Sherborne Girls
The sixth form A guide to A Levels and the International Baccalaureate
A Very Warm Welcome to the Sixth Form Welcome to a new beginning, the start of a great adventure, one that will take you on a journey from school girl to student, from undergraduate to global citizen, from graduate to employee, from academic to business leader; this journey begins now! We have worked hard in recent years to create a Sixth Form that gets results in every sense, be it in the classroom, on the hockey pitch, in the debating chamber, and ultimately in winning that competitive place at university, art college, drama or music school. Our results speak for themselves. But regardless of statistics, what really counts is the person you become. What we want for you is to develop into an outward looking student, who understands how to take responsibility, is eager to challenge herself and sets her sights high. Someone who wants to play her part in making her Sixth Form experience as extraordinary as it can possibly be. For our part, we will provide you with all the tools, resources and support to do just this, the rest is up to you! Mr Rowan MacNeary Director of Sixth Form
The Sixth Form Team Mr David Banks Assistant Head of Sixth Form, IB Coordinator
The Sixth Form Team Miss Rebecca Brown Housemistress, Mulliner U6 Boarding House
The Sixth Form Team Mrs Rachel Allen Assistant Head of Sixth Form
The Sixth Form Team Mrs Fiona Harrall Head of Higher Education and Careers
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Why Choose the Sixth Form at Sherborne Girls “This is such an exciting time to be part of the Sixth Form at Sherborne Girls.” The energy and vision of the students and staff in the Sixth Form insists that Sherborne Girls are a force to be reckoned with! Academic success year on year, two distinct academic programmes, A Level and IB, and a broad range of subjects in both will guarantee an academic experience of the highest order. Facilities, such as the Tea Crate, our ‘state of the art’ Sixth Form, Careers & Higher Education Centre, a truly engaging core enrichment programme and outstanding Higher Education support adds to the experience. National and international exchange opportunities, an enviable sports programme and a Sixth Form lecture programme that has at its heart the ambition to truly inspire, motivate and challenge. Our new Science Centre, Art of the very highest quality, a Music Department with an outstanding reputation (and an Abbey to perform in) will ensure that whatever your strengths, whatever your passions and interests, we have something for you.
A Sixth Form that gets Results A Level
A level & IB Results 2014
20% of papers achieved A* 53% of papers achieved A* or A grade (compared to a national average of 30.8%) 82% of papers achieved A*/A or B 97% of Extended Projects achieved A*, A or B
IB Girls achieving the Diploma scored and average of 36.2 points compared with 29.8 worldwide 61% of papers achieved 7 or 6 (equivalent to A* and A at A Level) Two students achieved 40 points or more putting them in the top 5% in the world (135,000 candidates)
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The A LEVEL PROGRAMME
Why Study A Levels? A Levels are designed for students who wish to specialise and want to prioritise depth in their academic programme. A Level students choose three subjects, thereby developing depth by focusing on a small number of subjects. All A Levels (new and old) will be assessed by end-of-course examinations in the Trinity Term of U6.
Reasons to Study A Levels at Sherborne Girls •
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There will be no public examinations in the L6 year. The A level Programme allows students to specialise in one area, such as Sciences or Humanities. If you are keen to specialise and are certain that a limited number of subjects is right for you, then A Levels will suit you.
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A Levels allow you to specialise throughout your Sixth Form programme Small class sizes ensure teaching and learning is always very effective You have free choice from 26 subjects; there are no constraints on what combination you opt for The A Level Programme will provide the opportunity to complete an Extended Project Qualification You can opt to study some subjects in a co-ed environment in certain subjects that are offered to boys from Sherborne School. Some subjects are also taught at Sherborne School You will have an assigned Sixth Form tutor with A Level expertise We offer exchanges with other A Level schools We have a track record of A Level success
“I decided to choose A Levels because my strengths lie within the sciences and I wanted to specialise in these.” The Sixth Form at Sherborne Girls 3
The INTERNATIONAL BACCALAUREATE
Why Study the IB? Founded in 1968, the IB works with 2,668 schools in 137 countries to develop and offer three challenging programmes to over 725,000 students aged 3 to 19 years. The IB encourages students to be active learners, well-rounded individuals and engaged world citizens. It is designed to prepare the whole person, intellectually, morally and culturally. Its underpinning philosophy ensures that all subjects studied within the IB programme are interrelated and these connections are formally joined together through all teaching. No other Sixth Form programme does this.
Reasons to Study the IB at Sherborne Girls • •
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• The IB’s ambition is to encourage students to become active, compassionate and lifelong learners, who understand that other people, with their differences, can also be right. Its mission is powerful, and at Sherborne Girls we annually witness the remarkable effect the programme has on each and every girl who takes it.
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Guaranteed consistency: no change in subject content or examination process The IB is designed to ensure breadth in your Sixth Form programme: it will allow you to study all your favourite subjects and add to your programme with many new IB only subjects The IB is designed to create independent, resourceful and selfreliant students who have a true international outlook Statistically, IB students are nearly twice as likely to succeed in applications for courses in Medicine and Dentistry, and are 30% more likely to gain a first-class honours degree Breadth in no way compromises depth: IB students will study their HL subjects in just as much depth as A Level International exchange and travel opportunities throughout the course An assigned Sixth Form tutor with IB expertise
“Everyone who chooses IB wants to work, and wants to work hard. Everyone is in the same boat. In my opinion, I don't feel that IB students get more work than the A Level students. Everyone says it about the IB but I just don't feel that way. We get given more variety of work to do, because we take more subjects, but all the subjects are interrelated in some way.”
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The INTERNATIONAL BACCALAUREATE Choosing IB Subjects IB students must study English and Mathematics at either Higher or Standard Level. Mathematics is also offered at a third level called Maths Studies. Students must then choose one subject (Higher or Standard) from groups 2, 3, 4 or 6. If you wish to specialise to some extent, you can do so by choosing not to study a subject from group 6 and instead choose a second subject from group 2, 3 or 4. For example, if you wish to study Medicine you will want to study both Chemistry and Biology in group 4; you can do this by electing not to use group 6 and instead select Biology and Chemistry from Group 4.
IB Diploma students are required to study six subjects (one taken from each of the 6 groups) concurrently over two years. Of the six subjects, at least three must be taken at Higher Level (HL) and a maximum of three at Standard Level (SL). Students are not advised to tackle more than 3 subjects at Higher Level. Within a broad curriculum subject choices are as flexible as possible, offering a breadth of disciplines, whilst Higher Level subjects encourage study in depth. This deliberate combination of breadth and depth equips students with the skills and attitudes demanded in a world of international mobility and global communications. In addition to this, students must satisfy three core components: Theory of Knowledge (TOK) Extended Essay (EE) on a topic of their choice Creativity, Action and Service (CAS) programme External written examinations take place at the end of Upper Sixth only. There are also specialised forms of assessment, appropriate to the nature of a given subject, and some internal assessment, which usually counts for 20 – 30% of the final mark for a subject.
The Award of the Diploma The Diploma is internationally recognised and respected. It is highly valued by universities in the UK and in many other countries. A maximum of 7 points is awarded for each subject. A score of 6 or 7 is generally considered to equate to a grade A or A* in A Level. In addition, up to 3 points are awarded for the combined performance in the Extended Essay and Theory of Knowledge components. An acceptable standard must be achieved in both of these elements for the overall Diploma to be awarded. Although no points are given for the CAS component, this too must be satisfactorily completed for the award to be made.
The minimum number of points required for the Diploma to be awarded is 24 out of the maximum of 45, although there are other requirements to be met, including an average score of 4 points at Higher Level and 3 points at Standard Level, with no score of 1 point in any subject.
Where do IB Students go? Besides having an excellent internationally recognised qualification, IB students have the research and personal skills to equip them for Higher Education from day one. Our past IB students have been successful in applications to a range of courses at the most competitive Russell Group universities, including Oxbridge.
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The IB SIX AREAS OF KNOWLEDGE
The Six Areas of Knowledge Students must study one subject from each of the 6 groups below Group 1 - Language & Literature English Literature (Higher Level only) English Language and Literature (Standard Level only)
Group 2 - Language Acquisition French HL & SL German HL & SL Latin HL & SL Spanish HL & SL Italian ab initio (beginners) SL
Group 3 - Individual & Societies Economics HL & SL Environmental Systems and Societies * SL Geography HL History HL Philosophy HL Psychology SL *Environmental Systems and Societies may be studied in either Group 3 or Group 4. It satisfies the requirements of both groups, thus making possible the choice of an extra subject from another group.
Group 4 - Sciences Biology HL Chemistry HL Environmental Systems and Societies* SL Physics HL & SL Sports, Exercise & Health SL
Group 5 - Mathematics Mathematics HL & SL Mathematical Studies (Mathematical Studies is a Standard Level course suitable for students who will not need Mathematics to support their future studies. It emphasises the application of Mathematics to realworld situations)
Group 6 - The Arts Music HL & SL Visual Arts HL & SL
It is possible to study, instead of Visual Arts or Music, a second subject from Groups 2 – 4. This adds important flexibility to the programme and will mean that a student’s programme can include another science, humanity or language.
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IB CORE PROGRAMME
The Extended Essay Every student must submit an Extended Essay. The essay is a 4000 word in-depth study of a limited topic within a subject and its purpose is to provide students with an opportunity to engage in independent research. The upper word limit of the essay is 4000 words (excluding abstract, bibliography, maps etc.) and it should be written in a clear, correct and formal style. The IB attaches importance to the formal presentation of the essay. Of the marks available, two-thirds are awarded for this formal structure and the School will support students in understanding the appropriate requirements. It is essential that the essay is a student’s own work and that any research sources are appropriately acknowledged. The subject of the essay is a student’s own choice, with help in defining the choice of essay title being provided by a Supervisor with appropriate experience. The essay provides an exciting opportunity for students to explore a subject which is of real interest to them in more detail than is usually possible. It is expected that students will begin work on the essay in the February of the Lower Sixth year and complete it by the end of September of the first Upper Sixth term.
Theory of Knowledge The Theory of Knowledge (TOK) requirement is central to the educational philosophy of the Diploma Programme. It offers students and their teachers the opportunity to reflect critically on diverse ways of knowing and consider the role and nature of knowledge in their own culture, in the cultures of others, and in the wider world. In addition, it prompts students to: Be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge. Recognise the need to act responsibly in an increasingly interconnected but uncertain world. Assessment The assessment of the Theory of Knowledge component is twofold. The internal assessment is based on a presentation, dealing with the application to a real-life situation of some aspect of knowledge, given individually or in groups; the external assessment is an essay of 1200 – 1600 words on a topic chosen from a list provided by the IB. The presentation takes place in the Trinity Term of L6 and the essay is produced early in the Michaelmas Term of U6.
Creativity, Action & Sevice According to the IB CAS handbook, ‘CAS is a framework for experiential learning, designed to involve students in new roles. The emphasis is on learning by doing real tasks that have real consequences and then reflecting on these experiences over time.’ CAS is a fundamental part of each student’s programme and the emphasis is on learning through participation in either a variety of different activities or a single extended project. The Creativity element might, for example, include a language club, debating, drama, participation in projects run by Sherborne’s many-sided twinning association, or working on a school magazine; Action might take the form of a new sporting activity or, for instance, outwardbound or team-building activities; Service might involve teaching, or running a club, in a primary school, work with Amnesty International or even participation in an overseas community-based project. A wide range of appropriate activities can be followed, and it should be easy for each student to construct a balanced programme which covers all three of the categories. A minimum of 50 hours in each area over the two-year period is to be devoted to these activities. A CAS diary will be used to record and monitor activities together with written self-reflections.
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A level or IB? HOW TO DECIDE A Level
IB
3 Subjects only
6 Subjects throughout the 2 year course - 3 at Higher Level, 3 at Standard Level
Specialism & Depth
Breadth
Changes to A Levels
No changes
The Extended Project
The Core subjects taught throughout: CAS, EE, TOK
All examinations taken at the end of the U6
All examinations taken at the end of the U6
Highly regarded by universities
Highly regarded by universities
A wide breadth of subject choice
A wide breadth of subject choice
Choosing between the two ‘gold standard’ Sixth Form programmes can be very difficult for some, yet straightforward for others. If you want to be busy, enjoy a challenge and a holistic approach to study and learning, then the IB is for you. It has many advantages, not least ‘the Core’ that binds all subjects together through TOK, and ensures an international outlook and experience through CAS: international study trips as well as overseas exchange possibilities are embedded into the IB programme.
A Levels often appeal to the specialist, the student who is certain she wants a limited subject combination and one that will lead her in a very specific direction post Sixth Form. If you are certain that you know what direction you want to follow when you leave school, then the A Level programme could well be for you. Both programmes are equally regarded by universities, and whichever programme you choose, you will be thoroughly prepared as a very strong candidate for application to higher education, be it Oxbridge, Russell Group Universities, Art College, Music or Drama School.
