A Guide to the Sixth Form at Tonbridge School

A Guide to the Sixth Form at Tonbridge School Contents An Introduction to the Sixth Form... 1 Academic Study and Time Management... 3 Key Academic Dates... 3 Three, four or five subjects?... 4 The Philosophy of Teaching and Learning in the Sixth Form... 5 Intellectual and Cultural Opportunities & Seminar... 5 University Applications... 6 The Acquisition of Key Skills and Wider Experience... 7 Work Experience... 7 Taster Courses... 7 Careers Evenings... 7 The Gap Year... 7 The Wider Personality... 7 An Introduction to the Sixth Form The next two years in the Sixth Form are potentially the most exciting and rewarding of your five years at Tonbridge. We know that you will want to make the most of your opportunities, so that you might secure the greatest possible benefit from your time in the Sixth Form. Some very important decisions about higher education and careers lie ahead, and the options open to you will be determined in large part by your approach to Sixth Form work and life. It is important to set longer-term objectives and to view the whole of your time in the Sixth Form as a preparation for your future beyond Tonbridge. You will be offered all kinds of exciting challenges and opportunities, and you are advised to approach these very positively from the outset. Academic study is, of course, the main reason why you will be staying at school. The successful transition from GCSE requires a growing intellectual maturity and an ability to organise yourself in a way that reveals a greater capacity for independent study. Personal responsibility and self-motivation are essential preconditions of success. These are lessons well worth learning from the start. 1

We use three different types of course in the Tonbridge Sixth Form: reformed A levels, the International A level and the Pre-U. All but Geography are two year linear courses with terminal examination. Reformed (new) A levels Biology OCR H422(B) Chemistry AQA 7405 Physics Eduqas A420QSL Business AQA 7132 Economics AQA 7136 Drama & Theatre Studies Eduqas A690QS DT Eduqas A602QS (TBC) French Pearson 9FR0 German Pearson 9GN0 Government & Politics Pearson 9PL0 Greek OCR H444 Latin OCR H443 Maths OCR H640 Further Maths OCR H645 Spanish Pearson 9SP0 International A level Geography (already using) CIE 9696X Pre-U Art CIE 9798 English CIE 9765 History CIE 9769 Mandarin CIE 9778A Music CIE 9800 Philosophy & Theology CIE 9774 The new UCAS tariff table for subjects to be certificated in 2017 onwards shows how Pre-U grades match up with A level grades: UCAS points A level & IA level AS and IAS Pre-U 56 A* D1 & D2 52 D3 48 A 44 M1 40 B M2 36 M3 32 C 28 P1 24 D P2 20 A P3 16 E B 12 C 10 D 6 E For Pre-U, the D, M and P grades are Distinction, Merit and Pass respectively. Most A level and Pre-U courses will be examined in three papers. 2

Academic Study and Time Management The volume of work in the Sixth Form will be greater than you have so far experienced, while the nature of it will also be different. You must take responsibility for organising your own timetable, for preps will seldom be set on a 'next day' basis. Instead, preps might be set a week or even a fortnight in advance. On average, they are likely to take about four hours per subject per week to complete, and you must plan your work programme sensibly, bearing in mind that you are studying four subjects, all of which will make similar demands on your time. You must establish a work routine, and then stick to it. Keep a careful record of all work set (together with any references) - Firefly will help with this - and plan in advance when and where you are going to do your reading, thinking, researching, note-making and writing. Do not leave everything until the last minute, and do acknowledge the importance of deadlines. You must therefore pace yourself. Most people find themselves under pressure on occasions, for reasons which are entirely understandable - you might, for instance, have been absent through illness, or be heavily involved in rehearsals for a House play. In such circumstances, if you are under pressure to meet deadlines, you should discuss the problem with your teachers in advance, who should be sympathetic. Sensible planning is therefore the key, and formal written preps should never be deferred until 'the night before'; it is for this reason that work is always set well in advance, so that you can plan ahead and organise your routine. Set yourself ambitious, yet realistic targets, and develop a pattern of study than enables you to meet them. As there are no longer AS exams at the end of the Lower Sixth, academic monitoring will take place on a semi-continuous basis see the next section. Key Academic Dates There will be various progress tests and exams during the Lower (and Upper) Sixth. The first of these will be Progress Tests which will take place during the course of the Michaelmas Term at a time to suit each subject, often at the end of a topic. These tests will be taken during lesson time. Their results will be analysed for strengths and weaknesses by your Housemaster and/or Tutor and by Senior Staff. They will also be shown on the end of term report. The Lower Sixth Parents Evening will be on the Friday leading into the February half term. Boys will be encouraged to attend with their parents. There will be further Progress Tests during the Lent term. The results will appear on the end of term report End of Year Exams in all subjects (except Geography) will take place in week 10 (Wednesday to Friday of the summer term). There will be no other lessons in those three days. These exams will be used to predict grades in A level and Pre-U subjects for UCAS purposes. Consequently these exams are very important and it would probably be best not to plan a family holiday for that half term. 3

