full Sixth Form Curriculum here

gordonstoun
curriculum
sixth form 2016-17
A-LEVEL COURSES HIGHER EDUCATION SERVICES SPORT
PERFORMING ARTS OUTDOOR EDUCATION SAIL TRAINING
gordonstoun
ELGIN, MORAY
SCOTLAND IV30 5RF
+44 (0)1343 837837
admissions@gordonstoun.org.uk
www.gordonstoun.org.uk
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Contents
SIXTH FORM CURRICULUM 2016-17
Welcome
2
Academic Subjects:
Introduction
3
A-Level Courses
4
AS-Level Courses 16
Other Subjects 18
Learning support and IELTS 19
Higher Education 20
Library 22
Services
23
sport & Activities
28
Performing Arts
29
Outdoor Education
31
Sail Training & Seamanship
32
International and Spiritual Citizenship
& Duke of Edinburgh’s award
33
Student Development Scheme
34
Other Opportunities
35
life in the sixth form
36
P
Welcome
SIXTH FORM AT GORDONSTOUN
Life in the Sixth Form at Gordonstoun aims to bring out the most
in its students, in line with our motto: Plus est en Vous - There is
more in you. As pupils move into the Sixth Form at Gordonstoun,
they are joined by a large intake of new students from all corners
of the globe. This rich cultural mix of students allows for a unique
experience for all. Friendships made at Gordonstoun last a lifetime,
as many former students will testify.
Many aspects of life in the Sixth Form echo life on a university
campus - community living, but with a fair degree of privacy and
Sixth Form independence. The Sixth Form social centre opens twice a week
Co-ordinator: when students from different Houses can get together to listen to
Mrs Suzy Morton music, dance and generally relax and have fun. Trips into Elgin are
 mortons@gordonstoun.org.uk also regularly organised. Gordonstoun also aims to prepare its Sixth
Form students for life beyond formal education, and many activities
on offer are designed to develop Kurt Hahn’s ideal of the whole
person, fit and willing to face the challenges of real life.
The special and distinctive quality of Gordonstoun lies in the
aspiration of our Mission Statement. “Gordonstoun prepares each
student through learning by diverse experience for a full and active
role as an international citizen in a changing world”.
We believe that by offering a special programme of holistic
education which concentrates on individual personal development
we can deliver this mission for every boy and girl. The test of
success really comes not only during their school years but more
importantly during the years after leaving.
curriculum
Co-ordinator: The academic programme provides the basis for entry into UK
Mr Steve carter and world-wide universities and at the same time has the flexibility
 carters@gordonstoun.org.uk
to support a wide range of student needs. The wider curriculum
provides opportunities to challenge students in many ways and
to give them a taste of a range of new experiences, from sport
to drama and from sailing to dance. At the same time it allows
students to pursue their individual passions.
Page 2
Subjects
teaching and learning
Introduction Gordonstoun follows the English examination system in offering AS
and A-Levels. Entry for most UK universities and for most courses
requires basic qualifications in GCSE Maths or equivalent, GCSE
English or equivalent and pass grades in three A-Level subjects.
Students are expected to choose four AS subjects in Year 12 and
carry three of these on to A-Level, although some may opt to sit
four at A-Level. Most non-English speaking students take their
native language at A-Level; advice will be provided on examination
preparation but no formal lessons will need to be attended, except
in German.
The School offers a range of AS and A-Levels allowing students
to choose the course that suits them. Students sit AS levels in all
subjects at the end of Year 12. They will then decide which to
continue at A-Level. In most subjects the AS counts as a separate
qualification from the A-Level; but the link between the two
qualifications is being retained for another year in some cases.
The School is continually looking to develop new opportunities for
students so new courses may become available at A or AS-Level.
In addition to academic subjects, students attend a weekly lecture
and International and Spiritual Citizenship lessons where they
explore what they believe and their role as an international citizen.
Choosing your subjects The choice of A-Level subjects depends on a number of factors;
the anticipated degree course and the student’s particular strengths
and interests. It is important to choose the combination of A-Levels
carefully in view of any future careers as certain subjects are
required at A-Level for particular university courses or particular
universities. More details are given in the Higher Education section
of this booklet.
In the following pages there are details of the various courses on
offer. There is more detail available on the School website or on the
websites of the various exam boards.
www.gordonstoun.org.uk
www.edexcel.com
www.ocr.org.uk
www.aqa.org.uk
Some of the courses have extra costs associated with them and
they are marked with an asterisk *. Some courses may not run if the
numbers are deemed not viable.
Page 3
Subjects: A-Level
Art, craft and Design AS/A2 Art and Design requires commitment and independent thinking which
can be beneficial to a wide range of career choices. Candidates need to
possess a lively, enquiring mind and creative understanding in order to
pursue projects and work independently on their ideas.
The course syllabus progresses naturally from GCSE but also accommodates
those students studying Art for the first time. It is designed to meet the needs
of a wide range of candidates including those who will take up further studies
in courses where creativity is important. Careers in which Art and Design are
important include: architecture, interior design, fashion and textiles, jewellery
design, fine art, graphic design, history of art, illustration, 3-D design, theatre
and costume, media studies, advertising, publishing and museum/restoration
work.
We offer a general Art and Design syllabus which allows the students to
initially explore a wide range of skills and techniques including painting,
print-making, 3-d design, digital media, sculpture, mixed media and textiles.
The AS course is assessed through one externally set examination making up
100% of the final AS grade. The practical work that is completed prior to the
examination is internally assessed and used to gauge student achievement
and build new skills.
The A2 course consists of two units of coursework; a practical portfolio and a
written assignment which makes up 60% of the final A2 grade. The externally
set examination is worth the remaining 40% of the final A2 grade.
Biology As media headlines continue to be dogged by biological challenges such
as climate change, disease spread and the ethics of stem cell technology,
Biology can play a lead role in making informed choices relating to the
world around us.
A-Level Biology combines well with Chemistry, Physics, Mathematics and
Geography and success in the subject can form the foundations for a
number of varied career paths. For example, the physiology aspects of the
course link well with careers in the clinical or health professions, such as
medicine or midwifery, whereas the environmental modules provide a solid
basis for those interested in sustainable development.
The following topics are covered at AS-Level
1.Biological Molecules.
2.
Cells.
3.Organisms exchange substances with their environment.
4.
Genetic variation and relationships between organisms
In addition to the above the following topics are covered at A-Level
5.
Energy transfers in and between organisms
6.Organisms respond to changes in their internal and
external environment
7.
Genetics, populations, evolution and ecosystems
8.The control of gene expression.
AS-Level is assessed in two written papers which cover topics 1-4 and involve
short answer questions, comprehension questions and extended questions.
Relevant practical skills are also assessed.
A-Level is assessed in three written papers which cover topics 1-8 and
involve short answer questions, comprehension questions extended questions
and essay questions. Relevant practical skills are also assessed.
Students should have a grade B at GCSE Additional Science.
Page 4
Subjects: A-Level
Business Studies The course is designed to engage students through topics
and issues that are relevant in today’s society, such as digital
technology, business ethics and globalisation. Students will develop
the knowledge and skills needed to analyse data, think critically
about issues and make informed decisions; all skills that are needed
for further study and employment.