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Subjects at a Glance IB Subjects
A level subjects
GROUP 1 English Literature HL English Language & Literature SL GROUP 2 French HL/SL German HL/SL Latin HL/SL Spanish HL/SL Italian ab initio SL (beginners) GROUP 3 Economics HL/SL Environmental Systems and Societies SL Geography HL History HL Philosophy HL Psychology SL GROUP 4 Biology HL Chemistry HL Environmental Systems and Societies SL Physics HL/SL Sport, Exercise & Health SL GROUP 5 Maths HL/SL Mathematical Studies GROUP 6 (The Arts) Music HL/SL Visual Arts HL/SL
Art* Biology* Business Studies* Chemistry* Classical Civilisation Design Technology Theatre Studies Economics* English* French Geography German Government and Politics SS Greek History* History of Art Latin Mathematics Further Mathematics Music Music Technology SS Photography* Physical Education SS Physics* Religious Studies (Philosophy and Theology) Spanish * New A Level Subjects taught at Sherborne School
* SS
Please Note: If there is insuďŹƒcient demand for a subject it may not run
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Block 5 We place enormous value on meaningful co-curricular programmes. What happens outside traditional examination classes can make sense of what happens inside and add significantly to university and career aspirations. It is our responsibility to ensure that just as much care is taken to design meaningful programmes away from traditional examination classes as we do for traditional examination programmes. To this end, we are introducing a new academic initiative, Block 5. Block 5 will be offered to all Sixth Form students and will consist of courses individually designed by subject specialists that will lead to a wide range of experiences and qualifications, such as Extended Projects, Open University modules and MOOCs.
freedom & independence It is the intention of the programme that all courses are free from the constraints of examination. Instead, the courses will lead to flexible qualifications that are student centred and allow freedom of choice and independence, contributing in the most meaningful fashion to enhancing university applications by allowing the student to prove their commitment to a given subject or discipline beyond their A Level or IB syllabus.
Block 5 will also cater for a small number of standalone IB modules that A Level students could take. Courses will run for four terms, ending at Christmas of the U6. In the fifth term of Sixth Form, Block 5 is given over to our professional development course, ‘Bridging the Gap’. Courses will be offered in all areas of learning, ensuring that students have access to a relevant and meaningful course for them.
Block 5 The Sixth Form at Sherborne Girls 10
The Sixth Form Aptitude Programme The Sixth Form asks much more of students than the lower school did. The expectation is to work with greater independence and engage with academic study in much greater depth than before. The programme is designed to help develop key skills to aid a student’s ability to set goals, manage their time and study effectively. It is about adding to what students are doing already and to help them reflect on working habits and learn from each other.
Speakers A wide variety of workshops and presentations ensure that the programme is always fast paced and engaging. Speakers have included Chloe Mills - ‘Sixth Form Study Skills’ Dr Patrick Jordan - ‘Principles of Success’ Matt Dickinson - ‘The Everest Challenge’ James Righetti - ‘Study Sensei’ Dr Gill Oliver - ‘The Power of What we Think’ Fiona Clapp - ‘Lifelong Learning’ David Banks - ‘How to Make a Fortune’ Adam Diprose - ‘Ace Your Exams’
The Aptitudes Motivation Setting Goals Review & SelfReflection Time Management and Getting Things Done The Sixth Form at Sherborne Girls 11
The Aptitude Framework
Planning & Organising ✦ Sets goals ✦ Manages own time and prioritises to achieve goals ✦ Makes lists/schedules ✦ Self-reflective & monitors own progress ✦ Plans ahead to meet deadlines ✦ Pays attention to detail ✦ Organises work logically ✦ Delivers work on time ✦ Works methodically and diligently to ensure work is of high quality
Working with Class & Housemates ✦ Gains the trust of classmates and housemates ✦ Offers to support peers to understand work and manage workload ✦ Is open to other students’ ideas ✦ Puts forward ideas to the class & house ✦ Appreciates own and others’ strengths and weaknesses within class and house ✦ Co-operates with peers, teachers & housemistresses/ masters to achieve common goals ✦ Takes the lead when necessary ✦ Asks for help when necessary
Communication ✦ Speaks clearly and concisely ✦ Conveys written ideas and facts clearly and succinctly ✦ Presents information logically and in a structured way ✦ Chooses appropriate communications depending on the audience and the situation ✦ Is a confident communicator ✦ Convinces others of their own ideas ✦ Actively listens to others ✦ Asks questions to check understanding Development & Continual Learning ✦ Displays ongoing commitment to learning and self improvement ✦ Is self-motivated and self-reliant ✦ Takes responsibility for own learning ✦ Displays a positive attitude towards learning ✦ Finds ways to apply new skills to existing work ✦ Asks for feedback ✦ Learns from their mistakes ✦ Monitors own progress and identifies ways to improve
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Clubs, Societies and so much more There is so much more to Sixth Form life than the classroom. You will have the opportunity to involve yourself in all manner of activities, not just the ones you would expect. From academic societies to sports teams, Photo’ Club to international exchanges. With so much on offer, you are sure to find an activity that suits you.
Senior Debating Society Social Committee Youth Advisors Model United Nations Student Exchanges Warriors Roc Soc Charities Outreach The Green Club The Eureka Society Photography Club Supporters and Listeners Bridging the Gap The Thinkers’ Society
Amnesty Group Sixth Form Book Club Biomedical Society Sunday Morning Kitchen Turing Society, Sherborne School Epicurean Society Sherry Society Sherborne Schools Maths Enrichment Programme Leiths Sculpture Club Senior History Society Senior Product Design Support French Film Club Classics Society Chemistry Symposia Extended Project/Essay Workshops Sixth Form Aptitude Programme Astronomy Club Duke of Edinburgh Award Lets Get Criptic Soap Box Maths Workout Focus Bible Discussions Study, Cook and Survive
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A Sporting Life We strongly believe in the health and well being of all students. Sport plays a key role in the daily life of all Sixth Form students, be it in one of the numerous team sports combined with our extensive fixture list or as part of a varied sports activity programme offered in conjunction with the Oxley Sports Centre. All students are expected to participate in sport in the Sixth Form, either in a team sport or in the sports activity programme which offers activities such as Yoga, Swimming, Stretch and Flex, Badminton, Fitness, Spinning and Squash. If you are joining Sherborne for the first time, new players are always welcome. Playing in a team is an excellent way to meet new friends and keep fit. The school also offers an extensive coaching programme in a variety of sports including Tennis, Squash, Dance, Rifle Shooting and Fencing. All students are members of the Oxley Sports Centre and this gives access to the numerous exercise classes on offer including Spinning, Boxercise, Zumba, Circuits and Boot Camp! Following an induction by a staff member, students have the privilege of using the fitness suite in their free time. We expect all girls to get involved in some physical activity, but what that is is entirely up to you. We really can boast that we have something for everyone.
Hockey Netball Fitness Ballet Lacrosse Badminton Squash Swimming Tennis Athletics Pilates Fitness Spinning Ballet Stretch & Flex Dance Running Polo Golf Boxercise Zumba Circuits
“Whether hockey, lacrosse, netball or squash, sport is one of the best ways of making new friends and it’s also great fun.” The Sixth Form at Sherborne Girls 14
Drama is for Everyone If Drama is important to you, but studying Drama in the Sixth Form is not an option for you, 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 an opportunity to audition for their senior production also: many girls take this opportunity each year. 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.
The Music Never Stops Music matters at Sherborne Girls. There are so many opportunities to immerse yourself in music: whatever your level, you will find opportunities and expert teaching. From Senior Choir to individual instrument lessons, Chamber Orchestra to Jazz Band. If singing is what matters most then the Madrigal Society may be where you spend much of your time. Performances throughout the UK are commonplace, and international tours take place annually.
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The Friday Lecture Programme Significantly adding to a student’s educational experience is what sets Sherborne Girls apart and what drives many of our initiatives. At the centre of this is the Friday Lecture Programme, a schedule that has the ambition of presenting our students with extraordinary people who will challenge, inspire and motivate. A good speaker is worth so much more than the hour they spend with the girls; the value they bring transcends the lecture theatre and demands that those in the audience look beyond themselves to fresh possibilities and other worlds. Recent speakers have fulfilled this ambition admirably. Germaine Greer, Profesor A C Grayling, Lord Sharkey, Becky Anderson (CNN) and Chemmy Alcott have all given our students the clear message of, ‘you too can achieve whatever to set your mind to’.
Duke of Edinburgh All girls have the opportunity to enrol in the Duke of Edinburgh Gold Award when they start in L6, and the uptake is ever increasing. Many will have experience of previous levels of the award, but this is not a requirement. The award at Gold level has five sections – volunteering, physical, skills, residential and the expeditions. Some of these sections recognise activities in which many are already involved, others encourage them to take up something new. The award requires weekly commitments to many of the above sections for a period of up to 18 months, and all will be required to undertake a training programme during which they prepare and complete their expeditions. The expedition part of the award has expanded in the last year and we now offer sea kayaking and walking packages. The sea kayakers use the fantastic Dorset coastline, the walkers attempt to
navigate over Dartmoor and, for the first time this year, some will be heading to the Picos de Europa for their final expedition. Four brave individuals will be sailing somewhere near the Medway! Our aim is to provide several options in order to enable girls to get the most from their outdoor experiences, and hopefully to inspire them to continue to enjoy the outdoors in the future. Enjoyment, shared experiences, leadership and challenge are the key parts of the expedition section here at Sherborne Girls.
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Speech & Drama Speech and Drama is a life skill, bringing with it confidence, self-expression, and an ability to empathise with a wide variety of character types. In addition, the higher medal grades of both LAMDA and Trinity Guildhall carry UCAS points. It ties in with Drama as a core subject since, in the process of working on a variety of scripted pieces, we discuss such issues as theatrical style, specific playwrights, theatre practitioners, and periods in theatrical history. Above all, Speech and Drama is fun! It’s certainly not about ‘pretending to be trees’ or making a fool of yourself!
The Library The Library is a fantastic environment in which to study at Sixth Form level. The space is split into two key areas - a large, traditional Library that offers the opportunity for focused, quiet study as well as a second space in which you can relax with the daily newspapers, magazines and subject-specific journals and work on group projects.The Library holds an excellent collection of academic material in every subject – both essential texts and secondary / tertiary sources too. The Librarian and Assistant Librarian can offer personalised help with finding high-quality, reliable information for your Sixth Form work, as well as study skills and referencing advice. The book collection also includes a great selection of fresh and prizewinning fictions Staff are always available to recommend top reads. We also stock DVD’s, both to support your academic work and just for entertainment and fun. Wi-fi, PC’s, laptops, colour printing and photocopying are all fully available throughout the day and evening, and the Library catalogue can be accessed remotely from any computer in school, and from home 24/7 during vacation time.
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Boarding or Day? The majority of girls in the Sixth Form board. However, if you are not intending to board, don’t worry, you will still have a study bedroom in a boarding house in just the same way as every other girl, the only difference being that you go home at night! In the Lower Sixth, you will be in one of our five mixed-age group houses, where you will be one of the most senior girls. In the Upper Sixth, you will transfer to Mulliner House, an Upper Sixth only house that accommodates the entire year group. There are so many advantages to this: the sense of purpose that Mulliner engenders in all students as well as greater freedom and a heightened sense of independence. It really is the first step towards university, and every girl thrives when she gets to Mulliner.
“Mulliner stands for independence and personal responsibility. You get flexible exeats and get to know the whole year group much more than before. It prepares you for university by giving you a much more mature approach to school life and study.”
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New to Sherborne Girls? “Everyone here is really friendly and open and the houses make you feel at home.” If you are new to Sherborne and considering coming here for your Sixth Form study, don’t worry, you won’t be alone! Each year we welcome an average of 25 new girls to the L6. Out of a year group of 80, that is quite a high proportion, so you will by no means be the only one who is new. We will invite you to spend some time with us in late June when your GCSEs are complete: our postexams activity programme will provide you with an excellent opportunity to meet your new classmates well in advance of the Michaelmas Term, so when September comes, you will already have established some good friendships!
“You get to learn a lot about leadership but also experience how fulfilling such a role can be.”
Leadership The opportunities to take a lead are all around you in the Sixth Form. As one of the most senior girls in your boarding house, you will be expected to take on some responsibility to aid the smooth running of the house. You may wish to be a House Prefect, or perhaps your House Charities Rep. It might be you train to become a Supporter and Listener or you may have ambitions to become a School Prefect in the Upper Sixth or even Head of School. Whether big or small, the opportunities to take a lead are never far away, and where you show initiative, or express the desire to change something then you will always receive support and encouragement. How far you go is up to you.
