Sixth Form Prospectus - The Perse School

2 3Welcome...We believe that our Sixth Form offers a unique educational experience. With morethan 300 students we have the critical mass to offer a broad range of academicopportunities, high quality sports teams and an exceptional enrichment programme.However, the Sixth Form is also small enough numerically for every student to beknown, respected and supported as an individual.Our students are a lively and diverse group of people. We have beenco-educational for over 15 years and we draw students from a widerange of backgrounds. All new students quickly become integrated intothe school community and make strong, lasting friendships.We take great pride in our reputation for educational excellence.The Sixth Form curriculum is based around A levels and the Pre-Uqualification. This is a flexible structure and our students can study upto five subjects. Upper Sixth students now have the opportunity totake the Extended Project Qualification (EPQ) in a subject of their ownchoosing. The EPQ has proved to be a tremendous way of learning vitalresearch skills and developing personal academic interests.Class sizes are small and the teaching is excellent. As a consequence,standards are extremely high: in 2011 our students achieved 95% Aand B grades at A level (79% at A* and A grades). For these reasons,the vast majority of our students obtain places at their first choiceuniversity and last year thirty of them won places at either Oxford orCambridge.Indeed, a recent independent report by the Sutton Trust placed ThePerse thirteenth in a league table of the top 100 schools recording theproportion of higher education applicants accepted at highly selecteduniversities. Over 87% of Perse applicants were given places at thetop universities, compared with a national school average of 23.8%and an independent school average of 48.2%.However, life here is about more than just academic success. Ourstudents develop a range of skills and personal qualities throughparticipation in the school’s sporting programme and enrichmentactivities. There are some exciting opportunities to study non-curricularsubjects, extend cultural or musical interests and participate in a varietyof overseas trips. Perse students have recently been trekking in Ladakh,travelling on expeditions to Kenya and working with charity projectsin Brazil.We believe our Sixth Form also benefits greatly from being part ofa larger 3–18 school community: our students play an importantleadership role as prefects, expedition leaders and sports captains.We recognise that the transition to Sixth Form life and then universitycan be a challenging time. In consequence, our pastoral care system,based on close tutorial relationships, is geared to ensure each student’sacademic and personal well-being. A dedicated university and careersadvisory team within the Sixth Form also provides ongoing support tostudents throughout the university application process. We look forwardto welcoming you next September and to working with you over thenext two years.Ed ElliottHead

4 5Student focusThe Sixth Form is a vital transitionalphase between school and university.Our students are encouraged to develop a strong independent workethic and to take responsibility for their own learning. However, werecognise that their eventual success depends upon us providing closeacademic and pastoral support.Small academic classes, in which individual learning needs can easilybe identified and targeted, are an important part of this. Similarly, ourtutorial system provides students with a positive and supportive pastoralenvironment that underpins their time in the Sixth Form. Our tutorsencourage and help students through their Sixth Form experience anddeliver a comprehensive Personal, Social and Health Education (PSHE)programme.The Sixth Form management team has an ‘open door’ philosophy:students are always welcome to consult with the Head of Sixth Formor the two Heads of Year on any issue that is concerning them.We monitor the progress of students closely during their time here.Formally, this is achieved through regular academic grades, termly writtenreports, feedback data on AS and A2 module results and parents’evenings. Informally, we encourage an ongoing dialogue betweenstudents, parents, pastoral staff and teachers through ad hoc meetings,telephone calls and email to maintain a common sense of purpose andmomentum.Students with Special Educational Needs are assisted by our LearningSupport department. The Head of Learning Support attends our regularSixth Form tutors meetings and provides valuable feedback and adviceon how best to help individual students.We believe our academic and pastoral systems provide the right levelof assistance for students to achieve their aims. While we acknowledgetheir status as independent young adults, we also recognise that thepressures Sixth Formers face mean they need encouragement andsensitive support from staff who really know them.

24 25EnglishLiteratureWhy study English Literature?English Literature is one of the most established, rigorous andwidely-recognised A level courses; it allows students to engage in astimulating and demanding way with a wide range of texts rangingfrom the fourteenth century English poet Chaucer to the contemporaryAmerican playwright David Mamet.Teaching and learning experiences will be lively and interactive, fromgroup work to student-led seminar presentations, from improvisationin class to analysing film language. Discussion of complex ideas andchallenging themes in a lively and supportive environment is integralto our working methods and students grow in skill and confidence asthey explore texts in detail.English is a subject to be enjoyed both inside and outside the classroomand there are many opportunities for theatre trips, lectures, directing,performing and filming as well as gallery and exhibition visits. There isa student-led Literary Society (visited in 2010/11 by the Poet LaureateCarol Ann Duffy), a Debating Society and an annual production stagedat the Edinburgh Festival. Last year our students went on a literary tourof New York; this year we are running a study visit to Dublin duringOctober half-term week.The English Literature course is popular and has an outstanding recordof success. The qualification is admired by universities and enablesstudents to go on to study a wide range of courses at the highest leveland subsequently embark on a variety of prestigious careers.Course contentStudents will follow the OCR AS and A2 specifications in EnglishLiterature (H071 and H471) which provide a balance betweencoursework and examined papers and include texts from a varietyof periods, genres and styles. There is the possibility of a creativewriting option at AS level, allowing students considerable freedomof expression. All AS papers are completed and examined at the endof the Lower Sixth Year; A2 papers are all taken at the end of theUpper Sixth.AS F661 : Poetry and Prose (1800–1945) Exam – 2 hoursAS F662 : Literature (post–1900) Coursework of 3000 wordsF663: Drama and Poetry (pre–1800) Exam – 2 hoursA2 F664 : Texts in Time Coursework of 3000 wordsFrenchWhy study French?The ability to understand and communicate in other languages isincreasingly important in our society and in the global economy.Languages contribute to the cultural and linguistic richness of oursociety, to personal fulfillment, mutual understanding, commercialsuccess, international trade and global citizenship. At The Perse we arebucking the national trend, and French is an increasingly popular subjectand attracts students from all subject specialisms who recognise thatthe ability to speak and understand a language beyond GCSE level willbe a real asset at university and beyond. French combines well with allsubjects, whether Arts, Sciences or Humanities and we regularly have 35to 40 Sixth Form students studying French, roughly a third of whom willcontinue to study languages at university in one form or another.We organise an annual French study day, held at the school in February,at which an outside speaker and French national delivers talks and leadsdiscussions on a number of topics taken from the AS and A2 syllabuses.AS and A2 students also have the opportunity to take part in an annual4 day cultural trip to Paris during February half-term and a biennialseven day visit to the island of La Réunion in the Indian Ocean at Easter.In addition we can offer penfriend links with Sixth Formers at ourpartner schools, Sainte Croix de Neuilly in Paris or Institut Florimontin Geneva, as well as advice on arranging a work experience placementin France.Course contentWe follow the AQA specification in French.The AS topics are:At A2 the syllabus combines a stimulating mix of contemporarytopics with the more traditional opportunity to study two culturaltopics, both on separate literary works.The A2 topics are:• Media• Youth culture• Health and well-being• Family and relationships.• The environment• Contemporary social issues• The multi-cultural society• Personal cultural topic (a novel or a film)• Whole-class cultural topic (a play)

