Academic
Sixth Form Curriculum
Sixth Form Curriculum
The educational course at Radley is designed to teach boys the value of hard work and an intelligent management of time. We aim for breadth in a boy’s academic programme, we try to ensure intellectual stimulus both inside and outside the curriculum, and we seek to achieve an easy command of, and familiarity with, Information Technology. We also endeavour to train Sixth Formers in the ability to research and synthesise for themselves, to learn independently. Beyond that we hope to awaken in Radleians an appreciation of literature and the arts so that they can gain real pleasure from pursuing these interests in their adult lives. When a Radleian leaves the Sixth Form, it is expected that he will have those attributes necessary both to command a worthwhile place in Higher Education and – beyond that – to compete effectively in the market place for jobs in the 21st century.
We have debated at length the merits of competing sixth form programmes. Uppermost in our minds has been the question ‘what is best for Radleians?’ We concluded that the International Baccalaureate had many virtues, but would not suit at least a third of Radleians, the less academically able and specialist scientists, and, in any case, we have been deeply suspicious of the level of prescription involved. We have been very interested in the bold new Cambridge Pre-U courses developed by Cambridge International Examinations, but we feel that they are novel and untried, and we want to assess their acceptability to universities and indeed the way in which candidates are examined and assessed, before we commit ourselves. A few departments have trialed Pre-U papers with particular sets. Above all, our major concern with the Pre-U is that it is primarily a 3 subject exam, and we have predicated our Sixth Form on the breadth achievable in a 4 A level programme.
A Levels
In 2000 these were restructured by the government:
- a new Advanced Subsidiary (AS) level (for 17 plus) was developed, with 3 units of assessment (2 units from 2008), at a standard students can be expected to achieve in one year of full time study after GCSE. It is worth 50% of a full A level, and is recognised as a discrete exam by UCAS. The modules are examined in ways more akin to GCSE (fewer essays in the Arts subjects, for example) and there are coursework units in some subjects.
- an A level consists of these AS modules, and 3 (soon to be 2) more modules, called A2. There is a synoptic module, at the end, drawing all of the A level skills together.
- A* grades were introduced in 2010. These are difficult to achieve – a candidate has to attain 90% in his A2 papers to qualify. In the 2011 A levels 23% of papers sat by Radleians were graded A*.
Radley’s System
We felt it important to take advantage of these changes to ensure boys study more in the Sixth Form than they did under the old dispensation. We therefore timetable subjects in 5 blocks. The subjects are placed in blocks to ensure that desirable combinations are possible, for example, Chemistry / Biology / Maths / Physics, or English / Latin / Economics / History. This occasionally precludes a particular combination which a boy might like to do. In timetabling 5 academic years across the 13-18 age range it is sometimes impossible to staff a particular subject’s lower and upper school teaching programme, which would be the consequence of block changes made to accommodate these requests.
Further Maths must be chosen in both blocks 3 and 4. A and AS level
Music,
Music Technology
and
Electronics are available.
Music and
Music Technology will be placed into a block by June. This decision will enable the maximum number of boys to take the subject concerned. Once their blocks are finalised,
Music and
Music Technology cannot be moved. If numbers wishing to do a subject are uneconomically small, we reserve the right to withdraw that subject.
* Only boys who have taken IGCSE in the Remove may opt to take
Mathematics in block 1.
** German and Greek are subject to a change of block, given most demand.
Only one subject from each of these blocks can be chosen.
Four A levels
Radley, along with a number of academic schools, expects most boys to do 4 A levels, comprised of 4 AS and 4 A2 courses. University admission tutors expect our candidates to have done a stretching 4 A level programme and make offers to Radleians on that basis. We believe that it is important to make Radleians distinctive in an increasingly competitive environment. The 4 A level programme also allows greater educational breadth (please see complementarity, below). It may be advisable for a few boys to take 4 AS and only 3 A2 levels – the Head of Learning Support’s guidance in this decision is central. Some boys will choose to do 5 A levels, and that is quite permissible.
