The Subjects Offered at Epsom
Please click below for more detail about what each of our subjects and departments offers pupils.
The academic curriculum at Epsom is broad, and delivered by staff who know their subjects deeply and care passionately about passing on their knowledge and enthusiasm. In each and every year group the choice of subjects, and the syllabus delivered, has been carefully selected to ensure pupils enjoy their education while also being challenged to succeed.
Art
All pupils study Art from Year 7-9, after which it becomes an optional GCSE and A-level subject.
We encourage our artists to take risks, explore their creativity through varied media, and develop confidence and fluency as the progress through the College. In Years 7-8 pupils learn in groups of around 15, taking lessons in our studios in the John Piper Art School. We treat Year 9 as a foundation year and focus on developing pupils’ ideas through drawing, painting, mixed media, printmaking, lens-based work and sculpture.
GCSE
The Fine Art GCSE is split between pupils developing a portfolio of work (60% of the final mark) and responding to an externally set task (40% of the final mark). Pupils are engaged in the creative process of making, developing practical skills, exploring creative thinking and becoming confident risk-takers and reflective learners. They will work with a variety of materials, exploring drawing, painting, mixed media, printmaking, lens-based work and sculpture.
A-level
The Fine Art A-level is a broad and inclusive Art A-level. Students develop their practice and refine their skills. In response to a theme, each student creates their own body of work, choosing from a range of media tailored to their artistic interests and strengths. Traditional skills – drawing, painting, printmaking – are refined, but students may also work with lens-based and mixed media, installation, and in three dimensions. The resulting work is high quality, original and deeply personal. It is common for Art to record close to 100% A-A*s.
Download Sixth Form Art Overview
Biology
Biology is taught throughout the School as one of three individual sciences. It is compulsory from Year 7 through to GCSE, after which it becomes an A-level option.
Pupils are taught by subject experts, all of whom have a wealth of teaching experience and come from a variety of biological backgrounds. Many have been involved in post-doctoral research and their expertise ranges from Plant Science and Zoology to Cancer Studies and Developmental Biology.
In the Lower School, pupils work in mixed-ability groups learning the fundamental of the subject. The focus of the Lower School syllabus is to build both practical and investigative skills in our young biologists that will stand them in excellent stead for the remainder of their school career. The topics covered across the two-year course include: cells and microscopy, the philosophy of science, reproduction, human evolution and plant biology. Pupils will also have the opportunity to complete an ecology project during the global conservation topic. Pupils will use their iPads for data logging, recording and research.
GCSE
All pupils follow the Edexcel IGCSE syllabus from Year 9 onwards. Year 9 is seen as a foundation year in which pupils deepen their subject knowledge and prepare for what is an academically rigorous and highly practical course. The IGCSE encourages pupils to consider the pros and cons of scientific development related to society, the environment and the economy.
There is no coursework content and pupils sit two exams at the end of the course.
A-level
We follow the Edexcel B syllabus. In the Lower Sixth students examine:
- Biological molecules
- Cells and Viruses
- Classification and Biodiversity
- Exchange and Transport
- Energy for Biological Processes.
In Upper Sixth, they cover:
- Microbiology and Pathogens
- Modern Genetics
- Origins of Genetic Variation
- Control Systems
- Ecosystems
- Reproduction
Practical work is central to the A-level and students are expected to carry out 16 practicals as part of their studies.
Throughout a pupils’ time at the College, numerous enrichment opportunities are available in Biology. These include Biology extension sessions, the Biology Olympiad, the Dissection Club (led by Lower Sixth students) and the Wildlife Photographer Competition. In line with the College’s medical history, the provision to support pupils applying for medical-related degrees is also superb, with specialist timetabled lessons being offered to pupils with interests in this area. The college also regularly welcomes guest speakers and runs various field trips.
Chemistry
As with all the sciences, Chemistry is taught to all pupils as an individual subject from Year 7 through to the completion of GCSEs. It is then offered as an option at A-level.
In the Lower School (Years 7 & 8) we follow our own specification which extends pupils beyond the confines of the national curriculum and prepares them for studying the three Sciences at GCSE level and beyond. Practical work is embedded throughout the syllabus and a range of electronic resources are used to challenge pupils and allow for meaningful feedback to be provided throughout the course.
GCSE
The Edexcel IGCSE course is taught from Year 9 through to the end of Year 11. This course helps pupils to develop a deeper understanding of the unifying patterns and themes of Chemistry. They will acquire experimental and practical skills, learn to form hypotheses and design and test their own experiments, developing a logical approach to problem-solving.
There is no coursework component, with pupils assessed across two papers at the end of Year 11.
A-level
The Edexcel A-level course is a traditional and academically challenging course suited to students with strong scientific and mathematical skills. Handling data is central to the subject, allowing students to demonstrate information-retrieval skills as well as numeracy and use of ICT. Experimental work is embedded throughout the 2-year course, and students will build a range of practical skills that require creativity and accuracy. Independent and group work features regularly and there are numerous opportunities to develop team participation and leadership skills.
Throughout the course, students will complete a series of assessed Core Practicals which evaluate their ability to select appropriate qualitative and quantitative methods, record scientific observations and findings accurately and precisely, as well as critically analysing and evaluating the methodology, results and impact of their work. At the end of Year 13, students are assessed across three papers.
Classics (Latin & Classical Civilisation)
Years 7 & 8
All Lower School pupils study Latin for one lesson a week. We assume no prior knowledge of the subject, and introduce pupils to the language and society of Ancient Rome. We follow the Suburani text book, developing pupils’ vocabulary and knowledge of grammatical structures as they begin to translate increasingly complex passages into English.
