Sixth form prospectus

The Sixth Form at Sherborne Girls 1

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 2

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 from 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 their part in making their 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!

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. New 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 & IB Results 2013 A level 25% of papers achieved A* 53% of papers achieved A* or A 82% of papers achieved A*, A or B IB 22.2%% of IB girls achieved 40 points or more out of a possible 45 One student achieved 44 points putting her in the top 1% in the world The average IB points score for the past three years is 36 (worldwide 29) The Sixth Form at Sherborne Girls 4

The A LEVEL PROGRAMME

Why Study A Levels?

The A Level programme at Sherborne Girls allows students to focus on four subjects in the Lower Sixth, reducing to three subjects in the Upper Sixth.

All A level students sit public examinations at the end of the L6 (AS exams). The score achieved in these examinations will make up 50% of the final A Level. The other 50% is made up from the final examinations at the end of the U6 (A2 exams).

All results are published in mid August following the May or June examination. If a student did not do as well as they had hoped, they have the opportunity to re-sit individual modules the following summer (AS or A2). *Note it is no longer possible to sit A Level modules in January.

All A Level courses are modular, that is to say that students study separate modules in each subject. Humanities subjects have two modules, Sciences three.

The A level Programme allows students to specialise in one area, such as Sciences or Humanities, however, it is possible to keep your subject choice quite broad if you wish.

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.

10 Reasons to Study A Levels at Sherborne Girls 1.

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A Levels allow you to specialise from the outset of your Sixth Form programme You can specialise even further in the Upper Sixth when your subjects reduce to three Small class sizes ensure teaching and learning is always very effective You have a completely free choice from 26 subjects; there are no constraints on what combination you hope to opt for It is possible to take up a fifth AS subject in the U6 to replace the one you decide to drop The A Level Programme will provide you the opportunity to complete an Extended Project Qualification An opportunity 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 Exchanges with other A level schools 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.� Katie Hillan, U6 The Sixth Form at Sherborne Girls 5

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 programs 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. In short, the IB is unquestionably one of the best educational experiences there is. It prepares the whole person, intellectually, morally and culturally. Its underpinning philosophy stated in its mission statement ensures that all subjects studied within the IB programme are interrelated and these connections are formally joined together through all teaching. No other Sixth Form programme does this.

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

10 Reasons to Study the IB at Sherborne Girls 1.

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The IB creates independent, resourceful and self-reliant students who have a true international outlook IB students are more than twice as likely to enrol at one of the UK’s top 20 universities They are nearly twice as likely to succeed in application for courses in Medicine and Dentistry They are 30% more likely to gain a firstclass honours degree They are twice as likely to continue with further study after their first degree Breadth in no way compromises depth: IB students will study their subjects in just as much depth (and more so in some subjects) than A Level International exchange and travel opportunities throughout the course An assigned Sixth Form tutor with IB expertise Network events with other IB schools First year free from public examination

“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 then 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.”

Ellen West, U6 The Sixth Form at Sherborne Girls 6

The INTERNATIONAL BACCALAUREATE The IB Mission Statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

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.

To this end the IB works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

In addition to this, students must satisfy three core components:

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Creativity, Action and Service (CAS) programme

Theory of Knowledge (TOK) Extended Essay (EE) on a topic of their choice

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 understood and respected and 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 Classical Greek French German Latin Spanish

Group 3 - Individual & Societies Economics Environmental Systems and Societies * Geography History Philosophy

*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 Chemistry Environmental Systems and Societies* Physics

Group 5 - Mathematics Mathematics 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 Visual Arts

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.

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 on areas of knowledge 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 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.

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.

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.

The presentation takes place in the Trinity Term of L6 and the essay is produced early in the Michaelmas Term of U6.

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A level or IB? HOW TO DECIDE A Level

IB

4 Subjects in L6, reducing to 3 in U6

6 Subjects throughout the 2 year course - 3 at Higher Level, 3 at Standard Level

Modular - Public examinations at the end of L6 (AS) & end of U6 (A2)

Linear - no external examination until the end of the U6

Lower Sixth AS Examinations will make up 50% of overall A Level score/grade

L6 Internal examinations have no bearing on final IB score

The Extended Project

The Core subjects taught throughout: CAS, EE, TOK

Ability to specialise

Breadth and depth through a wide choice of subjects

Highly regarded by universities, though there are some subjects that you should not have more than one of

Highly regarded by universities: there are not any subjects that you should avoid

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. All examination takes place the end of the course, so the Trinity Term in the L6 is not interrupted by the pressure of external examinations.

A Levels often appeal to the specialist, the student who is certain she wants a limited subject combination and one that will lead them 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 well thought of 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 (Language & Literature) English GROUP 2 (Language Acquisition) French German Latin Spanish GROUP 3 (Individuals and Societies) Economics Environmental Systems and Societies Geography History Philosophy GROUP 4 (Sciences) Biology Chemistry Environmental Systems and Societies Physics GROUP 5 (Mathematics) Maths Mathematical Studies GROUP 6 (The Arts) Music Visual Arts

Art and Design Biology Business Studies Chemistry Classical Civilisation Design Technology (Product Design) Drama and Theatre Studies Economics English French Geography German Government and Politics* Greek History History of Art Latin Mathematics Further Mathematics Music Music Technology* Photography Physical Education* Physics Religious Studies (Philosophy and Theology) Russian Spanish

* Subjects taught at Sherborne School

Please Note: If there is insuďŹƒcient demand for a subject it may not run

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TAP - The Tuesday Afternoon Project

What is TAP? TAP is a phrase that will become very important to you in the Sixth Form. It is the name we have given to our core academic enrichment programme, and is for both A Level and IB students. TAP aims to enrich every girl’s intellectual experience in the Sixth Form, through a combination of workshops, lectures, and presentations. A significant part of this process is to help inspire and prepare students to produce a substantial piece of independent research into a subject of their choosing, and one that will hopefully link closely to the their chosen university course.

