Menu
Contact Us Download Brochure
Earlscliffe Senior | Sixth Form

Contact Us
Enquire Now Download Brochure
Home | Courses and Qualifications | A-level

A-level

 
Earlscliffe students usually study four A-level subjects (including their own language) as well as English for Academic Purposes (EAP).

The subjects detailed below have been strategically selected as those most readily accepted by the UK’s best universities.

A-level subjects usually offered

Art History Chinese
Biology Mathematics French
Business Further Mathematics German
Chemistry Photography Italian
Economics Physics Japanese
English Literature Politics Portuguese
Geography Psychology Russian
Spanish

What our students say

“Of course, Earlscliffe’s small class size, second-home feel and wonderful community were big factors in my decision, but nothing was as meaningful and powerful to me as the mentorship I received.”

Ramin
Nationality: Germany
University Destination: Stanford University

“The study at Earlscliffe certainly paved my way to UCL and taught me the self-learning ability which is essential at university. You’re NOT going to regret it.”

Mike
Nationality: China
University Destination: University College London; Oxford University; Cambridge University

“My favourite thing is the atmosphere in the school; everyone shows interest in everything you are doing. Teachers, students and staff will always push you to be involved in activities, sport and events. Everyone works so hard to make you feel that you belong here.”

Elizaveta
Nationality: Russia
University Destination: University of Toronto

“The teachers are very special at Earlscliffe. During my time here, they were always making sure that I understood everything, that I pushed myself to the next level and they always asked me if I could do more. I wouldn’t have achieved the results I did if it wasn’t for them.”

Jeren
Nationality: Turkmenistan
University Destination: Charles University, Prague

“Moving to Earlscliffe proved to be one of the most important decisions in my life. The support I received from everyone at Earlscliffe was second to none. From choosing my A-level subjects to selecting university courses I felt that I was guided by true professionals with many years of experience. I would tell anyone, without any doubt, that Earlscliffe is a great place to develop skills that are vital for being successful at university and beyond.”

Max
Nationality: Ukraine
University Destination: University of St Andrews

“I immediately felt at home when I arrived at Earlscliffe. The staff were so warm and welcoming, and the teachers made sure that I always pushed myself to achieve the best possible results. I always wanted to study Medicine, but was unsure of how to go about applying, but the UCAS support I received at Earlscliffe ensured that I had an array of options, and I could make the best choices for my future.”

Deborah
Nationality: Nigeria
University Destination: University of Nicosia

“Boarding at Earlscliffe is about community. It feels like you have 16 best friends or 16 sisters who you can just hang out with. People help each other and if you’re in need there is always someone to help. Either with schoolwork, or with settling in. It’s a family here.”

Catalina
Nationality: Romania
University Destination: Currently in Year 13 at Earlscliffe

Key Factors

  • Small groups
  • Intensive teaching
  • TRaC testing
  • 1:1 UCAS counselling
  • EPQ (Extended Project Qualification)
  • UK Year 12-13 for ages 16+ years.

Our A-level teaching is both rigorous and intensive, driving students towards the university of their choice

A-level Subject Combinations

At Earlscliffe, we guide students toward subject choices that align with their strengths, interests and future ambitions.

Students may choose an extra subject if they wish, but also take their own language at A-level wherever possible.

Our goal is to ensure that every student selects a direction that not only supports success at university but also lays a strong foundation for a fulfilling and impactful career.

A-levels are national qualifications regulated by the UK  government

Curriculum Guide

This A-level curriculum guide has been written to set out the course that we offer at Earlscliffe.

There are descriptions of each of the subjects, what they contain, how they are assessed, and where they may lead. The curriculum is occasionally revised and changes may therefore occur from time to time.

ART & DESIGN- AQA

Lessons 6 hours total per week.   
Practical subject:     YES
Entry Requirements
Students are welcome to join the A-level course even if they have not previously studied Art formally.
What is most important is that they bring curiosity, interest, ambition, and creativity to their work. While having a GCSE in Art (or equivalent of at least two years’ study and practice) is advantageous, it is not essential. Students may also have developed their skills through private lessons, extracurricular activities, or study in another school system. Above all, enthusiasm, self-motivation, and a willingness to experiment and explore ideas are integral to success in this subject.
Course Aim Our A-Level Art course invites students to:

  1. Explore and investigate diverse sources—developing ideas through sustained, focused study that deepens contextual understanding, while recording observations and reflecting critically throughout their journey.
  2. Experiment creatively with materials, media, and techniques—exploring and refining methods throughout the process to achieve effective visual communication.
  3. Form and present imaginative responses—transforming ideas into personally meaningful visual outcomes that articulate intentions.
  4. Reflect critically on their work—engaging in self-analysis at each stage to refine both process and product, which drives deeper creative thinking.

By integrating hands-on experimentation with analytical reflection and encouraging both creative risk-taking and personal expression, our course ensures alignment with the AQA A-Level Art & Design objectives. Students will develop both the creative independence and critical awareness required for success in their Personal Investigation and externally set assignments.
Course & Assessment overview Year 1 In the first year, students work primarily in a single coursework book, developing a strong foundation in a wide range of media, materials, and techniques. The aim is to establish the creative and technical skills that will underpin their success in the full A-Level (Year 2).

Throughout the year, students will sit two internal assessments and a mock exam, each providing the opportunity to take ideas from their bookwork into a practical outcome completed under timed conditions.

All work is assessed in line with the AQA marking criteria, with feedback focusing on developing students’ ability to:

  • investigate and develop ideas,
  • experiment with and refine media and materials,
  • record and analyse observations,
  • and present personal, meaningful outcomes.

This structured progression ensures that students are both technically prepared and creatively confident by the time they enter the A-Level exam year.
Year 2
  • Component 1: A Personal Investigation, which is an internally guided practical investigation into an idea, issue, concept, or theme. This project must be supported by written material and comprises 60% of the full A-Level.
  • Component 2: An externally set assignment. Students select one question from a set of eight, have a preparation period, and then complete a final outcome in 15 hours of supervised but unaided time—accounting for 40% of the full A-Level.
Career and Opportunities The creative industries are among the fastest-growing and most dynamic sectors of the global economy, offering a wide range of well-paid and fulfilling careers. Fields such as architecture, fashion, graphic design, film, advertising, marketing, gaming, product design, animation, and the media all rely on highly skilled and imaginative individuals.

Studying Art at A-level not only develops technical ability and visual literacy but also fosters problem-solving, innovation, and independent thinking—skills that employers and universities consistently rank as highly valuable across all sectors.

At Earlscliffe, we go beyond the classroom by connecting students directly with the creative industries. Throughout the course, visiting professionals share their expertise through talks, workshops, and mentoring sessions, giving students invaluable insight into the realities of building a creative career and the opportunities available in this diverse field.

By combining rigorous academic preparation with real-world exposure, our students are well equipped to progress to top universities, art schools, and design programmes, and to pursue careers that are both financially rewarding and personally meaningful.

