Issuu on Google+

Sherborne Girls

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


Contents

Sherborne­Girls­learner­profile­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Welcome­to­the­Sixth­Form­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ The­Sixth­Form­team­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Why­choose­the­Sixth­Form­at­Sherborne­Girls­­­ Sixth­Form­options­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ The­Subjects­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ A­Level­or­IB?­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Choosing­IB­Subjects­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Six­areas­of ­knowledge­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ IB­Core­programme­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Academic­Enrichment­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Co-curricular­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Leiths­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­

2 3 4 5 6 7 8 11 12 13 14­­­­ 17­­­­­­­­­­­­ 25

Art­&­Design­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Visual­Art­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Biology­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Business/Business­Management­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Chemistry­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Classical­Civilisation­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Design­Technology­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Drama­and­Theatre­Studies­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Economics­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ English­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Environmental­Systems­and­Societies­­­­­­­­­­­­­­­­­­­­­ Geography­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Classical­Greek­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ History­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ History­of ­Art­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Classical­Latin­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Mathematics­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Modern­Languages­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Italian­Ab­Initio­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Music­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Philosophy­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Photography­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Psychology­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Physical­Education­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Physics­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Religious­Studies­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Higher­Education­and­Careers­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­

26 27 28 29 30 32 33 34 36 37 38 39­­ 41 42 43 44 45 46 48 49 50 51­­­­­­­­­­ 53 54 55 56 57

Subjects:

­1


The­Sherborne­Girls­ learner­profile Communicative

Our­aspiration­is­that­all­members­of ­our­Sixth­Form should­be­described­as:

They­understand­and­express ideas­and­information­confidently and­creatively­in­more­than­one language,­and­in­a­variety­of ­modes of ­communication.­­They­work effectively­and­willingly­in collaboration­with­others.

Open-minded

They­understand­and appreciate­their­own­cultures­and personal­histories,­and­are­open­to Inquiring the­perspectives,­values­and­traditions They­develop­their­natural of ­other­individuals­and­communities. curiosity.­­They­acquire­the­skills Thinkers They­are­accustomed­to­seeking­and necessary­to­conduct­enquiry­and They­exercise­initiative evaluating­a­range­of ­points­of ­view research­and­show­independence­in in­applying­thinking­skills and­are­willing­to­grow­from­the learning.­­They­actively­enjoy critically­and­creatively­to experience. learning­and­this­love­of ­learning recognise­and­approach will­be­sustained­throughout complex­problems,­and­make their­lives.­­ reasoned,­ethical­decisions.

Risk-taking

Balanced

They­understand­the importance­of ­intellectual, physical­and­emotional balance­to­achieve­personal well-being­for­themselves­and others.

Principled

Reflective

They­act­with­integrity and­honesty,­with­a­strong sense­of ­fairness,­justice­and respect­for­the­individual,­groups and­communities.­­They­take responsibility­for­their­own­actions and­the­consequences­that accompany­them.­­

They­give­thoughtful consideration­to­their­own learning­and­experience.­­They are­able­to­assess­and­understand their­strengths­and­limitations­in order­to­support­their­learning and­personal­development. ­2

They­approach­unfamiliar situations­and­uncertainty­with courage­and­forethought,­and­have the­independence­of ­spirit­to­explore new­roles,­ideas­and­strategies.­­They are­brave­and­articulate­in­defending their­beliefs.

Caring

They­show­empathy, compassion­and­respect towards­the­needs­and­feelings­of others.­­They­ have­a­personal­commitment­to service,­and­act­to­make­a­positive difference­to­the­lives­of ­others and­to­the­environment.

Knowledgeable

They­explore­concepts, ideas­and­issues­that­have­local and­global­significance.­­In­doing so,­they­acquire­knowledge­and develop­understanding­across­a broad­and­balanced­range­of disciplines.


6th Form A Very Warm Welcome to the Sixth Form

Welcome­to­a­new­beginning,­the­start­of ­a­great­adventure,­one­that­will take­you­on­a­journey­from­school­girl­to­student,­from­undergraduate­to global­ citizen,­ from­ graduate­ to­ employee,­ from­ academic­ to­ business leader;­this­journey­begins­now!­We­have­worked­hard­in­recent­years­to create­a­Sixth­Form­that­gets­results­in­every­sense:­in­the­classroom,­on the­sports­field,­in­the­debating­chamber,­and­ultimately­in­winning­that competitive­place­at­university,­art­college,­drama­or­music­school.­

Our­academic­record­is­exemplary;­this­year’s A­Level­and­IB­results­were­equally­impressive with­ a­ 100%­ pass­ rate.­ 70%­ of ­ students achieved­ A*-B­ grades­ at­ A­ Level­ or­ IB equivalent­ and­ IB­ students­ achieved­ an impressive­average­point­score­equivalent­to­3 A*­ grades­ at­ A­ Level.­ The­ average­ UCAS Tariff ­score­per­student­is­379,­equivalent­to over­3­A­grades­at­A­Level,­demonstrating­the depth­and­breadth­of ­education­at­Sherborne Girls­and­settling­us­comfortably­among­the top-scoring­schools­in­the­UK­and­abroad.

But­this­is­far­from­the­whole­story.­Regardless of ­statistics,­what­really­counts­is­the­person they­ become.­ ­ What­ we­ want­ is­ for­ them­ to develop­ into­ outward-looking­ students­ who take­ responsibility­ are­ eager­ to­ challenge themselves­and­aim­high. Academic­achievement­goes­hand­in­hand­with personal­ growth:­ in­ the­ Sixth­ Form,­ we­ will support­you­as­you­develop­into­an­outward-

looking,­ socially­ aware­ young­ woman­ who takes­ responsibility,­ is­ eager­ to­ accept challenges­and­sets­high­standards­for­herself and­ those­ she­ leads.­ Sherborne­ Girls­ Sixth Formers­are­role­models­for­younger­pupils­and we­are­very­proud­of ­them.­

The­Sixth­Form­is­a­launch­pad­to­adulthood: by­the­time­girls­leave,­they­have­developed­the confidence­and­skills­to­contribute­positively­to society­ in­ many­ different­ ways,­ helping themselves­ and­ the­ people­ around­ them achieve­their­best,­always­trying­new­things­to keep­learning­throughout­life.

For­our­part,­we­will­provide­girls­with­all­the tools,­resources­and­support­to­do­just­this.­

Mrs Florence Corran Director of Sixth Form

­3


Team

The­Sixth­Form­

Mrs­Rachel­Allen Assistant­Head­of ­Sixth­Form

Mrs­Penelope­Utting Head­of ­Higher­Education­ and­Careers

Mrs­Kate­Scorer Oxford­and­Cambridge Preparation­Advisor

­4

Mr­David­Banks Assistant­Head­of ­Sixth­Form IB­Coordinator

Miss­Caitlin­Howell-Evans Housemistress­Mulliner (U6­Boarding­House)

Dr­Jane­Hopper Medical­Courses­Advisor BMAT­preparation


Why­Choose­the­Sixth­Form­at­Sherborne­Girls?

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 Centre, 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.

Top university destinations in 2016 were Bristol, Edinburgh, Exeter, Durham and Newcastle.

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

­5


6th Form Sixth Form Options

We­like­to­provide­as­many­subject­options­as­possible­and­are­proud­of the­range­of ­choice­available­in­our­Sixth­Form.­­Our­A­Level­courses­are ideal­ for­ girls­ who­ wish­ to­ study­ a­ few­ subjects­ in­ depth­ and­ the International­Baccalaureate­(IB)­enables­further­study­of ­a­wider­range­of subjects,­providing­greater­breadth.­­­Both­courses­are­equally­suitable­for university­entrance­and­it­is­therefore­important­for­your­daughter­to consider­ the­ subjects­ she­ wishes­ to­ continue­ and­ hence­ the­ most appropriate­programme­of ­study.­­

This­fantastic­list­of ­subjects­is­our­provisional offer,­ however if there is insufficient demand for a course then it may not run. At­IB,­there­may­be­some­courses­that­we­will be­unable­to­run­at­both­HL­and­SL,­but­we will­ see­ what­ students­ would­ like­ in­ the­ first instance­and,­as­usual,­try­to­accommodate­as many­options­as­possible.­­ We­are­lucky­to­be­able­to­increase­the­range of ­ subjects­ by­ working­ in­ partnership­ with Sherborne­ School­ (SS)­ and­ The­ Gryphon

School­ (GR)­ and­ we­ have­ listed­ here­ every course­ that­ we­ are­ considering­ offering. Subjects­ taught­ at­ other­ schools­ will­ have limited­spaces­and­will­be­subject­to­the­GCSE entry­requirement­for­that­school.

It­ is­ essential­ that­ girls­ receive­ appropriate advice­ on­ combinations­ of ­ subjects­ and requirements­for­potential­Higher­Education aspirations.­­Further­information­will­follow­for courses­provided­at­other­schools.­

We­have­a­thorough­process­to­ensure­girls­and­parents­are­supported:

Sixth­Form­Information­Evening­

End­of ­Michaelmas­term

Careers­testing­and­interviews

Completed­by­the­end­of ­January

U5­Parents’­Meeting­and­Seminar

20­January

Individual­interviews­with­Housemistress/master­ and­Senior­Staff Tutorials­with­personal­tutor

Start­of ­Lent­term Ongoing

The­deadline­for­the­submission­of ­subject­choices­will­be­20­February­and­your­daughter­will­be given­details­of ­how­to­do­this­online.

­6


The­Subjects A­Levels:­

Three­ A­ Levels­ (or­ Four­ if ­ intended­ to­ be studied­over­two­years)­plus­EPQ

o o o o o o o o o o o o o o o o o o o o o o o o o o o

Art Biology Business Chemistry Classical­Civilisation Computer­Science­(GR) Design­Technology­(DT­or­Textiles) Economics English Film­Studies­(GR) French Further­Mathematics­(only­with­Mathematics) Geography German­(SS) Greek History History­of ­Art Latin Mathematics Music Music­Technology­(SS) Photography Physical­Education­(SS) Physics Religious­Studies Spanish Theatre­Studies

IB­Diploma:­

Six­Subjects­(3­Higher­Level­and­3­Standard Level)­plus­Theory­of ­Knowledge­and Community­Action­Service­(CAS)

Select­at­least­one­subject­from­each­of ­the­groups­ 1-5­and­a­sixth­subject­from­any­of ­the­groups­2-4­or­6.

Group 1 o English­Literature­HL­ o English­Language­and­Literature­SL o Literature­and­Performance­SL Group 2 o French­HL/SL o German­HL/SL o Italian­ab­initio­(beginners)­SL o Mandarin­HL/SL o Spanish­HL/SL Group 3 o Business­Management­HL/SL o Economics­HL/SL o Environmental­Systems­and­Societies­SL o History­HL o Philosophy­HL/SL o Psychology­SL Group 4 o Biology­HL o Chemistry­HL o Environmental­Systems­and­Societies­SL o Physics­HL/SL o Design­Technology­HL/SL Group 5 o Mathematics­HL/SL o Mathematical­Studies­SL Group 6 o Music­HL/SL o Visual­Arts­HL/SL ­7


A­Level­or­IB?­ How­to­Decide A­Level

International­Baccalaureate­(IB)

Specialism­&­Depth

Breadth

All­examinations­taken­at­the­end­of ­the­U6

All­examinations­taken­at­the­end­of ­the­U6

3­or­4­subjects­as­two­year­courses

The­Extended­Project­and­MOOCS

Highly­regarded­by­universities

A­wide­breadth­of ­subject­choice

6­Subjects­throughout­the­two­year­course­-­ 3­at­Higher­Level,­3­at­Standard­Level

The­Core­subjects­taught­throughout:­Creativity,­Activity,­ Service,­Extended­Essay,­Theory­of ­Knowledge Highly­regarded­by­universities

A­wide­breadth­of ­subject­choice

Choosing­between­the­two­‘gold­standard’­Sixth­Form­programmes­can­be very­difficult­for­some,­yet­straightforward­for­others. If ­you­want­to­be­busy,­enjoy­a­challenge­and­a­holistic­approach­to­study and­learning,­then­the­IB­is­for­you.­It­has­many­advantages,­not­least­‘the Core’­that­binds­all­subjects­together­through­TOK,­and­ensures­an international­outlook­and­experience­through­CAS:­international­study trips­as­well­as­overseas­exchange­possibilities­are­embedded­into­the­IB programme.­European­and­many­British­universities­are­especially interested­in­IB­candidates. A­Levels­often­appeal­to­the­specialist,­the­student­who­is­certain­she­wants a­limited­subject­combination­and­one­that­will­lead­her­in­a­very­specific direction­post­Sixth­Form.­­If ­you­are­certain­that­you­know­what direction­you­want­to­follow­when­you­leave­school,­then­the­A­Level programme­could­well­be­for­you.­Both­programmes­are­regarded­highly by­universities,­and­whichever­programme­you­choose,­you­will­be thoroughly­prepared­as­a­very­strong­candidate­for­application­to­higher education,­be­it­Oxbridge,­Russell­Group­Universities,­Art­College,­Music or­Drama­School. ­8


The­A­LEVEL PROGRAMME

The­INTERNATIONAL BACCALAUREATE

There­are­many­subjects­available­at­A­Level­but­you­pick­three­or four­that­really­interest­you­and­study­those­for­two­years.­The­A Level­programme­has­the­flexibility­to­allow­you­to­focus­on­one academic­area,­such­as­Humanities­or­Sciences,­or­to­choose complementary­but­different­subject­areas.­­The­emphasis­of ­the­A Level­programme­is­on­testing­your­subject­knowledge­thoroughly within­a­well-defined­syllabus;­the­A*­grade­is­a­mark­of ­real distinction,­showing­detailed,­sophisticated­and­wide-ranging understanding­of ­that­subject.­If ­you­are­keen­to­specialise­early­or enjoy­honing­in­on­a­few­favourite­subjects­then­A­Levels­may­be for­you.

Founded­in­1968,­the­IB­works­with­2,668­schools­in­137­countries to­develop­and­offer­three­challenging­programmes­to­over­725,000 students­aged­3­to­19­years.­The­IB­encourages­students­to­be active­learners,­well-rounded­individuals­and­engaged­world citizens.

Why­Study­A­Level?

In­the­Sixth­Form,­linear­assessment­has­become­normal­again following­recent­changes­to­A­Levels­made­by­the­government. Students­sit­exams­at­the­end­of ­two­years­of ­study.­The­benefit­of this­is­that­no­teaching­time­is­lost­by­taking­exams­in­the­Lower Sixth­(L6)­as­there­will­be­no­AS­examinations.

Our­A­Level­courses­are­academically­rigorous,­and­allow Sherborne­girls­to­stand­out­in­the­increasingly­competitive­field­of university­entrance­by­showcasing­their­particular­talents.­

A­Level­students­choose­three,­or­occasionally­four,­subjects­and take­end-of-course­exams­after­two­years­of ­study,­in­the­Trinity term­of ­the­Upper­Sixth­(U6).­There­will­be­no­public examinations­in­the­L6­year,­but­we­do­have­rigourous­internal examinations­in­order­to­assess­progress­and­understanding.­Each subject­at­A­Level­is­separately­assessed­and­graded­from­A*­to­U by­an­independent­exam­board.­There­is­no­overarching,­single mark­encompassing­all­your­subjects.­In­order­to­pass­in­each subject,­you­must­gain­at­least­an­E­grade.­

Reasons­to­study­A­Levels­at­Sherborne­Girls

• You­have­the­chance­to­undertake­an­Extended­Project Qualification­(EPQ)­–­a­5,000­word­essay­on­a­subject­of ­your choice­-­with­your­A­Levels.­EPQs­are­rated­highly­by­good universities­and­can­give­you­an­advantage­over­candidates­who don’t­offer­it.­(See­below,­under­‘Academic­Enrichment’) • There­is­a­wide­range­of ­27­subjects­available­including­some not­offered­for­IB.­Wherever­possible­we­enable­students’ preferred­combination­of ­subjects­to­be­chosen.­However­we cannot­guarantee­this­in­every­case.

• Some­subjects­are­taught­in­a­co-ed­environment­with­boys­from Sherborne­School­and­some­subjects­are­taught­at­Sherborne School. • We­offer­exchanges­with­other­A­Level­schools.

• You­will­have­an­assigned­Sixth­Form­tutor­with­A­Level expertise.

Why­Study­the­IB?

It­is­designed­to­prepare­the­whole­person,­intellectually,­morally and­culturally.­­Its­underpinning­philosophy­ensures­that­all­subjects studied­within­the­IB­programme­are­interrelated­and­these connections­are­formally­joined­together­through­all­teaching.­­No other­Sixth­Form­programme­does­this. The­IB’s­ambition­is­to­encourage­students­to­become­active, compassionate­and­lifelong­learners,­who­understand­that­other people,­with­their­differences,­can­also­be­right.­­Its­mission­is powerful,­and­at­Sherborne­Girls­we­annually­witness­the remarkable­effect­the­programme­has­on­each­and­every­girl­who takes­it.

• The­IB­is­designed­to­ensure­breadth­in­your­Sixth­Form experience:­it­will­allow­you­to­study­all­your­favourite­subjects and­add­to­your­programme­with­many­new­IB­only­subjects.

• The­IB­is­designed­to­create­independent,­resourceful­and­selfreliant­students­who­have­a­true­international­outlook.

• Statistically,­IB­students­are­nearly­twice­as­likely­to­succeed­in applications­for­courses­in­Medicine­and­Dentistry,­and­are­30% more­likely­to­gain­a­first-class­honours­degree. • Breadth­in­no­way­compromises­depth:­IB­students­will­study their­HL­subjects­in­just­as­much­depth­as­A­Level.

• International­exchange­programmes­with­IB­schools,­and­travel opportunities­throughout­the­course. • An­assigned­Sixth­Form­tutor­with­IB­expertise.

“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.” ­9


The INTERNATIONAL BACCALAUREATE

­10


Choosing­IB­Subjects

IB­Diploma­students­are­required­to­study­six subjects­(one­taken­from­each­of ­the­6­groups) concurrently­over­two­years.­Of ­the­six subjects,­at­least­three­must­be­taken­at Higher­Level­(HL)­and­a­maximum­of ­three at­Standard­Level­(SL).­Within­a­broad curriculum,­subject­choices­are­as­flexible­as possible,­offering­a­breadth­of ­disciplines, whilst­Higher­Level­subjects­encourage­study in­depth.­This­deliberate­combination­of breadth­and­depth­equips­students­with­the skills­and­attitudes­demanded­in­a­world­of international­mobility­and­global communications. IB­students­must­study­English­and Mathematics­at­either­Higher­or­Standard Level.­Mathematics­is­also­offered­at­a­third level­called­Maths­Studies. Students­must­then­choose­one­subject (Higher­or­Standard)­from­each­of ­the­groups 2,­3,­4­or­6. If ­you­wish­to­specialise­in­one­subject­area, you­can­do­so­by­choosing­not­to­study­a subject­from­group­6­and­instead­choose­a second­subject­from­group­2,­3­or­4.­For example,­if ­you­wish­to­study­Medicine­you will­want­to­study­both­Chemistry­and Biology­in­group­4;­you­can­do­this­by­electing not­to­use­group­6­and­instead­select­Biology and­Chemistry­from­Group­4.