The study of the language is complemented by exploring Ancient Roman culture and civilisation. Pupils are encouraged to consider how the language and customs of Ancient Rome influenced some parts of life today and how we have moved away from some of their beliefs and ideas.
Year 9 – Latin
Pupils can choose to study Latin or Classical Civilisation. Lessons are accessible both to those with prior knowledge and those new to the subject.
In Latin, pupils will study grammar, the structure of language and etymology. They also continue to explore Roman society and how societal values have changed or remained the same.
Year 9 – Classical Civilisation
In Classical Civilisation, pupils explore the myths, literature and societies of Ancient Greece and Rome. They will develop skills of analysis, literacy and reaching personal judgments – and are encouraged to consider if and how moral and societal values have changed. We explore Greek Gods, the story of Odysseus, and the foundation of the Roman Republic.
GCSE – Latin
Pupils will hone their skills in translation and language analysis. The study of Roman literature is also introduced for GCSE and pupils will explore the language used by the authors and discuss the presentation of key themes in the works. There is no coursework element, with pupils sitting three exams that test them with unprepared translations, comprehension question, and questions based on verse and prose literature studied throughout the course.
GCSE – Classical Civilisation
This course allows pupils to explore life in Ancient Greece and Rome, comparing the two societies and the world today. Pupils will study myth and religion, literature and culture, society and politics – honing their skills in critical thinking, literary analysis and persuasive writing and debating.
A-level – Latin
Students study the subject in a more sophisticated and extensive fashion. With little new grammar to learn, their knowledge of the language is applied in a more exciting range of tasks. Students translate a number of Roman authors in preparation for the language and literature examinations. Through these works they explore what life was like in the Roman Republic and under the first emporers, as well as the poetic skills of Ovid and Virgil.
A-level – Classical Civilisation
Students further develop the skills and knowledge acquired for GCSE, studying a range of exciting topics from the Ancient World. This includes ‘World of the Hero’ – a study of the Odyssey and the Aeneid and what it means and meant to be a hero, ‘Imperial Image’ – looking at Emperor Augustus’ rise to power and how he succeeded to remain as a one man ruler so soon after Julius Caesar had been assassinated, and ‘Greek religion’ – this builds upon content studied at GCSE to look at personal experiences of religion in the Ancient world and the rise of philosophical ideas. Lessons are discursive, focusing on ‘big questions’ such as ‘How much control should the state have over people’s lives?’ and ‘Did any of the ancient heroes have free will?’
Download Sixth Form Classical Civilisation Overview
Computing & Computer Science
Years 7, 8 & 9
The aim during these three years is to turn pupils into critical thinkers and understand some of the complex processes behind using a digital device, from binary numbers, to HTML and how processors work. Pupils learn the basics of writing code in several text-based programming languages (JavaScript, Ruby, Python3). They explore the potential, and the limitations, of software and the results they produce – and pupils consider the application of these technologies to the wider world.
They are also introduced to computational thinking, robotics, how to design websites and pages from the ground up, as well as the power and appropriateness of artificial intelligence, the importance and functionality of cryptography and encryption. All pupils have the opportunity to participate in at least two competitions: Bebras Challenge (followed by Oxford Challenge) and PCTC – Perse Coding Team Challenge.
GCSE
The Computer Science IGCSE isn’t a programming course, but a dense and complex course in which fundamentals of computer systems and algorithms are learnt, which include programming concepts. It puts an emphasis on problem-solving using a computer, computational thinking and programming. Pupils develop computer-based solutions using algorithms and a high-level programming language (Python 3).
They also explore data representation, data compression and encryption, data transmission, how a microprocessor works and the components needed to build it, as well as how the microprocessor works with a variety of other hardware (input, output, storage, sensors). Pupils also explore and understand the basics of AI, robotics, automated systems, cyber security and digital currency.
A-level
The emphasis is on studying the advanced principles of problem-solving, computational thinking skills, programming (procedural to object-oriented, to functional paradigms) – data structures and other current computer science areas. Students will gain practical skills in all programming paradigms, data structures, algorithms, systematic approaches to problem-solving, theory of computation, communication and networking, data representation, computer systems, Big Data, relational databases and SQL.
20% of the final grade is the Non-Exam Assessment (NEA). This is a substantial and advanced programming task for a problem of personal interest, which will demonstrate students’ planning, design, and programming and problem-solving skills. Most students say this is the most fulfilling and inspiring part of the Computer Science A-level.
Design & Technology
Years 7, 8 & 9
Every pupil studies Design & Technology for one lesson a week. By taking on a number of small projects in our purpose-built studios, our youngest pupils gain a practical understanding of a range of processes and materials. Among other things, they design and build a torch, a bug hotel and pewter casting. They create an MP3 speaker dock, a hardwood storage box with dovetail joints, a mood light and seasonal decorations.
GCSE
By following the Edexcel Design & Technology GCSE pupils develop their skills by designing and making prototypes that solve real and relevant problems. The course combines the use of CAD and CAM, through our excellent range of CNC machines, with more traditional manufacturing processes.
Pupils develop their knowledge and skills through the completion of design exercises, small project work, taught theory lessons and a series of visits to exhibitions and industrial environments including the Mini factory in Oxford, the V&A Museum, Science Museum, Design Museum and the London Design Fair.
50% of the final grade derives from the non-examined assessment (NEA), which is a practical project-based assignment that takes around 40 hours. Pupils respond to a creative brief and design and build their own 3D outcome.
A-level
We follow the AQA Design and Technology: Product Design specification. 50% of the final grade is based on exams, and 50% on a ‘design and make’ project, in which students respond to a brief chosen by the student in consultation with their DT teachers and parents, by creating a final piece and submitting a design portfolio.
