Sixth Form & A level courses
WELCOME
It is our pleasure to invite you to discover the
• A Strong Voice: The Sixth Form pupil voice is
Bruton School for Girls Sixth Form. I am privileged
vital for the continuing development of the
to lead the top of the school where I see girls come
school. The close dialogue between staff and
into their own post-GCSE, taking advantage of the
Sixth Form encourages the girls to exercise their
array of opportunities here that help shape their
potential as leaders, thinkers and policy-makers.
personalities and outlook as they prepare to take the leap into their futures. I believe our Sixth Form
• A Sense of Purpose: At Bruton School for Girls
helps each and every pupil to become the very best
we tailor our Careers events and activities to suit
person they can be, with an innate confidence in
the girls’ individual aspirations. We offer impartial
their abilities to excel and make a difference in our
advice as well as preparation for competitive
fast-changing world.
university entry, be it in STEM, Medicine and Veterinary Science or the Visual or Performing
• Independence: The Cumberlege Sixth Form
Arts. We help girls develop their career thinking
Centre is the perfect environment in which to
and to network with speakers from various
develop this skill. Independent study and
industries or fields of interest.
research, as well as group work, prepare girls for successful undergraduate study at university.
• Freedom of Thought: Sixth Form opportunities encourage girls to develop a world view, a social
• Leadership: Prefect supporting roles within the
conscience and a critical mind. We seek to bring
school offer girls professional work experience
the outside world into life at Bruton School for
and develop vital workplace skills. Some Prefect
Girls, inspiring new interests and exciting pupils
roles are self-initiated to enhance the girls’
about new possibilities. We invite girls to tread
experience of leading in their specialist area and
where they might not choose to go themselves.
to give them more credibility in their chosen field.
This booklet will hopefully give you a good sense of the breadth of opportunities at Bruton. However, an individual visit will give you more of a feel for how special the Bruton Sixth Form is. We look forward to meeting you!
Xavière Harvey Head of Sixth Form and Careers
1
CONTENTS What is it like?
4
Pastoral care within the Sixth Form
4
The wider life of the Sixth Form
6
Cumberlege
7
Preparing for university and careers advice
8
Subjects offered in the Sixth Form
9
University entry requirements
10
What next
11
Art and Design (Fine Art)
12
Art and Design (Photography)
13
Art and Design (Textile Design)
14
Biology
15
Business Studies
16
Chemistry
17
Drama and Theatre Studies
18
English Literature
19
Geography
20
History
21
Latin
22
Mathematics and Further Mathematics
23
Modern Foreign Languages (French)
26
Modern Foreign Languages (German)
27
Modern Foreign Languages (Spanish)
28
Music
29
Physics
30
Psychology
31
Religious Studies
32
Extended Project Qualification (EPQ)
33
English Speaking Board
34
Leiths Certificate in Food and Wine with CTH Level 3
35
Childcare and Education
36
NCFE CACHE Level 2 Award in Babysitting
37
Leavers’ destination examples
38
A level results
39
WHAT IS IT LIKE? In one word girls can expect change. From the outset girls are treated as mature, young adults and can enjoy privileges and considerable freedom to organise their time and make individual choices. Pupils do not wear uniform and much of the time is spent in the Sixth Form Centre. In addition, the relationships with teachers and personal mentors is increasingly mature and informal and the working day is more flexible. There girls
are
numerous
independence
benefits and
with
to
giving
it
comes
responsibility on their part. The aim is for pupils to use Sixth Form as a stepping-stone towards the greater freedom of adult life, university or whatever the next stage may be.
PASTORAL CARE WITHIN THE SIXTH FORM Our systems of monitoring and support are very much based upon personal knowledge of our pupils and one-to-one conversations with individuals. Within the Sixth Form, the personal mentor is the first point of contact and each girl has an individual mentoring session each week. Mentors will discuss academic and personal progress and provide guidance on future choices. The Head of Sixth Form works alongside the mentors, offering additional advice, encouragement and guidance.
4
THE WIDER LIFE OF THE SIXTH FORM The Sixth Form at Bruton provides many
Girls take part in one timetabled session of physical
opportunities to discover and develop interests
activity per week. As well as coaching in the major
and key skills. There is a varied programme of
sports - Hockey, Netball, Tennis and Athletics -
talks, debates and academic enrichment and all
there is a varied programme of conventional
pupils have the opportunity to prepare for the
and unusual sports to choose from including
Advanced Certificate in Spoken English, not
yoga, boxercise and quidditch!
only developing the ability to ‘hold their own’, but also earning UCAS points.
The Social Committee organise balls and events throughout the year and a number of pupils are
6
The Sixth Form Lecture Programme on a
actively involved in Art, Music, Drama and Sport
Wednesday evening brings the outside world to
and play a leading role in running clubs in the
Bruton with talks given by inspirational speakers
Senior School. There are opportunities to undertake
from a wide range of careers and fields of interest,
voluntary work, through involvement in the Duke
including many old girls.
of Edinburgh’s Award Scheme or independently.
CUMBERLEGE The Sixth Form is well established in the excellent facilities in Cumberlege. There are social spaces such as the kitchen and cosy, Lower Sixth studies for day girls and boarders to share and spare rooms for day girls to stay overnight after evening events.
PREPARING FOR UNIVERSITY AND CAREERS ADVICE Careers information covering universities, colleges and institutions, as well as individual
departments
and
specific
courses, open days, taster courses, work experience and financial matters is relayed to pupils weekly on an online platform. Support
and
advice
on
the
UCAS
application process is well covered and includes the preparation of personal statements, interview techniques and CV preparation. All Lower Sixth pupils attend the annual UCAS Higher Education Exhibition
where
they
have
the
opportunity to find out more about institutions and courses of interest. For girls aiming for Oxbridge entrance, Medicine
and
Veterinary
Medicine,
specialist help and support is available so that they are as prepared as possible with practice
interviews
and
application
techniques. The Futures programme aims to inform pupils about all different aspects of university applications. Parents are invited to
a
Higher
Education
Information
Evening to join their daughters in finding out about the UCAS process and the financial implications of Higher Education.