In­addition­to­these­six subject,­students­must satisfy­three­core components:

• Theory­of ­Knowledge (TOK)

• Extended­Essay­(EE)­on a­topic­of ­their­choice­ • Creativity,­Activity­and Service­(CAS) programme

External­written examinations­take­place­at the­end­of ­U6­only.­There are­also­specialised­forms of ­assessment,­appropriate to­the­nature­of ­a­given subject,­and­some­internal assessment,­which­usually counts­for­20­–­30%­of ­the final­mark­for­a­subject.

The­Award­of ­ the­Diploma

The­Diploma­is­internationally recognised­and­respected.­It­is highly­valued­by­universities­in the­UK­and­in­many­other countries.

A­maximum­of ­7­points­is awarded­for­each­subject.­A score­of ­6­or­7­is­generally considered­to­equate­to­a­grade A­or­A*­at­A­Level. In­addition,­up­to­3­points­are awarded­for­the­combined performance­in­the­Extended Essay­and­Theory­of Knowledge­components.­An acceptable­standard­must­be achieved­in­both­of ­these elements­for­the­overall Diploma­to­be­awarded.­

The­CAS­component­is­assessed internally­(but­moderated­by­the IB­Organisation);­this­too­must be­satisfactorily­completed­for the­diploma­to­be­awarded. The­minimum­number­of points­required­for­the­Diploma to­be­awarded­is­24­out­of ­the maximum­of ­45,­although­there are­other­requirements­to­be met,­including­an­average­score of ­4­points­at­Higher­Level­and 3­points­at­Standard­Level,­with no­score­of ­1­point­in­any subject.

Where­do­IB Students­go?

Besides­having­an­excellent internationally­recognised qualification,­IB­students­have the­research­and­personal­skills to­equip­them­for­Higher Education­from­day­one.­Our past­IB­students­have­been successful­in­applications­to­a range­of ­courses­at­the­most competitive­Russell­Group universities,­including­Oxbridge. ­11


The­IB­ Six­Areas­of ­Knowledge Students­must­study­one­subject­from­each­of ­the­6­groups­below: Group­1­-­Language­&­Literature

English­Literature­(Higher­Level­only) English­Language­and­Literature­(Standard­Level­only)

Group­2­-­Language­Acquisition

French­HL­&­SL­German­HL­&­SL­Latin­HL­&­SL­Spanish­HL­&­SL Italian­ab­initio­(beginners)­SL

Group­3­-­Individual­&­Societies

Economics­HL­&­SL Environmental­Systems­and­Societies*­SL­Geography­HL History­HL­Philosophy­HL­Psychology­SL *Environmental­Systems­and­Societies­may­be­studied­in­either­Group­3­or­Group­4.­It­satisfies­the­requirements of ­both­groups,­thus­making­possible­the­choice­of ­an­extra­subject­from­another­group.

Group­4­-­Sciences­Biology­HL­Chemistry­HL

Environmental­Systems­and­Societies*­SL­Physics­HL­&­SL Sports,­Exercise­&­Health­SL

Group­5­-­Mathematics

Mathematics­HL­&­SL Mathematical­Studies­(Mathematical­Studies­is­a­Standard­Level­course­suitable­for­students­who­will­not­need Mathematics­to­support­their­future­studies.­It­emphasises­the­application­of ­Mathematics­to­real-world­situations)

Group­6­-­The­Arts­

Music­HL­&­SL­Visual­Arts­HL­&­SL

­12

It­is­possible­to­study,­instead­of ­Visual­Arts­or­Music,­a­second­subject­from­Groups­2­–­4.­ This­adds­important­flexibility­to­the­programme­and­will­mean­that­a­student’s­programme­ can­include­another­science,­humanity­or­language.


IB­Core­Programme

The­Extended­Essay

Every­student­must­submit­an­Extended­Essay. The­essay­is­a­4000­word­in-depth­study­of ­a limited­topic­within­a­subject­and­its­purpose­is to­provide­students­with­an­opportunity­to engage­in­independent­research.

The­upper­word­limit­of ­the­essay­is­4000­words (excluding­abstract,­bibliography,­maps,­etc.) and­it­should­be­written­in­a­clear,­correct­and formal­style.

The­IB­attaches­importance­to­the­formal presentation­of ­the­essay.­Of ­the­marks available,­two-thirds­are­awarded­for­this­formal structure­and­the­School­will­support­students­in understanding­the­appropriate­requirements.

It­is­essential­that­the­essay­is­a­student’s­own work­and­that­any­research­sources­are appropriately­acknowledged.

The­subject­of ­the­essay­is­a­student’s­own choice,­with­help­in­defining­the­choice­of ­essay title­being­provided­by­a­Supervisor­with appropriate­experience. The­essay­provides­an­exciting­opportunity­for students­to­explore­a­subject­which­is­of ­real interest­to­them­in­more­detail­than­is­usually possible.

It­is­expected­that­students­will­begin­work­on the­essay­in­the­February­of ­the­L6­year­and complete­it­by­the­end­of ­September­of ­the­first U6­term.

Theory­of ­Knowledge

The­Theory­of ­Knowledge­(TOK)­requirement is­central­to­the­educational­philosophy­of ­the Diploma­Programme.­It­offers­students­and their­teachers­the­opportunity­to­reflect­critically on­diverse­ways­of ­knowing­and­consider­the role­and­nature­of ­knowledge­in­their­own culture,­in­the­cultures­of ­others,­and­in­the wider­world.

In­addition,­it­prompts­students­to:

• Be­aware­of ­themselves­as­thinkers, encouraging­them­to­become­more acquainted­with­the­complexity­of knowledge.

• Recognise­the­need­to­act­responsibly­in­an increasingly­interconnected­but­uncertain world.

Assessment

The­assessment­of ­the­Theory­of ­Knowledge component­is­two-fold.­The­internal­assessment is­based­on­a­presentation,­dealing­with­the application­to­a­real-life­situation­of ­some­aspect of ­knowledge,­given­individually­or­in­groups; the­external­assessment­is­an­essay­of ­1200 –­1600­words­on­a­topic­chosen­from­a­list provided­by­the­IB. The­presentation­takes­place­in­the­Trinity Term­of ­L6­and­the­essay­is­produced­early­in the­Michaelmas­Term­of ­U6.

Creativity,­Activity­ and­Service

One­of ­the­most­rewarding­elements­of ­the­IB Diploma­course,­and­arguably­one­of ­the noblest­intentions­of ­the­qualification,­CAS­is truly­at­the­heart­of ­the­IB­ethos:­Creativity, Activity­and­Service.

CAS­is­a­framework­for­experiential­learning, designed­to­involve­students­in­new­roles.­The emphasis­is­on­learning­by­doing­real­tasks­that have­real­consequences,­and­its­intention­is­to instil­a­reflective­approach­to­all­such experiences.­

CAS­is­a­fundamental­part­of ­each­student’s programme.­The­Creativity­element­might,­for example,­include­a­language­club,­debating, drama,­participation­in­projects­run­by Sherborne’s­many-sided­twinning­association,­or working­on­a­school­magazine.­Activity­reflects the­ethos­of ­maintaining­physical­health­and well-being­in­order­to­thrive­academically. Service­might­involve­teaching,­or­running­a club,­in­a­primary­school;­work­with­Amnesty International­or­even­participation­in­an overseas­community-based­project.­A­wide range­of ­appropriate­activities­can­be­followed, and­it­should­be­easy­for­each­student­to construct­a­balanced­programme­which­covers all­three­of ­the­strands. A­CAS­diary,­in­a­format­chosen­by­the­student, will­be­used­to­record­and­monitor­activities together­with­self-reflections.­IB­students­will meet­regularly­to­discuss­and­reflect­on­their various­CAS­activities.

­13


Academic Enrichment

We­place­enormous­value­on­a­holistic, individualised­academic­experience:­from­entries­in formal­essay­competitions­to­carefully­planned­work experience;­from­Extended­Projects­to­presentations at­Turing­Society.­Personal­study­that­goes­over­and above­working­for­examinations­adds­significantly to­girls’­understanding­of ­how­their­knowledge­fits into­the­world­and­is­invaluable­for­helping­to define­university­and­career­aspirations­as­well­as being­essential­training­for­later­life.­To­support­girls in­their­academic­independence,­we­have­designed programmes­to­foster­their­developing­research skills­and­to­inspire­them­to­find­out­more­about whatever­sparks­their­curiosity. A­Level­pupils­attend­a­series­of ­lessons­grouped into­four­areas­of ­knowledge­as­well­as­training­in research,­essay­structuring­and­referencing­skills. These­courses­are­individually­designed­by­subject specialists­and­set­girls­up­to­take­individual qualifications,­such­as­Extended­Projects,­Open University­modules­and­MOOCs. IB­students­have­Theory­of ­Knowledge­and Community,­Action­and­Service­programmes­as well­as­their­compulsory­Extended­Essay,­all­of which­are­similarly­underpinned­by­training­in formal­academic­skills.­ In­addition­to­this,­all­our­Sixth­Formers­are educated­in­ways­that­will­help­them­grow­into humane,­thinking­adults­in­the­modern­world, cross-fertilising­with­the­Lecture­Programme­and including­PSHEE­provision.­

­14

We­aim­to­provide­all­our­girls­with­life-skills­that supplement­and­extend­what­they­will­be­learning in­their­A­Level­or­IB­courses,­from­how­to­vote­to how­to­‘read’­a­painting;­from­the­state­of ­the economy­to­the­Booker­Prize­shortlist.­Girls’ mental,­physical­and­spiritual­health­will­be boosted,­helping­them­grow­into­resilient, resourceful­women,­whichever­paths­they­take­in later­life.


Arts­Award­Gold

If ­you­are­already­taking­part­in­some­of ­the­co-curricular Drama­offered,­then­you­might­want­to­use­that­to­go towards­an­Arts­Award­Gold.­This­carries­UCAS­points­in the­same­way­that­the­highest­LAMDA­exams­or­DoE­do. As­well­as­taking­part­in­an­Arts­activity­(such­as­one­of ­the school­productions)­you­would­also­need­to­research­the­arts sector;­review­a­performance­you­have­seen;­debate­an­arts issue­and­run­your­own­arts­project­–­such­as­directing­house drama­or­putting­on­a­musical­theatre­night.­This­is­a­great way­of ­getting­accreditation­for­the­work­you­are­already doing­as­part­of ­music­and­drama­at­Sherborne­Girls.

The­Extended­Project­Qualification (EPQ)

We­encourage­a­large­proportion­of ­our­A­Level­candidates to­take­an­EPQ.­This­is­an­externally­assessed,­publicly recognised­qualification­certified­by­the­AQA­exam­board, consisting­of ­a­research-based­project­entirely­designed­and undertaken­by­the­individual­student­within­an­academic discipline­of ­their­choice.­

The­‘product’­of ­the­research­is­usually­a­5,000­word­essay, complete­with­bibliography,­presented­in­a­recognised academic­format.­This­is­supplemented­by­the­Logbook,­a journal­of ­the­process­-­including­any­difficulties­or stumbling­blocks­–­and­the­Presentation.­These­three­parts are­equally­weighted­in­terms­of ­marks­and­make­the qualification­a­very­valuable­learning­achievement­for anyone­going­on­to­higher­education.

Each­girl­undertaking­an­EPQ­will­be­given­appropriate guidance­by­her­own­individual­supervisor,­as­well­as­study skills­training­and­tailored­advice­from­the­Sixth­Form­team. Ultimately­the­project­is­entirely­her­own­however,­and­a completed­EPQ­is­something­to­be­extremely­proud­of.­At the­end­of ­the­months­of ­planning,­researching,­reflecting and­writing,­EPQs­are­presented­to­parents,­teachers­and pupils­at­a­prestigious­Presentation­Evening­of ­celebration.

EPQs­are­valued­by­universities­because­they­demonstrate academic­independence,­time-management­and­degree-level research­skills.­They­are­worth­the­same­as­an­AS­Level­in terms­of ­UCAS­points.­Some­universities­choose­to­make lower­A­Level­grade­offers­for­candidates­if ­an­EPQ­is­also offered.

The­Sixth­Form­Academic­Enrichment

The­Sixth­Form­asks­much­more­of ­students­than­the­lower­school­did. As­they­move­from­September­of ­the­Lower­Sixth­to­their­final­exams, they­are­expected­to­respond­to­tasks­in­more­depth­than­ever­before. Teachers,­Tutors,­House­staff ­and­the­Sixth­Form­Team­work­together to­help­girls­manage­their­time­and­study­effectively.­

Candidates­for­Oxford­and­Cambridge­Universities­and­other­high achievers,­including­aspiring­medics­and­vets­meet­regularly­with subject­specialist­academic­supervisors­to­stretch­and­inspire­them. They­also­attend­a­regular­discussion­group­with­very­able­students from­The­Gryphon­School,­and­also­the­weekly­Turing­Society­shared with­boys­from­Sherborne­School.­These­groups­are­inclusive,­so­all­are welcome­and­the­standard­of ­presentations­and­debate­is­equivalent­to what­one­might­see­at­undergraduate­level­in­the­most­competitive universities. Everyone,­whatever­their­university­aspirations,­is­expected­to­stretch herself ­academically­and­this­has­been­evident­in­recent­years­in­the Sixth­Form’s­outstanding­contributions­to­the­thinking­life­of ­the school.­Girls­are­warmly­supported­by­their­peers,­so­even­the­least confident­have­felt­able­to­make­fascinating­presentations­of ­minutely researched­subject­matter­or­written­insightfully­for­a­range­of publications.

Speakers

As­well­as­the­Friday­Lectures,­a­wide­variety­of ­workshops­and presentations­to­Sixth­Formers­ensure­that­the­programme­is­always fast­paced­and­engaging.­­Speakers­have­included:

• • • • • • • • •

Chloe­Mills­-­‘Sixth­Form­Study­Skills’­

Dr­Patrick­Jordan­-­‘Principles­of ­Success’ Matt­Dickinson­-­‘The­Everest­Challenge’ James­Righetti­-­‘Study­Sensei’

Dr­Gill­Oliver­-­‘The­Power­of ­What­we­Think’ Fiona­Clapp­-­‘Lifelong­Learning’­

Adam­Diprose­-­‘Ace­Your­Exams’­

David­Banks­-­‘How­to­Make­a­Fortune’

Rachel­Knight­-­‘Seven­Steps­to­Writing­Success:­essay­skills’­ and­‘Referencing­and­Bibliography­Skills’

IB­students­have­an­equivalent­opportunity­to­write­such­a piece­of ­independent­research­in­their­compulsory­Extended Essay,­which­is­also­celebrated­at­the­Presentation­Evening. ­15


­16


There­is­so­much­more­to­Sixth­Form­life­than­the classroom.­You­will­have­the­opportunity­to­involve yourself ­in­all­manner­of ­activities,­not­just­the­ones you­would­expect.­Activities­range­from­academic enrichment­to­adventurous­pursuits,­and­everything in-between.­Sherborne­Girls­has­an­enviable reputation­for­Music,­Sport,­Art­and­Drama:­at­Sixth Form­level,­our­pupils­are­expected­to­lead participation­in­co-curricular­activities.­If ­an opportunity­doesn’t­yet­exist,­pupils­are­invited­to­set­it up­for­themselves­with­the­guiding­hand­of ­a­member of ­staff.­

Co-Curricular

Clubs,­Societies­ and­so­much­more

With­so­much­on­offer,­you­are­sure­to­find­an­activity that­suits­you.­The­provision­for­academic­enrichment develops­each­year;­here­is­a­sample­of ­some­of ­the clubs­and­societies­from­the­current­academic­year: • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Senior­Debating­Society­ Social­Committee­­ Youth­Advisors Model­United­Nations­ Student­Exchanges­ Warriors Roc­Soc Charities­Outreach­ The­Green­Club­ The­Eureka­Society­ Photography­Club Supporters­and­Listeners­ The­Thinkers’­Society Amnesty­Group Sixth­Form­Book­Club­ Biomedical­Society­ Sunday­Morning­Kitchen Turing­Society Sherborne­School­Epicurean­Society PPE­Society Sherborne­Schools­Maths­Enrichment­Programme­ Leiths Sculpture­Club Senior­History­Society Senior­Product­Design­Support­ French­Film­Club Feminism­Society Classics­Society­ Chemistry­Symposia­ Extended­Project/Essay­Workshops Sixth­Form­Aptitude­Programme­ Astronomy­Club Duke­of ­Edinburgh­Award­ Let’s­Get­Cryptic Soap­Box­ Focus­Bible­Discussions­ Study,­Cook­and­Survive AND­MORE­... ­17


Co-Curricular

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

A­Sporting­Life

We­believe­in­investing­in­the­health­and well-being­of ­all­students.

Sport­plays­a­key­role­in­the­daily­life­of all­Sixth­Form­students,­be­it­in­one­of ­the numerous­team­sports­combined­with­our extensive­fixtures­list­or­as­part­of ­a­varied sports­activity­programme­offered­in conjunction­with­the­Oxley­Sports­Centre. All­students­are­expected­to­participate­in sport­in­the­Sixth­Form,­either­in­a­team sport­or­in­the­sports­activity­programme which­offers­activities­such­as­Yoga, Swimming,­Stretch­and­Flex,­Badminton, Fitness,­Spinning­and­Squash. ­18

If ­you­are­joining­Sherborne­Girls­for­the first­time,­new­players­are­always welcome.­Playing­in­a­team­is­an­excellent way­to­meet­new­friends­and­keep­fit.

The­school­also­offers­an­extensive coaching­programme­in­a­variety­of ­sports including­Tennis,­Squash,­Dance,­Rifle Shooting,­Archery­and­Fencing.

All­students­are­members­of ­the­Oxley Sports­Centre­and­this­gives­access­to­the numerous­exercise­classes­on­offer including­Spinning,­Boxercise,­Zumba, Circuits­and­Boot­Camp!­Following­an

induction­by­a­staff ­member,­Sixth­Form students­have­the­privilege­of ­using­the fitness­suite­in­their­free­time.

