Sherborne Girls Lower Fifth Curriculum

Sherborne Girls

lower fifth curriculum

AIMS OF THE SCHOOL Sherborne Girls is a friendly, vibrant and purposeful boarding and day school. We aim to fulfil the individual potential of all girls by offering a varied choice of subjects and activities, raising aspirations from an early age and developing a passion for learning and life in their chosen fields.

We aim to provide an excellent, broad and academic, full-boarding education for girls, enhanced by links with other academic communities.

We aim to develop the unique gits of each girl by providing an environment and curriculum through which all members of the school with flourish.

We aim to create a community founded on Christian values and in which every girl is encouraged to develop their whole selves, including spiritual dimension.

We aim to send out in to the world young women who are adaptable, intellectually inquiring, courageous and compassionate with the confidence to be effective leaders.

CONTENTS Introduction

2

Teaching and Learning

3

The Sherborne Girls Intermediate Diploma

4

The Sherborne Girls Learner Profile

5

Curriculum

6

Option Subjects

7

Making Subject Selections

9

Core Skills Programme

10

PSHCE

11

L5 Co-Curricular Programme

12 1

INTRODUCTION We are living in an increasingly dynamic world and having watched my own children grow up I am acutely aware that we need to prepare young people for a global society with rapidly changing rules of engagement. Of course, one of my main roles is to ensure that high quality and inspirational teaching is taking place in all subject areas and to deliver a curriculum that is both accessible and stretching. We are justly pleased with our academic achievements across the board and the results for recent years speak for themselves, but education is about so much more than just ensuring excellent examination results. I believe it is my job to create an environment where curiosity and optimism are valued, where persistence and determination are encouraged, and where the girls have the confidence to develop that true grit in their characters.

Jenny Dwyer Headmistress

2

SHERBORNE GIRLS DIPLOMA Throughout the school we offer a curriculum which is broad, appropriate, coherent, challenging and forwardthinking, with opportunities for differentiation.

The L5 year is a particularly interesting and exciting stage in a girl’s education.

We know that the developing brain can be trained in many directions, and by this age, personal aptitudes and tastes are becoming apparent. However, early specialisation brings the danger of ‘shutting off’ those types of activity which are the most challenging to the individual – and therefore the very ones which need most exercise, while there is still time to develop them. We believe that breadth is an important part of the stretch that bright girls need. We also want to develop character and grit, so that our girls are ‘decent’ people who have built the life skills of adaptability and responsibility in addition to academic excellence. Our curriculum for L5 embraces the opportunity to develop the whole person, fostering curiosity and a love of learning, in addition to community involvement and emotional

Louise Orton Deputy Head Teaching and Learning

intelligence, without the pressures and limits of pre-prescribed examination courses. In this regard, we are proud of our Sherborne Girls Intermediate Diploma, which focuses on the individual. Our Diploma encompasses Academic Excellence (both in and outside the classroom), our Core Skills Programme, and other enrichment available within our co-curricular programme including The Arts, Leadership and Community Involvement. Girls compile a portfolio that encompasses all areas of learning. We hope that this holistic approach to education will help us continue to send dynamic young women out into the world.

3

THE SHERBORNE GIRLS INTERMEDIATE DIPLOMA Launched in 2011, the diploma offers the chance for every student to look inwards and see herself as an individual, with all her strengths and talents, and to challenge herself to improve further. Looking outwards, at the wider community, responsibilities and leadership opportunities enable individuals to raise the bar, grow in confidence and achieve success. We build resilience by creating a supportive environment in which girls are challenged and encouraged, promoting a spirit of positive reflection. The Intermediate Diploma has four component sections. Every pupil compiles a portfolio reflecting her progress under the following four areas of learning which contribute to her growing sense of self. Distinction, Merit or Pass are awarded overall, but it is the journey through the year which matters.

Towards the end of the summer term, each girl in L5 has an interview with a senior member of staff, in which she presents her portfolio, discusses and answers questions on her academic progress, and proudly reflects on her community involvement.

