Riverside School works closely with four other local sixth forms, which allows students a huge range of choice when looking at what subjects they want to study. Subjects may be based in any of the five schools in our partnership. The schools are:
- Sydney Russell School
- Eastbury School
- Jo Richardson School
- Dagenham Park School
Most students will be doing 3 linear A level courses plus EPQ during year 12. Students will pick something from each of the 4 blocks. The precise make up of each student’s courses and timetable will be finally decided in the light of GCSE results and in discussion with the Director Sixth Form. To start A level courses students will need the appropriate Attainment 8 score from their GCSEs including grade 5 for both GCSE English and maths. (Students with grade 4 will also be considered but their course choice will be more limited.) If the A level is a subject taken at GCSE the student should have a 5 or more in that subject. For maths A level students will need a 6 in the higher tier GCSE, and also pass the entry exam, science students will also need maths GCSE 5 plus a 6 in the science they wish to study.
The curriculum subjects currently being offered for teaching at Riverside School from September 2019, are the following:
- English Literature
- Computer Science
- Further Maths
- Extended Project Qualification
1 Social influence
5 Approaches in Psychology
7 Research methods
8 Issues and debates in Psychology
11 Cognition and development
13 Eating behaviour
16 Forensic Psychology
1 Biological molecules
3 Organisms exchange substances with their environment
4 Genetic information, variation and relationships between organisms
5 Energy transfers in and between organisms (A-level only)
6 Organisms respond to changes in their internal and external environments (A-level only)
7 Genetics, populations, evolution and ecosystems (A-level only)
8 The control of gene expression (A-level only)
1. Water and carbon cycles
2. Hot desert systems and landscapes
3. Coastal systems and landscapes
4. Glacial systems and landscapes
6. Ecosystems under stress
7. Global systems and global governance
8. Changing places
9. Contemporary urban environments
10. Population and the environment
11. Resource security
Geography fieldwork investigation
12. Fieldwork requirements
13. Investigation requirements
14. Geographical skills checklist
Module 1 – Development of practical skills
Includes: skills of planning, implementing, analysis and evaluation
Module 2 – Foundations in chemistry
Includes: Atoms, compounds, molecules and equations, amount of substance, acid–base and redox reactions, electrons, bonding and structure.
Module 3 – Periodic table and energy
Includes: The periodic table and periodicity, group 2 and the halogens, qualitative analysis, enthalpy changes, reaction rates and equilibrium (qualitative).
Module 4 – Core organic
Includes: Basic concepts, hydrocarbons, alcohols and haloalkanes, organic synthesis, analytical techniques (IR, MS)
Module 5 – Physical chemistry and transition elements
Includes: Reaction rates and equilibrium (quantitative), pH and buffers, enthalpy, entropy and free energy, redox and electrode potentials, Transition elements.
Module 6 – Organic chemistry and analysis
Includes: aromatic compounds, carbonyl compounds, carboxylic acids and esters, nitrogen compounds, polymers, organic synthesis, chromatography and spectroscopy (NMR).
The characteristics of contemporary processors, input, output and storage devices
• Software and software development
• Exchanging data
• Data types, data structures and algorithms
• Legal, moral, cultural and ethical issues
• Elements of computational thinking
• Problem solving and programming
• Algorithms to solve problems and standard algorithms The learner will choose a computing problem to work through according to the guidance in the specification.
• Analysis of the problem
• Design of the solution
• Developing the solution
EPQ (Extended Project Qualification)
Choose an area of interest and draft their project title and aims.
Plan, research and carry out their project.
Keep a production log of all stages of the project production, reviewing and evaluating their progress.
Complete the project product.
Prepare and deliver a presentation.
Review the outcome of their project and presentation.
During the EPQ, they will learn to:
manage – identify, design, plan, and complete a project (or task within a group project), applying organisational skills and strategies to meet their stated objectives
use resources/research – obtain and select information from a range of sources, analyse data, apply it relevantly, and demonstrate understanding of any appropriate connections and complexities of their topic
develop and realise – use a range of skills, including using new technologies, to solve problems, to take decisions critically, creatively and flexibly, and to achieve their aims
review – evaluate the outcome, including their learning and performance.
Component 01: Micro economics
For this component, micro economic theories are introduced and applied to the behaviour of economic agents in the real world, especially the theoretical workings of the free market. Exploring imperfections and market failures introduces the merits and drawbacks of government intervention. This encourages students to evaluate the effectiveness of the theories in explaining real-world behaviour.
Component 02: Macro economics
This component introduces the technical and analytical tools required for understanding of how the macroeconomy functions on both a domestic and global level, and the potential impacts and limitations of a variety of governmental policies and approaches.
Component 03: Themes in economics
This component draws on the topics covered in the previous two components and applies the content of both, as appropriate, to a specific unseen theme.
Our A Level in History A allows students to select from over 50 topics of British and non-British history, going beyond the most commonly taught areas. They will develop critical and reflective thinking, which they demonstrate in an essay exploring a topic of their own choosing.