BIOLOGY - Edexcel/Pearson (Salters Nuffield)

Lessons 6  hours total per week.   
Practical subject:     YES
Entry Requirements We would expect that applicants to this course would have grades 9-4 in British GCSE Biology/Science and Mathematics or equivalent grade/mark in their national system of secondary education.
Course aim
  • enable students to sustain and develop an enjoyment of, and interest in Biology and its applications.
  • develop an understanding of the link between theory and experiment and skills in the design and execution of experiments.
  • develop essential knowledge and understanding in Biology and, where appropriate, the applications of Biology.
Course & Assessment overview Year 1 Paper 1: Lifestyle, Transport, Genes and Health. This first topic for this paper involves the study of the functioning of the circulatory system and the importance of lifestyle choices to health. Whilst the second topic explores the exchange and transport of materials, DNA, protein synthesis enzymes and monohybrid inheritance within the context of the genetic disease Cystic Fibrosis. 

Paper 2: Development, Plants and the Environment. This first topic for this paper involves the study of the development of multicellular organisms from single cells to complex individuals. The second topic focuses on the biodiversity and wealth of natural resources used by humans.
Year 2 Paper 1: The Natural Environment and Species Survival. This paper involves the study of topics studied for AS Biology plus a topic that builds an appreciation for photosynthesis as a process that underpins the majority of ecosystems. The second topic looks at the wide variety of techniques used by forensic pathologists to determine the identity and the time and cause of death in organisms, including humans. 

Paper 2: Energy, Exercise and Co-ordination. This paper involves the study of topics studied for AS Biology plus a topic that is centred on the physiological adaptations that enable animals and humans to undertake strenuous exercise. The second topic considers how the working of the nervous system enables us to see. 

Paper 3: General and Practical Applications in Biology. This paper involves the interpretation and analysing experimental results/data based upon the topics 1 -8. There is also one section with questions based upon a pre-released scientific article.
Career and Opportunities By studying Biology at school or college students are opening the door to a wide variety of rewarding careers. As well as learning about how organisms works, students will get a broad training in skills that all employers value – an ability to grasp concepts quickly, a determination to find coherent answers, not to mention problem solving, analytical, evaluation, mathematical and IT skills. “A” grades in Biology are highly valued by leading British universities. Careers in Biology may be very versatile and literally “mind-blowing”, but if you have chosen Medicine, Veterinary Science, Biochemistry or Zoology, or even management and finance, the skills developed by studying Biology are still highly regarded. 

BUSINESS - AQA

Lessons 6  hours total per week.   
Entry Requirements We would expect that applicants to this course would have grades 9-4 in British GCSE English and Mathematics or equivalent grade/mark in their national system of secondary education.
Course aim
  • Give the students an understanding of four key elements of business performance: accounts, marketing personnel and logistics.
  • Encourage the students to use their knowledge of business models and theory to explain the behaviour and success or failure of real businesses around the world .
  • Provide students with the confidence and skills needed to run their own organisations in the future.
Course & Assessment overview Year 1
  1. What is business? 
  2. Managers, leadership and decision making 
  3. Decision making to improve marketing performance 
  4. Decision making to improve operational performance 
  5. Decision making to improve financial performance 
  6. Decision making to improve human resource performance
  • Paper 1 –  Written exam: 1 hour 30 minutes • 80 marks in total 50%
  • Paper 2 – As in Paper 1 but exam consists of one case study 50%
Year 2 1-6 as for AS plus: 

  1. Analysing the strategic position of a business 
  2. Choosing strategic direction 
  3. Strategic methods: how to pursue strategies 
  4. Managing strategic change 
  • Paper 1 – Written exam: 2 hours • 100 marks in total – 33.3%
  • Paper 2 – Data response (as Paper 1)   – 33.3%
  • Paper 3 – Case study (as Paper 1 & 2)  – 33.3%
Career and opportunities  The individual elements of the Business Studies course give the students the chance to decide whether they would like to pursue a business career in finance, marketing personnel or logistics. The A-level course gives them a sound grounding in each of these key career areas. More holistically the subject should equip students with the skills that they will need in later life to become entrepreneurs themselves or managers of departmental areas within a corporation. 

CHEMISTRY - AQA

Lessons 6  hours total per week.   
Practical subject:     YES
Entry Requirements The course doesn’t require previous knowledge of Chemistry, however most of our students had either GCSE or some form of basic Chemistry education before, which is certainly beneficial.

Be prepared to extend your knowledge by reading books and relevant articles in contemporary science magazines, be ready to enter the International Chemistry Olympiad, attend fascinating science lectures at UK universities and you will come with us for an unforgettable two-day visit the University of Cambridge Science Festival every spring.

We use a wide range of internet based activities to prepare our students for a successful examination. Earlscliffe is in Partnership with the Royal Society of Chemistry, the world’s leading chemistry community – and all their tools and resources are to help us bring chemistry to life in the classroom.
Course aim
  • gain an understanding of how the chemical elements interact and the role they play in making up our world and beyond.
  • understand the relevance of science beyond the laboratory.
  • learn analytical, evaluative and synoptic skills.
  • develop practical skills, including the ability to plan and manipulate information and data.
  • be able to use scientific logic to assess critically a wide range of ideas presented in newspapers, books and in the electronic media.
  • understand how society makes decisions about scientific issues and how the sciences contribute to the success of the economy and society.
Course and Assessment overview Year 1 Unit 1:

  • Physical chemistry, Inorganic chemistry
  • Relevant practical skills
  • Written examination, lasting 1 hour 30 minutes.

Unit 2: Depth study, Physical chemistry

  • Organic chemistry
  • Relevant practical skills
  • Written examination, lasting 1 hour 30 minutes.
Year 2 Unit 1 and Unit 2

  • Physical, Inorganic and Organic chemistry
  • Relevant practical skills
  • Written examination, lasting 3 hours

Unit 3: Any content, any practical skills

  • Written examination, lasting 2 hours
Career and Opportunities Students do chemistry mostly to go on to study Medicine and do research at prestigious universities. Along with Engineering these are the best paid science related jobs all over the world. Chemical engineers develop novel materials that improve our quality of life and new batteries to fuel our various electrical devices. Chemists work for pharmaceutical companies to develop new drugs to cure diseases and help fight bugs that would destroy our crops. Molecular biologists want to understand the way living cells operate and study DNA, proteins and their reactions. Analytical chemists can be involved in forensic investigations and help keep sports drug free. Environmental sciences involve a great deal of chemistry including ways to reduce pollution and the ways our waste can be recycled.