SUBJECTS OFFERED IN THE SIXTH FORM The girls usually study the three A levels they need for their chosen university entrance requirements, although this is flexible and some pupils may study two or, in exceptional cases, four. Subjects offered are*: • • • • • • • •
Art & Design (Fine Art) Art & Design (Photography) Art & Design (Textiles Design) Biology Business Studies Chemistry Drama and Theatre Studies Economics
• • • • • • • •
English Literature French Geography German History Latin Mathematics Further Mathematics
• • • • • • •
Music Music Technology Religious Studies Physical Education Physics Psychology Spanish
A level subjects are all linear and externally examined at the end of the Upper Sixth year, with internal school examinations and assessments in the Lower Sixth. Most girls will also study towards the Extended Project Qualification (EPQ), a qualification which carries UCAS points and is favoured by universities and employers. It helps train pupils effectively in undergraduate-style study; more detail is provided in this booklet. The Advanced Certificate in Spoken English (ESB) qualification is also very valuable and we expect most girls to complete this during their Lower Sixth year. The Leiths Certificate in Food and Wine (CTH) is a professional qualification that pupils can work towards and which carries UCAS points. For girls interested in music and drama, Music and LAMDA qualifications beyond Grade 5 are encouraged as they bring further UCAS points for university. Our vocational course in Childcare and Education can be taken at various levels with the benefit of on-site experience within our nursery. This course offers comprehensive knowledge of the role and responsibilities of working with children.
ADDITIONAL COURSES AND ACTIVITIES • • • • • • • • • • • • •
Academic Enrichment (e.g. Classical Civilisation, Medical Ethics, Theory of Knowledge etc.) Childcare and Education NCFE CACHE Level 2 Award in Babysitting Drama (acting and backstage) and LAMDA Duke of Edinburgh’s Award at Silver and Gold levels English Speaking Board Advanced Certificate in Spoken English The Gleam Team (editing the school magazine) Leadership Roles Leiths Certificate in Food and Wine (additional charge payable) Music (grades, Diploma, choirs, orchestras, ensembles) Social Committee (planning and organising Sixth Form social events) Sport (team and individual opportunities) Volunteering (eg: helping in the Prep or at Sexey’s Hospital)
* Other subjects may be available upon request (e.g. Economics, Music Technology and Physical Education).
9
UNIVERSITY ENTRY REQUIREMENTS Universities currently make offers to pupils based
For international pupils with English as an
on predicted grades in their A level subjects or
additional language, universities will require either
UCAS points. Some universities will specify a
GCSE English or to prove competency in English
particular grade in a particular subject. The table
through IELTS, specifying a certain score for the
below shows how many UCAS points can be gained
course applied for.
through the various qualifications we offer.
Qualification
Level Achieved
Number of UCAS Points
A levels
A* A B C D E
56 48 40 32 24 16
EPQ
A* A B C D E
28 24 20 16 12 8
Distinction Merit Pass
30 27 24
Distinction Merit Pass
36 24 12
Distinction Merit Pass
Grade 8 30 24 18
Grade 7 16 14 12
Grade 6 12 10 8
Distinction Merit Pass
Grade 8 10 9 8
Grade 7 8 7 6
Grade 6 6 5 4
Distinction Merit Pass
Grade 8 30 27 24
Grade 7 16 14 12
Grade 6 12 10 8
ESB (Advanced Certificate in Spoken English – Grade 8)
Leiths (CTH Level 3 Certificate in Professional Cookery)
Music Performance
Music Theory
LAMDA
As an indicator, the equivalent of AAA in UCAS points is 144; BBB would be 120 points, etc.
10
WHAT NEXT Rather than asking pupils to choose from predetermined blocks, we endeavour to provide their own choice of subjects. Please be aware that we may be unable to offer subjects to only one pupil, or she may receive fewer than the usual eight lessons allocated per subject. We largely require at least three pupils to run a subject. If you are unsure about subject choices, please ask for some guidance from the Head of Sixth Form and Careers.
If a pupil changes her mind, we will try to ensure that the new subject combination is possible, but may not always be able to guarantee this.
11
ART AND DESIGN (FINE ART)
ACAdemiC RequiRementS
WHy ARt?
The best foundation for success in A level Art is a
Art will enable you to develop a range of skills,
Grade 5 and above at GCSE in Art and Design or
processes and practices within Art and learn skills
equivalent. Above all candidates should have good
to interpret and convey ideas, feelings and
skills in the formal elements of Art, have some
imagination through creative practice and artists’
understanding of the place of Art and Design in the
research.
world, have an interest in creating and be able to
independent thought and promote an aesthetic
work independently.
awareness and appreciation of the diversity of the
Art
will
teach
you
self-discipline,
world. Pupils who are thinking of a career in the creative industries should study Art at A level. CouRSe SpeCiFiCAtion Edexcel Art and Design - Fine Art A pupil’S peRSpeCtive “Studying Fine Art has made me more observant and appreciate the world around me, both aesthetically and emotionally. Art makes me really happy
and
has
awakened
my
imagination.
Throughout this course I have been allowed to be ‘me’ and have had the opportunity to explore topics that truly interest me.”
12
ART AND DESIGN (PHOTOGRAPHY)
ACAdemiC RequiRementS
WHy pHotogRApHy?
To have studied GCSE Art and Design is ideal but
Photography is about looking, learning, thinking
not essential. To enjoy taking photographs, being
and communicating ideas. The most exciting aspect
creative, imaginative and interested in the world
of photography is capturing the world as you see it
around you is ideal. Written analysis of your work
and exploring various techniques to create images
and the work of other practitioners is a major part
that make a personal statement about things of
of the course.
interest.
Pupils will be required to have their own digital SLR camera to use throughout the course.
A pupil’S peRSpeCtive “Photography has allowed me to be really observant and conduct research driven by my own
CouRSe SpeCiFiCAtion
interpretation of the set themes. This has really
Edexcel Art and Design - Photography
improved my independent study skills. I’ve also learnt how to be more creative when taking photographs and appreciate different forms of the visual image.”
13
ART AND DESIGN (TEXTILE DESIGN)
ACAdemiC RequiRementS
WHy textileS?
The best foundation for success in A level Textile
In Textile Design you will study current trends in
Design is a Grade 5 and above in GCSE Art and
the
Design, Design Technology or equivalent.
This
contemporary practitioners and produce creative
course is suited to pupils who have a particular
textile outcomes. You will have the freedom to
interest in designing and making original pieces of
experiment, develop skills as a designer and explore
textiles for fashion, furnishing or fine art.
options
fashion
in
and
media
textile
using
industry,
examine
conventional
and
unconventional processes. You will learn how to gather imagery to inspire your textile work and CouRSe SpeCiFiCAtion Edexcel Art and Design - Textile Design
obtain a critical analysis of the work of textile artists and designers. Pupils who are thinking of a career in the many fields of the fashion and textile industry should study Textile Design at A level.
