A Level options
At LPS Sixth we build our A level programme around the preferences and ambitions of our students rather than asking students to fit into a predetermined pathway.
Each December we collect the first-choice A level preferences of both current LPS students and new students who have secured places for the following academic year. We then use these choices to create our subject blocking system, designed to provide as much flexibility as possible and enable the greatest number of students to study their preferred combination of subjects.
This personalised approach allows us to retain a broad curriculum while responding directly to the interests, strengths and future aspirations of each Sixth Form cohort.
Most students study three A levels, with a fourth subject considered where appropriate. Academic study is complemented by supervised independent study, PSHCE and our wider enrichment curriculum, ensuring students have a balanced programme that develops academic independence alongside the skills, experiences and confidence needed for life beyond school.
Academic writing, research skills and the EPQ
We recognise that success at university requires more than excellent examination results. Students need to be able to research independently, evaluate information critically, construct sophisticated arguments and communicate their ideas with clarity and confidence.
For this reason, all Year 12 students complete a rigorous academic writing and research skills programme during the first term. Through a series of workshops, students develop the core skills required for advanced study, including academic writing, research methodology, critical analysis, referencing and citation, evaluating the reliability of sources, structuring extended arguments, and avoiding plagiarism.
An important part of this programme is developing students’ understanding of Artificial Intelligence in research and academic work. Students learn how AI can be used responsibly as a tool to support research, exploration and learning, while also understanding its limitations. Emphasis is placed on academic integrity, verification of information, appropriate acknowledgement of sources, and the distinction between using AI to support thinking and submitting AI-generated material as their own work. These skills provide an important foundation not only for the EPQ, but also for A level coursework and future university study.
Extended Project Qualification
The Extended Project Qualification (EPQ) provides students with the opportunity to take these skills further by completing a substantial independent research project on a topic of their own choosing. Students may select an area connected to their intended university course or career ambitions, or pursue a question arising from a particular academic or personal interest.
At LPS Sixth, the EPQ programme begins after Easter in Year 12 and continues through to October of Year 13. Students have two hours of dedicated EPQ time timetabled each week, supported by a programme of taught sessions, individual supervision and structured milestones.
During the programme, students learn how to:
- develop and refine an academically appropriate research question;
- undertake effective independent research and evaluate the quality and reliability of sources;
- reference and cite material accurately;
- plan and manage a substantial project over an extended period;
- construct and sustain an evidence-based argument;
- reflect critically on their research process and decision-making;
- produce an extended piece of academic work; and
- present and defend their findings confidently to an audience.
The EPQ therefore goes beyond the final project itself. It develops the research, academic writing, presentation, public speaking, communication, organisation and independent-study skills that students will need as they progress into higher education and professional life.
By completing the foundational academic writing programme in the autumn of Year 12 before beginning the EPQ later in the year, students are given the skills and confidence to approach independent research properly rather than simply being expected to learn these skills as they go.