CHINESE - Edexcel/Pearson

Lessons 3  hours total per week.   
Entry Requirements Ideally, students wishing to study A-level Chinese should either have at least a grade 7 or 8 in GCSE Chinese or be a native speaker
Course aim
  • develop and build on the skills acquired at GCSE.
  • to enhance employment prospects.
  • to facilitate foreign travel.
  • to provide an insight into another culture and society.
  • to provide students with a sound basis for further study.
Course  and Assessment overview
  • Paper 1 Listening, reading and translation into English (40%) 
  • Paper 2 Written response to works and translation (30%)
  • Paper 3 Speaking (30%)
Career and Opportunities Some modern language graduates work on a self-employed basis as interpreters or translators. However, many others choose careers not directly related to their subject but where there is the opportunity to use their language skills, for example working for companies who trade or offer services internationally or to non-English speaking customers and suppliers. This means that language graduates work for a huge variety of employers and sectors, including: teaching and education; government and public administration; business services; museums and libraries; tourism; media and internet; science, engineering and technology; transport and logistics; charity and voluntary work.

ECONOMICS - Edexcel/Pearson

Lessons 6 hours total per week.
Entry Requirements It is expected that prior to embarking upon this course students will have achieved grades 9-4 in UK GCSE English and Mathematics (or equivalent).
Course aim
  • give the students an understanding of the workings of the national and global economy.
  • encourage students to apply their economic knowledge to interpret real world events.
  • equip students to think logically and critically about economic ideas that are presented to them.
Course and Assessment overview Paper 1 Markets and Business Behaviour (Micro-economics)

  1. Economic methodology and the economic problem.
  2. Individual economic decision making.
  3. Price determination in a competitive market.
  4. Production, costs and revenue. Business objectives & economic efficiency.
  5. Perfect competition, imperfectly competitive (including contestable) markets and monopoly.
  6. The labour market.
  7. The market mechanism, market failure, government intervention in markets to address market failure and government failure.

Assessed: written exam: 2 hours. 100 marks (35% of A-level) Questions:

Section A: multiple choice and short answer questions (25 marks) Section B: data response questions requiring written answers, worth 50 marks;

Section C: essay questions requiring written answers, choice of one from two worth 25 marks.
Paper 2 The National and Global economy (Macroeconomics)

  1. The measurement of macroeconomic performance.
  2. 9. How the macro-economy works: the circular flow of income, AD/AS analysis, and related concepts.
  3. Economic performance.
  4. Financial markets and monetary policy.
  5. Fiscal policy and supply-side policies.
  6. The international economy

Assessed: written exam 2 hours. 80 marks (35% of A-level) Questions:

Section A: multiple choice and short-answer questions

Section B: data response questions requiring written answers, worth 50 marks;

Section C: essay questions requiring written answers, choice of one from two worth 25 marks
Paper 3 Microeconomics & Macroeconomics (considering micro and macro-economic issues raised in paper 1 & 2)

Assessed written exam: 2 hours. 100 marks. (30% of A-level) Questions:

Section A: Three data response questions and a choice of one from two essay questions worth 50 marks

Section B: Three data response questions and a choice of one from two essay questions worth 50 marks
Career and Opportunities The study of Economics is seen as a rigorous preparation for a wide variety of careers in both the public and private sector. Within the government sector students can go on to work as Economists at the Treasury, at the Bank of England or with the European Commission. Economics graduates are employed directly by large companies as economic forecasters and market advisors. Economics is also seen as a good grounding for careers in accountancy, banking and the law.

 

ENGLISH LITERATURE - Eduqas

Lessons 6  hours total per week.   
Entry Requirements We would expect that applicants to this course would have grades 9-7 in British GCSE English or equivalent grade/ mark in their national system of secondary education. 
Course aim English Literature’s historicist approach to the study of literature rests upon reading texts within a shared context. Working from the belief that no text exists in isolation but is the product of the time in which it was produced, English Literature encourages students to explore the relationships that exist between texts and the contexts within which they are written, received and understood. Studying texts within a shared context enables students to investigate and connect them, drawing out patterns of similarity and difference using a variety of reading strategies and perspectives. English Literature privileges the process of making autonomous meaning, encouraging students to debate and challenge the interpretations of other readers as they develop their own informed personal responses.
Course and Assessment overview Year 1 Component 1: 

Section B: Poetry post-1900 (open-book, clean copy) One question from a choice of two based on the reading of two post-1900 poetry texts: Thomas Hardy: Poems selected by Tom Paulin and T S Eliot: Selected Poems. Written exam: • 1hr.

Component 2: 

Section A: Shakespeare (closed book exam) – The Tempest, Antony and Cleopatra or Hamlet.

Examination will consist of two questions. Written exam: • 1hr.

Component 3: Unseen Poetry and Prose

Section A: Unseen prose One question from a choice of two, analysing an unseen passage of prose, taken from one of two prescribed periods for study (1880-1910 or 1918-1939).

Section B: Unseen poetry One question from a choice of two, analysing an unseen poem or poetry extract. 

Written exam: • 2hrs.
Year 2 Component 1: 

Section A: Poetry pre-1900 (open-book, clean copy) One two-part question based on the reading of one pre-1900 poetry text – William Blake: Poems selected by Patti Smith. Written exam: • 1hr.

Component 2: 

Section B: Drama (closed-book) One question from a choice of two based on the reading of a pair of plays: one pre-1900 and one post-1900. Either Oscar Wilde: Lady Windermere’s Fan & Harold Pinter: Betrayal or John Webster: The Duchess of Malfi  & Tennessee Williams: A Streetcar Named Desire. Written exam: • 1hr.

Component 4:

Non-exam assessment: One 2500-3500 word assignment based on the reading of two prose texts from different periods, one pre-2000 and one post-2000.
Career and Opportunities There is a pretty diverse range of careers open to graduates with an English degree: copywriter, PR, journalist, marketing, advertising, animator, designer, public speaker, teacher, curator and TV producer are just a few. 

FRENCH - AQA

Lessons 3 hours total per week.   
Entry Requirements Ideally, students wishing to study A-level French should either have at least a Grade 9 in GCSE French or be a native speaker.
Course aim
  • Develop and build on the skills acquired at GCSE.
  • To enhance employment prospects.
  • To facilitate foreign travel.
  • To provide an insight into another culture and society.
  • To provide students with a sound basis for further study.
Course and Assessment overview Year 1 Paper 1 – Listening, reading and translation

Paper 2 – Written response to works and translation

Paper 3 – Speaking
Year 2 Paper 1 – Listening, reading and translation

Paper 2 – Written response to works

Paper 3 – Speaking
Career and Opportunities Some modern language graduates work on a self-employed basis as interpreters or translators. However, many others choose careers not directly related to their subject but where there is the opportunity to use their language skills, for example working for companies who trade or offer services internationally or to non-English speaking customers and suppliers. This means that language graduates work for a huge variety of employers and sectors, including: teaching and education; government and public administration; business services; museums and libraries; tourism; media and internet; science, engineering and technology; transport and logistics; charity and voluntary work.

FURTHER MATHS - Edexcel/Pearson

Lessons 5.25 hours total per week.   
Entry Requirements Grade 7 at GCSE or equivalent in Mathematics. Students studying Further Mathematics must also study A-level Mathematics or have completed a recognised A-level course of study. Further Mathematics is an “extra subject” at A-level and is for the highly able. 
Course aim Further Mathematics is designed for learners with an enthusiasm for mathematics, many of whom will go on to degrees in mathematics, engineering, the sciences and economics, or any subject where mathematics is developed further than in A Level Mathematics.