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A Social Life Our relationship with our closest neighbour is very important to us. Sherborne School (The Boys’ School) works very closely with Sherborne Girls, be it in the classroom, through joint lectures and activities, and of course many social events. It is not unusual to see boys walking around school: a number of A Level subjects are offered to boys, and this is reciprocated with a number of A Level subjects being offered to girls at Sherborne School.
You will never be bored at the weekend. The Sixth Form social programme involves two schools, Sherborne Girls and our next door neighbour Sherborne School. Every Saturday night something is happening. You might participate in an ‘Open Mic Night’ in the Tea Crate, or perhaps you decide on a quiet supper with friends in a local restaurant. It might be that it’s ‘Roc Soc’, where every school band decides to make themselves heard, or a night at ’The Stick’, Sherborne School’s Sixth Form social club. Whatever it is, you will have every opportunity to socialise with all in your year group as well as the Sixth Form boys at Sherborne School.
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LEITHS at Sherborne Girls Leiths is a very popular option in the Sixth Form. The Leiths Basic Certificate in Food and Wine course will give you one of the most important life skills anyone can have. Not only does it teach you how to cook good, healthy food for yourself, it gives you a step up on the employment ladder should you wish to put your skills to use cooking for families, working in restaurants or delis, ski chalets or any other form of cooking work during a gap year, holidays or beyond. Leiths School of Food and Wine is the most prestigious and respected cookery school in the country and enjoys a reputation for producing practical, professional and well-rounded cooks.
Leiths Introductory Certificate in Food and Wine This has been specifically designed to teach the basic skills necessary to become a
confident, capable and efficient cook. The dishes prepared are interesting, with an increasing degree of skill required, providing a balance between classical methods and modern recipes. The course spans five terms, starting in the L6 and finishing at the end of the U6 Lent term. Students will learn the skills needed for meat, fish and vegetable preparation, including full roast dinners and accompaniments, stocks, sweet and savoury sauces, the use of gelatine, various pastries including layered and choux, meringues, ice creams, cakes, bread, scones, buns and canapĂŠs. The dishes range from family-style meals to dinner party standards. Along with all of these wonderful cooking skills, the course teaches neat presentation, efficient kitchen method and correct food hygiene. One of the lessons focuses on wine tasting and how to pair it with food and is conducted by a wine specialist from Leiths. Assessment: to gain the Leiths Introductory Certificate in Food and Wine, students must pass both practical and theory examinations which are administered and moderated by Leiths. Added to these marks is a system of continual assessment which encompasses food tasting, kitchen method, time plans, tests and one piece of written coursework in the form of a menu planning exercise. Girls will also take the most basic of hygiene examinations, a qualification required for any type of cooking-related employment. The Basic Certificate carries four levels of Pass: Pass, First Class, Merit and Distinction.
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ART & DESIGN Will I enjoy it?
Why Study Art? Art at this level gives students the opportunity to build on their creative and technical skills to a far more sophisticated degree than GCSE and to develop qualities of self-discipline, independence of mind and an insight into the world around them. We encourage visual curiosity and wide experimentation with media. This, together with a maturing understanding of the nature and purpose of art, and increased technical confidence, adds up to a cocktail of experience from which a significant and personal view can be distilled.
If you have a visual curiosity, enjoy experimentation with a broad range of media, like working independently, enjoy developing your own ideas and have an open mind and a tendency to think laterally, then this is a course you will gain great fulfillment from.
Course Content A Level The course involves an introduction to the various disciplines taught within the department in order for students to see the possibilities inherent in the techniques learnt. Painting and drawing, mixed media, textile design, printmaking, ceramics and 3D work and photography are all areas available to explore. As well as developing skills, candidates need to understand how ideas, feelings and meanings connect to images and artifacts at a personal level and how they are also socially constructed over time through genres, styles and traditions. An important part of Art A Level,
A
therefore, is an understanding of context and subjective response to it. Candidates must produce a portfolio of work that derives from initial starting points, topics or themes which we, as a centre, determine. The focus here is to produce and select for submission, work that shows how the candidate has developed their knowledge, skills and understanding and explored, researched and acquired techniques and skills. In U6 we expect our artists to become far more self-directed, and to pursue themes that have a personal relevance to themselves. This
Personal Investigation must have a mature and sustained outcome and show evidence of planning and preparation. Also a related written study of between 1000 and 3000 words must be submitted. Normal lessons are supplemented by life classes and occasional workshops. We visit London exhibitions as well as many local galleries and studios. Specialised workshops occur from time to time (e.g. stained glass, bookbinding,oil painting from life, dyeing yarns). A popular 6 or 7 day foreign study tour is organised jointly with History of Art annually – in past years we have visited Paris, New York, Amsterdam, Rome, Florence, Venice, Madrid and Barcelona.
What else should I consider? Art combines well with all subjects. It is a good pathway to a career in the Art and Design world, Architecture, Fashion or the media. Art A Level is accepted by universities for degree courses in virtually every case. Many girls go on to Foundation Courses at Art School and there are ever increasing career opportunities for people with visual skills and a good understanding of art and design. Head of Department: Miss J Newman jn@sherborne.com Exam Board: OCR/IBO
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VISUAL ART
possible?’, will be considered in detail throughout the course. Review, modification and refinement in the progress of studio work will be encouraged through individual tutorial engagement and group critical forum. These processes, along with work book annotation, will be the primary means by which course participants will articulate and reflect on the intentions and the communicability of their practice. The context of galleries and museums and other virtual exhibition spaces, such as locomotive media, site specificity, internet and intermedia will be addressed as the contexts in which artistic meaning is negotiated and expressed.
Course Content IB The Visual Arts course allows participants to develop a collection of personal creative work for assessment. Starting from the detailed consideration of complementary works from different periods and national contexts, course participants will be encouraged to formulate wholly individual research interests and approaches to studio work through independent tutorial discussion. Of the primary works, one must be an example from recent practice, one must be an historical example and one must be drawn from outside the western canon. The primary works of art will be initially identified according to individual interests and the possibility of firsthand encounter through study visits. These will be researched and investigated in terms of their cultural and historical contexts. The works will be considered via competing approaches to art history, criticism and aesthetics; such as formalist, structuralist, poststructuralist visual culture studies, connoisseurship, iconographic, dialectic, new historicist and psychoanalytic. Primary, secondary and tertiary sources will be considered and their roles in object interpretation discussed. Course participants will be encouraged to
IB
The course allows for a wide range of disciplines to be studied.
articulate their approaches to studio work in relation to their understanding of artist practitioner utterances, critics’ interpretations and curatorial emphasis as well as through direct observation of art works in the cultural landscape. Gallery and museum exhibits will be a basic resource. Fundamental questions such as: ‘Can we know anything of the art of the past?’, ‘Can the art of the present be beautiful?’, ‘What right has the artist to a political stance?’ and ‘Is originality
Both Photography and History of Art have a prominent role within the course with a Comparative Study, a formally assessed History of Art project, playing a major role throughout.
Assessment A Level All assessment takes place at the end of the course and is composed of: Personal Investigation (60%) • Portfolio of practical work • Written Study Externally set task - 15 hours (40%) IB Process Portfolio (40%) Exhibition (40%) Comparative Study (written) (20%)
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BIOLOGY
A&IB Will I enjoy it?
Why Study Biology? Biology is a good pathway to a large number of university courses and hence scientific careers. These include Biological Sciences, Medicine, Microbiology, Veterinary Science, Dentistry, Pharmacology, Physiotherapy, Nursing, Psychology, Agriculture and Environmental Science. For these courses Chemistry and / or Physics and Mathematics complement Biology; for some courses Chemistry is also essential. Some knowledge of Chemistry and Mathematics is required, though not necessarily at Sixth Form Level. Course Content A Level This course involves a study of 8 topics: • Biological molecules • Cells • Organisms and exchange with the environment, e.g. gas exchange, digestion and transport in animals and plants • Genetic information, variation and relationships between organisms • Energy transfer between organisms, e.g. photosynthesis and respiration • Organisms responding to changes in their internal and external environment, e.g.
This course suits students who enjoy Biology and its relevance to everyday life and the environment. If you enjoyed Biology at GCSE, then you should certainly consider Biology in the Sixth Form. Practical work, including field work, is an essential part of the course and will relate to the theory taught. Analysis and evaluation will also be key elements of the work covered. homeostasis and the nervous system • Genetics populations, evolution and ecosystems • The control of gene expression. Course Content IB (HL only) The course is taught as a series of 6 topics: • • • • • •
Cells Molecular biology Genetics Ecology Evolution and biodiversity Human physiology
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.
There are a further 5 topics for the HL material: • Nucleic acids • Metabolism, cell respiration and photosynthesis • Plant biology • Genetics and evolution • Animal physiology, e.g. muscles and movement and the kidney, plus the Option D material, which includes:Human nutrition, digestion, functions of the liver, the heart, hormones, metabolism and transport of respiratory gases.
What else should I consider? Students who choose Biology include those who wish to pursue a career in Biology, or a related Science, and those who just enjoy studying the subject for its own sake, alongside other subjects, such as Modern Languages, History etc.
IB: 3 end of course examinations (80%) Plus a 10 hour investigation (20%) internally assessed Head of Science: Dr Jenny Ivimey-Cook jic@sherborne.com Examination Boards: AQA/IBO
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BUSINESS Will I enjoy it?
Why Study Business? Business is an exciting, modern subject that has evolved significantly since it was first introduced many years ago. The subject balances academic theory with an appreciation of ‘real world’ application and many of the students go on to study business related degrees at Russell Group universities. In today’s competitive environment for employment, employers are looking for employees with the ability to make judgements and analyse real scenarios; this subject helps to build a foundation in these critical areas. The surge in demand for business/economic related subjects nationally, both at A Level and degree level, reflects the current turbulent business world and the realisation that to improve the way businesses function you need people who have studied them and the economy they function in. Those students who wish to get a head start in the business world benefit from the foundation this course will build. Course Content
The course will be taught with a strong emphasis on current events in the business environment. This means the subject is unpredictable and as we try to make sense of the changes happening on a daily basis, there is great opportunity for individual interpretations, diversity and expression. This subject demands creative solutions to business problems and the infinite range of plausible solutions means students are only limited by their own imagination. situations. By examining and thinking critically about real business situations as they study the subject, students will gain an insight into different contexts which will help them to understand the key issues in any situation and compare and contrast this with other situations and apply their understanding. Specification at a glance:
The topics lend themselves to studying and engaging with the business world. The specification and assessment should encourage students to follow business developments and think critically about contemporary business issues. Most of the assessment material is based on real business
Assessment: 3 x 120 minute examinations Each paper 33.3%
A
1 What is business? 2 Managers, leadership and decision making 3 Decision making to improve marketing performance 4 Decision making to improve operational performance
If you have an interest in the businesses of friends and family, this course will help you understand many of the functions and bring the subject to life. 5 Decision making to improve financial performance 6 Decision making to improve human resource performance 7 Analysing the strategic position of a business 8 Choosing strategic direction 9 Strategic methods: how to pursue strategies 10 Managing strategic change
What else should I consider? Business sits well with most subjects and is commonly studied with Geography, Religious Studies, History of Art, Design and Technology and various Modern Languages. It is a good pathway to university courses in Business, Finance, Management, Marketing and Economics. It will improve your employment prospects in a wide range of careers as companies continue the trend to seek employees with a working knowledge of business. Head of Subject: Mr D Banks dsb@sherborne.com Examination Board: AQA
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CHEMISTRY
Will I enjoy it?
Why Study Chemistry? Everything is Chemistry: our food, our clothes, water, air, medicines, detergents and cleaning agents for example; 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.
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 and 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.
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.
A&IB
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.
Assessment
Organic Chemistry, Equilibrium, Measurement and Analysis,
What else should I consider?
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 (76%) – all taken at the end of the course; Internal Assessment (24%) – a mixture of short investigations and an interdisciplinary project carried out during the course.
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: Mir Angelosanto afa@sherborne.com Examination Boards: OCR / IBO
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CLASSICAL CIVILISATION A Will I enjoy it?
Why Study Classical Civilisation? (There is no requirement to have studied a Classical subject before.)
If you enjoy discussion and have an interest in other cultures, and the origins of your own culture, you will get a great deal out of Classics. The questions we discuss in lessons may also arise in other subjects – what is heroism? What role does fate play in our lives? How do we perceive beauty in broken sculptures?
Classic Civilisation is a rewarding, stimulating and enjoyable subject – brilliant for lovers of literature, history and art. You will revisit many of the myths that might have inspired you as a child or more recently in film and examine works of art and architecture you will have seen in books and on posters, and study the history and culture that shaped Western civilisations. A study of Classical Civilisation complements many other popular A levels, including Art, Drama and Theatre Studies, English Literature, Government and Politics, History, History of Art, and Philosophy, as well as a study of the Classical languages. Course Content In the L6 you will study: Greek Art and Architecture: a critical study of the development of Greek public buildings in the 6th- 4th centuries BC and the development of both freestanding and architectural sculpture in the same period; and Homer’s Iliad: a critical study of selected books of the Iliad and the religious, cultural and social values implicit in the text.
