Sherborne Boys Sixth Form

SIXTH FORM INFORMATION BOOKLET 2026 ENTRY

Contents Welcome from the Headmaster Welcome from the Deputy Head (Sixth Form) Sport at Sherborne Music Activities Charity & Outreach CCF Outdoor Education Boarding Life at Sherborne Entry into the Sixth Form The Sixth Form Curriculum Courses on offer: A Level or BTEC Examined Enrichment Extended Project Qualification (EPQ) Wellbeing The Upper Sixth Guide to Making Good Choices

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Subjects Art & Design Biology Business Chemistry Classical Civilisation Computer Science Design & Technology: Product Design Drama & Theatre Economics English Language English Literature BTEC Enterprise & Entrepreneurship French Geography German History History of Art Latin Mathematics Further Mathematics CTEC Media TV & Film Pathway Music Music Technology Physical Education Physics Politics & International Relations Psychology Religious Studies Spanish BTEC Sport Post 18 Pathway

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S H E R B O R N E B OY S S I X T H F O R M

Welcome from the Headmaster The Sixth Form is a unique and privileged experience. You have the freedom to make your own subject choices and thereby tailor an individualised programme of study that plays to your strengths and interests. In choosing your Sixth Form courses you make decisions that will have a significant bearing upon your future Higher Education and career options and thus the path you embark upon as an adult. Your Sixth Form choices are consequently of great importance and warrant very careful consideration.

Being a member of the Sixth Form at Sherborne is also a very different experience from your previous years at School. You will find that lots of things have changed. For example, although you will have lessons in a smaller number of subjects, the volume of work you will tackle in each of them is much greater, and you will go through it at a much faster pace. You will have more study periods than before, but you will be expected to complete a good deal more work in them. You will need to commit to regular independent study (i.e. work that you have chosen to complete yourself) and you will need to read and research more widely around each of your subjects. You will also have more preparatory work (more Hall). Class sizes are generally smaller, meaning your teachers will be able to give you more individual assistance and guidance. You will also find that your classes have a different dynamic and will often feel more like a university tutorial than a traditional School lesson.

The key message is that, although more is expected of you academically, you will be very well supported.

One of the most important characteristics of the Sixth Form is the shift in the balance of responsibility. In the Lower School, boys tend to be given quite prescriptive guidance and their study habits are closely monitored and influenced by subject teachers and House staff. In the Sixth Form, you will have greater control over your own work and will be expected to take more responsibility

for managing your workload. As boys already in the Sixth Form will tell you, this is an exciting and motivating experience. It is also a privilege that demands responsibility, maturity and self-direction.

You will find that boys in the lower years look to you for leadership, you will become a role model in your House and your Housemaster will increasingly expect and rely upon you to set the tone for other boys. With this responsibility comes greater freedom and a very different social programme, including ‘The Stick’ on Saturday nights and plenty of opportunities to mix and make friends, including with pupils from Sherborne Girls.

In essence, your Sixth Form years at Sherborne will see you work harder than ever before, whilst at the same time developing new skills, forging lifelong friendships and having a lot of fun. I know you will enjoy it and I am sure you will derive great fulfilment and success from the next two years.

Simon Heard Headmaster

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Welcome from the Deputy Head (Sixth Form) At Sherborne Boys we talk a great deal about pathways. We want our pupils, parents and staff to be aware of the many exciting opportunities that lie ahead. On entering the Sixth Form, boys will continue the process of exploring Post-18 global pathways - supported by their peers, the Careers and Pathways Team, their Tutor and Housemaster – until they find one or two that feels right for them.

Boys will then begin the process of preparing for specific pathways, which will have different academic/ practical considerations depending on specific entry requirements.

Finally, boys will apply for their chosen pathway and then work towards attaining the best grades possible, whilst enjoying school to the max, before moving on to the next stage of their educational journey.

We also talk a great deal about leadership. Knowing that all our boys will go on to be leaders in one way or another, we consider it vital that leadership is placed on the curriculum so that pupils have the opportunity to consider the importance of followership and the importance of serving others and one’s own best interests. Both Lower Sixth and Upper Sixth pupils experience a wide range of talks, workshops and seminars on leadership and character development. In addition, our School Prefects undergo a robust and thorough leadership training programme which empowers their own leadership to have a positive impact upon the entire pupil body and our wider community. We want our boys to leave with a leadership toolkit so that when they are put into leadership roles and responsibilities later on, they are able to lead with confidence, kindness, authenticity and skill. Below are our core leadership values: Serve others – we exhibit kindness, compassion, humility and moral courage.

