Foundation Year Paper Descriptions

Want to find out more about the Cambridge Foundation Year? 

Join our virtual event “Think Cambridge” on Tuesday 6 February from 5pm - 5:40pm (UK time).  

Think Cambridge is a 3-week long series of webinars aimed at inspiring year 11 and 12 students to think about applying to Cambridge. In this session we will focus on the Foundation year and will include: 

• an introduction to the Foundation Year and how it is unique. 

• the opportunity to ask questions. 

• the opportunity to hear about life as a Cambridge student from former Foundation Year students. 

Booking information 

To attend “Think Cambridge 2024 - What is a Foundation Year?”, you must register in advance. 

Book now

Please note that this session will be recorded and emailed to all those who have signed up after the event.  

The Foundation Year offices will be closed between Friday 22 December 2023 and Monday 1 January 2024 inclusive.

During this period, we will not be able to respond to email enquiries. We will also be unable to assist with FYSAQ issues, process new UCAS applications, or issue FYSAQ forms within the usual 48 hours from our receiving your UCAS application. You can still contact us, but we will not respond until our return on Tuesday 2 January 2024. Help and support with the application process may be found on our web pages.

FYP1: Education, Policy and Politics: Examining the British Education System

This paper will explore the ways that political ideology and socio-historical context have shaped education policy in the UK. It will reflect on the academic and non-academic purposes of education, both as ideally conceived and as conceived by different political ideologies. This will facilitate a critical evaluation of the concepts central to those purposes, including (for instance) meritocracy, social mobility, and equality. The paper will then examine several key pieces of British legislation from the past 80 years, considering whether and how they achieved their intended ends; this will include an examination of the ways in which success is measured in the current education system. Finally, the paper will conclude by contemplating the future of education in the UK in light of the contemporary political and technological landscape.

FYP2: Poetry and Generation Windrush

The Empire Windrush arrived in Britain in June 1948, carrying Caribbean immigrants who had the right to live and work in the UK. The welcome received by those immigrants fell far short of that they had hoped for. This paper considers the literary writing of poets who either moved to the UK from the Caribbean between 1948 and the 1970s, or who were born in the UK as second- or third-generation immigrants.

The paper introduces students to a range of Caribbean-heritage British writers, from The Caribbean Artists Movement (CAM), including Edward Kamau Brathwaite, Andrew Salkey, and John La Rose, to the contemporary poet Jay Bernard, who writes about Black British identity today.  Students will also be introduced to dub poetry and music. The paper will help students develop an understanding of the history, culture, and politics informing Windrush writing, along with how these are manifested in poetry and prose. By engaging in a close literary study of different poetic styles and forms, students will be asked to consider what constitutes ‘value’ in the context of literary prizes, academic study and different forms of culture and music.  

FYP3: Perspectives on History and the Law

This paper explores the interrelationship between History and the Law, both in theory and in practice. It will do so by exploring three key themes: (1) the purpose of the law; (2) law, morality and justice; and (3) law and power. While reflecting on these themes, students will examine history and the law through the lens of other disciplines such as archaeology, sociology, philosophy, and politics. In doing so, they will begin to gain an understanding of the methods and questions peculiar to different fields of study.  

FYP4: Exploring the Religions of South Asia

This paper explores and critically evaluates how different religions and religious communities co-exist with one another in social and political contexts. It draws on particular case studies from South Asia, but it also considers the South Asian diaspora in the UK context. Along the way, students will engage with ideas, teachings, tenets and rituals from a series of distinctive religious and philosophical traditions, including Buddhism, Sikhism, Christianity, Hinduism, Judaism, and Islam.  

An introductory unit at the outset will teach students about the different methodological approaches that can be used to study religions and religious practices, incorporating perspectives from anthropology, sociology, cultural studies, politics, and theology. After this introduction, the course will then turn to consider two major motifs in detail, which will form the basis for the rest of this course: (1) encountering and analysing religious difference and (2) examining religious identity.  There will be opportunities to think about the way that the category of religious tolerance has been used and understood in different South Asian contexts. We will also consider the notion of religious syncretism, and look at how some sacred sites are shared by different religions and faith traditions. Students will learn about the historical, geographical, and cultural roots of particular religious and philosophical traditions. And excitingly, they will encounter portrayals of religious difference and religious community in literature. They will also be invited to consider how secularism is understood in different political and national contexts, and how this relates to the portrayal of religion and religious ideas. 

FYP5: Romanticism, Revolutions, and the Search for the Sublime

This paper conducts a study of Romanticism in literature, art, philosophy, and history. It considers how artists and writers responded to revolutions (political and social) and it encourages students to think about the consequences of a rural population moving to rapidly growing cities.

 Students will study a wide range of Romantic writing and test Wordsworth’s view, from the 1802 ‘Preface’ to the Lyrical Ballads (1798), that the best poetry concerns ordinary life and is written in everyday language. Literary study of Romantic poets, including William Wordsworth, Samuel Taylor Coleridge, Charlotte Smith, and John Clare, will be conducted alongside a consideration of 'peasant poetry' and the concept of the 'sublime'.