Personal Attributes The things we value have far more to do with developing a personal approach to learning than simply fitting a mould or jumping through hoops. Of course we want our girls, first of all, to acquire knowledge through the academic curriculum; good results in end-of-year examinations are the proof of that, and are easy to reward. Our diploma, however, also encourages girls to be enquiring, to risk a wrong answer rather than leave a blank; to reflect, to be openminded and to take a principled stance on something. These elements together form our Learner Profile that is at the centre of teaching and learning in the L5 curriculum.

They help each girl become the person she wants to be; this section is a light-touch record of the shifting focus in tutorials, as well as an opportunity for self-expression.

community and involvement This is a record of Volunteering, Clubs and Societies, Contributions in House, and any context in which a girl has gone the extra mile to help others. We are currently developing opportunities to compile this section of the Diploma via an e-book.

learning skills These are broken down into specifics: • Personal skills (Leadership, Teamwork, Communication, Emotional Intelligence) • Using Information (Research, Reflection, ICT, Presentation) • Approach (Risk Taking, Reliability, Time Management, Resilience)

knowledge This section of a girl’s file contains examples of her very best work and evidence of specific progress, form a log of her academic journey. The simple act of discussing with her tutor which pieces of work should go into this section, trains her to evaluate her own performance and encourages positive reflection and selfevaluation. Other formal assessment material must be added and school report grades and examination results are also added as a summative assessment.

4

Evidence may be drawn from the classroom or co-curricular projects, and again the emphasis is not on boxticking, but on encouraging the girl to improve her skills.

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 Inquiring open to the perspectives, values They develop their natural and traditions of other individuals curiosity.

They acquire the thinkers and communities. They are skills necessary to conduct They exercise accustomed to seeking and enquiry and research and show initiative in applying evaluating a range of points of independence in learning. They thinking skills critically and view and are willing to grow actively enjoy learning and this creatively to recognise and from the experience. love of learning will be approach complex sustained throughout problems, and make their lives. reasoned, ethical risk-taking decisions.

They approach unfamiliar situations and uncertainty with courage and forethought, and balanced have the independence of spirit to They understand explore new roles, ideas and the importance of strategies. They are brave and intellectual, physical and articulate in defending their emotional balance to beliefs. achieve personal wellbeing for themselves caring and others.

They show empathy,

principled 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. reflective 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.

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.

5

CURRICULUM Our L5 curriculum requires all girls to study: • • • • • •

English Mathematics Biology Chemistry Physics Two Foreign Languages (or one language plus EAL or Learning Support)* • Three Creative Subjects (or two and Latin as an additional language)*

• • • • • • •

History Geography Religious Studies ICT PE and Games PSHCE Core Skills Programme

LANGUAGE OPTIONS* two of

creative options * three of

• • • • • •

• • • • • • •

French German Spanish Latin** (beginners or continuers) Learning Support EAL

Art Design Technology Drama Food Technology Music Textiles Latin** (for those who have already been studying it)

**Latin may be chosen as one of two languages, or as a third language in place of one creative subject

Please note: 1. In order to sit a given Foreign Language or Music here at GCSE, a pupil must study it in L5.

2. Due to the limited number of girls who select both German and Spanish, this combination of subjects may not be possible.

3. Mandarin is not a language offered in the L5 curriculum but may be chosen as an option in our co-curricular programme of enrichment.

6

OPTION SUBJECTS foreign languages When you make language selections we will ask you to tell us if your daughter has studied the foreign language before, and if so, for how long. This will enable planning to accommodate her individual needs.

If English is not your daughter’s first language, she may need EAL as an option. If she is a native English speaker but is already receiving special help for example with spelling, then we won’t insist she take two foreign languages, instead she should opt for Learning Support.

But remember, millions of dyslexics worldwide have a foreign language qualification.

creative subjects • ART Encourages students to think for themselves, be creative, imaginative and resourceful.

Girls will build a range of skills from painting, drawing and working in collage to screen and lino printing and exploring both textile and three dimensional processes.

• DESIGN TECHNOLOGY Those who enjoy designing, have a creative flair, and a desire to explore what can be made using a variety of different materials (wood, metal, plastic and glass), will enjoy this subject. Girls will learn and develop skills through a variety of exciting challenges.

