Sherborne Girls Sixth Form 2016

Sherborne Girls

The sixth form A guide to A Levels and the International Baccalaureate

The Sherborne Girls learner profile Communicative

Our aspiration is that all members of this learning community should be described as:

They understand and express ideas and information confidently and creatively in more than one language, and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Open-minded

They understand and appreciate their own cultures and personal histories, and are open to Inquiring the perspectives, values and traditions They develop their natural of other individuals and communities. curiosity. They acquire the skills Thinkers They are accustomed to seeking and necessary to conduct enquiry and They exercise initiative evaluating a range of points of view research and show independence in in applying thinking skills and are willing to grow from the learning. They actively enjoy critically and creatively to experience. learning and this love of learning recognise and approach will be sustained throughout complex problems, and make their lives. reasoned, ethical decisions.

Risk-taking

Balanced

They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Principled

Reflective

They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

They act with integrity and honesty, with a strong sense of fairness, justice and respect for the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

Caring

They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Knowledgeable

They explore concepts, ideas and issues that have local and global significance. In doing so, they acquire knowledge and develop understanding across a broad and balanced range of disciplines.

6th Form A Very Warm Welcome to the Sixth Form

Welcome to a new beginning, the start of a great adventure, one that will take you on a journey from school girl to student, from undergraduate to global citizen, from graduate to employee, from academic to business leader; this journey begins now! We have worked hard in recent years to create a Sixth Form that gets results in every sense: in the classroom, on the hockey pitch, in the debating chamber, and ultimately in winning that competitive place at university, art college, drama or music school.

Our academic record is exemplary: in 2015 our girls achieved the best ever results: 81% of A Levels were A* to B and our IB average score was 37.2, settling us comfortably among the top-scoring schools in the UK and abroad.

But this is far from the whole story. Regardless of statistics, what really counts is the person you become. What we want is for you to develop into an outward-looking student who takes responsibility, is eager to challenge herself and aims high.

The Sixth Form is a launch pad to adulthood: by the time girls leave, they have developed the confidence and skills to contribute positively to society in many different ways, helping themselves and the people around them achieve their best, always trying new things to keep learning throughout life.

For our part, we will provide you with all the tools, resources and support to do just this. The rest is up to you!

Mrs Florence Corran Director of Sixth Form

Team

The Sixth Form

Mrs Florence Corran Director of Sixth Form

Mrs Penelope Utting Head of Higher Education and Careers

Mrs Kate Scorer Oxford and Cambridge Preparation Advisor

Mr David Banks Assistant Head of Sixth Form IB Coordinator

Mrs Rachel Allen Assistant Head of Sixth Form

Dr Jane Hopper Medical Courses Advisor BMAT preparation

Why Choose the Sixth form at Sherborne Girls?

“This is such an exciting time to be part of the Sixth Form at Sherborne Girls.”

The energy and vision of the students and staff in the Sixth Form insists that Sherborne Girls are a force to be reckoned with! Academic success year on year, the choice of A Level or IB and a broad range of subjects in both will guarantee an academic experience of the highest order. Facilities, such as the Tea Crate, our state of the art Sixth Form, Careers & Higher Education Centre, a truly engaging core enrichment programme and outstanding Higher Education support adds to the experience.

National and international exchange opportunities, an enviable sports provision and a lecture programme that has at its heart the ambition to truly inspire, motivate and challenge are all part of what we offer to stretch our senior girls. Our new Science Centre, Art of the very highest quality, a Music Department with an outstanding reputation (and an Abbey to perform in) will ensure that whatever your strengths, whatever your passions and interests, we have something for you.

A level & IB Results 2015

A Level • 19% of papers passed at A* grade

• 60% of papers achieved A* or A grade • 81% of papers achieved A*/A or B grade IB

• Fourteen girls took the IB

• Average point score was 37.2 (compared to the worldwide average of 30)

• 61% of the subject results were achieved at highest grades of 7 and 6 (equivalent to A* and A at A Level)

• Five students achieved over 40 points putting them in the top 5% in the world.

A level or IB? How to Decide A Level

3 or 4 subjects as two year courses Specialism & Depth

The Extended Project and Block 5 All examinations taken at the end of the U6 Highly regarded by universities

A wide breadth of subject choice

IB

6 Subjects throughout the two year course 3 at Higher Level, 3 at Standard Level Breadth

The Core subjects taught throughout: Creativity, Activity, Service, Extended Essay, Theory of Knowledge All examinations taken at the end of the U6 Highly regarded by universities

A wide breadth of subject choice

Choosing between the two ‘gold standard’ Sixth Form programmes can be very difficult for some, yet straightforward for others.

If you want to be busy, enjoy a challenge and a holistic approach to study and learning, then the IB is for you. It has many advantages, not least ‘the Core’ that binds all subjects together through TOK, and ensures an international outlook and experience through CAS: international study trips as well as overseas exchange possibilities are embedded into the IB programme. European and many British universities are especially interested in IB candidates.

A Levels often appeal to the specialist, the student who is certain she wants a limited subject combination and one that will lead her in a very specific direction post Sixth Form. If you are certain that you know what direction you want to follow when you leave school, then the A Level programme could well be for you. Both programmes are regarded highly by universities, and whichever programme you choose, you will be thoroughly prepared as a very strong candidate for application to higher education, be it Oxbridge, Russell Group Universities, Art College, Music or Drama School.

The A LEVEL PROGRAMME

In the Sixth Form, linear assessment has become normal again following recent changes to A Levels made by the government.

Students sit exams at the end of two years of study in both IB and A Level courses. The benefit of this is that no teaching time is lost by taking exams in the Lower Sixth (L6).

Both A Level and IB courses are academically rigorous, and allow Sherborne girls to stand out in the increasingly competitive field of university entrance by showcasing their particular talents.

The A Level Programme

A Level students choose three, or occasionally four, subjects and take end-of-course exams after two years of study, in the Trinity term of the Upper Sixth (U6). There will be no public examinations in the L6 year. Each subject at A Level is separately assessed and graded from A* to U by an independent exam board.

There is no overarching, single mark encompassing all your subjects. In order to pass in each subject, you must gain at least an E grade.

Why Study A Level?

There are many subjects available at A Level but you pick three or four that really interest you and study those for two years. The A Level programme has the flexibility to allow you to focus on one academic area, such as Humanities or Sciences, or to choose complementary but different subject areas. The emphasis of the A Level programme is on testing your subject knowledge thoroughly within a well-defined syllabus; the A* grade is a mark of real distinction, showing detailed, sophisticated and wide-ranging understanding of that subject. If you are keen to specialise early or enjoy honing in on a few favourite subjects then A Levels may be for you.

Reasons to study A Levels at Sherborne Girls

• You have the chance to undertake an Extended Project Qualification (EPQ) – a 5,000 word essay on a subject of your choice - with your A Levels. EPQs are rated highly by good universities and can give you an advantage over candidates who don’t offer it. (See below, under ‘Block 5’) • There is a wide range of 26 subjects available including some not offered for IB. Wherever possible we enable students’ preferred combination of subjects to be chosen. However we cannot guarantee this in every case.

• Some subjects are taught in a co-ed environment with boys from Sherborne School and some subjects are taught at Sherborne School.

• We offer exchanges with other A Level schools.

• You will have an assigned Sixth Form tutor with A Level expertise.

The INTERNATIONAL BACCALAUREATE Why Study the IB?

Founded in 1968, the IB works with 2,668 schools in 137 countries to develop and offer three challenging programmes to over 725,000 students aged 3 to 19 years. The IB encourages students to be active learners, well-rounded individuals and engaged world citizens.

It is designed to prepare the whole person, intellectually, morally and culturally. Its underpinning philosophy ensures that all subjects studied within the IB programme are interrelated and these connections are formally joined together through all teaching. No other Sixth Form programme does this.

The IB’s ambition is to encourage students to become active, compassionate and lifelong learners, who understand that other people, with their differences, can also be right. Its mission is powerful, and at Sherborne Girls we annually witness the remarkable effect the programme has on each and every girl who takes it.

Reasons to Study the IB at Sherborne Girls

• The IB is designed to ensure breadth in your Sixth Form experience: it will allow you to study all your favourite subjects and add to your programme with many new IB only subjects.

• The IB is designed to create independent, resourceful and selfreliant students who have a true international outlook.

• Statistically, IB students are nearly twice as likely to succeed in applications for courses in Medicine and Dentistry, and are 30% more likely to gain a first-class honours degree.

• Breadth in no way compromises depth: IB students will study their HL subjects in just as much depth as A Level.

• International exchange and travel opportunities throughout the course.

• An assigned Sixth Form tutor with IB expertise.

“Everyone who chooses IB wants to work, and wants to work hard.

Everyone is in the same boat. In my opinion, I don't feel that IB students get more work than the A Level students. Everyone says it about the IB but I just don't feel that way. We get given more variety of work to do, because we take more subjects, but all the subjects are interrelated in some way.”

The INTERNATIONAL BACCALAUREATE

Choosing IB Subjects

IB Diploma students are required to study six subjects (one taken from each of the 6 groups) concurrently over two years. Of the six subjects, at least three must be taken at Higher Level (HL) and a maximum of three at Standard Level (SL). Within a broad curriculum, subject choices are as flexible as possible, offering a breadth of disciplines, whilst Higher Level subjects encourage study in depth. This deliberate combination of breadth and depth equips students with the skills and attitudes demanded in a world of international mobility and global communications.

IB students must study English and Mathematics at either Higher or Standard Level. Mathematics is also offered at a third level called Maths Studies.

Students must then choose one subject (Higher or Standard) from each of the groups 2, 3, 4 or 6.

If you wish to specialise in one subject area, you can do so by choosing not to study a subject from group 6 and instead choose a second subject from group 2, 3 or 4. For example, if you wish to study Medicine you will want to study both Chemistry and Biology in group 4; you can do this by electing not to use group 6 and instead select Biology and Chemistry from Group 4.

In addition to these six subject, students must satisfy three core components:

• Theory of Knowledge (TOK)

• Extended Essay (EE) on a topic of their choice • Creativity, Activity and Service (CAS) programme

External written examinations take place at the end of U6 only. There are also specialised forms of assessment, appropriate to the nature of a given subject, and some internal assessment, which usually counts for 20 – 30% of the final mark for a subject.

The Award of the Diploma

The Diploma is internationally recognised and respected. It is highly valued by universities in the UK and in many other countries.

A maximum of 7 points is awarded for each subject. A score of 6 or 7 is generally considered to equate to a grade A or A* at A Level.

In addition, up to 3 points are awarded for the combined performance in the Extended Essay and Theory of Knowledge components. An acceptable standard must be achieved in both of these elements for the overall Diploma to be awarded.

The CAS component is assessed internally (but moderated by the IB Organisation); this too must be satisfactorily completed for the diploma to be awarded.

The minimum number of points required for the Diploma to be awarded is 24 out of the maximum of 45, although there are other requirements to be met, including an average score of 4 points at Higher Level and 3 points at Standard Level, with no score of 1 point in any subject.

Where do IB Students go?

Besides having an excellent internationally recognised qualification, IB students have the research and personal skills to equip them for Higher Education from day one. Our past IB students have been successful in applications to a range of courses at the most competitive Russell Group universities, including Oxbridge.

The IB Six Areas of Knowledge Students must study one subject from each of the 6 groups below: Group 1 - Language & Literature

English Literature (Higher Level only) English Language and Literature (Standard Level only)

Group 2 - Language Acquisition

French HL & SL German HL & SL Latin HL & SL Spanish HL & SL Italian ab initio (beginners) SL

Group 3 - Individual & Societies

Economics HL & SL Environmental Systems and Societies* SL Geography HL History HL Philosophy HL Psychology SL *Environmental Systems and Societies may be studied in either Group 3 or Group 4. It satisfies the requirements of both groups, thus making possible the choice of an extra subject from another group.

Group 4 - Sciences Biology HL Chemistry HL

Environmental Systems and Societies* SL Physics HL & SL Sports, Exercise & Health SL

Group 5 - Mathematics

Mathematics HL & SL Mathematical Studies (Mathematical Studies is a Standard Level course suitable for students who will not need Mathematics to support their future studies. It emphasises the application of Mathematics to real-world situations)

Group 6 - The Arts

Music HL & SL Visual Arts HL & SL

It is possible to study, instead of Visual Arts or Music, a second subject from Groups 2 – 4.

This adds important flexibility to the programme and will mean that a student’s programme can include another science, humanity or language.

IB Core Programme

The Extended Essay

Every student must submit an Extended Essay.

The essay is a 4000 word in-depth study of a limited topic within a subject and its purpose is to provide students with an opportunity to engage in independent research.

The upper word limit of the essay is 4000 words (excluding abstract, bibliography, maps, etc.) and it should be written in a clear, correct and formal style.

The IB attaches importance to the formal presentation of the essay. Of the marks available, two-thirds are awarded for this formal structure and the School will support students in understanding the appropriate requirements.