As well as building on algebra and calculus introduced in A Level Mathematics, Further Mathematics core content introduces complex numbers and matrices, fundamental mathematical ideas with wide applications in mathematics, engineering, physical sciences and computing. The non-core content includes different options that can enable learners to specialise in areas of mathematics that are particularly relevant to their interests and future aspirations.

Further Mathematics prepares learners for further study and employment in highly mathematical disciplines that require knowledge and understanding of sophisticated mathematical ideas and techniques.
Course and Assessment overview Year 1 This is a linear course comprising of a pure mathematics compulsory unit and two optional units. The optional units can be selected from mechanics, statistics, working with algorithms, further pure maths with technology and numerical methods.

There are three papers, one for each unit. Each lasts 1 hour 15 minutes and comprises 33.3% of the qualification
Year 2 This is a linear course comprising of a pure mathematics compulsory unit and either two or three optional units depending on whether the student wishes to specialise in a particular area and sit a major and a minor paper or three minor papers. These optional units can be selected from mechanics, statistics, working with algorithms, further pure maths with technology and numerical methods.

• The pure maths paper will last 2 hours and 40 minutes and comprises 50% of the qualification.

• A major paper lasts two hours 15 minutes and comprises 33.3% of the qualification.

• A minor paper lasts one hour 15 minutes and comprises 16.7% of the qualification.
Career and Opportunities Mathematical experts in demand across all types of industries the world over. Study maths and you have access to career opportunities in sectors you may never have even considered including specialised fields such as law and medicine. That said, a large number of maths careers are still based within business or science and  technology related sectors, with maths graduates occupying roles such as accountant, actuary, statistician, technician, Economist or market researcher. 

Career opportunities include; Statisticians, Actuaries,  Physicists, Surveyors, Town planners, Engineers, Teaching, Management, Computing, Accountancy

GEOGRAPHY - Edexcel/Pearson

Lessons 6 hours total per week.   
Entry Requirements Students wishing to study A-Level Geography should have at least a grade 5 or 6 in GCSE English and/or Geography.

Students should also have a keen interest in reading books and articles, watching documentaries and films and being able to work independently outside of the classroom, particularly to update case study knowledge.
Course aim
  • Develop and apply understanding of contemporary geographical concepts and processes to understand and interpret our challenging world.
  • Inspire students about the world around them and gain employment, with skills and knowledge from geographical studies.
  • Develop an awareness of the complexity of interactions within and between societies, economies, cultures and environments at local and global scales
  • Become global citizens who recognise the challenges of sustainability and the implications for our own and each other’s lives.
  • Become adept in the use and application of skills and new technologies through geographical studies both in and outside the classroom.
Course and Assessment overview Component 1 2h15 Min Written Paper 30% of total mark
Component 2 2h15 Min Written Paper 30% of total mark
Component 3 2h15 Min Written Paper 20% of total mark
Component 4 Coursework  Moderated 20% of total mark
Written papers are predominantly essay based.
Career and Opportunities Geography combines well with both arts and science subjects as it is a broad based subject that really fits well for your future progression. It leads to a variety of careers in sustainability, urban regeneration, retail location, managing the effects of hazards and climate change. Careers in law, human rights, politics and welfare benefit from studying aspects of Geography such as “Global Development” and “Migration, Identity and Sovereignty”, for instance. 

GERMAN - AQA

Lessons 1.5 hours total per week.   
Entry Requirements Ideally, students wishing to study A-level German should either have at least a Grade 6 in GCSE German or be a native speaker.
Course aim
  • Develop and build on the skills acquired at GCSE.
  • To enhance employment prospects.
  • To facilitate foreign travel.
  • To provide an insight into another culture and society.
  • To provide students with a sound basis for further study.
Course and Assessment overview Year 1 Paper 1 – Listening, reading and translation

Paper 2 – Written response to works and translation

Paper 3 – Speaking
Year 2 Paper 1 – Listening, reading and translation

Paper 2 – Written response to works

Paper 3 – Speaking
Career and Opportunities Some modern language graduates work on a self-employed basis as interpreters or translators. However, many others choose careers not directly related to their subject but where there is the opportunity to use their language skills, for example working for companies who trade or offer services internationally or to non-English speaking customers and suppliers. This means that language graduates work for a huge variety of employers and sectors, including: teaching and education; government and public administration; business services; museums and libraries; tourism; media and internet; science, engineering and technology; transport and logistics; charity and voluntary work.

HISTORY - Edexcel/Pearson

Lessons 6  hours total per week.   
Entry Requirements Ideally, students wishing to study A-level History should either have at least a Grade 5 or 6 in GCSE English and History. We study modern History which is aimed at helping you have an understanding of the world in which we live in and the world in which you will be forging your careers in. Be prepared to read articles and books, watch documentaries and films, write essays and be able to work independently outside of the classroom.
Course aim
  • Develop their interest in and enthusiasm for history and an understanding of its intrinsic value and significance.
  • Acquire an understanding of different identities within society and an appreciation of aspects such as social,cultural, religious and ethnic diversity, as appropriate.
  • Build on their understanding of the past through experiencing a broad and balanced course of study.
  • Improve as effective and independent learners, and as critical and reflective thinkers with curious and enquiring minds.
  • Develop the ability to ask relevant and significant questions about the past and to research them.
  • Acquire an understanding of the nature of historical study, for example that history is concerned with judgements based on available evidence and that historical judgements are provisional.
  • Develop their use and understanding of historical terms, concepts and skills.
  • Make links and draw comparisons within and/or across different periods and aspects of the past.
  • Organise and communicate their historical knowledge and understanding in different ways, arguing a case and reaching substantiated judgements.
Course and Assessment overview Year 1 Unit 1: Breadth study with interpretations

Option 1H: Britain transformed, 1918–97

Written examination, lasting 2 hours 15 minutes.

Unit 2: Depth study

Option 2H.1: The USA, c1920–55: boom, bust and recovery

Written examination, lasting 1 hour 30 minutes.
Year 2 Units 1 & 2 plus:

Unit 3: Themes in breadth with aspects in depth

Option 33: The witch craze in Britain, Europe and North

America, c1580–c1750

Written examination, lasting 2 hours 15 minutes.

Unit 4: Coursework

Internally assessed, externally moderated.
Career and Opportunities A significant number enter the legal profession, where their analytical and critical reasoning skills are highly valued, as well as library, information and archivist careers, where their research expertise and ability to select, manage and organise information comes to the fore.

Politics, publishing, journalism, media and writing in all its forms are similarly suitable, alongside business and commerce, public sector administration and the charity and voluntary sectors.