We­expect­all­girls­to­get­involved­in­some physical­activity,­but­what­that­is,­is entirely­up­to­you.­We­really­can­boast that­we­have­something­for­everyone.


Co-Curricular

Drama is­for­Everyone

If ­Drama­is­important­to­you,­but­studying Drama­in­the­Sixth­Form­is­not­an­option, you­need­not­worry:­there­are­many opportunities­to­get­on­stage­and­perform!

Our­thriving­Drama­Department­puts­on productions­throughout­the­year,­with­a­major senior­production­at­the­end­of ­the Michaelmas­Term.­Our­close­links­with Sherborne­School­will­ensure­that­you­have the­chance­to­audition­for­their­senior production­also:­many­girls­take­this opportunity­each­year.­There­are­also­chances to­perform­on­local­professional­stages;­write your­own­plays;­attend­drama­lectures­or­take a­directing­course.

House­plays­are­very­important­too,­and­as­a Sixth­Form­student,­you­will­have­every opportunity­to­help­produce,­act,­or­work backstage­for­both­your­house­or­school productions,­at­both­Sherborne­Girls­and Sherborne­School.

Speech­ &­Drama Speech­and­Drama­is­a­life skill,­bringing­with­it confidence,­self-expression, and­an­ability­to­empathise with­a­wide­variety­of character­types.­In addition,­the­higher­medal grades­of ­both­LAMDA and­Trinity­Guildhall­carry UCAS­points.

It­ties­in­with­Drama­as­a core­subject­since,­in­the process­of ­working­on­a variety­of ­scripted­pieces, we­discuss­such­issues­as theatrical­style,­specific playwrights,­theatre practitioners,­and­periods in­theatrical­history. Above­all,­Speech­and Drama­is­fun!­It’s­certainly not­about­‘pretending­to­be trees’­or­making­a­fool­of yourself !

The Music­ Never­Stops Music­is­in­the­life-blood­of Sherborne­Girls.­There­are­so many­chances­to­immerse­yourself in­music:­whatever­your­level,­you will­find­challenges,­rewards­and expert­teaching.

From­Senior­Choir­to­chamber music,­String­Orchestra­to­Big Band,­there­are­opportunities­to make­music­every­day.­We­have many­joint­activities­with­the­boys of ­Sherborne­School,­including Symphony­Orchestra­and­Choral Society.­If ­singing­is­what­matters most,­then­the­renowned­Madrigal Society­may­be­the­ensemble­ for­you.­There­are­regular performance­opportunities,­both­in school­and­beyond,­as­well­as overseas­tours­every­two­years. ­19


Co-Curricular

The­Friday­ Lecture Programme Significantly­adding­to­a­student’s educational­experience­is­what­sets Sherborne­Girls­apart­and­what drives­many­of ­our­initiatives.­­At the­centre­of ­this­is­the­Friday Lecture­Programme:­a­schedule­that has­the­ambition­of ­presenting­our students­with­extraordinary­people who­will­challenge,­inspire­and motivate.­­

A­good­speaker­is­worth­so­much more­than­the­hour­they­spend­with the­girls;­the­value­they­bring transcends­the­lecture­theatre­and demands­that­those­in­the­audience look­beyond­themselves­to­fresh possibilities­and­other­worlds. Recent­speakers­have­fulfilled­this ambition­admirably.­­Simon­Weston, Ann­Widdecombe,­Germaine­Greer, Professor­A­C­Grayling,­Lord Sharkey,­Becky­Anderson­(CNN)­and Chemmy­Alcott­have­all­given­our students­the­clear­message­“you­too can­achieve­whatever­you­set­your mind­to.”­We­often­invite­speakers, very­often­eminent­women,­who have­professional­lives­in­areas­of interest­to­the­girls,­as­well­as­areas in­which­they­have­less­experience.

­20

ADVENTURE­ LEADERSHIP Adventure­and­Leadership are­integral­in­the development­of ­students­at Sherborne­Girls.­Alongside the­excellent­academic provision­at­the­school,­all Sixth­Form­girls­are encouraged­to­develop attributes­that­should­enable them­to­become­effective leaders­in­later­life.­We­do this­by­providing­a­range­of opportunities­both­inside­and outside­the­campus. Adventure

The­ethos­behind­all­of ­our­adventures­is to­promote­a­healthy­respect­for,­and enjoyment­of,­the­outdoors,­alongside equipping­girls­to­be­confident­in­dealing with­real­and­challenging­situations.­This engenders­adaptability,­courage­and resourcefulness.­The­foundation­of ­all trips­is­an­invaluable­shared­experience­in which­strong­bonds­are­developed;­girls gain­a­huge­amount­of ­independence­and quickly­learn­how­to­remain­positive­in adverse­circumstances.­All­of ­these­skills are­transferable,­and­the­experiences­give them­real­perspective­when­it­comes­to­the pressures­of ­school­life­and­beyond. Furthermore,­all­of ­these­attributes­are critical­to­being­a­successful­leader.­

&

­Leadership Alongside­the­clear­thirst­for­adventure, Sixth­Form­girls­are­also­encouraged­to take­on­many­leading­roles­at­the­school. When­girls­enter­L6,­they­are­the­oldest­in their­houses­and­are­expected­to­set­an example­and­encouraged­to­take­on­the responsibilities­of ­a­House­Prefect.­As­they enter­their­final­year,­the­opportunities­to become­a­full­School­Prefect­and­even Head­of ­School­are­open­to­all.­ Leadership­attributes­are­promoted­within academic­and­co-curricular­groups,­with examples­including­the­opportunity­to train­as­a­‘Supporter­and­Listener’,­to­take on­specialist­roles­like­Head­of ­Choir,­or­a Subject­Ambassador,­or­represent­the school­as­a­‘Youth­Advisor’­on­Sherborne Town­Council.­Not­everyone­aspires­to big­and­obvious­leadership­roles­within the­school,­but­the­development­of qualities­such­as­intellectual­enquiry,­selfmotivation­and­effective­communication are­critical­to­building­the­self-confidence and­independence­required­at­university or­the­workplace.­Mulliner­(the­U6­house), in­particular,­is­an­environment­in­which this­becomes­more­obvious­providing­the transition­between­school­and­the­next step.Whatever­the­eventual­ambition, Sherborne­Girls­aims­to­promote­those leadership­qualities­which­will­be invaluable­to­the­girls­throughout­their lives.


& Lowland­Leader­ Award­Training

Our­expeditions­associated­with­DoE­are usually­completed­within­the­timeframe­of L6.­However,­there­are­girls­who­wish­to develop­their­expedition­skills­further.­The Lowland­Leader­Award­(part­of ­the­wider Mountain­Leader­scheme)­enables­them to­learn­how­to­look­after­themselves­and others­on­independent­adventures.­We aim­to­facilitate­the­training­within­the­U6 for­those­who­are­interested.­This­is­a­part of ­a­pathway­to­a­recognised­outdoor leadership­qualification,­for­which­the Adventure­and­Leadership­department­is very­happy­to­provide­support.­We­intend to­offer­similar­support­for­paddlers­via British­Canoe­Union­qualifications.

Climbing

We­have­our­own­fantastic­climbing­wall, coupled­with­a­new­bouldering­facility.­As a­non-team­sport­activity­and­as­part­of ­a wider­and­more­social­climbing­club,­all girls­can­take­up­this­pursuit.­Sailing­is another­activity­that­will­soon­be­available to­girls­using­our­own­boats­on­Sutton Bingham­Reservoir.­Both­sports­can provide­real­challenge,­great­fun­and­be­a welcome­opportunity­to­relax­within­the school­week.

DoE­Gold­Award­ &­L6­Expeditions

All­girls­have­the­opportunity­to­enrol­in the­Duke­of ­Edinburgh­Gold­Award when­they­start­in­L6,­and­the­uptake­has been­strong­for­several­years.­Many­will have­experience­of ­previous­levels­of ­the award,­but­this­is­not­a­requirement.­The award­at­Gold­level­has­five­sections: volunteering,­physical,­skills,­residential and­the­expeditions.­Some­of ­these sections­recognise­activities­in­which­many are­already­involved;­others­encourage them­to­take­up­something­new.­The award­requires­weekly­commitment­to many­of ­the­above­sections­for­a­period­of up­to­18­months,­and­all­girls­are­required to­undertake­a­training­programme during­which­they­prepare­for­and complete­their­expeditions.

Expedition­options­are­varied­and exciting,­with­walking­and­canoeing­both on­offer.­Girls­travel­to­various­parts­of the­UK­and­further­afield­in­conjunction with­the­award.­Recent­final­expeditions include­conquering­the­Great­Glen­in Canadian­canoes,­and­a­superb mountaineering­expedition­to­the­Picos­de Europa­in­Northern­Spain.­We­do­not limit­all­of ­our­trips­to­DoE­girls,­and offer­some­of ­the­more­exciting­trips­as­a one-off ­experience,­enabling­as­many­girls as­possible­to­gain­the­benefits­of ­these ventures.

Co-Curricular

­&­

The­Library

The­Library­is­a­fantastic environment­in­which­to­study­at Sixth­Form­level.­The­space­is­split into­two­key­areas­-­a­large, traditional­Library­that­offers­the opportunity­for­focused,­quiet­study as­well­as­a­second­space­in­which you­can­relax­with­the­daily newspapers,­magazines­and­subjectspecific­journals­and­work­on­group projects.­The­Library­holds­an excellent­collection­of ­academic material­in­every­subject­–­both essential­texts­and­secondary­/ tertiary­sources­too.­The­Librarian and­Assistant­Librarian­can­offer personalised­help­with­finding­highquality,­reliable­information­for­your Sixth­Form­work,­as­well­as­study skills­and­referencing­advice.­The book­collection­also­includes­a­great selection­of ­fresh­and­prize-winning fictions.­Staff ­are­always­available­to recommend­top­reads.­We­also­stock DVDs,­both­to­support­your academic­work­and­just­for entertainment­and­fun.­Wi-Fi,­PCs, colour­printing­and­photocopying are­all­fully­available­throughout­the day­and­evening,­and­the­Library catalogue­can­be­accessed­remotely from­any­computer­in­school,­and from­home­24/7­during­vacation time.

­21


Co-Curricular

Boarding­ Life­­ In­the­L6,­you­will­be­in­one­of ­our five­mixed-age­group­houses,­where you­will­be­one­of ­the­most­senior girls.­­In­the­U6,­you­will­transfer­to Mulliner­House,­an­U6­only­house that­accommodates­the­entire­year group.­­There­are­so­many advantages­to­this:­the­sense­of purpose­that­Mulliner­engenders­in all­students­as­well­as­greater­freedom and­a­heightened­sense­of independence.­­It­really­is­the­first step­towards­university,­and­every­girl thrives­when­she­gets­to­Mulliner.

“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.”

­22


Co-Curricular New­to­Sherborne­Girls? “Everyone here is really friendly and open and the houses make you feel at home.”

If ­you­are­new­to­Sherborne­Girls­or considering­coming­here­for­your­Sixth Form­study,­don’t­worry,­you­won’t­be alone!­­Each­year­we­welcome­an­average of ­25­new­girls­to­the­L6.­­Out­of ­a­year group­of ­80,­that­is­quite­a­high proportion,­so­you­will­by­no­means­be the­only­one­who­is­new.­We­will­invite you­to­spend­some­time­with­us­in­late June­when­your­GCSEs­are­complete:­our post-exams­activity­programme­will provide­you­with­an­excellent­opportunity to­meet­your­new­classmates­well­in advance­of ­the­Michaelmas­Term,­so when­September­comes,­you­will­already have­established­some­good­friendships!

“You get to learn a lot about leadership but also experience how fulfilling such a role can be.” ­23


Co-Curricular

A­Social­Life Our­relationship­with­our­closest­neighbour­is­very important­ to­ us.­ Sherborne­ School­ (The­ Boys’ School)­works­very­closely­with­Sherborne­Girls,­be it­ in­ the­ classroom,­ through­ joint­ lectures­ and activities,­and­of ­course­many­social­events.­It­is­not unusual­ to­ see­ boys­ walking­ around­ school:­ a number­of ­A­Level­subjects­are­offered­to­boys,­and this­ is­ reciprocated­ with­ a­ number­ of ­ A­ Level subjects­being­offered­to­girls­at­Sherborne­School.

You­will­never­be­bored­at­the­weekend.­The­Sixth Form­ social­ programme­ involves­ both­ schools. Every­Saturday­night­something­is­happening.­You might­participate­in­an­‘Open­Mic­Night’­in­the Tea­Crate,­or­perhaps­decide­on­a­quiet­supper with­friends­in­a­local­restaurant.­­It­might­be­that it’s­‘Roc­Soc’,­where­every­school­band­decides­to make­themselves­heard,­or­a­night­at­’The­Stick’, Sherborne­ School’s­ Sixth­ Form­ social­ club. Whatever­it­is,­you­will­have­every­opportunity­to socialise­with­all­in­your­year­group­as­well­as­the Sixth­Form­boys­at­Sherborne­School.

­24


LEITHS­ at­Sherborne­Girls

Co-Curricular

The­Leiths­Introductory Certificate­in­Food­and­Wine

This­course­will­give­you­one­of ­the­most important­life­skills­anyone­can­have.­Not­only­does it­teach­you­how­to­cook­good,­healthy­food­for yourself,­it­gives­you­a­step­up­on­the­employment ladder­should­you­wish­to­put­your­skills­to­use cooking­for­families,­working­in­restaurants­or­delis, ski­chalets­or­any­other­related­cooking­work during­a­gap­year,­holidays­or­beyond.­Leiths School­of ­Food­and­Wine­is­the­most­prestigious and­respected­cookery­school­in­the­country­and enjoys­a­reputation­for­producing­practical, professional­and­well-rounded­cooks. This­course­has­been­specifically­designed­to­teach the­basic­skills­necessary­to­become­a­confident, capable­and­efficient­cook.­The­dishes­prepared are­interesting,­with­an­increasing­degree­of ­skill required,­providing­a­balance­between­classical methods­and­modern­recipes.­The­course­spans five­terms,­starting­in­the­L6­and­finishing­at­the end­of ­the­U6­Lent­term.­Students­will­learn­the skills­needed­for­meat,­fish­and­vegetable preparation,­including­full­roast­dinners­and accompaniments,­stocks,­sweet­and­savoury­sauces, the­use­of ­gelatine,­various­pastries­including layered­and­choux,­meringues,­ice­creams,­cakes, bread,­scones,­buns­and­canapes. The­dishes­range­from­family-style­meals­to­those of ­dinner­party­standard.­Along­with­all­of ­these wonderful­cooking­skills,­the­course­teaches­neat presentation,­efficient­kitchen­method­and­correct food­hygiene. One­of ­the­lessons­focuses­on­wine­tasting­and how­to­pair­it­with­food­and­is­conducted­by­a wine­specialist­from­Leiths.

Assessment:­to­gain­the­Leiths­Introductory Certificate­in­Food­and­Wine,­students­must­pass both­practical­and­theory­examinations­which­are administered­and­moderated­by­Leiths.­Added­to these­marks­is­a­system­of ­continual­assessment which­encompasses­food­tasting,­kitchen­method, time­plans,­tests­and­one­piece­of ­written coursework­in­the­form­of ­a­menu­planning exercise.­Girls­will­also­take­the­most­basic­of hygiene­examinations,­a­qualification­required­for any­type­of ­cooking-related­employment.­The Introductory­Certificate­carries­three­levels­of ­Pass: Pass,­Merit­and­Distinction. There­is­an­additional­charge­of ­£1740­for­this course­which­is­spread­over­four­termly­payments of ­£435.

Leiths Course Trainer: Mrs T Farris tlf@sherborne.com­­

­25


A­Level

Art­&­Design

Why­Study­Art?

Art­at­this­level­gives­students­the­opportunity­to­build­on­their creative­and­technical­skills­to­a­far­more­sophisticated­degree­than GCSE.­Studying­Art­A­Level­develops­qualities­of ­self-discipline, independence­of ­mind­and­the­ability­to­form­an­insight­into­the world­around­them.­We­encourage­visual­curiosity,­experimentation with­a­wide­range­of ­media­and­perhaps­more­importantly encourage­students­to­question­why­we­produce­art­and­what­we­are trying­to­communicate­to­our­audience.­

Course­Content­A­Level

The­first­year­of ­the­course­is­predominantly­experimental­and involves­an­introduction­to­the­various­disciplines­taught­within­the department­in­order­for­students­to­see­the­possibilities­inherent­in the­techniques­learnt.­Painting­and­drawing,­mixed­media,­textile design,­printmaking,­ceramics­and­3D­work­and­photography­are­all areas­available­to­explore.­As­well­as­developing­skills,­students­need to­understand­how­ideas,­feelings­and­meanings­connect­to­images and­artefacts­at­a­personal­level­and­how­they­are­also­socially constructed­over­time­through­genres,­styles­and­traditions.­An important­part­of ­Art­A­Level,­therefore,­is­an­understanding­of context­and­subjective­response­to­it.

Unit­1­Personal­Investigation­(60%) (i) Portfolio­of ­Practical­Work­-­This­Unit­is­begun­in­the­Trinity Term­of ­the­first­year.­Candidates­must­produce­a­sustained project­that­derives­from­an­initial­starting­point,­topic­or­theme, chosen­by­the­student.­At­this­point­we­expect­our­artists­to become­far­more­self-directed,­and­to­pursue­themes­that­have­a personal­relevance­to­themselves.­This­Personal­Investigation must­have­a­mature­and­sustained­outcome­and­show­evidence­of planning,­far­reaching­exploration­and­refinement­of ­skills­and techniques.

Outside­of ­Lessons

Lessons­are­supplemented­by­life­classes­and­occasional­workshops. We­visit­London­exhibitions­as­well­as­many­local­galleries­and studios.­Specialised­workshops­occur­from­time­to­time­(e.g.­stained glass,­bookbinding,­oil­painting­from­life,­dyeing­yarns).­A­popular­6 or­7­day­foreign­study­tour­is­organised­jointly­with­History­of ­Art annually­–­in­past­years­we­have­visited­Paris,­New­York, Amsterdam,­Rome,­Florence,­Venice,­Madrid­and­Barcelona.

Will­I­enjoy­it?

If ­you­have­a­visual­curiosity,­enjoy­experimentation­with­a­broad range­of ­media,­like­working­independently,­enjoy­developing­your own­ideas­and­have­an­open­mind­and­a­tendency­to­think­laterally, then­this­is­a­course­from­which­you­will­gain­great­fulfilment.

Assessment

All­assessment­takes­place­at­the­end­of ­the­course­and­is composed­of: -­Personal­Investigation­(60%) • Practical­Portfolio­with­written­elements -­Externally­set­task­-­15­hours­(40%)

What­else­should­I­consider?