Students select a total of three topics in British and non-British history to study in three units, creating a qualification that is both broad and coherent. The topics selected must have a chronological range of at least 200 years.
Unit group 1
Study is source-based and develops different historical approaches. One topic is selected from 13 options available:
• Alfred and the making of England 871—1016
• Anglo-Saxon England and the Norman Conquest 1035—1107
• England 1199—1272
• England 1377—1455
• England 1445—1509: Lancastrians, Yorkists and Henry VII
• England 1485—1558: the early Tudors
• England 1547—1603: the late Tudors
• The early Stuarts and the origins of the Civil War 1603—1660
• The making of Georgian Britain 1678 — c. 1760
• From Pitt to Peel: Britain 1783—1853
• Liberals, Conservatives and the rise of Labour 1846—1918
• Britain 1900—1951
• Britain 1930—1997
Unit group 2
The 24 topics available in this group focus on non-British history, from the rise of Islam to the end of apartheid in South Africa, emphasising the application of historical knowledge, understanding and judgement. Students select one topic to study:
• The rise of Islam c. 550 — 750
• Charlemagne 768—814
• The Crusades and the crusader states 1095—1192
• Genghis Khan and the explosion from the Steppes c. 1167 — 1405
• Exploration, Encounters and Empire 1445—1570
• Spain 1469—1556
• The German Reformation and the rule of Charles V 1500—1559
• Philip II 1556—1598
• African kingdoms c. 1400 — c. 1800: four case studies
• Russia 1645—1741
• The rise and decline of the Mughal Empire in India 1526—1739
• The American Revolution 1740—1796
• The French Revolution and the rule of Napoleon 1774—1815
• France 1814—1870
• Italy and unification 1789—1896
• The USA in the 19th Century: Westward expansion and Civil War 1803 — c. 1890
• Japan 1853—1937
• International relations 1890—1941
• Russia 1894—1941
• Italy 1896—1943
• Democracy and dictatorships in Germany 1919—1963
• The Cold War in Asia 1945—1993
• The Cold War in Europe 1941—1995
• Apartheid and reconciliation: South African politics 1948—1999
Unit group 3
The topics in this group allow study of change and continuity over a substantial period of time, with in-depth studies focusing on interpretations of significant individuals, events, developments etc. The 21 topic options cover both British and non-British history over a period from the early Anglo-Saxons to the Arab Spring.
• The early Anglo-Saxons c. 400 — 800
• The Viking age c. 790 — 1066
• English government and the Church 1066—1216
• The Church and medieval heresy c. 1100 — 1437
• The Renaissance c. 1400 — c. 1600
• Rebellion and disorder under the Tudors 1485—1603
• Tudor foreign policy 1485—1603
• The Catholic Reformation 1492—1610
• The ascendancy of the Ottoman Empire 1453—1606
• The development of the nation state: France 1498—1610
• The origins and growth of the British Empire 1558—1783
• Popular culture and the witchcraze of the 16th and 17th centuries
• The ascendancy of France 1610—1715
• The challenge of German nationalism 1789—1919
• The changing nature of warfare 1792—1945
• Britain and Ireland 1791—1921
• China and its rulers 1839—1989
• Russia and its rulers 1855—1964
• Civil Rights in the USA 1865—1992
• From colonialism to independence: The British Empire 1857—1965
• The Middle East 1908—2011: Ottomans to Arab Spring
Topic based essay
This is an opportunity for students to bring together many of the skills developed through their work on the topics to an independently researched enquiry of their own choosing.
A-level Maths provides students with a thorough grounding in the mathematical tools and techniques often needed in the workplace. The logic and reasoning skills developed by studying A-level Maths make sure the qualification is widely respected even in non-mathematical arenas.
A-level Maths is made up of six units – three at AS and three at A2. All units are available in the June series. There are four Pure Core units which make up two-thirds of the qualification and provide the techniques in Algebra, Geometry, Trigonometry and Calculus that form the fundamental building blocks of the subject.
Mathematical applications make up the remaining third of the qualification and there are various options to suit the needs of individual students.
The applications fall into three strands:
• decision – networks, algorithms, sorting
• mechanics – forces, energy, motion
• statistics – probability, data handling, testing hypotheses.
Students can focus on one strand or study a mixture of any two.
All units are of equal weighting and are assessed by an exam of 1 hour 30 minutes. Statistics 1 has optional coursework worth 25 per cent of the unit with an accompanying exam of 1 hour 15 minutes sat in June.
A-level Maths provides a foundation for further studies in a variety of subjects including Science and Engineering.
Students choose one of the titles below for study. They can choose the same or different titles for AS and A-level.
1 Art, craft and design
2 Fine art
3 Graphic communication
4 Textile design
5 Three-dimensional design
1 Measurements and their errors
2 Particles and radiation
4 Mechanics and materials
6 Further mechanics and thermal physics
7 Fields and their consequences
8 Nuclear physics
10 Medical physics
11 Engineering physics
12 Turning points in physics