The research project produced by A Level students is called the Extended Project Qualification (EPQ). This is a standalone qualification, has significant UCAS value (an A* is worth 70 UCAS points) and is very highly regarded by universities. Students have freedom to choose any subject they wish, and the final project can be a 5,000 dissertation or 1,500 word report that supports a practical outcome.

TAP Speakers 2013 A wide variety of workshops and presentations ensure that the programme is always fast paced and engaging.

Speakers over the past term 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’ Explore - ‘Relationships & Marriage’ Fiona Clapp - ‘Lifelong Learning’ David Banks - ‘How to Make a Fortune’ Jenny Newman - ‘Easter Island’

L6 TAP SEMINAR

‘Study Sensi’, study skills that work

IB students will complete their Extended Essay as their outcome. This must be 4,000 words and linked to a subject they are studying as part of the Diploma. The Extended Essay is a mandatory part of the IB Diploma.

The Extended project is not a mandatory part of the A Level Programme, however, it is become increasingly unusual for students who are applying to competitive universities not to have produced an extended piece of research, and the EPQ is the ideal way of proving your commitment to your chosen university subject.

JAMES RIGHETTI 24 September 2013 BLT 2:30 ‘Study Sensi’ Study Skills that make sense

James Righetti from Elevate Education returns to Sherborne to run “Stusy Sensi’. It is impossible not to take something positive away from what is sure to be a fast paced seminar that will engage, entertain and inform in equal measure.

The seminar will ask the question ‘what is study?’ and breaks down the study process of top students into a usable road map for all Sixth Form students.

The seminar will address the following skills and concepts: Dynamic Reading Note takiing Conceptual Learning Independent Learning

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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, no matter what your sporting prowess is!

Hockey Netball Fitness Ballet Lacrosse Badminton Squash Swimming Tennis Athletics Pilates Fitness Spinning Ballet Stretch & Flex Dance Ski Team Polo Golf Boxercise Zumba Circuits

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

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Clubs, Societies and so much more There is so much more to Sixth Form life than

Amnesty supports Human Rights and justice

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.

for all.

TheTuring Society (run in partnership with Sherborne School) will challenge your ability to present an academic paper and defend your findings.

The Sherry Club invites any student with an interest in Politics, Philosophy or Economics to join in the the weekly debate.

Senior Debating Society meets every Wednesday lunchtime and competes locally and nationally. It will offer you the chance to engage with a broad range of social, scientific and ethical issues that society faces today. It provides students with a forum where they are encouraged to think about some serious contemporary issues and to defend their arguments. At the end of each term the Debating Society holds a competition with other local schools in the south west of England.

Charities Outreach get involved and help your house support your chosen charity.

The Green Club for all those that care about our environment.

The Eureka Society provides a rolling programme of science lectures and activities.

Photo Club for all those who have a creative streak.

Supporters and Listeners develops your counseling skills and gives you an opportunity to effectively support the younger girls.

Gospel Choir allows you to sing like never before!

Social Committee will allow you to plan what you want to happen on Saturday nights!

School Council gives you the chance to have you say on all school matters.

Youth Advisors provides an opportunity for Lower Sixth students to be selected as Youth Advisors on the local Town Council.

Exchanges national and international exchanges are available to all Sixth Form students.

Warriors

is an explosive 8-day programme taking place in South Africa. This is not a holiday camp. Days & nights are tightly scheduled and will require full commitment for a minimum of 15 hours a day.

Roc Soc is for those that like their music loud!

If Rock and Pop is what you enjoy, then this is your chance to show Sherborne what you can do!

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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 back stage 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 common place, and international tours take place annually.

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The Sixth Form 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 our Sixth Form 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. This year’s speakers have fulfilled this ambition admirably.

Germaine Greer opened our 2013-2014 programme by challenging and inspiring all in every way imaginable! Profesor A C Grayling made us think more than we are used to! Dr Patrick Jordan focused on the ‘Principles of Success’ and how to apply these to our own lives.

Tom Bradby (ITN) and Becky Anderson (CNN) will also speak in 2014 and give our students the clear message of, ‘you too can achieve whatever to set your mind to’.

The Friday Lecture L5, M5, U5 & Sixth Form

‘The Disappearing Women’

GERMAINE GREER

5pm 6th September 2013 School Hall Forty

years ago

it seemed that women were about to take their rightful place in the world, in parliament, in the church, in the judiciary, in the workplace but when you

open my newspaper you find that news is still made by men in suits.

accept the size, role and shape of adult women, they begin to disappear.

The female most likely to be seen in the sports pages will be a horse.

Women are disappearing too because flesh is not allowed. As soon as girls

With each stage of their lives, as they become successively wife, mother, mother-in-law, grandmother, they become less visible.

Virtually obliterated are the three-quarters of care home residents who are women.

Germaine Greer attempts to explain this state of affairs and to suggest some strategies for change.

Duke of Edinburgh All girls have the opportunity to enroll 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 which many are already involved in, 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 will 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 fiction and 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 girls thrives when they get 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.”