A pupil’S peRSpeCtive “I have always loved experimenting with textures, patterns and colours and I feel that here you can express your creativity and passion for the subject through various techniques and have the support you need to create your desired outcomes.”
14
BIOLOGY
ACAdemiC RequiRementS
WHy Biology?
To study Biology beyond GCSE you should:
Biology is a great option if you:
• Obtain a Grade 9,8,7 or 6 in GCSE Biology in Trilogy Science (Double Award Science)
• Have a keen interest in the subject and wish to study it at a higher level perhaps with a view to a career involving an element of Biological Science
• Obtain at least a Grade 6 in GCSE Chemistry (if studying separate Sciences) and Mathematics • Have good practical skills and be able to look critically at experimental procedures and results
• Wish to pursue a career in Medicine or Veterinary Science • Are looking for an A level subject to combine with any of the following: Chemistry, Physics, Mathematics, Geography or Psychology
OCR Biology
• Are intending to study Arts subjects but would like a Science to broaden your personal programme of study
pRACtiCAl endoRSement FoR Biology
A pupil’S peRSpeCtive
This is reported separately from your A level
“When someone asks me the question: “What
grade and as ‘Pass’ or ‘Fail’ which is centre assessed
happens inside a Mitochondrion?” I no longer reply,
and moderated. It emphasises the development of
“Aerobic Respiration”. I can give a detailed
practical skills over 12 practicals during the two
description of exactly how energy is released and
year A level course to a minimum standard of
ATP produced in these organelles. It is the very
competency.
process that keeps us all alive and it is satisfying to
CouRSe SpeCiFiCAtion
finally know the whole story. Building on the material studied at GCSE, A level Biology provides you with a deeper understanding of key topics and it inspires you to want to learn more. So many processes are constantly taking place without us even realising, which is mind-blowing. It is a fascinating subject that I now plan to study further at university.”
15
BUSINESS STUDIES
ACAdemiC RequiRementS
WHy BuSineSS?
There are no specific GCSE requirements but the
Gain a holistic understanding of business in a range
ability to write with clarity and problem solve is
of contexts and start to understand more about
important.
what’s happening in the world around you. Learn to make decisions, problem solve and challenge assumptions.
CouRSe SpeCiFiCAtion OCR Business Studies A pupil’S peRSpeCtive Five components are studied to complete the A level
“I chose business at A level because I wanted to
course.
develop my critical thinking skills and learn about a range of topics from different business perspectives. Business has lots of applicable life skills and is at the forefront of modern-day society, making it a great choice for me. I enjoy business because I like the problem-solving aspect while it has also enabled me to think outside the box and pay more attention to the world around me” “I like studying Business because it is a very diverse subject. It gives me a taste of different specialist areas like marketing, accounting and finance. Studying Business Studies also helps with lots of other subjects as the skills are highly transferable”
16
CHEMISTRY
ACAdemiC RequiRementS
WHy CHemiStRy?
Preferably Grades 6 or above at GCSE either in
Chemistry is a demanding A level and success in it
Trilogy Science or in Chemistry. Our experience
will bring many rewards. It offers a fascinating and
suggests that high A level grades tend to be
challenging perspective on the world from atomic
achieved by those pupils who gain Grades 9, 8 or 7
particles upwards. It will appeal to pupils with an
at GCSE. Several units of the course include a
inquiring mind who enjoy problem-solving and can
considerable number of calculations and it is
think clearly and logically. Practical work is an
therefore important for A level pupils to have a firm
important aspect of the subject.
grasp of mathematics. Algebra is particularly helpful but the Mathematical demands do not exceed those
Pupils choose Chemistry for a number of reasons.
of GCSE. It is very important that pupils enjoy the
Some may plan to study Medicine, Veterinary
practical nature of Chemistry since there are
Medicine,
practical assessments throughout the course.
Engineering or Food Science for which the subject
Dentistry,
Pharmacy,
Chemical
is essential. Chemistry combines well with Biology, Physics and Mathematics and one can provide CouRSe SpeCiFiCAtion OCR Chemistry
useful support for the other.
Other pupils
successfully combine Chemistry with contrasting subjects such as English, Music or a Language.
Module 1: Practical Skills Module 2: Foundations in Chemistry Module 3: Periodic Table and Energy Module 4: Core Organic Chemistry Module 5: Physical Chemistry & Transition Elements Module 6: Organic Chemistry and Analysis
A pupil’S peRSpeCtive “Chemistry is a fascinating subject to take if slightly tricky at first. Spending that extra time out of class clarifying your knowledge will make it even more
There is also a practical endorsement qualification.
rewarding.”
17
DRAMA AND THEATRE STUDIES
ACAdemiC RequiRementS Pupils do not need to have studied Drama at GCSE to take A level Drama and Theatre, but should demonstrate a passion for acting, devising, or technical theatre. Watching live theatre is a vital part of the course and so there will be trips to see a range of plays.
CouRSe inFoRmAtion Eduqas Drama and Theatre This stimulating and engaging course promotes a balance between practical theatre making and the theoretical understanding of drama and theatre.
Component 1: tHeAtRe WoRkSHop Pupils participate in the creation, development and performance of a published play which they reimagine using the techniques of an influential theatre practitioner. Pupils are assessed on either acting or design.
Component 2: text in ACtion
A pupil’S peRSpeCtive
Pupils develop and perform two pieces of theatre.
“I enjoy being able to step inside another character’s shoes and appreciated other peoples’ lives and
Component 3: text in peRFoRmAnCe
journeys.”
In this written examination, pupils answer design
“The texts we study are really engaging and make
and performance questions.
me think about the history of theatre and how times have changed.”
18
ENGLISH LITERATURE
ACAdemiC RequiRementS
WHy engliSH liteRAtuRe?
A love of literature and reading is the essential pre-
By developing a pupil’s ability to analyse, provide
requisite for the course. Grades 9 - 7 at GCSE
evidence, make value judgements and express ideas
English and English Literature provide the best
clearly, the A level English Literature course is an
foundation for success at A level, along with the
excellent foundation for a whole range of careers
commitment to wider reading which will develop
and has proved an asset in areas such as Law,
your literary criticism. Sensitivity to texts, clarity of
Business, Medicine, Social Sciences and the Media.
thought and the ability to follow through a wellsupported, logical argument are desirable. A love of theatre and film would similarly contribute to your work.