It is essential that the essay is a student’s own work and that any research sources are appropriately acknowledged.

The subject of the essay is a student’s own choice, with help in defining the choice of essay title being provided by a Supervisor with appropriate experience.

The essay provides an exciting opportunity for students to explore a subject which is of real interest to them in more detail than is usually possible.

It is expected that students will begin work on the essay in the February of the L6 year and complete it by the end of September of the first U6 term.

Theory of Knowledge

The Theory of Knowledge (TOK) requirement is central to the educational philosophy of the Diploma Programme. It offers students and their teachers the opportunity to reflect critically on diverse ways of knowing and consider the role and nature of knowledge in their own culture, in the cultures of others, and in the wider world.

In addition, it prompts students to:

• Be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge.

• Recognise the need to act responsibly in an increasingly interconnected but uncertain world.

Assessment

The assessment of the Theory of Knowledge component is two-fold. The internal assessment is based on a presentation, dealing with the application to a real-life situation of some aspect of knowledge, given individually or in groups; the external assessment is an essay of 1200 – 1600 words on a topic chosen from a list provided by the IB. The presentation takes place in the Trinity Term of L6 and the essay is produced early in the Michaelmas Term of U6.

Creativity, Activity and Service

One of the most rewarding elements of the IB Diploma course, and arguably one of the noblest intentions of the qualification, CAS is truly at the heart of the IB ethos: Creativity, Activity and Service.

CAS is a framework for experiential learning, designed to involve students in new roles. The emphasis is on learning by doing real tasks that have real consequences, and its intention is to instil a reflective approach to all such experiences.

CAS is a fundamental part of each student’s programme. The Creativity element might, for example, include a language club, debating, drama, participation in projects run by Sherborne’s many-sided twinning association, or working on a school magazine. Activity reflects the ethos of maintaining physical health and well-being in order to thrive academically.

Service might involve teaching, or running a club, in a primary school; work with Amnesty International or even participation in an overseas community-based project. A wide range of appropriate activities can be followed, and it should be easy for each student to construct a balanced programme which covers all three of the strands.

A CAS diary, in a format chosen by the student, will be used to record and monitor activities together with self-reflections. IB students will meet regularly to discuss and reflect on their various CAS activities.

Subjects at a Glance IB Subjects

GROUP 1 English Language & Literature SL English Literature HL GROUP 2 French HL/SL German HL/SL Italian ab initio SL (beginners) Latin HL/SL Mandarin Spanish HL/SL GROUP 3 Business Management (SL) Economics HL/SL Environmental Geography HL History HL Philosophy HL Psychology SL Systems and Societies SL

GROUP 4 Biology HL Chemistry HL Environmental Systems and Societies SL Physics HL/SL GROUP 5 Maths HL/SL Mathematical Studies (SL) GROUP 6 Music HL/SL Visual Arts HL/SL

A level subjects

Art Biology Business Chemistry Classical Civilisation Design Technology Economics English French Geography German Government and Politics SS Greek History History of Art Latin Further Mathematics Mathematics Music Philosophy and Theology Photography Physical Education SS Physics Religious Studies Spanish Theatre Studies *SS Subjects taught at Sherborne School Please Note: If there is insufficient demand for a subject it may not run

5 Block

We place enormous value on co-curricular programmes. What happens outside traditional examination classes can make sense of what happens inside and add significantly to university and career aspirations as well as being essential training for later life. It is our responsibility to ensure that just as much care is taken to design meaningful programmes away from examination classes as we do for traditional curriculum programmes.

Block 5 will be undertaken by all Sixth Form students and will consist of a collection of courses individually designed by subject specialists that will lead to a wide range of experiences and qualifications, such as Extended Projects, Open University modules and MOOCs. In addition to this, Block 5 will ensure that all our Sixth Formers are educated in ways that will help them grow into humane, thinking adults in the modern world, crossfertilising with the Lecture Programme and including PSHEE provision.

Courses will be offered in all areas of learning, nurturing academic and practical skills and aptitudes. Workshops and discussion will be central, enabling girls to think hard about life’s big ideas and test their own values against those of others. We aim to provide all our girls with life-skills that supplement and extend what they will be learning in their A Level or IB courses, from how to vote to how to ‘read’ a painting; from the state of the economy to the Booker Prize shortlist. Girls’ mental, physical and spiritual health will be boosted, helping them grow into resilient, resourceful women, whichever paths they take in later life.

Arts Award Gold

If you are already taking part in some of the extracurricular Drama offered, then you might want to use that to go towards an Arts Award Gold. This carries UCAS points in the same way that the highest LAMDA exams or DoE does. As well as taking part in an Arts activity (such as one of the school productions) you would also need to research the arts sector; review a performance you have seen; debate an arts issue and run your own arts project – such as directing house drama or putting on a musical theatre night. This is a great way of getting accreditation for the work you are already doing as part of music and drama at Sherborne Girls.

The Extended Project Qualification (EPQ) We encourage a large proportion of our A Level candidates to take an EPQ. This is an externally assessed, publicly recognised qualification certified by the AQA exam board, consisting of a research-based project entirely designed and undertaken by the individual student within an academic discipline of their choice.

The ‘product’ of the research is usually a 5,000 word essay, complete with bibliography, presented in a recognised academic format. This is supplemented by the Logbook, a journal of the process - including any difficulties or stumbling blocks – and the Presentation. These three parts are equally weighted in terms of marks and make the qualification a very valuable learning achievement for anyone going on to higher education.

Each girl undertaking an EPQ will be given appropriate guidance by her own individual supervisor, as well as study skills training and tailored advice from the Sixth Form team.

Ultimately the project is entirely her own however, and a completed EPQ is something to be extremely proud of. At the end of the months of planning, researching, reflecting and writing, EPQs are presented to parents, teachers and pupils at a prestigious Presentation Evening of celebration.

EPQs are valued by universities because they demonstrate academic independence, time-management and degree-level research skills. They are worth the same as an AS Level in terms of UCAS points. Some universities choose to make lower A Level grade offers for candidates if an EPQ is also offered.

IB students have an equivalent opportunity to write such a piece of independent research in their compulsory Extended Essay, which is also celebrated at the Presentation Evening.

The Sixth Form Aptitude Programme

The Sixth Form asks much more of students than the lower school did.

The expectation is to work with greater independence and engage with academic study in much greater depth than before. The programme is designed to help develop key skills to aid a student’s ability to set goals, manage their time and study effectively. It is about adding to what students are doing already and to help them reflect on working habits and learn from each other.

The Aptitudes • • • • •

Motivation Setting Goals Review and Self-Reflection Time Management and Getting Things Done Study Skills and Critical Thinking

Speakers

As well as the Friday Lectures, a wide variety of workshops and presentations to Sixth Formers ensure that the programme is always fast paced and engaging. Speakers have included:

• • • • • • • • •

Chloe Mills - ‘Sixth Form Study Skills’

Dr Patrick Jordan - ‘Principles of Success’ Matt Dickinson - ‘The Everest Challenge’ James Righetti - ‘Study Sensei’

Dr Gill Oliver - ‘The Power of What we Think’ Fiona Clapp - ‘Lifelong Learning’

Adam Diprose - ‘Ace Your Exams’

David Banks - ‘How to Make a Fortune’

Rachel Knight - ‘Seven Steps to Writing Success: essay skills’ and ‘Referencing and Bibliography Skills’

The Aptitude Framework

Planning and Organising • Sets goals

• Manages own time and prioritises to achieve goals • Makes lists/schedules

• Self-reflective & monitors own progress • Plans ahead to meet deadlines • Pays attention to detail

• Organises work logically • Delivers work on time

• Works methodically and diligently to ensure work is of high quality

Working with Class and Housemates • Gains the trust of classmates and housemates

• Offers to support peers to understand work and manage workload • Is open to other students’ ideas

• Puts forward ideas to the class & house

• Appreciates own and others’ strengths and weaknesses within class and house

• Co-operates with peers, teachers & housemistresses/ masters to achieve common goals • Takes the lead when necessary • Asks for help when necessary

Communication • • • • • • • •

Speaks clearly and concisely Conveys written ideas and facts clearly and succinctly Presents information logically and in a structured way Chooses appropriate communications depending on the audience and the situation Is a confident communicator Convinces others of their own ideas Actively listens to others Asks questions to check understanding

• • • • • • • •

Displays ongoing commitment to learning and self-improvement Is self-motivated and self-reliant Takes responsibility for own learning Displays a positive attitude towards learning Finds ways to apply new skills to existing work Asks for feedback Learns from their mistakes Monitors own progress and identifies ways to improve

Development and Continual Learning

Clubs, Societies and so much more There is so much more to Sixth Form life than the classroom. You will have the opportunity to involve yourself in all manner of activities, not just the ones you would expect. Activities range from academic enrichment to adventurous pursuits, and everything in-between. Sherborne Girls has an enviable reputation for Music, Sport, Art and Drama: at Sixth Form level, our pupils are expected to lead participation in co-curricular activities. If an opportunity doesn’t yet exist, pupils are invited to set it up for themselves with the guiding hand of a member of staff.

With so much on offer, you are sure to find an activity that suits you. The provision for academic enrichment develops each year; here is a sample of some of the clubs and societies from the current academic year: • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Senior Debating Society Social Committee Youth Advisors Model United Nations Student Exchanges Warriors Roc Soc Charities Outreach The Green Club The Eureka Society Photography Club Supporters and Listeners Bridging the Gap The Thinkers’ Society Amnesty Group Sixth Form Book Club Biomedical Society Sunday Morning Kitchen Turing Society Sherborne School Epicurean Society Sherry Society (PPE) Sherborne Schools Maths Enrichment Programme Leiths Sculpture Club Senior History Society Senior Product Design Support French Film Club Classics Society Chemistry Symposia Extended Project/Essay Workshops Sixth Form Aptitude Programme Astronomy Club Duke of Edinburgh Award Let’s Get Cryptic Soap Box Focus Bible Discussions Study, Cook and Survive

“Whether hockey, lacrosse, netball or squash, sport is one of the best ways of making new friends and it’s also great fun.”

A Sporting Life

We believe in investing in the health and well-being of all students.

Sport plays a key role in the daily life of all Sixth Form students, be it in one of the numerous team sports combined with our extensive fixtures list or as part of a varied sports activity programme offered in conjunction with the Oxley Sports Centre.

All students are expected to participate in sport in the Sixth Form, either in a team sport or in the sports activity programme which offers activities such as Yoga, Swimming, Stretch and Flex, Badminton, Fitness, Spinning and Squash.

If you are joining Sherborne Girls for the first time, new players are always welcome. Playing in a team is an excellent way to meet new friends and keep fit.

The school also offers an extensive coaching programme in a variety of sports including Tennis, Squash, Dance, Rifle Shooting, Archery and Fencing.

All students are members of the Oxley Sports Centre and this gives access to the numerous exercise classes on offer including Spinning, Boxercise, Zumba, Circuits and Boot Camp! Following an

induction by a staff member, Sixth Form students have the privilege of using the fitness suite in their free time.

We expect all girls to get involved in some physical activity, but what that is, is entirely up to you. We really can boast that we have something for everyone.

Drama is for Everyone

If Drama is important to you, but studying Drama in the Sixth Form is not an option you need not worry, there are many opportunities to get on stage and perform!

Our thriving Drama Department puts on productions throughout the year, with a major senior production at the end of the Michaelmas Term. Our close links with Sherborne School will ensure that you have the chance to audition for their senior production also: many girls take this opportunity each year. There are also chances to perform on local professional stages; write your own plays; attend drama lectures or take a directing course in Block 5.

House plays are very important too, and as a Sixth Form student, you will have every opportunity to help produce, act, or work backstage for both your house or school productions, at both Sherborne Girls and Sherborne School.

Speech & Drama Speech and Drama is a life skill, bringing with it confidence, self-expression, and an ability to empathise with a wide variety of character types. In addition, the higher medal grades of both LAMDA and Trinity Guildhall carry UCAS points.

It ties in with Drama as a core subject since, in the process of working on a variety of scripted pieces, we discuss such issues as theatrical style, specific playwrights, theatre practitioners, and periods in theatrical history.

Above all, Speech and Drama is fun! It’s certainly not about ‘pretending to be trees’ or making a fool of yourself !

The Music Never Stops Music is in the life-blood of Sherborne Girls. There are so many chances to immerse yourself in music: whatever your level, you will find challenges, rewards and expert teaching.

From Senior Choir to chamber music, String Orchestra to Big Band, there are opportunities to make music every day. We have many joint activities with the boys of Sherborne School, including Symphony Orchestra and Choral Society. If singing is what matters most, then the renowned Madrigal Society may be the ensemble for you. There are regular performance opportunities both in school and beyond as well as overseas tours every two years.

The Friday Lecture Programme

Significantly adding to a student’s educational experience is what sets Sherborne Girls apart and what drives many of our initiatives. At the centre of this is the Friday Lecture Programme: a schedule that has the ambition of presenting our students with extraordinary people who will challenge, inspire and motivate.