Rosa Von Zumbusch, U6 IB If you are new to Sherborne and considering coming here for your Sixth Form study, don’t worry, you wont be alone! Each year we welcome an average of 25 new girls to the L6. Out of a year group of 80, that is quite a high proportion, so you will by no means be the only one who is new. We will invite you to spend some time with us in late June when your GCSEs are complete: our post exams activity programme will provide you with an excellent opportunity to meet your new classmates well in advance of the Michaelmas Term, so when September comes, you will already have established some good friendships!

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

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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Boys 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.

A Social Life 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

Leiths School of Food and Wineat Sherborne Girls

The Leiths courses are a very popular option in the Sixth Form (they are not a replacement for an academic course) Leiths is a very popular option in the Sixth Form.

The Leiths Basic Certificate in Food and Wine course will Basic give you one of the most and important The Leiths Certificate in Food Wine life skills anyone can have. only does it teach life you course will give you one Not of the most important how to cook good, healthy yourself, it you skills anyone can have.

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Two course are offered: The Leiths Basic Certificate in Food and Wine and the Leiths Confident Cooks course.

Leiths Basic Certificate in Food and Wine Leiths Basic Certificate in Food and Wine This has been specifically designed to teach the

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One of the with foodand andcorrect is conducted by a wine specialist lessons focuses on wine tasting and how to pair it from Leiths. with food and is conducted by a wine specialist from Leiths. to gain the Leiths Basic Certificate in Assessment: Food and Wine students must pass both practical Assessment: to gain the which Leiths are Basic Certificate in and theory examinations administered Foodmoderated and Wine students passtoboth practical and

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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, athe qualification required for anyexercise. type of cookingform of a menu planning Girls will related employment.

The Basic Certificate carries a also take the most basic of hygiene examinations, four levels of Pass: Pass, Class, and qualification required for First any type of Merit cookingDistinction. related employment. The Basic Certificate carries four levels of Pass: Pass, First Class, Merit and Distinction.

The Sixth Form at Sherborne Girls 21

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 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, therefore, is an understanding of

A

context and subjective response to it.

At AS 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 both: Developed their knowledge, skills and understanding Explored, researched and acquired techniques and skills.

In A2 we expect our artists to be far more self-directed, and to pursue themes that have a personal relevance to themselves. There is a

Personal Investigation which is a major project which must have a mature and sustained outcome and show evidence of planning and preparation. Also a related Personal 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

The Sixth Form at Sherborne Girls 22

VISUAL ART 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 cannon. 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 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.

Candidate record booklets:

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

All students will complete a record booklet to be seen as part of the assessment procedure. This material will be sent to the external moderator prior to the moderation visit. The record booklet will consist of: a personal statement, photographs of studio work and photocopied workbook pages.

Assessment AS Unit 1: Coursework Portfolio - 60% Unit 2: Controlled Assignment (5 hrs) - 40% A2 Unit 3: Personal Investigation (& Personal Study) - 60% Unit 4: Controlled Assignment (15 hrs) - 40% IB (70%) studio work (Higher Level 12 – 18 works, Standard Level 8 – 12 works), exhibition, research workbooks (Higher Level 40 pages, Standard Level 30 pages), discussion of studio work and research workbooks with an examiner.

The Sixth Form at Sherborne Girls 23

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) – at least B grades at GCSE are preferred in these subjects and at least an A grade in GCSE Biology (or Double Award).

Course Content A Level This course involves a study of: • Cells and biochemistry • Human diseases caused by pathogens and lifestyle • Human Physiology, eg; the respiratory system, circulatory system etc.

• The variety of life, genetics and gene cloning technologies • Ecology • Photosynthesis and respiration

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. '

Professor Susan Greenfield at the opening of the new Science Centre • Homeostasis and control of internal systems of the body Course Content IB (HL only) The course, which is offered at Higher Level only, is taught as a series of 6 topics for the core including:

• Human health and physiology e.g. the respiratory system, circulatory system, digestion etc.

• There are a further 5 topics for the additional Higher Level material including: • Photosynthesis and respiration • Muscles, movement and human reproduction plus the Option material.

• Cells and biochemistry • Genetics • Ecology

Assessment A Level: Six units in total.

AS - Two units (1&2) examined at the end of the course. A third practical unit (3) is a coursework unit which takes place during the course. A2 - a further three units, (4,5 & 6). 4 & 5 are examined at the end of the course, 6 is coursework.

IB: 3 papers: 1 multiple choice, 2 structured questions and 3 Options questions.

The internal assessment consists of short and long term investigations which assess experimental design, the collection and processing of data and the conclusion and evaluation of experimental work. There is also an interdisciplinary project.

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.

Dr Jenny Ivimey-Cook Head of Science / Biology jic@sherborne.com Examination Boards: AQA/IBO

The Sixth Form at Sherborne Girls 24

BUSINESS STUDIES Will I enjoy it?

Why Study Business Studies?

Business Studies 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 Alevel 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 Planning a Business: understanding the difficulties of starting new business enterprises and considering the type of people who are likely to succeed and the range of techniques and methods they will employ.

Financing a Business: how to

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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.

finance a business and the techniques required to analyse a businesses financial status.

People: the use of people and how to maximise the benefit gained from human resources.

Operations Management: the operational decisions businesses will face and the role of suppliers, quality, customer service and technology.

Marketing and Competition: designing and using an effective marketing mix; analysing market conditions and the competitiveness of businesses.