Business Studies is a dynamic subject which requires constant
observation of current business activities and it is in this light
that the content of the A-level syllabus is studied. The aim is to
provide candidates with a critical understanding of enterprise and
entrepreneurs, a variety of business organisations, the markets they
serve and the process of adding value.
The skills underpinning the course include carrying out numerous
calculations, interpreting and analysing mathematical and textual
data, applying knowledge to unfamiliar situations, developing
arguments and making judgements and decisions, identifying
problems and proposing solutions, recognising that a problem
exists, conducting research and challenging assumptions.
Continually stressed throughout the course is the interdependent
nature of business activity, both internally between the various
business sections and externally with the social and economic
environment. Frequent use will be made through the course of
case studies and calculations. The course does require sound
mathematical ability and we would highly recommend students have
at least a B grade or equivalent in GCSE maths.
Chemistry Chemistry is a key area in modern day society and a vital
contributor to the modern economy. A-Level Chemistry is a required
subject for a number of degree courses including Medicine and
Veterinary Science. It is also highly valued for its analytical and
problem solving skills for many other degree courses.
The AS and A-Level courses offered have been developed in
consultation with the Royal Society of Chemistry and universities
around the UK. There is a strong practical component to the course
as well as the written examinations at the end of Years 12 & 13.
Page 5
Subjects: A-Level
Classical Civilisation The aim of this course is to give students an appreciation of
ancient culture, history and thought through the reading of works
of ancient literature in translation, works that are important for the
understanding of all European culture. There is also the opportunity
to examine archaeological and inscriptional evidence in Roman
Britain.
Texts studied include Homer’s Odyssey, the second oldest work
of European literature and the final product of a timeless bardic
tradition. A study of two plays by Euripides is combined with a study
of Aeschylus and Sophocles.
The Ancient Athenian Comedian Aristophanes and the Roman
Comedian Plautus are also studied. A major theme is the drift in
comedy from biting political satire to situation comedy.
The course also covers the culture, society and history of Roman
Britain and includes archaeological, inscriptional and literary
evidence. The excitement is in tracing the collision and fusion of two
distinct cultures.
Classical GREEK This course follows the same pattern as the Latin Course, with
a similar balance between the study of language and literature.
Authors studied include Homer, Xenophon, Plato and Sophocles.
computer science OCR A-Level Computer Science is a stimulating and challenging
A-Level that tests a wide range of competencies and demands
students to immerse themselves in a range of different areas that all
have one thing in common, the computer.
Whilst not all students who opt to study the course will have a
burning desire to be a Computer Scientist, the course offers an
insight into Software Development, Component Manufacturing,
Algorithm Analysis, Database Architecture, Networking and Systems
Analysis. The course would be a perfect accompaniment to those
students’ programmes that already contain Physics and Mathematics
because of the increased maths focus and the algorithmic and
logical thinking that the subject demands. As such, it is recognised
as a demanding subject by all Russell group Universities and
particularly useful for scientific and engineering related courses.
The new linear A Level in Computer Science explores all things
computer, from looking at its architecture, to the design and build of
a complete Software Application for a defined end user. Students’
knowledge is assessed in two examinations at the end of the Upper
Sixth and in an intensive Programming Project is completed in a
suitable High Level Programming Language throughout the Upper
Sixth.
It is not compulsory for students to have studied Computing
at GCSE, however, students that have, or have an interest in
Computer Science outside of the School curriculum, will have a
distinct advantage. Because of the mathematical nature of the
subject students are recommended to have a B grade or better in
Mathematics at GCSE to start this course.
Page 6
Subjects: A-Level
Design and Technology This course is designed to give students a full understanding of
modern product design and manufacture through a detailed study of
materials, production techniques, environmental issues, aesthetics and
related technologies. There is a strong focus on the target market and
on quality control techniques employed in large-scale production.
Students get a full flavour of designing and manufacturing in a wide
range of materials through the research, development and building
of their own prototype products. They employ traditional sketching
and modelling techniques alongside the latest CAD/CAM facilities,
within a fully equipped design studio and multi-material manufacturing
workshop.
Visiting speakers and industrial visits help to forge a tangible link to the
real world of product design and to open students’ eyes to the many
career pathways available to them.
Product Design marries well with both Art & Design or with Science,
Business Studies and Maths, leading to many possible careers
including Engineering, Industrial Design and Production, Graphic
Design, Architecture, Fashion and Interior Design.
Drama and The Theatre Studies course demands practical, creative and
Theatre Studies communication skills in almost equal measure. Students will extend
their ability to create drama and theatre, either in a performing
or a production role. They will write about drama and develop
their powers of analysis to become informed critics. The course will
involve taking part in drama productions, as well as studying plays
and playwrights.
Students need to be curious about issues and ideas and have a
creative instinct for communicating their views through drama. They
may be keen on acting, writing or on the visual and technical side
of theatre and wish to develop their skills in some or all of these
areas. Equally they will be interested in going to the theatre to see
plays performed by different theatre companies.
GCSE Level Drama is useful but not essential. Students will need
to have good written skills. It is important that candidates are
interested in gaining a greater understanding of how theatre and
plays work and are keen to be involved with performances.
Page 7
Subjects: A-Level
Economics Our approach to Economics is to apply economic theory to support
analysis of current economic problems and issues, encouraging
students to appreciate the interrelationships between microeconomics
and macroeconomics. The course content takes into account
fundamental advances and changes in economic ideas such as
behavioural economics, importance of financial markets and
development economics, so that students can relate what they are
learning to the world around them.
Economics at Gordonstoun is taught in a spirit of enquiry and
challenge, through debate and argument backed by rigorous
analysis. The ability to build a case, hold an argument and defend it
robustly from firm foundations of knowledge and empathy lead to the
capacity to produce powerful solutions to problems.
Economics focuses on the present and future, although study of
recent economic history and trends does help further understanding.
As a predictive science we analyse and assess the impact of
policies and events on local, national and international well-being.
This requires an enquiring and challenging approach to ideas, a
willingness to use models and data to reach conclusions and a
confidence to make judgements verbally and on paper. This needs a
real understanding of current affairs, of the human condition and of
the methods available to improve these.
It is not necessary to have studied Economics previously but
mathematical ability is essential; without at least a B grade in GCSE
Maths you are likely to find economics extremely challenging.
Students will also need to be confident in writing evaluative essays.
English Language The English Language course takes students into the world of
linguistic analysis. Students study both written and spoken texts and
consider how and why we communicate as we do.
Students intending to join this course should have an active interest
in spoken and written language. It is necessary to have a GCSE
qualification in English, and students need to be prepared to study
concepts and frameworks for the study of language. Speaking and
writing skills will also be developed further.
The course is examined by two external examinations and one
coursework unit.
Students will engage in the linguistic analysis of real-world texts, and
produce original writing on topical language issues which we face
today as modern speakers of English. (40%, external exam). They
will also analyse how children acquire language, examine the use
of language in the media and consider how language changes and
develops over time (40%, external exam).
Students will also have the opportunity to conduct a language
investigation into an area of their own choice (20%, coursework).
Page 8
Subjects: A-Level
English Literature The English Literature course is designed to develop students’
critical perception and powers of analysis through the exploration of
a range of classic and modern texts. Students intending to join this
course should enjoy reading and should have had some success
in studying literature at GCSE (grade B or above) or at National 5
level.
Successful students will be expected to read more widely than the
set books prescribed for the specification.