Students will learn about the history of the Romantic era, and they will think about how concepts such as liberty, the rights of the individual and human creativity intersect in the debates and writing of the period.

FYP6: The King in the Car Park: A study of Richard III and the 2012-13 excavations

In 2012, the skeleton of Richard III was discovered under a carpark in Leicester resulting in much media excitement. Through this unique case study, we will consider what material sources can contribute to our understanding of the late medieval period. We will be looking at medieval burials and comparing Richard's burial in Leicester Friary with those of other late medieval kings. We will look at the legal and ethical issues which arise when studying human remains. The course also provides a broader introduction to archaeological research: we consider the challenges of excavating in a modern city and contrast these with the difficulties encountered investigating the battlefield at Bosworth, where Richard III was killed. Finally, we will also consider the impact of the discoveries on Leicester’s society, economy and culture in the 21st century, and the final teaching session is a field trip to Leicester. 

FYP7: 'Something magical, something sublime': an interdisciplinary approach to King's College Chapel

ng's College Chapel is iconic. Built between 1446 and 1515, it is recognised across the world and has come to represent both the university and the town. The building is also still in active use: the chapel is a sacred space and it remains an important place of worship. 

Students studying this paper will think about King's College Chapel's historical and political significance, and its function as a place of worship. They will learn about the history, architecture, engineering, and uses of the building, as well as the political context in which it was conceived, and the politics of what it might represent in the present. This paper will introduce you to interdisciplinary ways of thinking about the role that institutions and buildings play in cities, communities, and cultural imagination. 

The course covers a wide range of approaches to King's College Chapel. Students will be encouraged to reflect on philosophical approaches to space and place, and the relationship between spirituality and material culture.  It considers the development of the European Gothic architectural style, alongside the building's aesthetics and how its form relates to its function as a place for worship. It explores the music of the Chapel, and its place in the wider choral tradition. It also encourages students to think about the social and material history of the space: how did fifteenth- and sixteenth-century engineers design and build the chapel?  How does the building reflect spiritual ideas?  How does the collegiate university with its chapels and libraries connect to the town?

FYP8: The Human Body in Visual Art, from Prehistory to the Present Day

This paper will introduce students to a series of remarkable paintings and sculptures which represent or are inspired by the human body. Moreover, it will also offer students the opportunity to engage with objects used to adorn or embellish the body by different human societies and cultures. 

Students will be encouraged to explore the significance of all of these art objects in the context of the times and societies in which they were sculpted, painted, and used. The paintings and objects covered in this course will span an immense 40,000-year chronology. It will showcase examples from prehistory, as well as from classical Greek and Roman culture, through the long Middle Ages. Students will also encounter interactions between art and medicine in the Renaissance period, learn about pre-Raphaelite bodies in the nineteenth century, visit the Womens' art collection at Murray Edwards College, and will spend a morning studying at the Museum of Archaeology and Anthropology, encountering Edo (Benin) objects. In this way, this course will get students thinking about the role of museums and galleries in establishing norms and attitudes within art. 

FYP9: The history of English: from a Germanic dialect to a global language

This paper will introduce students to the long, rich, and fascinating story of the English language. We begin with a conceptual attention to the idea of language as a dynamic construct, in order to get students thinking critically and intelligently about the history of English. We ask: how and why does language change and grow?What sources can we use to understand the history of English? 

The paper offers a clear and in-depth look at important linguistic shifts that have taken place in the English language, in its winding and complex journey from an obscure German dialect through to the global Englishes that we recognise today. Students will encounter key stages of the language's history, from Old English through Middle English and into Early Modern English. This will include a consideration of the variety and richness of English vocabulary, an introduction to the many sources for this rich vocabulary, and a survey of the challenges that regional dialects produced, including non-standard spelling. We will also explore the social, religious, and political influences upon the development of the English language. 

FYP10: Teaching English to Newcomers: English language learning for new arrival children in English schools

This paper will look at the processes and strategies for giving new arrival children the English language skills they need to engage with the curriculum and interact with their peers. We will first consider the various purposes of teaching and learning English as an additional language (EAL); this will then inform our examination of EAL teaching practices. Along the way, this paper will consider the relationship between language and culture, the role of schools and community in language learning and in establishing and developing multilingual identities. We will then look at the practices and related pedagogical questions of teaching and learning English as an additional language. In doing so, we will not only examine various teaching methods, but also reflect on the concept of competency (including communication skills in higher education) as well as the question of whether and how to decolonize English language teaching. 