Strategies: looking at a range of different strategies that should ensure a business is successful.

Business Environment: the external influences on the business and the

This subject demands creative solutions to business problems and the infinite range of plausible solutions means students are only limited by their own imagination.

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.

economy as a whole.

Managing Change: reacting to and adapting to changing business conditions and markets.

Assessment: 4 written examinations

What else should I consider?

AS Unit 1: Planning and Financing a Business 40% AS Unit 2: Managing a Business 60%

Business Studies sits well with most subjects and is commonly studied with Geography, Theology, 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 and vocational skills and relevant experience.

A2 Unit 3: Strategies for Success 50% A2 Unit 4: The Business Environment and Managing Change 50%

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 (HL & SL)

Organic Chemistry.

The course involves the study of: Atomic Structure, Bonding and the Periodic Table, Quantitative Chemistry, Oxidation and Reduction,

Two options are also studied: Modern Analytical Chemistry and Further Organic Chemistry

Energy Changes, Rates of reaction Acids, Bases and pH,

Assessment AS: 2 papers at the end of L6: 1 hr and 1 hr 45 mins A2: 2 papers at the end of U6: 1 hr 15 mins and 2 hr.

There is also a third unit in each year which is the coursework component; these consist of various practical and investigative tasks, all of which take place in lesson time and are an integral part of the course.

IB Three 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.

What else should I consider?

Chemistry opens up career options; it sits well with a wide range of subjects and is often regarded as the central science; it is complementary to the other Sciences, Geography and Mathematics. It also works well with other subjects such as Theology 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: Miss G Nelson gn@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.

The majority of AS students continue on to A2, so they clearly enjoy the subject.

Course Content You will study 2 modules at AS level – 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 free-standing and architectural sculpture in the same period. Homer’s Iliad: a critical study of selected books of the Iliad and

Assessment AS & A2: 2 x 90 minute papers. These will involve answering one context question and writing an essay.

Coursework Requirements: none.

the religious, cultural and social values implicit in the text. The A2 modules 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. Roman Epic a critical study of selected books of 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. Classics is a wellregarded subject that teaches many skills: you use primary and secondary evidence to construct arguments, you learn to write essays, participate in debates and combine detailed analysis of the texts with an overarching understanding of them as a whole within the society that produced them.

Head of Department: Miss S Jones sj@sherborne.com Examination Board: AQA

The Sixth Form at Sherborne Girls 27

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 At AS level 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

Assessment AS Product Study (coursework unit 60%) Innovation Challenge (design and model paper with theoretical content 40%) A2 Major Project, Design and Make (coursework unit 60%) Written Paper (testing theory and design skills 40%)

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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? and moral perspective. Essential practical skills will be taught through modeling exercises and minor projects. During the L6th 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 year examination will assess their design and modeling skills and their ability to respond to a design challenge showing innovation and creativity.

The A2 course 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

The Sixth Form at Sherborne Girls 28

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. AS students prepare an excerpt from an existing play whilst A2 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 year; study three set texts from different eras and create work in the style of several important theatrical

Assessment AS Unit 1: Live Theatre Production Seen and Prescribed Play 1 hour 30 minutes written examination 60% AS Unit 2: Presentation of an extract from a play - 40% A2 Unit 3: Further Prescribed Plays including Pre-Twentieth Century 2 hour written paper 60% A2 Unit 4: Presentation of Devised Drama 40%

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 of 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

The Sixth Form at Sherborne Girls 29

ECONOMICS

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 AS Level course consists of the following elements, all of which will considerably develop your understanding of economic

Assessment A Level: At AS/A2 assessment is entirely by written examination at the end of the academic year. In the IB 20% of the total mark is gained from coursework IB: Three examination papers at the end of the course plus coursework consisting of a 2000 word personal investigation.

A&IB You certainly will if you enjoy current affairs or analysing problems and applying theory to real world issues. economics – foundation of economics, definitions of growth and development, scarcity, choice and rationing systems.

systems, their function and effect.

Microeconomics: markets, how they work and on occasions how they fail.

Macroeconomics: inflation, unemployment and how government deals with these issues. A2: two papers one on microeconomics (the theory of the firm) and one on macroeconomics (international economics).

Course Content IB (HL & SL) IB Economics can be studied at Higher or Standard Level. The course includes: Introduction to

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 strategies.

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: Mr P Richards pjr@sherborne.com Examination Board: Edexcel/IBO

The Sixth Form at Sherborne Girls 30

ENGLISH

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.

Yes: most certainly if you already enjoy reading, but also if you have a strong interest in human behaviour and the ways in which our humanity can be represented in words. If you enjoy open-minded discussion, and the challenges of expressing your ideas with clarity, precision and power, then English should suit you well.

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.

Course Content A Level In the AS year, you will study a minimum of six major texts covering prose fiction, Shakespeare, modern drama, and poetry. At A2, you embark upon in-depth study of three major texts within the Gothic genre, and complete coursework involving independent study of novels and poetry.

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 Assessment A Level: AS & A2 Coursework 40% Final Examination 60% IB (HL & SL) Coursework 20%, Oral component 30% Two final examinations 50%

A&IB

aspects of our humanity. Historical change, cultural multiplicity and political conflict are mediated through texts cast in every conceivable form and register, and might include text from newspapers, political speeches or advertisements. Our course seeks to reflect this protean variety and covers a broad range of the best authors from a variety of periods in many styles. It is hoped that students will be able to develop their own enthusiasms and personal critical approach to the subject. As in AS/A level syllabuses students will study the canonical authors of the past, such as Chaucer, Shakespeare

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?