Over the two year course, students will analyse and compare a
range of post-2000 poetry, before broadening their experience by
considering Chaucer’s medieval Canterbury Tales (30%, external
exam). Students will also engage in a thematic study of prose texts,
including one novel from the 18 th or 19 th century (20%, external
exam). Drama is also an integral part of the course, as students
will study two plays, including a Shakespearean comedy or tragedy
(30%, external exam)
A-Level students are expected to produce an independently
researched piece of coursework, amounting to 20% of the total
qualification.
Geography Studying Geography in the Sixth Form offers students a varied diet
of both timeless and contemporary subject matter. In focusing on
the connections between disparate places, ideas and processes, the
subject offers a holistic view of the world and is highly relevant to
the needs of society today. Straddling the humanities and sciences,
Geography is well equipped to act as a link between diverse
subjects such as Maths or Biology, Economics or Politics, and it is
a popular A-level choice at Gordonstoun. Geography fosters a
responsibility that students have to the environment they live in but
also helps them develop cross-curricular skills that have a range of
uses in all subjects and walks of life.
The course is an exciting mix of major Physical and Human
Geography themes which can be studied in conjunction with Arts or
Science A-Levels. Topics include: Rivers, Flooding & Management,
Population Change, Cold Environments and Health Issues at
AS level; Plate Tectonics, World Cities, Weather & Climate and
Contemporary Conflicts at A2 Level; in addition to the contentbased assessment in both years (65% of the A-Level) there is also
an assessment of core geographical skills and fieldwork experience
(35% of the A-Level) - fieldwork will therefore play an important part
in the course and visits to local areas, such as the Moray coast and
the Cairngorms National Park, are a key feature of the course. 
Many students do go on to study Geography at degree level and
graduates are welcomed by a wide range of employers e.g. law,
accountancy, surveying and planning or personnel management.
Because of the variety of skills and knowledge acquired studying
Geography, “geographers are especially successful at obtaining
jobs in business, finance, marketing, personnel and administration”.
(Royal Geographical Society industry survey).
Page 9
Subjects: A-Level
History History A-Level aims to foster students’ interest in and knowledge
of the past, to develop their ability to research, to think and to write
independently, and to develop their critical thinking. It will equip and
enable students to study History at University but will also provide a
good background to go on to study a range of degrees (such as Law,
Classics, PPE, Politics, and International Relations). Moreover, the
skills learnt through History are widely valued by employers.
The A-Level and AS courses use the AQA syllabus and all do the AS
exam in the first year. The AS course focuses on the first half of the
A-Level course and we do two topics - the rise of the British Empire
and the French Revolution. These are fascinating and controversial
topics covering a wealth of history and stories as colourful as the
Indian Mutiny, the Mahdi and General Gordon, the execution of
Louis XIV and the rise of Robespierre. There are two Papers which
include a source based question and an essay on the French
Revolution in one and a question on historical interpretations and an
essay on the British Empire in the other. Both papers count for 50%
each.
The A-Level continues these two topics to the career and impact of
Napoleon and the downfall of the British Empire. The papers in the
A-Level build on the AS course and have more demanding source
and Interpretations exercises and two essays on each topic. The
A-Level also includes a research project worth 20% of the A-Level.
It is a rewarding and challenging course and students are usually
expected to have achieved at least a Grade B at GCSE Level.
Latin The aim of the course is to give students an appreciation of
Roman culture and thought through the study of Latin language
and literature. An attempt is made to keep to the more interesting
authors and books. Half of the course is devoted to methodical
instruction in Latin language. The other half is devoted to the study
of set texts drawn from Latin literature. Latin is scheduled for reform
starting in 2016, so AS no longer will towards the final A2 Grade,
but the texts have been dovetailed to make for sensible progression.
AS LATIN
Prose and Verse Literature (50%)
Students study two texts drawn from the greats of Latin Literature.
This allows for a fresh and distinctive study of texts in a language
other than English, and a close study of how authors use language
and literary technique. The authors studied are to be:
Cicero: Pro Milone; Cicero mounts a spirited defence in court of
one of his favourite thugs.
Ovid, Tibullus, Propertius: A study of works from ancient Rome’s
leading love poets.
Language (50%)
Students translate a straightforward unseen passage of Latin into
English, and then show linguistic knowledge through answering a
comprehension exercise on a second Latin Text. Both passages are
defined by set vocabulary list studied over the course of the year.
Page 10
Subjects: A-Level
Latin A2 LATIN
(cONTINUED)
Unseen Translation (33%)
Candidates will translate straightforward passages of Livy and Ovid
from Latin into English, and scan two lines of verse
Prose Composition (17%)
Candidates will translate a straightforward piece of English into Latin.
Prose Literature (25%)
This study builds on the Pro Milone Set Text studied at AS by the
reading of further parts of the same speech, or a contrasting text, as
preferred.
Verse Literature (25%)
This study builds on the Love Poetry Set Text studied at AS by the
reading of further love poems, or a contrasting text, as preferred.
Maths and Mathematics is a course worth studying in its own right. It is
Further Maths challenging but interesting. It serves as a very useful support
for many other qualifications as well as being a sought-after
qualification for the workplace and courses in Higher Education.
While studying Mathematics, students will be expected to use
mathematical skills and knowledge to solve problems; and solve
quite complicated problems by using mathematical arguments and
logic.
Students will also have to understand and demonstrate what is
meant by proof in mathematics; simplify real-life situations so that
mathematics can be used to show what is happening and what
might happen in different circumstances; and use the mathematics
learnt to solve problems in a real-life context.
Candidates will be expected to have achieved at least a grade B at
GCSE.
There are 18 units from which to choose. These are divided into
the four branches of mathematics:
Pure (Core) MathematicsStatistics
Mechanics
Decision Mathematics
There are seven Pure Maths, five Mechanics, four Statistics and two
Decision Maths units. By choosing different combinations of units
any of the following qualifications can be obtained :
A-Level Mathematics
AS Mathematics
A-Level Further Mathematic AS Further Mathematics
A-Level Pure Mathematics
AS Pure Mathematics
In order to get an AS (Advanced Subsidiary) it is necessary to take
three units. A full A-Level requires a further three units.
Some students who are really interested in Mathematics take either
Further Mathematics AS or A-Level. An additional three or six more
units will need to be taken.
Page 11
Subjects: A-Level
Media Studies This course offers a practical and theoretical approach to Media
Studies and New Media. Students explore textual analysis of
Film and TV, media industries - looking at the television industry,
evaluation of production work and critical perspectives. This reflects
the growing importance of Media Studies as a subject and allows
candidates to engage with contemporary media issues.
The mix of theoretical and practical work, and the widespread
choice of briefs, gives candidates the flexibility to choose topics
and interests. It’s up to the minute - this new specification is based
on recent consultation with industry media experts. The coursework
represents 50% of the total A-Level. There are no word limits for the
production work, enabling creativity and flexibility.
There are many hundreds of different courses at Universities offering
a wide of courses studying media and students can go down the
academic, cultural social science route or into practical courses
like film-making, new media and web design. There are no specific
requirements for this course, although a ‘C’ or above at GCSE
English is helpful.
modern languages Please note that the AS and A2 specifications for AQA,
german/french/spanish which are due to start in September 2016 are still in
draft form and therefore, the information below will be
amended in due course.