26 27General StudiesGeographyStudents may choose to do AS General Studies (AQA) in addition totheir other AS Levels. The extra workload is minimal compared withnormal AS Levels but it does provide students with the means ofbroadening their education and of demonstrating to universities theirintellectual curiosity and breadth of knowledge and interests. The ASGeneral Studies examination is taken in January of the Lower Sixth.It is examined by a mixture of multiple choice and stimulus questions.Although there is little formal teaching for these examinations, studentswill find that their AS and other courses plus general reading will enablethem to obtain a good grade. Candidates are provided with past papersand some extra tuition for the examinations if required. Students mayobtain the A2 qualification in the Upper Sixth.Why study Geography?The word geography literally means ‘to write the earth’. A massivetask – the study of the earth’s 150 million sq km surface and the effectsof its seven billion inhabitants! Therefore, it is not surprising that theGeography course covers a diverse array of topics, such as sustainability,global development, population dynamics, global warming and glaciers.We believe that students will find the course relevant and thoughtprovoking. Geography is not just a catalogue of facts and figures, buta subject that attempts to understand the diversity, similarities andinterconnections that exist between people and places.Fieldwork is an essential and enjoyable element of the course. Fieldtripsat AS include a four day residential trip to the highly regarded Cranedalefield study centre in Yorkshire and a day trip to the North Norfolk coast.A charge may be made for trips. The department has also run optionaloverseas trips to Iceland during the past four years.In the past department results have been excellent and the course is anideal preparation for those intending to read Geography at university.Geography links very well with a wide range of science and humanitiessubjects, is stimulating and is well regarded by employers and universitiesas it encourages a broad range of communication, problem solving andnumerical skills.Course contentWe offer the OCR Specification for AS and A2 examination. The courseis dynamic and exciting and involves the study of global variations inthe pattern and processes that form and affect the earth’s surface.The specification offers a balanced approach to human and physicalgeography within which fieldwork is encouraged.At AS there are two written examinations to be taken in June of the Lower Sixth.Module 1Module 2Managing the Physical Environment• Coastal Environments• Hot Arid and Semi Arid Environments • Cold EnvironmentsManaging Change in the Human Environment• The Energy Issue • Managing Urban Change • Managing Rural ChangeAt A2 there are a further two modules. Module 4 is taken in Januaryand Module 3 in June of the Upper Sixth.Module 3Module 4Global Issues• Earth Hazards • Atmospheric Hazards • GlobalisationGeographical Skills

28 29GermanGreekWhy study German?Why study Greek?Studying German at A level allows students to enrich their command ofthe spoken and written language to a significant degree of sophistication.The student’s understanding of an increasingly widening range of languagedevelops as does a greater awareness of cultural differences, nuancesand similarities. Taking German at A level is not solely about learning alanguage, but moreover it is a subject which allows individuals to developtheir intellectual skills in a challenging and rewarding environment.As part of their general enrichment in this subject, students are offeredthe chance to take part in a study trip to Berlin in either the Loweror Upper Sixth.Students who study German in the Sixth Form often go on to readGerman at university, either as the chief subject of their degree ora valuable subsidiary component.For many pupils Greek will complement the study of Latin as they prepareto embark upon a Classics degree at university. However, pupils oftenfind Greek an excellent supplement to other A level subjects. Some pupilschoose to study Greek to broaden their studies and explore the historical,literary and philosophical nature of the set texts alongside the study of ahighly logical and structured language.A level Greek is studied by relatively few nationally and it is held in thehighest regard as a measure of academic calibre amongst universities andemployers. Students who have studied Greek to a high level are regardedas being academically ambitious and able to rise to a challenge. Anarray of skills are developed and refined in a challenging and satisfyingenvironment, where small classes offer a taste of study beyond the schoolenvironment. Authors such as Homer and Xenophon are the basis forstudy of literature in the Lower Sixth, whilst the Upper Sixth will offerstudy of some Greek drama alongside philosophical or historical writing.Sixth Form Study Days in London, led by distinguished Classicists areaccompanied by seminars held locally with other sixth forms to enablestudents to engage with the wider community of classicists. In a city withsuch a history of academic study, we are proud to forge close links withthe University, benefitting from the input of visiting speakers from one ofthe largest Classics Faculties in the country. We also take the opportunityto go to Greek plays that are being performed, especially the CambridgeGreek Play, a triennial event at the Arts Theatre.Course contentSixth Form Greek is studied as part of the OCR Classics Suitespecification. Students are expected to have studied Greek to GCSEprior to beginning the A level course. The AS course follows on verysmoothly from the GCSE course and features two elements:Language paper (1.5 hours) – a translation of an unseen passageof Greek, followed by either a second translation, taken from anextract by the author who is being studied for Prose Literature orsimple translation from English to Greek in the form of isolatedsentences.Literature paper (1.5 hours) – translation and commentaryon both prose and verse set authors.The A2 course provides specified authors for study in verse andprose for the language elements. This allows students to gainfamiliarity with the style and vocabulary of each author.Course contentWe follow the AQA syllabus.Verse paper (2 hours) – critical analysis and evaluation of theverse set text, followed by a comprehension task using a passagefrom the specified verse author, including some translation fromGreek to English and some basic scansion.The four AS topics are• Media• Popular culture• Healthy living/lifestyle• Family/relationshipsThe four A2 topics are:• Environment• The multicultural society• Contemporary social issues• Cultural Topic: The Work of aNovelist and The Work of a FilmDirectorProse Paper (2 hours) – critical analysis and evaluation of theprose set text, followed either by a comprehension task using apassage from the specifiedverse author, including some translationfrom Greek to English or by a translation of a short continuousprose passage from English to Greek.