Students will be expected to respond to design briefs by applying scientific knowledge, undertaking investigative research, using physical resources and working through an iterative design process to explore potential and alternative solutions.
Drama
Years 7, 8 & 9
In the first three years, pupils enjoy one lesson per week, discovering and developing knowledge and understanding of a range of dramatic techniques including naturalistic acting, abstract performance techniques, use of scripts, devising theatre, improvisation and theatre design. Moreover, pupils develop a range of valuable life skills during their Drama lessons, notably collaboration, confidence and creativity.
As they move into Year 9, we also deepen pupils’ understanding of theatre through their analysis and evaluation of the acting and theatre design choices within a professional performance.
Lessons take place in our specialist drama studios, and pupils have access to professional lighting, soundboards and costumes.
GCSE
Our GCSE pupils build knowledge and understanding of both acting and theatre design techniques, and can decide which to specialise in for practical assessments. Regular theatre visits form an integral part of the course, inspiring pupils’ wider understanding of theatre styles and genres and influencing their work as performers, designers, directors and critics.
For the final grade, pupils will devise a piece of theatre in a group as an actor or designer. They will be marked individually for their practical work and their accompanying written coursework, in which they explain, analyse and evaluate their creative process and final performance. This component is worth 40% of the final grade. 20% of the GCSE grade is then focused on performing or designing an extract from a professional script (20%). The final 40% of the grade comes from a written exam. For this, pupils answer a variety of questions, explaining their ideas as an actor, director and/or designer for extracts taken from a play that they have studied. They also analyse and evaluate an extract from a piece of professional theatre that they have watched either from an acting or design perspective.
A-level
Our A-level students have consistently achieved 100% A*-B in a course that combines theory and practice, and examines both modern and traditional work. The course is enhanced by participation in professional workshops and multiple theatre trips. Students are encouraged to experiment as directors, actors and designers, and explore theatre’s social, artistic and cultural function.
The final grade is based on three practical assessments as either an actor or designer, two pieces of written coursework and one written exam. For the practical components, pupils firstly reinterpret an extract from a published play in the style of a professional practitioner or theatre company. They then go on to devise their own piece of theatre and perform a scripted extract in contrasting styles, taking influence from other professional practitioners or theatre companies. The purpose of the written coursework is then to explain, analyse and evaluate their creative processes and final performances. Together, the practical assessments and accompanying coursework pieces are worth 60% of the final grade.
The final 40% of the A-level comes from a written exam. Students answer a variety of questions, explaining their ideas as an actor, director and/or designer for extracts taken from three plays that they have studied. Questions also require the analysis and evaluation of professional theatre that they have watched, from both an acting and design perspective, as well as links to the original and contemporary contexts of the plays.
Economics & Business
Our Sixth Form students can opt to study Economics or Business at A-level or Business BTEC Level 3 National Diploma (which is the equivalent of two A-levels).
Beyond the curriculum, the department offers a number of opportunities to enrich your studies. The Economics and Enterprise Society arranges talks either at the College or with Eton’s Keynes Society. Examples of recent guest lecturers include Robert Gardner, Chief Economist at Nationwide, and Andrew Haldane, Chief Economist at the Bank of England.
Those with an appetite for finance are able to study towards the Chartered Institute for Securities and Investment’s (CISI) Fundamentals of Financial Services award in Lower Sixth.
Additionally, our Lower Sixth students take part in the annual Royal Economic Society essay competition.
Economics A-level
One of the most popular A-levels at Epsom, the Economics A-level (we follow the Edexcel Economics A specification) is structured into four themes:
- Introduction to Markets & Market Failure
- The UK Economy, Performance & Policies
- Business Behaviour & The Labour Market
- A Global Perspective
Students will be expected to apply their knowledge and understanding to familiar and unfamiliar contexts, and to demonstrate an awareness of current economic events and policies, when they are assessed in three papers at the end of the course.
Download Sixth Form Economics Overview
Business A-level
Students will study organisations of all sizes, from start-ups to multinationals, focusing on:
- Marketing & People
- Managing Business Activities
- Business Decisions & Strategy
- Global Business
The course requires students to build a knowledge of core business concepts and apply them to real-world examples. Students who perform best are those who take the fundamentals and go deeper, taking a more strategic view of business operations and issues.
Download Sixth Form Business Overview
Download Leaflet from Pearson Edexcel
Business BTEC
The BTEC Diploma requires students to complete eight modules, of which three are assessed externally, all across a two-year programme. There are six mandatory units in the qualification, which include:
- Developing a Marketing Campaign
- Personal and Business Finance
- Principles of Management
- Exploring the Business Environment
- Managing an Event
- International Business
In addition, students will take two further units to complete the qualification. At Epsom, we have selected units that add significant potential value: Digital Marketing and Management.
Assessment tasks are designed to help students develop a broad range of transferable skills and may involve the completion of a vocational task, such as creating a digital marketing campaign to meet a given brief. There are two examination sessions each year and students will have the opportunity to retake an exam if required.
Download Sixth Form Business BTEC Overview
English
Years 7 & 8
In the first two years, pupils immerse themselves in writing from across the breadth of time and space, seeking to emulate the styles and methods of some of history’s greatest writers, both classic and modern. In addition to laying the foundation for literary appreciation with the study of texts such as Macbeth, The Woman in Black and Animal Farm, pupils also gain invaluable skills in writing, reading and speaking. In combination with the subject of Trivium, English provides Epsom pupils with a secure understanding of how to communicate accurately and effectively.