Assessment 4 end of course 90 minute examinations.
In the U6 we will look at the Roman world – a history module looking at the Emperor Augustus and the foundation of the Principate: a critical study of the career of the first Roman Emperor in the period between 44 BC and 14 CE, this module requires study in the areas of history, politics, literature, society and values. A second module, Roman Epic, is a critical study of selected books of
If you are inspired by the influence of Greece and Rome and see yourself exploring the Agean Sea or the Roman Forum, then this is the subject fro you.
Virgil’s Aeneid, in its religious, political, cultural and social context.
What else should I consider? In the past, girls have had the opportunity to attend theatre, lecture and museum visits organised by the Department. Classic Civilisation is a well-regarded subject that teaches many skills: you use primary and secondary evidence to construct arguments, you learn to write essays, participate in debates and combine detailed analysis of the texts with an overarching understanding of them as a whole within the society that produced them. Head of Department: Miss S Jones sj@sherborne.com Examination Board: AQA
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DESIGN TECHNOLOGY Will I enjoy it?
Why Study Design Technology? This is a creative subject that has variety and diversity that will capture your imagination. Product Design is an inherent part of everyday living and impacts upon almost everything that we do. From the sophistication of the modern mobile phone to the humble potato peeler, all products that we use have been deliberately developed with a view to making our lives more comfortable and to improve efficiency. If you have an enquiring, imaginative mind, a desire to be creative and a determination to see something through to a conclusion, then this is the subject for you. The course will be thought provoking, enhancing your ability to analyse products objectively and logically. It will enable you to see the bigger picture in the world of design and assess the environmental and ethical issues associated with modern manufacturing. If you are considering a career in design (fashion, industrial, engineer), or want to study a subject that fits well with Sciences or Art then Product Design should be a serious consideration. Course Content Students will study designers, products, material and technologies that shape the way we live. They will be expected to analyse the effectiveness of products, how and why they have evolved and their impact upon society from both an environmental and moral
Assessment 1 x 6 hour design and modeling practical and written examination to be taken towards the end of the course (20% of final marks) 1x 2.5 hour design and theory examination taken at the end of the course (20% of final marks) 2 units of coursework (2x30% of final marks)
A
If you are a creative person, inquisitive by nature, can rise to a challenge and enjoy problem solving, the answer is most definitely yes. If you are keen to experiment and explore different materials, take a risk and are not afraid to learn from your mistakes give it a go. At the end of the course not only will you have a certificate of achievement, but a piece of practical work that you have designed, developed and manufactured. What other subject can boast that? perspective. Essential practical skills will be taught through modeling exercises and minor projects. Students will produce a Product Study, which is a coursework unit, where they will analyse a product of their choice with a view to improving a particular element (ergonomics, function, aesthetics, material, construction). The product can be either textiles or resistant material based. An end of course examination will assess their design and modeling skills and their ability to respond to a design challenge showing innovation and creativity. The U6 year is centred on a major project of the student’s choice, which relates to their area of focus (textiles/ resistant materials). This is an important coursework unit that
enables students to show their design and making skills to the full. There is also a final examination that tests their theoretical understanding of the subject.
What else should I consider? In design there is no right and wrong solution just good and bad design. Have you got an enquiring mind that will allow you to think objectively about a design problem without being influenced by the conformity of existing products? Can you think laterally and work independently to achieve a given goal? If you are up for a real challenge then look no further. For further information, contact Mr I McCarthy ijm@sherborne.com Examination Board: OCR
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DRAMA & THEATRE STUDIES A Will I enjoy it?
Why Study Drama & Theatre Studies? Drama and Theatre Studies has become a highly respectable A level over the last decade and is valued by universities as a subject connected to both the Arts and the humanities. The balance of practical skills and academic knowledge as well as a growing understanding and empathy for the world around us allows students to develop a wide range of skills and disciplines. Analytical clarity and passionate performance go hand in hand.
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.
Course Content For many students, the most rewarding section of the course is the Live Practical Performance. In groups, students prepare a piece of drama to be staged, with full technical support, before a moderator and audience. Students prepare an excerpt from an existing play in L6 whilst in U6 students write, direct, design and perform their own piece of original drama. Students will also need to see a variety of live performances throughout the two year period, study three set texts from different eras and create work in the style of several
Assessment 2 written examinations (60%) Two practical pieces: • Presentation of an extract from a play • Presentation of Devised Drama (40%)
important theatrical practitioners such as Stanislavski, Brecht, Frantic Assembly and Alecky Blythe. These elements will mainly be assessed through two written papers.
What else should I consider? You must be prepared to put in the extra time that is required, outside class, for rehearsals when in productions. There is a large workload so you need to be very organised and have an extremely dedicated and conscientious approach in order to be successful in both your practical and written work. There is an expectation that you will do some reading around the subject and research in your own time so you must be selfmotivated. There will be opportunities for you to take part in extracurricular drama via one of the joint school productions and in the House Drama competition. You should consider taking up these opportunities as well as looking for chances to stage your own work as the more performance experience you have, the more successful you will be in your examined work. Head of Department: Miss E Nurse ean@sherborne.com Examination Board: AQA
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ECONOMICS
A&IB Will I enjoy it?
Why Study Economics? What will happen to house prices in the future? Why do some countries with huge natural resources have a low standard of living? Should ‘4x4s’ be charged more than other cars to drive in towns? These are some of the questions that could be looked at over the two years. The courses do not expect or require any previous academic study in the subject. They seek to develop the ability to analyse and evaluate events going on in the world today from a scientific point of view. The courses will act as a great starting point for topical discussions and any number of careers. The topics below give a general idea of the content that will be covered. The content becomes interesting and relevant because practical applications of the theory, such as those above, are in the media daily. Course Content A Level The A level comprises four themes. Theme 1 focuses on microeconomic concepts and considers how markets work. Students learn how to apply supply and demand analysis to real-world situations and offer explanations of consumer
Assessment A Level: 3 x 2 hour units examined at the end of the course (100% of final marks) No coursework IB: Three examination papers at the end of the course plus coursework consisting of a 2000 word personal investigation.
You certainly will if you enjoy current affairs or analysing problems and applying theory to real world issues.
Course Content IB (HL & SL)
behaviour. Theme 2 focuses on macroeconomic concepts. Students are introduced to the aggregate demand/supply model and examine the use of monetary, fiscal and supply-side policies as a means of improving an economy’s performance. Theme 3 focuses on business economics. Students will examine how the number and size of market participants, and the level of contestability, affect the pricing and nature of competition between firms. Theme 4 applies macroeconomic concepts to a global context. Students will understand the significance of globalisation, international trade, the balance of payments and exchange rates.
IB Economics can be studied at Higher or Standard Level. The course includes: Introduction to economics – foundation of economics, definitions of growth and development, scarcity, choice and rationing systems. Microeconomics – demand, supply and elasticity, firms and when markets fail. Macroeconomics – national income, macroeconomic models, demand side and supply side policies, unemployment, inflation and distribution of income. International issues – reasons for trade, protectionism, economic integration, WTO, balance of payments, exchange rates, balance of payment problems, terms of trade. Development economics – sources of economic growth and development, consequences of growth, barriers to growth and/or development, and evaluation of growth and development
What else should I consider? If you are a keen mathematician then Economics provides many opportunities to apply mathematical skills particularly in higher education as most university Economics courses place great emphasis on the mathematical aspects of Economics. Economics is a particularly useful subject to study alongside History, Geography and Government and Politics but can be easily combined with just about every subject.
Head of Subject: Mrs K Creswell klc@sherborne.com Examination Board: Edexcel/IBO
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ENGLISH
A&IB Will I enjoy it?
Why Study English? English literature is essentially the consideration of the very best and most enduring literary works of our culture. It will help you to read more perceptively, more critically and with deeper understanding and appreciation; in so doing, you will be enabled to articulate with greater finesse your response to the predicaments and situations common to us all.
The course of study is suitable for enthusiastic readers who also have a strong interest in people, who have a feeling for and fascination with words, and who take pleasure in powerful description and lively argument; it suits students who are intrigued by the past and its impact on the present, in ideas of change and continuity, and for those who wish to play an open-minded part in discussion and debate.
Course Content A Level This course requires the close indepth study of an absolute minimum (for examination) of six literary texts covering fiction, poetry and drama including Shakespeare in addition to critical analysis, interpretation and evaluation of ‘unseen’ poetry and prose; there will also be an internally assessed independent speaking and writing component. IB English Literature HL English can be studied at both Higher and Standard Level.The Higher Level (Literature) course investigates the basis of our communication and understanding. English is the medium of our interactions with others, of our internal reflections and of our dialogue with cultures of the past through earlier literature; it permeates all aspects of our humanity. Historical change, cultural multiplicity and political conflict are mediated through texts cast in every conceivable form and register, and
Assessment
might include text from newspapers, political speeches or advertisements. Our course seeks to reflect this protean variety and covers a broad range of the best authors from a variety of periods in many styles. It is hoped that students will be able to develop their own enthusiasms and personal critical approach to the subject. As in A Level syllabuses students will study the canonical authors of the past, such as Chaucer, Shakespeare and some of the major novelists and poets. This IB course also includes some literature in translation and non-fiction writing. Reading independently and working with personal initiative are key from the very start.
Language & Literature SL In the language course you study a variety of texts such as newspapers, political speeches, advertisements and extracts from non-fiction books. You examine language in its cultural context and look at language and mass communication. There are four literature texts which cover at least two genres, poetry, drama and the
novel. Two texts are used for the in-depth study required for the individual oral commentary; a further two, one of which is a work in translation, you study for the examination.
What else should I consider?
A Level: TBC IB (HL & SL) Coursework 20%, Oral component 30% Two final examinations 50%
Studying English Literature embraces challenging intellectual disciplines, and so is an excellent preparation for many degree courses, especially in the arts and humanities; girls wishing to read sciences or Medicine at university can also benefit hugely from the study of English Literature in the Sixth Form. Head of Department: Mr P Cantrell prc@sherborne.com Examination Board:A Level board TBC/IBO
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ENVIRONMENTAL SYSTEMS & SOCIETIES
Will I enjoy it?
Why Study ESS? Standard Level only This Standard Level course will enable you to adopt an informed personal response to the wide range of pressing environmental issues that are currently facing humans. It is intended that you should develop a sound understanding of the interrelationships between environmental systems and societies so that you can evaluate the scientific, ethical and socio-political aspects of the topics covered. This subject combines the techniques and knowledge associated with an experimental science with those relating to a Group 3 subject. Practical work in the laboratory and in the field will play an important part in the course. Course Content This subject combines the techniques and knowledge associated with an experimental science with those relating to a Group 3 subject. It is offered at Standard Level only. It seeks to provide students with a clear
Assessment External Assessment (two papers) (80%) Paper 1 (short-answer and data-based questions) Paper 2 (analysis of data relating to a case study and also two structured essay questions) Internal Assessment: based on practical work 20%
IB
If you enjoyed Biology at GCSE, and have an interest in Geography then this could be the course for you. In many ways, it is a blend of both of these subjects. It will provide you with an opportunity to make a personal response to environmental issues and research these issues in a way most relevant to you.
sense of the interrelationships between environmental systems and societies which will enable them to make an informed personal response to a wide range of environmental issues. There will be constant emphasis on the decisions that they have to make in their own lives. Practical work in the laboratory and in the field will play an important part in the course. The course is divided into seven sections.
The provisional list of topics to be covered are: • Fundamental concepts, e.g. systems and models • Ecosystems and ecology • Biodiversity and conservation • Water, aquatic food production and society • Soil systems and society, e.g. terrestrial food production • Atmospheric systems and society, e.g. air pollution • Climate change and energy
What else should I consider? Many universities offer Environmental Science courses, but we would expect a student intending to study for a degree in one of these courses to take a Science at HL as well as Geography. As a SL only course ESS will not necessarily solely satisfy the entry requirements for a science-based course such as Environmental Science. The course does, however, provide an excellent introduction to many of the problems currently facing the world of business, politics and law. As such, it makes an excellent choice of science for those intending to pursue a non-scientific career. The perspective it provides has been found by previous pupils to be fascinating, informative and useful. For further information contact: Dr J Ivimey-Cook, Head of Science jic@sherborne.com
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GEOGRAPHY
Will I enjoy it?