English literature combines well with other Humanities and Modern Language subjects, and offers a refreshing perspective alongside the Sciences or Mathematics. English is a core subject in IB; universities value both the oral and essay writing skills. The independent research skills you learn will also be essential at university.

Head of Department: Mr P Cantrell prc@sherborne.com Examination Board: AQA/IBO

The Sixth Form at Sherborne Girls 31

ENVIRONMENTAL SYSTEMS & SOCIETIES

Will I enjoy it?

Why Study ESS? Standard Level only To gain a coherent perspective of the interrelationships between environmental systems and societies; one that enables you to adopt an informed personal response to the wide range of pressing environmental issues that you will inevitably come to face. Your attention can be constantly drawn to your own relationship with the environment and the significance of choices and decisions that you make in your own life. It is intended that students develop a sound understanding of the interrelationships between environmental systems and societies, rather than a purely journalistic appreciation of environmental issues. The teaching approach therefore needs to be conducive to students evaluating the scientific, ethical and socio-political aspects of issues.

Course Content This subject combines the techniques and knowledge associated with an experimental

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.

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

course is divided into seven sections: 1. Systems and models 2. The Ecosystem 3. Human population, carrying capacity and resource use 4. Conservation and Biodiversity 5. Pollution management 6. The issue of global warming 7. Environmental value systems

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

The Sixth Form at Sherborne Girls 32

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 AS: Core topics of Rivers and Population, plus one Physical topic from Glaciation, Coasts or Weather and one Human topic from Health, Energy or Food Issues. You will also take part in a 3 day residential trip which covers aspects from both of the core subjects.

A2: There are 4 topics to cover.

Two physical – Plate tectonics and Ecosystems, and two Human – World cities and Contemporary Challenges and Conflicts.

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.

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; Standard level students study two themes.

Assessment AS:Unit 1 Physical and Human Geography. (70% of AS) Unit 2: Geographical Skills (30% AS) A2: Unit 3 Contemporary Geographical Issues (60% of A2) Unit 4 Geography Fieldwork Investigation (40% of A2) IB: Three end of course exams Paper 1: (Core) 25%. Paper 2: (Optional Themes) 35%. Paper 3: (Global interactions) 20%

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Urban Environments Freshwater – issues and conflict Extreme environments Global Interactions (HL only) Measuring global interactions Changing space – the shrinking world. Economic interactions and flow. Environmental change Sociocultural exchanges. Political outcomes. Global interactions at the local level.

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.

You are keen to learn and develop a wide range of skills.

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.

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.

A clear understanding of the theories, motives and values

Assessment AS: UK Government and Politics Unit I:People and Politics (1hr 20min written examination) Unit 2: Governing the UK (1hr 20 min written examination) A2: Unit 3: Representative Processes in the USA (1hr 30min written examination) Unit 4: Governing the USA (1hr 30min written examination)

!

!

upon which political processes and government decision-making are founded, and the role of institutions in resolving conflicts and allocating resources.

other political systems.

This is a wholly relevant course, and one that will engage you in current affairs and global political events.

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

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

The Sixth Form at Sherborne Girls 34

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 2014 the AS texts are Homer, Iliad 24 and Xenophon.

Anabasis. Reading the Iliad gives you 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. Book 24 is one of the most moving episodes in Greek Literature – the meeting between Priam and Achilles and the subsequent return of the body of Hector to his father. Xenophon’s Anabasis is a first person history of the return of the Greek troops to Greek soil after a journey full of adventure. At A2 until June 2015 the prose unseen author will be Thucydides and the set text

Assessment AS: 2 x 1.5 hour papers Language(translation), Verse and Prose A2: 2 x 2 hour papers.

Greek Verse and Greek Prose.IB Paper 1 – Momentum Translation (externally assessed – 40%) Paper 2 – Set Texts (externally assessed – 40%) Individual Study (internal assessment – 20%)

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Plato’s Protagoras and the verse unseen author will be Euripides trimeters and the set text Sophocles’ Oedipus Tyrannus.

Course Content IB This course seeks to develop linguistic resources, including vocabulary and grammar, and to give students insights into the enormous influence that the Romans had upon our culture or the influence of Greek thought and ideals on modern civilisations.

This insight will be gained by the study of the literature, both prose and verse, of surviving texts in the original form, as well as in translation. By reading the set

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.

texts and prescribed classical authors, students will develop good linguistic skills and will gain a direct understanding of the language and thought processes of the ancient civilisation.

The prescribed author for paper 1 is Xenophon. The prescribed readings are in Epic: Homer, Odyssey 9 and in Tragedy, Euripides, Hippolytus.

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

The Sixth Form at Sherborne Girls 35

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 A Level The course covers Early Modern British and European History. In AS we will study a major turning point in European History: Martin Luther and the German Reformation. In English History we will investigate Tudor England during the reigns of Henry VIII, Edward VI and Mary I. At A2 we look at issues of continuity and change in France 1610-1715 and continue the Tudor theme by seeking to understand the extent

Assessment A Level: AS - Two units examined at the end of the course. Both papers 1 ½ hours in length. Each paper worth 50% of total AS marks A2 - Two units examined at the end of the course: Coursework unit - 2 extended essays 40% of A2 marks.

Synoptic unit - 2 hour exam 60% of A2 marks IB: Three examination papers at the end of the course plus coursework consisting of a 2000 word personal investigation.