A good speaker is worth so much more than the hour they spend with the girls; the value they bring transcends the lecture theatre and demands that those in the audience look beyond themselves to fresh possibilities and other worlds.

Recent speakers have fulfilled this ambition admirably. Simon Weston, Germaine Greer, Professor A C Grayling, Lord Sharkey, Becky Anderson (CNN) and Chemmy Alcott have all given our students the clear message “you too can achieve whatever you set your mind to.” We often invite speakers, very often eminent women, who have professional lives in areas of interest to the girls as well as areas they don’t yet know much about.

ADVENTURE LEADERSHIP Adventure and Leadership are integral in the development of students at Sherborne Girls. Alongside the excellent academic provision at the school, all Sixth Form girls are encouraged to develop attributes that should enable them to become effective leaders in later life. We do this by providing a range of opportunities both inside and outside the campus.

Adventure

The ethos behind all of our adventures is to promote a healthy respect for, and enjoyment of, the outdoors, alongside equipping girls to be confident in dealing with real and challenging situations. This requires adaptability, courage and resourcefulness. The foundation of all trips is an invaluable shared experience in which strong bonds are developed, girls gain a huge amount of independence and quickly learn how to remain positive in adverse circumstances. All of these skills are transferable, and the experiences give them real perspective when it comes to the pressures of school life and beyond.

Furthermore, all of these attributes are critical to being a successful leader.

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DoE Gold Award & L6 Expeditions

All girls have the opportunity to enrol in the Duke of Edinburgh Gold Award when they start in L6, and the uptake has been strong for several years. Many will have experience of previous levels of the award, but this is not a requirement. The award at Gold level has five sections – volunteering, physical, skills, residential and the expeditions. Some of these sections recognise activities in which many are already involved, others encourage them to take up something new. The award requires weekly commitment to many of the above sections for a period of up to 18 months, and all girls are required to undertake a training programme during which they prepare for and complete their expeditions.

Expedition options are varied and exciting, with walking and canoeing both on offer. Girls travel to various parts of the UK and further afield in conjunction with the award. Recent final expeditions include conquering the Great Glen in Canadian canoes, and a superb mountaineering expedition to the Picos de Europa in Northern Spain. We do not limit all of our trips to DoE girls and offer some of the more exciting trips as a oneoff experience, enabling as many girls as possible to gain the benefits of these ventures.

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& Lowland Leader Award Training

Our expeditions associated with DoE are usually completed within the timeframe of L6. However, there are girls who wish to develop their expedition skills further. The Lowland Leader Award (part of the wider Mountain Leader scheme) enables them to learn how to look after themselves and others on independent adventures. We aim to facilitate the training within the U6 for those who are interested. This is a part of a pathway to a recognised outdoor leadership qualification, for which the Adventure and Leadership department is very happy to provide support. We intend to offer similar support for paddlers via British Canoe Union qualifications.

Climbing & Sailing

We have our own fantastic climbing wall coupled with a new bouldering facility. As a non-team sport activity and as part of a wider and more social climbing club, girls can take up this pursuit. Sailing is another activity that will be available to girls using our own boats on Sutton Bingham Reservoir. Both sports can provide real challenge, great fun and be a welcome opportunity to relax within the school week.

Leadership

Alongside the clear thirst for adventure, Sixth Form girls are also encouraged to take on many leading roles at the school.

When girls enter L6 they are the oldest in their houses and are expected to set an example and encouraged to take on the responsibilities of a House Prefect. As they enter their final year, the opportunities to become a full School Prefect and even Head of School are open to all.

Leadership attributes are promoted within academic and co-curricular groups, with examples including the opportunity to train as a ‘Supporter and Listener’, to take on specialist roles like Head of Choir, or a Subject Ambassador, and to get used to performing under pressure at the school’s well-attended Debating Society.

Not everyone aspires to big and obvious leadership roles within the school, but the development of qualities such as intellectual enquiry, self-motivation and effective communication are critical to building the self-confidence and independence required at university or the workplace. Mulliner (the U6 house), in particular, is an environment in which this becomes more obvious providing the transition between school and the next step.Whatever the eventual ambition, Sherborne Girls aims to promote those leadership qualities which will be invaluable to the girls throughout their lives.

The Library

The Library is a fantastic environment in which to study at Sixth Form level. The space is split into two key areas - a large, traditional Library that offers the opportunity for focused, quiet study as well as a second space in which you can relax with the daily newspapers, magazines and subject-specific journals and work on group projects. The Library holds an excellent collection of academic material in every subject – both essential texts and secondary / tertiary sources too.

The Librarian and Assistant Librarian can offer personalised help with finding high-quality, reliable information for your Sixth Form work, as well as study skills and referencing advice. The book collection also includes a great selection of fresh and prize-winning fictions. Staff are always available to recommend top reads.

We also stock DVDs, both to support your academic work and just for entertainment and fun. Wi-Fi, PCs, laptops, colour printing and photocopying are all fully available throughout the day and evening, and the Library catalogue can be accessed remotely from any computer in school, and from home 24/7 during vacation time.

Boarding Life In the L6, you will be in one of our five mixed-age group houses, where you will be one of the most senior girls. In the U6, you will transfer to Mulliner House, an U6 only house that accommodates the entire year group. There are so many advantages to this: the sense of purpose that Mulliner engenders in all students as well as greater freedom and a heightened sense of independence. It really is the first step towards university, and every girl thrives when she gets to Mulliner. “Mulliner stands for independence and personal responsibility. You get flexible Exeats and get to know the whole year group better than before.

It prepares you for university by promoting a mature approach to school life and study.�

New to Sherborne Girls?

“Everyone here is really friendly and open and the houses make you feel at home.”

If you are new to Sherborne Girls or considering coming here for your Sixth Form study, don’t worry, you won’t be alone! Each year we welcome an average of 25 new girls to the L6. Out of a year group of 80, that is quite a high proportion, so you will by no means be the only one who is new. We will invite you to spend some time with us in late June when your GCSEs are complete: our post-exams activity programme will provide you with an excellent opportunity to meet your new classmates well in advance of the Michaelmas Term, so when September comes, you will already have established some good friendships!

“You get to learn a lot about leadership but also experience how fulfilling such a role can be.”

A Social Life Our relationship with our closest neighbour is very important to us. Sherborne School (The Boys’ School) works very closely with Sherborne Girls, be it in the classroom, through joint lectures and activities, and of course many social events. It is not unusual to see boys walking around school: a number of A Level subjects are offered to boys, and this is reciprocated with a number of A Level subjects being offered to girls at Sherborne School.

You will never be bored at the weekend. The Sixth Form social programme involves both schools.

Every Saturday night something is happening. You might participate in an ‘Open Mic Night’ in the Tea Crate, or perhaps decide on a quiet supper with friends in a local restaurant. It might be that it’s ‘Roc Soc’, where every school band decides to make themselves heard, or a night at ’The Stick’, Sherborne School’s Sixth Form social club.

Whatever it is, you will have every opportunity to socialise with all in your year group as well as the Sixth Form boys at Sherborne School.

LEITHS

at Sherborne Girls Leiths is a very popular option in the Sixth Form.

The Leiths Basic Certificate in Food and Wine course will give you one of the most important life skills anyone can have. Not only does it teach you how to cook good, healthy food for yourself, it gives you a step up on the employment ladder should you wish to put your skills to use cooking for families, working in restaurants or delis, ski chalets or any other form of cooking work during a gap year, holidays or beyond. Leiths School of Food and Wine is the most prestigious and respected cookery school in the country and enjoys a reputation for producing practical, professional and well-rounded cooks.

Leiths Introductory Certificate in Food and Wine

This has been specifically designed to teach the basic skills necessary to become a confident, capable and efficient cook. The dishes prepared are interesting, with an increasing degree of skill required, providing a balance between classical methods and modern recipes. The course spans five terms, starting in the L6 and finishing at the end of the U6 Lent term. Students will learn the skills needed for meat, fish and vegetable preparation, including full roast dinners and accompaniments, stocks, sweet and savoury sauces, the use of gelatine, various pastries including layered and choux, meringues, ice creams, cakes, bread, scones, buns and canapĂŠs.

The dishes range from family-style meals to dinner party standards. Along with all of these wonderful cooking skills, the course teaches neat presentation, efficient kitchen method and correct food hygiene.

One of the lessons focuses on wine tasting and how to pair it with food and is conducted by a wine specialist from Leiths.

Assessment: to gain the Leiths Introductory Certificate in Food and Wine, students must pass both practical and theory examinations which are administered and moderated by Leiths. Added to these marks is a system of continual assessment which encompasses food tasting, kitchen method, time plans, tests and one piece of written coursework in the form of a menu planning exercise. Girls will also take the most basic of hygiene examinations, a qualification required for any type of cooking-related employment. The Basic Certificate carries four levels of Pass: Pass, First Class, Merit and Distinction.

A Level

Art & Design Why Study Art?

Art at this level gives students the opportunity to build on their creative and technical skills to a far more sophisticated degree than GCSE, and to develop qualities of self-discipline, independence of mind and an insight into the world around them. We encourage visual curiosity and wide experimentation with media. This, together with a maturing understanding of the nature and purpose of art, and increased technical confidence, adds up to a cocktail of experience from which a significant and personal view can be distilled.

Course Content A Level

The course involves an introduction to the various disciplines taught within the department in order for students to see the possibilities inherent in the techniques learnt. Painting and drawing, mixed media, textile design, printmaking, ceramics and 3D work and photography are all areas available to explore. As well as developing skills, candidates need to understand how ideas, feelings and meanings connect to images and artefacts at a personal level and how they are also socially constructed over time through genres, styles and traditions. An important part of Art A Level, therefore, is an understanding of context and subjective response to it.

Candidates must produce a portfolio of work that derives from initial starting points, topics or themes which we, as a centre, determine. The focus here is to produce and select for submission, work that shows how the candidate has developed their knowledge, skills and understanding and explored, researched and acquired techniques and skills.

In U6 we expect our artists to become far more self-directed, and to pursue themes that have a personal relevance to themselves. This Personal Investigation must have a mature and sustained outcome and show evidence of planning and preparation.

Also a related written study of between 1000 and 3000 words must be submitted.

Normal lessons are supplemented by life classes and occasional workshops. We visit London exhibitions as well as many local galleries and studios. Specialised workshops occur from time to time (e.g. stained glass, bookbinding, oil painting from life, dyeing yarns). A popular 6 or 7 day foreign study tour is organised jointly with History of Art annually – in past years we have visited Paris, New York, Amsterdam, Rome, Florence, Venice, Madrid and Barcelona.

Will I enjoy it?

If you have a visual curiosity, enjoy experimentation with a broad range of media, like working independently, enjoy developing your own ideas and have an open mind and a tendency to think laterally, then this is a course from which you will gain great fulfilment.

What else should I consider?

Art combines well with all subjects. It is a good pathway to a career in the Art and Design world, Architecture, Fashion or the media. Art A Level is widely accepted by universities for degree courses. Many girls go on to Foundation Courses at Art School and there are ever-increasing career opportunities for people with visual skills and a good understanding of art and design.

Head of Department: Miss J Newman - Assessment A Level - All assessment takes place at the end of the course and is composed of:

jn@sherborne.com

- Personal Investigation (60%) • Portfolio of practical work • Written Study

- Externally set task - 15 hours (40%)

IB Visual Art has three clear directives at the heart of the programme; ‘Context’, ‘Methods’ and ‘Communication’. Through these three areas the students are encouraged to create a body of work that challenges them practically, and to make art work in a variety of materials using a wide range of processes. The ‘Context’ area of study involves students considering the cultural significance of their work and comparing this with the work of other artists. Through class discussion, oneon-one tutoring and group critiques, students are encouraged to critically think about both their own and other artists work. ‘Methods’ is where the students have the chance to explore the capabilities of a wide range of artistic media. They are constantly challenged to work with new techniques and processes to build up an exciting and highly refined body of work. ‘Communication’ involves the students having to make decisions about which pieces of work they will choose to display at the end of the course and how they will display it. Students are prepared for this by visiting many exhibitions and private galleries over the two years, to look at how different themes are used in curatorship.

Fundamental questions such as: ‘Can we know anything of the art of the past?’, ‘Can the art of the present be beautiful?’, ‘What right has the artist to a political stance?’ and ‘Is originality possible?, will be considered in detail throughout the course.

Review, modification and refinement in the progress of studio work will be encouraged through individual tutorial engagement and group critical forum. These processes, along with work book annotation, will be the primary means by which course participants will articulate and reflect on the intentions and the communicability of their practice. The context of galleries and museums and other virtual exhibition spaces, such as locomotive media, site specificity, internet and intermedia will be addressed as the contexts in which artistic meaning is negotiated and expressed.

The course allows for a wide range of disciplines to be studied.

Both Photography and History of Art have a prominent role within the course with a Comparative Study, a formally assessed History of Art project, playing a major role throughout.