Why Study Geography? Geography is highly valued by universities as an A Level choice. Geography combines well with both arts and science subjects. It is a broad based subject that covers a wide variety of skills. Geography will prepare you for for a career in sustainability and green issues, urban regeneration, energy supply, retail location, managing the effects of hazards and climate change. If you are thinking of a career in Law, Human Rights, International Relations or Welfare then Geography gives you the opportunity to consider relevant issues such as; How do we measure development? What are the consequences of migration on societies? Geography will enhance your essay writing skills and your confidence in producing well researched extended reports. Course Content A Level In year one, core topics studied are, Rivers and Population, plus Glaciation and Health. You will also take part in a three day residential trip which covers aspects from both of the core subjects.
In the second year, there are four topics to cover. Two physical: Plate tectonics and Ecosystems, and two Human: World Cities and Globalisation and Development. Course Content IB Core: Populations in Transition. Disparities in wealth and development. Patterns in environmental quality and sustainability. Patterns in resource consumption. Optional themes: Higher Level students study three optional themes whilst Standard Level students study two themes. Urban Environments.
Assessment Four end of course examinations: 1: 2: 3: 4:
A&IB
Physical and Human Geography. Geographical Skills Contemporary Geographical Issues Geography Fieldwork Investigation
IB: Three end of course exams Paper 1: (Core) 25%. Paper 2: (Optional Themes) 35%. Paper 3: (Global interactions) 20% Internal Assessment (Field work) 20%
There is plenty of room for discussion and extended research which will help you become an independent thinker and learner. By the time you get to your exams you will be able to show your understanding of a range of opinions and be able to illustrate your answers with case studies from local, national and international examples. You will go on a residential trip to experience a variety of different environments, both natural and man made. You will learn a range of different ways to collect, present and analyse data including GIS and mapping skills. Freshwater – issues and conflict. Extreme Environments. Global Interactions (HL only) Measuring global interactions Changing space – the shrinking world. Economic interactions and flow. Environmental change Sociocultural exchanges. Political outcomes. Global interactions at the local level.
What else should I consider? Michael Palin believes that “Geography is the subject which holds the key to our future”. You should consider Geography if you enjoy learning about people and their societies, economies, cultures and the environment. If you are keen to learn and develop a wide range of skills and you are seeking a broad based academic subject. Head of Department: Mrs E Morray-Jones emj@sherborne.com Examination Board: AQA/IBO
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GOVERNMENT & POLITICS A Why Study Government & Politics?
Will I enjoy it?
This subject is taught at Sherborne School
Yes: this course will provide you with an insight into the workings of government and relates directly to contemporary issues in politics today. Trips to London and Washington will add to your experience, providing you with a first hand experience of government in action. The course will develop your written communication skills as well as the ability to question information given to you.
This course suits people who have a lively and enquiring mind, an interest in politics and current affairs, an enthusiasm for new ideas and the ability to communicate ideas effectively. You do not need to have studied Government and Politics at GCSE in order to take an A Level course in the subject. Course Content The course involves a critical awareness of the nature of politics and the relationship between political ideas, institutions and processes and an awareness of political events and issues, an understanding of the main political viewpoints and the skills required to argue a case with relevance and coherence. You develop clear understanding of the theories, motives and
Assessment Four end of course examinations I: People and Politics (80 minutes) 2: Governing the UK (80 minutes) 3: Representative Processes in the USA (90 minutes) 4: Governing the USA (90 minutes)
values upon which political processes and government decision-making are founded, and the role of institutions in resolving conflicts and allocating resources. Also studied are the authority and power structures within the political system of the United Kingdom, and of the United States, and how these may differ from those of other political systems. This is a wholly relevant course, and one that will engage you in current affairs and global political events.
What else should I consider? Government & Politics is a good pathway to a wide range of career and higher education opportunities. You learn and use a variety of transferable skills throughout the course which are valued by employers, universities and colleges. These include collecting and analysing information and evaluating different political ideas and systems. Government and Politics combines well with a range of subjects that lead to University courses in such areas as Geography, Business, Economics, Law, Media, Philosophy and, of course, Politics. Head of Department: Mr G Reynolds greynolds@sherborne.org Examination Board: OCR
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CLASSICAL GREEK
Will I enjoy it?
Why Study Classical Greek? If you have studied Greek GCSE, AS Greek should be well within your grasp as we have plenty of time to cover the set text, revise the grammar and bring students up to speed with unseen translation. You will love the small groups and informal nature of the lessons. As you will recall from GCSE, Greek stories range from the sublime to the ridiculous and take in all sorts of aspects of the Greek world. Course Content A Level Until June 2017 the texts studied in the L6 year will be, for verse: Iliad book 22 – the battle between Hector and Achilles, and for prose: Lysias, Against Simon – a murder case held in the Areopagus. Reading the Iliad gives an excuse to watch Troy (and spot the errors!). The fact that the Iliad is one of the pillars of Western Literature is just the icing on the cake. Lysias’ speeches are an excellent example of classical oratory which is an invaluable resource for the study of ancient Greek life and culture. The speeches offer evidence on Greek moral views, social and economic conditions, political and social ideology, and other aspects of Athenian culture that have been largely ignored.
A&IB
During the L6 we will also begin reading the nominated unseen authors which will be Euripides for the verse and Thucydides for the prose. In the U6 the texts studied will be for verse: Sophocles, Antigone and for prose: Herodotus’ account of the Battle of Marathon.
Definitely – the smaller groups mean that you will get a great deal of attention and no matter how shy you are, you will have plenty of opportunity to voice your thought. The texts you will be reading are at least 2,400 years old, yet they still manage to speak to us and stimulate debate about some of the most fundamental human questions. It is a real privilege to be able to study Greek.
the Persians, western civilization would have followed a very different route.
The Antigone is a timeless story about loyalty and truth, human nature and human behaviour. It is a story about what happens when one person stands up against the rules, about how we make meaning out of life and death and what in the end really matters. The Battle of Marathon is one of the major turning points in history. If the Athenians had lost this battle against
Assessment Four end of course examinations 2 x 90 minute units examined at the end of the course (50% of final marks) Paper 1: Prose Unseen translation with a set vocabulary list and Paper 2: Both Verse and Prose set texts. 2 x 120 minute units examined at the end of the course (50% of final marks) One each of Prose and Verse combining translation and analysis of a passage from the unseen author and two essays on the set text.
What else should I consider? Greek is highly prized by employers because it teaches you really important skills – problem solving, writing in good English, constructing theories, perseverance, precision and risk-taking (when you have to make an intelligent stab at an unfamiliar word!).
Head of Department: Miss S Jones sj@sherborne.com Examination Board: OCR/IBO
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HISTORY
Will I enjoy it?
Why Study History? This course suits students who are interested in people and politics in the past and who want to learn why some countries develop through peaceful change and why others experience revolution.
In order to enjoy this subject you need to have an interest in acquiring information through a variety of different mediums, reading and participating in group discussion.
The course seeks to offer both breadth and depth and to develop key skills of source criticism, essay-writing, critical understanding of argument and interpretation. It also hopes to reflect on the role of the historian in the very process of creating ‘History’.
Course Content IB
Course Content A Level The course covers Early Modern British and European History. We will study a major turning point in European History: the German Reformation and the reign of Charles V 1500-1559. For British History we will investigate Tudor England 1485-1558. As a depth study we look at the ascendancy of France 1610-1715. There is also the opportunity to continue the Tudor theme by seeking to understand the extent of the
Assessment 1: British Period Study - 90 minutes (25%) 2: Non-British Period Study - 60 minutes (15%) 3: Thematic Study 150 minutes (40%) 4: An extended essay of 3000-4000 words arising from independent study and research on a topic of the student’s choice. (20%) IB: Three examination papers at the end of the course plus coursework consisting of a 2000 word personal investigation.
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challenges to Elizabeth I’s power and church settlement. During the two year course students will attend at least one lecture in central London where they will have the opportunity to listen to distinguished historians such as David Starkey and John Guy. The department also runs a trip to Paris which helps students to understand 17th and 18th century French History.
The course builds upon the work done towards the GCSE examination and the range of topics and themes include: Authoritarian and single party states in the 20th century, the Cold War in regions such as Africa, the Americas, Europe and South-East Asia, Rights and Protest e.g. Apartheid in South Africa and aspects of history in Europe and the Middle East over the last two centuries.
What else should I consider? Studying History is a good pathway to a study of the Law, Politics and International Relations, Sociology, Journalism and of course History. Many careers require the skill of writing and presenting reports and prospective employers consider historians to be particularly accomplished in these areas.
Head of Department: Mrs S Elliott sel@sherborne.com Examination Board: OCR/IBO
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HISTORY OF ART Will I enjoy it?
Why Study History of Art? History of Art is fashionable, accessible, flexible, challenging, diverse and vocational. It is really relevant to the 21st century and to the lives of teenagers as cultural consumers. You will study paintings, sculptures and buildings, understanding the reasons why art was made for different peoples at different times, and what art represented to them. You can get an insight into artists’ lives, their patrons, and the historical and social contexts of different ages, from Ancient Greece to London at the dawn of the 21st century. It is the ultimate inter-disciplinary A Level and Degree Course, fitting so well with other subjects like languages, RS, English and History. Course Content In the first year, students will be taken on a visual journey through the history of Western painting, sculpture and architecture using thirty or so examples chosen by the teacher that best illustrate the variety of styles, concepts and themes that can be found in the history of art.
Assessment Four end of course examinations 1: 60 minutes 2: 90 minutes 3: 90 minutes 4: 90 minutes
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Students will be introduced to artistic and architectural vocabulary and methodology needed to evaluate the artworks and develop skills of visual analysis and historical awareness. In the second year we teach two modules: Art of the Sixteenth Century in Europe, and Art in Europe and America from 1946-2000. Studying two very different periods in depth gives the students a really good grounding in what ‘traditional’ art was like, before the 20th century artists changed all the rules once and for all. These are two pivotal periods in the History of Art and provide a strong grounding for university study.
Yes! It’s important to relax about art, say what you see, and be prepared to share ideas. No previous knowledge of Art History is needed to study this course. Classes are enjoyable discussions about artworks & incorporate multimedia websites, videos and texts. History of Art offers you the chance to develop visual and analytical skills and really helps develop essay writing skills and visual analysis. We will gain a broad appreciation of art so that you are able to take your granny to any art gallery anywhere, and analyse the artworks you show her! As well as weekly classes there are trips to London galleries in both years, and the famous Art and History of Art Study Trip to a foreign city (Paris, Berlin, New York) is legendary!
What else should I consider? Students choose History of Art if they want to study an essay-based subject at University or to accompany Sciences, Maths or Geography; it can be useful to Artists as well. Head of Department: Mr Jonathan Casely jbc@sherborne.com Examination Board: AQA
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LATIN
A&IB Will I enjoy it?
Why Study Latin? You will have the opportunity to read some of the world’s greatest literature in the original language – an exhilarating experience. Latin appeals to both scientists and arts students for vastly different reasons but both really enjoy the subject.
Latin is a stimulating and enjoyable subject and you will have the benefit of small groups and the focused attention of your teacher in lessons.
To enjoy Latin you should like one or more of the following: variety, challenges, logical analysis, problem solving, discussion, great literature, sarcasm and scandal!
examples. A range of texts will be studied so as to develop students’ linguistic competence in a variety of writing styles (epic, oratory, history).
Course Content A Level Until June 2017 the texts studied in the L6 year will be, for verse: Ovid, Metamorphoses, book 3, and for prose: Cicero, de Imperio. One of the most influential works in Western culture, the Metamorphoses has inspired authors such as Shakespeare and Dante and artists such as Botticelli and Titian. Cicero was probably the most famous lawyer the world has ever known and his de Imperio supported Pompey the Great’s appointment to command the Roman forces against Mithridates V. During the L6 we will also begin reading the nominated unseen authors which will be Ovid Elegiacs for the verse and Livy for the prose. In the U6 the texts studied will be for verse: Virgil’s Aeneid 6 and for prose: a selection of Pliny’s Letters.
Assessment A Level 1: Prose Unseen translation with a set vocabulary list and Paper (25%) 2: Both Verse and Prose set texts. (25%) 3: One each of Prose and Verse combining translation and analysis of a passage from the unseen author and two essays on the set text. (25% each)
IB 1: Momentum Translation (40%) 2: Set Texts (40%) 3: Individual Study (20%)
Milton followed Virgil with his Paradise Lost and Dante with his Inferno. Book 6 takes Aeneas into the Underworld where he confronts his past and his future and indeed the future of the Roman world! Pliny honours the heroes of his society, discusses the villains and frets about the state of the fire brigade service. An in-depth look at Roman society in the 1st century A.D. from an ardent epistolary artist.
Some of the texts will complement each other and provide insight into the culture that introduced them. The focus will be mainly on the language itself but also on the society and politics of the times. The prescribed author for Paper 1 is either Ovid or Cicero. The prescribed literary genres are: Virgil, Aeneid 1 and Georgics 4 and History, Tacitus, Annals and Suetonius, Tiberius.