Year 9
An important precursor to GCSEs, Year 9 provides pupils with experience of texts that are substantial and challenging in terms of their ideas and use of language. Pupils develop their understanding of different genres by exploring dystopian fiction, tackle contemporary issues with the study of Clare Keegan’s Small Things Like These, and prepare for GCSE by completing a coursework component on Shakespeare’s Romeo and Juliet. This culminates in the Year 9 Poetry Project, where pupils learn not only how to appreciate and respond to poetry but to produce it themselves. The most successful pupils are selected to perform their work at the annual Middle Fourth Poetry Evening, judged by a professional poet.
GCSE
The English Language iGCSE is a wide-ranging, exciting course which teaches pupils to become critical readers and effective writers. The course combines study of literary non-fiction, such as travel writing by Benjamin Zephania and George Alagiah, as well as literary fiction and poetry by writers as diverse as Shakespeare and Maya Angelou.
Pupils also learn to write in different forms and for different audiences: one week they may be crafting an eerie piece for a ghost story; the next, polishing up a fiery political speech.
The English Literature iGCSE invites pupils to engage with the best literature written in English in the past 500 years. In addition to studying a Shakespeare play, pupils will also read modern drama, such as Arthur Miller’s A View from the Bridge, as well as poetry from different centuries and continents. The course includes the study of unseen poetry, which helps pupils become confident readers of literature from all periods.
A-level
Students who enjoy literature, discussion and the surprise of a fresh perspective will thrive on this course. The ability to express complex ideas with lucidity is highly regarded, and students receive guidance on how to write essays that combine clarity, sensitivity and force.
Students read widely around the course in order to become more sophisticated, discerning and knowledgeable in their response to literature. Reflections on wider reading are kept within a student reading log which acts as a catalyst for further discussion and lines of enquiry. By the end of Upper Sixth, students will be confident readers, fully equipped to pursue a degree course. They will be able to write concisely, think independently and marshal large quantities of information, constructing pithy arguments and drawing convincing conclusions.
The English Department’s enrichment programme exposes students to a wealth of literature outside the A-level course along with consistent interview practice, to prepare them for further study and application to Oxbridge.
English as an Additional Language
Just under 20% of Epsom’s pupils study English as an Additional Language (EAL), testament to the fact that the College is truly global in its outlook. Pupils come from 35 different nationalities. While we expect our international pupils to have an excellent standard of English, in order to keep pace with the education on offer, some will benefit from the additional support provided by English as an Additional Language.
EAL is studied in place of a Modern Language. All pupils taking EAL will be expected to access the normal curriculum, and to sit the usual GCSEs and A-levels – including English language and literature.
GCSE
Pupils will be prepared for the IGCSE English as a Second Language, as a potential alternative to English First Language. Lessons are taught to small groups of approximately 10 pupils in Years 9-11.
IELTS
In the Sixth Form, the emphasis of teaching and learning changes and concentrates on two specific areas of study:
- Qualification for entry to British or other English language universities
- Broadening and consolidation of academic skills in English language.
The course of choice leads to the IELTS exam (International English Language Testing System) in Lower Sixth. It is also possible for pupils to undertake study that leads to examinations such as the Cambridge University Main Suite Exams (CPE, CAE or FCE).
In the Upper Sixth, private tuition is the norm, and pupils may resit the IELTS exam if required.
Pupil Leaflet in English Leaflet in Chinese Leaflet in Russian
Geography
Year 7
- Our Island Home: Where do we live? What is the physical and human geographies of where we live? Map reading.
- Unnatural Disasters: When a tectonic event goes from a hazard to a disaster? Why are some places and people more vulnerable than others?
- Freshwater: where does our freshwater come from? Why do we have so little access to it? Why is it running out? How do we manage our water sustainably?
- Economic Geography: What are the different sectors of the economy? How does a country’s economy develop? Why do we outsource? What are the future industries?
Year 8
- Extreme Environments: What are Earth’s extreme environments? Why is the desert so hot and the poles so cold? What are the biomes like in these areas?
- Development: Why have some countries developed while others remain developing? What factors are driving future development? How do we support countries to develop?
- Sixth Extinction: We are facing our sixth mass extinction, what causes the previous extinctions, and what is driving this extinction event? Why is our changing climate the biggest crisis humanity is facing?
Year 9
- Superpowers: Which countries are the most powerful and why? Why does the USA remain a superpower and how are China, India and Russia fighting for this status? Who is on the ‘world stage’?
- Oceans: Why do we know less about our oceans than we do about the moon? Why are our oceans so valuable and what resources do they hold? How are our oceans contested including the Exclusive Economic Zone? What is happening in the South China Sea? Why do pirates operate in the Strait of Malacca?
- Africa: Africa is not a country. The great variations of the continent of Africa. Why are some countries more developed than others? How did colonisation play a role in shaping Africa? What areas are currently contested in Africa? Why does Africa have such a range of biomes? The carving up of Africa and the role of borders.
GCSE
Pupils develop what they have learnt in Years 7-9, through a combination of fieldwork, data collection and analysis and classroom-based learning.
For the physical geography component of the course, pupils explore the complex nature of hazardous environments such as coral reefs, tropical storms and tectonic hazards. We also investigate river environments, involving fieldwork in the local area.
For human geography, we look at the significance of the world’s increasingly urban population, while we also explore the impact to the planet of economic change, energy dependency and resource exploitation. This involves fieldwork to Stratford in East London to examine the impact of the Olympic Park development.
A-level
Geography A-level offers opportunities to learn outside the classroom through field trips overseas and throughout the UK, and the opportunity to attend lectures at the Royal Geographical Society.
We follow the OCR syllabus which contains four separate units, three of which are assessed in exams at the end of Upper Sixth, and one which is assessed as coursework.
We look at the Earth’s life support systems – such as the water and carbon cycles – in our physical geography component. For human geography, students examine concepts more akin to those taught at university. Throughout the course we encourage students to engage with, reflect on and think critically about some of the most dynamic issues the planet faces, such as disease dilemmas and ‘hazardous earth’.