This specification is to be taken over one or two years and is a
linear qualification. The first AS examinations will take place in the
summer of 2017.
When studying a Modern Foreign Language at AS and A2 level,
students explore the language, culture and society of the countries
where the language is spoken, whilst developing extensively their
linguistic skills and knowledge. They are given the opportunity
to engage critically with intellectually stimulating texts, films and
other materials in the original language. They thus develop an
appreciation of sophisticated and creative uses of this language, but
also learn how to understand them within their cultural and social
context.
Language students equip themselves with transferable skills such as
autonomy, resourcefulness, creativity, critical thinking, and linguistic,
cultural and cognitive flexibility that will enable them to proceed to
further study or to employment.
In the draft new specification, the course is divided into Core
content and Options. They are organised as follows:
AS Syllabus
Core: Social issues and trends in target-language countries; Artistic
culture in target-language countries; Grammar
Options: Works: Literary texts and films
Page 12
Subjects: A-Level
modern languages AS Examinations
(continued) Candidates sit three examinations:
Paper 1: Listening, Reading and Writing (80 marks, 40% of AS,
1 hour 45 minutes)
Paper 2: Writing (60 marks, 30% of AS, 1 hour 15 minutes))
Paper 3: Speaking (60 marks, 30% of AS - 12-14 minutes)
A2 Syllabus
Core: Social issues and trends in target-language countries; Political
and Artistic culture in target-language countries; Grammar
Options: Works: Literary texts and films
A2 Examinations
Candidates sit three examinations:
Paper 1: Listening, Reading and Writing (160 marks, 40% of A-Level
- 2 hours 30 minutes)
Paper 2: Writing (90 marks, 30% of A-Level - 2 hours)
Paper 3: Speaking (60 marks, 30% of AS-Level - 21-23 minutes,
including 5 minutes preparation time)
Music This course builds on the GCSE principles of Listening, Composing
and Performing and will be appropriate for any student who has a
good GCSE in Music and who is an enthusiastic performer, either
as a singer or as an instrumentalist. For those who do not have
a GCSE in music, Grade V Theory is also a good preparation;
but it is not a subject to be taken by those who have no prior
understanding of the theory or history of music.
Sixth Form Music students will find that they are the backbone of
music at Gordonstoun. As well as specific concerts for A-Level
recitals, they will lead ensembles such as the string orchestra,
the wind band and the chamber choir. Formal evening concerts
take place on an almost weekly basis and there are also informal
lunchtime concerts every week. The 40% of the course devoted to
performance will be covered during these concerts and students
should expect to participate in them to the full.
Students will learn traditional compositional techniques and be
encouraged also to branch out into free composition. As long as
students have a good knowledge of the theory of music (see above),
no previous compositional experience is necessary.
A final part of the course is a written paper, concentrating on
set works and periods of music history, together with aural and
analytical skills.
This is a challenging but enormously rewarding course, an excellent
preparation for music at university or conservatoire but also
enjoyable for musical enthusiasts.
Page 13
Subjects: A-Level
Physical Education
The course extends the knowledge gained in GCSE Physical
Education (PE) and provides a direct link to sports science study
in Higher Education, it is possible to study this course without
previously studying GCSE Physical Education.
At GCE A-Level there are four components in the Physical
Education course:
Physiological Factors Affecting Performance
This area is assessed by a two hour examination at the end of
Year 13 and is worth 30% of the final marks. Topics will include
Anatomy and Physiology, Exercise Physiology and Biomechanics.
Psychological and Socio-cultural Themes in PE
This area is assessed by a one hour examination at the end of
Year 13 and is worth 20% of the final marks. Topics will include
Skill Acquisition, Sports Psychology and Sport in Society.
Socio-cultural and Contemporary Issues
This area is assessed by a one hour examination at the end of
Year 13 and is worth 20% of the final marks. Topics will include
Sport, society and technological influences on sport.
Performance within Physical Education
Students will be assessed in one practical performance sport
internally and continuously over the two years against criteria
supplied by the board. Their marks will be externally moderated
and ,alongside an analysis and evaluation of performance
project, are worth 30% of their final marks.
BTEC extended certificate 360 The Btec extended certificate provides a broad basis for the further
Sport study in the sports sector of Higher Education, it is equivalent to
one A-Level and has 360 guided learning hours. Assessment is
through a variety of methods allowing students to demonstrate their
knowledge and understanding.
The course involves the following mandatory Units:
Anatomy and Physiology
The study of five systems within the human body that combine to
allow sporting activities to occur - skeletal, muscular, cardiovascular,
respiratory and energy. Students study these topics and then sit a
1hour 30 minute examination at the end of the course.
Fitness Training and Programming for Health, Sport
and Well-Being
Students study the following aspects in this module:
Positive and negative lifestyle factors affecting health and wellbeing,
lifestyle modifications to promote health and well-being, dietary
requirements, screening procedures for health components and
Page 14
Subjects: A-Level
BTEC extended certificate 360 fitness training to develop all aspects of a healthy active lifestyle.
Sport Assessment is by an externally set task for which preparation notes
(Continued) are made and are available for reference during the supervised
assessment session lasting two hours.
Professional Development in the Sports Industry
In this unit students will gain an understanding of the career
and job opportunities that occur in the sports industry including
professional development and qualifications. Students will also
audit their own skills and produce a portfolio of their achievements
and experience. They will also undertake a mock application and
interview process and reflect on and review their performance.
Assessment is by internally set and assessed tasks that will be
externally verified.
Student will also study one of the following units:
Sports Leadership
Application of Fitness testing
Sports Psychology
These components will be assessed by internally set and marked
tasks that will be externally verified.
Physics Unlike the other sciences, Physics has no limits - Physics itself
is very varied and so is what you might do with it. By studying
Physics students gain an appreciation of the way in which physicists
apply mathematical analysis to physical phenomena, allowing an
understanding in significant detail and underlying patterns.
Students will follow the Edexcel Physics A-Level course (9PHO) and
should possess good mathematical and analytical skills. Whilst it is
not necessary to study Mathematics at AS or A-Level, students must
have performed very well in GCSE Mathematics at higher tier level.
Many students choose to combine Physics with one of the other
sciences such as Chemistry or Biology, while others who are thinking
of becoming an engineer or architect combine Physics with DesignTechnology or Art.
Students should have a grade B at GCSE Science.
Page 15
Subjects: As-Level
Introduction There are a number of subjects avalable as AS courses only. It is not
required that students take an AS, a diet of three A-Levels is often
sufficient for most students. However, more of the top universities
are now asking for three A-Levels and an AS-Level. The AS courses
take place in Year 12 with public exams in May.
Dance The Dance course studies three aspects of dance: performance,
composition and analysis. Students are required to choreograph
and perform a solo dance and perform within a duo or trio. They
also complete a written exam on a dancer’s experience in training
and performance as well as two areas of study.
The main dance technique taught will be Contemporary, some
experience in a technical dance style is essential.
Digital Photography Lens AS Digital Photography: Lens and Light-based Media requires
and Light-based Media commitment and independent thinking which can be beneficial to a
wide range of career choices. Candidates need to possess sound IT
skills with an enquiring mind and creative ability in order to develop
projects and work individually on their ideas. The course syllabus
accommodates those students who have prior knowledge of digital
media or are studying digital media for the first time.