Course Content IB Students are expected to develop an ability to appreciate and analyse the techniques and styles of various authors and further to construct a clear argument supported by relevant
What else should I consider? We regularly get excellent grades – mostly A grades. The Classics Department won the 2006 Good Schools Guide Award for Best A-Level Results in a Girls’ School for Latin. Latin is useful for helping you fulfill all sorts of degree and career aspirations. Classicists enter various fields after university and have some of the lowest unemployment rates for arts students. They become bankers, lawyers, civil servants, diplomats, journalists, politicians and even teachers. Latin is classy, challenging and fun! Head of Department: Miss S Jones sj@sherborne.com Examination Board: OCR/IBO
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MATHEMATICS Why Study Mathematics?
Further Mathematics A Level
Mathematics is a mixture of ideas, problem solving and the application of numerical skills. Brain training and the development of logical thinking and organisation, are at its core and, as such, it complements a whole range of other courses. The academic rigour and skills that are developed are also desirable in any career. The teaching staff are fully committed to providing a broad mathematical education and our ‘open door’ policy for providing support is extremely popular.
If Maths is your real interest, then you could study Mathematics with Further Mathematics. This counts as two subjects (Further Maths cannot be studied alone). The Further Mathematics course that we offer includes Pure Mathematics (Complex numbers, Numerical Solutions, Proof, Matrices, Coordinate Systems, and Series), more Statistics, Mechanics and Decision Maths. You will study six modules over the two years: FP1, FP2, S2, S3, M2 and D1. Course Content IB
Course Content A Level Mathematics A Level The Mathematics course that we offer provides a study of Mathematics in three main areas: Core Mathematics (Algebra and Functions, Coordinate Geometry, Calculus and Trigonometry), Statistics and Mechanics. You will study six modules over the two years: C1, C2, C3, C4 S1 and M1. The aim of the course is to enable students to develop mathematical knowledge, concepts and principles, logical, critical and creative thinking.
Assessment A Level Maths Six x 90 minute units examined at the end of the course A Level Further Maths Six x 90 minute units examined at the end of the course IB Mathematical Studies SL Two x 90 minutes (80%) Individual Project (20%) Mathematics SL Two x 90 minute (80%) Individual Exploration (20%) Mathematics HL Two x 120 (60%) One x 60 minutes (20%) Individual Exploration (20%)
Mathematics is a key subject in the IB programme and, as such, all students must take a course in it, but we do offer three different course levels; Mathematics Higher Level (for those who may have considered Further Mathematics if taking the A level option), Mathematics Standard Level and Mathematical Studies.
A&IB Will I enjoy it? Maths is not always about what we will use again in the future, but more about the enjoyment of being faced with a problem, the organisation and communication of a solution and the ability to learn from one’s mistakes. If you enjoy a challenge, the satisfaction of achieving a solution, and thrive on having an algebraic problem to solve then Maths is for you. Sometimes a problem may take several attempts but if you are prepared to keep having a go, enjoy learning from your mistakes, rather than becoming despondent, then you will love Maths.
With this in mind, it is important that students take advice on the most appropriate level considering both their interest and Higher Education requirements. In each of these programmes the aim of the course is to enable students to develop mathematical knowledge, concepts and principles, logical, critical and creative thinking.
What else should I consider? Recommended GCSE: An A or A* in GCSE or IGCSE Mathematics, in order to take the full A Level. It sits well with all subjects across all disciplines. It is the language of most sciences and gives an excellent combination with Art, Music, Languages, Geography and History. It is a good pathway to a wide range of university courses and careers, from Engineering to Economics, Medicine to Archaeology.
Head of Department: Mrs D Kirby dki@sherborne.com Examination Board: EDEXCEL/IBO
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MODERN LANGUAGES French German Spanish Italian All languages can be studied at A Level and IB, apart from Italian (only offered in IB).
In the world of work there is firm evidence that people with language skills have a distinct advantage: they have the edge at interviews, they communicate better and they earn more. But as well as being good for your career, languages are rewarding to learn for their own sake, because they open your mind to other cultures and encourage you to think more deeply about the different ways in which human beings communicate with one another. Advanced Level language qualifications such A Level and IB are well regarded by universities and employers and as such are certainly worth including in your education portfolio.
Why Study Modern Foreign Languages? The study of one or more modern foreign languages has obvious practical benefits for communication with native speakers in the world of work as well as for leisure travel. The satisfaction and pleasure derived from being able to speak and understand foreign languages at a relatively advanced level of proficiency are very considerable and certainly worth the patient hard work required.
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Will I enjoy it? Communication in a variety of forms - speaking, texting, blogging, tweeting - is central to all our social lives today. In the world of education and work many people also spend a great deal of time presenting, debating and undertaking extended writing of different kinds. These ‘higher’ skills are developed on an advanced level foreign language course. They are skills which require hard work, but the rewards are great. The ability to understand and communicate very effectively in a foreign language will give you a greater sense of empowerment as a global citizen. They are skills which will certainly enrich the whole of your life. Learning about the cultures of the foreign languages will increase your enjoyment of the countries when you travel there, and also help you to think more critically about your own culture. Use of target language websites, You Tube, films, radio and television are some of the ways of achieving foreign language immersion and adding exciting new dimensions to your learning journey.
What else should I consider? All foreign language courses have as their main aim the use of the language. You will therefore enjoy active oral participation in class and be committed to language learning strategies such as learning vocabulary and frequent independent listening and reading. You will also be keen to speak as often as possible with native speakers, such as our foreign language assistants, with whom you will have an additional timetabled lesson. The most successful students have an analytical approach to language study: they are interested in studying how language works and in comparing the similarities and differences between different languages. Successful students also tend to be those who read newspapers, magazines and books independently in the foreign language and use all the means available to them – for example, iTunes apps and songs - to make the foreign language an integral part of their daily life.
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MODERN LANGUAGES A&IB IB: French, German and Spanish
Course Content A Level Assessment A Level builds on the skills of Listening, Speaking, Reading and Writing which you have already acquired (at GCSE or equivalent). Through the study of a range of topics (such as Media and Communications and Contemporary Social Issues). You will develop your understanding and your oral and written expression to a more advanced level of proficiency. Effective language learning skills are central in this process and will include a strong emphasis on the daily learning of new vocabulary and the manipulation of a wide variety of grammar structures and forms. Regular listening and reading are also vital in the language learning process as the more you are exposed to authentic texts and audio sources, the better your own command of the language will become. You will also read some literature in the foreign language and respond to it orally and in writing. French, German and Spanish may be studied if you already have a GCSE or equivalent in these languages. Italian may be taken from scratch as a two year course leading to an IB standard level qualification. All courses have an excellent track record of success and are chosen by students who particularly enjoy the disciplines and challenges of intensive language learning.
At A Level your language skills are assessed by external examinations in: Listening, Reading, Writing, Oral The first three skills are taken as a single examination paper (2 hours and 2hours 30 minutes). The oral component is assessed by means of an individual interview, lasting 15 minutes, with a 20-minute preparation period. The Listening, Reading and Writing papers make up 70% of the marks and the Oral 30%. We currently use the AQA examination for French, German and Spanish. For IB all the assessment for the Diploma takes place in the second year. For Language B the external assessment (70% of the final marks) comprises Paper 1 – Receptive skills (reading) Paper 2 – Productive skills (writing tasks) Written assignment (completed in class time) The internal assessment (30%) comprises group speaking activities done in class and an individual oral.
The Language B course (for nonnative speakers) in French, German or Spanish builds on the skills of Listening, Speaking, Reading and Writing which you have already acquired (at GCSE or equivalent). Through the study of authentic texts and the production of written and oral tasks you will visit a range of topics such as Global Issues and Cultural Diversity. Students offering Higher Level will also read two literary works and base their Written Assignment on one of them. There is a strong emphasis on independent reading and listening, as exposure to lots of authentic texts is necessary for examination success. Questions about the Theory of Knowledge and the International Dimension run through the entire Diploma Programme and are important features of the language acquisition courses.
All of our sixth form language courses can lead to a variety of university courses in which one or more languages are either the main subject of study or available in combination with other subjects. Traditional language degree courses - especially those at Oxford and Cambridge - place more emphasis on literature, but you can also find courses which will allow you to pursue your interests in a whole range of subjects such as History of Art, Politics, History, Economics, Law, Philosophy and so on, alongside the language study. Languages which are less commonly studied in the UK, including most of the major nonEuropean languages, may be also studied from scratch at a number of universities. Head of Department: Mr M Felstead mf@sherborne.com Examination Board: AQA/EDEXCEL/IBO
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ITALIAN AB INITIO (BEGINNERS) IB Will I enjoy it?
Why Study Italian ab initio? Italian ab initio is in essence Italian for ‘beginners’. It is designed to allow students who wishes to pursue the IB but who may not have a strong background in languages an accessible and enjoyable language that can be studied from scratch. Of course, it also offers linguists another language. Course Content Italian ab initio may taken as either or Group 2 or Group 6 subject. The language ab initio is for students with no experience of Italian, with the aim of enabling the student to be a competent speaker and writer of the language at a significantly higher level than a tourist. Students should be keen to take responsibility for their own learning, particularly in terms of building vocabulary and reading, given that this is an intensive course.
Transport, Global Issues, Weather, Neighbourhood. Students will study a variety of texts and media, such as advertisements, blogs, films, letters, radio programmes and short stories. Through these, the aim is to cultural awareness and an appreciation of contemporary concerns as well as issues of particular interest to the students. Vocabulary and Grammar are introduced progressively and will be developed and consolidated throughout the course.
Italian is the language of love; no other language is more romantic. Everything always sounds better in Italian and it gives you a tremendous excuse to use your hands a lot when expressing yourself! You can immerse yourself in an Italian masterpiece by Michelangelo or Leonardo da Vinci, you can mix with the fashionistas at the Milan Fashion Show, you can delve into the nine circles of Hell in Dante’s Inferno. In Italian ab initio, you will be introduced to one of the oldest and most musical languages.
The three themes studied are: Individuals and Societies; Leisure and Work; Urban and rural Environments. Amongst the topics covered by these themes are: Daily Routines, Education, Food and Drink, Relationships, Shopping, Entertainment, Holidays, Media,
Assessment External Assessment – 75% Paper 1 Receptive Skills (Reading): 90 mins Paper 2 Productive Skills (Writing): 60 mins Written Assignment: 120 mins – a piece of writing of 200-300 words Internal Assessment – 25% Oral exam: 10 mins
What else should I consider? Learning a second language is a valuable asset in today’s globalised world. Italian is a language that is very close to English and is spoken not only in Italy but is also the fourth most spoken language in the United States and spoken in Switzerland, parts of Africa and Malta. Italy has been a world leader in literature, art, painting, sculpture, music and so the list goes on. As one of the G8 countries, many employers need someone who can speak Italian and in fact many firms have offices in Italy including IBM, General Electric, Motorola, City Bank and Price Waterhouse. For further information contact: Mrs R Allen rma@sherborne.com Examination Board: IBO
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MUSIC
A&IB Will I enjoy it?
Why Study Music? Studying Music in the Sixth Form is the ideal preparation for further musical study at college or university. Or it may be that you are a keen musician with a deep interest in learning more about music. As well as our five full-time members of staff, the Music Department enjoys fantastic support from a large number of professional musicians who teach instruments and singing on a weekly basis. This gives us a vast amount of expertise and experience to draw upon. Course Content A Level The A Level course provides a great opportunity to develop your skills in the following areas: Performing, Composing Studying, listening & analysing. You will need to be a keen performer, instrumentally, vocally or both. The ability to play a keyboard instrument is a great advantage. The Performance element is coursework and will include either solo or ensemble performing or a mixture of the two. There are ample opportunities for any combination! Studying traditional harmony will enable you to compose in various pastiche styles and to develop your own compositional expertise. Set works are drawn from anthology of classical, popular, film and world music styles, and you will gain skills in listening and analysis.
If you love music, enjoy listening to a wide variety of genres and styles, and have a real interest in ‘how music works’, then taking one of the sixth-form courses could be an excellent option for you. Through the performing and composing aspects you will certainly get the chance to continue your development as an original, expressive and creative individual.
Course Content IB (HL & SL) Higher Level - Musical Perception: You will listen to a wide range of short examples from Western classical music, world music and popular music. The other part of this unit involves in-depth study of wider topics and two related set works. A 2000 word Musical Investigation into the relationship between diverse genres (focusing on one or more pieces from each) is externally assessed. Creating (Compositon); a wide range of topics is studied over five terms, concluding with the finalising of three
Assessment A Level 1: Performance 15% 2: Composition 15% 3: Musical Understanding 20% 4: Extended Performance 15% 5: Composition 15% 6: Further Musical Understanding 20% IB IB: Listening paper 30% Musical Investigation 20% Solo Performance 25% Composing 25%
contrasting pieces lasting between 3 and 6 minutes each. Solo Performance; over the first four terms, one or more recitals totalling approximately 20 minutes. Instrumental and singing teachers will give you guidance as appropriate. The requirements for Standard Level IB are fewer: Listening remains the same as for Higher Level and there is a choice of either Composition or Performance. The Composing unit calls for two pieces and the Performance (solo or group) has a total of 15 minutes.