30 31HistoryItalianWhy study History?The best reason for taking History is enjoyment of learning aboutthe past and the wish to develop an enquiring and sceptical mind.In addition to meeting the requirements of exam specifications, studentsare encouraged to develop their own areas of historical interest. Thestudy of History is an ideal method of developing a range of academicskills. Students are encouraged to read, and reach an opinion onwhat they have read; to write well-researched and coherent essaysand to share ideas and opinions through discussion.Course contentThe History Department is unique in the school in offering a choice ofcourses: Early Modern and Modern (OCR AS H106 and A2 H506). EarlyModernists concentrate on studying Tudor England and developmentsin Europe in the 16th century, providing an opportunity to examinea completely different period from that which they studied at GCSE.Students taking the Modern course examine aspects of the history offour major states in the 19th and 20th centuries, allowing them tocomplement work done during the past two years.Early ModernAS F961 British Period Study: Henry VIII to Mary Exam 1.5 hrsAS F964 European History Enquiries: The Reformation Exam 1.5 hrsA2 F966 Historical Themes: Tudor England and Europe Exam 2hrsA2 F965 Coursework on Elizabeth I 2 x 2000 wordsModernAS F962 European Period Studies: Italy and Mussolini Exam 1.5 hrsAS F963 British History Enquiries: Churchill 1920–45 Exam 1.5 hrsA2 F966 Historical Themes: Civil Rights in the U.S.A. Exam 2hrsA2 F965 Coursework on Lenin and the Russian Revolution 2 x 2000 wordsResources in the departmentinclude a Sixth Form Library of over 1,500books, an extensive collection of historical periodicals and videos andDVDs. Eminent historians visit The Perse to address the school’s HistorySociety and students attend lectures in London and at CambridgeUniversity and the Cambridge branch of the Historical Association.Each year a group of Lower Sixth Form historians visit Paris to studyaspects of French history.In 2011 our first tour to Berlin was a great success and in 2012a weekend in Poland is planned.Whilst most A level historians are taking other arts subjects, this subjectis an ideal one for scientists who wish to continue to develop theirwriting and analytical skills and prove to universities that they haveacademic breadth.Course contentWhy study Italian?The Italian department is very keen to promote not only the language,but also the very rich and sophisticated culture and civilisation of Italy.Italian has only recently been introduced to the school and students aregenerally taught in very small groups. This gives them the opportunityto interact regularly with the teacher and with each other, using thelanguage constantly during the lessons. There are lively and interestingdiscussions where students inevitably develop their ability to expressopinions and justify their perspectives in a mature way.Working in line with the Edexcel specification, students cover all aspectsof the language with a particular emphasis on developing communicativeskills in speaking and writing. There is also an extra focus on topics suchas media, film, art, history of arts and current affairs. Students are givenan insight into Italian and European culture and this will often reinforceother subjects they may be studying, from history to art history, frommusic to other European languages.Overall, the focus at A level shifts towards a greater understandingof the people. By exploring how Italians deal with hot issues such asimmigration, racism, the environment and ethical issues, many studentsalso come to discover their own attitudes, principles and ideas on suchissues. We strive to support and extend all pupils who wish to applyfor Italian at university through a range of specially arranged activitiesincluding mock interviews and extra help outside lessons.The Edexcel syllabus provides a logical progression from GCSEand offers a clear learning focus and an appealing andstimulating content.The four AS topics are:• Youth culture and concerns• Lifestyle: health and fitness• The world around us: travel, tourismand environmental issues• Education and employmentThe A2 topics are:• The four AS topics mentioned above• Customs, traditions, beliefs and religions• National and international events: past,present and future• Literature and the arts