• HOME ECONOMICS This subject combines practical skills, design and science, giving it a broad appeal. It is based on cookery in L5: learning to read and follow recipes. They will also learn about food, nutrition and health, food commodities and meal planning.

• TEXTILES This subject helps to develop creativity, practical skills and an understanding of fabrics. It offers the opportunity to design and make products, gain confidence in using the sewing machine, as well as to improve knowledge of decorative processes, such as appliqué and tie-dye.

• DRAMA Drama will help develop confidence and practical performance skills. Group work is particularly important. The course will engage girls in a mixture of practical and written assignments that, whatever level of ability, will help to deepen understanding of Drama as an art form.

• MUSIC This subject helps girls to gain confidence in the three linked activities of Performing, Composing and Listening.

They will have opportunities to play and sing music in groups, and as a soloist; to produce their own original work, and to study and listen to a range of styles of music.

7

It doesn’t matter whether your daughter has a specific talent or previous experience, provided she is willing to have a go, she could access any of these courses. She may decide she wants to develop as a performer, through Music or Drama. She may want to make things, in which case DT, Textiles or Home Economics could be for her. If there isn’t a strong pull in any of these directions, then having one ‘making’ subject alongside one ‘doing’ subject makes sense. And if she is shy about performing, that can be a very good reason for taking Drama – it builds confidence! Art, which is

likely to include some 3D work of its own, combines well with most of the creative subjects, and is about exploring ideas in an open-ended and personal way.

What is subtly important about this part of the curriculum is that it forms the part of the week where your daughter’s brain is very likely to be working in a completely different way. Things take time; processes and skills are centre stage. There’s a lot of trial and error involved, and if things don’t always go to plan… well, that’s part of the plan!

MAKING SUBJECT SELECTIONS The school is now using an online system for making options in L5 – Subjects Selections Online (SSO). You will receive login details which will enable you to access the L5 Subject Choices pack.

You will be asked to make Language selections and Creative selections. There are also some additional questions regarding language experience and proficiency to assist us in ensuring an appropriate level of language provision.

The requests are treated in a fair order, but there may be limits on set sizes (particularly for practical subjects). We will always do our best to cater for demand by creating extra sets if the staff and specialist accommodation are available. Equally, numbers must be viable in order for a curriculum language set to run.

When parents make the selection online, there is an option to indicate priority. The requests will be treated in fair order, and if there is a problem timetabling your combination, or level, we will let you know and suggest an alternative solution.

You will also receive the co-curricular pack and, if relevant, the New Girls pack. These are dealt with in separate sections so that you may complete them at your convenience. As we need to timetable before the girls return to school, we would be grateful if you could note and heed the deadlines.

9

CORE SKILLS PROGRAMME The Sherborne Girls Core Skills programme supports the development of the skills and attributes that are integral to our Diploma. Whilst many of these are covered in subject specific lessons, Core Skills focuses on cross-curricular links and an emphasis on the Learning Skills and Community and Involvement sections of the Diploma. Girls have Core Skills one lesson per week.

The year begins with a whole year group visit to Lyme Regis where girls seek inspiration and stimulus for future studies in DT, Art and Textiles but also an opportunity for others who may not have chosen these subjects, to learn from observation of, and exposure to, the wonders and history of our Jurassic coastline.

The course then runs a series of modules which is likely to cover many of the examples shown here.

Navigation (Urban and rural) and Geocaching Presentation software and presentation skills Revision Strategies History of Art Time management and Resilience Entrepreneurship Jobs Market, Qualifications and Careers Internationalism and global Awareness/ Pen Pals National Ethics versus Religious Ethics Current Affairs and Debating Happiness, Wellbeing and Emotional Intelligence Study Skills mind mapping and information recall

Dr Jonny Gammon Head of L5 10

Library, Reading and Research Skills

PSHCE Collectively, the PSHCE programme works towards achieving the following aims: 1. To empower pupils with the basic skills, experiences, knowledge and attitudes that is required for work and leisure in a rapidly developing society. The pupils should be prepared to be active, confident, responsible members of society.