What else should I consider? Music sits well with any other academic subject, Humanities or Sciences. It is a good pathway to Higher Education at a conservatoire or university. There are many career opportunities connected with music available to you, including performing, teaching, publishing, librarianship and work with broadcasting and recording industries. Head of Department: Mr J Jenkins jj@sherborne.com Examination Board: EDEXCEL/IBO
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MUSIC TECHNOLOGY Will I enjoy it?
Why Study Music Technology? This course is taught at Sherborne School
The direct involvement with the technological aspect of producing and recording music, coupled with ample opportunity to compose, produce and record your own original pieces will ensure a dynamic and wholly engaging experience. If you enjoy making music, are considering a career in the music industry, recording, musical theatre, rock/pop performance, or simply enjoy making and recording music, then this is the course for you.
This course is ideally suited to those who want to follow a more technological pathway, perhaps with an interest in studio-based music, pop and rock styles, and possibly with an eye to a career in the recording and media side of the music industry. Course Content This course involves the composition of rock/pop scores and/or a film score, some sequencing and extensive recording work in the new Recording Studio. Software used is Cubase and Logic. Key features: flexible specification with different options to suit different types of musicians, be you classical, jazz or rock minded. An opportunity to get to know your way around the state-of-the-art recording facilities within the Music Studio and the chance to get to know film scores as part of the process of writing your own, an opportunity to study pop music from 1967 onwards. Sequencing task: the creation of a midi track which needs to sound as close to the original [supplied] song as possible. This task takes 20 hours and is supervised from beginning to end.
Assessment 1: Portfolio - 35% 2: Listening & Analysing (1hr45min exam) 15% 3: Portfolio - 30% 4: Analysing & Producing (2hr exam) - 20%
A
Multi-track recording: An opportunity to record a band or an ensemble and then mix it down and, using best production techniques, to produce a recording of the highest quality. This task is also allocated 20 hours of supervised time. Arrangements An opportunity to arrange a piece of music or a song for different instruments and voices, using the facilities within the Music Studio and/or the classroom suites.
Students, including those who do not play a traditional instrument, are encouraged to explore their musicality and create original materials using technology. This course places an emphasis on practical tasks, with all tasks appropriate to styles of music that use music technology.
What else should I consider? Studying Music Technology in the Sixth Form will give you a greater understanding of a subject which will bring you challenges, rewards and enormous pleasure throughout your life. If you want to check that this course is really for you, come and talk to the Director of Music or the Head of Academic Music and they will be glad to help and advise you. Head of Department: Mr J Henderson jhenderson@sherborne.org Examination Board: EDEXCEL
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PHOTOGRAPHY Will I enjoy it?
Why Study Photography? There is no requirement to have studied Photography or Art before. Photography falls within the same specification as Art and is structured in a similar way, the obvious difference being that instead of producing work in the medium of pencil or paint, images are produced using some form of lens based media, ie the photograph. Photography will teach you ‘how to see’ and will add significantly to your understanding of the visual, digital world we all inhabit. Developing such skills is an essential part of 21st Century life and will enhance your visual understanding, and add to your skills in other subjects by teaching you what it means to independently wrestle with ideas, to experiment with a wide range of photographic processes and outcomes, and to critically evaluate your own successes and failures. Course Content The A Level Photography course will offer students the opportunity to explore a broad range of photographic techniques and processes. These will include both traditional, black and white film based darkroom techniques as well as digital photography and digital image manipulation. The course is
Assessment All assessment takes place at the end of the course and is composed of: Personal Investigation (60%) • Portfolio of practical work • Written Study
A
designed to teach students the fundamental technical and experimental skills needed to produce successful photographs, and ultimately prepare them to make photographic works using any technique or process they wish. Students will be taught the following: The SLR and DSLR cameras: technical investigation into how to use a single lens reflex camera. Composition: compositional skills needed in creating exciting photographic images through the lens. Darkroom: the technical process of chemical film development, photograph printing and experimentation. Digital: Image manipulation using industry standard software, Adobe Photoshop, and
This is a fulfilling and exciting course that will allow you the freedom to experiment, to be bold and to create pictures of the highest quality. There is a technical requirement to master the fundamentals of the SLR camera as well the industry standard software Adobe Photoshop, on both PC and Macintosh. However, the overriding philosophy is one of true creativity, where experimentation, risk taking an ambition are celebrated and always encouraged. The experiences gained in the Photography studio will add considerably to your academic pursuits also, in terms of knowing how to look, think, analyse and respond. digital printing techniques. Reference to the work of contemporary photographers and historical movements will be made throughout.
What else should I consider? Photography may be chosen by the ‘Art Specialist’, that is, the student who knows that art school is their future and chooses to combine Photography with Art. However, it is just as likely that you are looking for a creative subject to add to your A Level subject combination and like Art, it is accepted by most university courses.
Externally set task - 15 hours (40%) For further information contact: Mr H R MacNeary hrm@sherborne.com Examination Board: OCR
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PSYCHOLOGY Will I enjoy it?
Why Study Psychology? Psychology is offered at Standard Level only Pupils likely to excel in Psychology have a relatively strong scientific background, competence in Maths but specifically statistics, the ability to explain complex concepts clearly and concisely in writing, to think logically and critically to piece together argument based on a range of often apparently conflicting research evidence, to listen and then question concepts and evidence carefully. They have open minds and an inherent respect for the human condition. You will develop skills in experimental design and quantitative data analysis, including descriptive statistics and inferential statistics. You will gain a toolkit of concepts and skills and an objective yet empathic outlook, which will enhance your self-knowledge, relationships, study skills and employability.
IB
IB Psychologists are introduced to the biological, cognitive and sociocultural levels of analysis. We examine the role of genes, neurochemical and anatomical differences in our brains at the biological level and explore the impact of social situation, societal norms and cultural beliefs, values and attitudes at the socio-cultural level, stopping off at the cognitive along the way! Pupils also study Clinical Psychology, which examines the prevalence, symptoms, causes and possible treatments of mental disorders.
Psychology is a fascinating field; it helps explain why we are who we are and what motivates our actions. It is endlessly interesting, both from the point of understanding the actions and behaviours of groups, culture and individuals, as well as helping us understand ourselves. The subject will ask much of you; a sound scientific and mathematical background is certainly important as is the ability to express yourself succinctly in writing. Undoubtedly the subject will reward endeavour and provide a fascinating addition to your IB programme.
Course Content Psychologists seek to reveal underlying laws to explain behaviour and experience and employ rigorous research methods to gather evidence to support their theories.
Assessment 2 end of course examinations and one written study: Paper 1: a two hour paper of short answer questions and one essay based on the three levels of analysis; biological, cognitive and socio-cultural. (50%) Paper 2: a one hour paper of one essay on the single option topic covered. (25%) An experimental study which assesses powers of research design, data analysis and report writing. (25%)
What else should I Consider? The skills developed through IB Psychology are widely appreciated and transferable across a broad range of degree subjects and professions. Psychologists work in numerous fields including research and teaching, clinical practice, education, sport and exercise, health, business, counselling and neuropsychology. Psychological knowledge and skills may be utilised in any profession involving people, for example the police, social work, health care, probation services, sales, marketing. For further information contact: Miss R Brown reb@sherborne.com Examination Board: IBO
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PHYSICAL EDUCATION Will I enjoy it?
Why Study PE? This course is taught at Sherborne School Physical Education is a modern, diverse and rapidly developing subject which complements a leisure industry in Britain which is booming. The PE A Level course covers a variety of topics with the focal point being the Performer and the Performance, and applies theoretical concepts to practical applications. If we are to understand the performer in action we need to know how the body functions, how it moves and how the various outside influences and problems affect that performance; by doing so we can then plan for the improvement of that performance. PE at A Level is a different animal to that of GCSE, with a far greater focus on technical language, principles of training and application of scientific knowledge. Course Content A Level Students should be aware of the practical nature of this subject and be prepared to be assessed both in and outside the
Assessment Two written examinations (60%) Practical assessment (40%)
A
Of course you will. This course suits people who are interested in understanding the performer in action, who enjoy academic study combined with physical performance. purchased through the school shop.
classroom. An ability to perform to a reasonable standard is therefore a necessity and external moderation will ensure marks are correctly awarded. In elite sport there is a growing awareness that the difference between winning and losing is far more complex than pure ability, and it goes without saying that should students study Physical Education at A Level, they will be better placed to develop their talents than those who do not. All three courses require the use of the Graphical Display Calculator which can be
Physical Education is split into 3 theoretical areas which aim to link science, psychology and social concepts to practical performance. Students are encouraged to use their own experiences and skills in the classroom and reinforce this learning with examples from the wider sporting world. An example of topics covered in the first year are the Modern Olympic Games, Media in Sport, Drugs, Human Anatomy, Effects of Smoking, Barriers to Participation, Motivation, Acquiring Skills and a comparison between US, UK and Australian sport.
What else should I consider? It sits well with a variety of courses in both humanities and sciences. It is a good pathway to university, as part of a combination. There is an increasing range of higher education courses involving PE being made available due to the rising numbers entering the subject. Also there is now awareness that the difference between winning and losing is far more complex than pure ability, and this applies in all walks of life. In recent years the subject has seen a dramatic rise in popularity with 12 Sherborne Girls currently studying at A level PE at Sherborne School. For further information contact: Mr R McGuire rmcguire@sherborne.org Examination Board: OCR
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PHYSICS Why Study Physics? If you want to understand how the Universe works then Physics is for you. You need to enjoy solving problems, be open minded and have a sense of humour! Lessons are a mix of theory and practical and whilst there is a mathematical element to it, it does not matter which level Maths you decide to study. Our trips vary every year, recent trips have included the Fleet Air Arm Museum at Yeovilton, the Science Museum in London and the Diamond Light Source in Oxfordshire.
Course Content A Level Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself from the very smallest particles to the vast distances between galaxies. In the first year we aim to build on prior knowledge of topics including Mechanics, Waves and Electricity, whilst introducing new topics such as Particle Physics. Students have the opportunity to learn about historical scientific discoveries alongside cutting edge science. In the second year, we develop these ideas further through the study of Electric, Gravitational and Magnetic Fields. The concept of the field is one of the great unifying ideas in physics. Other topics include Thermal Physics and Nuclear Physics.
A&IB
In addition we will study one option topic from a range including Astrophysics and Medical Physics. Practical work is at the heart of Physics and we offer opportunities to develop key practical skills throughout the course. There will also be a separate practical endorsement based on teacher assessment. A Level grades are based only on marks from written examinations.
Course Content IB At Standard Level we aim to build on prior knowledge of topics including Mechanics and Electricity, whilst introducing new topics such as Particle Physics. Students have the opportunity to learn about historical scientific discoveries alongside cutting edge Physics. We offer the Astrophysics option topic in the second year which has always been very popular with our IB students. At Higher Level we develop the standard ideas further which gives us a deeper understanding of the phenomena at work in the world around us. Students look at Waves and Fields in more detail and more depth and study the exciting topic of Quantum Physics including important work by Planck, Einstein and Heisenberg. Practical work is a key part of both the Standard and Higher level courses and we offer opportunities to develop key practical skills throughout the course. In the second year, students will complete their Internal
Assessment A Level 3 x 120 minutes papers at the end of the course (Paper 1 34%, Paper 2 34%, Paper 3 32% of the final marks). Practical Skills Assessment carried out throughout the course. IB Standard Level 1: 1x45 minutes (20%) 2: 1x75 minutes (40%) 3: 1x60 minutes (20%) Internal Assessment (20%) IB Higher Level 1: 1x60 minutes(20%) 2: 1x135 minutes (36%) 3: 1x75 minutes (24%)
Will I enjoy it? If you want to understand how the Universe works then Physics is for you. You need to enjoy solving problems, be open-minded and have a sense of humour! Lessons are a mix of theory and practical and whilst there is a mathematical element to it, it does not matter which level Maths you decide to study. Our trips vary every year, recent trips have included the Fleet Air Arm Museum at Yeovilton, the Science Museum in London and the Diamond Light Source in Oxfordshire.
Assessment (coursework) on a topic of their own choice. In common with Biology and Chemistry we also look at the wider themes of the Nature of Science and there are many links to the Theory of Knowledge (ToK) course. The group 4 project gives Physics students the opportunity to work with students of the other science subjects. It a collaborative activity where students from different group 4 subjects work together on a scientific or technological topic, allowing for concepts and perceptions from across the disciplines to be shared.