ITALIAN - Edexcel/Pearson

Lessons 3  hours total per week.   
Entry Requirements Ideally, students wishing to study A-level Italian should either have at least a Grade 5 or 6 in GCSE Italian or be a native or nearly-native speaker.
Course aim
  • develop and build on the skills acquired at GCSE.
  • to enhance employment prospects.
  • to facilitate foreign travel.
  • to provide an insight into another culture and society.
  • to provide students with a sound basis for further study.
Course and Assessment overview Year 1 Paper 1 – Listening, reading and translation

Paper 2 – Written response to works and translation

Paper 3 – Speaking
Year 2 Paper 1 – Listening, reading and translation

Paper 2 – Written response to works and translation

Paper 3 – Speaking
Career and Opportunities Some modern language graduates work on a self-employed basis as interpreters or translators. However, many others choose careers not directly related to their subject but where there is the opportunity to use their language skills, for example working for companies who trade or offer services internationally or to non-English speaking customers and suppliers. This means that language graduates work for a huge variety of employers and sectors, including: teaching and education; government and public administration; business services; museums and libraries; tourism; media and internet; science, engineering and technology; transport and logistics; charity and voluntary work.

JAPANESE - Edexcel/Pearson

Lessons 1.5  hours total per week.   
Entry Requirements Ideally, students wishing to study A-level Japanese should either have at least a grade 7 or 8 in GCSE Japanese or be a native speaker
Course aim
  • Develop and build on the skills acquired at GCSE.
  • To enhance employment prospects.
  • To facilitate foreign travel.
  • To provide an insight into another culture and society.
  • To provide students with a sound basis for further study.
Course and Assessment overview A-Level Paper 1 Translation into English, reading comprehension and writing (40%)

Paper 2 Translation into Japanese and written response to works (30%)

Paper 3 Listening, reading and writing (30%)
Career and Opportunities Some modern language graduates work on a self-employed basis as interpreters or translators. However, many others choose careers not directly related to their subject but where there is the opportunity to use their language skills, for example working for companies who trade or offer services internationally or to non-English speaking customers and suppliers. This means that language graduates work for a huge variety of employers and sectors, including: teaching and education; government and public administration; business services; museums and libraries; tourism; media and internet; science, engineering and technology; transport and logistics; charity and voluntary work.

MATHS - Edexcel/Pearson

Lessons 6  hours total per week.   
Entry Requirements A grade 7 at GCSE or equivalent in mathematics
Course aim • understand mathematics and mathematical processes in a way that promotes confidence, fosters enjoyment and provides a strong foundation for progress to further study.

• extend their range of mathematical skills and techniques.

• understand coherence and progression in mathematics and how different areas of mathematics are connected.

• apply mathematics in other fields of study and be aware of the relevance of mathematics to the world of work and to situations in society in general.

• use their mathematical knowledge to make logical and reasoned decisions in solving problems both within pure mathematics and in a variety of contexts, and communicate the mathematical rationale for these decisions clearly.

• reason logically and recognise incorrect reasoning.

• use their mathematical skills and techniques to solve challenging problems that require them to decide on the solution strategy.

• represent situations mathematically and understand the relationship between problems in context and mathematical models that may be applied to solve them.

• draw diagrams and sketch graphs to help explore mathematical situations and interpret solutions .

• make deductions and inferences and draw conclusions by using mathematical reasoning.

• interpret solutions and communicate their interpretation effectively in the context of the problem.

• read and comprehend mathematical arguments, including justifications of methods and formulae, and communicate their understanding.

• read and comprehend articles concerning applications of mathematics and communicate their understanding.

• use technology, such as calculators and computers, effectively and recognise when it may be inappropriate to use them.

• take increasing responsibility for their own learning and the evaluation of their own mathematical development. 
Assessment overview Year 1 This is a linear course comprising of compulsory

teaching in the fields of pure mathematics, statistics and

mechanics. There are no optional modules.

There are two examination papers:

Paper 1: Pure mathematics lasts 2 hours, has 100 marks

which makes up 62.5% of the qualification

Paper 2: Statistics and Mechanics lasts one hour and

15 minutes, has 60 marks and makes up 37.5% of the

qualification
Year 2 This is a linear course comprising of compulsory

teaching in the fields of pure mathematics, statistics and

mechanics. There are no optional modules.

There are three examination papers:

Paper 1: Pure Mathematics 1

Paper 2: Pure Mathematics 2

Paper 3: Statistics and Mechanics

Each paper is lasts 2 hours, has 100 marks and makes up 33.3% of the qualification
Career and Opportunities Mathematical experts in demand across all types of industries the world over. Study maths and you have access to career opportunities in sectors you may never have even considered including specialised fields such as law and medicine. That said, a large number of maths careers are still based within business or science and technology-related sectors, with maths graduates occupying roles such as accountant, actuary, statistician, technician, Economist or market researcher.

PHOTOGRAPHY - AQA

Lessons 6  hours total per week.   
Practical subject:     YES
Entry Requirements If you have studied Photography or ART to GCSE it would be advantageous but not essential. The most important requirements are a keen interest in photography combined with enthusiasm and a willingness to work hard during the lessons and in your own time.
Course aim
  • Students will learn how to technically use a DSLR camera, and apply relevant techniques to help communicate ideas.
  • They will learn how to investigate the work of photographers and artists to help inform and develop their work.
  • They will learn how photography can represent ideas, feelings, and meanings and utilise this within their own work.
  • During the lessons students will explore a variety of technical photographic practices using the DSLR on outdoor locations, studio workshops, developing their images through Camera Raw and Photoshop workshops. 
  • Students will be required to document the journey of their photography project online and in an A3 sketchbook, illustrating the development and exploration of their work. The work needs to present a range of techniques, approaches and methods working towards a final outcome.
Course and Assessment overview Year 1 In the first year, students work primarily in a single coursework book, developing a strong foundation in a wide range of media, materials, and techniques. The aim is to establish the creative and technical skills that will underpin their success in the full A-Level (Year 2).

Throughout the year, students will sit two internal assessments and a mock exam, each providing the opportunity to take ideas from their bookwork into a practical outcome completed under timed conditions.

All work is assessed in line with the AQA marking criteria, with feedback focusing on developing students’ ability to:

  • investigate and develop ideas,
  • experiment with and refine media and materials,
  • record and analyse observations,
  • and present personal, meaningful outcomes.

This structured progression ensures that students are both technically prepared and creatively confident by the time they enter the A-Level exam year.
Year 2 (Full A – level)
  • Component 1: A Personal Investigation, which is an internally guided practical investigation into an idea, issue, concept, or theme. This project must be supported by written material and comprises 60% of the full A-Level.
  • Component 2: An externally set assignment. Students select one question from a set of eight, have a preparation period, and then complete a final outcome in 15 hours of supervised but unaided time—accounting for 40% of the full A-Level.
Career and opportunities Studying Photography at A-Level opens doors to an exciting variety of pathways. Many students go on to study Photography at university or combine it with other creative subjects such as Fine Art, Interior Design, Graphic Design, Web Design, Multi-Media, Advertising, or Video Production.

Potential careers range from professional photographic practice, journalism, and fashion photography to advertising, media, and film, industries that thrive on creative vision and technical expertise. The skills gained on this course are also highly transferable, including creative problem-solving, visual communication, and digital proficiency, all of which are sought after across today’s job market.