The­Creative­Industries­are­one­of ­the­fastest­growing­contributors to­the­UK­economy­and­A­Level­Art­is­an­excellent­pathway­to­a career­in­this­sector.­This­would­include­all­forms­of ­Art­and­Design: Photography;­Film;­Animation,­Architecture;­Spatial­Design, Fashion;­Textiles­or­Advertising;­Media­to­name­a­few.­­Art­A­Level is­widely­accepted­by­universities­for­degree­courses,­however­it­is often­expected­that­girls­go­on­to­Art­and­Design­Foundation Courses­to­create­specialised­portfolios.

(ii) There­is­a­written­response­included­in­this­Unit­of ­between­1000 and­3000­words­that­can­be­thoughtfully­and­creatively presented.

­26

Unit­2­Externally­Set­Assignment­(40)% This­Unit­starts­in­February­of ­the­second­year­and­is­a­sustained project­based­on­an­externally­set­range­of ­questions.­This­project­is developed­and­refined­and­concludes­in­a­15­hour­period­of supervised­time­in­which­candidates­produce­their­outcome.­

Head of Department: Mrs C Mason gcm@sherborne.com­­ Examination­Board:­­AQA


IB­Visual­Art­has­three­clear­directives­at­the heart­of ­the­programme:­‘Context’,­‘Methods’ and­‘Communication’.­Through­these­three areas­the­students­are­encouraged­to­create­a body­of ­work­that­challenges­them­practically, to­make­art­in­a­variety­of ­materials­using­a wide­range­of ­processes.­The­‘Context’­area of ­study­involves­students­considering­the cultural­significance­of ­their­work­and comparing­this­with­the­work­of ­other­artists. Through­class­discussion,­one-­on-one tutoring­and­group­critiques,­students­are encouraged­to­critically­think­about­both­their own­and­other­artists’­work.­‘Methods’­is where­the­students­have­the­chance­to­explore the­capabilities­of ­a­wide­range­of ­artistic media.­They­are­constantly­challenged­to work­with­new­techniques­and­processes­to build­up­an­exciting­and­highly­refined­body of ­work.­‘Communication’­involves­the students­having­to­make­decisions­about which­pieces­of ­work­they­will­choose­to display­at­the­end­of ­the­course­and­how­they will­display­it.­Students­are­prepared­for­this by­visiting­many­exhibitions­and­private galleries­over­the­two­years,­to­look­at­how different­themes­are­used­in­curatorship.

Fundamental­questions such­as:­‘Can­we­know anything­of ­the­art­of ­the past?’,­‘Can­the­art­of ­the present­be­beautiful?’, ‘What­right­has­the­artist­to a­political­stance?’­and­‘Is originality­possible?,­will­be considered­in­detail throughout­the­course. Review,­modification­and refinement­in­the­progress of ­studio­work­will­be encouraged­through individual­tutorial engagement­and­group critical­forum.­These processes,­along­with­work book­annotation,­will­be the­primary­means­by which­course­participants will­articulate­and­reflect on­the­intentions­and­the communicability­of ­their practice.­The­context­of galleries­and­museums­and other­virtual­exhibition spaces,­such­as­locomotive media,­site­specificity, internet­and­intermedia will­be­addressed­as­the contexts­in­which­artistic meaning­is­negotiated­and expressed. The­course­allows­for­a wide­range­of ­disciplines­to be­studied. Both­Photography­and History­of ­Art­have­a prominent­role­within­the course­with­a­Comparative Study,­a­formally­assessed History­of ­Art­project, playing­a­major­role throughout.

IB

Visual­Arts

1. Comparative­Study (written­20%)

The­newest­addition­to­the­VA curriculum­is­the­CS,­an independent­critical­and contextual­investigation­that explores­artworks,­objects­and artefacts­from­differing­cultural contexts.­The­CS­is­one­of ­the three­components­required­by the­new­curriculum­and­it constitutes­20%­of ­the­final mark.­It­is­a­comparative, analytic­investigation­that­strikes a­balance­between­the­visual­and written,­with­no­prescribed format.

2. The­Process­Portfolio (40%)

The­Process­Portfolio,­or­PP,­is 40%­of ­the­final­mark­and­it­is the­testimony­of ­the­student's artistic­journey­during­the course.­It­is­not­intended­to­be­of polished,­refined,­or­even resolved­work;­final­work­is presented­for­the­Exhibition component­of ­the­course.­The PP­is­a­collection­of ­carefully selected­materials­which document­the­student’s experimentation,­exploration, manipulation­and­development of ­a­variety­of ­visual­arts activities­during­the­two-year course.

3.Exhibition­(40%)

The­final­Exhibition­is­the culmination­of ­the­students'­IB Art­experience.­Students­present a­selection­of ­their­best­work­in the­form­of ­a­curated­final­show, and­defend­and­articulate­their purpose­and­intention­in­a written­rationale.­

Head of Department: Mrs C Mason gcm@sherborne.com­­ ­27


A­Level­& IB

Biology Why­Study­Biology?

Biology­is­a­good­pathway­to­a­large­number­of ­university­courses­and­hence­scientific­careers.­­These­include­Biological Sciences,­Medicine,­Microbiology,­Veterinary­Science,­Dentistry,­Pharmacology,­Physiotherapy,­Nursing,­Psychology, Agriculture­and­Environmental­Science.­­For­these­courses­Chemistry­and­/­or­Physics­and­Mathematics­complement Biology;­for­some­courses­Chemistry­is­also­essential.­Some­knowledge­of ­Chemistry­and­Mathematics­is­required, though­not­necessarily­at­Sixth­Form­Level. COURSE­CONTENT:­A­LEVEL­(AQA) • Biological­molecules­ • Cells­

• Organisms­and­exchange­with­the­environment,­e.g.­gas­exchange,­digestion­and­transport­in­animals­and­plants­ • Genetic­information,­variation­and­relationships­between­organisms­

• Energy­transfer­between­organisms,­e.g.­photosynthesis­and­respiration­

• Organisms­responding­to­changes­in­their­internal­and­external­environment,­ e.g.­homeostasis­and­the­nervous­system­ • Genetics,­populations,­evolution­and­ecosystems­ • The­control­of ­gene­expression.

COURSE­CONTENT:­IB­(HL­ONLY) • Cells­ • Molecular­biology­ • Genetics­ • Ecology­

• Evolution­and­biodiversity­ • Human­physiology­ • Nucleic­acids

• Metabolism,­cell­respiration­and­photosynthesis • Plant­biology

• Genetics­and­evolution

• Animal­physiology,­e.g.­muscles­and­movement­and­the­kidney,­plus­the­Option­D­material,­which­includes:­human nutrition,­digestion,­functions­of ­the­liver,­the­heart,­hormones,­metabolism­and­transport­of ­respiratory­gases.

Will­I­enjoy­it?

Biology­is­life!­It­enables­us­to­explain­living­organisms­from­the­molecular­level­to­their­interactions­within­communities. If ­you­enjoyed­Biology­at­GCSE,­then­you­should­certainly­consider­it­in­the­Sixth­Form.­Practical­work,­including­field work,­is­an­essential­part­of ­the­course­and­will­relate­to­the­theory­taught.­Analysis­and­evaluation­will­also­be­key elements­of ­the­work­covered.

Assessment

A­LEVEL:­3­END­OF­COURSE­ExAMINATIONS Teachers­will­also­assess­students’­practical­skills­(based­on­a­minimum­of ­12­compulsory­practicals)­against­Common Practical­Assessment­Criteria.­­Students­reaching­the­required­standard­will­receive­a­pass­grade­for­their­assessed practical­activities.­ IB:­3­END­OF­COURSE­ExAMINATIONS­ (80%)­plus­a­10­hour­investigation­(20%)­-­internally­assessed.

What­else­should­I­consider?

Students­who­choose­Biology­include­those­who­wish­to­pursue­a­career­in­Biology,­or­a­related­discipline,­and­those­who just­enjoy­studying­the­subject­for­its­own­sake,­alongside­other­subjects.

Head of Subject: Dr J Hopper

­28

jch@sherborne.com

Examination­Boards:­AQA/IBO


Business­is­an­exciting,­modern­subject­that­has evolved­significantly­since­it­was­first­introduced­many years­ago.­­The­subject­balances­academic­theory­with an­appreciation­of ­‘real­world’­application­and­many of ­the­students­go­on­to­study­business­related­degrees at­Russell­Group­universities.­­In­today’s­competitive environment­for­employment,­employers­are­looking for­employees­with­the­ability­to­make­judgements­and analyse­real­scenarios;­this­subject­helps­to­build­a foundation­in­these­critical­areas.­­The­surge­in demand­for­business/economic­related­subjects nationally,­both­at­A­Level­and­degree­level,­reflects the­current­turbulent­business­world­and­the realisation­that­to­improve­the­way­businesses­function you­need­people­who­have­studied­them­and­the economy­in­which­they­function.­Students­who­wish­to get­a­head­start­in­the­business­world­benefit­from­the foundation­this­course­will­build.

Course­Content­-­A­Level­

The­topics­lend­themselves­to­studying­and­engaging with­the­business­world.­The­specification­and assessment­should­encourage­students­to­follow business­developments­and­think­critically­about contemporary­business­issues.­Most­of ­the­assessment material­is­based­on­real­business­situations.­­By examining­and­thinking­critically­about­real­business situations­as­they­study­the­subject,­students­will­gain an­insight­into­different­contexts.­This­will­help­them to­understand­the­key­issues­in­any­situation,­compare and­contrast­them­with­other­situations­and­apply their­understanding.

Assessment:

• 3­x­120­minute­examinations • Each­paper­33.3%

What­else­should­I­consider?

Business­sits­well­with­most­subjects­and­is­commonly­studied­with Geography,­Religious­Studies,­History­of ­Art,­Design­and Technology­and­Modern­Languages.

It­is­a­good­pathway­to­university­courses­in­Business,­Finance, Management,­Marketing­and­Economics.­It­will­improve­your employment­prospects­in­a­wide­range­of ­careers­as­companies continue­the­trend­to­seek­employees­with­a­working­knowledge­of business.

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

Examination­Board:­AQA­

Specification­at­ a­glance:

1 What­is­business? 2­ Managers,­leadership and­decision­making 3­ Decision­making­to improve­marketing performance 4­ Decision­making­to improve­operational performance 5­ Decision­making­to improve­financial performance 6­ Decision­making­to improve­human resource­performance 7­ Analysing­the­strategic position­of ­a­business 8­ Choosing­strategic direction 9­ Strategic­methods:­how to­pursue­strategies 10 Managing­strategic change

Business Management

Why­Study­Business?

A­Level­& IB

BUSINESS

Will­I­enjoy­it?

The­course­will­be­taught with­a­strong­emphasis­on current­events­in­the business­environment.­This means­the­subject­is unpredictable­and­as­we­try to­make­sense­of ­the changes­happening­daily, there­is­great­opportunity for­individual­interpretation, diversity­and­expression. This­subject­demands creative­solutions­to­business problems­and­the­infinite range­of ­plausible­solutions means­students­are­only limited­by­their­own imagination.­This­course will­help­you­understand many­of ­the­functions­of friends’­and­families’ businesses­and­bring­the subject­to­life.

Course­Content IB

The­course­at­IB­is­a­rigorous, challenging­and­dynamic discipline­examining­business management­theories­and including­the­study­of management­processes­in contemporary­contexts.­These include­strategic­uncertainty, decision-making­within­an organisation,­the­use­of information­technology­in business­contexts­and­ethically optimising­the­use­of ­resources in­a­world­with­scarcity­and concern­for­sustainability.­­It also­includes­the­operational business­functions­of ­human resource­management,­finance and­accounts,­marketing­and operations­management through­six­concepts:­change, culture­and­ethics,­globalisation, innovation­and­strategy.

­29


A足Level足& IB

Chemistry足

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.

足30

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. 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 A Angelosanto

afa@sherborne.com­­

Examination­Board:­OCR

­31


A­Level

Why­Study­Classical­Civilisation?

Classical­Civilisation­focuses­on­the­civilisations­of ­Greece­and­Rome­and­is­a wide-ranging­subject­involving­the­study­of ­literature,­material­culture,­ancient thought­and­ideas­as­well­as­the­ancient­historical­context.­You­don't­need­to know­any­languages,­all­the­texts­are­in­translation­and­it­doesn't­matter­if ­you haven't­studied­the­Greeks­and­Romans­before;­all­you­need­is­an­interest­in­the ancient­world­and­its­cultures.­From­women­in­the­ancient­world,­to­the­study­of religious­beliefs­and­ancient­acts­of ­intolerance,­Classical­Civilisation­involves interesting­discussions­that­are­directly­relevant­to­today’s­world.­As­Dr­Peter Jones­states:­‘…­men­grappled­with­exactly the­same­issues­that­we­do:­life,­death,­gods, sex,­love,­family,­children,­education,­the nature­of ­the­world,­our­origins­and development,­the­past,­money,­health,­status,­other­cultures,­friendship,­power, patriotism,­politics,­law,­crime,­justice,­empire,­war’.­ If ­you­are­looking­to­apply­to­university,­Classical­Civilisation­can­be­extremely useful.­You­also­acquire­important­transferable­skills­such­as­analysing­sources and­developing­independent,­critical­and­evaluative­approaches.­You­learn­to formulate­and­support­an­argument­and­develop­a­valuable­understanding­of cultures­very­different­to­your­own.­Classical­Civilisation­is­naturally­particularly valued­by­Classics­departments­in­UK­universities,­but­not­only­by­Classics departments.­The­study­of ­A­Level­Classical­Civilisation­can­often­lead­to­the university-level­study­of ­Ancient­History,­Anthropology,­Classics,­Drama, English,­History,­History­of ­Art,­Philosophy­and­Politics.­This­subject­is­on­the lists­of ­preferred­A­Level­subjects­of ­universities­such­as­UCL,­Trinity­College, Cambridge­and­the­Russell­Group.­From­the­proven­ability­to­write­a­wellstructured­extended­response­to­the­acknowledgement­of ­the­views­of ­others and­a­culturally­sensitive­approach­to­these,­Classics­puts­students­in­an excellent­position.­In­fact,­as­Dr­Peter­Jones­states:­‘what­Classics­has­always done­is­just­teach­people­how­to­think’.

Classical­Civilisation

Course­content

We­study­three­topics:­The­World­of ­the­hero,­Culture­and­the­arts­and­Beliefs and­ideas.­The­first­topic­explores­both­Greek­and­Roman­epic,­with­the­study of ­Homer’s­Odyssey­and­Virgil’s­Aeneid.­The­works­of ­Homer­and­Virgil­are the­foundations­of ­the­Western­literature­and­have­always­been­­­considered­the cornerstone­of ­classical­culture.­­With­their­unique­composition­and­exciting tales­of ­gods­and­heroes,­these­works­of ­literature­form­an­excellent­grounding for­exploration­of ­the­classical­world.­The­second­topic­involves­the­study­of visual­sources­and­literary­works,­focusing­on­either­Greek­theatre­or­Greek­art. Finally,­in­Beliefs­and­ideas­students­explore­some­of ­the­ideas­and­ideals important­not­only­to­the­ancient­world­but­also­to­the­modern­one.­From­ideas about­love­to­those­about­religion,­we­will­examine­thought-provoking­and interesting­concepts­that­will­develop­the­ability­to­evaluate­and­analyse­ideas­as well­as­sources.

Will­I­enjoy­it?

Of ­course­you­will.­The­classes­are­small­and­so­you­will­be­able­to­enjoy discussions­on­classical­life­and­thought­and­the­impact­the­Greeks­and­Romans had­upon­society.­The­questions­we­discuss­in­lessons­may­also­arise­in­other subjects­–­what­is­heroism?­What­role­does­fate­play­in­our­lives?­How­do­we perceive­beauty­in­broken­sculptures?

What­else­should­I­consider?

In­the­past,­girls­have­had­the­opportunity­to­attend­theatre,­lecture­and museum­visits­organised­by­the­Department.­Classical­Civilisation­is­a­wellregarded­subject­that­teaches­many­skills:­you­use­primary­and­secondary evidence­to­construct­arguments,­you­learn­to­write­essays,­participate­in debates­and­combine­detailed­analysis­of ­the­texts­with­an­overarching understanding­of ­them­as­a­whole­within­the­society­that­produced­them.

Assessment

• 3­end-of-course­examinations­ ­32

Subject specialists: Mrs R Allen and Ms S Haslam rma@sherborne.com­­ sjh@sherborne.com­­ Head of History and Classics: Mrs S Elliott sel@sherborne.com­­

Examination­Board:­OCR


A­Level­& IB

Design­Technology

Why­Study­Design­Technology?

This­is­a­creative­subject­that­has­variety and­diversity­that­will­capture­your imagination.

Product­Design­is­an­inherent­part­of everyday­living­and­impacts­upon­almost everything­that­we­do.­From­the sophistication­of ­the­modern­mobile­phone to­the­humble­potato­peeler,­all­products that­we­use­have­been­deliberately developed­with­a­view­to­making­our­lives more­comfortable­and­to­improve­efficiency. If ­you­have­an­enquiring,­imaginative­mind, a­desire­to­be­creative­and­a­determination to­see­something­through­to­a­conclusion, then­this­is­the­subject­for­you.­The­course will­be­thought-provoking,­enhancing­your ability­to­analyse­products­objectively­and logically.­It­will­enable­you­to­see­the­bigger picture­in­the­world­of ­design­and­assess­the environmental­and­ethical­issues­associated with­modern­manufacturing.­If ­you­are considering­a­career­in­design­(fashion, industrial,­engineering),­or­want­to­study­a subject­that­fits­well­with­Sciences­or­Art then­Product­Design­should­be­a­serious consideration.

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

Examination­Board:­AQA­

Course­Content

Students­will­study­designers,­products, material­and­technologies­that­shape­the way­we­live.­They­will­be­expected­to analyse­the­effectiveness­of ­products,­how and­why­they­have­evolved­and­their­impact upon­society­from­both­an­environmental and­moral­perspective.­Essential­practical skills­will­be­taught­through­modelling exercises­and­minor­projects. Students­will­produce­a­Product­Study, which­is­a­coursework­unit,­where­they­will analyse­a­product­of ­their­choice­with­a view­to­improving­a­particular­element (ergonomics,­function,­aesthetics,­material or­construction).­The­product­can­be­either textiles­or­resistant­material­based.­An­endof-course­examination­will­assess­their design­and­modelling­skills­and­their­ability to­respond­to­a­design­challenge­showing innovation­and­creativity.