At Gordonstoun we offer a general digital photography syllabus
which allows the students to explore a wide range of skills and
techniques including aperture, shutter speed, lighting, composition,
rule of thirds, research skills and Photoshop skills. Independently-led
projects encourage students to push the boundaries of the medium
in exciting and unusual pathways.
The course is assessed through one internally set assignment
designed to improve their photographic thinking and skills base,
and one externally set examination making up 100% of the final
grade.
Page 16
Subjects: AS-Level
Music Technology Music Technology, like other forms of technology, advances rapidly.
This new Music Technology specification provides opportunities to
embrace recent developments in the field. It involves much practical
work and encourages the cultivation of a wide range of skills.
Students will have opportunities to sequence MIDI, sequence audio,
record live instruments, produce CDs and compose using music
technology. Students will have opportunities to build understanding
of the technical processes and principles that underpin effective
use of music technology, and comment on it in writing. The
course consists of a practical component constituting 70% of the
course. The remaining 30% provides students with an opportunity
to study the styles most common in popular music. Students will
have the opportunity to demonstrate their knowledge using aural
discrimination skills under exam conditions. Students are required to
study the development of popular music styles from 1910 through
to the present day. It is useful to have studied Music or Information
Technology at GCSE, but not essential.
Page 17
Subjects: other
Introduction The Sixth Form curriculum at Gordonstoun aims to equip students
to go on to Higher Education. Many universities require students
to have GCSE qualifications in Maths and English, therefore it is
possible for students who have not yet achieved an adequate grade
in these subjects to take them again. It may not be possible to take
both these GCSE courses and an AS course due to timetabling
issues.
GCSE English The English course aims to develop the students skills in written
English. The students will be tested on their ability to write both
creatively and analytically, focussing on evocative techniques and
film study. will also complete a series of speaking and listening
assessments (20%) involving informative, analytical or persuasive
tasks.For this they will be required to deliver a speech, take part in
discussion and contribute to drama activities. The remainder of the
English assessment (60%) is examined at the end of the course.
GCSE Maths Mathematics aims to develop a feel for number and number
patterns, to reason logically, to understand mathematical ideas
and be able to communicate them in a variety of ways, to develop
spatial awareness, to use a computer, to carry out calculations with
and without a calculator and to understand the significance of the
results obtained. The course is assessed by two exam papers, each
worth 50%, one paper is with calculators and one paper without.
Page 18
Learning support & EAL
Gordonstoun has a wide support network for those students
requiring Learning Support and there is the opportunity to receive
one to one or small group teaching (if A-Level subjects are similar).
Students are able to access this support with an Educational
Psychologist report (or similar) that recognises an additional need
such as Dyslexia and has been completed during or after Year 9.
Where a student chooses not to have Learning Support lessons,
but who are entitled to exam access arrangements, will continue to
have these arrangements, but evidence must be gathered as to the
arrangements being the students’ ‘normal way of working.’ Lessons
Learning Support* are available with one of three members of staff and focus on
Miss hannah powell subject specific revision and support with classwork. Throughout the
 powellh@gordonstoun.org.uk year study skills will be worked into lessons which recognise how the
individual student feels they work best. A Learning Support clinic is
also available after lessons with prior arrangement if further support
is required by any student who may have specific learning difficulty.
The School is committed to providing exam access arrangements
appropriate to students’ needs within the guidelines and regulations
of the Joint Council for Qualifications cic (JCQcic). These
arrangements will be reviewed yearly and adapted accordingly
to the students’ normal way of working. A recent Educational
Psychologist’s report or similar (from the start of Year 9) would be
helpful for any application for Access Arrangements but the Head
of Learning Support can also carry out a number of assessments
which meet the JCQcic requirements. Parents should discuss the
need for such a report and any eventual recommendations, directly
with the Head of Learning Support. It is worth noting that many
Universities (US Universities in particular) may prefer an Educational
Psychologist report therefore students should check if their chosen
Universities require such an assessment, and also how recent the
required report should be.
IELTS
Ms Helen Turner
 turnerh@gordonstoun.org.uk
Many overseas students arriving in the Sixth Form will need to
prepare for an examination in academic English for university entry.
We offer lessons to prepare students for IELTS (the International
English Language Testing System) for entry into a British University
and to acquire the skills they need to study in English in the
Sixth Form and beyond. the IELTS examination is held by special
arrangement at Gordonstoun, usually at the beginning of the
Summer Term.
Page 19
higher education
Degree courses in the UK are offered by universities and colleges of
higher education.
To study for a degree students normally need at least two A-Levels
plus three GCSEs. With only one A-Level pass students may be
accepted for an HND or Foundation course with the chance of later
transfer to a degree course. Recent developments have led to wider
acceptance of two AS-Level passes instead of one A-Level pass for
most degree courses. Several combinations of A-Levels and ASLevel are now acceptable
The Careers Office has a well-stocked careers library and is visited
on a regular basis by the Armed Forces careers liaison service as
well as home and overseas universities.
Each year students are advised to complete a Course Finder
questionnaire and, based on the criteria set by each student,
this sets out a recommended list of academic courses and
establishments. This information is then used as the springboard for
considering UCAS applications.
The School produces its own guide on how to write a personal
statement and this is issued to all Year 12 students in advance of
their registration with UCAS.
Gordonstoun co-hosts the UCAS Convention for Moray in
September which is attended by the leading Scottish universities,
as well as colleges and universities from south of the border, the
Student Awards Agency for Scotland (SAAS), the Armed Forces,
Careers Scotland and GAP year organisations.
The School is a centre for SAT I and SAT II testing, which is offered
at various times throughout the year. It can arrange for SAT tuition
and also supports applications to other overseas universities.
Page 20
higher education
Applying for All British university applications go through UCAS (Universities
UK Universities and Colleges Admission System). To enter university students must
satisfy:
(i) the general requirement (usually five passes at GCSE). Most
universities also demand that one of the GCSE passes is in
English Language.
A few require a GCSE in Mathematics or a Science, for
example, teacher training. Scottish qualifications are, of
course, also an acceptable means of entry.
(ii) the course requirement; this varies and can be ascertained
through university prospectuses or UCAS website:
www.ucas.com
In practice, most university courses will demand a minimum of
three A-Level passes.
Oxbridge Entry Preparation of suitable students commences in Year 12 in time for
applications and interviews. Students must have a minimum of 5
A* at GCSE and should bear in mind, when making their A-Level
choices, that Oxbridge colleges usually encourage students to study
at least four subjects at AS-Level in Year 12.
With the exception of those subjects yet to move to the new
examination system, AS grades will have to be declared on UCAS
forms, thus the Year 12 AS examinations are extremely important.
A number of other top universities may also require AS module
marks to be declared.
Oxbridge colleges do not have standard offers but most conditional
offers are likely to be set at A*AA in three subjects taken at full
A-Level. In addition, colleges may specify a certain grade to be
achieved in a GCE AS-Level (if it has not been achieved already).
Page 21
library
The school library is located in Round Square. The resources
provided can be accessed through the library’s website:
https://gordonstounlibrary.wordpress.com/
All students are encouraged to add the web address to their internet
favourites so that it is accessible from their own laptops, ipads and
phones. Research shows that students who read round their subjects
get a better grade in their exams. The library encourages students to
manage their own loans: using their school network logins, students
can access their library reader accounts and issue, renew and
reserve items from library stock. Loan periods are flexible depending
on the student’s needs. A book returns box at the foot of the library
stairs allows students to return items even when the library is closed.