32 33LatinMathematicsWhy study Latin?Latin is universally recognised for developing a broad range of skills aswell as offering a rewarding field of study. The A level course builds onthe linguistic foundation acquired at GCSE, and includes the study ofliterature, both poetry and prose, and language. The literature that isstudied will give an insight into many aspects of the history, philosophyand culture of the Roman civilisation that was so important to thedevelopment of our own. Study of Latin also forms a basis for the studyof other modern Romance languages (e.g. Spanish or Italian).The structure of the examinations set by OCR is set out here:LevelASASA2A2TitleLatin LanguageLatin Verse and Prose LiteratureLatin Verse (Literature and LanguageLatin Prose (Literature and Language)Duration1hr 30min1hr 30min2hrs2hrsThe sort of students who will make the most of an AS or A level coursein Latin are those who at present enjoy the language itself and feelcompetent at translation. They should also be interested in literature,prepared to put forward and defend their own ideas on the works theyare studying and to write critical essays analysing these works. Above allthey should have an interest in the ancient world. The best way to helpthis interest flourish will be to read further works in Latin alongsideimportant secondary texts and the Classics Department will endeavourto help you broaden your understanding of the Roman world. FromCicero to Caesar, Ovid to Virgil, Latin A level offers you the chanceto read the works that have influenced modern literature from thepolitical arena to the plays of the west end and the collections of poets.Weighting25% of A level 50% of AS level25% of A level 50% of AS level25% of A level25% of A levelWhy study Mathematics?There are many reasons for wanting to study Mathematics.• You enjoy the subject and find it interesting and stimulating.• You have sound numeracy skills and have always been good andsuccessful at maths.• Mathematics is an excellent training for the mind and helps developlogical thinking.• Maths helps you develop efficient problem solving skills.• It can support other subjects but can also give breadth and balanceto arts or language A levels.• Mathematics reveals hidden patterns that help us understandthe world around us.Students with Maths qualifications are highly sought after and havegood job prospects. Students who are thinking of university courseswith a strong mathematical content should consider taking FurtherMathematics. Knowledge of Mathematics and Statistics is importantin most other areas of science, economics, medicine and engineering.Course contentWe have been teaching a modular course since 1994. Modular A levelsoffer a flexible approach and help students plan their studies morecarefully over the two year course.AS and A level MathematicsMathematics students must study six components to achieve an A levelaward. All students must study a range of Pure components, and thiswork includes a study of functions, calculus, trigonometry, sequences,series and numerical methods. In addition, students sit a combinationof Statistics and Mechanics components. These will include a studyof probability, probability distributions, correlation and regressionanalysis, forces, Newton’s laws of Motion, momentum and equilibriumconditions. Three components give an award of AS Mathematics,students must study two compulsory Pure modules and in addition weteach Statistics module S1 as the third module.Double Subject Mathematics(Further Mathematics A level and Mathematics A level)This is intended for those students who have a real aptitude inMathematics and wish to go further than the single subject. Twelvecomponents give an award of A level Further Mathematics but weintend to teach 13 components to give our students a broaderintroduction to both Mechanics and Statistics. The work includes topicssuch as hyperbolic functions, vector methods, first and second orderdifferential equations, inductive proof, matrices, relative motion, centresof mass, further probability distributions, statistical inference andstatistical tests.AS Further MathematicsThe course falls halfway between A level Mathematics and FurtherMathematics and is designed for the more able students who perhaps,do not wish to take on the heavy timetable involved in the doublesubject. Students complete a course of nine modules; four of thesecomponents are taken at the end of the Lower Sixth.

34 35MusicPhilosophyWhy study Music?Since September 2008, we have been teaching the new Pre-U coursein Music. The most obvious difference between this course and the AS/A2 exams is its linearity – it will be assessed at the end of the two years.This will enable us to focus firmly on music education in the SummerTerm of the Lower Sixth, rather than revision, exam paperwork andperformance logistics. It also means that we will be able to help studentsevolve their performing, composition and analytical skills over a five-termperiod rather than testing them only months after starting the course.The course should prove to be a highly worthwhile qualification forthose considering Music as a university subject; however it will also beequally accessible for those who simply enjoy the subject and may notbe considering it for higher education.Although the examination does hinge on successful performance at theend of the Upper Sixth, there is still a substantial weighting to practicalskills, composing coursework portfolios and an extended project whichalso gives students considerable flexibility to pursue their musical interests.It therefore does not all depend on one or two written exams.Component123TitleWritten paperSection A: a comparison of performances of Baroque/Classicalrepertoire expecting candidates to comment upon performancepractice issues.Section B: candidates pursue a course studying vocal music in the19th Century (Romantic Period) and answer a number of aural-stylequestions on the extract.Section C: a topic will be chosen for closer study/analysis, e.g.Modernism in France (1894–1925) or Jazz (1920–1960). For eachof these topics, there is a set work which requires some detailedanalytical study.Section D: candidates have a choice of question and form connectinglinks between the topics studied across the paper or indeed any musicthat has formed part of their overall experience.Listening, Analysis& Historical StudyPerformingComposingDuration3 hour examwith break in the middle15–20 minutes + performingthroughout the course2 hour exam + coursework+ commissioned compositionWeighting (%)3022.522.5Over the past few years the study of Philosophyat The Perse has become a popular option withconsistently excellent results.The AQA course offers students the opportunity to gain a thoroughgrounding in key Western philosophical concepts, themes, ideas andtechniques, and develops their skills of analysis and reasoning. It alsohelps students to form their own judgements, express them coherently,and contribute to the process of debate. An Advanced Subsidiary or fullA level course in Philosophy will equip students with a set of transferableskills which can be applied successfully not only in Philosophy but alsoto other academic subjects and many theories and arguments theyencounter in their everyday lives.At AS level students study four subject areas in preparation for twopapers (Units 1 & 2), taken in the Summer Term. The four areas are:• Reason and Experience (compulsory for all candidates)• ‘Why should I be governed?’ (Political Philosophy)• ‘Why do we value art?’ (Aesthetic Philosophy)• Knowledge of the External World (Epistemology/Philosophyof Perception)At AS level the emphasis is on developing skills of analysis throughreading, writing and discussion. A wide range of resources and methodsis used to enable students to engage actively with the subject, with anemphasis on using primary philosophical texts wherever possible.The A2 course builds on this training and the course enables studentsto develop their understanding of key philosophical concepts, themes,texts and techniques. Students specialise further, studying two themes indepth for Unit 3, currently focusing on Philosophy of Mind and PoliticalPhilosophy.For Unit 4 students engage with philosophical problems through thedetailed study of a particular text (currently Descartes’ ‘Meditations’;in recent years groups have also studied Hume’s ‘Enquiry ConcerningHuman Understanding, and Mill’s ‘On Liberty’). The course becomesmore technical and students are expected to show a more extensiveknowledge and deeper understanding of the writings of a range ofphilosophers.Every year Perse students proceed to university courses in Philosophy, orcombining Philosophy with other subjects, and the school is developinga reputation for sending outstanding candidates to such courses at themost sought-after universities.AS 1171Unit 1: An Introduction to Philosophy 1: 50% of AS Level,25% of A Level. Written paper 1 hour 30 minutes.Candidates must answer the compulsory question on reasonand experience and one other question.Unit 2: An Introduction to Philosophy 1: 50% of AS Level,25% of A Level. Written paper 1 hour 30 minutes.Candidates must answer two questions.One ofPersonal StudyA2 21714.14.24.3DissertationAdvanced RecitalFree CompositionVarious25Unit 3: Key Themes in Philosophy: 30% of A Level.Written paper, 2hrs. Candidates choose two questionsfrom two different sections.Unit 4: Philosophical problems: 20% of A Level. Written paper,1 hour 30 minutes. Candidates must choose one sectionand answer the compulsory question and one essay question.4.4Music Technology