20% of your final grade will be from your own independent investigation. This is coursework based on an investigation into a topic of your choosing which must include four days of fieldwork.
History & Politics
History is taught to all year groups, becoming optional at GCSE and A-level. Politics is offered at Sixth Form only.
Years 7, 8 & 9
We begin by exploring Medieval History, including the Norman invasion and the consolidation of power that followed. We then take pupils through a global history of the Middle Ages and on to early modern Britain, looking at monarchs, dynasties, wars and the struggle for power between crown and state.
Globally, we examine the two world wars, including a trip to First World War battlefields and a piece of personal research into an aspect of the war. We round off the year by introducing the GCSE syllabus, exploring the US Civil Rights Movement from 1950-1964.
GCSE
Pupils explore the USA between the Wars. Continuing what was introduced in Year 9, they address America after the Second World War and assess whether it truly was a ‘divided union’ – examining the Civil Rights movement from 1964-1972.
The Year 10 course is complemented by an annual visit to Berlin to focus on the rise of the Nazi Party, and its consequences.
In Year 11, pupils study the ‘Development of Dictatorship in Germany 1918-45′. This provides a stark contrast to the final module which explores the history of China in the twentieth century.
This course is made up of two examinations of 90 minutes each. There is no coursework.
A-level History
In History, students will study the early Tudors (1485-1588), Russia and its Rulers (1855-1964) an element of US History and the Cold War in Europe (1945-91). Students also complete a personal investigation on a topic of their choice for the coursework element of this A-level.
A-level Government & Politics
Students explore the nature of politics, the effectiveness of elections, the role of political parties, the constitution, Parliament, Prime Minister and the judiciary. In Upper Sixth, focus shifts to US politics and that country’s system of government in preparation for a synoptic paper which compares and contrasts UK and US political systems.
There is no coursework element in this A-level. Candidates are encouraged to discover information and ideas for themselves, to analyse that information, make judgments on it, formulate conclusions and communicate their findings fully and clearly.
Download Sixth Form History Overview
Mathematics
Years 7 & 8
Lower School pupils have three Mathematics lessons per week. For the first half term of Year 7, we work in mixed-ability groups to assess the profile of the year group and individual performance. During this time we cover the basics such as integers, fractions, decimals and percentages. Once pupils are placed into sets, they cover algebra, geometry, statistics and probability.
All pupils, irrespective of their set, follow the same course content and assessments. Only the pace differs, with higher groups taking on more extension work. There may well be some movement between sets throughout the two years, particularly when pupils move between year groups.
Year 9
Pupils are broadly placed into five ability-based bands, with two parallel sets within each band. Sets are based on a baseline test taken early in the term, but pupils are assessed throughout the year and we ensure that they are taught at the most suitable pace. Over three weekly lessons, we cover algebra, geometry, statistics and probability, and all pupils – regardless of set – cover the same content and take the same assessments.
GCSE
Pupils have four lessons a week. All pupils cover the same course, and pupils from all sets are awarded these grades.
The only material difference between sets is that those in the extension sets study the Edexcel Higher IGCSE at an accelerated pace in parallel with the AQA Level 2 Further Mathematics qualification. Those in the ‘lower’ sets are generally taught in smaller groups so that we can provide support and build confidence.
A-level – Maths
All students will follow the Edexcel course, which combines pure mathematics (algebra, trigonometry, coordinate geometry and calculus) with applied mathematics (mechanics and statistics).
Download Sixth Form Mathematics Overview
Download Information About the Core Maths Option
A-level – Further Maths
Further Mathematics can be taken alongside Mathematics A-level as a core curriculum option. This is a very demanding option and you should talk to your current mathematics teacher if you are considering the course. You should have obtained 9 at GCSE/IGCSE to take this option.
Students studying both Mathematics and Further Mathematics are taught separately to those studying A-level Mathematics and will gain two full A-levels at the end of the two-year course.
Modern Languages
From Year 7 through to the Sixth Form, pupils are able to learn, develop and become fluent in:
- French
- German
- Spanish
Years 7 & 8
In Year 7, pupils have the opportunity to study three languages (French, German and Spanish) as part of a Languages Carousel. We fully cater for pupils’ differing prior knowledge of each language as linguistic content is taught through engaging cultural topics: Geography, History, Food, Art, Sport, Music, Literature and Architecture & Design. The course is designed to support the acquisition of basic language but also serves to challenge those who arrive with a higher level of each language. The languages will be assessed throughout the year following the completion of each carousel cycle (lasting nine weeks).
In Year 8, pupils continue with two modern foreign languages (choosing from French, German and Spanish) and will be able to make a fully-informed decision based on their experience of studying the three languages in Year 7. Pupils will be assessed at the end of the year in their two chosen languages.
GCSEs
In Year 9 pupils study up to two languages, choosing from French, German and Spanish. If a pupil opts to study only one Modern Language this must be supplemented with either Latin or Classical Civilisation.
German is available to beginners, while French and Spanish require prior knowledge.
In Year 9 pupils will begin their GCSE or IGCSE course in their chosen language. They consolidate what they have already learnt, and develop a solid foundation of grammatical theory and accuracy that will allow for independent learning through to the A-level course and beyond.
At the end of Year 11, pupils sit exams to assess listening comprehension, reading comprehension, writing and speaking.
To stretch the most able, the top sets in French have the opportunity to sit the DELF B1 in March of Year 11. German and Spanish students can do likewise, on request.
A-levels
French and Spanish are offered as A-level from Pearson/Edexcel. German is offered as A-level from AQA.
These exams allow students to develop individual and independent linguistic skills that prepare them for EPQ and University study. They combine society and culture-based topics, and situate the language in real-world contemporary settings.