During their free periods, students are encourage to come to the
Library and take advantage of the opportunity for quiet, focussed
study in the study bays in the Reading Loft. And when all the work
has been completed, students can come and relax on a beanbag in
The School Library the Silence Room with a good book!
Mrs Louise Barron The library’s core services include
 library@gordonstoun.org.uk
• Heritage Online: access to library catalogue from any
networked computer on campus. There are 12,000 print items,
e-books, CDs and DVDs (to support the curriculum), two daily
newspapers, weekly and monthly magazines
• Online databases. Encyclopaedia Britannica for general
reference information as well as subject specific databases
such as History Study Centre, Issues Online, Complete Issues.
Journals are covered by Infotrac Student Edition and Philip
Allan A-Level Reviews. Most of the subscription databases allow
home access via a username and password. Details of these
are available by contacting library@gordonstoun.org.uk
• Inter Library Loans from the British Library, University of
Aberdeen, Robert Gordon’s University and the local branch of
the public library
• six networked computers, two printers (one colour), an A4
scanner and three e-readers (NOOKs)
• Weekly bookshop in the Refectory where students can purchase
revision guides, critical studies, dictionaries, fiction, DVDs and
iTunes vouchers
Opening Times:
The Library is open Monday to Friday 8.40 to 15.45 and Saturday
8.40 to 12.45, during term time. It is also open to Year 13
commended students during Prep.
Page 22
Services
Developing a Sense of Responsibility
Service at Gordonstoun is concerned with fostering and developing
a sense of responsibility and a feeling of care towards all fellow
beings. It builds on the experience of responsibility within the School
community, transferring this to society at large.
It involves each student demonstrating a willingness to give up his
or her time and effort to benefit another individual or group without
expecting return or reward.
Service helps students develop a sense of social responsibility and
Introduction sensitivity to people from different backgrounds and circumstances.
Dr Robert Griffiths Putting others before self is a commitment and a discipline that will
live with them as they go through life. Each Service has a particular
 griffithsr@gordonstoun.org.uk
set of skills it requires or develops to put something back into the
community. Every student is expected to take part in one of the
twelve services on offer at Gordonstoun.
The Services offer a range of opportunities from supporting the local
community to providing emergency services. Many of the Services
include training which leads to nationally-recognised qualifications
that will be useful beyond School life. The Services provide an
opportunity to develop and use existing skills or a chance to learn
new skills. Service is also an excellent way of fostering links with the
local community and of increasing self-esteem.
Page 23
Services
Canoe Lifeguards
The Canoe Lifeguards aim to train a group of competent canoeists
to provide a search and rescue capability for local rivers and
coastline. Individual members are trained to become safe,
competent paddlers who are also proficient in basic First Aid and
lifesaving skills. Ideally entrants will have some experience of
kayaking, if only at basic level. They will spend time each week
kayaking on the sea or in the pool and should take various British
Canoe Union awards and First Aid certification.
Coastguard
The Coastguard Service is the longest running Service at the School,
established soon after the founding of Gordonstoun. The Rescue
Team is an active team, forming part of the Moray Sector, and
working closely with local teams to provide a Search and Rescue
capability for the area. Students in the Service are trained in First
Aid, leading to certification, VHF radio usage and navigation skills.
Once trained the students are on a call-out rotation in case of
coastal emergencies.
Community
Gordonstoun students visit residential homes, nursery schools,
hospitals and centres for people with disabilities, both to help and
to learn. Some, for example, help with Riding for the Disabled while
others help less advantaged members of the community to develop
computer skills. Within the School, some help with the Kids Club
while others take part in the very popular National Children’s Home
activity evening at the Sports Centre.
Page 24
services
Peer Mentors
This is a Service committed to offering support to students in
school, especially when they feel they can’t talk to anyone else.
Mentors receive valuable training in listening and questioning
techniques, and in confidentiality, all designed to encourage and
support anyone who wants to talk and share a problem. There
are also opportunities for Mentors to work with young people in
the wider community and to receive professional training from
outside agencies. Consequently, students can choose to be in the
Peer Mentors Service and serve as part of the Community Service.
Not all Mentors need to become members of Community Service.
Volunteer Mentors in Houses will operate as House teams. Students
wishing to take part should show a concern for the happiness and
well-being of other students and a readiness to undertake training.
Conservation
The aims of the Conservation Service are to uphold the principles
of conservation in the widest sense and to provide a practical
service in a broad range of projects. The School has its own organic
garden and, increasingly, the students are working with the local
community with projects in Forres, the Sanquhar Loch project, and
the Speyside Way Footpath Network in Archiestown.
Fire Service
The Gordonstoun Fire Service is a volunteer unit of Scottish Fire
and Rescue Service. They have two appliances and their own Fire
Station. The unit is on call 24 hours a day throughout term time
and responds to about 50 calls each year in the local area. To be a
member of the Fire Service a student has to intend to be a member
of the School for at least two years, be fit and in a good state of
health. After two terms of training a student will take a (mainly)
practical test to qualify as a Firefighter.
Page 25
services
First Aid
This Service aims to provide First Aid within the School Community.
The responsibility will be on the First Aider to be a decision-maker
and to have the ability to select the best course of action to take
regarding the person who is ill or injured. The Service will provide
First Aid on campus on an as-required, urgent basis or as First Aid
cover for a sporting event. Dependent on need, the Service may
provide community service for events off campus. Training will be
provided to a national standard.
Marine Training & Rescue
The Marine Training & Rescue Service aims to train students to
be competent sailors who are able to share their skills with local
groups of children and adults. Novice sailors will receive instruction
at an appropriate level. They should expect to assist with service
opportunities even if they need to learn before they can take a
leading role. Opportunities include helping instruct young people
in sailing, including pupils from the Junior School, and providing
sailing opportunities for the local community.
Mountain Rescue
The Mountain Rescue (MR) Service at Gordonstoun aims to foster
a knowledge and appreciation of the mountains. We train students
in the skills required to be future mountaineers. they have the
opportunity to work with groups both from within the school and the
local community, yound and old, sharing their skills and supporting
local events. Members of MR will need to commit to the service
outside of normal school hours; evening and weekend service and
training opportunities are regularly offered.
Page 26
services
Performing Arts Tech Support
The Performing Arts Technical Support Service is there to ensure that
every School performance which uses theatrical sound, light or AV
technology has an appropriate level of technical support. Students
will learn how to set up a performance space, clean, rig and focus
stage lighting; rig PA equipment, microphones and projectors
and operate lighting and sound boards. No prior knowledge is
necessary. Full training will be given.
Lifeguards
Anyone who enjoys the swimming pool environment and is willing
to provide an essential service to the community will surely benefit
from the Lifeguard Service. Some people think that only very strong
swimmers can become Lifeguards, but this is not true. You need to
be able to swim but it is the skills you learn during the course combined with fitness training that makes you an expert. The aim of the
Service is to train and fully qualify students as Lifeguards who then
go on to lifeguard one of the school swimming sessions or a session
for the local swimming club.
Page 27
sport & Activities
opportunities for everyone
The Activity Programme The Gordonstoun programme is carefully designed to enhance
 bairdr@gordonstoun.org.uk and enrich the experience and opportunities of the student body.