40 41PsychologyReligious StudiesWhy study Psychology?Psychology is one of the most exciting subjectstoday. The first Psychology department in theUKwas set up in the late 19th century at CambridgeUniversity. The aim of Psychology is to answer somesimple, but fundamental questions about humanbehaviour and experience: why do we behave in theway we do? Why do we think the things we think?We follow the Pre-U course which is designedto ‘stretch and challenge’ and a special featureof the Psychology specification is an ‘explore more’section for those who have a specific interest in akey study or specific topic area. Assessment is vialinear examinations. This means that there are nomodular AS examinations at the end of the first yearand all work is assessed at the end of the two-yearcourse. There is a traditional coursework componentof 20%. As Pre-U is more challenging, the rewardis more UCAS points than a modular A level andthere is a ‘Distinction 1’ grade which is higher thanan A level A*. In the first year, 15 key studies will becovered to introduce the broad nature of Psychology.In the second, two options are studied to providedepth. The studies in Year 1 look at (in additionto eight others):• Why we sleep and how eye movement isrelated to dream content• Why we obey authority• Why some people become compulsive gamblers• What influences an eyewitness testimony• Why some people develop body dysmorphicdisorder• Why facial symmetry makes a person attractive• How our early childhood influences ouradult relationshipsCourse contentYear 1 Paper 1 Key studies 20%Paper 2 Methods, approaches, issues and debates 20%Year 2 Paper 3 Two options from the list below 40%In the second year two options are studied in depth, taken from a choice of five(although not all options will be available):Psychology and CrimePaper 4 Personal Investigation/coursework 20%Criminal thinking patterns, forensic techniques, offender profiling,interrogation techniques and detecting lies, jury decision making,punishment and treatment of offenders.Psychology and AbnormalitySchizophrenia, depression, phobias & obsessive-compulsive disorder,impulse control disorders (eg kleptomania, pyromania), dissociative disorder(e.g. multiple personality, amnesia), perspectives on abnormality.Psychology and SportMotivation to succeed, aggression, sports personality, leadership, coachingand team cohesion, anxiety and sport performance, effects of an audience.Psychology and EnvironmentPersonal space, technological catastrophe (e.g. accidents), crowd behaviour,noise, environmental cognition & wayfinding, crowding and density.Psychology and HealthDoctor-patient relationship, pain, stress, health promotion, substance abuse(e.g. smoking), adherence to medical requests.The AQA Religious Studies (Philosophy and Ethics) courseoffers students the opportunity to develop their interest in andenthusiasm for a rigorous study of religion and ethics in relationto the wider world. Students are encouraged to treat the subjectas an academic discipline by developing knowledge, understandingand skills appropriate to the specialist study of religion and ethics.The course also helps students adopt an enquiring, critical andreflective approach, and encourages them to reflect on anddevelop their own values, opinions and attitudes in the lightof their learning.An Advanced Subsidiary or full A level course in RS will equipstudents with a set of transferable skills which can be appliedsuccessfully not only in RS but also to other academic subjectsand any written theories and arguments they encounter in theireveryday lives.Many students who have especially enjoyed their GCSE in thissubject will appreciate the chance to continue and develop theirstudies, although a GCSE is not a prerequisite for this course.Course contentASPhilosophy of Religion: Religious Experience; Psychologyof Religion; Atheism and Postmodernism; the CosmologicalArgument.Ethics: (a combination of applied ethics and meta-ethics):Utilitarianism; Situation Ethics; Religious Teaching on theNature and Value of Human Life; Abortion and Euthanasia.A2Philosophy of Religion: The Ontological Argument; ReligiousLanguage; Body, Soul, and Personal Identity; The Problemof Evil.Ethics: Ways of Moral Decision Making.

