts. One way of doing this is by reading texts through different lenses, such as a Feminist lens, or an Eco-Critical lens. Multiple interpretations are encouraged. In essays students will get better and better at conceptualising an argument and constructing it.
Our study includes:
Creative Readings
Independent Theory and Independence
The Genre of Tragedy
Othello
Death of a Salesman
Tess of the D’Urbervilles
The Genre of Crime
Atonement
Poems containing Crime elements from: Crabbe, Wilde and Browning
The Murder of Roger Ackroyd
Crime extracts in preparation for an unseen question
English Language and Literature:
We study the AQA Language and Literature specification. Students learn that one way of studying texts is through stylistics: close linguistic analysis can be used to draw out meaning from texts. This course sees literature and language as interwoven. Students will also study Spoken Language, focusing on how people use speech to communicate, persuade and even manipulate. They will also study how English is always in a state of flux, and always changing.
Our study includes:
Fantasy Genre
The Lovely Bones
The Five Language Levels
Poetic Voice through Browning poems
The Paris Anthology (with a variety of texts, ranging from YouTube adverts to blogs, spoken language transcripts to travel memoirs)
The Great Gatsby
Writing from a new perspective
A Streetcar Named Desire
English Language and Literature
English Literature
English Literature vs English Language
The Extended Project Qualification (EPQ) is a Level 3 qualification designed to extend students’ skills and abilities required for university or a future career. In 2023, 38% of our EPQ students achieved an A* or A grade.
The EPQ allows students to lead their own projects, planning and conducting research on a topic of their choice which isn’t covered by their other qualifications. They can take inspiration from something touched on in class or something personal and unrelated to their studies. They then use this research to produce a written report and, in the case of practical projects, an artefact or a production.
We have found students really enjoy the chance to develop an area of their own personal interest. Some previous project ideas have been:
- Are school uniforms beneficial?
- Should the voting age should be lowered?
- Should animals be used for research?
- Should schools require a foreign language or physical education?
Skills developed through studying the EPQ
- Critical analysis, reflection and independence
- Decision-making and problem-solving skills
- Planning, research, analysis, synthesis, evaluation and presentation skills
Some universities offer reduced entry requirements for those students who are studying an EPQ. Achieving this qualification can also gain valuable UCAS points which support university applications.
Feedback from students
“Throughout the EPQ course the supervisor input I received enabled me to learn techniques, such as Harvard referencing, that I find myself using in my studies now, making that transition into more university styled coursework easier. In lessons, I also gained multiple skills that I incorporate into how I approach all my work now, being time management and understanding how to monitor progress through simple things like keeping a diary or timeline chart of all my work. Overall, the course has been great fun as with the teachings from my supervisor and the freedom I have been given to write about a topic I thoroughly enjoy and was willing to put time into, I have been able to produce a 5000-word project I am proud of”.
“Doing an EPQ has allowed me to develop skills that are greatly used at University. It has prepared me to do my own research and given me the opportunity to explore more into subjects I find interesting. The support I receive from my supervisor helps immensely during my project as it allows me to constantly improve my writing skills.”
Please contact Mrs Law ([email protected]) if you are interested in signing up for the Extended Project Qualification.
A LEVEL MEDIA STUDIES – EDUQAS
A LEVEL FILM STUDIES – EDUQAS
The WJEC Food Science Nutrition Diploma is delivered in year 12 and 13. This course consists of 3 compulsory units taught over two years. Students will develop and extend their knowledge and understanding of nutrition, food safety and food science. They will also continue to showcase their practical skills preparing and cooking a range of complex dishes.
Year 12
Unit 1 – Meeting Nutritional Needs of Specific Groups (25% Internally Assessed/ 25% Externally Assessed)
The purpose of this unit is for learners to develop an understanding of the nutritional needs of specific target groups and plan and cook complex dishes to meet their nutritional needs.
Year 13
Unit 2- Ensuring Food is Safe to Eat (25% Externally Assessed)
Learners will develop an understanding of hazards and risks in relation to the storage, preparation and cooking of food in different environments and the control measures needed to minimise these risks. From this understanding, learners will be able to recommend the control measures that need to be in place, in different environments, to ensure that food is safe to eat.
