Sixth Form Curriculum

The Sixth Form Curriculum at Hampton School

Parents often ask about the Sixth Form curriculum which their sons will follow at Hampton.  Today, students and parents face an initially bewildering choice from a greater than ever selection of models of post-16 education, all examined with varying degrees of accuracy and preconception in the press: no wonder that there is confusion!

We thought we should try to unscramble this for prospective parents and set down our thoughts as simply and as clearly as we can while recognising the complexity of the issues.  We have ourselves been regularly examining these issues for most of this decade: the fact that we are still with A levels (like the great majority of academically selective schools) does not for a minute mean that we naively or complacently believe that A levels are perfect and that there is nothing to be concerned about.  Our view is that none of the other models is perfect either and that each has its disadvantages.  Please remember that your son may not take his 18+ exams until summer 2017.  This is a fluid situation: in choosing a school now you are placing your trust in the leadership of that school to choose the best option for your son when he starts the Sixth Form.  Some way to go!  Currently, the options available to students post-16 are these:

• The new Government Diplomas.  You may have seen press comment that these may signal the end of A levels.  These are predominantly vocational courses and seem unlikely to surpass or replace A levels as academic qualifications.  We have no plans to offer these.

• New-style A levels (introduced in September 2008).  These generally have four modules rather than six so there is a reduced exam burden.  There are tougher syllabuses, more searching questions and the introduction of an A* grade to differentiate the best pupils and to enable bright boys to excel.  There is also the Extended Project Qualification (EPQ), which is a university style 5000-word research project whereby a student is supervised by a tutor on a subject outside or complementary to the syllabus(es).  A levels allow students to choose the subjects they wish to study according to the English tradition of broad-based education to 16.

• The International Baccalaureate (IB).  This comes from the continental tradition of broad-based education to 18.  Students follow the full range of disciplines with internationally based syllabuses and also a take a Theory of Knowledge course.  The IB has attracted a lot of attention recently as the “gold standard” of A level has allegedly lost its shine.  The take-up has grown but is still very small compared with A levels.  The IB is internationally run and (unlike A levels and the Pre-U) it is not subject to UK regulation and scrutiny. 

• The Cambridge Pre-U.  Introduced in September 2008, this is an attempt by the Cambridge International Exam Board to regain the A level “gold standard” by toughening up the syllabuses, according to the ‘linear model’ whereby all the exams are taken in the summer of the Upper Sixth rather than as modules during the course.  The plan is to ensure rigour while retaining choice and avoiding the imposed breadth of the IB.  Further, to provide an international element, there is a Global Perspectives Course, and also a research project.  Pre-U subjects can either be taken individually or one can “wrap” them inside a Pre-U Diploma.  One interesting development is the pic’n’mix concept: as we understand it, a student will be able to take some subjects at A level and some at Pre-U.  This could offer considerable flexibility.  As the Pre-U take-up is tiny so far, it is too early to judge.  In keeping with other top schools, we are watching progress before taking a decision on this qualification. 

So what is Hampton’s current position?

Our aim is to combine academic rigour with breadth of education throughout the School, with as much choice as is appropriate at each stage.  We have had the Sixth Form picture under review since 2000.  At no stage has any Head of Department here stated that s/he believes that the IB is the right answer.  Most do not like the syllabuses and feel that choice is limited compared with the range at A level and some feel that they do not give their subject due weight.  We like our boys to be able to choose two or even three Languages, three Sciences, Further Mathematics, or in-depth Classics, if that is what they want.  You cannot do that in the IB.  Introducing the IB as compulsory for all would not serve the interests of the majority, whose subject preferences are already well formed after an excellent general education to 16.  Introducing the IB alongside A levels is expensive; complex timetabling issues can limit flexibility; and a dual system would also subtly introduce a ‘sheep and goats’ feel in what is very much a ‘one for all’ school.  However, using the Pre-U Diploma or picking the best syllabuses from it alongside A levels, would seem to have merit for the future.

Can we be sure that our son will be excited and challenged academically at Hampton?