42 43SpanishTechnologyWhy study Spanish?Course contentWhy study Technology?Spanish is spoken in over 23 countries throughout the world so studyingit creates a wealth of opportunities. It is an increasingly popular subjectin the Sixth Form and it can be combined equally well with English,History, Economics and Law amongst others. It is highly valued byuniversities and employers as a broad-ranging and academic subjectwhich exercises a wide range of skills. Through the study of languagesstudents can develop their oral and analytical skills as well as theirlinguistic competence and ability to express themselves both verballyand in writing in a mature and competent manner. Taking Spanish atA level is not solely about learning a language, it is a subject whichallows individuals to develop their intellectual skills in a challengingand rewarding environment.We are always thrilled by the number of Perse students who go onto study Spanish or Hispanic Studies at university. In recent years onaverage a third of pupils who have studied Spanish at A level have takenthe subject at degree level. One of our former pupils recently achieveda starred first from Trinity College Cambridge having studied Modernand Medieval Languages.We aim to support and extend all pupils who wish to apply for Spanishat university through a range of activities, including mock interviewsand study-day visits.We follow the AQA exam syllabus which has a classiccontent mix with contemporary and stimulatingmaterial.The four AS topics are:• Media • Popular culture • Healthy living/lifestyle• Family/relationshipsThe four A2 topics are:• Environment • The multicultural society• Contemporary social Issues• Cultural topic – two of the following should be covered:– A target language-speaking region or community– A period of 20th century history from a targetlanguage-speaking country or community– The work of an author from a target language-speakingcountry or community– The work of a dramatist or poet from a targetlanguage-speaking country or community– The work of a director, architect, musician or painterfrom a target language-speaking country or communityWe offer a course in the ‘Systems and Control’ option of Design andTechnology by AQA. This means electronics, computing and mechanisms.You will work with and study a variety of materials, components, systemsand production methods to develop an understanding of the workingcharacteristics and properties. Clear communication of ideas is stronglyemphasised. Coursework will be assessed mainly on the basis of a writtenreport which will be completed as homework.This is a highly applied course. Most of the work done in the classroomwill be practical investigations and will endorse the theory covered in classand for homework. Over the year you will spend nearly two-thirds of thetime on your own individual advanced project; you choose what you wantto do. Examples of projects include an electronic card shuffler, coin sorter,guitar tuner, robot arms/vehicles and a radio-controlled hovercraft.If you want to become an Engineer in any discipline, or you enjoy findingout how things are made or how they work, then Technology at leastto AS is an obvious choice. If the idea of ‘designing and making’ doesn’timmediately grab you then this is not the course for you. Our experienceis that A level Technology can be very useful for students applying forEngineering at competitive universities.Candidates wanting to continue Technology in the Upper Sixth can takeA2 Systems and Control. This course has a similar format to the AS butwith more emphasis on Design & Manufacture.The course is assessed as follows:-• 50% 2 hr written paper on Materials, Components& Applications (May)• 50% 50 hr (approx.) Coursework. (Submitted April)

44Enrichment ProgrammeOnce a fortnight on a Mondayafternoon, all Sixth Formers participatein the Enrichment Programme.2011 –12 Enrichment options include:The aim is to provide something different to the experiences that youget in normal classroom lessons. It may be a cliché, but the moreeffort that you put into your enrichment activities, the greater willbe the rewards that you gain. However, we hope that the EnrichmentProgramme will enable students to:• Learn skills that might not be acquired in classroom lessons• Gain opportunities for leadership• Develop new interests• Serve the wider community• Have the option to work towards a Duke of Edinburgh’s Award• Learn to cope with new challenges.The Perse Exploration Society (PES)PES prepares students throughout the year for a physically and mentallychallenging international expedition. Two field weekends are spentdoing survival or mountain training which typically includes first aid,navigation, leadership tasks, bushcraft and night exercises. The expeditiondestination is chosen by the members of the society and the expeditionwill include some adventurous activities such as white water rafting andmountaineering, as well as community or conservation work. Over thelast few years we have been involved with conservation work in theAmazon and worked in schools in the Himalayas and Eastern Europe.Students from the society have reached 6000m summit peaks in bothEcuador and Ladakh. In 2010, the committee responsible for organisingour summer trip to Kenya won the David Hollier Award from theYoung Explorers’ Trust for the quality of their expedition planning.45Adventurous/Outdoor Pursuit ActivitiesDuke of Edinburgh’s AwardThe Perse Exploration Society (PES)RAF SectionCommunity ServiceAddenbrooke’s Hospital volunteeringCare home volunteeringEnvironmental ProjectsPrimary School volunteeringRed CrossSalvation Army CentreVisiting the elderlyOther optionsArchaeologyBallroom DancingCambridge Cookery SchoolCommunity ArtComputer ProgrammingCookingDIYEnrichment MusicFilm ClubHockey CoachingJewelleryJournalismPerforming ArtsPerse Organic GardenPhotographyRugby CoachingSchool archive research

46 47

48 49Extra curricularDramaThere is a very strong tradition of Drama at The Perse, both withinthe classroom and as an extra-curricular activity. The school offers arange of performance and rehearsal spaces from the fully-equippedtheatre to the brand new studio classroom, the main hall for theatrein the round and outside spaces for open air or promenade productions.Our in-house programme of up to ten productions per year offers awealth of opportunities to actors, technicians, production assistantsand artists.All Sixth Formers have the option of drama experience, whetherthrough the Performing Arts enrichment programme or in astudent-directed play such as Noises Off or school production suchas Pygmalion. We perform in local theatres (including Cambridge ArtsTheatre and The Junction), regional drama festivals and annually at theEdinburgh Fringe. Alongside our own experienced staff, there is alsothe opportunity to work with theatre professionals in lighting, costumedesign, make-up, staging and directing. We offer an extensive scheduleof theatre trips within Cambridge and to London and Stratford. Thereare also opportunities to attend performances and workshops on theEnglish and Drama Department’s annual trips to New York or Dublin.