Pursue lifelong learning – we embrace global diversity and the opportunity to learn from other cultures.

Build successful teams – we motivate, inspire and move people towards achieving positive change.

Communicate with skill – we present with clarity, passion and authenticity.

Alex Boyd-Williams Deputy Head (Sixth Form)

Our Leadership and Character Development Programme is run in parallel with our sister school, Sherborne Girls. There are many opportunities throughout the Sixth Form for the boys and girls get together to socialise, and learn from and with each other. Although we are a single-sex school for boys, we enjoy many wonderful co-educational moments with Sherborne Girls. This is an important and unique part of our Sixth Form offer. Every weekend in the Sixth Form, the boys and girls come together for Saturday night socials which vary from being House Dinners, Ceilidhs, Sixth Form Socials, Unplugged events, and the wonderful annual CourtsFest event.

Pupils from Sherborne Boys and Sherborne Girls also interact in many sports, clubs and societies including CCF, tennis and sailing.

We offer a diverse range of Sixth Form subjects at Sherborne, which matches the diverse range of learners that we nurture and celebrate at our school.

Many boys who previously found academic life and GCSEs extremely challenging can go on to absolutely thrive academically in the Sixth Form and end their time as top grade attainers. At the same time, boys who have been high achievers throughout school will enter an academic culture in which they are challenged, pushed and celebrated. The inclusive Thinkers Society, shared with Sherborne Girls and The Gryphon (a local state- maintained school), provides a weekly forum for our brightest and most curious minds to come together, learn and think hard in a welcoming and stimulating environment.

We are proud of our Sixth Form offer. We believe that everything we do is focused on providing an exciting, enjoyable, challenging and highly fulfilling programme, which enables the young men in our care to develop and access wonderful pathways, whilst making a positive difference to the wider world.

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Sport at Sherborne Sport at Sherborne There are a huge number of sporting options for boys joining the Sixth Form whether they arrive to be part of our performance pathways or they just wish to take part in the plethora of sports that the School has to offer. While we are well equipped to bring out the very best in elite sportsmen, we are just as committed to the participation of every single boy at School.

For us, sport is a success if a boy finds an activity that he enjoys and will stick with once he leaves School. We want to form habits of healthy living; shaping a commitment to regular exercise because we recognise its importance to both physical and mental wellbeing.

Outstanding Facilities Our state-of-the-art Sports Centre opened in September 2023 and includes a refurbished pool, a new climbing centre, two sports halls plus four squash courts, two multi-purpose studios, a golf simulator, physio facility, a fully equipped fitness suite and a dedicated performance gym. The new facilities have enhanced the sporting experience not only for boys who choose indoor games such as badminton, basketball and squash but they have bought significant benefits for boys looking to improve performance in indoor hockey, cricket and athletic development.

Performance pathways At Sherborne Boys, we foster strong partnerships with external providers, allowing our high-performance pupils the opportunity to train and compete at a level beyond the School environment. We have built strong relationships with numerous partners including Bath and Exeter Rugby, Dorset and Somerset Cricket, Dorset Football, Bath Buccaneers Hockey Academy and Dorset Athletics.

Our High-Performance Programme is specifically designed to empower our athletes to reach their maximum potential. Through a carefully crafted and monitored combination of enrichment activities and physical development, we provide a structured platform that enables them to work efficiently and effectively towards their goals. Our aim is to cultivate an elite environment within the School, fostering a strong educational foundation necessary for success at the highest levels of sports performance.

Under the careful oversight of our team, the HighPerformance Programme ensures that pupils receive personalised strength and conditioning programmes.

It will also deliver seminars, lectures and group sessions covering many crucial topics such as nutrition, sleep, psychology, culture and values, leadership, teamwork, performance lifestyle, time management, and video analysis. This comprehensive approach provides our athletes with the knowledge and skills necessary to thrive both on and off the field.