A pupil’S peRSpeCtive “A level is such a leap from GCSE as there is a lot more freedom in terms of ideas. Discussions have lasted entire lessons and we have had the
CouRSe SpeCiFiCAtion
opportunity to properly explore all varying avenues
OCR A level GCE English Literature
of thought.”
Two examined units plus one coursework unit. “I can’t think of a better way to spend my time than Personal response and the refinement of ideas
reading and studying books that cover many
through discussion are essential to the full
different genres and explore a variety of themes.
appreciation of the set books and make for lively
The discussions in class always seem to make things
lessons. Regular practice in essay writing and literary
easier and can sometimes last for a whole lesson.
criticism also develops language skills and power of
Whether you enjoy reading, discussing or writing
analysis. These are supported whenever possible by
essays, English Literature lessons manage to make
a wide range of activities including theatre visits,
all three fun!”
play readings, video recordings, workshops and each pupil’s individual reading programme.
19
GEOGRAPHY
ACAdemiC RequiRementS
WHy geogRApHy?
A love for the world that we live in will help you to
Geography is fun and can be studied at university
understand the physical and human systems at work
as an Art or Science. Graduates are extremely
within it. Pupils who have obtained at least a Grade
marketable and enter a wide range of professions,
5 in Geography at GCSE are more likely to obtain a
many of them not strictly geographical in content
top A level grade. However, this is a subject where
but with a geographical basis (planning, transport,
genuine enthusiasm and hard work can result in
surveying, conservation/ecology, tourism, marketing,
pleasing results for candidates with a wide range of
even teaching). There are opportunities to gain key
abilities and backgrounds.
skills such as ICT competency, working with others and communication skills.
CouRSe SpeCiFiCAtion OCR Geography
A pupil’S peRSpeCtive “The A level offers grounding in both human and physical geography that can be taken further.”
optionAl unitS:
“One of the best aspects of the Geography course
Landscape Systems: We teach Option A: Coastal
is the field trips which always prove to be exciting.”
Landscapes This course is comprised of several components including: • Human Interactions • Geographical Debates • Individual Investigation
20
HISTORY
ACAdemiC RequiRementS
WHy HiStoRy?
Preferably Grade 6 or above at History GCSE but
History is a fascinating subject investigating the
open to pupils with good analytical and writing
experiences of people in the past.
skills with an interest in current affairs.
inspiring and illuminating, not just for the
It can be
personalities involved, but also for the study of underlying institutions, cultures and beliefs which CouRSe SpeCiFiCAtion
shaped their experiences, thus helping us develop an awareness of such factors in our own lives.
Edexcel History is also a discipline which involves This course studies various aspects of History
developing skills in research, evaluation, analysis
including:
and the coherent expression of ideas. As such it is
• The USA from 1917 – 1996
highly regarded in university and job applications
• India’s road to independence from 1914 – 1948
for a wide range of careers.
• The Tudors from 1485-1603 • Historical Enquiry coursework on the Bolsheviks or on the pupil’s choice
A pupil’S peRSpeCtive “History looks at political, moral and social issues which are fascinating to study and discuss.
It
develops priceless skills of analysis and critical thinking. In looking into the past we are better able to understand the present.”
21
LATIN
ACAdemiC RequiRementS
WHy lAtin?
GCSE Grade 6, or above. Candidates should have
Latin has stood the test of time as an exciting
an interest in literature and a curiosity to find out
subject which deserves study, both from an
about the history and mores of the Ancient Romans.
historical perspective as the language of one of the
Candidates should also have a strong understanding
greatest empires on earth, and because of its
of the basic grammar structures taught at GCSE
importance in enabling us to understand and
level.
decode many of the structures which underpin our modern society.
CouRSe SpeCiFiCAtion OCR Latin
If you love languages and enjoy English Literature then Latin is for you. Well thought of by universities, studying Latin is an academic passport that can enhance learning in a wide range of subjects. It also brings considerable insight to understanding the grammar of our own language and of other languages. Learning Latin at a higher level will enable pupils to develop their skills of judgement and synthesis as a large part of the course requires pupils to create a rational argument referencing a range of prose and verse texts.
Examinations
require pupils to translate unseen texts and to demonstrate their appreciation of the cultural and social contexts of the time by analysing the content and the stylistic techniques of different authors.
A pupil’S peRSpeCtive “It has been amazing to be able to access the ideas of some of the great thinkers that lived two thousand years ago. I feel studying Latin has given me a sense of perspective of man’s place in the world.”
22
MATHEMATICS AND FURTHER MATHEMATICS
ACAdemiC RequiRementS
WHy mAtHemAtiCS?
Grades 9 - 7 at GCSE (or equivalent) provide the
Pupils who have studied Mathematics will acquire
best foundation for success at A level.
Pupils
skills and knowledge that can be applied in many
who really enjoy Mathematics and would welcome
fields. In addition to the acquisition of mathematical
the opportunity to study complex algebra and
skills, pupils will develop their powers of reason,
new abstract topics should consider taking
logic and communication skills. Because these skills
Further Mathematics A level alongside Mathematics.
are transferable, the worth of having studied
However, pupils should consider this option only if
Mathematics is universally recognised.
they obtained a Grade 8 or 9 at GCSE. There are many career opportunities open to those who have studied A level Mathematics, in Science CouRSe SpeCiFiCAtion Pearson Edexcel Level 3 Advanced GCE in
and Technology and also in Business, Finance and Management. A level Mathematics is a preferred qualification for entry to many degree courses.
Mathematics and Further Mathematics Some pupils go on to study Mathematics at As part of this course there are some optional
university. There has been a shortage of
units. These include Further Pure, Further Statistics,
Mathematics graduates for many years and they
Further Mechanics and Decision Mathematics. A
are sought after by industry, commerce and the
decision as to which units are taken is made at the
public sector. Because of the excellent training that
start of the course and is dependent on other A level
Mathematics gives, graduates are always likely to be
subjects and strengths of the class. All units except
in demand.
Decision Mathematics further develop content covered on the A level course. Decision Mathematics looks at graph theory, programming (linear and dynamic) and game theory.
A pupil’S peRSpeCtive “The ability to have discussions about problems in class makes the challenge of Maths easier to overcome for everyone.” “I love Maths at Bruton because I feel confident to do this now and my English has improved a lot. All the teachers are really helpful too. I have really enjoyed Further Maths too.’’ “Some of the Maths is really hard but you get a lot of satisfaction when you solve a difficult problem.” 23
MODERN FOREIGN LANGUAGES (FRENCH)
ACAdemiC RequiRementS
WHy Study FRenCH?