The­U6­year­is­centred­on­a­major­project of ­the­student’s­choice,­which­relates­to­their area­of ­focus­(textiles/resistant­materials). This­is­an­important­coursework­unit­that enables­students­to­show­their­design­and making­skills­to­the­full.­There­is­also­a­final examination­that­tests­theoretical understanding­of ­the­subject.

Will­I­enjoy­it?

If ­you­are­a­creative­person,­inquisitive­by nature,­can­rise­to­a­challenge­and­enjoy problem­solving,­the­answer­is­most definitely­yes.­If ­you­are­keen­to­experiment and­explore­different­materials,­take­a­risk and­are­not­afraid­to­learn­from­your mistakes­give­it­a­go.­At­the­end­of ­the course­not­only­will­you­have­a­certificate­of achievement,­but­a­piece­of ­practical­work that­you­have­designed,­developed­and manufactured.­What­other­subject­can­boast that?

Assessment

• 1­x­6­hour­design­and­modelling practical­and­written­examination­to­be taken­towards­the­end­of ­the­course (20%­of ­final­marks) • 1x­2.5­hour­design­and­theory examination­taken­at­the­end­of ­the course­(20%­of ­final­marks)

• 2­units­of ­coursework­(2x30%­of ­final marks)

What­else­should­I­consider?

In­design­there­is­no­right­and­wrong solution­just­good­and­bad­design.­Have­you got­an­enquiring­mind­that­will­allow­you­to think­objectively­about­a­design­problem without­being­influenced­by­the­conformity of ­existing­products?­Can­you­think­laterally and­work­independently­to­achieve­a­given goal?­If ­you­are­up­for­a­real­challenge­then look­no­further.

­33


A­Level

Drama­&­Theatre­Studies 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 DofE does. As well as taking part in an Arts activity (such as one of the school productions or choreographing House Dance) 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, writing a play, teaching younger years how to make their own clothes or putting on a musical theatre night. This is a great way of getting accreditation for the work you are already doing in any creative subject at Sherborne Girls.

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 direct your own productions.

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.

­34


Theatre Studies A Level Course Content

For many students, the most rewarding section of the course is Component 2 – the Devised Performance. In groups, students prepare a piece of drama to be staged, with full technical support, based on an issue they find relevant and influenced by a theatre practitioner. Students will also need to see a variety of live performances throughout the two year period, study five 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.

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

• 1 written examination (40%)

Four practical pieces: • Presentation of three extracts from different plays (30%) • Presentation of Devised Drama (30%) • 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, especially in the lead up to your examined practical work. You will need to work creatively and collaboratively in every lesson and will need to have a self-motivated approach to each topic. There is an expectation that you will do some reading around the subject and go and see live theatre as often as you can in the holidays, even if just the live streamed performances to local cinemas. 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.

IB

English Literature and performance may be available. For further information please contact the Head of Department. Head of Department: Miss E Nurse ean@sherborne.com­­

Examination­Board:­AQA­

­35


A­Level­& IB

ECONOMICS

Why­Study­Economics?

Will­I­enjoy­it?

These­are­some­of ­the­questions­that­could­be­looked­at­over­the­two­years.­The­courses­do­not expect­or­require­any­previous­academic­study­in­the­subject.­They­seek­to­develop­the­ability­to analyse­and­evaluate­events­going­on­in­the­world­today­from­a­scientific­point­of ­view.­The courses­will­act­as­a­great­starting­point­for­topical­discussions­and­any­number­of ­careers.­The topics­below­give­a­general­idea­of ­the­content­that­will­be­covered.­The­content­becomes interesting­and­relevant­because­practical­applications­of ­the­theory,­such­as­those­above,­are­in the­media­daily.

Assessment

What­will­happen­to­house­prices­in­the­future?­Why­do­some­countries­with­huge­natural resources­have­a­low­standard­of ­living?­Should­drivers­of ­‘4x4s’­be­charged­more­than­other drivers­to­drive­in­towns?

• A­Level:­3­x­2­hour­units­examined at­the­end­of ­the­course­(100%­of final­marks)­No­coursework

Course­Content­A­Level

• IB:­Three­examination­papers­at­the end­of ­the­course­plus­coursework consisting­of ­a­2000­word­personal investigation.

Course­Content­IB­(HL­&­SL)

If ­you­are­a­keen­mathematician­then Economics­provides­many­opportunities to­apply­mathematical­skills,­particularly in­higher­education­as­most­university Economics­courses­place­great­emphasis on­the­mathematical­aspects­of Economics.­Economics­is­a­particularly useful­subject­to­study­alongside­History or­Geography,­but­can­be­easily combined­with­just­about­every­subject.

The­A­Level­comprises­four­themes.­Theme­1­focuses­on­microeconomic­concepts­and­considers how­markets­work.­Students­learn­how­to­apply­supply-and-demand­analysis­to­real-world situations­and­offer­explanations­of ­consumer­behaviour.­Theme­2­focuses­on­macroeconomic concepts.­Students­are­introduced­to­the­aggregate­demand/supply­model­and­examine­the­use of ­monetary,­fiscal­and­supply-side­policies­as­a­means­of ­improving­an­economy’s­performance. Theme­3­focuses­on­business­economics.­Students­will­examine­how­the­number­and­size­of market­participants,­and­the­level­of ­contestability,­affect­the­pricing­and­nature­of ­competition between­firms.­Theme­4­applies­macroeconomic­concepts­to­a­global­context.­Students­will understand­the­significance­of ­globalisation,­international­trade,­the­balance­of ­payments­and exchange­rates.­ IB­Economics­can­be­studied­at­Higher­or­Standard­Level.­The­course­includes:­introduction­to economics­–­foundation­of ­economics,­definitions­of ­growth­and­development,­scarcity,­choice and­rationing­systems.

Microeconomics­–­demand,­supply­and­elasticity;­firms,­and­when­markets­fail.

Macroeconomics­–­national­income,­macroeconomic­models,­demand-side­and­supply-side policies,­unemployment,­inflation­and­distribution­of ­income.­International­issues­–­reasons­for trade,­protectionism,­economic­integration,­WTO,­balance­of ­payments,­exchange­rates,­balance of ­payment­problems,­terms­of ­trade.

Development­Economics­–­sources­of ­economic­growth­and­development,­consequences­of growth,­barriers­to­growth­and/or­development,­and­evaluation­of ­growth­and­development. ­36

You­certainly­will­if ­you­enjoy­current affairs­or­analysing­problems­and applying­theory­to­real­world­issues.­

What­else­should­I­consider?

For further information, contact Mrs K Creswell klc@sherborne.com­­

Examination­Board:­EDExCEL


Why­Study­English?

ENGLISH

English­literature­is­essentially­the­consideration­of ­the very­best­and­most­enduring­literary­works­of ­our culture.­It­will­help­you­to­read­more­perceptively,­more critically­and­with­deeper­understanding­and appreciation;­in­so­doing,­you­will­be­enabled­to articulate­with­greater­finesse­your­response­to­the predicaments­and­situations­common­to­us­all.

Course­Content­ A­Level

This­course­requires­the­close­in-depth­study­of ­an absolute­minimum­(for­examination)­of ­six­literary­texts covering­fiction,­poetry­and­drama­including Shakespeare­in­addition­to­critical­analysis, interpretation­and­evaluation­of ­‘unseen’­poetry­and prose;­there­will­also­be­an­internally­assessed independent­speaking­and­writing­component.

IB­English­Literature­HL

A­Level­& IB

abcdefghijklmnoprst uvwxyz

English­can­be­studied­at­both­Higher­and­Standard Level.­The­Higher­Level­(Literature)­course­investigates the­basis­of ­our­communication­and­understanding. English­is­the­medium­of ­our­interactions­with­others, of ­our­internal­reflections­and­of ­our­dialogue­with cultures­of ­the­past­through­earlier­literature;­it permeates­all­aspects­of ­our­humanity.­Historical change,­cultural­multiplicity­and­political­conflict­are mediated­through­texts­cast­in­every­conceivable­form and­register,­and­might­include­text­from­newspapers, political­speeches­or­advertisements.­Our­course­seeks­to reflect­this­protean­variety­and­covers­a­broad­range­of the­best­authors­from­a­variety­of ­periods­in­many styles.­It­is­hoped­that­students­will­be­able­to­develop their­own­enthusiasms­and­personal­critical­approach­to the­subject.­As­in­A­Level­syllabuses,­students­will­study the­canonical­authors­of ­the­past,­such­as­Chaucer, Shakespeare­and­some­of ­the­major­novelists­and­poets. This­course­also­includes­some­literature­in­translation and­non-fiction­writing.­Reading­independently­and working­with­personal­initiative­are­key­from­the­very start.­

Language­and Literature­SL

In­the­Language­course­you will­study­a­variety­of ­texts such­as­newspapers,­political speeches,­advertisements­and extracts­from­non-fiction books.­You­examine­language in­its­cultural­context­and­look at­language­and­mass communication.­There­are four­literature­texts­which cover­at­least­two­genres, poetry,­drama­and­the­novel. Two­texts­are­used­for­the­indepth­study­required­for­the individual­oral­commentary;­a further­two,­one­of ­which­is­a work­in­translation,­you­study for­the­examination.­

Literature­and Performance­SL

The­literature­and performance­course­aims­to explore­the­relationship between­literature­and theatre.­The­main­focus­of ­the course­is­the­interaction between­the­literary­skills­of close­reading,­critical­writing and­discussion­and­the practical,­aesthetic­and symbolic­elements­of performance. The­course­is­organised­into three­parts,­each­focussed­on­a different­aspect­of ­literature and­performance.­Together, the­three­parts­of ­the­course cover­the­critical­study­of literary­texts,­the­exploration of ­chosen­approaches­to­a text,­and­the­realisation­of texts­in­performance.­Students engage­with­a­wide­variety­of textual­genres­to­explore­the concept­of ­transformation, examining­the­ways­in­which the­contexts­of ­production and­reception­shape­meaning.

Will­I­enjoy­it?

You­certainly­will­if ­you­enjoy current­affairs­or­analysing problems­and­applying­theory to­real­world­issues.­

Assessment

• A­Level:­4­x­2hr­exams­ • IB­(HL­&­SL)

• Coursework­20%,

• Oral­component­30%­

• Two­final­examinations­50%

What­else­should­ I­consider?

Studying­English­Literature embraces­challenging intellectual­disciplines,­and­so­is an­excellent­preparation­for many­degree­courses,­especially in­the­arts­and­humanities;­girls wishing­to­read­sciences­or Medicine­at­university­can­also benefit­hugely­from­the­study­of English­Literature­in­the­Sixth Form. Head of Department: Mr P Cantrell

prc@sherborne.com­­

Examination­Board:­CIE

­37


IB

Environmental Systems­and­Societies Why­Study­ESS?

STANDARD­LEVEL­ONLY This­Standard­Level­course­will­enable­you­to­adopt­an­informed­personal­response­to­the­wide­range­of ­pressing environmental­issues­that­are­currently­facing­humans.­­It­uses­a­systems­approach­to­develop­an­understanding­of ­the interrelationships­between­environmental­systems­and­societies­so­that­you­can­evaluate­the­scientific,­ethical­and­sociopolitical­aspects­of ­the­topics­covered. COURSE­CONTENT This­subject­combines­the­techniques­and­knowledge­associated­with­an­experimental­science­with­those­relating­to­a Group­3­subject.­It­is­offered­at­Standard­Level­only.­It­seeks­to­provide­students­with­a­clear­sense­of ­the interrelationships­between­environmental­systems­and­societies­which­will­enable­them­to­make­an­informed­personal response­to­a­wide­range­of ­environmental­issues.­There­will­be­constant­emphasis­on­the­decisions­that­they­have­to make­in­their­own­lives.­Practical­work­in­the­laboratory­and­in­the­field­will­play­an­important­part­in­the­course.­The course­is­divided­into­eight­sections. THE­PROVISIONAL­LIST­OF­TOPICS­TO­BE­COVERED­ARE: • Foundations­of ­environmental­systems­and­societies­ • Ecosystems­and­ecology­

• Biodiversity­and­conservation­

• Water,­aquatic­food­production­and­society­

• Soil­systems­and­society,­e.g.­terrestrial­food­production • Atmospheric­systems­and­society,­e.g.­air­pollution­ • Climate­change­and­energy­production • Human­systems­and­resource­use

Will­I­enjoy­it?

If ­you­enjoyed­Biology­at­GCSE,­and­have­an­interest­in­Geography­then­this­could­be­the­course­for­you.­­In­many­ways, it­is­a­blend­of ­both­of ­these­subjects.­It­will­provide­you­with­an­opportunity­to­make­a­personal­response­to environmental­issues­and­research­these­issues­in­a­way­most­relevant­to­you.

Assessment

• External­Assessment­(two­papers)­(75%)

• Paper­1­(analysis­and­evaluation­of ­data­relating­to­a­case­study)

• Paper­2­(short-answer­and­data-based­questions­and­also­two­structured­essay­questions) • Internal­Assessment:­based­on­practical­work­25%

What­else­should­I­consider?

Many­universities­offer­Environmental­Science­courses,­but­we­would­expect­a­student­intending­to­study­for­a­degree­in one­of ­these­courses­to­take­a­Science­at­HL­as­well­as­Geography.­As­a­SL­only­course­ESS­will­not­necessarily­solely satisfy­the­entry­requirements­for­a­science-based­course­such­as­Environmental­Science.­The­course­does­provide­an excellent­introduction­to­many­of ­the­problems­currently­facing­the­world­of ­business,­politics­and­law.­As­such,­it­makes an­excellent­choice­of ­science­for­those­intending­to­pursue­a­non-scientific­career.­The­perspective­it­provides­has­been found­by­previous­pupils­to­be­fascinating,­informative­and­useful.

For further information contact: Dr J Hopper, Head of Biology jch@sherborne.com­­­Examination­Boards:­AQA/IBO

­38


Geography­is­highly­valued­by­universities. A­Level­Geography­combines­well­with both­Arts­and­Science­subjects.­It­is­a broad-based­subject­that­covers­a­wide variety­of ­skills.­Geography­will­prepare you­for­a­career­in­sustainability­and­green issues,­urban­regeneration,­energy­supply, retail­location,­managing­the­effects­of hazards­and­climate­change.­­If ­you­are thinking­of ­a­career­in­Law,­Human Rights,­International­Relations­or­Welfare then­Geography­gives­you­the­opportunity to­consider­relevant­issues­such­as;­How­do we­measure­development?­What­are­the consequences­of ­migration­on­societies? Geography­will­enhance­your­essay-writing skills­and­your­confidence­in­producing­well researched­extended­reports.

A­Level­& IB

Why­Study­Geography?

GEOGRAPHY

Course­Content­A­Level­

During­the­two­year­course­you­will­study­3 Physical­topics­(Water­and­Carbon­cycles; Deserts­or­Coasts;­Hazards­or­Ecosystem or­Cold­environments).­You­will­also­study 3­Human­topics­(­Global­systems­and Governance;­Changing­Places;­Population or­Urban­environments­or­Resources)

You­will­also­take­part­in­a­residential­field trip­where­you­will­collect­data­to­support the­course­to­use­as­the­basis­for­your individual­Investigation.

Course­Content­IB

Core:­Populations­in­Transition;­Disparities in­wealth­and­development;­Patterns­in environmental­quality­and­sustainability; Patterns­in­resource­consumption.

Optional­themes:­Higher­Level­students study­three­optional­themes­whilst Standard­Level­students­study­two­themes. Urban­Environments;­Freshwater­–­issues and­conflict;­Extreme­Environments.­

Global­Interactions­(HL­only)­–­Measuring global­interactions.

Changing­space­–­the­shrinking­world; Economic­interactions­and­flow; Environmental­change; Sociocultural­exchanges;­Political Outcomes;­Global­interactions­at­the local­level.

Assessment A­Level:

Two­end­of ­course­examinations: • Physical­Geography­(40%) • Human­Geography­(40%)

• Plus­investigation­of ­3­–­4000­words (20%) IB:­Three­end-of-course­exams • Paper­1:­(Core)­25%.­

• Paper­2:­(Optional­Themes)­35%

• Paper­3:­(Global­interactions)­20%

• Internal­Assessment­(Field­work)­20%

What­else­should­I­consider?

Michael­Palin­believes­that­“Geography­is the­subject­which­holds­the­key­to­our future.”­You­should­consider­Geography­if you­enjoy­learning­about­people­and­their societies,­economies,­cultures­and­the environment.

If ­you­are­keen­to­learn­and­develop­a­wide range­of ­skills­and­you­are­seeking­a­broad based­academic­subject,­look­no­further. Head of Department: Mrs E Morray-Jones

eam@sherborne.com­­

Examination­Board:­AQA

­39


­40


Why­study­Classical­Greek?

The­language­of ­the­ancient­Greeks­has­informed people­for­over­2,000­years­and­continues­to­offer endless­opportunities­for­questioning­and­reflection. You­could­start­with­the­epics­of ­Homer­and­the poetry­of ­Sappho­and­work­your­way­through­the philosophical­ideas­of ­Socrates,­Plato­and­Aristotle and­then­move­onto­the­powerful­tragedies­of Aeschylus,­Sophocles­and­Euripides.­Step­outside the­classical­world­and­recognise­the­influence­of the­Greeks­on­the­works­of ­Karl­Marx­and­on­the words­of ­the­suffragettes,­who­quoted­Medea’s views­on­childbirth­as­they­protested.­It­is­difficult­to find­a­part­of ­life­that­has­not­in­some­way­been influenced­by­the­ancient­Greeks­so­what­better than­to­read­their­writings­in­the­original­language and­to­learn­how­to­shine­a­bright­light­upon­their world.

Course­Content­A­Level

There­are­separate­papers­in­language­and literature.­For­the­language,­both­prose­and­verse authors­are­studied­(xenophon­and­Euripides­until 2023).­For­the­literature,­we­study­Thucydides­as our­prose­author­and­Homer­and­Euripides­as­the verse­authors.­

A­Level­& IB

ΚΛΑΣΙΚΗ ΕΛΛΗΝΙΚΗ CLASSICAL­GREEK Course­Content­IB

The­aim­of ­this­course­is­to enable­students­to appreciate­the­literary­merit of ­classical­texts­and­an awareness­of ­the­issues raised­in­them,­as­well­as their­connections­and relevance­to­our­times.­At the­same­time,­we­aim­to build­an­awareness­and appreciation­of ­the­different perspectives­of ­people­from those­cultures.­Learning­the grammar,­syntax­and vocabulary­is­not­an­end­in itself ­but­enables­students­to read­a­variety­of ­literature and,­through­analysis­and interpretation,­to­try­to understand­the­ancient world­from­a­contemporary viewpoint.­The­language author­is­xenophon­and­for literature­there­is­the­choice of ­two­out­of ­three­of Homer,­Herodotus­and Euripides.