While the High-Performance Programme is compulsory for boys who have received a sport scholarship or award, it is also open to those who demonstrate exceptional talent, dedication, and aspiration to achieve the highest standards in their respective sports.

Several sports awards are available for boys demonstrating exceptional talent and potential in their chosen sport or sports. One of the Sixth Form awards is the Walford Award, named after Micky Walford, a Schoolmaster at Sherborne who represented GB in hockey at the 1948 Olympics, played cricket for Somerset and trialled for England at rugby.

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Music Music runs right through the heart of Sherborne. The Music School is fantastically equipped with state-ofthe-art technology, spacious practice rooms with pianos which are on a continuously rolling programme of replacement, performance studios that have tielines to the Recording Studio, and two music classrooms that contain thirty composing workstations between them. A Levels are offered in both Music and Music Technology, with numbers opting for both subjects being unusually high, and reflecting the high status of Music in the School.

Sixth Formers have instrumental and vocal music lessons scheduled for them at fixed times during the day that are identified as being free. Those learning more than one instrument may on occasion be asked to have their lessons taught quite late in the evening.

The Music School is open from 7.30am to 10.00pm Monday to Friday, and pupils may practise at any time they wish. On the rare occasion when there is a shortage of practice rooms, gap-year Music Assistants (Choral Scholars) enable a system of room rotation.

From the 109-strong Choir that sings in the Abbey during whole-school services twice a week — singing is “cool” at Sherborne — to the smallest instrumental duo, there is quite literally something for everyone.

The Wind Band is enormous and has to be capped at 65, so subsidiary groups flourish. There are also smaller groups that cater for all standards. The auditioned Swing Band is one of the finest big bands in the South of England and tours the Caribbean every other year.

The two orchestras are joint with Sherborne Girls and The Gryphon School and achieve a high standard of music-making through auditioned entry. Chamber Music proliferates with several ensembles entering national competitions each year, with particular success in the Mid Somerset Festival in 2023. Rock and Pop groups are pupil-led and focus upon the annual CourtsFest (a large screen open-air performance each summer) whilst there is also a further performance opportunity each term and at least two “Unpluggeds” per year. For advanced instrumentalists there are performance opportunities every Friday lunchtime in public concerts held in a nearby church, and informal concerts and masterclasses, competitions, and internal workshops are open to all. Many pupils learn more than one instrument. As the School in which Chris Martin of Coldplay attended, Sherborne provides musical opportunities of which a Sixth Former would be remiss not to take advantage.

Music Scholarships are available at Sixth Form entry for those of Grade 7 standard on two instruments. The opportunities for Music Scholars are limitless and include auditioned places in the School’s many advanced instrumental ensembles, the Chamber Choir and the Close Harmony group. A member of the Music staff acts as mentor and Music Tutor to guide scholars through an individual programme involving Grade 8, ATCL and LTCL Performance Diplomas, including prestigious and unrivalled performance opportunities.

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“I took advantage of a lot of the different extracurricular opportunities in sports, in drama, everything I did before, but I just notched it up a level.”

Activities We offer boys the chance to participate in all sorts of activities, including debating, archive club, campanology, radio broadcasting, philosophical discussion, charity work and volunteering. Examples of the opportunities available include: ° Allotment Club ° Barbell Club ° Basics of Jewellery Making ° Beginners’ Arabic ° Bellringing ° Board Games ° Chess ° Classics Society ° Coding Club ° Cooking Club ° Creative Writing ° Debating Society ° DJ Practice Club ° Environmental Action Group ° Geography Society ° Grade 5 Music Theory ° High-Intensity Interval Training (HIIT) ° Medicine in the News ° Model United Nations Club ° Philosophy Club ° Psychology Club ° Radio Sherborne ° Snooker Club ° The Thinking Society ° Theory and Practice of Meditation ° Turing Virtual Reality Club ° Water Polo

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Charity & Outreach

CCF

The Charity and Community Outreach programme is a central part of the Sixth Form offer. Boys participate in numerous events including, non-uniform days, sleep outs and concerts raising money for causes such as Save the Children, the DEC Turkey Earthquake Appeal, a number of Ukraine appeals, Papyrus, a men’s mental health charity and ‘Help and Care’.