In the Upper Sixth, there will be further Progress Tests during the Michaelmas term. The A level mocks will be held in two parts. Part 1 will take place on the Monday to Wednesday of the second week back after the February half term. Parts 2 and 3 will take place during the first week and a half of the summer term. Similarly it would be wise not to plan a family holiday for Easter holiday. Study Leave will start at half term in the summer term. Whilst many day boys choose to revise at home, it is perfectly possible to use the Smythe Library, to have lunch in the House, to do some sport if it helps maintain a routine or rhythm. Three, four or five subjects? We hope that a majority, currently around 60%, of the year group will complete four Sixth Form subjects; about three quarters of Tonbridge Sixth Formers are usually capable of coping with the academic breadth, stretch and challenge of four subjects. However, it is recognised that, for some boys, three subjects might be ultimately more appropriate. Most university offers are based on three grades and for boys taking subjects with a considerable work load especially on the arts side, dropping to three subjects might be better. Initially, other than a tiny number of boys who may start on just three subjects, most boys will start with four. Each boy will discuss his academic prospects with his Housemaster or Tutor at intervals and, if it is thought appropriate for a boy to drop to three subjects, parents will be consulted and the dropping of a subject might occur at an appropriate point in the course, most probably at the end of the Lower Sixth, with exceptional cases being dealt with individually as they arise. In order to do each subject justice and to have to time to benefit from other activities the school provides for Sixth Formers, four subjects is a sensible starting number for most boys. However for a small number of boys who have clearly demonstrated their ability to cope, it is possible to take five subjects, but only if two of them are Maths and Further Maths, and if the third subject is Chemistry or Music. In those cases the Chemistry or Music is studied on half the normal amount of time in that half of the B block not occupied by Further Maths. 4

The Philosophy of Teaching and Learning in the Sixth Form The philosophy of Teaching and Learning in the Sixth Form is to encourage pupils to take ownership of their learning so that they become self-motivated and self-directed learners, confident in reaching beyond the limits of exam specifications and armed with the skills both to make the most of their individual talents and face challenges with a determination to overcome them. Specifically, we aim to enable pupils to acquire new knowledge and make progress according to their ability so that they increase their understanding and develop their skills in the subjects taught by learning widely beyond the syllabus: in addition to lessons, this is achieved principally through wider reading, attendance at talks, lectures and other events, participation in (departmental) clubs and societies, and the voluntary undertaking of an Extended Project (see below). Furthermore, pupils are encouraged and enabled to foster the application of intellectual or creative effort, interest in their work, and the ability to think and learn for themselves by: developing effective and confident written and oral communication skills, including an ability to work collaboratively and, as appropriate, to present an argument persuasively and to write with accuracy and flair developing, for example, experimental, numeracy, economic literacy and analytical skills associated with problem solving in their chosen subjects becoming increasingly adept at using information technology and other digital resources and facilities developing study skills, including effective time management and revision strategies developing self-motivation and self-discipline and an awareness of the skills needed for independent learning developing intellectual curiosity and an openness to new ideas and viewpoints developing enjoyment of creativity and of learning for its own sake, the ability to think outside of the box, and to read, research and apply learning beyond discrete academic areas becoming more aware of the importance of self-awareness and reflection when learning. Intellectual and Cultural Opportunities & Seminar Membership of the Sixth Form opens all kinds of windows to invigorating intellectual and cultural opportunities. Some will be of the informal variety, such as the meeting of minds in the House and Library. The Seminar programme will provide important general education in areas such as politics, health, the arts, social problems and moral dilemmas. You might also participate in a Model United Nations conference, Young Enterprise and have the opportunity to engage in a number of group exercises, including the making of a video. You should endeavour to broaden your horizons by attending some of the many theatre trips on offer, while there are often subject-related visits to countries such as France, Italy, Spain, Greece and the U.S.A. in the Easter and summer holidays. It is hoped that all those studying Modern Languages will spend a substantial part of at least one holiday in an appropriate foreign country. The Modern Languages Department will be pleased to give advice on, and in some cases arrange, individual exchanges, home-stays and study visits abroad: these should be seen as an essential part of A Level preparation. 5