Linearity
All modules will be taken at the end of VI.2 unless a boy drops a subject, and intends only to take it to AS Level. Even then, departments reserve the right to provide a ‘long, thin AS level’ on a reduced number of periods over two years.This policy of linearity (all Exams at the end of VI.2), has been adopted for these reasons:
- it enables departments to teach AS and A2 units in the most logical order
- it avoids the loss of weeks of teaching time in the summer of VI.1, as boys take AS examinations
- it permits boys to take exams designed for 17 year olds at 18, with the consequent benefits of maturity and experience.
It has worked very well since 2000. During the last 5 years Radley’s mixed ability sixth forms have achieved an average of over 90% A/B.
Complementarity
We have always supported the idea of complementarity, that is contrasting A levels. We believe it a good thing to allow boys to do 3 subjects which support each other, and develop a traditional A level specialism, but we have encouraged boys to take one subject, in addition, from the other side of the Arts/Science divide. Traditionally we have argued that the specialisation, the focus on Arts or Science combinations, has been beneficial for all the A levels a boy takes as he develops transferable techniques (essay writing for the Arts student for example). But our 4 A level norm retains that beneficial bias to one side or the other whilst at the same time allowing many boys to continue with a subject they have enjoyed at GCSE from a different discipline. (So, 3 Arts with 1 Science, or 3 Sciences with 1 Art). However, we do recognise that complementarity may not suit all boys.
Some subjects do naturally combine well with both Arts and Science orientated combinations: in particular, Maths, Design, Economics, Geology, Geography, Music Technology and Music to AS level.
There is a considerable variety of possible subject combinations. Some examples:
Chem, Biology, Maths, History/French
or English, Latin, Economics, Physics/Maths
or French, Spanish, Biology, Maths/History
or Further Maths, Physics, English
or English, History, Design, French
We do recognise, however, that some complementary combinations may not be possible.
Principles of Choice
In guiding their choice it is important to note that:
- Offers from good universities to candidates wishing to read Sciences are likely to be more generous than for Arts candidates. Universities are faced with a shortage of good scientists. Therefore, if a boy is uncertain about whether to read Arts or Sciences and could equally well do both, he should seriously consider a Science A Level combination as a means to a place at one of the better universities outside Oxbridge. At Oxbridge high grades are demanded in both Arts and Sciences.
- Where a boy is undecided about the future, his choice will quite naturally be determined by his interest in, and aptitude for, various subjects. Boys should beware not to put too great a store by A* GCSE grades as opposed to A grades. There is little to restrict the choice of the non-scientist, though various combinations of subjects are often followed and have been found advantageous; details are discussed under the various subject headings below.
- A boy with scientific ambitions may find his choice of A Level subject rather more restricted. For the study of Medicine, good grades are required in Chemistry, and usually in Biology with Physics or Maths. Anyone considering a course in Veterinary Science must take Chemistry, and is strongly advised to take Biology since it is now required by the majority of Veterinary Schools. For Engineering, Maths and Physics are required A Level subjects. These may be combined with Further Maths, Chemistry or Design. However, where strong Maths can be demonstrated in the single subject, a fourth non-scientific subject would be acceptable. By contrast, entry to the Services, the professions, teaching, the Civil Service, business and industry rarely requires a particular A Level subject.
The time-scale for boys to make choices is as follows:
December 2011
Parents receive my email and in conjunction with the college website discuss choices with boys during the Christmas holidays.
January 12th 2012
Fifth Form boys meet with the Sub Warden about their choices. They receive a blank form on which to write their preliminary selection.
January 12th-19th
Ongoing discussion of preliminary choices by boys, Tutors, Heads of Department, the Sub Warden, and the Director of University Entrance.
January 19th
A second meeting to hand in choice forms. Those choice forms will be scrutinised by the Sub Warden, the timetabler, Heads of Department, and the Director of University Entrance.
February 10th
The Parents’ meeting to confirm or review boys’ initial choices.