Yes.  The current Hampton Sixth Former has a free choice of at least four academic A levels to study at considerable depth, but the curriculum is flexible enough to allow many to do more.  Those who sit Maths and Modern Language GCSEs early are well placed as they can take AS levels in the Fifth Year.  We have enhanced our Sixth Form enrichment programmes.  All pupils in the Lower and Upper Sixth will have two periods per week allocated to six-week courses including: Politics and Citzenship, Art History and Cultural Appreciation, Global Perspectives, Community Service, Presentational Training using ICT, Critical Thinking and Science and Technology in Society. All boys sit a further full A level in General Studies and they also have the option of taking an AS level (possibly A level) in Critical Thinking as well.  In addition they can study for an Extended Project Qualification, the research project (see below).  We have led the way in this.  In the Upper Sixth 37 boys have just successfully completed an EPQ: many had the chance to discuss their Project at their Oxbridge interviews.  The co-curricular programme remains extensive with an enormous number of opportunities for sporting, dramatic, musical and community service activities.  Sixth Formers are also encouraged to take on leadership and teamwork roles within the School as Prefects and as Prefect Mentors to younger pupils.  The commitment to a broad, liberal education means that the boys will have gained a great deal more from the Sixth Form that will stand them in the best possible stead for life beyond Hampton School.  They are well prepared for job interviews post-University!

Will my son be best placed to applying to the top universities?

Yes. We believe that our approach of excellence in breadth and depth maximises each boy’s opportunities in terms of university entrance: the evidence certainly suggests that this is the case.  Virtually all our leavers now proceed to academic courses at top selective universities, with some exceptionally talented artists and musicians selected for Art and Music colleges.  We also annually have large numbers of boys who secure places at medical schools.  In January 2009, 27 boys were offered places after the recent round of interviews for entrance to Oxbridge (24 boys were offered and achieved places in 2008). 

And finally

The present system is certainly fit for purpose.  We shall, of course, continue to monitor developments closely over the coming years towards the point at which your son will sit his leaving exams.  Hampton is fortunate in having formidably well qualified teachers and we shall be able to continue to develop our curriculum without disruption to the academic progress of the boys at any stage.
Extended Project Qualification (EPQ)

In Autumn 2008, 37 members of the Upper Sixth (2008-09) undertook an EPQ.  They discussed and refined the topic with their teacher-supervisor over the Summer Term 2008 after AS level exams and began their research effort continuing over the summer.  A similar number of boys in the present Upper Sixth are undertaking EPQs at the moment and will submit their work in November of this year.

Boys choose topics which interest them (a) alongside an A level syllabus, (b) cutting across syllabus boundaries or (c) in new but related territory.

The School is able to mention this work positively in the students’ university references and several boys found themselves discussing their research in depth at university interviews or during Oxbridge entrance procedures.

In 2008-9, there were 10 A* grades, 24 A grades and 3 B grades (the grading system is the one introduced for A levels from 2010 A*, A, B, C, D and E being the levels of pass).  An A* requires 90% of standardised marks.  The topic areas chosen were:

Abortion
Are painkillers the best way to cure a headache?
British reaction to Hitler's policy towards the Jews
Climate Change / sea level rise and effects on human activity
Comparison and explanation of cross-culture kinship
Credit crunch: Policy Implications
Development economics
Economic consequences of crime
Economics and Climate Change
Existentialism
Freudian Interpretation of Art and Literature
Human genetic engineering
Is Achilles heroic by modern standards?
Is it possible to Make Poverty History?
Kafka and Camus: a comparison
Links between Japanese surrealist author Murukami and modern American writers
Marshal Petain: Hero or Traitor to France?
Maths in music
Neo-realism in cinema
NHS and US Health service: a comparison
Nutrition and the immune system
Peak Oil Theory
The removal of Political Freedoms 1997-2008
Progyria
Role of antiheroes in Camus
Should the UK join the Euro?
Soviet Propaganda in the Great Patriotic War (World War II)
Stem cells: organ harvesting from cadavers versus growing organs from stem cells
The invasion of English into the German language (Danglish)
The spread of Christianity to Britain
Why did the Luftwaffe lose the air war 1939-1945?
Writing a "missa brevis" with a 1000-word commentary.