Students are encouraged to maximise these opportunities by
experiencing a wide range of activities whilst also pursuing their
passions and strengths. There are many different activities available
at Gordonstoun using both the School’s facilities and facilities
further afield. These activities range from the physical to the
cerebral, from team to individual.
Facilities
Gordonstoun’s facilities for activities include a state of the art
Sports Centre which encompasses a large sports hall, swimming
pool, fitness suite, four squash courts, climbing wall, dance studio,
performance gym and analysis classrooms. The school also benefits
from an indoor shooting range, a five-hole golf course, an allweather pitch, extensive playing fields, floodlit all-weather tennis
and netball courts, the Art School, the Design and Technology
department, cookery kitchens, Media department, extensive music
practice facilities and the Ogstoun Drama and Dance Centre.
Competitive Sports
The School has competitive teams in rugby, football, hockey,
basketball, cricket, tennis, athletics and squash for the boys;
hockey, netball, tennis, athletics and squash for the girls; and mixed
teams in golf and tennis. There are also opportunities to compete
in swimming galas, cross country running, skiing, sailing and
adventure races.
Recreational Sports
There are a wide range of recreational sports available including:
riding, target shooting, badminton, golf, aerobics, yoga, mountain
biking, cycling, climbing, kayaking, orienteering and table tennis.
Cultural Activities
Cultural activities are designed to give the students opportunities
to taste other areas of intellectual stimulation. They include:
conversational French and Spanish; cooking, newspaper editing,
Jazz dance, electronics, web design, arts, crafts, debating, film and
digital art, drama, dance, chess and music practise.
Page 28
performing arts
Dance Sixth Form students have the opportunity to take part in a number
of recreational dance classes including weekly Modern Dance and
Ballet classes. Occasional workshops are held in other dance styles
such as Break Dance and Salsa and these are open to all Sixth
Formers.
There is also the Gordonstoun Youth Dance Company,
a performance group that provides extra training, performance
opportunities and takes part in occasional tours. Entry is by
audition.
Students also have opportunities to perform in the annual Dance
Shows in Ogstoun Theatre as well as go on theatre visits to see a
range of professional dance companies. There are occasional visits
to school by visiting companies and professional dance artists.
Drama Drama has always been a strong part of Gordonstoun. In the Sixth
Form there are many opportunities to experience and take part in
drama. Within the academic curriculum Theatre Studies is a popular
A-Level.
All students are encouraged to experience the wide range of
external theatre groups which perform in the School’s theatre as
well as regular performances by students themselves. There is an
annual Theatre Festival in the spring term as well as opportunities to
perform for all Sixth Form students.
In alternate years there is a major theatrical performance as well
as regular summer Shakespeare spectaculars. In recent years
students have performed A Christmas Carol, Grease, Avenue Q,
The Lion, the Witch and The Wardrobe and American Idiot as well
as A Midsummer Night’s Dream, Macbeth, Hamlet and Romeo and
Juliet. The School also routinely takes shows to the Edinburgh Fringe
Festival.
Page 29
performing arts
Music Musicians at Gordonstoun have numerous opportunities to perform,
whether in the relaxed weekly lunchtime concerts or in the more
formal evening concerts, which occur several times a term. The
Music School runs ensembles of all kinds, from rock groups and
a pipe band (which performs in the Royal Highland Tattoo) to a
chamber orchestra which performs symphonies from the classical
era. All musicians are encouraged to play in ensembles and this
social music-making lies at the heart of the Music School ethos.
Individual tuition is available in singing and on almost every
instrument in the orchestral and popular traditions. Pipes and
Drums are also popular instruments as one would expect! Pupils
are encouraged to perform, to study for music exams and to attend
theory classes, which enhance the understanding of music and aid
the learning of new music.
The Music School has a generous number of practice rooms and
larger rooms for ensembles. The Chapel and the South Room in
Gordonstoun House are both used for concerts; in addition, recent
outside venues have included Fort George, the Canongate Kirk in
Edinburgh and St Margaret’s Church in Braemar. A forthcoming
tour to the Rhineland is in the early stages of planning and it is
hoped that this will take place in the academic year 2016-17.
Page 30
outdoor education
developing your full potential
Outdoor Education Gordonstoun’s education and learning programme of expeditions
for All
and adventure activities is specifically designed to challenge
 parki@gordonstoun.org.uk
students to build on their strengths, recognise their limitations and
develop their full potential.
Placing students in a different context to one they normally find
themselves in, is a powerful learning tool. The learning that comes
from outdoor education is not just acquisition of new knowledge,
skills and information but a deeper level of personal understanding
that becomes embodied within individuals.
Gordonstoun’s outdoor education and learning opportunities
provide a range of experiences that enable students to develop
the qualities and attributes they will need to survive and thrive in
a changing world. We are distinctive in ensuring that all students
undergo outdoor education throughout their time in the School.
Expeditions
The School’s fantastic location means that Gordonstoun can
provide students with a structured and inspiring programme of
mountain, river and sea-based wilderness expeditions. Gordonstoun
uses a variety of beautiful and remote settings for these expeditions
and journeys. These experiences allow students to learn more about
and develop a respect for the natural environment.
Students receive comprehensive expedition skills training and
preparation if they enter the School at Sixth Form level. At the end
of this training they participate in an accompanied backpacking
wilderness expedition in the North of Scotland which allows them to
put into practice their navigation, teamwork and mountain skills.
In the summer term all Year 12 students take part in an
unaccompanied backpacking expedition which is a fantastic
opportunity for students to further develop their skills and
knowledge. The expedition encourages independence, self-reliance
and requires all students to work effectively with others. These
expeditions may be used as preparation for Duke of Edinburgh’s
Award expeditions.
Additional Outdoor Education & Learning Opportunities
If the desire is there then there are a whole host of additional
activities that students can participate in. These could include
surfing, mountain biking, climbing, kayaking, skiing, snowboarding,
coasteering or they could be winter skills and climbing trips.
Gordonstoun also offers trips outside of term time which are
designed to be truly adventurous and challenging. Gordonstoun
students can easily find themselves climbing technical alpine peaks,
ice climbing on huge ice falls or kayaking on remote rivers.
Page 31
sail training & seamanship
teamwork & leadership skills

Introduction Our Founder, Kurt Hahn, described the Moray Firth as “my best
Mr Ian Lerner schoolmaster” and sail training is an essential component of
lerneri@gordonstoun.org.uk Gordonstoun’s broad curriculum.
Sail training helps to develop teamwork and leadership skills,
which complement personal challenge. All new students in Year 12
undertake seamanship training in cutters from nearby Hopeman
harbour. They learn basic skills in preparation for a voyage off
the Scottish coast in the School’s own 80-foot sail training vessel,
Ocean Spirit of Moray.
All students in the Sixth Form go on a week-long sail training
voyage in the Autumn or Summer term. The experience is unique in
British mainstream education, combining the challenge of the sea
with the development of interpersonal skills, teamwork and
leadership.
the fleet
The School has an 80 foot sail training vessel, Ocean Spirit of
Moray. Ocean Spirit is a fully equipped, ocean-going yacht built
to the exacting safety standards laid down by the UK Maritime
and Coastguard Agency. She is capable of fast, safe passages in
a range of weather conditions. As a Sail Training vessel, Ocean
Spirit was designed to introduce and train people for the sea. The
permanent staff on board are used to working with, and instructing,
inexperienced sailors. Ocean Spirit complies with - and in many
cases exceeds - the requirements of the Code of Practice for Sail
Training Vessels. She is equipped with the very latest navigation and
communication equipment.