Will­I­enjoy­it?

But­of ­course.­There’s­no denying­that­it­is­a­challenging subject­and­that­you­will­have­to develop­a­passion­for­grammar (if ­you­haven’t­got­one­already) but­the­language­is­in­the ascendant­once­more­–­just­look at­the­number­of ­Greek­plays being­performed­in­London­this season?­What­better­way­to make­your­university application­stand­out­than­by having­an­A­Level­in­Classical Greek!

Assessment

• 4­end-of-course­examinations

What­else­should­ I­consider?

A­qualification­in­either­Latin or­Greek­is­rated­highly­by universities­and­can­be­useful­to students­intending­to­study courses­such­as­Medicine,­Law, Modern­Languages,­English­as well­as­more­traditional Classics.­Recent­students­have gone­on­to­study­Classics­at Oxford­and­other­degrees­such as­Ancient­History,­Art, Classical­Literature,­Medicine and­theology­at­Edinburgh, Newcastle,­­Falmouth­and Durham.

Subject specialists: Mrs R Allen and Ms S Haslam rma@sherborne.com­­ sjh@sherborne.com­­ Head of History and Classics: Mrs S Elliott sel@sherborne.com­­

Examination­Board:­OCR

­41


A­Level­& IB

History

A­Level­History Course­Content

Why­Study­History?

This­course­will­be­ideal­for­students who­are­interested­in­people­and politics­in­the­past­and­who­want­to find­out­why­some­countries­develop through­peaceful­change­whilst­others experience­revolutions.­If ­you­study History­you­will­be­able­to­develop the­important­skills­of ­source criticism,­essay-writing,­critical understanding­of ­argument­and interpretation.­We­also­hope­that students­will­want­to­do­lots­of reading­and­be­able­to­reflect­on­the role­of ­the­historian­in­the­very process­of ­creating­‘History’.

This­A­Level­course­offers­a­break­from­the Modern­World­focus­of ­GCSE­History.­A Level­History­covers­Early­Modern­British and­European­History­as­well­as­some Modern­European­History.­For­the­British History­unit­we­will­investigate­Tudor Britain­1485-1558.­This­includes­an­enquiry topic:­Mid­Tudor­Crisis­of ­1547-58.­We­will also­be­studying­Tsars­and­Revolutionaries of ­Russia­1894-1941­and­as­a­depth­study we­will­look­at­the­Ascendancy­of ­France 1610-1715­with­a­focus­on­the­‘Sun­King’ Louis­xIV.­Students­will­be­able­to­extend their­knowledge­of ­one­of ­these­three­topics when­they­complete­their­topic-based coursework­essay­in­the­U6.­During­the two-year­course­students­will­attend­at­least one­major­lecture­in­Central­London­where they­have­the­opportunity­to­listen­to leading­academics.­In­the­past­these­have included­distinguished­historians­such­as David­Starkey.­There­is­also­the­opportunity to­listen­to­lectures­at­Sherborne­School­and Sherborne­Historical­Society.­Sherborne Girls­has­a­very­popular­Senior­History Society­which­meets­weekly.

Assessment

• British­period­study­and­enquiry­–­ 1­hour­30­minute­paper

• Non-British­period­study­–­1­hour­paper • Thematic­study­–­2­hour­30­minute paper

IB­History Course­Content

For­students­who­enjoy­Modern­World History,­the­IB­course­builds­upon­the­work done­towards­GCSE.­Students­currently study­Authoritarian­and­Single­Party­States in­the­20th­century­(including­Cuba­and China),­the­Cold­War­in­regions­such­as Africa,­the­Americas,­Europe,­South-East Asia­and­the­Middle­East.­Throughout­the course­there­are­plenty­of ­opportunities­to attend­lectures­and­participate­in­annual events­such­as­the­Lessons­from­Auschwitz programme.

Assessment

• Three­examinations­for­Higher­Level and­two­examinations­for­Standard Level.­All­students­complete­a­2000­word personal­investigation.

What­else­should­I­consider?­

Studying­History­is­a­great­pathway­to many­careers­including­Law,­Politics, International­Relations­and­Journalism. Many­careers­require­the­skill­of ­writing and­presenting­reports;­prospective employers­consider­historians­to­be particularly­accomplished­in­these­areas. Famous­History­graduates­include­the­BBC foreign­affairs­correspondent­Jeremy­Bowen, comedian­Sacha­Baron­Cohen,­presenters Jonathan­Ross­and­Melvyn­Bragg­and former­PM­Gordon­Brown.

• Topic-based­course­work­essay­–­ 3000-4000­words

Head of History and Classics: Mrs S Elliott

sel@sherborne.com­­

­42

Examination­Board:­OCR


Why­Study­History­of ­Art?

History­of ­Art­is­fashionable, accessible,­flexible,­challenging, diverse­and­vocational.­It­is­highly relevant­to­the­21st­Century­and­to the­lives­of ­teenagers­as­cultural consumers.­You­will­study­paintings, sculptures­and­buildings, understanding­the­reasons­why­art was­made­for­different­peoples­at different­times,­and­what­art represented­to­them.­You­can­get­an insight­into­artists’­lives,­their­patrons, and­the­historical­and­social­contexts of ­different­ages,­from­Ancient Greece­to­London­at­the­dawn­of ­the 21st­Century.­It­is­the­ultimate­interdisciplinary­A­Level­and­Degree Course,­fitting­so­well­with­other subjects­like­Languages,­RS,­English and­History.

of ­Art

Course­Content

Students­will­be­taken­on­a­visual­journey through­the­history­of ­Western­painting, sculpture­and­architecture,­using­thirty­or­so examples­chosen­by­the­teacher­that­best illustrate­the­variety­of ­styles,­concepts­and themes­that­can­be­found­in­the­history­of art.­Students­will­be­introduced­to­artistic and­architectural­vocabulary­and methodology­needed­to­evaluate­the artworks­and­develop­skills­of ­visual­analysis and­historical­awareness.

A­Level­& IB

History

What­else­should­I­consider?­

Not­the­‘easy­choice’­of ­yesteryear,­History of ­Art­is­a­rigorous­A­Level­with­focused and­well-crafted­writing­at­its­heart.­Exams are­demanding­in­terms­of ­time.­However all­students­can­achieve­their­potential. Many­of ­the­pictures­in­this­booklet­are­of happy­art­historians!

We­look­at­Art­of ­the­Sixteenth­Century­in Europe,­and­Art­in­Europe­and­America from­1946-2000.­Studying­two­very different­periods­in­depth­gives­the­students a­good­grounding­in­what­‘traditional’­art was­like,­before­the­20th­century­artists changed­all­the­rules­once­and­for­all.­These are­two­pivotal­periods­in­the­History­of ­Art and­provide­a­strong­grounding­for university­study.

Will­I­enjoy­it?

Yes!­It’s­important­to­relax­about­art,­say what­you­see,­and­be­prepared­to­share ideas.­No­previous­knowledge­of ­Art History­is­needed­to­study­this­course. Classes­are­enjoyable­discussions­about artworks­&­incorporate­multimedia websites,­videos­and­texts.­History­of ­Art offers­you­the­chance­to­develop­visual­and analytical­skills­and­really­helps­develop essay­writing­skills­and­visual­analysis.­We will­gain­a­broad­appreciation­of ­art­so­that you­are­able­to­take­your­granny­to­any­art gallery­anywhere,­and­analyse­the­artworks you­show­her!­As­well­as­weekly­classes­there are­trips­to­London­galleries­in­both­years, and­the­famous­Art­and­History­of ­Art Study­Trip­to­a­foreign­city­(Paris,­Berlin, New­York)­is­legendary!

Head of Department: Mr Jonathan Casely

jbc@sherborne.com­­

Examination­Board:­OCR

­43


A­Level­& IB

Why­study­Latin?

‘Latin­is­the­maths­of ­the­Humanities,­but­Latin­also­has­something­that mathematics­does­not­and­that­is­the­history­and­mythology­of ­the­ancient world.­Latin­is­maths­with­goddesses,­gladiators­and­flying­horses,­or­flying children.’­So­says­Llewelyn­Morgan,­a­professor­of ­Classics­at­Oxford. Latin­is­an­historically­significant­language­that­is­also­embedded­in­many modern­languages­and­so­its­study­not­only­gives­important­insights­into ancient­and­modern­languages­but­also­leads­to­a­greater­understanding­of contemporary­literature­and­cultures.­Fundamentally,­the­study­of ­a classical­language­trains­the mind,­developing­skills­of ­critical thought,­memory­and­close analysis,­as­well­as­an appreciation­of ­the­beauty­and power­of ­language.­Linguistic­skills­lie­at­the­heart­of ­the­course,­since­it­is through­a­deep­understanding­of ­the­workings­of ­a­language­that­true intellectual­contact­can­be­made­with­the­peoples­of ­the­past.­Through­the different­genres­of ­classical­texts,­students­will­be­able­to­examine­their ideas­and­artistry­within­their­historical,­political­and­cultural­contexts.­At the­end­of ­the­Sixth­Form,­students­will­truly­learn­what­it­is­exactly­that the­Romans­have­done­for­us!

Classical­Latin

Course­content:­A­Level

There­are­separate­papers­in­language­and­literature.­For­the­language, both­prose­and­verse­authors­are­studied­(Livy­and­Ovid­until­2023).­For the­literature,­we­study­Cicero’s­speech­pro­Milone.­The­death­of ­Publius Clodius­and­the­prosecution­of ­Milo­for­his­murder­came­at­a­critical­point in­the­collapse­of ­the­late­Republic.­In­his­passionate­defence­of ­Milo, Cicero­pleads­for­the­rule­of ­law­as­a­vital­counterweight­to­the­anarchy that­the­gangs­of ­Clodius,­and­Milo,­had­created.­The­published­speech was­regarded­as­a­masterpiece­of ­oratory­in­its­own­time­and­is­still­held­to be­one­of ­his­finest­compositions­and­a­model­for­the­presentation­of ­such­a defence.­We­also­study­the­three­main­writers­of ­Latin­love­elegy, Propertius,­Tibullus­and­Ovid.­The­selected­poems­depict­the­bitter-sweet love­affairs­of ­the­poet-lovers­and­their­mistresses­(Cynthia,­Delia,­Nemesis and­Corinna),­from­the­heartbreak­of ­rejection­to­the­elation­at­love reciprocated.­We­learn­about­such­details­of ­urbane­Roman­life­as­drinking parties­and­elaborate­hair-dressing­and­also­are­introduced­to­the­idyll­of the­countryside.­The­sophisticated­poems­combine­intense­emotion­with­wit and­irony.­These­are­some­of ­literature’s­greatest­authors­who­inspired­the likes­of ­Shakespeare­and­Dante,­Botticelli­and­Titian.­

Assessment

• 4­end-of-course­examinations

What­else­should­I­consider?

A­qualification­in­either­Latin­or­Greek­is­rated­highly­by universities­and­can­be­useful­to­students­intending­to­study courses­such­as­Medicine,­Law,­Modern­Languages,­English as­well­as­more­traditional­Classics­or­Classical­Studies. Recent­students­have­gone­on­to­study­Classics­at­Oxford­and other­degrees­such­as­Ancient­History,­Art,­Classical Literature,­Medicine­and­Theology­at­Edinburgh,­Newcastle, Falmouth­and­Durham.

Course­content:­IB

There­are­separate­papers­in­language­and­literature.­For­the­language,­we study­the­speeches­of ­Cicero.­For­the­literature,­we­study­two­genres,­‘Love Poetry’­and­‘Women’.­Both­prose­and­verse­authors­are­studied­(Catullus, Propertius­and­Tibullus­for­the­first­genre­and­Cicero,­Livy,­Ovid,­Horace and­Virgil­for­the­second).­The­aim­of ­this­course­is­to­enable­students­to appreciate­the­literary­merit­of ­classical­texts­and­an­awareness­of ­the­issues raised­in­them,­as­well­as­their­connections­and­relevance­to­our­times.­At the­same­time,­we­aim­to­build­an­awareness­and­appreciation­of ­the different­perspectives­of ­people­from­those­cultures.­Learning­the­grammar, syntax­and­vocabulary­is­not­an­end­in­itself ­but­enables­students­to­read­a variety­of ­literature­and,­through­analysis­and­interpretation,­to­try­to understand­the­ancient­world­from­a­contemporary­viewpoint.­ ­44

Subject specialists: Mrs R Allen and Ms S Haslam rma@sherborne.com­­ sjh@sherborne.com­­ Head of History and Classics: Mrs S Elliott sel@sherborne.com­­

Examination­Board:­OCR


Why­Study­Mathematics?

A­Level­& IB

Mathematics Mathematics­is­a­mixture­of ­ideas,­problem-solving­and­the application­of ­numerical­skills.­­Brain­training­and­the development­of ­logical­thinking­and­organisation,­are­at­its core­so­it­complements­many­other­courses.­­The­academic rigour­and­skills­that­are­developed­are­also­desirable­in­any career.­The­teaching­staff ­are­fully­committed­to­providing­a broad­mathematical­education­and­our­‘open­door’­policy­for providing­support­is­extremely­popular.

Course­Content­A­Level­Mathematics­

The­course­provides­a­study­of ­Mathematics­in­three­main areas:­Pure­Mathematics­(Algebra­and­Functions,­Proof Coordinate­Geometry,­Calculus­and­Trigonometry),­Statistics and­Mechanics.­This­is­a­two­year­linear­course­which­will include­the­use­of ­technology­to­analyse­large­data­sets.­The aim­of ­the­course­is­to­enable­students­to­develop­mathematical knowledge,­problem-solving­skills,­mathematical­reasoning­and modelling­skills.

Further­Mathematics­A­Level

If ­Maths­is­your­real­interest,­then­you­could­study Mathematics­with­Further­Mathematics.­This­counts­as­two subjects­(Further­Maths­cannot­be­studied­alone).­The­Further Mathematics­course­that­we­offer­includes­Pure­Mathematics (Complex­Numbers,­Differential­Equations,­Proof,­Matrices, Vectors,­Coordinate­Systems,­and­Series),­more­Statistics, Mechanics­and­Decision­Maths.

Course­Content­IB

Mathematics­is­a­core­subject­in­the­IB­programme,­so­all students­must­take­a­course­in­it,­but­we­do­offer­it­at­Higher Level­(for­those­who­may­have­considered­Further Mathematics­if ­taking­the­A­Level­option),­Standard­Level­and Mathematical­Studies.

It­is­important­that­students­take­advice­on­the­most appropriate­course­and­level­considering­both­their­interest­and Higher­Education­requirements.­­In­each­of ­these­programmes the­aim­of ­the­course­is­to­enable­students­to­develop mathematical­knowledge,­concepts­and­principles,­logical, critical­and­creative­thinking. Head of Department: Mrs D Kirby

dki@sherborne.com­­

Will­I­enjoy­it?

Maths­is­not­always­about what­we­will­use­again­in the­future,­but­more­about the­enjoyment­of ­being faced­with­a­problem,­the organisation­and communication­of ­a solution­and­the­ability­to learn­from­one’s­mistakes. If ­you­enjoy­a­challenge,­the satisfaction­of ­achieving­a solution,­and­thrive­on having­an­algebraic­problem to­solve,­then­Maths­is­for you.­Sometimes­a­problem may­take­several­attempts but­if ­you­are­prepared­to keep­having­a­go,­enjoy learning­from­your­mistakes, rather­than­becoming despondent,­then­you­will love­Maths.

Assessment

A­Level­Maths

• 3­x­2­hour­papers examined­at­the­end­of the­course

A­Level­Further­Maths • 4­x­90­minute­papers examined­at­the­end­of the­course

Assessment IB

• Mathematical­Studies­SL • 2­x­90­minutes­(80%)

• Individual­Project­(20%) • Mathematics­SL

• 2­x­90­minute­(80%)

• Individual­Exploration (20%) • Mathematics­HL

• 2­x­120­minutes­(60%) • 1­x­60­minutes­(20%)

• Individual­Exploration (20%)

What­else­should­ I­consider?

Recommended­GCSE:­An A­or­A*­in­GCSE­or­IGCSE Mathematics,­in­order­to take­the­full­A­Level. Mathematics­sits­well­with all­subjects­across­all disciplines.­It­is­the­language of ­most­sciences­and­gives an­excellent­combination with­Art,­Music,­Languages, Geography­and­History.­It­is a­good­pathway­to­a­wide range­of ­university­courses and­careers,­from Engineering­to­Economics, Medicine­to­Archaeology.

Examination­Board:­EDExCEL

­45


A­Level­& IB

Modern Languages

French, German, Spanish, Italian

All­languages­can­be­studied­at­A­Level­and­IB,­apart­from Italian­(only­offered­in­IB).

Why Study Modern Foreign Languages?

The­study­of ­one­or­more­modern­foreign­languages­has obvious­practical­benefits­for­communication­with­foreign language­speakers­in­the­world­of ­work­as­well­as­for­leisure travel.­The­satisfaction­and­pleasure­derived­from­being­able­to speak­and­understand­foreign­languages­proficiently­are considerable­and­certainly­worth­the­patient­hard­work required.

In­the­world­of ­work­there­is­firm­evidence­that­people­with language­skills­have­a­distinct­advantage:­they­have­the­edge­at interviews,­they­communicate­better­and­they­earn­more.­But as­well­as­being­good­for­your­career,­languages­are­rewarding to­learn­for­their­own­sake,­because­they­open­your­mind­to other­cultures­and­encourage­you­to­think­more­deeply­about the­different­ways­in­which­human­beings­communicate­with one­another.­A­Level­and­IB­courses­are­well­regarded­by universities­and­employers­and­as­such­are­certainly­worth including­in­your­education­portfolio,­either­as­the­principal focus­or­a­valuable­complement.

Will I enjoy it?

Communication­in­a­variety­of ­forms­– speaking,­texting, blogging,­tweeting­– is­central­to­all­our­social­lives­today.­In the­world­of ­education­and­work­many­people­also­spend­a great­deal­of ­time­presenting,­debating­and­undertaking extended­writing­of ­different­kinds.­These­‘higher’­skills­are developed­on­an­advanced­level­foreign­language­course. They­are­skills­which­require­hard­work,­but­the­rewards­are great.­The­ability­to­understand­and­communicate­very effectively­in­a­foreign­language­will­give­you­a­greater­sense­of empowerment­as­a­global­citizen.­They­are­skills­which­will certainly­enrich­the­whole­of ­your­life.­Learning­about­the cultures­of ­the­foreign­languages­will­increase­your­enjoyment of ­travel­in­foreign­countries­and­also­help­you­to­think­more critically­about­your­own­culture.­Use­of ­foreign­language websites,­You­Tube­films,­radio­and­television­are­some­of ­the ways­of ­achieving­foreign­language­immersion­and­adding exciting­new­dimensions­to­your­learning­journey.