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Course Content IB

of the 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 Ronald Hutton and David Starkey. The department also run a trip to Paris which helps students to understand 17th and 18th century French History.

The course can be studied at either Standard or Higher Level.

The course builds upon the work done towards the GCSE examination and the range of topics include: the origins and development of authoritarian and single party states, the Cold War, Communism in crisis ( USSR and China 1976-78) and aspects of European and Middle Eastern history over the last two centuries.

Care will be taken to ensure that the cold War is studied in a variety of regions such as the Americas, Europe and South-East Asia.

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 AS Level, A Level and Degree Course, fitting so well with other subjects like languages, RS, English and History.

Course Content For the AS course, students will be taken on a visual journey through the history of Western painting, sculpture and architecture using thirty or so examples chosen by the teacher that best illustrate the variety of styles, concepts and themes that can be found in the history of art.

Students will be introduced to artistic and architectural vocabulary and methodology needed to evaluate the artworks and develop skills of visual analysis and historical awareness.

In the A2 course 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.

Assessment AS: Unit 1 (1 hour paper) + Unit 2 (1.5 hour paper) A2: Unit 3 (1.5 hour paper) + Unit 4 (1.5 hour paper)

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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 analyze 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 if they need a visual and creative fourth AS 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

The Sixth Form at Sherborne Girls 37

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.

To enjoy Latin at AS you should like one or more of the following: variety, challenges, logical analysis, problem solving, discussion, great literature, sarcasm and scandal!

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.

Course Content A Level From June 2015, the AS texts are Ovid, Metamorphoses and 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

Assessment AS: 2 x 1.5 hour papers, Language (straight forward translation) and Verse and Prose (context and textual analysis on prepared text) A2: 2 x 2 hour papers Latin Verse and Latin Prose. Both papers involve unseen passages and essays on the prepared passages IB Paper 1 – Momentum Translation (externally assessed – 40%) Paper 2 – Set Texts (externally assessed – 40%) Individual Study (internal assessment – 20%)

Roman forces against Mithridates V. 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 examples.

A range of texts will be studied so as to develop students’ linguistic competence in a variety of writing styles (epic, oratory, history).

Some of the texts will complement each other and provide insight

into the culture that produced 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 Historiography, Pliny’s Letters, and Epic, Virgil’s Aeneid IV.

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 into all sorts of 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 makes a good contrasting subject for those who are intending to study sciences at university, including Oxbridge. If you are going to do one Arts subject, make it Latin – it’s classy, challenging and fun!

Head of Department: Miss S Jones sj@sherborne.com Examination Board: OCR/IBO

The Sixth Form at Sherborne Girls 38

MATHEMATICS

Will I enjoy it?

Why Study Mathematics?

Mathematics is a mixture of ideas, problem solving and the application of numerical skills.

Brain training and the development of logical thinking and organisation, are at its core and ,as such, it complements a whole range of other courses.

The academic rigor and skills that are developed are also desirable in any career. The teaching staff are fully committed to providing a broad mathematical education and our ‘open door’ policy for providing support is extremely popular.

Course Content A Level The Mathematics courses that we offer provide a study of Mathematics in three main areas: Core Mathematics (Algebra and Functions, Coordinate Geometry, Calculus and Trigonometry), Statistics and Mechanics with Decision Maths for Further Mathematicians only.

Note: If Maths is your real interest then you could study Mathematics with Further Mathematics which counts as two subjects (you must then

Assessment L6 AS Modules Core Maths C1, C2 Statistics S1 L6 AS Further Maths Modules Further Pure Maths (FP1) Mechanics M1 and M2 U6 AS Modules Core Maths C3, C4 Mechanics M1 U6 A2 Further Mathematics Further Pure Maths (FP2) Mechanics M3, Statistics S2 Decision Maths D1 IB

2 papers, 40% each Individual study (20%)

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choose Further Maths and Maths).

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 ones 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 Mathematics is a key subject in most appropriate level the IB programme and, as such, considering both their interest and all students must take a course in Higher Education requirements. it, but we do offer three different In each of these programmes the course levels; Mathematics Higher aim of the course is to enable Level (for those who may have students to develop mathematical considered Further Mathematics if knowledge, concepts and taking the A level option), principles, logical, critical and Mathematics Standard Level and creative thinking.

Mathematical Studies.

Course Content IB

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 L Orton ljo@sherborne.com Examination Board: EDEXCEL/IBO

The Sixth Form at Sherborne Girls 39

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

A Level Assessment AS Unit 1 Performance 30% AS Unit 2 Composition 30% AS Unit 3 Musical Understanding 40% A2 Unit 4: Extended Performance 30% A2 Unit 5: Composition 30% A2 Unit 6: Further Musical Understanding 40% 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, an opportunity 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

Assessment AS Unit 1: Music Technology Portfolio - 70% AS Unit 2: Listening & Analysing (1hr45min exam) 30% A2 Unit 3: Music Technology Portfolio - 60% A2 Unit 4: Analysing & Producing (2hr exam) - 40%

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beginning to end.

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

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.

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.

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

The Sixth Form at Sherborne Girls 41

PHILOSOPHY Will I enjoy it?

Why Study Philosophy?

This course can be studied at Higher and Standard Level The study of Philosophy combines the rigorous study of timeless, universal concepts with their critical application to challenging contemporary issues. The IB course 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.