A-Level French aims to encourage students to become competent linguists with a secure knowledge and understanding of the language and an ability to communicate fluently, accurately and confidently in the language. We aim to prepare students for the next stages in their lives, including further education, work and travel opportunities.
Students follow the AQA French A-Level Years 1 and 2 course and have access to Kerboodle to support their learning at home. Students also have support from the Language Assistant both in lessons as well as during timetabled lunchtime sessions.
The AQA A-Level course will develop students’ language knowledge, understanding and skills through:
- using language spontaneously to initiate communication; present viewpoints; develop arguments; persuade; and analyse and evaluate in speech and writing
- applying knowledge of pronunciation, morphology and syntax, vocabulary and idiom to communicate accurately and coherently
- listening and responding to spoken passages including some extended passages from a range of different contexts and sources
- reading and responding to a variety of texts including some extended texts written for different purposes and audiences drawn from a range of authentic sources
- summarising information from spoken and written sources, reporting key points and subject matter in speech and writing
- translating an unseen passage from Spanish into English and English into Spanish
- developing research skills in Spanish, demonstrating the ability to initiate and conduct individual research on a subject of personal interest, relating to the country or countries where Spanish is spoken
- analysing and summarising research findings, elaborating on key points of interest, as appropriate, through oral presentation and discussion.
Students are assessed at the end of the course in the following areas:
Paper 1: Listening, reading and writing (50%)
Paper 2: Writing (20%)
Paper 3: Speaking (30%)
Students study a range of topics including:
French
Y12 – Trends in marriage and other forms of partnership, the merits and problems of different family structures, relationships between the generations and problems that can arise, how technology has transformed everyday life, the dangers of digital technology, the different users of digital technology and possible future developments, the voluntary sector in France, heritage preservation on a regional and national scale, how heritage impacts upon and is guided by culture in society, popularity of contemporary francophone music and its diversity of genre and style, the threats to contemporary francophone music and how it might be safeguarded, French cinema, the major developments in the evolution of French cinema from its beginnings until the present day, the continuing popularity of French cinema and film festivals.
Y13 – Literary text study: Kiffe Kiffe demain, Film study: La Haine, the benefits of living in an ethnically diverse society, the need for tolerance and respect of diversity, how we can promote diversity to create a richer world, arguments relating to the vote and the French political system and its evolution, different groups that are socially marginalised, measures to help those who are marginalised, contrasting attitudes to people who are marginalised, immigration from the standpoint of immigrants, racism, engagement levels of young people and their influence on politics, the future of politics and political engagement, the important role of unions, different attitudes towards strikes, protests and other political tensions, different attitudes to crime, prison and its merits and problems, alternative forms of punishment
Students in Years 12 and 13 have weekly speaking sessions with the language assistants to develop their speaking skills.
At KS5 students will:
- develop their knowledge of locations, places, processes and environments, at all geographical scales from local to global across the specification as a whole
- develop an in-depth understanding of the selected core and non-core processes in physical and human geography at a range of temporal and spatial scales, and of the concepts which illuminate their significance in a range of locational contexts
- recognise and be able to analyse the complexity of people–environment interactions at all geographical scales, and appreciate how these underpin understanding of some of the key issues facing the world today
- develop their understanding of, and ability to apply, the concepts of place, space, scale and environment, that underpin both the national curriculum and GCSE, including developing a more nuanced understanding of these concepts
- gain understanding of specialised concepts relevant to the core and non-core content. These must include the concepts of causality, systems, equilibrium, feedback, inequality, representation, identity, globalisation, interdependence, mitigation and adaptation, sustainability, risk, resilience and thresholds
- improve their understanding of the ways in which values, attitudes and circumstances have an impact on the relationships between people, place and environment, and develop the knowledge and ability to engage, as citizens, with the questions and issues arising
- become confident and competent in selecting, using and evaluating a range of quantitative and qualitative skills and approaches, (including observing, collecting and analysing geo-located data) and applying them as an integral part of their studies
- understand the fundamental role of fieldwork as a tool to understand and generate new knowledge about the real world, and become skilled at planning, undertaking and evaluating fieldwork in appropriate situations
- apply geographical knowledge, understanding, skills and approaches in a rigorous way to a range of geographical questions and issues, including those identified in fieldwork, recognising both the contributions and limitations of geography
- develop as critical and reflective learners, able to articulate opinions, suggest relevant new ideas and provide evidenced argument in a range of situations.