CCF offers pupils in the Sixth Form opportunities to develop their leadership skills. Character education is at the heart of CCF and the skills our pupils develop are of great utility, no matter what direction life takes them. Sixth Form pupils deliver large chunks of the CCF training and are supported by a Senior Cadet and experienced staff members. Sherborne CCF is a joint endeavour with Sherborne Girls and our Sixth Form cadets really thrive as part of the leadership group.

It is through time and not money that we aim to focus our attention. The boys work alongside local groups such as Yeovil Pen Mill Football Club, the Yeatman Hospital, the Fire Service and Sherborne Community Kitchen. There are many Sixth Formers involved in the Schools Community Hub. Every school in Sherborne is represented, and the boys share ideas and interact with primary school children, Sherborne Girls, and the Gryphon pupils. We look to enhance this outreach further through work with a local bike charity that sends old bicycles out to Africa, and a link with a local animal charity. We want our Sixth Form pupils to take the lead and come up with new initiatives, whilst ensuring that the initiatives already in place continue to thrive.

We have three sections in the CCF: Royal Navy, Royal Marines and Army. Each section does something different whether sailing, field craft and tactics, military knowledge, or handling a weapon safely. Our Sixth Form cadets receive leadership training and on a weekly basis Sixth Form cadets instruct and support our younger cadets. Arguably, CCF provides leadership opportunities that are not on offer in other areas of school life. The training leads towards termly Field Trips which are considered by many cadets to be the highlight of the CCF year. These trips involve visits to military training areas such as Salisbury Plain, HMS Raleigh and Scraesdon Fort where cadets run through tunnels and fire blank ammunition!

We enter national competitions such as the Rifles Cadet Cup, the Pringle Trophy and the CCF Sailing Regatta. Sixth Form cadets also experience an annual Black Tie military dinner, as well as parading for Remembrance Sunday and the Biennial Inspection, where a high-ranking officer watches a parade of the cadets. We offer lots of camps and courses in the holidays and we have been adventure training in Norway and Transylvania in recent years. We also have an annual parachuting trip for the more intrepid cadets!

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“Sixth Form was by far the favourite part of my time at Sherborne, it allowed me the freedom to grow and pursue the things I most cared about alongside my academic and other commitments.”

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Outdoor Education

Outdoor Education gives boys the opportunity to extend their experiences beyond their comfort zone. We aim to provide opportunities to learn skills such as navigation, campcraft and rope work through activities such as sport or challenges. The main opportunities available include Ten Tors, the Duke of Edinburgh’s Award (DofE) and Climbing.

The Ten Tors challenge is tackled as a mixed team of six, jointly with Sherborne Girls, over 45 miles across Dartmoor. The Ten Tors is a challenge of perseverance and determination to navigate and cross some of the most demanding terrain in the UK. Run by the Army, it is a self-sufficiency exercise over two days and requires the team to wild camp on the moor. Training occurs throughout the Lent Term and the event is usually held in May. DofE Gold is also available to those who wish to sign up after their 16th birthday. Activities must be completed across the standard four sections (Volunteering, Physical, Skills, Expedition) in addition to a fifth element; organising a residential experience. The DofE website has many examples and opportunities to explore for ideas to complete each section and how to organise an approved residential. The School arranges some expeditions including walking or canoeing and these are also conducted jointly with Sherborne Girls.

Climbing is a sport option all year round and held in our state-of-the-art climbing centre. The bouldering wall can be used to develop strength and technique whilst the almost ten metre roped wall pushes stamina and rope control. There are competitions both locally and nationally such as the annual Independent Schools’ Climbing Competition. In the summer we often use the cliffs of Portland to test the skills learnt indoors on real rock. All safety equipment is provided, and instruction given by qualified staff.

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“I’m amazed by everything the school provides to me, and to all the boys.”

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Boarding Life at Sherborne Boarding at Sherborne enables our boys to live within a close, supportive community and make the most of the opportunities on offer in our full boarding environment.

By living alongside our boys and watching them grow together, we are able to provide unrivalled pastoral care. We work closely with parents to give every boy the best possible chance to thrive. Boys understand that they represent Sherborne in the local community, that membership of the School confers certain privileges and certain responsibilities. Each individual knows that they play a role in helping the whole community to thrive, and acquire habits of kindness, compassion and thoughtfulness that set them up for life.