Course Content The course is divided into the following sections: Section 1: Core Theme: What is a ‘Human’ Being? Here we consider such matters as ‘What is a person?’ or ‘What constitutes human nature?’

These are two fundamental questions lying at the heart of all philosophical enquiries about our 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.

Two Optional Topics at HL/ One Optional Topic at SL: Theories and

IB 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 enjoy participating in discussion and so this not a course for anyone who is shy or retiring!

Problems of Ethics and/Political Philosophy. Under the topic Theories and Problems of Ethics, a wide range of classical and modern ethical theorists are studied in some detail, notably Aristotle, Kant, J.S Mill, Nietzsche, Sartre, and Peter Singer.

What is a ‘moral’ action? How should we treat other people? The theme of Political Philosophy offers a unique opportunity to examine and 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.

Section 2: Prescribed Texts: Here we can study Charles Taylor’s The Ethics of Authenticity (1992). The

Assessment Both core Theme and Optional Topic(s) are examined in a 13/4 hour [SL 40%] / a 21/2 hour [HL 40%] paper.

Critical knowledge of the prescribed text is examined in a one-hour paper [SL 30%; HL 20%] 1600-2000 word internal assessment (SL 30%, HL 20%) Unseen text (paper 3) 1 ½ hour paper (HL 20%)

Canadian philosopher’s critical study of modern Western democracies is fully integrated into the investigations of both the Core and the Optional Theme(s) as it deals with many ethical and political issues raised in the rest of the course. We can also study J S Mill’s On Liberty (1859). It too touches on political and ethical issues raised in the rest of the course. Critical knowledge of the prescribed text is examined in a one-hour paper [SH 30%; HL 20%] The 1600-2000 word internal assessment exercise takes the form of a philosophical analysis of nonphilosophical material, which allows students to be rewarded for doing philosophy under ordinary conditions, without the time constraints.

What else should I consider?

Philosophy is a strong academic course and will fit within any programme where you have the drive and ambition to aim high. Maths and English Literature would fit well, as would History and a modern or classical language.

But if you are keen and like the course, you could combine it with pretty well anything.

For further information contact: Mr S D Loxton sdl@sherborne.org Examination Board: IBO

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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 AS - 60% Coursework Portfolio 40% Examination: 5 hours A2 - 60% Personal Investigation (one major theme explored in depth).

This is supported by a Personal Study (a 3000 word written project which is directly linked to the photographer(s) studied within the Personal Investigation.

40% Examination: 15 hours

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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 is 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 fourth subject to add to your AS subject combination, and like Art, it is accepted by most university courses.

For further information contact: Mr H R MacNeary hrm@sherborne.com Examination Board: OCR

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PHYSICAL EDUCATION Will I enjoy it?

Why Study PE? This course in 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 Both the AS and A2 sections are weighted 60% theory assessed in one written paper, and 40% practical. ''''''''''''''''''''''''''''''

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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.

Calculator which can be 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

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 24 pupils currently studying at AS and A2 level, 4 of whom come from Sherborne Girls For further information contact: Mr R McGuire rmcguire@sherborne.org Examination Board: OCR

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PHYSICS

Will I enjoy it?

Why Study Physics?

Physics provides answers to such questions as:

Of course you will! It is a challenging subject but the rewards for accepting the challenge are great. Lessons are a mix of theory and practical and whilst there is a mathematical element to it, you do not have to do A-level Mathematics alongside Physics.

“How big is the Universe?”, “What is inside a proton?” or “How does an aeroplane stay in the air?” If you have ever puzzled over things like this, then Physics is for you.

It is a fundamental Science, providing us with the knowledge and skills to live in, and appreciate, today’s technological world.

Course Content A Level AS: Physics on the go, Mechanics & Materials.

Physics at work - Waves, Electricity & The nature of light Coursework – this is based on a visit to Yeovilton Fleet Air Arm Museum.

A2: Physics on the move – Further mechanics, Electric & Magnetic fields, & Particle physics Physics from creation to collapse – Thermal energy, Nuclear decay, Oscillations, Astrophysics and cosmology

Assessment AS: Two exams at end of course (40% each) plus coursework (20%) A2: Two exams at end of course (40% each) plus coursework (20%) IB: Three end of course exams. Coursework (25%)

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Coursework – This is a practical based on a given topic.

Course Content IB (HL & SL)

also look deeper into Astrophysics and the Electromagnetic Spectrum.

At Standard Level we look at the structure of matter from an atomic viewpoint and how we arrived at these ideas; the nature of electricity, and the similarity between this and other field phenomena and how energy can be transferred by mechanical, wave and thermal systems. We

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. Underpinning the entire course is the theme of Energy, how we use it and how we are responsible for this and its effect on the world around us.

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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MODERN LANGUAGES French German Spanish Russian All languages can be studied at A Level and IB, apart from Russian which is only offered at A Level.

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 one or more foreign languages at a relatively advanced level of proficiency are very considerable and certainly worth the patient hard work required.

A&IB

Will I enjoy it?

Communication in a variety of forms - speaking, texting, blogging, tweeting – is central to all our social lives today and 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 very fact of being able 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 Course Content A Level

Course Content IB Assessment

A Level builds on the skills of Listening, Speaking, Reading and Writing which you have already acquired (at GCSE or equivalent) and through the study of a range of topics (such as Media and Communications and Contemporary Social Issues) will train you to 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. On the A2 course 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 at AS level (year 1) and A2 (year 2) if you already have a GCSE or equivalent in these languages.