50 51MusicSportA wide range of musical opportunities is available and studentswho are not studying Music as a subject in the Sixth Form arevery welcome to participate. The weekly schedule of rehearsalsincludes: Senior Orchestra, String Orchestra, Full Choir, SeniorChorale, Senior Wind Band, Brass Ensemble, Big Band, and alarge selection of Chamber Music Groups for most instrumentalcombinations.A typical year sees the Department performing in a number ofoutside locations including the University Concert Hall at WestRoad, Our Lady and the English Martyrs Church and EmmanuelUnited Reformed Church. In 2010, we performed a specialWinter Concert at St John’s, Smith Square in London, whichinvolved around one-sixth of the school’s students! There arealso numerous smaller events both inside school and at localfunctions/charity events – we aim to be as inclusive as possiblewhilst enabling the most experienced musicians to develop theirtalents to the highest level. Indeed, we have a number of studentsperforming in the National Youth Orchestra, IAPS Orchestras,National Schools’ Orchestra and National Youth Choirs. We havealso been fortunate to host masterclasses with internationalperformers such as Natalie Clein, John York, Mark Bassey, RuthPalmer and Jeff Rich, who was the drummer with Status Quo.In October 2011 we will be welcoming the pianist Martin Roscoeto work with a selection of students.Upper Sixth students also have the chance to apply to performa concerto movement with an orchestra or wind band in one ofour major external events. The Senior Chorale has also enjoyedsome significant success in recent years – including a ‘Choir ofthe Day’ award at the BBC Choir of the Year competition. Tourshave taken place to Paris, Iceland and Edinburgh in the lastfew years.We look to develop excellence and participation in sport.Full support is offered to all team and individual performances.The following activities can be played recreationally orcompetitively: badminton, basketball, climbing, cycling, dance,fencing, fitness training, golf, hockey, judo, karate, kung fu,netball, rowing, cross country, shooting, squash, tennis andtable tennis.Hockey, netball and tennis are the major sports for girls and wehave three senior hockey teams, six netball teams and two tennisteams. We enter the county rounds for netball and outdoor andindoor hockey. The girls’ indoor hockey team has been runnerup in the County Indoor Championships and recently won theLoughborough Pre-Season Tournament. Our hockey coach isOlympian and European champion Glenn Kirkham.Hockey is the boys’ major sport played in the Lent Term. In 2010,the U18s were the England Hockey Indoor Champions for thefourth year in succession; last year they reached the nationalsemi-finals. We also have three senior rugby teams that all offera different experience. The 1st XV over the last five years hasbeen very successful. The school has two senior football teamsthat play a full fixture list and enter the Cambridge League.In the Summer Term, cricket is the major sport for boys butoptions to compete in tennis and athletics are also available.There are three Sixth Form cricket teams and our first team isranked in the top 20 schools in the country. Our excellent indoorfacilities include six nets for winter training.We have senior teams in tennis for boys and girls.The school has a suite of practice rooms, a rehearsal hall, recordingstudio and two classrooms equipped with Music Technologyresources. Students are able to book the facilities for their ownpractice and rehearsals too. Rock / pop bands make use of theMusic Technology suite and learn about the recording studio undersupervision.

52 53Clubs and societiesThe school has a long tradition of studentrun clubs and societies catering for a wide rangeof interests. These offer students a chance todevelop leadership and organisational skills,whilst the activities on offer do much to broadena Sixth Former’s education and allow them toassist pupils in the Lower and Middle School.

54 55Higher EducationJonathan Green (Director of Qualifications and Progression) overseesall university applications, supported by specialist advisers for Arts,Sciences, Oxbridge, Law, Medical and Overseas applications, and SixthForm tutors. The process begins with a Higher Education evening heldin the spring to which all students in the Lower Sixth and their parentsare invited. Here visiting speakers from the admissions departments oftwo different universities speak about applications in general, and thequalities they are looking for in the students to whom they make offers,alongside presentations from the school’s Higher Education team.Students are encouraged to begin thinking about university coursesand attending open days.This is followed by two University Applications days in June, whichinclude study and time management skills, an introduction to criticalthinking, and a strong focus on the personal statement. The start of theMichaelmas Term sees an intense period of activity with the finalisingof the personal statement and completion of the application by studentsand checking by staff. Throughout, a high level of advice, guidance andsupport is provided by the Higher Education team and tutors. Referencesare drafted by tutors and reviewed by Jonathan Green and the Head,and draw upon information provided by teaching staff as well as thestudents themselves. They seek to provide the strongest possible positiveassessment of a student’s skills and endorsement of the universityapplication. Where students are applying to universities where theywill be interviewed (largely Oxbridge and Medical Schools), interviewguidance and practice are provided. We also provide specialist preparationfor the growing number of university admissions tests. Students whoapply to university after completing their A levels receive the same levelof assistance and advice as those currently studying in the Sixth Form.All members of the Sixth Form progress to Higher Education, virtually withoutexception. The vast majority move on to top universities; details of universitiesand courses for the 2011 cohort are shown on the following pages.

56 57A levelresultsA level results 2011SubjectArt & DesignBiologyChemistryClassical CivilisationEconomicsEnglish LiteratureFrenchFurther MathsGeographyGeneral StudiesGermanGreekHistoryItalianLatinMathematicsPhilosophyPhysical EducationPhysicsPoliticsRussianSpanishTechnologyTOTALSNo. ofCandidates947516163517162935145147363399198433A summary of results achieved by members of the Upper SixthYear (% Cumulative)2011201020092008A*68222071151220019123810183123163A3211521221911114120022642115063180A*3834B012122265040005008116101268A79757375B95949194C0520112020001001003000018C99999897D1001009899D010010000010000000100004E100100100100U100100100100E000000000000000100000000U000000000000000100000000Pre-U resultsA summary of results achieved by members of the Upper SixthSubjectMusicPsychologyTOTALSUniversity destinationsSeptember 2011InstitutionCandidatesper subject11920D1022Anglia RuskinBathBirminghamBristolBrunelBrighton and Sussex Medical SchoolCambridgeCardiffCoventryDurhamEdinburghExeterFalmouth School of ArtImperialKings College, LondonKentLeedsLeeds School of ArtLeicesterLondon School of EconomicsD2156D3055M1011M20222011124211191192812737113M3033P1011InstitutionLiverpoolManchesterMiddlesexNewcastleNottinghamOxfordPeninsula College of Medicine & DentistryQueen Mary, LondonReadingRoyal Holloway, LondonSt George’s, LondonSheffieldSchool of Oriental & African StudiesSouthamptonSurreySwanseaUniversity of the Arts, LondonUniversity College, LondonWarwickYorkYork St John20112415911131325221218841