March 2012
Boys and Tutors make revised choices. We like these choices to be as firm as possible to assist with the planning of staffing and timetabling, although there is, of course, flexibility for change thereafter.
As indicated earlier, most boys will choose 4AS/A2 courses. If a boy chooses 5AS courses with the intention of taking 4 at A2, or 4AS courses with the intention of taking 3 at A2, then – whilst it would be very helpful to know which subject he were intending to drop – realistically we would resolve the issue during the VI.1 year in consultation with Tutor, Heads of Department and the Sub Warden.
Sixth Form Work
There is something of a gulf between GCSE and A Level work which the new AS will help to bridge. Lower School work is tightly structured. The Sixth Former has to learn quickly how to be independent, to manage his time, to meet assignment deadlines, to write essays and take notes from directed reading. A Sixth Form Study Skills booklet sets out guidelines for time management, noting, reading, essay writing and revision, and every Radleian is given one at his embarkation on the Sixth Form voyage.
Equally significant is a boy’s choice of a Form Master, who may teach one of his A Levels, whose brief is to educate the Sixth Former —
(a) to develop those independent working habits outlined above,
(b) to monitor work and time spent outside lessons through fortnightly tutorials,
(c) to give specialist university advice (alongside the Tutor and the Director of University Entrance),
(d) to foster study beyond the scope of A Levels,
(e) and to promote the boy’s cultural enrichment.
The Form Masters are a team and they have training sessions, to facilitate this role.
A number of boys will emerge early in VI.1 as possible Oxbridge candidates; each year we determine a long list at the end of the Lent Term. Competition at Oxbridge is intense. Departments will be teaching these boys from April of the VI.1 year with Oxbridge in mind. Moreover, the Crowson Society (an elected group of 12 to 15 VI.1 boys), and the Upper Sixth Society (a second elected group of 15 to 18 VI.2 boys), aim to broaden their minds, introduce them to moral, philosophical, literary, scientific and historical problems at fortnightly meetings.
In addition, each term VI.1 will attend a lecture on an ethical or moral subject which is designed both to educate and to stimulate discussion. This is part of a Personal and Social Development programme which runs through Radley from the Shells to VI.2.
The Wider Sixth Form Programme
September 2009 saw the inauguration of a radical departure in the non-A level programme for VI.1. We have been concerned both to extend the opportunities for Sixth Formers to pursue Independent Learning and to provide them with a challenging, rigorous introduction to significant intellectual developments in the world since the Renaissance. A levels do not provide such an holistic programme, nor do they promote original research.
The results of much discussion and planning is a course unique to Radley: 'Standing on the Shoulders of Giants' is a chronological course of sixteen 40 minute lectures over two and a half terms delivered by Radley dons, in pairs or threes, tackling important issues across time from their different perspectives: e.g. Romanticisim; Revolution; Marxism and Feminism; the Individual and the State; Embracing Death; Defining Life. Each cycle the VI.1 year group is broken into smaller Form units led by a don to discuss issues raised in the core lecture. The course of lectures ends in the middle March in 6.1 thereafter, Oxbridge candidates – and any others who are keen to do this – will be taught research techniques and will choose an Extended Project title, based on an aspect of the course they followed. The Edexcel Extended Project is a work of 6,000 words and has the status of an AS level when satisfactorily completed: we expect it to be researched and written in the second half of the Summer Term in 2011 and across the Summer holidays, for submission in early September; we believe it will be of considerable benefit to a boy's university application.
In VI.2, boys attend a weekly lecture given by a distinguished expert in a particular field. The Lecture cycle for Michaelmas 2010 (see below) gives an insight into some of the issues covered; the lectures are designed to inform, and also to provoke.
Finally, a word of reassurance: schools face many demands for change in the 21st century. However, the innovations set out within this summary and the college website departmental pages only serve to reinforce the traditional beliefs which we hold about the nature of our work at Radley, and our relationships with, and duties towards, parents and boys alike.
AE Reekes
Sub-Warden