International Baccalaureate

Visual Art

1. Comparative Study (written 20%)

The newest addition to the VA curriculum is the CS, an independent critical and contextual investigation that explores artworks, objects and artefacts from differing cultural contexts. The CS is one of the 3 components required by the new curriculum and it constitutes 20% of the final mark. It is basically a comparative, analytic investigation that strikes a balance between visual and written, with no prescribed format.

2. The Process Portfolio (40%)

The Process Portfolio, or PP, is 40% of the final mark and it is the testimony of the student's artistic journey during the course. It is not intended to be of polished, refined, or even resolved work; final work is presented for the Exhibition component of the course. The PP is a collection of carefully selected materials which document the student’s experimentation, exploration, manipulation and development of a variety of visual arts activities during the two-year course.

3.Exhibition (40%)

The final Exhibition is the culmination of the students' IB Art experience. Students present a selection of their best work in the form of a curated final show, and defend and articulate their purpose and intention in a written rationale.

A Level & International Baccalaureate

Biology Why Study Biology?

Biology is a good pathway to a large number of university courses and hence scientific careers. These include Biological Sciences, Medicine, Microbiology, Veterinary Science, Dentistry, Pharmacology, Physiotherapy, Nursing, Psychology, Agriculture and Environmental Science. For these courses Chemistry and / or Physics and Mathematics complement Biology; for some courses Chemistry is also essential. Some knowledge of Chemistry and Mathematics is required, though not necessarily at Sixth Form Level.

THIS COURSE INVOLVES A STUDY OF 8 TOPICS: • Biological molecules • Cells

• Organisms and exchange with the environment, e.g. gas exchange, digestion and transport in animals and plants • Genetic information, variation and relationships between organisms

• Energy transfer between organisms, e.g. photosynthesis and respiration

• Organisms responding to changes in their internal and external environment, e.g. homeostasis and the nervous system • Genetics populations, evolution and ecosystems • The control of gene expression.

Course Content IB (HL only)

THE COURSE IS TAUGHT AS A SERIES OF 6 TOPICS: • Cells • Molecular biology • Genetics • Ecology

• Evolution and biodiversity • Human physiology

THERE ARE A FURTHER 5 TOPICS FOR THE HL MATERIAL: • Nucleic acids • Metabolism, cell respiration and photosynthesis • Plant biology

• Genetics and evolution

• Animal physiology, e.g. muscles and movement and the kidney, plus the Option D material, which includes: Human nutrition, digestion, functions of the liver, the heart, hormones, metabolism and transport of respiratory gases.

Will I enjoy it?

This course suits students who enjoy Biology and its relevance to everyday life and the environment. If you enjoyed Biology at GCSE, then you should certainly consider Biology in the Sixth Form. Practical work, including field work, is an essential part of the course and will relate to the theory taught. Analysis and evaluation will also be key elements of the work covered.

Assessment

A Level: 3 end of course examinations

Teachers will also assess students’ practical skills (based on a minimum of 12 compulsory practicals) against Common Practical Assessment Criteria. Students reaching the required standard will receive a pass grade for their assessed practical activities. IB: 3 end of course examinations (80%) plus a 10 hour investigation (20%) - internally assessed.

What else should I consider?

Students who choose Biology include those who wish to pursue a career in Biology, or a related Science, and those who just enjoy studying the subject for its own sake, alongside other subjects.

Head of Science: Dr Jenny Ivimey-Cook

jic@sherborne.com

Examination Boards: AQA/IBO

Business is an exciting, modern subject that has evolved significantly since it was first introduced many years ago. The subject balances academic theory with an appreciation of ‘real world’ application and many of the students go on to study business related degrees at Russell Group universities. In today’s competitive environment for employment, employers are looking for employees with the ability to make judgements and analyse real scenarios; this subject helps to build a foundation in these critical areas. The surge in demand for business/economic related subjects nationally, both at A Level and degree level, reflects the current turbulent business world and the realisation that to improve the way businesses function you need people who have studied them and the economy in which they function. Students who wish to get a head start in the business world benefit from the foundation this course will build.

Course Content

The topics lend themselves to studying and engaging with the business world. The specification and assessment should encourage students to follow business developments and think critically about contemporary business issues. Most of the assessment material is based on real business situations. By examining and thinking critically about real business situations as they study the subject, students will gain an insight into different contexts. This will help them to understand the key issues in any situation, compare and contrast them with other situations and apply their understanding.

Assessment:

• 3 x 120 minute examinations • Each paper 33.3%

• Examination Board: AQA

What else should I consider?

Business sits well with most subjects and is commonly studied with Geography, Religious Studies, History of Art, Design and Technology and various Modern Languages.

It is a good pathway to university courses in Business, Finance, Management, Marketing and Economics. It will improve your employment prospects in a wide range of careers as companies continue the trend to seek employees with a working knowledge of business.

Head of Subject: Mr D Banks dsb@sherborne.com

Specification at a glance:

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 7 Analysing the strategic position of a business 8 Choosing strategic direction 9 Strategic methods: how to pursue strategies 10 Managing strategic change

Business Management

Why Study Business?

A Level & International Baccalaureate

BUSINESS

Will I enjoy it?

The course will be taught with a strong emphasis on current events in the business environment. This means the subject is unpredictable and as we try to make sense of the changes happening daily, there is great opportunity for individual interpretation, diversity and expression.

This subject demands creative solutions to business problems and the infinite range of plausible solutions means students are only limited by their own imagination. This course will help you understand many of the functions of friends’ and families’ businesses and bring the subject to life.

A rigorous, challenging and dynamic discipline examining business management theories and including the study of management processes in contemporary contexts of strategic uncertainty, decisionmaking within an organisation, the use of information technology in business contexts and ethically optimising the use of resources in a world with scarcity and concern for sustainability. It also includes the operational business functions of human resource management, finance and accounts, marketing and operations management through six concepts: change, culture and ethics, globalisation, innovation and strategy.

A Level & International Baccalaureate

Chemistry

Why Study Chemistry?

Everything is Chemistry: our food, our clothes, water, air, medicines, detergents and cleaning agents for example; even our emotions are governed by chemical reactions in the body. Chemistry helps you to study and understand the world around you. The course is designed to provide opportunities to consider the applications of Chemistry in the wider environment, such as the development of new forms of energy, the study of climate change and the uses of nanotechnology and analytical techniques.

Course Content A Level

Atomic Structure, Bonding and the Periodic Table, Quantitative Chemistry, Oxidation and Reduction, Organic Chemistry, Energy and Resources, Polymers and Analysis, Rate, Equilibria and pH, Environmental Chemistry, Transition Metal Chemistry.

Course Content IB

Stoichiometric relationships Atomic Structure, Bonding and the Periodic Table, Quantitative Chemistry and Analysis, Energetics and Thermochemistry, Chemical Kinetics, Acids and Bases, Redox Processes, Organic Chemistry, Equilibrium, Measurement and Analysis

Will I enjoy it?

If you like solving problems, looking at the fine detail and analysing data, then Chemistry is for you. It helps you to understand current events and to explain how things work. It teaches useful skills; you learn how to be objective, how to reason and apply logic, and to make informed decisions. Practical work is an integral part of the study of Chemistry and much of the theory is backed up by the experiments covered.

Assessment

A Level: 3 end of course examinations

Teachers will also assess students’ practical skills (based on a minimum of 12 compulsory practicals) against Common Practical Assessment Criteria.

Students reaching the required standard will receive a pass grade for their assessed practical activities.

Examination Board: OCR

IB

3 papers (80%) all taken at the end of the course; Internal Assessment (20%) a mixture of short investigations and an extended project which is carried out during the course.

What else should I consider?

Chemistry opens up career options; it sits well with a wide range of subjects and is often regarded as the central science; it is complementary to the other Sciences, Geography and Mathematics. It also works well with other subjects such as Religious Studies and Languages because Chemistry extends the range of skills that a student can develop. It is a good pathway to a wide range of scientific courses and careers. It is an essential qualification for the study of Medicine, Dentistry, Veterinary Science, Forensic Science and Pharmacy; most Universities also require it for the study of Biology and Environmental Science. Many other university courses, such as Law, value the rigorous analytical skills gained in the study of Chemistry.

Head of Subject: Mr Angelosanto afa@sherborne.com

A Level

Why Study Classical Civilisation?

If you’re inspired by the ancient cultures of Greece and Rome, you’ll love the A Level course in Classical Civilisation. You do not need to have studied it for GCSE. The A Level gives you a solid grounding in four main areas of the Classical period - from Greek architecture through the epics of Homer and Virgil to the birth of the Roman Empire under Augustus. You will be able to delve into the inner workings of what many people see as the dawn of civilisation.

Classical Civilisation

Classical Civilisation complements many other popular A Levels, including Art, Drama and Theatre Studies, English Literature, Government and Politics, History, History of Art and Philosophy, as well as the study of the Classical languages.

A ‘Classical education’ opens the door to a whole new world of opportunities. Many politicians or people who work in the arts studied Classics in one form or another. In fact, the actor Tom Hiddleston studied Classics at Cambridge. Of course you could even find yourself digging through the remains of antiquity as an archaeologist or historian. The important thing is that you’ll be following a thread that connects Greece and Rome to the lives we lead today.

An A Level in Classical Civilisation will enhance your chances of being accepted into university. There you can choose to specialise in the Classics or to use your Classical grounding as the foundation for subjects like Ancient History, Archaeology, Anthropology, Classical Literature; there are so many options for combined degree courses too. Whether you see yourself diving for artefacts in the sunny Aegean Sea, addressing the speaker as a Member of Parliament or treading the boards of a theatre, the Classics are a wonderful foundation.

Course content

We read Homer’s Greek epic The Odyssey and Virgil’s Roman epic The Aeneid. There is also the chance to change one of these modules for Greek tragedy and so study instead the timeless works of Aeschylus, Sophocles and Euripides. In addition to the literature, we study the art and architecture of classical fifth-century Greece, including such iconic buildings as the Parthenon, and take a rollercoaster ride through the foundation of the principate by Augustus, a man to be loved and feared in equal measure.

Will I enjoy it?

Of course you will. The classes are small and so you will be able to enjoy discussions about the art and architecture and its impact upon society, or indeed society’s impact upon the arts. The questions we discuss in lessons may also arise in other subjects – what is heroism? What role does fate play in our lives? How do we perceive beauty in broken sculptures?

What else should I consider?

In the past, girls have had the opportunity to attend theatre, lecture and museum visits organised by the Department. Classical Civilisation is a wellregarded subject that teaches many skills: you use primary and secondary evidence to construct arguments, you learn to write essays, participate in debates and combine detailed analysis of the texts with an overarching understanding of them as a whole within the society that produced them.

Assessment

• 4 end-of-course 90 minute examinations • Examination Board: AQA

Subject specialists: Mrs Allen and Ms Haslam rma@sherborne.com sjh@sherborne.com

Head of History and Classics: Mrs Elliott sel@sherborne.com

A Level

Design Technology

Why Study Design Technology?

This is a creative subject that has variety and diversity that will capture your imagination.

Product Design is an inherent part of everyday living and impacts upon almost everything that we do. From the sophistication of the modern mobile phone to the humble potato peeler, all products that we use have been deliberately developed with a view to making our lives more comfortable and to improve efficiency.

If you have an enquiring, imaginative mind, a desire to be creative and a determination to see something through to a conclusion, then this is the subject for you. The course will be thought-provoking, enhancing your ability to analyse products objectively and logically. It will enable you to see the bigger picture in the world of design and assess the environmental and ethical issues associated with modern manufacturing. If you are considering a career in design (fashion, industrial, engineer), or want to study a subject that fits well with Sciences or Art then Product Design should be a serious consideration.

For further information, contact Mr I McCarthy ijm@sherborne.com

Course Content

Students will study designers, products, material and technologies that shape the way we live. They will be expected to analyse the effectiveness of products, how and why they have evolved and their impact upon society from both an environmental and moral perspective. Essential practical skills will be taught through modelling exercises and minor projects.

Students will produce a Product Study, which is a coursework unit, where they will analyse a product of their choice with a view to improving a particular element (ergonomics, function, aesthetics, material, construction). The product can be either textiles or resistant material based. An endof-course examination will assess their design and modelling skills and their ability to respond to a design challenge showing innovation and creativity.

The U6 year is centred on a major project of the student’s choice, which relates to their area of focus (textiles/resistant materials).

This is an important coursework unit that enables students to show their design and making skills to the full. There is also a final examination that tests theoretical understanding of the subject.

Will I enjoy it?

If you are a creative person, inquisitive by nature, can rise to a challenge and enjoy problem solving, the answer is most definitely yes. If you are keen to experiment and explore different materials, take a risk and are not afraid to learn from your mistakes give it a go. At the end of the course not only will you have a certificate of achievement, but a piece of practical work that you have designed, developed and manufactured. What other subject can boast that?

Assessment

• 1 x 6 hour design and modelling practical and written examination to be taken towards the end of the course (20% of final marks) • 1x 2.5 hour design and theory examination taken at the end of the course (20% of final marks)

• 2 units of coursework (2x30% of final marks) • Examination Board: OCR

What else should I consider?