Assessment – AQA A-Level Geography 7037
Component 1: Physical Geography
What’s assessed
Section A: Water and carbon cycles
Section B: Coastal systems and landscapes
Section C: Hazards
How it’s assessed
- Written exam: 2 hours 30 minutes
- 120 marks
- 40% of A-level
Questions
- Section A: answer all questions (36 marks)
- Section B: answer question 3 (36 marks)
- Section C: answer question 5 (48 marks)
- Question types: short answer, levels of response and extended prose
Component 2: Human Geography
What’s assessed
Section A: Global systems and global governance
Section B: Changing places
Section C: Population and the environment
How it’s assessed
- Written exam: 2 hours 30 minutes
- 120 marks
- 40% of A-level
Questions
- Section A: answer all questions (36 marks)
- Section B: answer all questions (36 marks)
- Section C: answer either question 4 (48 marks)
- Question types: short answer, levels of response, extended prose
Component 3: Geography Fieldwork Investigation
What’s assessed
Students complete an individual investigation which must include data collected in the field. The individual investigation must be based on a question or issue defined and developed by the student relating to any part of the specification content.
How it’s assessed
- 3,000–4,000 words
- 60 marks
- 20% of A-level
- marked by teachers
- moderated by AQA
Exam Board AQA
At Key Stage 5 students will study three units covering British history, European history and world history. Students will develop their ability to analyse historical sources and interpretations, to research historical events and develop extended written responses. The three components we cover at Trinity are the following:
1C The Tudors: England, 1485-1603
This option allows students to study in breadth issues of change, continuity, cause and consequence in this period through the following key questions:
- How effectively did the Tudors restore and develop the powers of the monarchy?
- In what ways and how effectively was England governed during this period?
- How did relations with foreign powers change and how was the succession secured?
- How did English society and economy change and with what effects?
- How far did intellectual and religious ideas change and develop and with what effects?
- How important was the role of key individuals and groups and how were they affected by developments?
Assessment: 2½ hour exam 40% weighting
2N Revolution and Dictatorship: Russia, 1917-1953
This option provides for the study in depth of the coming and practice of communism in Russia. It explores concepts such as Marxism, communism, Leninism, and Stalinism, ideological control and dictatorship. It also enables students to consider issues of political authority, the power of individuals and the inter-relationship of government, economic and social change.
Assessment: 2½ hour exam 40% weighting
Component 3: Historical investigation (non-exam assessment) – Civil Rights Movement in America
Students will be required to submit a historical investigation based on a development or issue which has been subject to different historical interpretations.
The historical investigation must:
- be independently researched and written by the student
- be presented in the form of a piece of extended writing of between 3500 and 4500 words in length, with a limit of 4500 words
- draw upon the student’s investigation of sources (both primary and secondary) which relate to the development or issue chosen and the differing interpretations that have been placed on this
- place the issue to be investigated within a context of approximately 100 years
- be an issue which does not duplicate the content of Components 1 and 2.
Assessment: Written Assignment 20% weighting
Students have the opportunity to take the Edexcel A Level Mathematics, Edexcel A Level Further Mathematics and OCR Level 3 Core Mathematics qualifications. In addition, students can resit Edexcel GCSE Mathematics.
Students will study pure maths, statistics and mechanics as part of A Level Mathematics.
The pure maths topics studied in Year 12 are: algebraic expressions, quadratics, equations & inequalities, graphs & transformations, straight line graphs, circles, algebraic methods, the binomial expansion, trigonometric ratios, trigonometric identities & equations, vectors, differentiation, integration and exponentials & logarithms. In Year 13 students learn about: algebraic methods, functions & graphs, sequences & series, binomial expansions, radians, trigonometric functions, trigonometry & modelling, parametric equations, differentiation, numerical methods, integration and vectors.