58Student profiles59Charles BehaggHarry BoydWill WrightStephanie HittiTsiona LidaAfter joining The Perse at the age of 13 Iquickly found that the school offers anatmosphere and environment unique from anyother. The focus on positivity and achievementin all aspects of school life encouraged meto engage in new activities, such as theperforming arts, which has led to myinvolvement in several school productions.Currently I am studying History, English andPolitics, subjects which complement each otheron a regular basis. Being able to study boththe history and literature of American CivilLiberties whilst analysing their political impacton the United States today gives a muchbroader understanding of the topic thanperhaps each individual subject would providein isolation. I hope to undertake an ExtendedProject Qualification in the near future whichwould allow me the freedom to study a subjectin greater detail without the confines of asyllabus. Specifically, I hope that my EPQ willprepare me for the rigours of university whereI intend to study Law.I joined The Perse at the age of 11 and,with the aid of a strong pastoral care network,I quickly settled into the welcoming andsuccessful Perse way of life. Throughout myyears here I have played both Hockey andRugby, sports I had never played before, andI have come to love the camaraderie and thecommitment involved. Last year, after a longinterlude, I took to the stage once again totake part in the Lower Sixth production ofArabian Nights and found the different focusa welcome challenge. On the academic side,I was fortunate enough to gain a LatinScholarship upon entry to the Sixth Form andnow I study AS Further Maths, Modern Historyand Economics. I had never studied Economicsbefore but found quite quickly that I had madea good choice. Due to a stimulating courseand enthusiastic teachers, I have enjoyedthe demands and topical interest of thesubject and earned the Lower Sixth Prize forEconomics. I now hope to take this furtheras it is my ambition is to study Economicsat university.I have been at The Perse since the age of 7when I joined The Prep. At The Perse I havebeen able to pursue my interests on the sportsfield, in music and in the classroom where Iam currently studying Maths, Geography andHistory with an aim to reading Geography atuniversity. I love the variety and inclusivenesswhich Geography has to offer, with almost anytopic having a Geographical angle to it. Mypassion for the subject has been encouragedby the enthusiastic teaching of the geographydepartment, which is supplemented withfrequent and readily available blogs andlectures. Yet the place where I spend mostof my time is on the sports fields as I play forthe 1st Hockey, Cricket and Rugby Teams.Whilst this can be time consuming it is veryrewarding. The Perse has helped me toimprove in all my sports through regular, highquality coaching. This, in turn, has benefittedmy sport out of school, for example, duringthe trials I have attended for the NorthamptonCricket Academy. Last year I was fortunate tohave the opportunity to coach the Year 7 and8 Hockey players and to help umpire someof their games. I found it very rewarding tohelp younger pupils get the same level ofenjoyment out of sport as I have experiencedin my time at The Perse.I joined The Perse at the start of the LowerSixth and I must admit that at first I was verynervous, as I had just moved from the UnitedStates. As I did not know anyone either atThe Perse or even in England, I was relievedto find that both the students and staff wereextremely welcoming. In no time I began tofeel as if I had been at The Perse my whole life.My favourite subject is undoubtedly Psychologybut I also really enjoy English and the manydiscussions we have in class. Joining theDebating Society has proved to be both funand educational as it has helped me to developskills such as public speaking and the abilityto present a persuasive argument. Additionally,being a part of the Sixth Form Council hasencouraged me to become more involvedin the school and to voice my opinions. Lastsummer I was lucky enough to go to Ladakhwith The Perse Exploration Society and itwas undeniably one the best trips of my life,providing welcome challenges along the way.In the future I hope to study Psychology atuniversity as I have developed an interest inchild development and I would like to delvedeeper into the subject.Having spent my earliest years at The Pelican,I rejoined The Perse at the start of the LowerSixth. After a year, I feel I have embraced agreat number of the academic, sporting andsocial opportunities which the school hasto offer. My passion for History acceleratedthroughout the AS course and the enthusiasmwith which it is taught has encouraged meto read History at university. I also studyEnglish, French and Art. These subjects havecomplemented one another and enhancedmy understanding of contextual knowledgein each. Furthermore, school trips to New York,Paris and London which involved museumand gallery visits and workshops have inspiredme in each related subject. I play for the 2ndHockey Team and thoroughly enjoy theinevitable team spirit that Perse students foster.The welcoming environment at The Persewhich encourages students to get to knowtheir teachers and allows friends to be madeeasily has motivated me to work hard andachieve my best.

60Abigail BertelsenI joined The Perse in the Lower Sixth and Iimmediately felt at home. I found it very easyto get involved in all aspects of Perse life, be itin music, drama or sport. Within a month ofjoining The Perse I volunteered to co-producethe Lower Sixth production of Arabian Nights,which was both a great success and a fun wayto get to know a large number of my peers.I have also pursued my interest in music andespecially singing at The Perse by joining theSenior Chorale and, in terms of sport, I wasfortunate enough to be chosen for the 2ndHockey Team which has enjoyed a highlysuccessful season. Further to this, I have beenable to give back to The Perse communitythat I have to come to care about so much bybeing part of the Whole School Council. Asfor academia, The Perse has encouraged meto try harder in all my subjects and to reach myfull potential. I am currently studying History,Spanish and Geography at A level and, inaddition, I study Classical Civilisation at ASlevel in order to help me with my universityapplications to study Ancient History andArchaeology next year.Marco YoungI joined The Perse in Year 7 some six yearsago. In my time at the school since then, Ifeel I have developed greatly as an individual.Academically, I have found a particular passionfor English Literature, which I intend tostudy at university; finding new and differentinterpretations of texts whilst examining howthey relate to my own experience is somethingthat interests me greatly. Outside theclassroom,I enjoy a variety of extra-curricularactivities, in particular sport. I play for the 2ndRugby Team and therefore had the opportunityto take part in the 2010 tour of South Africawhich was definitely a highlight of my timehere. I have also found a new sport I enjoyby playing in the school 1st and 2nd HockeyTeams. Equally enjoyable for me was thechance to play with friends in the more socialtouch rugby league which the school joins inthe Summer Term. I also have an interest indrama and consequently I performed in theLower Sixth play, Arabian Nights, as well asThe Perse Players production of Wotcha Will.Partaking in these productions was a greatexperience and I hope to pursue my love ofdrama further at university.