Download Sixth Form French Overview
Download Sixth Form German Overview
Music
Years 7 and 8
Pupils in the Lower School enjoy a practical and entertaining course that focuses on manipulating the elements of music in performance and composition. Pupils have one lesson a week and there is a strong emphasis on singing and learning through music-making.
Year 9
All pupils study a course which covers a broad span of music theory, composition and performance. Pupils will take one lesson a week and make frequent use of music technology, using Sibelius notation software and BandLab. The course concludes with an independent individual research project which is then presented to the whole class.
GCSE
Pupils study the Edexcel GCSE, which is comprised of three components: performing, composing and appraising.
Performance requires pupils to record one solo and one ensemble performance, which are internally assessed and worth 30% of the final grade. Composing is similarly worth 30% and internally assessed, with pupils required to submit two compositions. The final part of the course – appraisal – is assessed by a public exam, with pupils asked a series of questions related to the set works studied throughout the GCSE. This is worth 40%.
Pupils study instrumental music from Bach and Beethoven; vocal music from Purcell and Queen; the music of stage and screen (Wicked and Star Wars); and fusions, covering Afro-Celt Soundsystem’s Release, and Esperanza Spalding’s Samba em Preludio.
A-level
As with the GCSE, students are assessed in three components: performing (30%), composing (30%) and appraising (40%).
Pupils perform one or more pieces at a public recital. The pieces can be sung – solo or in an ensemble – improvised, or performed using music technology. Recordings of the performance will be externally-assessed. For the composition, pupils create two pieces, one of the pupil’s choosing and one based on a brief set by the examiner. Both are externally assessed. ‘Appraisal’ takes place within a two-hour written exam, assessing the student’s knowledge and understanding of musical elements, contexts and language.
Students explore vocal music (Bach, Mozart and Vaughan Williams); instrumental music (Vivaldi, Clara Wieck-Schumann and Berlioz); film music (Elfman, Portman, and Herrmann); pop and jazz (Courtney Pine, Kate Bush and The Beatles); fusions (Debussy, Familia Valera Miranda and Anoushka Shankar); and new directions (Cage, Kaija Saariaho and Stravinsky).
Photography
Photography is among the most creative and exciting departments in the School, consistently achieving the highest grades at A-level. It boasts a state-of-the-art professional lighting setup and a digital studio with the latest Apple Macs and Adobe software.
Photography is available as a subject at both GCSE and A-level, offering pupils a unique chance to explore and study their surroundings. By using the camera lens, pupils can observe and reflect on the environment they live in. The curriculum emphasizes hands-on practical work, while also ensuring that pupils develop a thorough and intellectual grasp of the subject, recognizing that all photography is rooted in concepts and issues.
GCSE
In this exciting two year course, pupils learn to create digital artwork based on lens and light based media. They create highly personalised work using the photography studio, and the Mac computers. The course is divided into two main components:
- Portfolio (60% of qualification): This component allows students to learn and apply digital techniques, including the use of digital cameras, studio work, and Photoshop mastery.
- Externally Set Assignment (40% of qualification): Students create a portfolio based on a specific study topic provided by the exam board.
A-level
A Level Photography: Unleash Your Creativity!
Dive into the world of digital art and photography with our dynamic A-level course. Master DSLR cameras, create stunning digital art, or explore multimedia projects like short films. Learn in a professional studio and experiment with both traditional and modern techniques.
Course Highlights:
- Personal Investigation (60%): Create a unique portfolio on themes you are interested in.
- Externally Set Assignment (40%): Showcase your skills in a final project based on an exciting topic set by the exam board.
Take A-level photography and turn your creative passion into reality.
Download Sixth Form Photography Overview
Physical Education
We offer pupils everything from core PE provision to all years, through to a sports performance and sports science-focused syllabus at GCSE, A-level and BTEC Sport.
Years 7, 8 & 9
PE is delivered to Years 7, 8 and 9 throughout the year. It encompasses activities such as:
- Athletics
- Core fundamental motor skills
- Functional movement skills (stronger, faster, for longer)
- Gymnastics
- Swimming
- Dance, Acrobatic Arts and Cheer, Dance & Stunts
- A variety of net, wall and team games (rackets sports, handball, basketball)
Skills and physical characteristics learned and developed in these activities prepare pupils for Epsom’s extensive competitive games programme, as well as for life beyond the College.
Year 10
The provision for Year 10 is incorporated within a Personal Social Development (PSD) programme. The Year 10 Physical Education programme focuses on a gym induction and aims to develop knowledge and skills to inspire physical activity for life.
GCSE, A-level and BTEC Sport
Epsom College follows the OCR Examination Board’s Physical Education syllabus at GCSE and A-level. Results have been excellent and pupil value-added scores are consistently positive.
To study Academic PE it is important that candidates are interested in the world of sport and that they enjoy the process of applying theory to practical examples within the physical activity setting.
At both GCSE and A-level, pupils achieve a proportion of their marks by demonstrating their ability to perform effectively in a practical setting. Regular participation in physical activity is therefore vital for success in this aspect of the course.
Physical Education is a challenging but rewarding subject. The wide range of topics studied in the theory aspect of the course makes it interesting for a broad range of pupils. For example, we look at both the physical and social factors that affect performance and sports psychology, including drugs, gambling and the commercialisation of sport. The practical aspect allows pupils the opportunity to apply the knowledge from these topics to develop their overall performance level.
Physics
Physics is taught in the College by seven specialist subject teachers. The team is extremely well balanced; several staff hold higher-level degrees, whilst others have worked for a time in industry. This brings a wealth of both theoretical and practical knowledge for the benefit of the pupils.