2. To develop the skills of enquiry, communication, responsible participation, active listening, working effectively with others, problem solving and reflection and thus gain in confidence and self-discipline.

3. To learn Social and Moral Responsibility in order to:i. Foster a sense of fair play, including respect for the law and the rights of others ii. Respect different ways of life, beliefs, opinions and ideas 4. To develop Political Literacy in order to:i. Foster an appreciation of democracy and the democratic process. ii. Foster an appreciation of how opinion is moulded by different sections of society.

5. To have Responsible Community Involvement and develop a constructive interest in community affairs and to contribute towards strengthening the links between the community and the School to understand civil/criminal law in England.

6. To enable pupils to become progressively responsible for their own: i. Personal development. ii. Social development. iii. Health development. iv. Academic development.

7.

To produce an atmosphere in which all pupils are confident that they are well known, safe, valued and respected

8.

To contribute towards the maintenance of good behaviour and an orderly atmosphere in the School. This is conducive to achieving the aims and ethos of the School and more specifically to ensuring that the pupils reach their true academic potential.

9.

Offer sympathetic, confidential and effective guidance and counselling to the pupils as and when it is required.

10. To contribute towards the strengthening of links between parents and the School. This recognises that the education of a child is a shared task involving positive contributions from parents/guardians, pupils and teachers.

Selection of Topics covered • • • • • • • • • •

CEOPS – Online Protection and Safety Learning about the Library Relationships, Self Esteem, Who am I? Introduction to the Health Centre Our Community Responsibility and Expectations Nutrition, Healthy Eating and Exercise Consumerism/the Landfill Orchestra Emotional Intelligence/Mentoring Carousel Distinguishing right from wrong

• • • • • • • • •

Hungry Britain/Food Banks All about Careers Making Decisions/Being Assertive/Mindfulness What’s in the news Fairtrade/Poverty in the UK/3rd World Poverty Money Matters Bullying Revision techniques British values – democracy, rule of law, individual liberty, mutual respect and tolerance

11

L5 CO-CURRICULAR PROGRAMME Our tutors ensure that every girl has a tailormade plan for the week, allowing her to excel or to experiment in a safe and supportive environment. Music, Sport, Drama and Art all have elite-level opportunities running alongside open, full participation, for those who don’t consider themselves experts but would like to join in.

All our younger girls participate in sports teams (Swimming, Hockey, Lacrosse, Netball, Athletics, Tennis and Cross-Country are our main sports). In addition to the curriculum sport we have the facilities and location to be able to offer everything from archery to Pilates and take full advantage of our close relations with Sherborne School to enable the girls to share activities and opportunities with the boys.

Our ethos is that all girls should get involved with something which will develop and enhance their own passions and skills. But if and when a girl wants to try something new, she can and she should!

Every Department has an open-door policy, for girls to drop in for any extra help they

might need in any subject. However, our academic enrichment programme (“Mind Matters”) introduces the girls to new dimensions and subjects, nurturing intellectual personalities and instilling a love of learning for its own sake. We have a range of inspirational visiting lecturers and performers, and our academic staff bring their personal interests, skills, and hobbies to school, offering such creative and diverse societies and activities as astronomy, debating, cryptic crossword solving and conservation.

We equip all of our girls with skills needed to succeed and thrive in school and for the rest of their lives. Adventure, Leadership and Volunteering opportunities abound: over half our girls (who are old enough) are involved in the Duke of Edinburgh Award Scheme, which sees them venturing on expeditions Sea-Kayaking in Scandinavia and hiking across the Picos de Europa.

Leadership and public-speaking experience is a part of everyday life, with each week bringing a new challenge.

Ben Gudgeon Deputy Head Co-curricular and Staff Development 12

s ute

mun

ity

ENGLISH

an

Humanities

Learner profile

SPORT – cor

Maths/ I.T

KILL

S – ACT I

V

Kn

Arts

dg

e

sk

ow

le

ill

s

eS

– MIND M S E A ITI

– PSHC E

–

Sciences

RS E T T

r a e l

g n i n

nt

Languages

eme

Per

o lv

son

nv

al

tt

rib

Com

di

A

L5 CURRICULUM SUMMARY

14

5/15