Boys form strong bonds across year groups, underpinned by mentoring between the junior and senior boys. With the Boarding House at the heart of their experience, it quickly becomes a place to call home - somewhere they are encouraged to be themselves and relish the fellowship of their friends.

As a Sixth Form pupil there is an expectation of positive leadership, whether you are in the Upper or Lower Sixth. You are role-models to the junior years, which comes with a good deal of responsibility. We ask all boys to take initiative, contribute ideas and lead by example, through purposeful action to create a supportive and welcoming atmosphere within Houses and across the whole School community.

Many Sixth Form entrants become House and School Prefects and a number have been Head of School in

recent years as we recognise the talents and contribution of all individuals, regardless of how long they have been in the School.

The Boarding Houses are busy places both during the week and at weekends. A typical weekend will start with Saturday morning lessons, usually followed by a whole School Lecture often delivered by someone outside the School – we’ve had explorers, mountaineers, athletes, academics and businesspeople in recent years. Saturday afternoons are given over to the School’s extensive sports programme, in which every boy has a chance to participate, before they gather in Houses for Assembly in the evening. Supper is followed by a programme of social activities, together with Sherborne Girls.

On Sunday mornings, breakfast is followed by quiet time in Houses, during which boys catch up with work and prepare for the week ahead. Various trips take place on Sundays, including outdoor activities for example, paintballing, go-karting, zorbing or visits to watch professional sports matches or perhaps the cinema. Inter-House competitions are regularly scheduled for Sunday afternoons as well as during the week, in activities as diverse as Debating, Football and Water Polo. Most weeks, the whole School comes together on Sunday evening for a service in the Abbey.

Above all, as a result of the encompassing nature of boarding life, Shirburnians know that they are cared for and that the whole community is looking out for them; celebrating their highs and supporting them during the challenges of teenage years.

“The boys in my house immediately accepted me as if I was one of their own since day one, as if I’d been here since Third Form, and I've made amazing connections with a lot of them.”

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“I went to a local co-ed school and then for Sixth Form, I thought now is the perfect time to join - I'm ready. So, I took a leap of faith, joined Sherborne and it was one of the best decisions I've ever made.

I was a bit apprehensive about boarding at first, but all the boys in my house have really made me feel part of the team and the tribe.”

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Entry into the Sixth Form

It is important that you choose Sixth Form options that you find interesting and inspiring, because this will help you to learn. However, it is also crucial that you choose subjects that match your strengths, talents and unique set of skills. You also need to base your options choices on a strong foundation of knowledge and understanding to perform well in the Sixth Form and beyond.

Entry Criteria: In order to be eligible to study in the Sixth Form you need to: ° Achieve an average of a 4 (a C grade) across all of your (I)GCSEs

case. However, for heavily factual subjects like the Sciences it is unlikely that you will be allowed to continue with the subject at A Level unless you have a solid A grade in either the supporting (I)GCSE or in that specific subject component if you have completed the Dual Award Science (I)GCSE. A further exception is Mathematics, for which you must have an A* or A, or a 7, 8 or 9, in Mathematics (I)GCSE to progress onto the A Level course. Indeed, because you can achieve an A grade in Maths (I)GCSE with as little as 60%, boys who have a relatively weak A grade in (I)GCSE Maths are advised to seek specific advice about whether continuing onto A Level is a sensible option for them.

° In order to transfer automatically to a subject at A Level you need to achieve at least a grade 7 (an A grade) in the subject at (I)GCSE ° No additional criteria are required to gain a place on a BTEC course.

In the case of subjects which have not been taken at (I)GCSE, we will take into consideration your performance in other relevant supporting subjects. For example, if you wish to study Business at A Level and have 7s or above in supporting subjects like English or Maths, that would certainly serve as a ‘green light’ for you to take Business at A Level.

Grades 1-4 (C grades or lower) are not a viable basis from which to start an A Level course. If you have a 4 or anything less you will need to reconsider your options and choose a different course.

If you have a 5 or 6 at (I)GCSE (a B grade) and wish to study that subject at A Level, we will discuss this possibility with the relevant Head of Department to determine whether or not you have a strong enough foundation to be successful on that A Level course. In many cases (but not all) this will be deemed to be the

How to apply (for external candidates only) Registrations to join the Sixth Form should be received by mid October the preceeding year.