­46

What else should I consider?

All­foreign­language­courses have­as­their­main­aim­the use­of ­the­language.­You will­therefore­enjoy­active oral­participation­in­class and­be­committed­to language-learning­strategies such­as­learning­vocabulary and­frequent­independent listening­and­reading.­You will­also­be­keen­to­speak­as often­as­possible­with­native speakers,­especially­our foreign­language­assistants, with­whom­you­will­have­an additional­timetabled­lesson. The­most­successful­students have­an­analytical­approach to­language­study:­they­are interested­in­studying­how language­works­and­in comparing­the­similarities and­differences­between different­languages. Successful­students­also­tend to­be­those­who­read newspapers,­magazines­and books­independently­in­the foreign­language­and­use­all the­means­available­to­them –­for­example,­iTunes­apps and­songs­– to­make­the foreign­language­an­integral part­of ­their­daily­life.

Course Content A Level

A­Level­builds­on­the­skills of ­Listening,­Speaking, Reading­and­Writing­which you­have­already­acquired (at­GCSE­or­equivalent). Through­the­study­of ­the topic­areas­Social­Issues­and Trends­and­Political­and Artistic­Culture­you­will develop­your­understanding and­your­written­and­oral expression­to­a­more advanced­level­of proficiency.­Effective language­learning­skills­are central­in­this­process­and will­include­a­strong emphasis­on­the­daily learning­of ­new­vocabulary and­the­manipulation­of ­a wide­variety­of ­grammar structures­and­forms. Regular­listening­and reading­are­also­vital­in­the language­learning­­process as­the­more­you­are­exposed to­authentic­texts­and­audio sources,­the­better­your­own command­of ­the­language will­become.­You­will­also read­some­literature­and study­films­in­the­target language­and­you­will respond­to­them­in­writing. Your­oral­examination­will include­a­discussion­of ­an individual­research­project. French,­German­and Spanish­may­be­studied­if you­already­have­a­GCSE or­equivalent­in­these languages.­­All­courses­have an­excellent­track­record­of success­and­are­chosen­by students­who­particularly enjoy­the­disciplines­and challenges­of ­intensive language­learning.


A­Level­& IB IB: French, German and Spanish

The­Language­B­course­(for non-native­speakers)­in French,­German­or­Spanish builds­on­the­skills­of Listening,­Speaking, Reading­and­Writing­which you­have­already­acquired (at­GCSE­or­equivalent). Through­the­study­of authentic­texts­and­the production­of ­written­and oral­tasks­you­will­visit­a range­of ­topics­such­as Global­Issues­and­Cultural Diversity.­­Students­offering Higher­Level­will­also­read two­literary­works­and­base their­Written­Assignment­on one­of ­them.­There­is­a strong­emphasis­on independent­reading­and listening,­as­exposure­to­lots of ­authentic­texts­is necessary­for­examination success.

Italian­may­be­taken­from scratch­as­a­two­year­course leading­to­an­IB­Standard Level­qualification.

Questions­about­the­Theory of ­Knowledge­and­the International­Dimension run­through­the­entire Diploma­Programme­and are­important­features­of the­language­acquisition courses.

Assessment

At­A­Level­your­language skills­and­cultural­knowledge will­be­assessed­by­external examinations­in­the­second year:­ • Paper­1:­Listening, Reading­and­Writing (including­translation tasks)­40%

• Paper­2:­Critical response­to­literary texts/film­30%

• Paper­3­oral:­including discussion­of ­research project­30%

Which subjects which board?

For­IB­(Language­B)­your language­skills­will­be assessed­by­external examinations­and­internal assessment­in­the­second year.­The­IB­examination tasks­are­all­monolingual, i.e.­there­are­no­translation tasks.­

All­of ­our­Sixth­Form language­courses­can­lead­to a­variety­of ­university courses­in­which­one­or more­languages­are­either the­main­subject­of ­study­or available­in­combination with­other­subjects. Traditional­language­degree courses­-­especially­those­at Oxford­and­Cambridge­place­more­emphasis­on literature,­but­you­can­also find­courses­which­will­allow you­to­pursue­your­interests in­a­whole­range­of ­subjects such­as­History­of ­Art, Politics,­History,­Economics, Law,­Philosophy­and­so­on, alongside­the­language study. Languages­which­are­less commonly­studied­in­the UK,­including­most­of ­the major­non-European languages,­may­be­also studied­from­scratch­at­a number­of ­universities.

• Paper­1:­Interactive reading­tasks­(25%)

• Paper­2:­Writing­tasks (25%) • Written­assignment (20%)

• Group­oral­tasks­(10%) • Oral­interview­(20%)

Head of Department: Mr M Felstead

mf@sherborne.com­­

Examination­Board:­AQA

­47


IB

Italian­Ab­Initio (Beginners) Why­Study­Italian­ab­initio?

Italian­ab­initio­is­in­essence­Italian­for­‘beginners’.­­It­is designed­to­provide­students­who­wish­to­pursue­the­IB­but who­may­not­have­a­strong­background­in­languages­with an­accessible­and­enjoyable­language­that­can­be­studied from­scratch.­Of ­course,­it­also­offers­linguists­another language.

Course­Content

Italian­ab­initio­may­be­taken­as­either­a­Group­2­or­Group 6­subject.

The­course­is­for­students­with­no­experience­of ­Italian, with­the­aim­of ­enabling­the­student­to­be­a­competent speaker­and­writer­of ­the­language­at­a­significantly­higher level­than­a­tourist.­Students­should­be­keen­to­take responsibility­for­their­own­learning,­particularly­in­terms­of building­vocabulary­and­reading,­given­that­this­is­an intensive­course.

The­three­themes­studied­are:­Individuals­and­Societies; Leisure­and­Work;­Urban­and­rural­Environments. Amongst­the­topics­covered­by­these­themes­are:­Daily Routines,­Education,­Food­and­Drink,­Relationships, Shopping,­Entertainment,­Holidays,­Media,­Transport, Global­Issues,­Weather,­Neighbourhood.

Students­will­study­a­variety­of ­texts­and­media,­such­as advertisements,­blogs,­films,­letters,­radio­programmes­and short­stories.­Through­these,­the­aim­is­to­promote­cultural awareness­and­an­appreciation­of ­contemporary­concerns as­well­as­issues­of ­particular­interest­to­the­students.

Vocabulary­and­Grammar­are­introduced­progressively­and will­be­developed­and­consolidated­throughout­the­course.

­48

Will­I­enjoy­it?

Italian­is­the­language­of ­love;­no other­language­is­more­romantic. Everything­always­sounds­better­in Italian­and­it­gives­you­a tremendous­excuse­to­use­your hands­a­lot­when­expressing yourself !­You­can­immerse­yourself in­an­Italian­masterpiece­by Michelangelo­or­Leonardo­da Vinci,­you­can­mix­with­the fashionistas­at­the­Milan­Fashion Show,­you­can­delve­into­the­nine circles­of ­Hell­in­Dante’s­Inferno. In­Italian­ab­initio,­you­will­be introduced­to­one­of ­the­oldest­and most­musical­languages.

Assessment

What­else should­ I­consider?

Learning­a­second­language­is a­valuable­asset­in­today’s globalised­world.­Italian­is­a language­that­is­very­close­to English­and­is­spoken­not­only in­Italy­but­is­also­the­fourth most­spoken­language­in­the United­States­and­spoken­in Switzerland,­parts­of ­Africa and­Malta.

Italy­has­been­a­world­leader in­literature,­art,­painting, sculpture,­music­and­so­the­list goes­on.­As­one­of ­the­G8 countries,­many­employers need­someone­who­can­speak Italian­and­in­fact­many­firms have­offices­in­Italy­including IBM,­General­Electric, Motorola,­City­Bank­and­Price Waterhouse.

• External­Assessment­–­75% • Paper­1­Receptive­Skills (Reading):­90­mins

• Paper­2­Productive­Skills (Writing):­60­mins

• Written­Assignment:­120­mins­– a­piece­of ­writing­of ­200-300 words • Internal­Assessment­–­25% Oral­exam:­10­mins

For further information contact: Mr J Casely

jbc@sherborne.com­­

Examination­Board:­IBO


Course­Content­A­Level

The­A­Level­course­provides­a­great­opportunity­to­develop your­skills­in­the­following­areas:­Performing,­composing, studying,­listening­&­analysing.­You­will­need­to­be­a­keen performer,­instrumentally,­vocally­or­both.­The­ability­to­play a­keyboard­instrument­is­a­great­advantage.­The­Performance element­is­coursework­and­will­include­either­solo­or­ensemble performing­or­a­mixture­of ­the­two.­There­are­ample opportunities­for­any­combination!­Studying­traditional harmony­will­enable­you­to­compose­in­various­pastiche­styles and­to­develop­your­own­compositional­expertise.­Set­works are­drawn­from­anthology­of ­classical,­popular,­film­and world­music­styles,­and­you­will­gain­skills­in­listening­and analysis.­

Course­Content­IB

Higher­level­–­Musical­Perception:­You­will­listen­to­a­wide range­of ­examples­from­Western­classical­music,­world­music and­popular­music.­The­other­part­of ­this­unit­involves­indepth­study­of ­wider­topics­and­two­related­set­works.­A­2000 word­Musical­Investigation­into­the­relationship­between diverse­genres­(focusing­on­one­or­more­pieces­from­each­is externally­assessed.­

CREATING­(COMPOSITION); a­wide­range­of ­topics­is studied­over­five­terms,­concluding­with­the­finalising­of ­three contrasting­pieces­lasting­between­3­and­6­minutes­each.­ SOLO­PERFORMANCE;­over­the­first­four­terms,­one­or more­recitals­totalling­approximately­20­minutes. Instrumental­and­singing­teachers­will­give­you­guidance­as appropriate. THE­REQUIREMENTS­FOR­STANDARD­LEVEL­IB ARE­FEWER:­Listening­remains­the­same­as­for­Higher Level­and­there­is­a­choice­of ­either­Composition­or Performance.­The­Composing­unit­calls­for­two­pieces­and the­Performance­(solo­or­group)­has­a­total­of ­15­minutes.­

Will­I­enjoy­it?

If ­you­love­music,­enjoy listening­to­a­wide­variety­of genres­and­styles,­and­have a­real­interest­in­‘how­music works’,­then­taking­one­of the­Sixth­Form­courses could­be­an­excellent­option for­you.­Through­the performing­and­composing aspects­you­will­certainly­get the­chance­to­continue­your development­as­an­original, expressive­and­creative individual.

A­Level­& IB

MUSIC

Studying­Music­in­the­Sixth­Form­is­the­ideal­preparation for­further­study­at­college­or­university.­­Or­it­may­be­that you­are­a­keen­musician­with­a­deep­interest­in­learning more­about­music.­­As­well­as­our­five­full-time­members of ­staff,­the­Music­Department­enjoys­fantastic­support from­a­large­number­of ­professional­musicians­who­teach instruments­and­singing­on­a­weekly­basis.­­This­gives­us­a vast­amount­of ­expertise­and­experience­to­draw­upon.

What­else­should­ I­consider?

Music­sits­well­with­any­other academic­subject,­Humanities or­Sciences.­It­is­a­good pathway­to­Higher­Education­at a­conservatoire­or­university. There­are­many­career opportunities­connected­with music­available­to­you, including­performing,­teaching, publishing,­librarianship­and work­with­broadcasting­and recording­industries.

Assessment­ A­Level

• Component­1: Performing­30%

• Component­2: Composition­30% • Component­3: Appraising­40%

IB

• IB:­Listening­paper­30%­ • Musical­Investigation 20%

• Solo­Performance­25% • Composing­25%

Head of Department: Mr J Jenkins

jj@sherborne.com­­

Examination­Board:­EDExCEL

­49


This­course­can­be­studied­at­Higher­and­Standard­Level

Philosophy

IB Why­Study­Philosophy?­

IB­Philosophy­balances­the­acquisition­of ­philosophical­ideas­and­theories­which­may­be­studied for­their­own­sake,­with­the­student’s­personal­engagement­and­creative­interaction­with­the­most fundamental­problems­of ­classical­and­modern­philosophy.­The­overall­aim­is­to­develop­critical, investigative­skills­as­well­as­those­of ­analysis­and­synthesis,­so­as­to­prepare­students­to­be­future world­citizens­able­to­address­moral,­social­and­political­issues­in­the­most­responsible­fashion.­

Core­&­Optional­Themes­(Paper­1)

Core Theme: What is a Human Being? Here­we­consider­such­matters­as­‘what­is­a­person?­Or ‘what­constitutes­human­nature?­These­are­fundamental­questions­lying­at­the­heart­of ­all philosophical­enquiries­about­the­human­condition.­The­theme­is­approached­from­a­variety­of classical­and­contemporary­perspectives,­including­the­views­of ­Plato,­Aristotle,­Marx­and­Sartre, and­through­such­issues­as­the­problem­of ­freewill­and­determinism.­

The­Optional­Themes

Ethics­and­Political­Philosophy­are­the­optional­themes­offered.­Ethics­involves­the­study­of ­a wide­range­of ­classical­and­modern­ethical­theorists­notably­Aristotle,­Kant,­J.S­Mill,­Nietzsche, Sartre,­and­Peter­Singer.­We­consider­questions­such­as­‘What­is­the­good?’,­‘What­is­the­‘moral’ action?’­‘Why­does­it­matter­how­we­treat­other­people?’­Political­Philosophy­offers­a­unique opportunity­to­evaluate­the­views­of ­major­political­thinkers­(including­Machiavelli,­Hobbes, Locke,­Rousseau,­Marx,­Mill,­and­Rawls)­on­such­matters­as­the­state­of ­nature,­the­issues­of ­the social­contract,­the­problems­of ­liberty­and­utility,­the­nature­of ­justice­and­the­role­of punishment.­

Set­Text­(Paper­2)

For­this­paper­we­read­and­critically­assess­major­philosophical­works.­As­a­rule­two­from­the following­would­be­studied:­J­S­Mill’s­On­Liberty,­F.­Nietzsche’s­On­the­Genealogy­of ­Morals­and Charles­Taylor’s­The­Ethics­of ­Authenticity.­­

Unseen­Text­(Paper­3)

On­the­basis­of ­the­work­you­do­on­the­course­you­develop­expertise­in­philosophical­analysis. You­work­on­this­future­through­writing­criticisms­of ­extracts­from­unseen­philosophical­texts­and we­work­on­this­in­the­later­stages­of ­the­course­in­preparation­for­this­paper.­

Internal­Assessment

This­involves­writing­a­philosophical­analysis­of ­a­non-philosophical­object­–­a­task­we­undertake in­the­U6’s­Michaelmas­Term.

Will­I­enjoy­it?

The­emphasis­of ­the­philosophy­course­is­very­much­on­“doing”­philosophy.­Doing­philosophy requires­a­willingness­to­attempt­an­understanding­of ­alternative­views­by­applying­intellectual rigour­and­cultivating­an­open­and­critical­mind.­You­need­to­enjoy­picking­up­new­ideas­and using­them­critically.­You’ll­enjoy­it­if ­you­are­prepared­to­think­for­yourself ­and­if ­you­enjoy­the patterns­of ­arguments.­You­also­need­a­sense­of ­wonder­and­to­enjoy­writing­and­reading­and thinking­logically.­

Assessment • • • •

1­x­150­minutes­–­Core­Theme­and­Optional­Themes­-­(40%) 1­x­60­minutes­–­Set­Texts­–­(20­%) 1­x­75­minutes­-­Unseen­Text­–­(20%) Internal­Assessment­–­20­hours­-­(20%)­

What­else­should­I­consider?

Philosophy­is­a­strong­academic­course­and­will­support­most­aspirations­for­IB­students:­it­can­be taken­as­your­choice­in­the­‘Individuals­and­Societies’­group­–­or­it­can­be­taken­in­lieu­of ­an­Arts subject­to­combine­with­another­choice­from­‘Individuals­and­Societies’. ­50

Further details from Head of Religious Studies and Philosophy Mr S Loxton sdl@sherborne.com­­ Examination­Board:­IBO


A­Level­

Photography

Why­Study­Photography?

There­is­no­requirement­to­have­studied Photography­or­Art­before.

Photography­falls­within­the­same specification­as­Art­and­is­structured­in­a similar­way,­the­obvious­difference­being that­instead­of ­producing­work­in­the medium­of ­pencil­or­paint,­images­are produced­using­some­form­of ­lens­based media,­ie­the­photograph.

Photography­will­teach­you­‘how­to­see’­and will­add­significantly­to­your­understanding of ­the­visual,­digital­world­we­all­inhabit. Developing­such­skills­is­an­essential­part­of 21st­Century­life­and­will­enhance­your visual­understanding,­and­add­to­your­skills in­other­subjects­by­teaching­you­what­it means­to­independently­wrestle­with­ideas, to­experiment­with­a­wide­range­of photographic­processes­and­outcomes,­and to­critically­evaluate­your­own­successes­and areas­for­development.

Course­Content

The­A­Level­Photography­course­will­offer students­the­opportunity­to­explore­a­broad range­of ­photographic­techniques­and processes.­­These­will­include­both traditional,­black­and­white­film­based darkroom­techniques­as­well­as­digital photography,­studio­lighting­and­digital image­manipulation.­The­course­is­designed to­teach­students­the­fundamental­technical and­experimental­skills­needed­to­produce successful­photographs,­and­ultimately prepare­them­to­make­photographic­works using­any­technique­or­process­they­wish. STUDENTS­WILL­BE­TAUGHT­THE FOLLOWING: The­SLR­and­DSLR­cameras:­technical investigation­into­how­to­use­a­single­lens reflex­camera.­

Assessment

All­assessment­takes­place­at­the­end­of ­the course­and­is­composed­of: Personal­Investigation­(60%)

• Portfolio­of ­practical­work

• Written­element­1000-3000­words­ • Externally­set­task­-­15­hours­(40%)

What­else­should­I­consider?

Photography­may­be­chosen­by­the­‘Art Specialist’,­that­is,­the­student­who­knows that­art­school­is­their­future­and­chooses­to combine­Photography­with­Art.­However,­it is­just­as­likely­that­you­are­looking­for­a creative­subject­to­add­to­your­A­Level subject­combination­and­like­Art,­it­is accepted­by­most­university­courses.

COMPOSITION: compositional­skills needed­in­creating­exciting­photographic images­through­the­lens.­

DARKROOM: the­technical­process­of chemical­film­development,­photograph printing­and­experimentation.