Applied maths (statistics/mechanics) in Year 12 covers: data collection, measures of location & spread, representations of data, correlation, probability, statistical distributions, hypothesis testing, modelling in mechanics, constant acceleration, forces & motion and variable acceleration; the topics covered in Year 13 are: regression/correlation & hypothesis testing, conditional probability, the normal distribution, moments, forces & friction, projectiles, applications of forces and further kinematics.
The final assessment consists of three exam papers, each worth one-third of the final grade. Paper 1 and paper 2 both assess pure mathematics; paper 3 assesses applied mathematics (mechanics and statistics).
A Level Further Mathematics means students can explore the subject in more depth and will be introduced to topics like complex numbers, polar coordinates, matrices, hyperbolic functions and decision mathematics. During Year 12, students complete the units on statistics and decision mathematics; in Year 13 the focus is on pure mathematics. To take A Level Further Mathematics students must have also chosen to study A Level Mathematics.
The final assessment consists of four exam papers, each worth 25% of the final grade. Paper 1 and paper 2 both assess pure mathematics; there is then one exam paper for statistics and one for decision maths.
Level 3 Core Mathematics is equivalent to an AS Level (half an A Level) and is aimed at students who want to develop their mathematical skills, knowledge and understanding to support their work in other subjects. Quantitative reasoning gives students the opportunity to use problem-solving cycles in modelling, statistics and financial mathematics in a variety of contexts, and check the outcomes of their calculations. They also use appropriate technology to work with quantitative information. Statistical problem solving gives students the opportunity to use spreadsheets, the statistical problem solving cycle and more sophisticated statistical techniques to analyse authentic problems in a variety of contexts; and to work with large, real data sets. During Year 12 students will study the subject content; in Year 13 they will apply their knowledge of the concepts, and use the skills they have developed, in a wider variety of contexts and on large data sets.
The final assessment consists of two exam papers, each worth 50% of the final grade. Paper 1 assesses quantitative reasoning and paper 2 assesses statistical problem solving. Both exams are based on pre-release material that students study prior to the exams.
Students follow the OCR Music A level specification.
Performing 25%
This is externally assessed through a video recording completed in a formal concert setting. Students will give a recital of between six and nine minutes duration performing at least two contrasting pieces as a solo or within an ensemble setting.
Composing 35%
This is completed as coursework and is externally assessed. Students will compose three separate pieces of Music with the combined length of 8 minutes minimum. Composition 1 will be in response to a brief set by OCR, composition 2 will be a brief set by the candidate, in a free style and composition 3 will be a set of three short pieces demonstrating techniques found in one chosen Area of Study.
OR
Performing 35%
This is externally assessed through a video recording completed in a formal concert setting. Students will give a recital of between ten and fifteen minutes duration performing at least three contrasting pieces as a solo or within an ensemble setting. One further piece is required which is idiomatic of the instrument/vocal repertoire.
Composing 25%
This is completed as coursework and is externally assessed. Students will compose two separate pieces of Music with the combined length of 4 minutes minimum. Composition 1 will be in response to a brief set by OCR, composition 2 will be a brief set by the candidate, in a free style.
Historical and Analytical Studies 40%
This is an externally assessed timed examination of two hours and 30 minutes duration. There are three sections in the examination. In the first you will answer a variety of questions on an unfamiliar work. In the second you will answer two analysis style questions comparing aural extracts and testing understanding of musical background and context on set works that you will study throughout the course. In the concluding section you will answer two essay questions based on the prescribed works studied in class.
Exam Board – OCR
- The A-Level PE course will equip students with both a depth and breadth of knowledge, understanding and skills relating to scientific, socio-cultural and practical aspects of physical education.
- Students develop their knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge to improve performance. They will understand how physiological and psychological states affect performance, understand the key socio-cultural factors that influence people’s involvement in physical activity and sport. Alongside this understand the role of technology in sport and how it has emerged.
- Students will develop their ability to analyse and evaluate to improve to improve performance, understand the contribution which physical activity makes to health and fitness. They will improve as effective and independent learners and as critical and reflective thinkers with curious and enquiring minds.