Candidates will then be invited to join us for assessment at Sherborne in November. Although we recommend attending in person, online assessment and interview can be arranged for candidates applying from abroad.

Place decisions are announced on 1 December, with place offers to be accepted by 8 December by payment of a non- refundable deposit and a signed parent contract. After this date, unaccepted offers will be released to those on the waiting list.

Late applications are always welcome but will be subject to places being available. Early registration is recommended. For further information about the admissions process, please contact admissions@sherborneboys.group or call the Admissions Team on 01935 810403.

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The Sixth Form Curriculum The Sixth Form programme centres around three main subject choices. Occasionally, and by individual agreement, we are able to arrange for a boy to take a fourth subject off-timetable (e.g. if a boy is fluent in a second language), or for a pupil to take fewer than three subjects, but the overall curriculum is built around three choices. In this regard, BTECs and A Levels are completely interchangeable – i.e. you can take up to three of either course. Supplementing your three options, everyone also studies PSHEE (Personal, Social, Health and Economic Education) and one or more enrichment subject.

The overall structure is as follows: ° 1st choice A Level* ° 2nd choice A Level* ° 3rd choice A Level* ° Wellbeing (PSHEE) ° Enrichment option(s) ° Study Periods * One or more of these A Level options may be replaced with a BTEC alternative.

There is one exception to this pattern which applies only if you want to take Further Mathematics A Level.

Further Mathematicians may take FM as a fourth A Level on two conditions: a) That you pick Mathematics as one of your three main A Level choices; b) That you accept that you will be able to choose from a more limited range of enrichment options.

This is because FM sits within the enrichment structure and not in the main curriculum blocks.

We are operating a block system for A Level to enable you to see what subjects timetable together easily )please see diagram opposite). These subjects are shown on the blocking diagram below. When you submit your Sixth Form choices you will be asked to pick one option from three different blocks, leaving the fourth block empty. It does not matter which block is left empty.

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Universities prefer you to study three subjects to the best of your ability, which is why you are selecting three options. The exception to this is if you wish to study Further Maths which can be chosen as your fourth option. Please note that Maths must be one of your other three options. If you strongly desire to study a combination of four subjects that does not include Maths and Further Maths, you will need to discuss this with Dr Stone (SG) or Dr Filtness (SB) before returning your options Form.

When you look at the blocking diagram you will see that some subjects are only available in just one block (e.g. Computer Science) whereas others are offered in two or three places. Please consider this carefully as it will help you to fit your subjects into the blocks available. When you come to pick your options, you will need to select them from the right block in order to fit your chosen options into the blocking structure. It is not possible to pick two options from the same block. Whilst we make every effort to ensure as many subject combinations are available as possible, we are unfortunately not able to offer every permutation. If the combination of subjects you are interested in does not seem to work, please contact Dr Filtness at SB or Dr Stone at SG, who will help you. It might, for example, be possible to offer the combination of subjects you would like by moving one subject to SB/SG. Similarly, whilst we are committed to single sex education, where uptake is limited, we reserve the right to merge classes across SB/SG &/or to offer subjects on a co-taught basis (meaning lessons occur for that subject are split across both schools).

At any point you may change your mind about the combination of options you wish to study in the Sixth Form. However, be aware that popular subjects can become full and, therefore, all changes are subject to timetabling and space restrictions. We also reserve the right not to offer subjects with low uptake, although we will make every effort to provide them available where feasible (e.g. by combining classes with SG/SB).

Dr Stone deputyacademic@sherbornegirls.group Dr Filtness tim.filtness@sherborne.org

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BLOCK 1

BLOCK 2

BLOCK 3

BLOCK 4

ENRICHMENT SUBJECTS

Art A Level

Business A Level

Business A Level

Classical Civilisation

DELE Spanish Modern

A Level (at SG)

Language Diploma

Chemistry A Level

DELF French Modern

Biology A Level

Economics A Level

Enterprise and Entrepreneurship

Language Diploma

BTEC Drama A Level

English Language

Geography

Computer Science

EPQ Extended

(at SG)

(at SG)