Russian may be taken from scratch as a two year course leading to the full A level qualification. This course has an excellent track record of success and is chosen by students who particularly enjoy the disciplines and challenges of more intensive language learning.

At both AS and A2 your language skills are assessed by external examinations in: Listening, Reading, Writing, Oral The first three skills are taken as a single examination paper (AS 2 hours and A2 2hours 30 minutes).

The oral component at both levels is assessed by means of an individual interview, lasting 15 minutes, with a 20-minute preparation period. At AS level the Listening, Reading and Writing paper is 70% of the marks and the Oral is 30%. We currently use the AQA examination for French, German and Spanish and the Edexcel examination for Russian.

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 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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RELIGIOUS STUDIES

A

(PHILOSOPHY & THEOLOGY)

Will I enjoy it?

Why Study Religious Studies?

In Religious Studies we examine a wide range of deep and fundamental problems.

You may have studied GCSE RS, and if you enjoyed the work, 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! This might (or might not) be to your taste.

Wrestling with the ideas is key to success, and the more you get stuck in the more you will enjoy it. This is not really a course for passive learning; it is for active thinkers who enjoy arguments!

How true is our image of the world around us? What can we know by reason? Is there a logical justification for faith? Can we know what is good? Does it matter what we do?

There are very engaging problems to explore! All-round the courses 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 of your own. You will learn how to read critically, reason well and write effectively.

This is a powerful package to empower you in the longer term, whatever and wherever you study.

Course Content In the L6 we study two modules for the AS phase of the course.

The modules are on The

Philosophy of Religion and Ethics.

Through discussion we explore major theories and key problems in both areas. This involves the ideas of famous thinkers such as Plato, Aquinas, Kant and J.S. Mill, and problems such as the existence of God, the problem of evil, and a range of major ethical problems, such as War and Peace and Embryo Research.

In the U6 for the A2 stage we continue to study Ethics, looking at more ethical theories and

You will probably enjoy an excellent result! In the four years, 2010 to 2014 , 65 students completed the course, 93.8% of results were A*- B.

applying them to problems in Sexual Ethics and Environmental Ethics. We also study a module on the New Testament, looking critically at key themes and texts and reviewing the theological, historical and literary issues arising.

Assessment AS: 2 x 90 minute examinations A2: 2 x 90 minute examinations Illustration: A detail from The School of Athens by Raphael, portraying Plato and Aristotle passing the time of day!

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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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

94% of Upper Sixth girls were placed at their chosen Universities in 2013 71% went to Russell Group universities

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.

After AS exams in the summer 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 the University of Exeter 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 at this time of year.

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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UNIVERSITY DESTINATIONS 2013

University

Subject

University

Subject

Aberystwyth

Agriculture

Durham

Arch. & Ancient Civilisations

Bath

Chemistry for Drug Discovery

Edinburgh

Social Policy w Sociology

Bath Spa

Business Management

Edinburgh

Social Policy & Politics

Birmingham

Medicine

Edinburgh

Philosophy & Psychology

Bournemouth

Art Foundation

Edinburgh

History of Art

Bournemouth

Art Foundation

Edinburgh

History

Bristol

Geography

Exeter

Flexible Combined Honours

Bristol

Pharmacology

Exeter

Modern Languages

Bristol

Spanish & Portuguese

Exeter

English

Bristol

Social Policy & Politics

Exeter

Modern Languages

Camberwell

Art Foundation

Exeter

Theology

Falmouth

Art Foundation

Cardiff

Marine Biology w Oceanography

Imperial

Electrical & Electronic Eng

Cardiff

Sociology

Imperial

Computing

Cardiff

Psychology

Imperial

Biology w Management

CCW

Art Foundation

KCL

Pharmacy

Chinese Uni of HK

English Lit. & Education

Keele

Psychology

Durham

Combined Social Sciences

Leeds

Social Policy

Durham

Geography

Leeds

International Relations

Durham

Philosophy

Leeds

French & Spanish

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UNIVERSITY DESTINATIONS 2013

University

Course

University

Course

Leeds

Spanish, Portuguese & Latin

Oxford Brookes

Business & Management

London College of Fashion

Fashion Design Technology

Plymouth

Environmental Science

Loughborough

Mechanical Engineering

Reading

Politics & Int’ Relations

LSE

Management

Royal Agricultural Uni

Equine Management

LSE

Management

RVC

Veterinary Medicine

LSE

Mathematics & Economics

Smith College USA

Maastricht

Southampton

Bio-Medical Science

Manchester

Politics

St. Andrews

Art History

Manchester

History of Art

UCL

Architecture

Newcastle

Combined Honours

UCL

Medicine (6 years)

Newcastle

Sociology

UCL

Chemistry

Newcastle

Combined Honours

UCL

History of Art

Newcastle

Medicine

Uni West London

Event Management

Newcastle

Biology

UWE Bristol

Filmmaking & Creative Media

Newcastle

Biology

Warwick

Economics

Newcastle

English Literature

Westchester USA

Liberal Arts

Newcastle

Business Management

Westminster

International Relations

Nottingham

Pharmacy

Oxford

Chemistry

Oxford Brookes

Anthropology/Psychology

Oxford Brookes

Business & Marketing

The Sixth Form at Sherborne Girls 51

Sherborne Girls Bradford Road, Sherborne, Dorset DT9 3QN T. +44 (0) 1935 812245 F. +44 (0) 1935 818290 enquiry@sherborne.com www.sherborne.com

Cover photograph: Mary Stronach L6 Photography