What else should I consider? Physicists have been involved in designing the internet, iPhones, Formula One racing cars, artificial limbs and satellites to mention just a few things. A wide range of careers is open to you from Law to Nuclear Physics or from Medical Physics to Civil Engineering. Whatever your ambition, Physics can help you to realise it. In Physics you gain a qualification that is highly regarded by universities and employers – not just for the knowledge you have acquired but also the analytical skills you have developed alongside the ability to think logically.
Head of Subject: Mrs K Smith kms@sherborne.com Examination Board: Edexcel/IBO
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SPORTS, EXERCISE & HEALTH SCIENCE
IB Will I enjoy it?
Why Study SEHS? SEHS is offered at Standard Level only. If you enjoy the subjects of science and sport and have aspirations of progressing to higher education to study a sports science related degree this course should be ideal for you. It is important to understand that this course aims to equip you with the skills and knowledge to potentially be a sports scientist. The general work of a sports scientist may involve designing training programmes based on critical analysis of an athletes’ physiological and psychological performance in related activities. Furthermore, in a world where many millions of people are physically inactive and afflicted by chronic disease and ill health, the sport and exercise scientist should be equally proficient when prescribing exercise for the promotion of health and well-being. Course Content The course incorporates the traditional disciplines of anatomy and physiology, biomechanics, psychology and nutrition, which are studied in context of sport, exercise and health. Students will cover a range of core and option topics and carry out practical (experimental) investigations. This will provide an opportunity to acquire knowledge
and understanding necessary to apply scientific principles and critically analyse human performance. Where relevant, the course will address issues of an international dimension and ethics by considering sport, exercise and health relative to the individual and global contexts. The six core compulsory topics are: 1.Anatomy 2.Exercise physiology 3.Energy systems 4.Movement analysis 5.Skill in sport 6.Measurement and evaluation of human performance. Students are also required to study two of the following four options. 1.Optimising physiological performance 2.Psychology of sport 3.Physical activity and health 4.Nutrition for sport, exercise and health.
This is an innovative course which enables students to investigate the scientific keys to success in sport, and in tune with the ethos of the IB, allows investigation of moral, ethical, social, economic and environmental implications. The course incorporates the disciplines of anatomy and physiology, biomechanics, psychology and nutrition, which are studied in the context of sport, exercise and health.
Assessment Examination (76%) Internally assessed work (24%) Paper 1: 45 minutes (20%) Paper 2: 75 minutes (32%) Paper 3 : 60 minutes (24%)
What else should I Consider? The comprehensive curriculum provides excellent preparation for university courses including those specifically related to Sport, Sports Science or Physical Education.
For further information contact: Mrs N Matthias nm@sherborne.com Examination Board: IBO
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RELIGIOUS STUDIES Will I enjoy it?
Why Study Religious Studies? In Religious Studies we examine deep and fundamental problems that are of abiding interest. How true is our sense of what is good or right? Is there a logical justification for our ethical view? Can we know what is good? Does it matter what we do? What can we know about the past? Is historical truth always relative? How far can we trust the gospels? What do we actually know about the Jesus of History? These are very engaging problems to explore! All-round the course will cultivate insights into fundamental areas of human thought and experience and develop high levels of expertise in the key intellectual skills of analysis, argument and synthesis – the ability to bring together evidence, arguments and insights and present them in and as a coherent and cogent argument. You will learn how to read critically, reason well and write effectively, for throughout the course you will research and then write prep essays set on past examination questions. This course is a powerful, wellresourced package to empower you in the longer term, whatever and wherever you study next!
Course Content The course will unfold through two lines of study. One has focus on Ethics and the other on Philosophy of Religion and New Testament. We explore major theories and key problems in both areas. In the L6
Assessment Four x 90 minute examinations
A
this involves an examination of the development of Greek and Hebrew thought, the ideas of famous thinkers such as Plato, Aristotle, Aquinas, Kant, Bentham and J.S. Mill, a range of major ethical problems, such as War and Peace and Embryo Research. We examine the history and politics of the First Century and explore and assess the theories about how the Synoptic gospels (Matthew, Mark and Luke) came to be written; we open the issue of the difference between the Jesus of History and the Christ of Faith, and critically study a range of themes. We study the key arguments concerning the nature and existence of God. In the U6 we continue to study Ethics, looking at more ethical theories and applying them to problems in Sexual Ethics and Environmental Ethics. For the New Testament we look critically at key themes and texts profiling the
If you enjoyed the work you did for RS at GCSE you will enjoy the A level programme even more! The pace of work is fast, there is a lot of new vocabulary to learn, and there are ideas that will blow your mind! Wrestling with the ideas is the key to success, and the more you get stuck in the more you will enjoy it. This not really a course for passive learning; it is for active thinkers who enjoy arguments, and for students who have a passion to read and learn! You will probably enjoy an excellent result! Since 2010, 100 students have complete the course and 91 of them gained A*- B.
presentation of Jesus as prophet, teacher and healer, and reviewing the theological, historical and literary issues arising. We consider the problem of evil and the tensions between science and religion. We aim to teach the course in good time for an organised and systematic revision period leading up the papers in Summer 2017.
What else should I consider? We often have students who take RS with Maths and Sciences; many others are mainline humanities students taking RS with English, History and a Modern Language. There are a lot of other combinations – History of Art, Geography, Economics and Business Studies can all be combined with RS, as can the various arts subjects. Head of Department: Mr S D Loxton sdl@sherborne.com Examination Board: OCR
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PHILOSOPHY
Will I enjoy it?
Why Study Philosophy? This course can be studied at Higher and Standard Level
The emphasis of the philosophy course is very much on “doing” philosophy. Doing philosophy requires a willingness to attempt an understanding of alternative views by applying intellectual rigour and cultivating an open and critical mind. You need to enjoy picking up new ideas and using them critically. You’ll enjoy it if you are prepared to think for yourself and if you enjoy the patterns of arguments. You also need a sense of wonder and to enjoy writing and reading and thinking logically. You have to
IB Philosophy balances the acquisition of philosophical ideas and theories which may be studied for their own sake, with the student’s personal engagement and creative interaction with the most fundamental problems of classical and modern philosophy. The overall aim is to develop critical and investigative skills so as to prepare students to be future world citizens able to address moral, social and political issues in the most responsible and thoughtful fashion. Core & Optional Themes Core Theme: What is a ‘Human’ Being? Here we consider such matters as ‘What is a person?’ or ‘What constitutes human nature?’ These are fundamental questions lying at the heart of all philosophical enquiries about the human condition. The theme is approached from a variety of classical and contemporary perspectives, including the views of Plato, Aristotle, Marx and Sartre, and through such issues as the problem of freewill and determinism. The Optional Themes are Theories and Problems of Ethics and Political Philosophy. Theories and Problems of Ethics, involves the study of a wide range of classical and modern
IB
ethical theorists notably Aristotle, Kant, J.S Mill, Nietzsche, Sartre, and Peter Singer. We consider question such as ‘What is the good?’, ‘What is a ‘moral’ action?’ ‘Why does it matter how we treat other people?’ Political Philosophy offers a unique opportunity to evaluate the views of major political thinkers (including Machiavelli, Hobbes, Locke, Rousseau, Marx, Mill, and Rawls) on such matters as the state of nature, the issue of the social contract, the problems of liberty and utility, the nature of justice and the role of punishment.
texts and we work on this in the later stages of the course in preparation for this paper. Internal Assessment: During the U6 you will work on the Internal Assessment task, writing a philosophical analysis of a nonphilosophical stimulus.
Unseen Text (Paper 3) On the basis of the work you do on the course you develop expertise in philosophical analysis. You work on this further through writing criticisms of extracts from unseen philosophical
What else should I consider? Assessment 1: 1 x 150 minutes – Core Theme and Optional Themes - (40%) 2: 1 x 60 minutes – Set Texts – (20 %) 3: 1 x 75 minutes - Unseen Text – (20%) 4: Internal Assessment – 20 hours - (20%)
Philosophy is a strong academic course and will fit within any programme where you have the drive and ambition to aim high. Maths and English Literature would fit well, as would History and a modern or classical language. But if you are keen and like the course, you could combine it with pretty well anything. For further information contact: Mr S D Loxton sdl@sherborne.org Examination Board: IBO
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Higher Education & Careers Sherborne Girls is thoroughly committed to helping our students make successful choices about the most appropriate path for them to follow after school. The needs of the individual must be paramount and, although in most cases the girls do progress on to traditional degree courses at competitive universities in the UK and abroad, this is definitely not the right option for everyone and there are many other wonderful study options for students to consider.
The Head of Higher Education and Careers, Mrs Fiona Harrall, is on hand to see girls and parents at any time on either a drop-in or pre-arranged basis. A comprehensive Higher Education Programme is embedded into the Sixth Form curriculum and delivered at appropriate moments throughout the two years. Up-to-date advice is essential and the girls are therefore given the opportunity at the start of the Lower Sixth to complete the ‘Centigrade’ Higher Education Questionnaire which provides the focus for a 20 minute discussion with an experienced adviser from Cambridge Occupational Analysts about the courses they have expressed an interest in and how they can best start researching and making decisions about the right route for them. Through this individual advice, students are well prepared for the challenges they will face when they leave Sherborne Girls. There are a variety of interesting lectures throughout the year covering a wealth of life experiences. The girls are kept up-todate about forthcoming events and opportunities, and
77% of university applicants won places at Russell Group universities in 2014
are encouraged to gain relevant work experience and attend Taster Courses and Open Days. Those who are applying to Oxbridge are assigned a mentor and attend weekly sessions to help them prepare for this highly competitive process. In the Trinity Term there are a series of Higher Education Days for the Lower Sixth when a university Admissions Tutor visits the school to talk about the UCAS process from a university’s perspective, the girls attend a University Open Day so they can see a university campus and Personal Statement writing workshops are organised so their UCAS application is well underway before the summer break. An annual Gap Year Fair is also held in January. Our aim is to thoroughly prepare Sherborne girls for the many challenges and exciting opportunities which will come their way so they can have a fulfilling life. Head of Department: Mrs Fiona Harrall fjh@sherborne.com
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The new Sixth Form, Careers and Higher Education Centre, opened in January 2013. The designer’s brief was to create a space worthy of a 21st Century university, and this is precisely what has has been achieved.
“Being in the Upper Sixth 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.” The Sixth Form at Sherborne Girls 53
UNIVERSITY DESTINATIONS 2014
University
Subject
University
Subject
Aberystwyth
Agriculture
Edinburgh
Economic History and Business
Bath
Sport & Social Sciences
Edinburgh
Philosophy and Politics
Bath
Sport & Exercise Science
Edinburgh
Philosophy and Politics
Bournemouth
Art Foundation
Edinburgh
Ancient History
Brighton
Fashion Design & Business Studies
Edinburgh
History of Art and English Lit’
Bristol
Biochemistry
Edinburgh
Interior Design
Bristol
History of Art
Edinburgh
French and Italian
Bristol
Anthropology
Exeter
French
Bristol
Physiological Science
Exeter
Flexible Combined Honours
Bristol
Philosophy
Exeter
Psychology
Cardiff
Criminology
Exeter
Psychology
Cardiff
Biology
Exeter
Geography
Cardiff
Medicine
Farnham
Art Foundation
Brighton
Photography
Glasgow
Medicine
Durham
Psychology
Glasgow
French and History of Art
Durham
French & Italian
Rome
History of Art
Durham
International Relations
KCL
French & German
Durham
Theology
KCL
Dentistry
East Anglia
Biological Sciences
Keele
Physiotherapy
Edinburgh
Accounting & Finance
Kent
Business Management
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UNIVERSITY DESTINATIONS 2014
University
Subject
University
Subject
Leeds
Business Economics
Oxford Brookes
Art Foundation
Leeds
Chemistry
Oxford Brookes
Art Foundation
Leeds
Politics
Oxford Brookes
Anthropology
LCC
Art Foundation
Oxford Brookes
International Hospitality Management
LCC
Art Foundation
Oxford Brookes
Art Foundation
Manchester
Economics & Sociology
Queen Mary
Computer Science with Business
Manchester
History
Southampton
Law
Manchester Met’
Events Management (Foundation)
St George's
Medicine
Newcastle
Classical Studies
Surrey
Music & Sound Recording
Newcastle
Nutrition & Psychology
Sussex
Marketing and Mgt
Newcastle
Combined Honours
UCL
Project Management for Construction
Newcastle
English Literature
UCL
Medicine
Newcastle
Geography
UCL
Mechanical Engineering
Newcastle
Environmental Science
UCL
Management Science
Newcastle
Sociology
UCL
Russian Studies
Newcastle
Sociology
Warwick
Law
Northumbria
Marketing Management
York
History
Oxford
History
Oxford
Classics
Oxford Brookes
Art Foundation
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registrar@sherborne.com sherborne.com