STUDIO: technical­investigation­into­how to­use­continuous,­strobe­and­alternative lighting­setups.

DIGITAL: Image­organisation,­editing, enhancement,­manipulation­and presentation­using­industry­standard software,­Adobe­Bridge­and­Photoshop. Reference­to­the­work­of ­contemporary photographers­and­historical­movements will­be­made­throughout.

For further information contact: Mr Nicholas Wright

npw@sherborne.com­­

Examination­Board:­AQA

­51


­52


IB

Psychology Why­Study­Psychology?

Psychology­is­offered­at­Standard­Level­only.

Pupils­likely­to­excel­in­Psychology­have­a­relatively­strong scientific­background,­competence­in­Maths­but­specifically statistics,­the­ability­to­explain­complex­concepts­clearly­and concisely­in­writing,­to­think­logically­and­critically­to­piece together­argument­based­on­a­range­of ­often­apparently conflicting­research­evidence,­to­listen­and­then­question­concepts and­evidence­carefully.­They­have­open­minds­and­an­inherent respect­for­the­human­condition.­You­will­develop­skills­in experimental­design­and­quantitative­data­analysis,­including descriptive­statistics­and­inferential­statistics.

You­will­gain­a­toolkit­of ­concepts­and­skills­and­an­objective­yet empathic­outlook,­which­will­enhance­your­self-knowledge, relationships,­study­skills­and­employability.­

Course­Content

Psychologists­seek­to­reveal­underlying­laws­to­explain­behaviour and­experience­and­employ­rigorous­research­methods­to­gather evidence­to­support­their­theories.

IB­Psychologists­are­introduced­to­the­biological,­cognitive­and socio-cultural­levels­of ­analysis.­We­examine­the­role­of ­genes, neurochemical­and­anatomical­differences­in­our­brains­at­the biological­level­and­explore­the­impact­of ­social­situation,­societal norms­and­cultural­beliefs,­values­and­attitudes­at­the­sociocultural­level,­stopping­off ­at­the­cognitive­along­the­way!­Pupils also­study­Clinical­Psychology,­which­examines­the­prevalence, symptoms,­causes­and­possible­treatments­of ­mental­disorders.

Will­I­enjoy­it?

Psychology­is­a­fascinating­field;­it­helps­explain­why­we­are­who we­are­and­what­motivates­our­actions.­­It­is­endlessly­interesting, both­in­understanding­the­actions­and­behaviours­of ­groups, culture­and­individuals,­and­in­helping­us­understand­ourselves. The­subject­will­ask­much­of ­you­but­it­will­undoubtedly­reward endeavour­and­provide­a­fascinating­addition­to­your­IB programme.

Assessment

2­end­of ­course­examinations­and­one written­study:

• Paper­1:­a­two­hour­paper­of ­short answer­questions­and­one­essay­based­on the­three­levels­of ­analysis;­biological, cognitive­and­socio-cultural.­(50%) • Paper­2:­a­one­hour­paper­of ­one­essay on­the­single­option­topic­covered.­(25%) • An­experimental­study­which­assesses powers­of ­research­design,­data­analysis and­report­writing.­(25%)

What­else­should­I­consider?

The­skills­developed­through­IB­Psychology are­widely­appreciated­and­transferable across­a­broad­range­of ­degree­subjects­and professions.­Psychologists­work­in­numerous fields­including­research­and­teaching, clinical­practice,­education,­sport­and exercise,­health,­business,­counselling­and neuropsychology.­Psychological­knowledge and­skills­may­be­utilised­in­any­profession involving­people,­for­example­the­police, social­work,­health­care,­probation­services, sales­and­marketing.

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

­53


Physical­Education

A­Level

Why­Study­PE?

This­course­is­taught­at­Sherborne­School

Physical­Education­is­a­modern,­diverse­and­rapidly­developing­subject which­complements­a­booming­leisure­industry­in­Britain.­The­PE­A­Level course­covers­a­variety­of ­topics­with­the­focal­point­being­the­Performer and­the­Performance,­and­applies­theoretical­concepts­to­practical applications.­If ­we­are­to­understand­the­performer­in­action­we­need­to know­how­the­body­functions,­how­it­moves­and­how­the­various­outside influences­and­problems­affect­that­performance;­by­doing­so­we­can­then plan­for­the­improvement­of ­that­performance.­PE­at­A­Level­is­a­different animal­to­that­of ­GCSE,­with­a­far­greater­focus­on­technical­language, principles­and­application­of ­scientific­knowledge.­

Course­Content:­A­Level

Students­should­be­aware­of ­the­practical­nature­of ­this subject­and­be­prepared­to­be­assessed­both­in­and­outside­the classroom.­An­ability­to­perform­to­a­reasonable­standard­is therefore­a­necessity­and­external­moderation­will­ensure marks­are­correctly­awarded.­In­elite­sport­there­is­a­growing awareness­that­the­difference­between­winning­and­losing­is far­more­complex­than­pure­ability,­and­it­goes­without­saying that­should­students­study­Physical­Education­at­A­Level,­they will­be­better­placed­to­develop­their­talents­than­those­who do­not.­

All­three­courses­require­the­use­of ­the­Graphical­Display purchased­through­the­school­shop.

­54

Physical­Education­is­split­into­3­theoretical­areas­which­aim to­link­science,­psychology­and­social­concepts­to­practical performance.­Students­are­encouraged­to­use­their­own experiences­and­skills­in­the­classroom­and­reinforce­this learning­with­examples­from­the­wider­sporting­world.­An example­of ­topics­covered­in­the­first­year­are­the­Modern Olympic­Games,­Media­in­Sport,­Drugs,­Human­Anatomy, Effects­of ­smoking,­Barriers­to­Participation,­Motivation, Acquiring­Skills­and­a­comparison­between­US,­UK­and Australian­sport.

Assessment

• Two­written­examinations­(60%) • Practical­assessment­(40%)

What­else­should­ I­consider?

It­sits­well­with­a­variety­of ­courses in­both­Humanities­and­Sciences. It­is­a­good­pathway­to­university, as­part­of ­a­combination.­There­is an­increasing­range­of ­higher education­courses­involving­PE being­made­available­due­to­the rising­numbers­entering­the­subject. In­recent­years­the­subject­has­seen a­dramatic­rise­in­popularity­with 12­Sherborne­Girls­currently studying­at­A­level­PE­at­Sherborne School. For further information contact: Mr M Spivey

mbs@sherborne.com­­

Examination­Board:­OCR


A­Level­& IB

PHYSICS Why­Study­Physics?­

If ­you­want­to­understand­how­the­Universe­works­then­Physics­is for­you.­You­need­to­enjoy­solving­problems,­be­open­minded­and have­a­sense­of ­humour!­Lessons­are­a­mix­of ­theory­and­practical and­whilst­there­is­a­mathematical­element­to­it,­it­does­not­matter which­level­Maths­you­decide­to­study.­Our­trips­vary­every­year, recent­trips­have­included­the­Fleet­Air­Arm­Museum­at­Yeovilton, the­Science­Museum­in­London­and­the­Diamond­Light­Source­in Oxfordshire.

Course­Content­A­Level

Physics­is­the­most­fundamental­of ­the­experimental­sciences,­as­it seeks­to­explain­the­universe­itself ­from­the­very­smallest­particles­to the­vast­distances­between­galaxies.­In­the­first­year­we­aim­to­build on­prior­knowledge­of ­topics­including­Mechanics,­Waves­and Electricity,­whilst­introducing­new­topics­such­as­Particle­Physics. Students­have­the­opportunity­to­learn­about­historical­scientific discoveries­alongside­cutting­edge­science.­In­the­second­year,­we develop­these­ideas­further­through­the­study­of ­Electric, Gravitational­and­Magnetic­Fields.­The­concept­of ­the­field­is­one­of the­great­unifying­ideas­in­physics.­Other­topics­include­Thermal Physics­and­Nuclear­Physics.­

In­addition­we­will­study­one­option­topic­from­a­range­including Astrophysics­and­Medical­Physics.­Practical­work­is­at­the­heart­of Physics­and­we­offer­opportunities­to­develop­key­practical­skills throughout­the­course.­There­will­also­be­a­separate­practical endorsement­based­on­teacher­assessment.­A­Level­grades­are­based only­on­marks­from­written­examinations.

Course­Content­IB

At­Standard­Level­we­aim­to­build­on­prior­knowledge­of ­topics including­Mechanics­and­Electricity,­whilst­introducing­new­topics such­as­Particle­Physics.­Students­have­the­opportunity­to­learn about­historical­scientific­discoveries­alongside­cutting­edge­Physics. We­offer­the­Astrophysics­option­topic­in­the­second­year­which­has always­been­very­popular­with­our­IB­students.­At­Higher­Level­we develop­the­standard­ideas­further­which­gives­us­a­deeper understanding­of ­the­phenomena­at­work­in­the­world­around­us. Students­look­at­Waves­and­Fields­in­more­detail­and­more­depth and­study­the­exciting­topic­of ­Quantum­Physics­including important­work­by­Planck,­Einstein­and­Heisenberg.

Practical­work­is­a­key­part­of ­both­the­Standard­and­Higher­level courses­and­we­offer­opportunities­to­develop­key­practical­skills throughout­the­course.­In­the­second­year,­students­will­complete their­Internal­Assessment­(coursework)­on­a­topic­of ­their­own choice.­In­common­with­Biology­and­Chemistry­we­also­look­at­the wider­themes­of ­the­Nature­of ­Science­and­there­are­many­links­to the­Theory­of ­Knowledge­(ToK)­course.­The­group­4­project­gives Physics­students­the­opportunity­to­work­with­students­of ­the­other science­subjects.­It­is­a­collaborative­activity­where­students­from different­group­4­subjects­work­together­on­a­scientific­or technological­topic,­allowing­for­concepts­and­perceptions­from across­the­disciplines­to­be­shared.

Will­I­enjoy­it?

What­else­should­ I­consider?

Assessment­

Whatever­your­ambition, Physics­can­help­you­to­realise it.­In­Physics­you­gain­a qualification­that­is­highly regarded­by­universities­and employers­–­not­just­for­the knowledge­you­have­acquired but­also­the­analytical­skills­you have­developed­alongside­the ability­to­think­logically.

If ­you­want­to­understand how­the­Universe­works­then Physics­is­for­you.­You­need to­enjoy­solving­problems,­be open-minded­and­have­a sense­of ­humour!­Lessons­are a­mix­of ­theory­and­practical and­whilst­there­is­a mathematical­element­to­it,­it does­not­matter­which­level Maths­you­decide­to­study. Our­trips­vary­every­year, recent­trips­have­included­the Fleet­Air­Arm­Museum­at Yeovilton,­the­Science Museum­in­London­and­the Diamond­Light­Source­in Oxfordshire.

A­Level

Physicists­have­been­involved­in designing­the­internet,­iPhones, Formula­One­racing­cars, artificial­limbs­and­satellites­to mention­just­a­few­things.­A wide­range­of ­careers­is­open­to you­from­Law­to­Nuclear Physics­or­from­Medical­Physics to­Civil­Engineering.

• 3­x­120­minutes­papers­at the­end­of ­the­course (Paper­1­34%,­Paper­2 34%,­Paper­3­32%­of ­the final­marks)

• Practical­Skills­Assessment carried­out­throughout the­course

IB­Standard­Level

• 1x45­minutes­(20%)

• 1x75­minutes­(40%)

• 1x60­minutes­(20%)

• Internal­Assessment­(20%)

IB­Higher­Level

• 1x60­minutes(20%)

• 1x135­minutes­(36%) • 1x75­minutes­(24%)

• Internal­Assessment­(20%)

Head of Department: Mr Terry Connolly

tmc@sherborne.com­­

Examination­Board:­AQA

­55


Religious­Studies

A­Level

Why­Study­Religious­Studies?­

In­Religious­Studies­we­examine­deep­and­fundamental­problems­that­are­of abiding­interest.­How­true­is­our­sense­of ­what­is­good­or­right?­Is­there­a­logical justification­for­our­ethical­view?­Can­we­know­what­is­good?­Does­it­matter­what we­do?­What­can­we­know­about­the­past?­Is­historical­truth­always­relative?­How far­can­we­trust­the­gospels?­What­do­we­actually­know­about­the­Jesus­of ­History? These­are­very­engaging­problems­to­explore!­The­course­will­cultivate­insights into­fundamental­areas­of ­human­thought­and­experience­and­develop­high­levels of ­expertise­in­the­key­intellectual­skills­of ­analysis,­argument­and­synthesis­–­the ability­to­bring­together­evidence,­arguments­and­insights­and­present­them­as­a coherent­and­cogent­argument.­You­will­learn­how­to­read­critically,­reason­well and­write­effectively,­for­throughout­the­course­you­will­research­and­then­write prep­essays­set­on­past­examination­questions.­The­EDExCEL revised­RS­A­Level course­is­a­powerful,­well-resourced­package­to­empower­you­in­the­longer­term, whatever­and­wherever­you­study­next.­

Course­Content­

The­course­will­unfold­through­three­lines­of ­study.­One­has­focus­on­Ethics,­the second­on­Philosophy­of ­Religion­and­the­third­on­New­Testament.­We­explore major­theories­and­key­problems­in­each­area.­­In­ethics­this­includes­the­study­of issues­such­as­equality,­medical­ethics,­the­environment,­sexual­ethics­and­war­and peace;­there­is­a­review­of ­major­ethical­theories,­including­virtue­theory,­Kantian ethics,­utility­and­natural­law.­In­Philosophy­of ­Religion­we­consider­the­problem of ­evil,­a­range­of ­arguments­on­the­nature­and­existence­of ­God,­the­problem­of religious­language­and­issues­concerning­religious­experience,­and­various perspectives­on­religion­and­life,­including­those­of ­Freud­and­Marx.­The­New Testament­course­uses­historical,­literary­and­philosophical­methods­to­examine core­issues­and­texts­from­the­four­gospels.­There­will­be­a­study­of ­the­history, politics­and­culture­of ­the­first­century­and­we­explore­and­assess­the­theories about­how­the­‘synoptic’­gospels­(Matthew,­Mark­and­Luke)­came­to­be­written and­their­relation­to­John;­we­open­the­issue­of ­the­difference­between­the­Jesus­of History­and­the­Christ­of ­Faith,­and­critically­study­a­range­of ­themes,­with­a focus­on­the­ethical­teaching­of ­the­gospels.­

Assessment

All­of ­the­assessment­comes­via­3­x­2-hour­examination­papers­at­the­end­of ­the course.­There­is­one­two-hour­paper­per­course.­­­

Will­I­enjoy­it? Further details from Head of Religious Studies and Philosophy Mr S Loxton sdl@sherborne.com­­ Examination­Board:­EDExCEL

If ­you­enjoyed­the­work­you­did­for­RS­at­GCSE­you­will­enjoy­the­A­level programme­even­more.­There­is­a­lot­of ­new­vocabulary­to­learn,­and­there­are some­ideas­that­will­blow­your­mind!­Wrestling­with­the­ideas­is­the­key­to­success, and­the­more­you­get­stuck­in­the­more­you­will­enjoy­it.­This­is­a­course­for­active thinkers­who­enjoy­arguments,­and­for­students­who­have­a­passion­to­read­and learn.­ You­will­probably­enjoy­an­excellent­result.­Since­2010,­110­students­have completed­the­course­and­100­of ­them­gained­A*-­B.­

What­else­should­I­consider?

We­often­have­students­who­take­RS­with­Maths­and­Sciences;­many­others­are mainline­humanities­students­taking­RS­with­English,­History­and­a­Modern Language.­There­are­a­lot­of ­other­combinations­–­History­of ­Art,­Geography, Economics­and­Business­Studies­can­all­be­combined­with­RS,­as­can­the­various Arts­subjects.

­56


&

Higher­Education &­Careers Sherborne­Girls­is­thoroughly­committed­to­helping­our­students­make successful­choices­about­the­most­appropriate­path­for­them­to­follow after­school.­­The­needs­of ­the­individual­must­be­paramount­and, although­in­most­cases­the­girls­do­progress­on­to­traditional­degree courses­ at­ competitive­ universities­ in­ the­ UK­ and­ abroad,­ this­ is definitely­not­the­right­option­for­everyone­and­there­are­many­other wonderful­study­options­for­students­to­consider. 77%­of ­university­applicants­won­places­at­Russell­Group­and­other highly­competitive­universities­in­2015.

The­Head­of ­Higher­Education­and­Careers,­Mrs­Penelope­Utting, is­on­hand­to­see­girls­and­parents­at­any­time­on­either­a­drop-in­or pre-arranged­basis.

A­comprehensive­Higher­Education­Programme­is­embedded­into­the Sixth­ Form­ curriculum­ and­ delivered­ at­ appropriate­ moments throughout­the­two­years.­­Up-to-date­advice­is­essential­and­the­girls are­therefore­given­the­opportunity­at­the­start­of ­the­L6­to­complete the­‘Centigrade’­Higher­Education­Questionnaire­which­provides­the focus­for­a­20­minute­discussion­with­an­experienced­adviser­from Cambridge­ Occupational­ Analysts­ about­ the­ courses­ they­ have expressed­an­interest­in­and­how­they­can­best­start­researching­and making­decisions­about­the­right­route­for­them.

Through­this­individual­advice,­students­are­well­prepared­for­the challenges­they­will­face­when­they­leave­Sherborne­Girls.­There­are a­variety­of ­interesting­lectures­throughout­the­year­covering­a­wealth of ­life­experiences.­­The­girls­are­kept­up-to-date­about­forthcoming events­and­opportunities,­and­are­encouraged­to­gain­relevant­work experience­and­attend­Taster­Courses­and­Open­Days.­­Those­who are­applying­to­Oxbridge­are­assigned­a­mentor­and­attend­weekly sessions­to­help­them­prepare­for­this­highly­competitive­process.

“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.”

In­the­Trinity­Term­there­are­a­series­of ­Higher­Education­Days­for the­L6­when­a­university­Admissions­Tutor­visits­the­school­to­talk about­the­UCAS­process­from­a­university’s­perspective.­The­girls attend­a­University­Open­Day­so­they­can­see­a­university­campus and­ Personal­ Statement­ writing­ workshops­ are­ organised­ so­ their UCAS­application­is­well­underway­before­the­summer­break.­­A­biannual­Gap­Year­Fair­is­also­held­in­January.

Our­ aim­ is­ to­ thoroughly­ prepare­ Sherborne­ girls­ for­ the­ many challenges­and­exciting­opportunities­which­will­come­their­way­so they­can­have­a­fulfilling­life.

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

­57


registrar@sherborne.com sherborne.com


Sherborne Girls Sixth Form 2017