In design there is no right and wrong solution just good and bad design. Have you got an enquiring mind that will allow you to think objectively about a design problem without being influenced by the conformity of existing products? Can you think laterally and work independently to achieve a given goal? If you are up for a real challenge then look no further.

A Level

Drama & Theatre Studies Why Study Drama and Theatre Studies?

Drama and Theatre Studies has become a highly respectable A Level over the last decade and is valued by universities as a subject connected to both the Arts and the Humanities. The balance of practical skills and academic knowledge as well as a growing understanding and empathy for the world around us allows students to develop a wide range of skills and disciplines. Analytical clarity and passionate performance go hand in hand.

Course Content

For many students, the most rewarding section of the course is the Live Practical Performance. In groups, students prepare a piece of drama to be staged, with full technical support, before a moderator and audience.

Students prepare an excerpt from an existing play in L6 whilst in U6 students write, direct, design and perform their own piece of original drama. Students will also need to see a variety of live performances throughout the two year period, study three set texts from different eras and create work in the style of several important theatrical practitioners such as Stanislavski, Brecht, Frantic Assembly and Alecky Blythe. These elements will mainly be assessed through two written papers.

Will I enjoy it?

Drama is a subject with an almost infinite number of starting points, style and influences. Whatever your passion, you can explore it through the medium of drama. We aim to make the study of Drama an enjoyable and positive learning experience. If you are passionate about acting, directing and performance you will enjoy this course.

Assessment

• 2 written examinations (60%) Two practical pieces:

• Presentation of an extract from a play • Presentation of Devised Drama (40%) • Examination Board: AQA

What else should I consider?

You must be prepared to put in the extra time that is required outside class for rehearsals when in productions. There is a large workload so you need to be very organised and have an extremely dedicated and conscientious approach in order to be successful in both your practical and written work. There is an expectation that you will do some reading around the subject and research in your own time so you must be self- motivated. There will be opportunities for you to take part in extracurricular drama via one of the joint school productions and in the House Drama competition. You should consider taking up these opportunities as well as looking for chances to stage your own work as the more performance experience you have, the more successful you will be in your examined work.

Head of Department: Miss E Nurse ean@sherborne.com

A Level & International Baccalaureate

ECONOMICS

Why Study Economics?

Will I enjoy it?

These are some of the questions that could be looked at over the two years. The courses do not expect or require any previous academic study in the subject. They seek to develop the ability to analyse and evaluate events going on in the world today from a scientific point of view. The courses will act as a great starting point for topical discussions and any number of careers. The topics below give a general idea of the content that will be covered. The content becomes interesting and relevant because practical applications of the theory, such as those above, are in the media daily.

Assessment

What will happen to house prices in the future? Why do some countries with huge natural resources have a low standard of living? Should ‘4x4s’ be charged more than other cars to drive in towns?

Course Content A Level

The A Level comprises four themes. Theme 1 focuses on microeconomic concepts and considers how markets work. Students learn how to apply supply-and-demand analysis to real-world situations and offer explanations of consumer behaviour. Theme 2 focuses on macroeconomic concepts. Students are introduced to the aggregate demand/supply model and examine the use of monetary, fiscal and supply-side policies as a means of improving an economy’s performance.

Theme 3 focuses on business economics. Students will examine how the number and size of market participants, and the level of contestability, affect the pricing and nature of competition between firms. Theme 4 applies macroeconomic concepts to a global context. Students will understand the significance of globalisation, international trade, the balance of payments and exchange rates.

Course Content IB (HL & SL)

IB Economics can be studied at Higher or Standard Level. The course includes: Introduction to economics – foundation of economics, definitions of growth and development, scarcity, choice and rationing systems.

Microeconomics – demand, supply and elasticity, firms and when markets fail.

Macroeconomics – national income, macroeconomic models, demand-side and supply-side policies, unemployment, inflation and distribution of income. International issues – reasons for trade, protectionism, economic integration, WTO, balance of payments, exchange rates, balance of payment problems, terms of trade.

Development Economics – sources of economic growth and development, consequences of growth, barriers to growth and/or development, and evaluation of growth and development.

You certainly will if you enjoy current affairs or analysing problems and applying theory to real world issues.

• A Level: 3 x 2 hour units examined at the end of the course (100% of final marks) No coursework • Examination Board: Edexcel

• IB: Three examination papers at the end of the course plus coursework consisting of a 2000 word personal investigation.

What else should I consider?

If you are a keen mathematician then Economics provides many opportunities to apply mathematical skills particularly in higher education as most university Economics courses place great emphasis on the mathematical aspects of Economics. Economics is a particularly useful subject to study alongside History, Geography and Government and Politics but can be easily combined with just about every subject.

Head of Subject: Mrs K Creswell klc@sherborne.com

Why Study English?

ENGLISH

English literature is essentially the consideration of the very best and most enduring literary works of our culture. It will help you to read more perceptively, more critically and with deeper understanding and appreciation; in so doing, you will be enabled to articulate with greater finesse your response to the predicaments and situations common to us all.

Course Content A Level

This course requires the close in-depth study of an absolute minimum (for examination) of six literary texts covering fiction, poetry and drama including Shakespeare in addition to critical analysis, interpretation and evaluation of ‘unseen’ poetry and prose; there will also be an internally assessed independent speaking and writing component.

IB English Literature HL

English can be studied at both Higher and Standard Level. The Higher Level (Literature) course investigates the basis of our communication and understanding.

English is the medium of our interactions with others, of our internal reflections and of our dialogue with cultures of the past through earlier literature; it permeates all aspects of our humanity. Historical change, cultural multiplicity and political conflict are mediated through texts cast in every conceivable form and register, and might include text from newspapers, political speeches or advertisements. Our course seeks to reflect this protean variety and covers a broad range of the best authors from a variety of periods in many styles. It is hoped that students will be able to develop their own enthusiasms and personal critical approach to the subject. As in A Level syllabuses, students will study the canonical authors of the past, such as Chaucer, Shakespeare and some of the major novelists and poets.

This course also includes some literature in translation and non-fiction writing. Reading independently and working with personal initiative are key from the very start.

Language and Literature SL

In the language course you will study a variety of texts such as newspapers, political speeches, advertisements and extracts from nonfiction books. You examine language in its cultural context and look at language and mass communication. There are four literature texts which cover at least two genres, poetry, drama and the novel. Two texts are used for the in-depth study required for the individual oral commentary; a further two, one of which is a work in translation, you study for the examination.

Will I enjoy it?

A Level & International Baccalaureate

abcdefghijklmnoprst uvwxyz You certainly will if you enjoy current affairs or analysing problems and applying theory to real world issues.

Assessment

• A Level: 4 x 2hr exams • IB (HL & SL)

• Coursework 20%,

• Oral component 30%

• Two final examinations 50% • Examination Board: A Level board TBC

What else should I consider?

Studying English Literature embraces challenging intellectual disciplines, and so is an excellent preparation for many degree courses, especially in the arts and humanities; girls wishing to read sciences or Medicine at university can also benefit hugely from the study of English Literature in the Sixth Form.

Head of Department: Mr P Cantrell

prc@sherborne.com

International Baccalaureate

Environmental Systems and Societies Why Study ESS?

STANDARD LEVEL ONLY This Standard Level course will enable you to adopt an informed personal response to the wide range of pressing environmental issues that are currently facing humans. It is intended that you should develop a sound understanding of the interrelationships between environmental systems and societies so that you can evaluate the scientific, ethical and socio-political aspects of the topics covered.

This subject comprises the techniques and knowledge associated with an experimental science with those relating to a Group 3 subject. Practical work in the laboratory and in the field will play an important part in the course.

COURSE CONTENT This subject combines the techniques and knowledge associated with an experimental science with those relating to a Group 3 subject. It is offered at Standard Level only. It seeks to provide students with a clear sense of the interrelationships between environmental systems and societies which will enable them to make an informed personal response to a wide range of environmental issues. There will be constant emphasis on the decisions that they have to make in their own lives. Practical work in the laboratory and in the field will play an important part in the course. The course is divided into eight sections.

THE PROVISIONAL LIST OF TOPICS TO BE COVERED ARE: • Ecosystems and ecology • Biodiversity and conservation

• Water, aquatic food production and society

• Soil systems and society, e.g. terrestrial food production • Atmospheric systems and society, e.g. air pollution • Climate change and energy production • Human systems and resource use

Will I enjoy it?

If you enjoyed Biology at GCSE, and have an interest in Geography then this could be the course for you. In many ways, it is a blend of both of these subjects. It will provide you with an opportunity to make a personal response to environmental issues and research these issues in a way most relevant to you.

Assessment

• External Assessment (two papers) (75%)

• Paper 1 (analysis and evaluation of data relating to a case study)

• Paper 2 (short-answer and data-based questions and also two structured essay questions) • Internal Assessment: based on practical work 25%

What else should I consider?

Many universities offer Environmental Science courses, but we would expect a student intending to study for a degree in one of these courses to take a Science at HL as well as Geography. As a SL only course ESS will not necessarily solely satisfy the entry requirements for a science-based course such as Environmental Science. The course does, however, provide an excellent introduction to many of the problems currently facing the world of business, politics and law. As such, it makes an excellent choice of science for those intending to pursue a non-scientific career. The perspective it provides has been found by previous pupils to be fascinating, informative and useful.

For further information contact: Dr J Ivimey-Cook, Head of Science jic@sherborne.com

Geography is highly valued by universities.

A Level Geography combines well with both Arts and Science subjects. It is a broad-based subject that covers a wide variety of skills. Geography will prepare you for a career in sustainability and green issues, urban regeneration, energy supply, retail location, managing the effects of hazards and climate change. If you are thinking of a career in Law, Human Rights, International Relations or Welfare then Geography gives you the opportunity to consider relevant issues such as; How do we measure development? What are the consequences of migration on societies?

Geography will enhance your essay-writing skills and your confidence in producing well researched extended reports.

GEOGRAPHY

Course Content A Level

During the two year course you will study 3 Physical topics (Water and Carbon cycles; Deserts or Coasts; Hazards or Ecosystem or Cold environments). You will also study 3 Human topics ( Global systems and Governance; Changing Places; Population or Urban environments or Resources) You will also take part in a residential field trip where you will collect data to support the course to use as the basis for your individual Investigation.

Course Content IB

Core: Populations in Transition; Disparities in wealth and development; Patterns in environmental quality and sustainability; Patterns in resource consumption.

Optional themes: Higher Level students study three optional themes whilst Standard Level students study two themes.

Urban Environments; Freshwater – issues and conflict; Extreme Environments.

Global Interactions (HL only) – Measuring global interactions.

Changing space – the shrinking world; Economic interactions and flow; Environmental change; Sociocultural exchanges; Political Outcomes; Global interactions at the local level.

A Level & International Baccalaureate

Why Study Geography?

Assessment A Level:

Two end of course examinations: • Physical Geography (40%) • Human Geography (40%)

• Plus investigation of 3 – 4000 words (20%) IB: Three end-of-course exams • Paper 1: (Core) 25%.

• Paper 2: (Optional Themes) 35%

• Paper 3: (Global interactions) 20%

• Internal Assessment (Field work) 20% • Examination Board: AQA

What else should I consider?

Michael Palin believes that “Geography is the subject which holds the key to our future.” You should consider Geography if you enjoy learning about people and their societies, economies, cultures and the environment.

If you are keen to learn and develop a wide range of skills and you are seeking a broad based academic subject, look no further.

Head of Department: Mrs E Morray-Jones emj@sherborne.com

Why study Classical Greek?

The language of the ancient Greeks has informed people for over 2,000 years and continues to offer endless opportunities for questioning and reflection. You could start with the epics of Homer and the poetry of Sappho and work your way through the philosophical ideas of Socrates, Plato and Aristotle and then move onto the powerful tragedies of Aeschylus, Sophocles and Euripides. Step outside the classical world and recognise the influence of the Greeks on the works of Karl Marx and on the words of the suffragettes, who quoted Medea’s views on childbirth as they protested. It is difficult to find a part of life that has not in some way been influenced by the ancient Greeks so what better than to read their writings in the original language and to learn how to shine a bright light upon their world.

Course Content A Level

There is a language paper plus prose and verse literature papers. For the prose text, we study Lysias, Against Simon. Lysias was a Greek speechwriter who studied rhetoric in Italy, returned to Athens where he taught rhetoric and was then exiled by the Thirty Tyrants in 404 BC. His speech was written for and spoken by an unnamed client. A man called Simon had charged this man with ‘premeditated wounding’ and he faced possible exile as a result. The verse text is Homer’s Iliad, soon to be serialised on the BBC and without doubt a timeless epic that knows no bounds.