At Earlscliffe, we go beyond the classroom by connecting students directly with the creative industries. Throughout the course, visiting professionals share their expertise through talks, workshops, and mentoring sessions, giving students invaluable insight into the realities of building a creative career and the opportunities available in this diverse field.

PHYSICS - Edexcel/Pearson

Lessons 6  hours total per week.   
Practical subject:     YES
Entry Requirements We would expect that applicants to this course would have grades 9-4 in British GCSE Physics/Science and Mathematics or equivalent grade/mark in their national system of secondary education. Use of mathematical skills will make up 40% of the assessment.
Course aim
  • Essential knowledge and understanding of different areas of the subject and how they relate to each other.
  • A deep appreciation of the skills, knowledge and understanding of scientific methods.
  • Competence and confidence in a variety of practical, mathematical and problem solving skills.
  • Developing their interest in and enthusiasm for the subject, including developing an interest in further study and careers associated with the subject.
  • An understanding of how society makes decisions about scientific issues and how the sciences contribute to the success of the economy and society.
Course and Assessment overview Year 1 Students should gain experience of a wide variety of practical work that gives them opportunities to develop their practical and investigative skills by planning, carrying out and evaluating experiments. Content of the course covers:

Topic 1: Working as a Physicist

Topic 2: Mechanics

Topic 3: Electric Circuits

Topic 4: Materials

Topic 5: Waves and Particle Nature of Light
Year 2 This course includes 5 topics from AS specification. In addition to them it also contains:

Topic 6: Further Mechanics

Topic 7: Electric and Magnetic Fields

Topic 8: Nuclear and Particle Physics

Topic 9: Thermodynamics

Topic 10: Space

Topic 11: Nuclear Radiation

Topic 12: Gravitational Fields

Topic 13: Oscillations
Career and Opportunities By studying Physics at school or college students are opening the door to a wide variety of rewarding careers. As well as learning about how the universe works, students will get a broad training in skills that all employers value – an ability grasp concepts quickly, a determination to find coherent answers, not to mention problem-solving, analytical, mathematical and IT skills. “A” grades in Physics are highly valued by leading British universities.

Careers in Physics may be very versatile, but if you have chosen medicine, engineering, IT or architecture, or even management and finance, the skills developed by studying Physics are still highly regarded.

POLITICS - Edexcel/Pearson

Lessons 6  hours total per week.   
Entry Requirements Ideally, students wishing to study A-level Politics should either have at least a Grade B in GCSE English or be of a Band 6 standard in IELTS writing. More importantly, perhaps, is an interest in current affairs!  
Course aim
  • Develop a critical awareness of the nature of politics and the relationship between political ideas, institutions and processes.
  • Acquire knowledge and understanding of power and the related structures within the political system of the United Kingdom.
  • Acquire knowledge and understanding of the rights and responsibilities of the individual and encourage an engagement with contemporary politics, both in the UK and in the wider world.
Course and Assessment overview Component 1 UK Politics

• 2 hours/33⅓%

• TWO 30-mark questions (Section A) and ONE 24-mark question (Section B)

 Section A

  • Political Participation:
  • Democracy and participation
  • Political parties
  • Electoral systems
  • Voting behaviour and the media

Section B

  • Core Political Ideas:
  • Conservatism
  • Liberalism,
  • Socialism
Component 2 UK Government

• 2 hours/33⅓%

• TWO 30-mark questions (Section A) and ONE 24-mark question (Section B)

 Section A

  • The constitution
  • Parliament
  • Prime Minister and executive
  • Relationships between the branches

Section B

• ONE non-core political idea
Component 3 Comparative Politics (Global Politics)

• 2 hours/33⅓%

• TWO twelve-mark questions and TWO 30-mark

questions
  • Sovereignty and globalisation
  • Global governance: political and economic
  • Global governance: human rights and environmental
  • Power and developments regionalism and the
  • European Union
  • Comparative theories.
Studying Politics would lead to a wide range of career opportunities including those in public affairs, banking, social work, journalism, law, probation work, sales, public relations and research.

Politics combines well with all humanities and arts subjects. The skills you develop will be transferable to other subjects and will support your studies generally. This course is heavily essay based. 

PSYCHOLOGY - Edexcel/Pearson

Lessons 6  hours total per week.   
Entry Requirements There are no prior learning requirements to take this course. However, the course demands both fluent writing skills and being comfortable with numbers. It is therefore recommended that those wishing to study A-level Psychology should have obtained 5 or 6 grades in GCSE English and Maths, or their international equivalents. A commitment to hard work is essential for this course.
Course aim To develop essential knowledge and understanding of various areas of Psychology and how they relate to each other. This involves developing an appreciation of the scientific method and confidence in a variety of practical, mathematical and problem-solving skills. It also involves developing an appreciation of the many applications of Psychological science to social issues.
Assessment overview Year 1 Topic 1 – Social Psychology

Topic 2 – Cognitive Psychology

Topic 3 – Biological Psychology

Topic 4 – Learning Theories

Topics 1-4 are assessed via a 2-hour external  examination, and comprise 35% of the total A-level.
Year 2 Topics 1-4 (35% of total A-Level) plus:

Topic 5 – Clinical Psychology

Topic 6 – Criminological Psychology

Topics 5 and 6 are assessed via a 2-hour external examination, and comprise 35% of the total A-level.

Topic 9 – Psychological Skills (review of methodology, Review of studies, Review of issues and debates)

Topic 9 is assessed via a 2-hour external examination, and comprises 30% of the total A-level.
Career and Opportunities Studying Psychology gives you a broad range of skills that span both science and the arts and opens up opportunities with a wide variety of employers. Careers directly related to psychology include clinical psychologist, counselling, educational psychologist, forensic psychologist, psychology lecturer, and sports psychologist. However, the subject also opens up opportunities in advertising and marketing, human resources, finance, the media, and social services, amongst others.

RUSSIAN - Edexcel/Pearson

Lessons 1.5  hours total per week.   
Entry Requirements Ideally, students wishing to study A-level Russian should either have at least a Grade 7 in GCSE Russian or be a native speaker.
Course aim
  • Develop and build on the skills acquired at GCSE.
  • Enhance employment prospects.
  • Facilitate foreign travel.
  • Provide an insight into another culture and society.
  • Provide students with a sound basis for further study.
Assessment overview Year 1 Unit 1 – Assessment: 8-10 minute assessment in two sections.

Section A requires students to respond to four Edexcel set questions.

Section B requires the teacher to engage the student in a discussion

Unit 2 – Assessment: 2 hour 30 minute paper in three sections.

Section A requires students to listen to a range of authentic recorded Russian language material and to retrieve and convey information given in the recording.

Section B requires students to read authentic Russian language printed materials and to retrieve and convey information.

Section C requires students to write 150–165 words in the form of a letter, report or article in Russian based on a short printed Russian-language stimulus.
Year 2 Unit 3 – Assessment: 11-13 minute assessment

Students first outline their chosen issue for about one minute, adopting a definite stance towards the issue. They should then defend and justify their opinions for up to four minutes.