An important section on your university application form is the Personal Statement, where you have an opportunity to explain your deep interest for your chosen degree subject, as well as giving details of your interests and extra-curricular achievements. Boys who have participated in a wide range of intellectual and cultural activities, and who can show evidence of individual initiative, are at a significant advantage, especially now that the competition for places at the more popular universities is so intense. You will also be a much more interesting candidate at interview, and you should take advantage of the mock interviews that are arranged by individual departments in your Upper Sixth year. Interview training by an outside company specialising in these skills is also organised by the Universities and Careers Department. University Applications Virtually all Tonbridgians go on to university, and you should think seriously in your Lower Sixth year about the subject (or subjects) you wish to study, as this should then dictate the choice of universities to which your application is made. In the Lent Term there is a general university briefing for all members of the Lower Sixth. In the Summer Term, there is a Universities Evening for parents of the L6th when the general principles for university entry and some details of the UCAS system will be outlined. We also provide information for those considering applications to overseas universities. We facilitate preparation sessions for the SAT Entry tests required for American Universities. Both you and your parents should also use the school's Higher Education Guide, available on both the intranet and the Parents' Portal. The Guide explains the system of university application in very considerable detail and also includes a great deal of tactical advice. Also in the Summer Term, you will receive advice on the completion of your Personal Statement. Most of your research will be completed during the Summer Term; by the end of the Lower Sixth year, you should have settled on your choice of course and of up to five universities, if you intend to apply during your Upper Sixth year, as most boys do. Application forms are sent off in the Michaelmas Term of the Upper Sixth year or in subsequent years, and each university will notify you of its decision by the end of the Lent Term. You should refer to the Higher Education Guide for greater detail. Each year a large number of boys apply to Oxford or Cambridge Universities. There are a variety of Admissions Tests in early November of the Upper Sixth depending on courses and both universities make exacting conditional offers, based on A Level and/or Pre-U results and, occasionally, for some Cambridge Colleges and subjects, additional 'STEP' Mathematics papers are taken at the same time as A Level. Both universities admit candidates of the highest intellectual calibre; successful candidates are not only academically able, but also have a genuine interest in their chosen subject. Such an interest needs to be developed at an early stage and serious candidates are encouraged to read very widely indeed. Individual departments will provide extension lessons as early as the second term in the Lower Sixth, some of which might take place during afternoons or evenings, and the onus is very much on you to read and think about your subject, to familiarise yourself with current developments in it, and to advertise your enthusiasm and interest by moving way beyond the confines of Sixth-Form work. There is an Oxbridge evening for parents and boys (addressed by Admissions Tutors) early in the Lent Term which is followed by less formal meetings later in the Lent Term and in the Summer Term. These briefings continue into the Michaelmas Term of the Upper Sixth. 6

The Acquisition of Key Skills and Wider Experience University Departments are looking increasingly for evidence in personal statements and in references that applicants have acquired a number of key study skills during their Lower Sixth year. Several of these skills relate directly to your academic work: they include the ability to organise your files effectively, to make notes on a range of material, and to conduct investigations and research exercises. Beyond this, you should be able to provide evidence of communications skills (e.g. the preparation and execution of at least one formal presentation to a class) and of ICT skills (use of computers in the preparation and completion of work assignments; building up of useful databases; familiarity with internet material, etc.). To this end, all sixth-formers should consider the following: Work Experience Most parents and boys are able to organise this for themselves. It is recommended that you find a 'work placement' for one or two weeks during the Easter or summer holiday in the Lower Sixth directly related to your chosen subject at university (and for subjects like medicine and architecture it is essential) but all work experience is good experience. The school can offer assistance in finding places, and if you would like help you should email Mrs. King (pk@tonbridgeschool.org) in the Universities and Careers Department. Taster Courses Most take place in the Easter and summer holidays, and you are strongly advised to attend at least one in your Lower Sixth year. These are designed to give you a 'feel' for university teaching styles and a glimpse of university life. You will receive emails about these in the Lent term, and you should act swiftly as the places fill very quickly. Careers Evenings These careers evenings consist of talks by outside speakers on particular career areas and are arranged in a two year cycle. The three or more speakers at each evening often include an admissions tutor, an employer and a recent OT studying or working in that area. Boys will know of recent titles but the main areas are Law, Financial Services, Medicine, Journalism, The Civil Service, and Engineering, amongst others. The Gap Year You might wish to consider whether you would like to take a 'Gap Year' between leaving Tonbridge and going to university. This is welcomed by some, but by no means all, university departments, and it represents a unique opportunity to do something challenging and mindbroadening. You will receive advice on staying safe on a gap year, be emailed with ideas and opportunities that we hear about and be invited to apply for two Tonbridge School gap year grants. You should research your gap year on the internet, as you can find gap opportunities in almost every walk of life. The Wider Personality A recent survey 'What makes a graduate employable?' underlines the importance of acquiring skills over the course of your time in the Sixth Form. A wide range of employers were interviewed, and skills particularly highlighted included: spoken communication, literacy, personal and transferable skills, the ability to work in a team, previous work experience, numeracy, IT and computing skills, adaptability, problem-solving skills. These are precisely the skills that university admissions tutors are increasingly looking for, over and above your academic record and potential. Employers also look for evidence of other interests such as cultural and sporting achievements, community service and voluntary work of all kinds. It is worth reviewing your overall profile, with your parents and housemaster, on a regular basis. 7