FYP11: Language in the Information Age

This paper will examine the ways that modern technology has affected the evolution of English in particular, and communication more broadly. It will begin with the idea that language is a social and political tool. It will then consider how the internet has changed the way that tool is used, for instance, in the rapid creation and spread of new concepts and linguistic practices. The paper will critically examine the power structures that are enforced and challenged by the unprecedented levels of access to information provided by modern technologies; it will do this, in part, by interrogating the principles of linguistic prescriptivism. Finally, it will explore the way the democratisation of journalism has affected journalistic language norms as well as socio-political movements. 

FYP12: Data and Policy-Making in the COVID-19 Pandemic

This paper examines challenges and theoretical questions that arose from the use of data in policy-making during the COVID-19 pandemic of 2020-22. It explores the difficulties of policy-making and science communication in an on-going public health crisis. Through the use of the pandemic as a case study, it explores key aspects of qualitative and quantitative research such as (1) the ways that purportedly 'objective' data can be biased, (2) the limitations of quantitative research, and (3) the difference between models and predictions. Finally, the paper will encourage students to think critically about the social, political and ethical implications of these challenges.

FYP13: Environmental Change and Societies: data and assumptions

This paper explores the inter-relationships between human societies and the environment. It places contemporary global climate change in a long-term perspective and uses case studies to investigate interactions between people and the environment at a more local scale both in the past and present.  It will look at the links between ecosystem change and cultural developments, economies and human wellbeing. We will look at data relating to land use change and historical ecology from a wide range of disciplines.  We will also consider how indigenous ecological knowledge can contribute to sustainable practices and recognise the ways in which coloniality and globalisation impact communities. In a global context where "development" is portrayed as a positive goal, we will ask moral philosophical questions about sustainability such as "What do we owe to future generations?"

Misinformation and conspiracy theories are pervasive in many contexts so we will look at ways to evaluate the relationships between the data which are being cited and the interpretations offered. Using Exxon Mobile as an example, we will ask ethical questions such as "What kinds of responsibilities do stakeholders have when communicating climate / environmental data and presenting their interpretations?" Major global challenges including how to reduce greenhouse gas emissions, pollution, and protect biodiversity have no easy solutions. The impact of recent UN Climate Change Conferences (such as COP26) and UK Government reviews on the economic implications of environmental change will be discussed. We will also look at the effectiveness of protests and campaigning in a variety of conte

FYP14: Sport and Society: measuring success?

Sport plays a major role in society. It influences culture, politics, business, entertainment, urban planning, health and wellbeing, and ethics. This paper explores the role of data in sport and examines the ways in which data are used. It will consider a range of challenging issues including: the categorisation of athletes; safety and concussion; doping and match-fixing; promotion of sports-related products; and questions of environmental sustainability. It will also look at the role of big data and analytics in the financially lucrative world of top flight sports.  The paper will consider the impact of major events such as London 2012 and the Qatar FIFA World Cup, as well as the development of local sporting facilities. 

Advanced Language Paper: Latin

This elementary Latin course will guide students with no prior knowledge of Latin to an advanced understanding of Latin syntax and grammar. The course begins with an introduction to the Latin alphabet, pronunciation, and basic sentence structures, including essential noun declensions and verb conjugations. As students build a foundational vocabulary, they will advance to intermediate grammar, focusing on more complex sentence construction, including subordinate clauses, participles, and advanced verb tenses. In the course of Lent Term, students will be introduced to the set text, which covers sections of the Res Gestae and Book 3 of Ovid's Metamorphoses, gradually enhancing their translation skills and deepening their understanding of Latin literature. As their proficiency grows, they will tackle advanced syntax topics such as indirect speech, gerunds, and participles, while refining their ability to interpret idiomatic expressions and literary nuances. By the end of the course, students will be well-versed in Latin grammar and translation.

Advanced Language Paper: French, Spanish, German, Italian, Portuguese, Russian

Advanced modern languages are taught for the Foundation Year via the University's Language Centre. While there are options to study at a basic or intermediate level in a wide range of languages, for it to count towards the Foundation Years students need to already be at A Level equivalent proficiency, and commit to studying the Advanced and Advanced Plus provision via the Language Centre.

Classes are taught by specialist language teachers, and in many cases, you will be learning alongside other Cambridge students from a wide range of courses. 

At the Advanced Level the main aims are:

• • To develop the language skills needed to understand and express complex ideas and opinions in real-time oral/aural situations and to improve the presentation skills in the target language;
  • To deepen the knowledge and enhance the appreciation of the cultures of the countries where the language is spoken, as well as of the varieties of the spoken language;
  • To equip learners with the necessary knowledge, learning tools and skills that will establish them as independent and successful lifelong language learners
  • Apply their language skills effectively in a broad variety of contexts including academic ones;
  • Use relevant language registers and acquire an understanding of the main aspects of the historical, political, economical, cultural and linguistic situation of the countries where the language is spoken;
  • Understand audio/visual items from the media depicting artistic works and their background;
  • Conduct research in the target language;
  • Speak in public and deliver presentations in the target language;
  • Acquire necessary skills to retrieve and use multimedia online resources in the target language