Years 7 and 8
In the Lower School, pupils are introduced to Physics as a separate subject. The course is focused on building pupils’ understanding of the fundamental principles of the subject and the nature of science by foregrounding its empirical nature. The topics covered across the two years are:
- Forces and Motion
- Energy
- Electricity
- Magnetism
- Astronomy and Cosmology
Physics is by nature a hierarchical discipline, and as we have pupils joining the College from many different schools, one aim of this course structure is to consolidate and standardise pupils’ subject knowledge in preparation for their IGCSE course in Year 9.
Years 9 – 11
In Year 9, pupils begin their three-year IGCSE Physics course. We follow the Edexcel IGCSE specification. We are fortunate enough to have a huge stock of experimental equipment and much expertise. As such the course not only covers content, but develops the analytical, graphical, mathematical and, most importantly the problem-solving skills of our pupils. The aim is to make them inquisitive, curious and able young scientists. We follow a spiral curriculum in this order:
- Energy
- Motion
- Statics
- Charge
- Pressure
- Particle Theory
Year 10
- Forces
- Motion
- Energy
- Power
- States of Matter
- Electricity
- Nuclear Physics
Year 11
- Waves
- Forces
- Astronomy
- Cosmology
- Electromagnetism
A-level
Physics and Engineering are problem-solving disciplines, and this is very much the foundational tenet on which our teaching philosophy rests. We promote this, alongside skills such as analytical reasoning, criticality, data analysis and experimental fluency.
The A-level course is taught in two halves, each by a separate teacher. We follow the AQA A-level syllabus and undertake Option C – Engineering Physics because engineering is the most popular degree course undertaken by students of Physics, both at the College and nationally.
The course is linear, meaning students spend two years working towards their final A-level examination.
Lower Sixth topics:
- Measurements and their errors
- Particles and radiation
- Waves
- Mechanics and materials
- Electricity
Upper Sixth topics:
- Further mechanics and thermal physics
- Fields and their consequences
- Nuclear physics
- Engineering physics
Personal & Social Development (PSD)
Pupils receive a weekly PSD lesson however PSD is embedded throughout the curriculum in every year group. Your child is introduced to topics in Years 7 and 8 which are revisited in later years as they move through the College. As your child matures, the content becomes more nuanced and complex, deepening and engaging in a way that is sensitive and age-appropriate.
Lower School
Year 7
Pupils will learn about the following topics:
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Year 8
Pupils will learn about the following topics:
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Senior School
Year 9
In the first term, pupils will complete their Positive Wellbeing Passport in their PSD lessons, preparing them for life in the Senior School. Over the course of the year, they will learn about the following topics:
- Character Education: School Values, Character Education
- Digital Passport: Bullying; Digital rights and consent; Online risks; Support; Sharing images; Personal online image; harmful behaviours
- Mind Education: Threat, Drive and soothing system; Mindfulness; Cheerleading; Anxiety, Stress, Can I change it or not; Personal Values; Personal boundaries; Resolving conflict
- Careers: What does success mean to me; Working and money; entrepreneurship
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Climate Change: What is climate change and why does it matter?; What is causing climate change?; What are the impacts of climate change?; Introduction to research /Library research
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Financial Foundations: Different Bank Accounts, Interest rate, Overdrafts; Budgeting – saving and sticking to a budget; Understanding and managing debt, current accounts, overdraft, loan shark, Mortgage, payday loan, credit card, credit rating, council Tax, TV licence, savings; Money and work, state benefits; Reading a pay slip, Deduction, Pensions, Student loans; Budgeting when gaming
- Relationships: Personal Strengths; Sleep; Drugs Education; Menstruation
Year 10
Pupils will learn about the following topics:
- Relationships: Bystander Apathy; Pornography; Alcohol; Resilience; Consent
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Parliament & Human Rights: British Values, Government and democracy, General Election; UK Parliament and laws; Preventing Radicalisation, INCEL culture; Human Rights, Protected characteristics; The Law; Death Penalty
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Relationships & Families: Sexual relationships and sexuality, Sexual Relationships before and outside of marriage; Contraception and Family Planning; Marriage; Divorce; Contemporary Family issues; Gender and equality – the roles of men and women / General Prejudice and discrimination
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Financial Foundations: Financial Risky situations; What Insurance; Identity Theft; Digital Payments; Biometric Payments; Mobile Phone Banking; Mobile Wallet
- Artificial Intelligence
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Physical Wellbeing: Gym Induction, Development of a personal exercise programme
- Careers: Apprenticeships vs Higher Education; Develop your skills; Develop your CV
Year 11
Pupils will learn about the following topics:
- Relationships and Being Safe: County Lines and Sexual Exploitation, Rape Culture, Sexual Harassment, sexual consent, violence, Peer on Peer abuse
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Religion, Human Rights and social Justice: Social Justice and Human rights, Gender Prejudice and discrimination, Freedom of religious expression, Disability and Race, Wealth – Christian teachings about wealth / poverty and its causes / exploitation of the poor and giving money to the poor
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Respectful relationships: Gender diversity and Sexuality; Pregnancy, decision making, having a baby; Relationships and the Law – Coercive control, Domestic abuse, Honour based violence, Arranged and forced marriages
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Intimate and Sexual Relationships: Hormonal Health, Testicle and Breast Self-Examination, Fertility, IVF, Breast Cancer and checking; Contraception, condoms; STI’s; FGM, Breast Flattening
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Financial Foundations: Gambling – Understanding spending behaviours when gambling; Tech Innovation and Entrepreneurship; Tech Innovation v Innovation; start up; sole trader; partnership; Limited company; Copyright; Trademark; Patent; Cyber security; cyber-attacks
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Careers: A-level choices with Unifrog, Work Experience – CV and Covering letters; Researching possible placements; Selecting A-levels; Searching for work experience; Reviewing CV in light of work experience opportunities
Sixth Form
Students will cover a range of topics during their time in the Sixth Form, including the following:
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Psychology
Psychology is offered at A-level. It is a popular subject that combines well with all other subject choices. Those who enjoy the sciences and those who enjoy the arts and humanities are equally well suited to Psychology, as it provides a unique blend of scientific theories and processes, alongside a qualitative understanding of how culture and social interactions impact our behaviour.