The School uses two purpose-built cutters based at Hopeman
harbour for seamanship training with new Year 12 students. It
also possesses a range of small vessels used for sailing activities
and services including toppers, Laser SB3s and Devon yawls.
Gordonstoun’s small boat activities are run under the aegis of the
RYA and the site at Hopeman is recognised as an RYA Training
Centre.
other opportunities
There are other opportunities to sail on Ocean Spirit during holiday
periods, including the Tall Ships Race or equally exciting ventures.
Recent voyages have included an unforgettable arctic voyage to the
to the Svalbard Archipelago and Tall Ships Races to Spain, Norway
and the Baltic.
Page 32
iSc & Duke of edinburgh’s award
embracing the world we live in
International International and Spiritual Citizenship (ISC) is an integral part of any
and Spiritual Citizenship education at Gordonstoun. As part of the core curriculum students
will explore and develop opinions on a wide variety of social, moral
and spiritual issues, the aim being to inspire independent thought
and informed view points. Through lectures, debates and discussion
groups of Gordonstoun Sixth Formers will be able to take their
place as forward thinking men and women of the twenty-first century
who are aware of their place in the world.
The programme is partly delivered through classes in Year 12 with
supplementary lectures. In classes students discuss issues such
as health education and how one can help others through the
Youth and Philanthropy Initiative. Year 12 students also carry out
a ‘Grande Passion’ Project where they research and present their
findings of a topic of their choice which may be used for UCAS
applications, futher study or personal interest. Health and Wellbeing
form an integral part of the course.
Sixth Form students attend the Sixth Form Lecture programme which
is closely linked to the Year 12 ISC programme as they deal with
similar issues.
Duke of Edinburgh’s The nature of the School’s broad curriculum with its emphasis on
Award educating the whole person makes it an ideal vehicle for delivering
the full range of activities necessary for achieving a Duke of
Edinburgh’s Award. Indeed the Award itself is based on the School’s
original curriculum.
Students have the opportunity to complete all five of the sections
necessary for a Gold award. This is a major commitment which
requires a minimum of 18 months to complete. The five sections
are: service, skills, physical recreation, residential and expedition.
Students do not have to complete the award while at School.
Students can also complete the award at Bronze or Silver level.
Page 33
Student development scheme
recording & encouraging your achievements
Introduction The Gordonstoun Student Development Scheme was designed as a
framework to help guide students through the extensive and broad
curriculum offered here at Gordonstoun. The framework is designed
to ensure that students do not miss out on any major area of the
curriculum, nor indeed lose out elsewhere if devoting too much time
to a strength or preference. The scheme is monitored by the tutor
of the student concerned and creates a positive guide for weekly
tutorial meetings.
Its concept is to promote participation, regardless of ability, fostering
goals for students to achieve across a broad range of activities.
In line with our holistic approach to education, this should ensure
that at the end of their education with us, students have had a full
experience of all that is offered by the School. There are seven areas
to the SDS: academic; sports; creative activities; outdoor education;
responsibility in House and School; service and experience in the
wider community; and international citizenship.
The Founder’s Award
All young people need the opportunity
of proving themselves to themselves and
education must provide such opportunities.
Kurt Hahn
Kurt Hahn founded Gordonstoun School in 1934 according to his
very specific principles, with a vision for his students that was rare
and very distinctive for his time. His influence is important even now
and to receive a Founder’s Award should be an honour and a great
achievement. We hope you aspire to do so at the very highest level.
This award is granted to each student at the end of Year 11 and
Year 13. The Principal follows each student’s progress with a keen
interest and, with the Housemaster, will nominate the student for
an award once the Record of Achievement from the SDS has been
completed. The award can be gained at Pass, Merit or Distinction,
reflecting a student’s commitment to the Hahnian principles on
which the School is run.
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other opportunities
add to your gordonstoun experience
Gordonstoun International For most senior students the international service project is a
Service Projects highlight and a hallmark of their time at Gordonstoun. The projects
enable students to build on the personal benefits fostered by
the School. Students work hard in a team, with people of other
nationalities, and with local communities, in a different and often
very challenging environment and culture, toward wholly worthwhile
objectives. This is an experience without equal.
Gordonstoun is the world leader in organising such projects. Recent
projects have taken students to:
Thailand (water)
ethiopia (water and community)
Romania (humanitarian)
Round Square also organises projects, which provide students with
an alternative, equally valuable, experience to countries such as
India, Kenya, South Africa, Honduras, Guatemala and Peru.
Round Square Conferences
In 1966 Round Square was founded in, and named after, the
fascinating circular building at Gordonstoun. Round Square is a
worldwide association of over 100 schools, sharing a commitment
to personal development and responsibility through
an international understanding and tolerance of others
democratic governance and justice
environmental stewardship
self-discovery through adventure
leadership
service to others
It provides opportunities for students to participate in global and
regional conferences and helps students to undertake exchanges
and projects.
In the Sixth Form students have the opportunity to go to the
annual global conference or one of the regional conferences.
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life in the sixth form
Your life in Gordonstoun is truly unique to that of anybody else’s.
As within the space of a week you can go from sitting in lessons, to
sailing around the Outer Hebrides, to being on an expedition in the
middle of the Cairngorms.
Boarding Life
When you are at Gordonstoun you will be part of one of the
boarding houses, there are nine to choose from, three girls and
six boys, with two of the boys houses being exclusively for Sixth
Formers. Your house will be what your life at Gordonstoun hinges
upon, with those you live with instantly becoming life-long friends.
There are regular Inter-House competitions ranging from the
traditional sports, to a triathlon and debating competitions.
Responsibility
Having so many different roles of responsibility is a key aspect of
life at Gordonstoun in the Sixth Form, so that every student gets the
opportunity to develop leadership skills, whether you’re a leader
within the boarding house or throughout the school. Some of the
responsibilities will change termly such as Guardians (Head Boy/
Girl) and House Captains whereas some will be kept all year round,
such as Rugby Captain and Colour Bearers (Prefects).
Service
At Gordonstoun service is encouraged as part of your everyday life.
In Sixth Form you can also choose from 12 different services, which
you take part in on a weekly basis. This can mean you’re running
through school at 2am, on a call out for the Fire Service, or talking
to blind people in Elgin every week. In Year 12 you will also have
an opportunity to go on a service project; travelling to remote areas
of northern Thailand on the water project with your friends or out in
Peru building greenhouses in the mountains with students from other
Round Square schools around the world.
Sport
Sport in the Sixth Form is taken very seriously. If you are part of
one of the first teams you will train twice a week and have regular
fixtures. The sports teams vary from football to netball, hockey
to rugby. There are also a variety of weekly activities you can get
involved in, such as aerobics or shooting.
Socials
Every Saturday the Sixth Form have a social, this is organised by the
Entertainments Committee and the Sixth Form Co-ordinator. Our
socials range from a dance social in the Sixth form Centre, meals
out, to cinema trips or bowling. We have bigger socials once a
term, such as the Charity ball and the Valentines ball; these both
raise money for a charity selected by the students.
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gordonstoun
SIXTH FORM CURRICULUM 2016-17