- Leaners are also internally assessed and externally moderated in one practical activity and one evaluation and analysis of performance for improvement task (EAPI). Learners are required to demonstrate effective performance, the use of tactics and techniques as well as the ability to observe the rules and conventions under applied conditions. Students are required to produce a practical performance video highlighting themselves performing the skills covered in the specification to the highest standard possible, under competitive conditions.
Exam Breakdown
| Component | Weighting |
| Paper 1 (Anatomy) | 30% |
| Paper 2 (Psychology) | 20% |
| Paper 3 (Sociology) | 20% |
| Non Exam Assessment (1 sport and 1 spoken exam) | 30% |
At Trinity our students follow the AQA A-level Physics specification.
Physics is the most fundamental of all the Sciences. It is concerned with the study of matter, energy and the interactions between them. It is important as a subject in its own right, but also as an essential element in all the other sciences, engineering and technology. Students who continue their study of Physics to degree level will find a wide range of careers open to them. Some of the fields that graduate Physicists enter include: Research and Development, Design and Production, Medical Physics, Astronomy, Aeronautical Engineering, Aviation, Civil Engineering, Mechanical and Electrical Engineering, Teaching, Geophysics, Meteorology, Computing (hardware and software), Administration and Management, Accountancy, Banking, Financial Analysis and Science Journalism.
Core content
- 1 Measurements and their errors
- 2 Particles and radiation
- 3 Waves
- 4 Mechanics and materials
- 5 Electricity
- 6 Further mechanics and thermal physics
- 7 Fields and their consequences
- 8 Nuclear physics
Options (only one option module is studies).
- 9 Astrophysics (Traditionally we choose this option at Trinity)
- 10 Medical physics
- 11 Engineering physics
- 12 Turning points in physics
- 13 Electronics
ASSESSMENT:
There will be three written exams:
Paper 1: written exam of 2 hours duration and worth 85 marks (34% of A Level) covering sections 1 to 5 and 6.1 (Periodic motion).
The format of the paper will be 60 marks of short and long answer questions and 25 multiple choice questions on content.
Paper 2: written exam of 2 hours duration and worth 85 marks (34% of A Level) covering sections 6.2 (Thermal Physics), 7 and 8.
The format of the paper will be 60 marks of short and long answer questions and 25 multiple choice questions on content.
Paper 3: written exam of 2 hours duration and worth 80 marks (32% of A Level) divided into two sections.
- Section A Compulsory section: Practical skills and data analysis
- Section B: Students enter for one of sections 9, 10, 11, 12 or 13 (i.e. one option topic)
The format of this paper will be 45 marks of short and long answer questions on practical experiments and data analysis and 35 marks of short and long answer questions on optional topic.
Students of Philosophy (Philosophy, Theology and Ethics) at Trinity are invited to grapple with some of the most profound questions of the human experience: Is there a God? Why are we here? Why is there anything at all? What is it to be moral?
This rigorous course often takes learning beyond the classroom. Lectures, visiting speakers and societies combine to develop in all our pupils a scholarly and multi-disciplinary understanding of the world building up fundamental, transferable skills.
The subject welcomes people from all faith traditions and none. Be prepared to read up on everything from Plato to NATO as we hope you enjoy constructing and deconstructing arguments and working together to solve the problem of knowing what we do and do not know.
Students study A Level Philosophy & Ethics (OCR Religious Studies).
This course comprises three units:
Philosophy of Religion, Religious and Ethics and Development of Christian Thought.
At Key stage 5 students will have the opportunity to take AQA A-level Psychology.
Students will explore how the human behaviour works all possible underpins that influences our decision making, cognition and behaviour. There is no written coursework and students are assessed solely on their examination performance. Students should therefore be able to read complex material from a wide range of sources, to learn scientific experiments and analyse them using statistics. There are three papers that will be used to test students on the A-level programme:
Paper 1: Introductory topics in Psychology
- Social influence
- Memory
- Attachment
- Psychopathology
Paper 2: Psychology in Context
- Approaches
- Research Methods
Year 13
- Biopsychology
Paper 3: Issues and Options in Psychology
- Issues and Debates in Psychology
- Eating behaviour
- Relationships
- Forensic Psychology
Each paper is 2 hours long and accounts for 33.3% of the qualification.