Subject specialists: Mrs Allen and Ms Haslam rma@sherborne.com sjh@sherborne.com

Head of History and Classics: Mrs Elliott sel@sherborne.com

Course Content IB

The aim of this course is to enable students to appreciate the literary merit of classical texts and an awareness of the issues raised in them, as well as their connections and relevance to our times. At the same time, we aim to build an awareness and appreciation of the different perspectives of people from those cultures. Learning the grammar, syntax and vocabulary is not an end in itself but enables students to read a variety of literature and, through analysis and interpretation, to try to understand the ancient world from a contemporary viewpoint. The language author is Xenophon and for literature there is the choice of two out of three of Homer, Herodotus and Euripides.

Will I enjoy it?

A Level & International Baccalaureate

ΚΛΑΣΙΚΗ ΕΛΛΗΝΙΚΗ CLASSICAL GREEK

But of course. There’s no denying that it is a challenging subject and that you will have to develop a passion for grammar (if you haven’t got one already) but the language is in the ascendant once more – just look at the number of Greek plays being performed in London this season? What better way to make your university application stand out than by having an A Level in Classical Greek!

Assessment

• 4 end-of-course examinations

• Examination Board: OCR

What else should I consider?

A qualification in either Latin or Greek is rated highly by universities and can be useful to students intending to study courses such as Medicine, Law, Modern Languages, English as well as more traditional Classics. Recent students have gone on to study Classics at Oxford and other degrees such as Ancient History, Art, Classical Literature, Medicine and theology at Edinburgh, Newcastle, Falmouth and Durham.

A Level & International Baccalaureate

Why Study History?

This course will be ideal for students who are interested in people and politics in the past and who want to find out why some countries develop through peaceful change whilst others experience revolutions. If you study History you will be able to develop the important skills of source criticism, essay-writing, critical understanding of argument and interpretation. We also hope that students will want to do lots of reading and be able to reflect on the role of the historian in the very process of creating ‘History’.

History

A Level History Course Content

This A Level course offers a break from the Modern World focus of GCSE History. A Level History covers Early Modern British and European History as well as some Modern European History. For the British History unit we will investigate Tudor Britain 1485-1558. This includes an enquiry topic: Mid Tudor Crisis of 1547-58. We will also be studying Tsars and Revolutionaries of Russia 1894-1941 and as a depth study we will look at the Ascendancy of France 1610-1715 with a focus on the ‘Sun King’ Louis XIV. Students will be able to extend their knowledge of one of these three topics when they complete their topic-based coursework essay in the U6. During the two-year course students will attend at least one major lecture where they will have the opportunity to listen to leading academics.

In the past these have included distinguished historians such as David Starkey. There is also the opportunity of a trip to Paris which enables students to understand 17th and 18th century French History.

Assessment

• British period study and enquiry – 1 hour 30 minute paper

• Non-British period study – 1 hour paper • Thematic study – 2 hour 30 minute paper • Topic-based course work essay – 3000-4000 words

IB History Course Content

For students who enjoy Modern World History, the IB course builds upon the work done towards GCSE. Students currently study Authoritarian and Single Party States in the 20th century (including Cuba and China), the Cold War in regions such as Africa, the Americas, Europe, South-East Asia and the Middle East. Throughout the course there are plenty of opportunities to attend lectures and participate in annual events such as the Lessons from Auschwitz programme.

Assessment

• Three examinations for Higher Level and two examinations for Standard Level. All students complete a 2000 word personal investigation.

• Examination Board: OCR

What else should I consider?

Studying History is a great pathway to many careers including Law, Politics, International Relations and Journalism.

Many careers require the skill of writing and presenting reports; prospective employers consider historians to be particularly accomplished in these areas.

Famous History graduates include the BBC foreign affairs correspondent Jeremy Bowen, comedian Sacha Baron Cohen, presenters Jonathan Ross and Melvyn Bragg and former PM Gordon Brown.

Head of History and Classics: Mrs S Elliott sel@sherborne.com

Why Study History of Art?

History of Art is fashionable, accessible, flexible, challenging, diverse and vocational. It is highly relevant to the 21st Century and to the lives of teenagers as cultural consumers. You will study paintings, sculptures and buildings, understanding the reasons why art was made for different peoples at different times, and what art represented to them. You can get an insight into artists’ lives, their patrons, and the historical and social contexts of different ages, from Ancient Greece to London at the dawn of the 21st Century. It is the ultimate interdisciplinary A Level and Degree Course, fitting so well with other subjects like Languages, RS, English and History.

of Art

Course Content

In the first year, students will be taken on a visual journey through the history of Western painting, sculpture and architecture, using thirty or so examples chosen by the teacher that best illustrate the variety of styles, concepts and themes that can be found in the history of art. Students will be introduced to artistic and architectural vocabulary and methodology needed to evaluate the artworks and develop skills of visual analysis and historical awareness.

In the third term we start to teach our two A Level modules: Art of the Sixteenth Century in Europe, and Art in Europe and America from 1946-2000. Studying two very different periods in depth gives the students a good grounding in what ‘traditional’ art was like, before the 20th century artists changed all the rules once and for all. These are two pivotal periods in the History of Art and provide a strong grounding for university study.

Will I enjoy it?

Yes! It’s important to relax about art, say what you see, and be prepared to share ideas. No previous knowledge of Art History is needed to study this course.

Classes are enjoyable discussions about artworks & incorporate multimedia websites, videos and texts. History of Art offers you the chance to develop visual and analytical skills and really helps develop essay writing skills and visual analysis. We will gain a broad appreciation of art so that you are able to take your granny to any art gallery anywhere, and analyse the artworks you show her! As well as weekly classes there are trips to London galleries in both years, and the famous Art and History of Art Study Trip to a foreign city (Paris, Berlin, New York) is legendary!

Assessment

• Four end of course examinations • 1: 60 minutes • 2: 90 minutes • 3: 90 minutes

• 4 : 90 minutes

• Examination Board: AQA

What else should I consider?

A Level & International Baccalaureate

History

Not the ‘easy choice’ of yesteryear, History of Art is a rigorous A Level with focused and well-crafted writing at its heart. Exams are demanding in terms of time. However all students can achieve their potential.

Many of the pictures in this booklet are of happy art historians!

Head of Department: Mr Jonathan Casely jbc@sherborne.com

A Level & International Baccalaureate

Why study Latin?

‘Latin is the maths of the Humanities, but Latin also has something that mathematics does not and that is the history and mythology of the ancient world. Latin is maths with goddesses, gladiators and flying horses, or flying children.’ So says Llewelyn Morgan, a professor of Classics at Oxford.

Classical Latin

Latin may be a dead language but one doesn’t learn it to speak it - it is learnt in order to gain an understanding of the mechanics and structure of language. Along the way, the study of other languages - not just Spanish, Italian, Portuguese, but German, Russian, Arabic. Latin enables the student to understand Latin from its very core. But don’t forget that you will also have the opportunity to read some of the world’s greatest literature in the original language and to gain a closer understanding of the literature, society, culture and philosophy of the Romans and to find out what exactly the Romans have done for us.

Course content: A Level

There are separate papers in literature and languages. For the language, both prose and verse authors are studied. For the literature, we study the speeches of Cicero, notably that in favour of Pompey the Great being put in command against the Parthian king Mithridates. We also look at Ovid’s Metamorphoses III, the story of Pentheus being torn apart by maenads. In addition, we read the histories of Tacitus and the love poetry of Catullus.

These are some of literature’s greatest authors who inspired authors such as Shakespeare and Dante and artists such as Botticelli and Titian.

Course content: IB

The aim of this course is to enable students to appreciate the literary merit of classical texts and an awareness of the issues raised in them, as well as their connections and relevance to our times. At the same time, we aim to build an awareness and appreciation of the different perspectives of people from those cultures. Learning the grammar, syntax and vocabulary is not an end in itself but enables students to read a variety of literature and, through analysis and interpretation, to try to understand the ancient world from a contemporary viewpoint. The language author is Cicero and the literature authors are the love poets Catullus, Propertius, Tibullus and the historians Tacitus and Suetonius.

Assessment

• 4 end-of-course examinations • Examination Board: OCR

What else should I consider?

A qualification in either Latin or Greek is rated highly by universities and can be useful to students intending to study courses such as Medicine, Law, Modern Languages, English as well as more traditional Classics. Recent students have gone on to study Classics at Oxford and other degrees such as Ancient History, Art, Classical Literature, Medicine and theology at Edinburgh, Newcastle, Falmouth and Durham.

Subject specialists: Mrs Allen and Ms Haslam rma@sherborne.com sjh@sherborne.com

Head of History and Classics: Mrs Elliott sel@sherborne.com

Why Study Mathematics?

Mathematics is a mixture of ideas, problem-solving and the application of numerical skills. Brain training and the development of logical thinking and organisation, are at its core so it complements many other courses. The academic rigour and skills that are developed are also desirable in any career. The teaching staff are fully committed to providing a broad mathematical education and our ‘open door’ policy for providing support is extremely popular.

Course Content A Level Mathematics

The course provides a study of Mathematics in three main areas: Core Mathematics (Algebra and Functions, Coordinate Geometry, Calculus and Trigonometry), Statistics and Mechanics. You will study six modules over the two years: C1, C2, C3, C4 S1 and M1. The aim of the course is to enable students to develop mathematical knowledge, concepts and principles, logical, critical and creative thinking.

Further Mathematics A Level

If Maths is your real interest, then you could study Mathematics with Further Mathematics. This counts as two subjects (Further Maths cannot be studied alone). The Further Mathematics course that we offer includes Pure Mathematics (Complex numbers, Numerical Solutions, Proof, Matrices, Coordinate Systems, and Series), more Statistics, Mechanics and Decision Maths. You will study six modules over the two years: FP1, FP2, S2, S3, M2 and D1.

Course Content IB

Mathematics is a core subject in the IB programme, so all students must take a course in it, but we do offer it at Higher Level (for those who may have considered Further Mathematics if taking the A Level option), Standard Level and Mathematical Studies.

It is important that students take advice on the most appropriate level considering both their interest and Higher Education requirements. In each of these programmes the aim of the course is to enable students to develop mathematical knowledge, concepts and principles, logical, critical and creative thinking.

Head of Department: Mrs D Kirby dki@sherborne.com

Will I enjoy it?

Maths is not always about what we will use again in the future, but more about the enjoyment of being faced with a problem, the organisation and communication of a solution and the ability to learn from one’s mistakes.

If you enjoy a challenge, the satisfaction of achieving a solution, and thrive on having an algebraic problem to solve, then Maths is for you. Sometimes a problem may take several attempts but if you are prepared to keep having a go, enjoy learning from your mistakes, rather than becoming despondent, then you will love Maths.

Assessment

A Level Maths

• 6 x 90 minute units examined at the end of the course

A Level Further Maths • 6 x 90 minute units examined at the end of the course • Examination Board: EDEXCEL

Assessment IB

A Level & International Baccalaureate

Mathematics

• Mathematical Studies SL • 2 x 90 minutes (80%)

• Individual Project (20%) • Mathematics SL

• 2 x 90 minute (80%)

• Individual Exploration (20%) • Mathematics HL

• 2 x 120 minutes (60%) • 1 x 60 minutes (20%)

• Individual Exploration (20%)

What else should I consider?

Recommended GCSE: An A or A* in GCSE or IGCSE Mathematics, in order to take the full A Level.

It sits well with all subjects across all disciplines. It is the language of most sciences and gives an excellent combination with Art, Music, Languages, Geography and History. It is a good pathway to a wide range of university courses and careers, from Engineering to Economics, Medicine to Archaeology.

Modern Languages

French, German, Spanish, Italian

All languages can be studied at A Level and IB, apart from Italian (only offered in IB).

Why Study Modern Foreign Languages?

The study of one or more modern foreign languages has obvious practical benefits for communication with foreign language speakers in the world of work as well as for leisure travel. The satisfaction and pleasure derived from being able to speak and understand foreign languages proficiently are considerable and certainly worth the patient hard work required.

In the world of work there is firm evidence that people with language skills have a distinct advantage: they have the edge at interviews, they communicate better and they earn more. But as well as being good for your career, languages are rewarding to learn for their own sake, because they open your mind to other cultures and encourage you to think more deeply about the different ways in which human beings communicate with one another. A Level and IB courses are well regarded by universities and employers and as such are certainly worth including in your education portfolio, either as the principal focus or a valuable complement.

Will I enjoy it?

Communication in a variety of forms – speaking, texting, blogging, tweeting – is central to all our social lives today. In the world of education and work many people also spend a great deal of time presenting, debating and undertaking extended writing of different kinds. These ‘higher’ skills are developed on an advanced level foreign language course.

They are skills which require hard work, but the rewards are great. The ability to understand and communicate very effectively in a foreign language will give you a greater sense of empowerment as a global citizen. They are skills which will certainly enrich the whole of your life. Learning about the cultures of the foreign languages will increase your enjoyment of travel in foreign countries and also help you to think more critically about your own culture. Use of foreign language websites, You Tube films, radio and television are some of the ways of achieving foreign language immersion and adding exciting new dimensions to your learning journey.

What else should I consider?