A Level

A Level

Project Qualification

Economics A Level

French A Level

History of Art A Level

DT A Level

GZ German Modern Language Diploma

Enterprise and

Media CTEC

History A Level

Economics A Level

Entrepreneurship

HSK Chinese Modern Language Diploma

BTEC Further Mathematics

Physics A Level

Latin A Level

German A Level

A Level English Literature

SEG Japanese Modern Language Diploma

Sport BTEC

Mathematics A Level

Geography A Level

Core Mathematics AS level

Spanish A Level

English Literature

PLIDA Italian Modern

A Level

Language Diploma

A Level Media CTEC

Music A Level

Music Tech A Level

Psychology A Level

Religious Studies

Extended Project

A Level

Qualification

PE A Level Politics A Level

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“The one big piece of advice I would give to anyone joining in the Sixth Form is to throw yourself into everything and take advantage of every opportunity. These next two years for you will go so quickly - it feels like yesterday since I joined. So really maximize the time that you spend here.”

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Notes: • At the time this booklet was printed (December 2025) we were mid-way through a review of the subjects offered across the Sherborne Schools.

We are committed to continuing with the courses listed here but would ask for your understanding if the review affects the nature of subjects offered or the school offering them.

• Drama, Classical Civilisation and English Language are taught at Sherborne Girls.

Because of this, space on these courses may be more limited than other options.

• If you are considering picking two or three BTEC courses, please read the next page very carefully.

• Boys fluent in a second language may explore the possibility of taking an A Level in this language in addition to their three subject choices. If this is relevant to you, please discuss this possibility with Dr Filtness and Mrs Thurman, Director of Teaching and Learning, before making your options choices.

• It is perfectly fine to study Business and Economics together. Similarly, Business and E&E BTEC or Economics and E&E BTEC work well in combination. The same points are true for Marketing BTEC.

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Courses on offer: A Level or BTEC You can study two different types of qualification in the Sixth Form: BTECs and A Levels. All Shirburnians choose three options for their Sixth Form studies and you can pick either a programme that contains only A Levels, one that just incorporates BTECs, or a combination of both types of course. A Levels offer the ‘traditional’ route into university and, from that respect, are tried and tested. However, as with A Levels, BTECs have been extensively reformed over recent years and are now a very popular and wellrespected alternative to A Level study. Where A Levels tend to focus on the academic subject itself, BTECs are much more applied, focusing more on actually doing that subject in a work environment. As such, they emphasise skills, especially those needed for work, or to progress to university: indeed, UCAS highlights that over a third of pupils enrolling on undergraduate courses in September 2021 had studied either BTECs only, or a mixture of BTECs and A Levels in the Sixth Form.

Because of this focus on applied knowledge, a number of employers have begun to express keen support for BTECs (e.g. the Army) and their popularity has grown rapidly: there was a 300% increase in the number of pupils studying BTECs last year and a number of high profile independent schools already offer BTECs alongside A Levels.

Similar to the EPQ, BTECs can be studied at different ‘levels’. However, we are only offering BTECs at level 3 national extended certificate level because this is exactly equivalent to A Level, both in terms of the time required to complete the course and the ‘value’ of the grade achieved at the end.

Key elements of the A Level and BTEC courses are listed below: A Level ° Terminally examined – i.e. all of your exams happen at the end of your Upper Sixth ° Graded A* - U ° No re-takes available ° Large syllabus content ° Emphasis on comprehension, and theoretical application of concepts ° Assessment is predominantly through written examination/s, although practical subjects have some internally assessed components ° Accepted by all universities ° 360hrs of teaching per year BTEC ° Exams available in Lower and Upper Sixth and some units are available both in winter and summer exam seasons ° Graded Pass, Merit or Distinction ° Re-takes available ° Smaller syllabus content ° Emphasis on skills and practical applications of concepts ° Assessment is a mixture of written examination/s, and internally assessed components, including coursework, presentations etc ° Accepted by the majority of universities

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° 360hrs of teaching per year.

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Examined Enrichment

Though enrichment is not mandatory, all pupils are strongly encouraged to consider taking either an EPQ or one of the examined courses below. The option you pick is up to you. Most boys choose to pick one enrichment course though, where the timetable allows it, you may be able to pick two. You’ll be asked to choose your enrichment option/s alongside your subject choices in February. However, you can change your mind at the start of September.