Key Stage 5 – A Level Sociology
At Key Stage 5, students will study for the AQA Sociology qualification.
Students will explore how the human behaviour influences our culture and society as well as how our society and culture influence us. There is no written coursework; Students are assessed solely on their examination performance. Students should therefore be able to read complex material from a wide range of sources. The A Level is based highly on essay skills. There are three papers that will be used to test students on the A level programme: Paper 1 Education with Theory and Methods, Paper 2 Topics in Sociology, Paper 3 Crime and Deviance with Theory and Methods.
Year 12
Paper 2: Topics in Sociology
- Families and Households
Paper 1: Education with Theory and Methods
- Education
- Methods in Context
Year 13
Paper 2: Topics in Sociology
- Beliefs in society
Paper 3: Crime and Deviance with Theory and Methods
- Crime and Deviance
- Theory and Methods
Each paper is 2 hours long and accounts for 33.3% of the qualification
Sociology
Psychology
A-Level Spanish aims to encourage students to become competent linguists with a secure knowledge and understanding of the language and an ability to communicate fluently, accurately and confidently in the language. We aim to prepare students for the next stages in their lives, including further education, work and travel opportunities.
Students follow the AQA Spanish Years 1 and 2 course and have access to Kerboodle to support their learning at home. Students also have support from the Language Assistant both in lessons as well as during timetabled lunchtime sessions.
The AQA A-Level course will develop students’ language knowledge, understanding and skills through:
- using language spontaneously to initiate communication; present viewpoints; develop arguments; persuade; and analyse and evaluate in speech and writing
- applying knowledge of pronunciation, morphology and syntax, vocabulary and idiom to communicate accurately and coherently
- listening and responding to spoken passages including some extended passages from a range of different contexts and sources
- reading and responding to a variety of texts including some extended texts written for different purposes and audiences drawn from a range of authentic sources
- summarising information from spoken and written sources, reporting key points and subject matter in speech and writing
- translating an unseen passage from Spanish into English and English into Spanish
- developing research skills in Spanish, demonstrating the ability to initiate and conduct individual research on a subject of personal interest, relating to the country or countries where Spanish is spoken
- analysing and summarising research findings, elaborating on key points of interest, as appropriate, through oral presentation and discussion.
Students are assessed at the end of the course in the following areas:
Paper 1: Listening, reading and writing (50%)
Paper 2: Writing (20%)
Paper 3: Speaking (30%)
Students study a range of topics including:
Spanish
Y12 – Changes in the family, attitudes towards marriage and divorce, influence of the Catholic Church, influence of the Internet, positive and negative effects of smart phones, benefits and dangers of social networks, women in the world of work, machismo and feminism, LGBT rights, gay marriage in Spain and the Hispanic World, the influence of fashion models, positive and negative influences of singers, musicians, TV and cinema stars, Spanish customs and traditions, Spanish gastronomy, languages spoken in Spain, civilisations that contributed to the cultural heritage in Spain, Pre-Columbian heritage of Latin America, art and architecture, music and dance, introduction to the Literary text: La Casa de Bernarda Alba, introduction to the film: El Laberinto del Fauno (Social and historical context – The Spanish Civil War).
Y13 – Literary text: La casa de Bernarda Alba, Film: El Laberinto del Fauno, positive and negative aspects of immigration, immigration in the Spanish-speaking World, racist and xenophobic attitudes, measures to combat racism and their effectiveness, legislation against racism, the ways that cultures integrate in Hispanic society, integration in education, the coexistence of various religions in the Hispanic World, the importance of politics in young people’s lives, youth unemployment, ‘an ideal society’, Franco’s dictatorship, the evolution of the monarchy in Spain, Latin American dictators, the effectiveness of protests and strikes, the power of trade unions, 15-M movements in Spain, Mothers of the Plaza de Mayo in Argentina.
Students in Years 12 and 13 have weekly speaking sessions with the language assistants to develop their speaking skills.