All foreign language courses have as their main aim the use of the language. You will therefore enjoy active oral participation in class and be committed to language-learning strategies such as learning vocabulary and frequent independent listening and reading. You will also be keen to speak as often as possible with native speakers, especially our foreign language assistants, with whom you will have an additional timetabled lesson.

The most successful students have an analytical approach to language study: they are interested in studying how language works and in comparing the similarities and differences between different languages.

Successful students also tend to be those who read newspapers, magazines and books independently in the foreign language and use all the means available to them – for example, iTunes apps and songs – to make the foreign language an integral part of their daily life.

Course Content A Level

A Level builds on the skills of Listening, Speaking, Reading and Writing which you have already acquired (at GCSE or equivalent).

Through the study of the topic areas Social Issues and Trends and Political and Artistic Culture you will develop your understanding and your written and oral expression to a more advanced level of proficiency. Effective language learning skills are central in this process and will include a strong emphasis on the daily learning of new vocabulary and the manipulation of a wide variety of grammar structures and forms.

Regular listening and reading are also vital in the language learning process as the more you are exposed to authentic texts and audio sources, the better your own command of the language will become. You will also read some literature and study films in the target language and you will respond to them in writing.

Your oral examination will include a discussion of an individual research project.

French, German and Spanish may be studied if you already have a GCSE or equivalent in these languages. All courses have an excellent track record of success and are chosen by students who particularly enjoy the disciplines and challenges of intensive language learning.

The Language B course (for non-native speakers) in French, German or Spanish builds on the skills of Listening, Speaking, Reading and Writing which you have already acquired (at GCSE or equivalent).

Through the study of authentic texts and the production of written and oral tasks you will visit a range of topics such as Global Issues and Cultural Diversity. Students offering Higher Level will also read two literary works and base their Written Assignment on one of them. There is a strong emphasis on independent reading and listening, as exposure to lots of authentic texts is necessary for examination success.

Italian may be taken from scratch as a two year course leading to an IB Standard Level qualification.

Questions about the Theory of Knowledge and the International Dimension run through the entire Diploma Programme and are important features of the language acquisition courses.

Assessment

At A Level your language skills and cultural knowledge will be assessed by external examinations in the second year: • Paper 1: Listening, Reading and Writing (including translation tasks) 40% • Paper 2: Critical response to literary texts/film 30%

• Paper 3 oral: including discussion of research project 30% • Examination Board: AQA/EDEXCEL

Which subjects which board?

For IB (Language B) your language skills will be assessed by external examinations and internal assessment in the second year. The IB examination tasks are all monolingual, i.e. there are no translation tasks.

All of our Sixth Form language courses can lead to a variety of university courses in which one or more languages are either the main subject of study or available in combination with other subjects.

Traditional language degree courses - especially those at Oxford and Cambridge place more emphasis on literature, but you can also find courses which will allow you to pursue your interests in a whole range of subjects such as History of Art, Politics, History, Economics, Law, Philosophy and so on, alongside the language study.

A Level & International Baccalaureate

IB: French, German and Spanish

Languages which are less commonly studied in the UK, including most of the major non-European languages, may be also studied from scratch at a number of universities.

• Paper 1: Interactive reading tasks (25%)

• Paper 2: Writing tasks (25%) • Written assignment (20%)

• Group oral tasks (10%) • Oral interview (20%)

Head of Department: Mr M Felstead mf@sherborne.com

Italian Ab Initio (Beginners)

International Baccalaureate

Why Study Italian ab initio?

Italian ab initio is in essence Italian for ‘beginners’. It is designed to provide students who wish to pursue the IB but who may not have a strong background in languages with an accessible and enjoyable language that can be studied from scratch. Of course, it also offers linguists another language.

Course Content

Italian ab initio may be taken as either a Group 2 or Group 6 subject.

The course is for students with no experience of Italian, with the aim of enabling the student to be a competent speaker and writer of the language at a significantly higher level than a tourist. Students should be keen to take responsibility for their own learning, particularly in terms of building vocabulary and reading, given that this is an intensive course.

The three themes studied are: Individuals and Societies; Leisure and Work; Urban and rural Environments.

Amongst the topics covered by these themes are: Daily Routines, Education, Food and Drink, Relationships, Shopping, Entertainment, Holidays, Media, Transport, Global Issues, Weather, Neighbourhood.

Students will study a variety of texts and media, such as advertisements, blogs, films, letters, radio programmes and short stories. Through these, the aim is to promote cultural awareness and an appreciation of contemporary concerns as well as issues of particular interest to the students.

Vocabulary and Grammar are introduced progressively and will be developed and consolidated throughout the course.

Will I enjoy it?

Italian is the language of love; no other language is more romantic.

Everything always sounds better in Italian and it gives you a tremendous excuse to use your hands a lot when expressing yourself ! You can immerse yourself in an Italian masterpiece by Michelangelo or Leonardo da Vinci, you can mix with the fashionistas at the Milan Fashion Show, you can delve into the nine circles of Hell in Dante’s Inferno.

In Italian ab initio, you will be introduced to one of the oldest and most musical languages.

Assessment

• External Assessment – 75% • Paper 1 Receptive Skills (Reading): 90 mins

• Paper 2 Productive Skills (Writing): 60 mins

• Written Assignment: 120 mins – a piece of writing of 200-300 words

What else should I consider?

Learning a second language is a valuable asset in today’s globalised world. Italian is a language that is very close to English and is spoken not only in Italy but is also the fourth most spoken language in the United States and spoken in Switzerland, parts of Africa and Malta.

Italy has been a world leader in literature, art, painting, sculpture, music and so the list goes on. As one of the G8 countries, many employers need someone who can speak Italian and in fact many firms have offices in Italy including IBM, General Electric, Motorola, City Bank and Price Waterhouse.

Other languages such as Mandarin or Russian, may be available depending on demand and staffing. Please contact: fmc@sherborne.com

• Internal Assessment – 25% Oral exam: 10 mins • Examination Board: IBO

For further information contact: Mr J Casely jbc@sherborne.com

The A Level course provides a great opportunity to develop your skills in the following areas: Performing, composing, studying, listening & analysing. You will need to be a keen performer, instrumentally, vocally or both. The ability to play a keyboard instrument is a great advantage. The Performance element is coursework and will include either solo or ensemble performing or a mixture of the two. There are ample opportunities for any combination! Studying traditional harmony will enable you to compose in various pastiche styles and to develop your own compositional expertise. Set works are drawn from anthology of classical, popular, film and world music styles, and you will gain skills in listening and analysis.

Course Content IB

Higher level – Musical Perception: You will listen to a wide range of examples from Western classical music, world music and popular music. The other part of this unit involves indepth study of wider topics and two related set works. A 2000 word Musical Investigation into the relationship between diverse genres (focusing on one or more pieces from each is externally assessed.

CREATING (COMPOSITION); a wide range of topics is studied over five terms, concluding with the finalising of three contrasting pieces lasting between 3 and 6 minutes each.

SOLO PERFORMANCE; over the first four terms, one or more recitals totalling approximately 20 minutes.

Instrumental and singing teachers will give you guidance as appropriate.

THE REQUIREMENTS FOR STANDARD LEVEL IB ARE FEWER: Listening remains the same as for Higher Level and there is a choice of either Composition or Performance. The Composing unit calls for two pieces and the Performance (solo or group) has a total of 15 minutes.

Will I enjoy it?

If you love music, enjoy listening to a wide variety of genres and styles, and have a real interest in ‘how music works’, then taking one of the Sixth Form courses could be an excellent option for you. Through the performing and composing aspects you will certainly get the chance to continue your development as an original, expressive and creative individual.

What else should I consider?

A Level & International Baccalaureate

Course Content A Level

MUSIC

Studying Music in the Sixth Form is the ideal preparation for further study at college or university. Or it may be that you are a keen musician with a deep interest in learning more about music. As well as our five full-time members of staff, the Music Department enjoys fantastic support from a large number of professional musicians who teach instruments and singing on a weekly basis. This gives us a vast amount of expertise and experience to draw upon.

Music sits well with any other academic subject, Humanities or Sciences. It is a good pathway to Higher Education at a conservatoire or university.

There are many career opportunities connected with music available to you, including performing, teaching, publishing, librarianship and work with broadcasting and recording industries.

Assessment A Level

• Component 1: Performing 30%

• Component 2: Composition 30% • Component 3: Appraising 40%

• Examination Board: EDEXCEL

IB

• IB: Listening paper 30% • Musical Investigation 20%

• Solo Performance 25% • Composing 25%

Head of Department: Mr J Jenkins jj@sherborne.com

This course can be studied at Higher and Standard Level

IB Philosophy balances the acquisition of philosophical ideas and theories which may be studied for their own sake, with the student’s personal engagement and creative interaction with the most fundamental problems of classical and modern philosophy. The overall aim is to develop critical and investigative skills so as to prepare students to be future world citizens able to address moral, social and political issues in the most responsible fashion.

Core & Optional Themes

Core Theme: What is a Human Being? Here we consider such matters as ‘what is a person? Or ‘what constitutes human nature? These are fundamental questions lying at the heart of all philosophical enquiries about the human condition. The theme is approached from a variety of classical and contemporary perspectives, including the views of Plato, Aristotle, Marx and Sartre, and through such issues as the problem of freewill and determinism. The Optional Themes are Theories and problems of Ethics and political Philosophy. Theories and problems of Ethics, involves the study of a wide range of classical and modern ethical theorists notably Aristotle, Kant, J.S Mill, Nietzsche, Sartre, and Peter Singer. We consider questions such as ‘What is the good?’, ‘What is the ‘moral’ action?’ ‘Why does it matter how we treat other people?’ Political Philosophy offers a unique opportunity to evaluate the views of major political thinkers (including Machiavelli, Hobbes, Lock e, Rousseau, Marx, Mill, and Rawls) on such matters as the state of nature, the issues of the social contract, the problems of liberty and utility, the nature of justice and the role of punishment.

Philosophy

International Baccalaureate

Why Study Philosophy?

Unseen Text (Paper 3)

On the basis of the work you do on the course you develop expertise in philosophical analysis. You work on this future through writing criticisms of extracts from unseen philosophical texts and we work on this in the later stages of the course in preparation for this paper.

Will I enjoy it?

The emphasis of the philosophy course is very much on “doing” philosophy. Doing philosophy requires a willingness to attempt an understanding of alternative views by applying intellectual rigour and cultivating an open and critical mind. You need to enjoy picking up new ideas and using them critically. You’ll enjoy it if you are prepared to think for yourself and if you enjoy the patterns of arguments.

You also need a sense of wonder and to enjoy writing and reading and thinking logically.

Assessment

• 1 x 150 minutes – Core Theme and Optional Themes - (40%) • 1 x 60 minutes – Set Texts – (20 %)

• 1 x 75 minutes - Unseen Text – (20%)

• Internal Assessment – 20 hours - (20%)

What else should I consider?

Philosophy is a strong academic course and will fit within any programme where you have the drive and ambition to aim high. Maths and English Literature would fit well, as would History and a modern or classical language. But if you are keen and like the course, you could combine it with pretty much anything.

Further details from Head of Religious Studies and Philosophy Stephen Loxton sdl@sherborne.com

A Level

Photography

Why Study Photography?

There is no requirement to have studied Photography or Art before.

Photography falls within the same specification as Art and is structured in a similar way, the obvious difference being that instead of producing work in the medium of pencil or paint, images are produced using some form of lens based media, ie the photograph.

Photography will teach you ‘how to see’ and will add significantly to your understanding of the visual, digital world we all inhabit.

Developing such skills is an essential part of 21st Century life and will enhance your visual understanding, and add to your skills in other subjects by teaching you what it means to independently wrestle with ideas, to experiment with a wide range of photographic processes and outcomes, and to critically evaluate your own successes and areas for development.

Course Content

The A Level Photography course will offer students the opportunity to explore a broad range of photographic techniques and processes. These will include both traditional, black and white film based darkroom techniques as well as digital photography, studio lighting and digital image manipulation. The course is designed to teach students the fundamental technical and experimental skills needed to produce successful photographs, and ultimately prepare them to make photographic works using any technique or process they wish.

STUDENTS WILL BE TAUGHT THE FOLLOWING: The SLR and DSLR cameras: technical investigation into how to use a single lens reflex camera.

COMPOSITION: compositional skills needed in creating exciting photographic images through the lens. Darkroom: the technical process of chemical film development, photograph printing and experimentation.

Assessment

All assessment takes place at the end of the course and is composed of: Personal Investigation (60%)

• Portfolio of practical work

• Related personal 1000-3000 word written study

• Externally set task - 15 hours (40%) • Examination Board: OCR

What else should I consider?

Photography may be chosen by the ‘Art Specialist’, that is, the student who knows that art school is their future and chooses to combine Photography with Art. However, it is just as likely that you are looking for a creative subject to add to your A Level subject combination and like Art, it is accepted by most university courses.

STUDIO: technical investigation into how to use continuous, strobe and alternative lighting setups.