GCSE Grade 6 or above. Candidates should be
Languages open doors and can give an international
genuinely interested in the Francophone world,
dimension to your higher education studies and
have an enthusiasm for language and people and
future career, whatever your field of work. As a
an understanding of grammar in English as well as
facilitating subject and a world language, French is
French.
well regarded by universities as candidates develop an analytical mind, the ability to spot patterns and apply them creatively, open-mindedness and excellent communication skills. The study of France’s contemporary society and of Francophone
CouRSe SpeCiFiCAtion
culture also affords a wider perspective and more
Edexcel A level in French
in-depth understanding of the world. Graduates who can offer French in addition to expertise in
Linear
assessment
includes
comprehension,
their field are highly sought after on the UK and
translation, essay writing and oral expression. The
global job markets. With French being spoken in
Speaking examination is conducted by the class
many parts of the developing world, exponential
teacher and prompted by prescribed, previously
growth in the number of native French speakers is
unseen material. The candidate also presents a
forecast by the mid-21st century.
research project on a topic of their choice. The topics are taught through up-to-date texts, audio and video material. There is on-going development of the four skills of Listening, Speaking, Reading and
A pupil’S peRSpeCtive
Writing, based on specific topics.
“You come out at the other side with more than just an A level. As well as learning a language you gain access to a different culture and develop skills that will be useful across the board - it’s really worth it!” “Such fun! French lessons are a breath of fresh air; they are focused yet relaxed. We have stimulating discussions and there’s never a dull moment! The cultural element makes the experience all the more enjoyable and dynamic. Arguing in a foreign language is challenging but rewarding and has its funny
moments,
with
mistakes
and
misunderstandings, but that’s the best way to learn.”
26
MODERN FOREIGN LANGUAGES (GERMAN)
ACAdemiC RequiRementS
WHy Study geRmAn?
GCSE Grade 6 or above. Candidates should be
Languages open doors and can give an international
genuinely interested in the Germanic world, have
dimension to your higher education studies and
an enthusiasm for language and people and an
future career, whatever your field of work. As a
understanding of grammar in English as well as
facilitating subject and a rare asset nowadays,
German.
German is well regarded by universities as candidates develop an analytical mind, the ability to spot patterns and apply them creatively, openmindedness and excellent communication skills.
CouRSe SpeCiFiCAtion
The study of Germany’s contemporary society and
Edexcel A level in German
of Germanic culture also affords a wider perspective and more in-depth understanding of Europe in
Linear
assessment
includes
comprehension,
particular. Graduates who can offer German in
translation, essay writing and oral expression. The
addition to expertise in their field are highly sought
Speaking examination is conducted by the class
after on the UK and European job markets,
teacher and prompted by prescribed, previously
particularly post-Brexit. There is currently a shortage
unseen material. The candidate also presents a
of British native linguists.
research project on a topic of their choice. The topics are taught through up-to-date texts, audio and video material. There is on-going development of the four skills of Listening, Speaking, Reading and
A pupil’S peRSpeCtive
Writing, based on specific topics.
“I have found German in the Sixth Form really interesting. I am so glad I chose it as not only have I improved my fluency in German hugely, I have also learnt valuable speaking skills, how to talk in front of an audience, how other cultures and societies work and have become much more confident writing or presenting myself in formal situations. I have visited Germany often over the last few years and am considering studying at a German university after leaving school!”
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MODERN FOREIGN LANGUAGES (SPANISH)
ACAdemiC RequiRementS
WHy Study SpAniSH?
GCSE Grade 6 or above. Candidates should be
Languages open doors and can give an international
genuinely interested in the Hispanic world, have an
dimension to your higher education studies and
enthusiasm for language and people and an
future career, whatever your field of work. As a
understanding of grammar in English as well as
facilitating subject and a world language, Spanish is
Spanish.
well regarded by universities as candidates develop an analytical mind, the ability to spot patterns and apply them creatively, open-mindedness and excellent communication skills. The study of Spain’s
CouRSe SpeCiFiCAtion
contemporary society and of Hispanic culture also
Edexcel A level in Spanish
affords a wider perspective and more in-depth understanding of the world. Graduates who can
Edexcel GCE
offer Spanish in addition to expertise in their field are highly sought after on the UK and global job
Linear
assessment
includes
comprehension,
translation, essay writing and oral expression. The
markets. There is currently a shortage of British native linguists.
Speaking examination is conducted by the class teacher and prompted by prescribed, previously unseen material. The candidate also presents a research project on a topic of their choice. The
A pupil’S peRSpeCtive
topics are taught through up-to-date texts, audio
“I took Spanish A level and found it thoroughly
and video material. There is on-going development
enjoyable; the course was very diverse and you can
of the four skills of Listening, Speaking, Reading and
study the culture of Spain and other Spanish-
Writing, based on specific topics.
speaking countries. At the end, you find that you can express yourself using a wide range of vocabulary and that you can use grammar in a new and exciting way. Even though, at times, the work was challenging, I found it really worthwhile and the best part of the course for me was the speaking.”
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MUSIC
ACAdemiC RequiRementS
WHy muSiC?
A pupil should have gained a Grade 6 or above at
Anyone wishing to pursue Music as a career or a
GCSE, although an experienced musician who was
hobby after school is well advised to take the A
not able to take GCSE may be considered. Pupils
level.
should have a performing standard of about Grade
than many A levels and thus is highly regarded by
5 at the start of the course. They should also have
universities. And if you enjoy music, you will enjoy
passed or be working towards Grade 5 Theory. A
studying it too.
Music demonstrates a wider range of skills
willingness to take part in choir and/or orchestra is taken as read. A pupil’S peRSpeCtive “Although I am not going on to study Music at CouRSe SpeCiFiCAtion
university, I am getting a grounding which will help
Edexcel A level
me as I continue music in my spare time. The course added variety to my programme of A levels, and also meant that my hours and hours of piano practise contributed to my grades.”
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PHYSICS
ACAdemiC RequiRementS
WHy pHySiCS?