Unit 4 – Assessment: 2 hour 30 minute paper in three sections.

Section A: A short written translation exercise to test students’ ability to transfer meaning from English into Russian effectively.

Section B: A Russian-language essay in response to one from a choice of seven questions, linked to the prescribed general topic areas, that invite either discursive or creative writing.

Section C: A research-based essay in Russian (180–200 words) to reward students for Russian-language research skills linked to an area of interest to the student that relates to the culture and/or society of a Russian language country, countries or community.
Career and opportunities Some modern language graduates work on a self-employed basis as interpreters or translators. However, many others choose careers not directly related to their subject but where there is the opportunity to use their language skills, for example working for companies who trade or offer services internationally or to non-English speaking customers and suppliers. This means that language graduates work for a huge variety of employers and sectors, including: teaching and education; government and public administration; business services; museums and libraries; tourism; media and internet; science, engineering and technology; transport and logistics; charity and voluntary work.

SPANISH - AQA

Lessons 3 hours total per week.   
Entry Requirements Ideally, students wishing to study A-level Spanish should either have at least a Grade 6 in GCSE Spanish or be a native speaker.
Course aim
  • Develop and build on the skills acquired at GCSE.
  • To enhance employment prospects.
  • To facilitate foreign travel.
  • To provide an insight into another culture and society.
  • To provide students with a sound basis for further study.
Course and Assessment overview Year 1 Paper 1 – Listening, reading and translation

Paper 2 – Written response to works and translation

Paper 3 – Speaking
Year 2 Paper 1 – Listening, reading and translation

Paper 2 – Written response to works

Paper 3 – Speaking
Career and Opportunities Some modern language graduates work on a self-employed basis as interpreters or translators. However, many others choose careers not directly related to their subject but where there is the opportunity to use their language skills, for example working for companies who trade or offer services internationally or to non-English speaking customers and suppliers. This means that language graduates work for a huge variety of employers and sectors, including: teaching and education; government and public administration; business services; museums and libraries; tourism; media and internet; science, engineering and technology; transport and logistics; charity and voluntary work.

TURKISH - Edexcel/Pearson

Lessons 1.5  hours total per week.
Entry Requirements Ideally, students wishing to study A-level Turkish should either have at least a Grade 8 or 9 in GCSE Turkish or be a native speaker.
Course aim
  • Develop and build on the skills acquired at GCSE.
  • Enhance employment prospects.
  • Develop their ability to understand language in spoken and written form and to interact effectively
    with users of Turkish in writing.
  • Provide an insight into another culture and society.
  • Provide students with a sound basis for further study.
Assessment overview Year 1 Paper 1 – Listening, reading and translation

Paper 2 – Written response to works and translation

Paper 3 – Speaking
Year 2 Paper 1 – Translation into English, reading comprehension and writing (research question) in
TurkishPaper 2 – Translation into Turkish and written response to worksPaper 3 – Listening, reading and writing in Turkish
Career and opportunities Some modern language graduates work on a self-employed basis as interpreters or translators. However, many others choose careers not directly related to their subject but where there is the opportunity to use their language skills, for example working for companies who trade or offer services internationally or to non-English speaking customers and suppliers. This means that language graduates work for a huge variety of employers and sectors, including: teaching and education; government and public administration; business services; museums and libraries; tourism; media and internet; science, engineering and technology; transport and logistics; charity and voluntary work.

FAQs

Small class sizes and intensive teaching

Even in the most popular subjects we maintain small classes. The reason for having small classes is very simple. The greater the amount of individual attention that the student receives, the greater the chances are that the student will achieve better grades.

In a small class, teachers are able to get to know the students, and everybody has to contribute. In addition, small classes create safe environments in which students are more willing to participate and ask questions.

Class sizes average at around 7 students. This means some subject choices have classes which only have 3 students and others are above average due to their popularity. When a class reaches a maximum of 12-13 students we will look to open a new class for that subject.

 

English language support

EAP (English for Academic Purposes) is a fundamental part of every lesson. The individual English language needs of each student are taken into account by their teacher and lessons are planned accordingly.

Our teachers are very experienced with EAP and they employ a wide range of methods to help support the development of the students’ English language skills. The specifics of the support will depend very much on each students’ needs and the course they are doing. For example, ITY students may have to read works of fiction and produce book reports, whereas A-level students will have to learn subject-specific terminology, in context, and take part in frequent vocabulary tests.

We also empower the students to be independent learners, and to continually improve their English language skills. Students are trained to use dictionaries and resources effectively and efficiently in order to support their own learning.

To find out more about teaching English at Earlscliffe please click here

Homework

At Earlscliffe, students are expected to dedicate regular time to independent study.

Homework is supported and guided by subject teachers, who direct students to subject-specific websites to reinforce learning and extend knowledge of exam topics.

Regular internal assessments help teachers provide targeted guidance on effective revision methods, and this academic support is further reinforced by the house managers, ensuring students develop strong study habits and independent learning skills.

University and Careers

Each student at Earlscliffe will be given a considerable amount of support and guidance related to selecting the right courses and universities to apply to, completing and submitting their university applications, and working towards their chosen career.

For more information, including a detailed list of university destinations which Earlscliffe students have gone on to, please click here

Year 12 Sample Timetable

 

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
0830 – 0845 Registration
0845- 0930 P1 Maths Maths IELTS EPQ Maths
0930 – 1015 P2 Maths Maths IELTS EPQ Maths
1015 – 1030 Break: Morning Snacks
1030 – 1115 P3 Study Psychology Public Speaking Study Economics
1115 – 1200 P4 Study Psychology PSHE Study Economics
1200 – 1245 Lunch
1245 – 1330 P5 Russian Economics Psychology Maths Economics
1330 – 1415 P6 Russian Economics SCS Maths Economics
1415 – 1430 Registration
1430 – 1515 P7 Maths Economics SCS Psychology Psychology
1515 – 1600 P8 Maths Economics Maths Psychology Psychology
1600 – 1615 Break
1615 – 1700 P9 Maths Economics Maths Psychology Psychology
1700 – 1800 Own Time; Academic Coaching, Gym, Study, Go to town etc
1800 Supper Commences
1900 – 2100 Study; Late Night Gym, Boarding House Activities

S&C = Sports & Community; Student chooses from a list of options e.g; book club, baking, photography, public speaking etc

PSHE = Personal, Social, Health Education

Each period = 45mins

The choice of subjects

When choosing which A-levels to do, it is advisable to consider important questions, including:

  • What are your favourite subjects?
  • Which subjects do you feel you are strongest at?
  • Considering the University course you would like to study, which subject choices are required?

If in doubt, our Admissions team are available to advise. Please simply request an online meeting.

Which subjects do I need?

University entry requirements are often flexible, but there are some courses for which choice of A-levels is critical.