DIGITAL: Image organisation, editing, enhancement, manipulation and presentation using industry standard software, Adobe Bridge and Photoshop.

Reference to the work of contemporary photographers and historical movements will be made throughout.

For further information contact: Mr Nicholas Wright npw@sherborne.com

International Baccalaureate

Psychology Why Study Psychology?

Psychology is offered at Standard Level only.

Pupils likely to excel in Psychology have a relatively strong scientific background, competence in Maths but specifically statistics, the ability to explain complex concepts clearly and concisely in writing, to think logically and critically to piece together argument based on a range of often apparently conflicting research evidence, to listen and then question concepts and evidence carefully. They have open minds and an inherent respect for the human condition. You will develop skills in experimental design and quantitative data analysis, including descriptive statistics and inferential statistics.

You will gain a toolkit of concepts and skills and an objective yet empathic outlook, which will enhance your self-knowledge, relationships, study skills and employability.

Course Content

Psychologists seek to reveal underlying laws to explain behaviour and experience and employ rigorous research methods to gather evidence to support their theories.

IB Psychologists are introduced to the biological, cognitive and socio-cultural levels of analysis. We examine the role of genes, neurochemical and anatomical differences in our brains at the biological level and explore the impact of social situation, societal norms and cultural beliefs, values and attitudes at the sociocultural level, stopping off at the cognitive along the way! Pupils also study Clinical Psychology, which examines the prevalence, symptoms, causes and possible treatments of mental disorders.

Will I enjoy it?

Psychology is a fascinating field; it helps explain why we are who we are and what motivates our actions. It is endlessly interesting, both in understanding the actions and behaviours of groups, culture and individuals, and in helping us understand ourselves.

The subject will ask much of you but it will undoubtedly reward endeavour and provide a fascinating addition to your IB programme.

Assessment

2 end of course examinations and one written study:

• Paper 1: a two hour paper of short answer questions and one essay based on the three levels of analysis; biological, cognitive and socio-cultural. (50%) • Paper 2: a one hour paper of one essay on the single option topic covered. (25%) • An experimental study which assesses powers of research design, data analysis and report writing. (25%)

What else should I consider?

The skills developed through IB Psychology are widely appreciated and transferable across a broad range of degree subjects and professions. Psychologists work in numerous fields including research and teaching, clinical practice, education, sport and exercise, health, business, counselling and neuropsychology. Psychological knowledge and skills may be utilised in any profession involving people, for example the police, social work, health care, probation services, sales and marketing.

For further information contact: Miss R Brown reb@sherborne.com

Physical Education

A Level

Why Study PE?

This course is taught at Sherborne School

Physical Education is a modern, diverse and rapidly developing subject which complements a booming leisure industry in Britain. The PE A Level course covers a variety of topics with the focal point being the Performer and the Performance, and applies theoretical concepts to practical applications. If we are to understand the performer in action we need to know how the body functions, how it moves and how the various outside influences and problems affect that performance; by doing so we can then plan for the improvement of that performance. PE at A Level is a different animal to that of GCSE, with a far greater focus on technical language, principles and application of scientific knowledge.

Course Content: A Level

Students should be aware of the practical nature of this subject and be prepared to be assessed both in and outside the classroom. An ability to perform to a reasonable standard is therefore a necessity and external moderation will ensure marks are correctly awarded. In elite sport there is a growing awareness that the difference between winning and losing is far more complex than pure ability, and it goes without saying that should students study Physical Education at A Level, they will be better placed to develop their talents than those who do not.

All three courses require the use of the Graphical Display purchased through the school shop.

Physical Education is split into 3 theoretical areas which aim to link science, psychology and social concepts to practical performance. Students are encouraged to use their own experiences and skills in the classroom and reinforce this learning with examples from the wider sporting world. An example of topics covered in the first year are the Modern Olympic Games, Media in Sport, Drugs, Human Anatomy, Effects of smoking, Barriers to Participation, Motivation, Acquiring Skills and a comparison between US, UK and Australian sport.

Assessment

• Two written examinations (60%) • Practical assessment (40%)

• Examination Board: OCR

What else should I consider?

It sits well with a variety of courses in both Humanities and Sciences.

It is a good pathway to university, as part of a combination. There is an increasing range of higher education courses involving PE being made available due to the rising numbers entering the subject.

In recent years the subject has seen a dramatic rise in popularity with 12 Sherborne Girls currently studying at A level PE at Sherborne School.

For further information contact: Mr R McGuire rmc@sherborne.com

Why Study Physics?

If you want to understand how the Universe works then Physics is for you. You need to enjoy solving problems, be open minded and have a sense of humour! Lessons are a mix of theory and practical and whilst there is a mathematical element to it, it does not matter which level Maths you decide to study. Our trips vary every year, recent trips have included the Fleet Air Arm Museum at Yeovilton, the Science Museum in London and the Diamond Light Source in Oxfordshire.

Course Content A Level

Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself from the very smallest particles to the vast distances between galaxies. In the first year we aim to build on prior knowledge of topics including Mechanics, Waves and Electricity, whilst introducing new topics such as Particle Physics.

Students have the opportunity to learn about historical scientific discoveries alongside cutting edge science. In the second year, we develop these ideas further through the study of Electric, Gravitational and Magnetic Fields. The concept of the field is one of the great unifying ideas in physics. Other topics include Thermal Physics and Nuclear Physics.

In addition we will study one option topic from a range including Astrophysics and Medical Physics. Practical work is at the heart of Physics and we offer opportunities to develop key practical skills throughout the course. There will also be a separate practical endorsement based on teacher assessment. A Level grades are based only on marks from written examinations.

Course Content IB

At Standard Level we aim to build on prior knowledge of topics including Mechanics and Electricity, whilst introducing new topics such as Particle Physics. Students have the opportunity to learn about historical scientific discoveries alongside cutting edge Physics.

We offer the Astrophysics option topic in the second year which has always been very popular with our IB students. At Higher Level we develop the standard ideas further which gives us a deeper understanding of the phenomena at work in the world around us.

Students look at Waves and Fields in more detail and more depth and study the exciting topic of Quantum Physics including important work by Planck, Einstein and Heisenberg.

Practical work is a key part of both the Standard and Higher level courses and we offer opportunities to develop key practical skills throughout the course. In the second year, students will complete their Internal Assessment (coursework) on a topic of their own choice. In common with Biology and Chemistry we also look at the wider themes of the Nature of Science and there are many links to the Theory of Knowledge (ToK) course. The group 4 project gives Physics students the opportunity to work with students of the other science subjects. It is a collaborative activity where students from different group 4 subjects work together on a scientific or technological topic, allowing for concepts and perceptions from across the disciplines to be shared.

A Level & International Baccalaureate

PHYSICS Will I enjoy it?

What else should I consider?

Assessment

Whatever your ambition, Physics can help you to realise it. In Physics you gain a qualification that is highly regarded by universities and employers – not just for the knowledge you have acquired but also the analytical skills you have developed alongside the ability to think logically.

If you want to understand how the Universe works then Physics is for you. You need to enjoy solving problems, be open-minded and have a sense of humour! Lessons are a mix of theory and practical and whilst there is a mathematical element to it, it does not matter which level Maths you decide to study.

Our trips vary every year, recent trips have included the Fleet Air Arm Museum at Yeovilton, the Science Museum in London and the Diamond Light Source in Oxfordshire.

A Level

• 3 x 120 minutes papers at the end of the course (Paper 1 34%, Paper 2 34%, Paper 3 32% of the final marks)

Physicists have been involved in designing the internet, iPhones, Formula One racing cars, artificial limbs and satellites to mention just a few things. A wide range of careers is open to you from Law to Nuclear Physics or from Medical Physics to Civil Engineering.

• Practical Skills Assessment carried out throughout the course • Examination Board: AQA

IB Standard Level

• 1x45 minutes (20%) • 1x75 minutes (40%) • 1x60 minutes (20%)

• Internal Assessment (20%)

IB Higher Level

• 1x60 minutes(20%)

• 1x135 minutes (36%) • 1x75 minutes (24%)

• Internal Assessment (20%)

Head of Department: Mrs K Smith

kms@sherborne.com

Religious Studies

A Level

Why Study Religious Studies?

In Religious Studies we examine deep and fundamental problems that are of abiding interest. How true is our sense of what is good or right? Is there a logical justification for our ethical view? Can we know what is good? Does it matter what we do? What can we know about the past? Is historical truth always relative? How far can we trust the gospels? What do we actually know about the Jesus of History?

These are very engaging problems to explore! The course will cultivate insights into fundamental areas of human thought and experience and develop high levels of expertise in the key intellectual skills of analysis, argument and synthesis – the ability to bring together evidence, arguments and insights and present them as a coherent and cogent argument. You will learn how to read critically, reason well and write effectively, for throughout the course you will research and then write prep essays set on past examination questions. This course is a powerful, wellresourced package to empower you in the longer term, whatever and wherever you study next.

Course Content

The course will unfold through three lines of study. One has focus on Ethics, the second on Philosophy of Religion and the third on New Testament. We explore major theories and key problems in each area. In ethics this includes the study of issues such as equality, medical ethics, the environment, sexual ethics and war and peace; there is a review of major ethical theories, including virtue theory, Kantian ethics, utility and natural law. In Philosophy of Religion we consider the problem of evil, a range of arguments on the nature and existence of God, the problem of religious language and issues concerning religious experience, and various perspectives on religion and life, including those of Freud and Marx. The New Testament course uses historical, literary and philosophical methods to examine core issues and texts from the four gospels. There will be a study of the history, politics and culture of the first century and we explore and assess the theories about how the ‘synoptic’ gospels (Matthew, Mark and Luke) came to be written and their relation to John; we open the issue of the difference between the Jesus of History and the Christ of Faith, and critically study a range of themes, with a focus on the ethical teaching of the gospels.

Assessment

All of the assessment comes via 3 x 2-hour examination papers at the end of the course. There is one two-hour paper per course.

Religious Studies (RS A level courses are currently being revised. We are considering the options and are most likely to use the new Edexcel course)

Will I enjoy it?

If you enjoyed the work you did for RS at GCSE you will enjoy the A level programme even more. There is a lot of new vocabulary to learn, and there are some ideas that will blow your mind! Wrestling with the ideas is the key to success, and the more you get stuck in the more you will enjoy it. This not really a course for passive learning; it is for active thinkers who enjoy arguments, and for students who have a passion to read and learn.

You will probably enjoy an excellent result. Since 2010, 110 students have completed the course and 100 of them gained A*- B.

What else should I consider?

We often have students who take RS with Maths and Sciences; many others are mainline humanities students taking RS with English, History and a Modern Language. There are a lot of other combinations – History of Art, Geography, Economics and Business Studies can all be combined with RS, as can the various Arts subjects.

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Higher Education & Careers Sherborne Girls is thoroughly committed to helping our students make successful choices about the most appropriate path for them to follow after school. The needs of the individual must be paramount and, although in most cases the girls do progress on to traditional degree courses at competitive universities in the UK and abroad, this is definitely not the right option for everyone and there are many other wonderful study options for students to consider.

77% of university applicants won places at Russell Group and other highly competitive universities in 2015.

The Head of Higher Education and Careers, Mrs Penelope Utting, is on hand to see girls and parents at any time on either a drop-in or pre-arranged basis.

A comprehensive Higher Education Programme is embedded into the Sixth Form curriculum and delivered at appropriate moments throughout the two years. Up-to-date advice is essential and the girls are therefore given the opportunity at the start of the L6 to complete the ‘Centigrade’ Higher Education Questionnaire which provides the focus for a 20 minute discussion with an experienced adviser from Cambridge Occupational Analysts about the courses they have expressed an interest in and how they can best start researching and making decisions about the right route for them.

Through this individual advice, students are well prepared for the challenges they will face when they leave Sherborne Girls. There are a variety of interesting lectures throughout the year covering a wealth of life experiences. The girls are kept up-to-date about forthcoming events and opportunities, and are encouraged to gain relevant work experience and attend Taster Courses and Open Days. Those who are applying to Oxbridge are assigned a mentor and attend weekly sessions to help them prepare for this highly competitive process.

“Being in the U6 feels like just one step away from university. You have greater freedom but much more responsibility for yourself. You really learn how to act independently.”

In the Trinity Term there are a series of Higher Education Days for the L6 when a university Admissions Tutor visits the school to talk about the UCAS process from a university’s perspective. The girls attend a University Open Day so they can see a university campus and Personal Statement writing workshops are organised so their UCAS application is well underway before the summer break. A biannual Gap Year Fair is also held in January.

Our aim is to thoroughly prepare Sherborne girls for the many challenges and exciting opportunities which will come their way so they can have a fulfilling life.

Head of Higher Education and Careers: Mrs Penelope Utting pau@sherborne.com

The Sixth Form, Careers and Higher Education Centre, opened in January 2013. The designer’s brief was to create a space worthy of a 21st Century university, and this is precisely what has been achieved.

registrar@sherborne.com sherborne.com