A minimum of Grade 6 in GCSE Physics, or 6 in the
Physics has the power to explain the world around
Trilogy Science Award, would be expected. A Grade
us; what we see and experience every day. From the
6 or above in GCSE Mathematics would also be very
rising and setting of the sun, to the ways we
helpful.
level
generate electricity, to how medical imaging of the
Mathematics pupils if needed, so not taking A level
human body is used. Physics is a great subject if you
Mathematics should not deter pupils from taking A
are curious about the world around you and enjoy
level Physics.
using scientific and mathematical theories to prove
Support
is
given
for
non-A
is disprove hypotheses. Physics can go alongside a Science and Mathematics
CouRSe SpeCiFiCAtion
base of A levels, or equally compliments a set of
OCR A level Physics
Humanities or Arts subjects to broaden your skill set. We build upon the knowledge, understanding and skills that you have developed in GCSE Science. You will learn to communicate with scientific literacy, to research and to think critically about problems. Not only is it a fascinating subject, A level Physics is a very highly regarded ‘facilitating subject’ giving weight to an entry onto almost any course at university. Studying Physics opens up one of the widest ranges of future career options. You have so much to gain and really nothing to lose!
A pupil’S peRSpeCtive “Physics shows a new perspective of reality, explores our world’s largest questions and teaches us mother nature’s laws. I thoroughly enjoy learning about the composition of our universe and highly recommend it to anyone with the desire to investigate the world around them.”
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PSYCHOLOGY
ACAdemiC RequiRementS
WHy pSyCHology?
Candidates would be expected to possess a
A level Psychology is an engaging subject that
minimum of Grade 5 at GCSE Mathematics and
enables pupils to acquire a diverse knowledge and
English. A science, particularly Biology, would be
understanding of psychological ideas, processes and
an advantage but not essential. Pupils whose first
procedures. The course provides pupils with an
language is not English may find the terminology
understanding of six psychological approaches to
difficult unless their English is of a good standard.
explain everyday human behaviour. The course equips pupils with an appreciation of the contribution that Psychology has made to the
CouRSe SpeCiFiCAtion
understanding of individual, social and cultural diversity.
AQA A level Psychology
A pupil’S peRSpeCtive “Psychology is a very interesting and enjoyable subject. Through Psychology we learn aspects that can be applied to daily life, such as the study of people and interaction within society.”
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RELIGIOUS STUDIES
ACAdemiC RequiRementS There are no prior knowledge requirements for this
WHy Study Religion, pHiloSopHy And etHiCS?
subject. However, a Grade 6 in GCSE Religious
This is a subject of great diversity. Candidates will
Studies or a subject such as English Literature or
be required to keep an open mind and have a keen
History will indicate that you have the necessary
awareness of issues of perennial concern and an
skills to succeed. An interest in human values,
interest in current affairs; reference will be made to
morality and human nature is essential. You should
news items and developments in the fields of
also have a lively enquiring mind and willingness to
medicine,
question and debate.
government. Anyone interested in how our society
law
and
order
and
aspects
of
has been shaped by its history and the part religion has played in the development of its moral codes, should consider this subject. CouRSe SpeCiFiCAtion: Edexcel GCE A pupil’S peRSpeCtive “Religious Studies is an engaging and eye-opening subject which allows us to bring understanding and clarity to some of the big questions in life.
It
enhances our essay writing skills whilst at the same time deepening and broadening our insight into the basis of many fundamental beliefs.
We debate
interesting topics such as the existence of God and medical ethics.”
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EXTENDED PROJECT QUALIFICATION (EPQ)
There are no specific academic requirements for the
plagiarism and when and how to reference, smart
EPQ. However, pupils will need to be organised,
reading, the value of the EPQ from an HE
enthusiastic and prepared to spend time on the
perspective, the production log, writing up and
project.
presenting. The girls visit Southampton University to learn about research skills and have the chance to use the library there to start their own research. All pupils give a presentation of some form or
CouRSe SpeCiFiCAtion: AQA (7993)
another at the end of their project, which provides
The EPQ is a stand-alone qualification designed to
they have developed.
them with an opportunity to display the skills that
extend and develop skills in independent research and project management. It is awarded UCAS points
The project is marked ‘in-house’ and externally
worth half an A level and is recognised by
moderated by AQA.
universities
and
employers;
some
leading
universities, such as Southampton University, make alternative offers to pupils undertaking an EPQ. WHy do An epq? The EPQ requires pupils to carry out research on a
An EPQ provides an opportunity for girls to extend
topic that they have chosen and is not covered by
their abilities beyond the A level syllabus, stand out
their other qualifications. They then use this
from the crowd and prepare for university or their
research to produce a written report and, in the case
future career. It can also be used to earn extra UCAS
of practical projects, an artifact or a production. A
points. It is the perfect way to extend and develop
pupil can take inspiration from something studied
yourself beyond the material being covered in class
in class or something completely unrelated to their
and explore your passion for a topic.
studies. The EPQ is overseen by a project supervisor, typically a teacher who is not a specialist in the chosen area. The supervisor guides their pupil through the process; they do not guide the content or unduly influence the outcome of their research. Many EPQs are also interdisciplinary.
A pupil’S peRSpeCtive “It can be quite challenging but it allows you to develop your organisational skills and it is really rewarding being able to delve deeper into a particular topic. You get to share your knowledge with your peers during the presentations and it gives
Pupils are given training in various areas including research skills, information types, evaluating
you a lot of satisfaction when you finally complete such a big piece of work.”
sources, choosing a topic and asking questions,
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ENGLISH SPEAKING BOARD During the Lower Sixth, all pupils spend one lesson per week preparing for the ESB examination, Advanced Certificate in Spoken English. The course is comprised of three main components: 1. A presentation 2. A summary and discussion of a substantial news article 3. A rehearsed reading from prose, poetry or drama All three activities provide invaluable work in key skills and the examination is an added personal asset for the UCAS application.
LEITHS CERTIFICATE IN FOOD AND WINE WITH CTH LEVEL 3
We are a Leiths Academy School, offering the Leiths Introductory Certificate in Food and Wine together with a CTH (Confederation of Tourism and Hospitality) Level 3 qualification in the Sixth Form. The two qualifications are combined in this optional course. The Leiths professional qualification is renowned for the high standard of skills its pupil’s achieve, and the CTH Level 3 accrues between 12 and 36 UCAS points.
WHy CHooSe leitHS? If girls enjoy cooking already, or just have an interest in food and want to learn more practical skills, this is a great course – it introduces the world of ingredients and how they are turned into delicious food.
A pARent’S vieW... “My daughter loves her Leiths lessons – a total change from her day to day academic subjects. She’s tHe eSSentiAlS... • The course is taught on one afternoon a week for four terms, finishing in the Autumn Term in the Upper Sixth. Pupils do not need any previous qualifications, just an interest in food and cooking • The course involves some independent learning – such as cooking and menu planning in their own time • Weekly practical marks, four practical sessions assessed by a visiting Leiths tutor and a final examination to assess cooking knowledge all contribute to the final results
enjoying cooking and experimenting in the holidays and she’s making meals for the family so everyone is happy!”
tHe vieW oF tWo FoRmeR leitHS pupilS At BSg “The Introductory Certificate launched me into the world of cooking as a professional.” “The Leiths Food and Wine course made me realise it was something I wanted to do in my future so I’m so grateful!”