Students will need a minimum of a Grade 6 in Science, Maths and English Language.
What is Psychology?
Psychology is the scientific study of the human mind and behaviour. It is a dynamic and fascinating scientific discipline, which is relevant to the world around us. Psychologists conduct scientific research to find out what motivates, challenges or changes us. They use this understanding to predict behaviour, tackle personal and social problems in society and improve quality of life.
The Psychology Department
The department focuses on inspiring pupils to question research, to become independent thinkers and to expand their understanding of human behaviour. Enrichment is offered through Psychology Society and ‘Mind Games’ club, led by Lower Sixth students for Upper Fourth (Year 10) and Fifth Form (Year 11) pupils.
The A-level syllabus
The A-level course follows the AQA specification which focuses on the following topics:
Paper 1: Students study four topics
- Social influence – conformity, obedience to authority, minority influence and the role of social influence processes in social change.
- Memory – models of memory, types of long-term memory, explanations for forgetting, factors affecting the accuracy of eye-witness testimony and how to improve eyewitness testimony in real world criminal proceedings.
- Attachment – caregiver-infant interactions and explanations of why we attach, the types of attachment between caregiver and infant and the importance of our early attachments on later relationships, including issues surrounding Romanian orphanages.
- Psychopathology – definitions of abnormality and the symptoms, causes and treatments of phobias, depression and obsessive-compulsive disorder.
Paper 2: Students study three topics
- Approaches in Psychology – the different theoretical perspectives of explaining behaviour including the learning approach, the cognitive approach, the biological approach, the psychodynamic approach and the humanistic approach. The development of Psychology, including the emergence of cognitive neuroscience.
- Biopsychology – the workings of our central and peripheral nervous systems, our endocrine system, our brain and to what extent our biological rhythms, such as the sleep/wake cycle, are influenced by internal or external factors.
- Research methods – knowledge and understanding of a range of research methods, the scientific process, as well as data handling and analysis. There is an applied maths element to this topic (a grade 6 in GCSE Maths is sufficient to cope with this).
Paper 3: Students study four topics
- Issues and debates in psychology – free will vs. determinism; holism vs. reductionism; and nature vs. nurture. Students also consider ethical and cultural issues in research and theories, including reference to social sensitivity, gender and cultural bias.
- Relationships – evolutionary explanations for partner preferences, factors affecting attraction and theories of romantic relationships. Students will also explore virtual relationships and parasocial relationships.
- Schizophrenia – diagnosis and classification as well as biological and psychological explanations and treatments of schizophrenia. Students will also explore the interactionist approach and methods of managing schizophrenia.
- Aggression – biological and social causes of aggression as well as the role of computer games and the media in aggression. Students will also explore aggression in a prison setting and the impact of desensitisation and cognitive priming.
Religious Studies
Year 7 & 8
Pupils are introduced to the three world religions that developed in the eastern hemisphere – Hinduism, Buddhism and Sikhism – in the chronological order in which they originated. Pupils also study religious festivals, pilgrimage, and religious food and drink.
In Year 8, pupils are introduced to Judaism, Christianity and Islam, and study the religious themes of Holy books, religious leaders and places of worship.
Year 9
In Year 9, pupils are introduced to the philosophy of religion. They study the historical conflict between religion and science, and the different ways in which religions communicate about God, and with God.
Toward the end of Year 9 pupils choose whether to pursue Religious Education on to GCSE level. Those who choose not to take a GCSE in the subject will still engage with the subject as part of a compulsory carousel of subjects covering Religious Education, Physical Education and Personal and Social Development.
Years 10 & 11
In Year 10, those pupils taking Religious Studies GCSE will study Christianity, specifically its beliefs, teaching and practices. Pupils also study two thematic studies: religion peace and conflict, and religion, crime and punishment.
In Year 11, pupils study Judaism, specifically its beliefs and teachings, and its practices. Plus the following thematic studies: religion and life, and the existence of God and revelation.
Those who choose not to take a GCSE in the subject will still engage with the subject as part of a compulsory carousel of subjects covering Religious Education, Physical Education and Personal and Social Development.
For the Year 10 religious studies component, pupils will study relationships and families. In Year 11, they focus on religion, human rights and social justice.
Sixth Form
Religious Studies is a very popular A-level that complements an extensive range of other choices and equips students for a variety of future careers. The department is fortunate enough to be staffed entirely by experienced subject specialists.
The department focuses on instilling clarity of thought, coherence of argument, and academic rigour in students, in order to ensure examination success in Religious Studies and other disciplines that require these transferable skills.
The A-level course focuses on the following topics:
Philosophy of Religion
- Philosophical issues
- The nature and influence of religious experience
- The problem of evil and suffering
- Language
- Philosophers
- Influences and developments
Religion & Ethics
- Significant concepts of issues and debates
- Utilitarianism, situation ethics, and natural moral law
- War and peace and sexual ethics
- Ethical language
- Ethical theory
- Medical ethics
New Testament Studies
- The context of the New Testament
- Texts and interpretation of the New Testament
- Interpreting the text and the purpose and authorship of the Fourth Gospel
- Ways of interpreting scripture
- Texts and interpretation
- Scientific and historical challenges in faith and history