Most university departments will make offers that are conditional on specified grades in three A-level subjects. Similarly, if you opt for both Mathematics and Further Mathematics at A-level you may need to include two other subjects to satisfy the entrance requirements for some university departments.

In the past, some universities (most notably Bath, Cambridge and LSE) have published lists of ‘non preferred’ A-level subjects, i.e. subjects they consider to provide an insufficiently rigorous preparation for undergraduate study.

The Russell Group, a group of universities, which aims to protect and promote excellence in Higher Education in the UK, has now published a document called ‘Informed Choices’ which advises pupils on the best subject combinations for a wide range of university courses.

If you are seriously considering applying to Oxford or Cambridge, or any other highly competitive university department, our Head Teacher or Senior Tutor will be happy to discuss subject choice with you before you make your final decision. We also work with Oxbridge Applications to help guide you through the process.

UCAS has more advice available here

UK University Admissions Tests

Some universities require that you pass an admissions test as well as standard qualifications if you are applying for courses in particular subjects. These external exams are designed in a way that cannot be revised for. However, there are a number of test preparation guides, texts, and courses provided commercially which you may investigate.

The better known admissions tests are for candidates applying for medicine, veterinary science and bio-medical degrees: the BMAT and UKCAT tests.

The details for a majority of these university admissions tests are provided below, although it is not an exhaustive list.

Please check whether you have to pass an admissions test when deciding which courses you are going to apply for, as there may be admissions tests that are not included in the list on this page.

You can do this by checking the Entry Profile for your chosen course(s) on the UCAS Course Search.

You can also contact your universities or colleges directly by phone or email, or check the prospectus on their website.

Whilst we will provide some support, it  is YOUR responsibility as the candidate, to make these checks and to ensure that entry deadlines are met.

  • BioMedical Admissions Test (BMAT) : For entry to medicine, veterinary medicine and biomedical science courses.
  • Classics Admissions Tests (CATS) : For entry to any course including Classics at the University of Oxford.
  • English Literature Admissions Test (ELAT) : For entry to English courses at the University of Oxford.
  • Graduate Medical School Admissions Test (GAMSAT) : For graduate entry into medicine and dentistry courses.
  • History Aptitude Test (HAT) : For entry to all degrees involving history at the University of Oxford.
  • Health Professions Admissions Test (HPAT) : For entry to certain medical courses at the University of Ulster.
  • The National Admissions Test for Law (LNAT) : For entry to law.
  • Mathematics Aptitude Test (MAT) : For entry to mathematics or computer science, or a joint honours degree involving mathematics at the University of Oxford.
  • Modern and Medieval Languages Test (MML) : For entry to modern and medieval languages at the University of Cambridge.
  • Modern Languages Admissions Test (MLAT) : For entry to any course including a modern language at the University of Oxford.
  • Physics Aptitude Test (PAT) : For entry to physics, or a joint degree involving physics at the University of Oxford.
  • Sixth Term Examination Papers (STEP) : For entry to mathematics at the University of Cambridge and University of Warwick.
  • Thinking Skills Assessment (TSA Cambridge) : For entry to computer science, natural sciences, engineering, economics, land economy and politics, psychology and sociology (PPS) at a number of University of Cambridge colleges.
  • Thinking Skills Assessment (TSA Oxford) : For entry to philosophy, politics and economics (PPE), economics and management (E&M), experimental psychology (EP) or psychology and philosophy at the University of Oxford.
  • Thinking Skills Assessment (TSA) UCL : For entry to European social and political studies at University School London (UCL).
  • UK Clinical Aptitude Test (UKCAT) : For entry to medical and dental schools.

Applying to US universities : Application Process

International students often underestimate the amount of time required to apply for admission to a college or university in the United States. You can avoid this mistake by setting a schedule for yourself that begins well in advance of the time that you plan to begin your studies.

Always remember that starting the process early is the best way forward. You will need to allow yourself sufficient time to thoroughly research the institution and/or program that will best serve your academic and professional goals. Then you must meet the application deadlines of the universities to which you apply, which may be up to ten months before the beginning of the school term.

Especially for schools with competitive admissions (so-called Ivy League plus others), the application process takes a significant amount of time and effort. You will need to write personal statements and request recommendations from teachers or others who know you well. Even if you are applying online via the Common Application, you will want to get started early. University websites and other academic internet sites may provide quick and convenient access to the required application forms, but you still need time to research your options, contact teachers and institutions to provide recommendations and transcripts, and sign up for required entrance exams in time to meet application deadlines.

Application Timeline

This application timeline will provide you with detailed information about the steps you should take and when you should take them in order to plan your approach to studying in the USA. The plan starts 18 months before you wish to study, so you need to get planning soon! Of course, if you don’t have that much time you can still jump in and catch up – but the earlier the better.

18 Months Before U.S. Study

  • Research various colleges and universities programs
  • Register and prepare for required entrance exams
  • Keep working hard in school

12-14 Months Before U.S. Study

  • Choose the schools to which you will apply
  • Obtain all necessary information and forms for each school
  • Take required entrance exams

10-12 Months Before U.S. Study

  • Request any forms and information again, if necessary
  • Identify your references and supply them with required reference forms
  • Request transcripts from your school/s
  • Write your application essay (also called a “personal statement”)

10 Months Before U.S. Study

  • Retake entrance exams if scores were unsatisfactory
  • Line up all required financing
  • Complete and mail applications
  • Electronic Applications: An Additional Note

3 Months Before U.S. Study

  • Apply for your student visa
  • Research health insurance options for your time abroad
  • Make travel arrangements for when you arrive in the U.S.

Standardised Tests

Most U.S. colleges and universities require that you take one or more standardised admissions tests in order to gain entrance into their programs. SAT, ACT, TOEFL, IELTS.

Test Overview

Most U.S. colleges and universities will require that both undergraduate and graduate students applying for admission take one or more standardised admission tests. They are intended to provide a common measure for comparing the abilities of students who come from a variety of educational backgrounds and institutions. Scores from these tests will be sent with your application packets, along with your college applications, essays, references, transcripts, work experience and other information you prepare for consideration.

Universities generally determine the ability of an international student after reviewing all of the criteria above, including whether his or her English skills are sufficient to successfully complete their academic program. Some schools may place more weight on students’ test scores than others. Various factors complicate the interpretation of standardised test scored for international students. For example, the degree of English proficiency may affect test performance. Moreover, school officials must consider the cultural and educational backgrounds of international students, since the tests were developed for students who were educated in the United States.

The level of skills required for success in undergraduate studies varies by field or department. Institutions often look at the separate components of test scores because there may be significant differences between them. For example, one student might score low on the verbal measure but high on a maths measure of a test, while another student might score the opposite. An English department and an engineering department would consider these students differently.

Institutions might also look at separate measures on English proficiency tests such as grammar, listening, reading, speaking and writing. Some departments might consider it crucial to have high scores in listening and speaking; others might feel it is important to have high scores in reading and writing.

Further information and assistance can be found at A LIST

Enquire Now

Our prospectus

Our Prospectus

Apply Now

Apply Online