• Once qualified, pupils have access to the Leiths List, an employment agency run by Leiths, for holiday, gap year posts and beyond
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CACHE LEVEL 3 IN CHILDCARE AND EDUCATION
ACAdemiC RequiRementS
WHy CHildCARe And eduCAtion?
There are no specific academic requirements for this
The CACHE Level 3 in Childcare and Education is
course. However, pupils will need to be enthusiastic
designed to give you a comprehensive knowledge
and passionate about caring for and nurturing
of the role and responsibilities of working with
young children.
children. It is an in-depth course that will teach you how to understand and care for young children and make certain their well-being is at the forefront at
CouRSe SpeCiFiCAtion
all times.
CACHE Level 3 in Childcare and Education Nested qualification: meaning it can be built-up
A pupil’S peRSpeCtive
from Award to Certificate to full Diploma.
“Since joining the Sunny Hill Nursery team I have admired how much love and care the staff put in to
Pupils will study various aspects of childcare
providing the best experience possible for every
including child development from conception to 7
child. They provide such a stimulating and creative
years old, children’s health and wellbeing, play and
environment based on child-led play through a safe
learning and additional needs. This course will
and structured routine. The leadership team has
include practical time spent in the Nursery.
created an incredibly supportive and understanding environment to work in, providing a lending ear and having genuine care for their staff’s personal and professional life. It is truly wonderful to be able to work with and learn from a group of profoundly experienced and incredibly caring members of staff.”
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NCFE CACHE LEVEL 2 AWARD IN BABYSITTING
CouRSe SpeCiFiCAtion The award is worth 6 credits and requires 43 hours of guided learning (Spaces for five pupils on each course)
• When it’s appropriate to call the parents or emergency services • How to handle medical emergencies like asthma attacks or bee stings
The award is suitable for pupils aged 14 years and above, and will include the following:
Taking a babysitting course will give both you and
• How to deal with difficult behaviours, for example when a child isn’t following your instructions
the family you are working for confidence.
• Activities for children age 7 and below
The course will also include some experience in the Nursery and Pre-Prep from 4-6pm.
• How to conduct yourself professionally as a babysitter and communicate with parents
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LEAVERS’ DESTINATION EXAMPLES RUSSELL GROUP UNIVERSITIES University
Courses studied
University of Birmingham
Business Management, Drama, Stage Management, Physiotherapy, Human Biology, Civil Engineering, Business Management, English and History, Nursing, Psychology, Liberal Arts, History of Art, English and German
University of Bristol
Physics, Accounting, French and Russian
University of Cambridge
Veterinary Medicine - Clare College; English - Gonville and Caius College; Natural Sciences - Newnham College Medicine - Queens’ College; Natural Sciences – Trinity College; Natural Sciences – Pembroke College; MML – Gonville and Caius College
Cardiff University
Business Economics, Biomedical Sciences, Journalism, Film and Media, Business Management (Marketing), Journalism, Midwifery
Durham University
Natural Sciences, Anthropology, Anthropology and Sociology, Political Sciences
University of Edinburgh
Social Policy and Economics, Medicine, Geography and Politics
University of Exeter
Physics with Astro-Physics, English, Business and Management with European Studies, Law, History and Italian, Psychology, Sports Science, French and German, Geography, Anthropology
University of Glasgow
Veterinary Medicine
King’s College London
Geography, Business Management
University of Liverpool
Veterinary Medicine, Veterinary Science, Dental Surgery, International Business, Astrophysics
University of Manchester
Social Anthropology, Accounting and Finance
Newcastle University
Urban Planning, English, History, Medicine, Ancient History
University of Nottingham
Nursing Science (Children), Environmental Science, Law
University of Oxford
Queen’s College – Biochemistry; Maths – St Catherine’s College
University of Southampton
Music and Management, Civil Engineering, Psychology, Spanish and Latin, American Studies, Biology, Management Services, Aeronautics and Astronautics
University of St Andrews
Medicine
University of Sheffield
Medicine
UCL (University College London)
PPE (Politics, Philosophy, Economics), Project Management for Construction, Economics, Human Sciences, Biomedical Science, Biochemistry
University of Warwick
Psychology and Linguistics, Law, Maths and Economics, Economics, Biomedical, Chemistry, Accounting and Finance
University of York
Psychology, Linguistics, English Literature
Pupils also go on to: • Creative arts courses – Art Foundation, Photography, Computer Games Design • Norland College (Early Years Training and Education) • Apprenticeships
A LEVEL RESULTS 2021 HIGHLIGHTS...
2018 HIGHLIGHTS...
• 79% of pupils achieved straight A*/A grades
• Two girls achieved straight A* grades
• 94% of all grades awarded were B or above
• Two girls were awarded places to study Medicine at university
Grade Grade Grade Grade
A* A B C
% of total 47% 32% 15% 6%
2020 HIGHLIGHTS... • 53% of pupils achieved all A or A* grades • 75% of all grades awarded were B or above
Grade Grade Grade Grade
A* A B C
% of total 24% 29% 22% 20%
2019 HIGHLIGHTS... • Four girls achieved straight A*/A grades • 60% of all grades awarded were A*-B
Grade Grade Grade Grade
A* A B C
% of total 14% 27% 19% 23%
Grade Grade Grade Grade
A* A B C
% of total 15% 15% 26% 22%
2017 HIGHLIGHTS... This year, all of the measures were higher than, or equal to, previous years • 54% of all results awarded were A*/A – the highest ever result by some considerable margin • 23% of pupils achieved straight As • 75% of all grades awarded were A*-B • We are the 4th top school in The Telegraph’s league table for smaller independent schools league table based on examination results Grade Grade Grade Grade
A* A B C
% of total 17% 37% 17% 19%
2016 HIGHLIGHTS... • We had three girls gaining places at Oxford and Cambridge Universities and another girl for Medicine • 72% of all grades were A*-B • We were the only independent school in the South West named in the Top 10 of The Telegraph’s smaller schools league table by results Grade Grade Grade Grade
A* A B C
% of total 28% 17% 28% 18% 39
WE HAVE AN EXTENSIVE ENRICHMENT PROGRAMME AT BRUTON SCHOOL FOR GIRLS TO BROADEN THE MINDS AND PERSPECTIVES OF OUR PUPILS AND BEST PREPARE THEM FOR THEIR FUTURES. THIS INCLUDES:
• Ancestry Pupils have access to Ancestry.com and can learn to handle data bases to research their family trees and explore their past. So far no links to English royalty have been discovered, although one ancestor was a friend of Marie Antoinette’s, whilst another escaped Nazi Germany for Brazil. • Anthropology: Iconic Objects that Shaped our Knowledge Inspired by Neil McGregor’s A History of the World in 100 Objects, this programme studies a selection of human-made artefacts (such as The Rosetta Stone) and looks at the impact these have had on human knowledge. Putting together an exhibition of objects that have shaped the pupils’ personal knowledge, with an explanation of how and why these objects have contributed to their understanding of the world. • Business Enterprise Taking the theory and making it happen by planning an event to raise funds for a charity of the pupils’ choice. This involves marketing, budgets, communication and inviting staff and parents to help with planning and logistics where needed. • Business News Forum An opportunity to discuss business news items, looking at implications on a local, national and global scale.
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• Classical Civilisation An overview of the fabric of daily life and the dynamics of power in classical times in Greece and Rome, with a view to achieving greater insight into our cultural heritage, and how it has been shaped and influenced. • Dystopian Fiction A study of some famous futuristic texts of the 20th century, with a particular emphasis on how regimes can manipulate language for their own ends, and on the role of women within these societies. • Film for Cultural Capital Six sessions: six films that the girls should know a bit about! • Gold Crest Award Scientific Enquiry Pupils will hone their investigative skills and employ the scientific method to conduct their own piece of research. CREST Gold is a recognised award, respected by universities and employers alike and is an ideal addition to a scientist’s CV. Pupils who gain a Gold Award receive a personalised certificate. • History of Art Whizzing through time to discover the key features of Art, from cave paintings to the present day, looking mainly at European Art. Without Art, there would not be any visual representations of the past. An opportunity to look at Art and the culture and values of certain points in time to find meaning.
• History of Fashion Looking at the origins of fashion to develop our understanding of the changing significance of what we wear and how fashion and dress relate to social, political, and cultural identities and meanings. A discovery of the key moments of Western dress history. • History of Medicine A modern and historical approach to medicine and surgery, exploring the nature and understanding of medicine in the past and examining how and why it has developed through the ages and beyond, with the aim of assessing the extent of success we have in dealing with illness. • Interior Design Following a set of informal rules, based on specific interior design principles and elements of space, line, forms, light, colour, texture, and pattern, to design one’s own aesthetically pleasing interior. • Leadership Training For those interested in standing for positions of Leadership now or in the future, these sessions will explore the skills and techniques to help support applications and give candidates the tools to allow them to step up and take positions of responsibility. • Life Drawing Drawing from a live model, using a variety of materials and techniques. The sessions will be fun, expressive, and explorative, but will also help with observational drawings skills and build confidence in drawing.
• Linguistics: Language & Culture An exploration of the relationship between language and culture in idiomatic language, including dialect and slang, looking at the evolution of language through the rudiments of etymology. • Literary Adaptions on Screen In this meeting of literature and film studies, we look at how Austen’s novel Emma has been adapted for film. Focussing on a number of key moments, we look at the text, the 2019 film starring Anya Taylor-Joy and Clueless, which sees Emma transported to 1990s LA! • Mandarin for Beginners Learning the rudiments of Mandarin for basic communication with speakers of Mandarin, together with an exploration of related Chinese culture. • Medical Ethics An opportunity to think, debate and challenge some of the fundamental issues concerning life and death. • Mid-20thC American Plays An opportunity to examine one of the plays emerging from America in the middle years of the 20th Century. Arthur Miller, Tennessee Williams and Edward Albee are absent from English Literature syllabuses, but their writing is still relevant today.
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• Our Brilliant Brains An exploration of the human brain, including how they work and which parts control important functions such as memory and personality. A chance to discover what is happening in the teenage brain and what happens to the brain when you are stressed, or in love, and much, much more!
• Stagecraft A holistic approach to theatre, with opportunities for acting, devising and design for those that are curious to learn and develop creative skills. An opportunity to take centre stage in the beautiful Hobhouse theatre, with full access to our fantastic facilities and work together to create interesting and diverse performances.
• Oxplore: Delving into Big Questions An opportunity to tackle and debate complex ideas across a wide range of subjects to promote broader thinking, develop a critical mind and encourage intellectual curiosity, underpinned by the latest research and discoveries at the University of Oxford.
• Teach Yourself PYTHON Coding An opportunity to learn PYTHON programming independently at your own pace. The course follows the concept of • T - Try • I - Investigate • M - Make • E - Evaluate
• Photography A series of tasks to photograph using the pupils’ own cameras or phones. The sessions will help them to look and document the world around them in a more creative and expressive way. As a group they will discuss their photographs and choose their favourite images to be displayed around school.
and introduces you to new commands and programming structures. By the end of each session, you will have written your own new code.
• Sociology: Popular Culture through the Decades An exploration of how media influences culture, be it popular culture, sub-culture or counterculture, looking at the changing values in Britain in context across 4 decades: the 1950s to the 1980s.
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• Theory of Knowledge: Aspects of Knowledge Part philosophy, part critical thinking, analysing what we mean by knowledge and how reliable our knowledge is. Considering the scope of knowledge, how perspective shapes it, methods and tools we employ to gain it and ethics within knowledge; can we know what is right or wrong? • Theory of Knowledge: Ways of Knowing Part philosophy, part critical thinking, looking at ways of knowing (sense perception, faith, reason, memory, intuition, imagination, emotion and language) and considering the relationships between these and areas of knowledge (maths, science, the arts, history, indigenous knowledge, religious knowledge, ethics and human sciences).
SIX REASONS TO BE IN
THE SIXTH FORM ACCORDING TO OUR GIRLS… STRENGTHS
“The school allows girls to find their own strengths.”
THE TEACHERS
“The teachers can see the real you and understand you better than you think you do yourself!”
KINDNESS
“It’s the personal relationship with the teachers, it’s not just about the academics.”
SIZE MATTERS
“The small class sizes allow me to voice my opinion.”
THE FUTURE
“I’m who I am today because of this school.” “I feel really prepared.”
ALL OF THE ABOVE QUOTES ARE FROM OUR LEAVERS.
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