Examined Enrichment Options Art Explore your creativity through a visually challenging and diverse course that will tease the very best out of you creatively, critically and contextually. You will be taught by teachers from a variety of specialisms and have access to facilities that will stretch your abilities in the more traditional skills of drawing, painting and printmaking, whilst also enabling you to expand your knowledge in digital manipulation and darkroom experiences. Depending on your preferences and willingness to give up your free time, this course leads either to the full Art A Level or provides an opportunity to take your art further without the need to complete an exam – it’s up to you!

Core Maths AS In this option boys study the analytic, logic and problem-solving disciplines developed in AQA Level 3 Certificate in Mathematical Studies (Core Mathematics) course. It’s usually completed in a year and complements the essay-writing and generic research skills developed in other subjects. In the world today, it is a great advantage to be able to communicate mathematically and foster a strong understanding of statistics in the everyday world.

The Core Maths course will be taught within four lessons per week, with two examinations at the end of the Lower Sixth. Paper 1 covers three main topic areas: analysis of data, personal finance and estimation.

Most of the mathematical content will be a review of the GCSE course with one or two new styles of data representation and a much more in depth look at financial mathematics than pupils will have come across in any previous studies.

Paper 2 is predominantly statistics, including the normal distribution, correlation and regression.

Additionally, the depth of understanding of this mathematics and a focus on analytic skills ensures a stronger support for other A Level choices, in particular Geography, Biology and Psychology

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Greek AS / A Level An A Level in Classical Greek will reveal to you, if it has not done so already, the advanced foresight of the Greeks, who, by the end of the 5th century BC, were questioning the power of the gods in the realisation that mankind was now ‘the boss’, an insight not too distant from our own view that mankind is the most dangerous thing on the planet and that the fate of mankind lies in our own hands. It provides you with the opportunity to read and explore some of the greatest playwrights, philosophers and historians. As with Latin, you will also develop your understanding of language structures, you will write compositions in Greek and you will begin to appreciate the beauty of this ancient language. Classical Greek is not for the faint-hearted: it possesses a rigour beyond that of most other subjects, but the sense of satisfaction of unravelling a passage of complex Greek is immense.

A Level Greek comprises four examined papers: two language and two literature. Your studies will include practice in unseen translation and comprehension, as well as composition, and most importantly and enjoyably the study of a number of classical authors.

You will read a selection from Homer’s Odyssey, an epic poem of ‘extraordinary pleasures: it is a saltcaked, storm-tossed, wine-dark treasury of tales of terrifying monsters and inscrutable queens, a poem that takes you down to the coldly echoing chambers of the dead and back up to the coves and cliffs and winding paths of Ithaca. A poem of many twists and turns, like life itself.’ (Charlotte Higgins). As mentioned above, Classical Greek is not for the faint-hearted. Or, depending on your teacher, a selection from Sophocles’ Ajax, a psychological play of the trauma of war, in which the warrior Ajax is driven mad when the armour of Achilles is given to Odysseus, and not to him.

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Modern Foreign Languages Continuing with a language in the Sixth Form adds an extra dimension to a Sixth Former’s academic portfolio. Universities value language studies and taking language modules in degree courses is becoming more popular, so this option will suit all Sixth Form pupils no matter the academic course being followed. British businesses want linguists and prize cultural awareness.

French, German and Spanish are all available as examined enrichment courses. If you opt for this, you will study the subject for one year and then take the internationally-recognised European languages B1 test at the end of the Lower Sixth year: DELF (French), DELE (Spanish) Goethe Zertifikat (German).

The one-year DELE/DELF/ Goethe Zertifikat course develops your spoken and written fluency in the language. The courses are predominantly skills-based, with an emphasis on language useful for work, study or travel. Small classes with an emphasis on communication, interaction, exploration and enjoyment make an enrichment in MFL an attractive offer open to all Sixth Form pupils. This has been particularly popular with future medics, vets and engineers.

For those with a Mandarin GCSE or prior knowledge, the HSK Mandarin course is available. It is taught jointly with Sherborne Girls and, depending on popularity, may be taught either at Sherborne Boys, Sherborne Girls or jointly by both schools. It is available at different levels according to ability and linguistic knowledge. Pupils take a certificated exam at the end of the course.

There are also opportunities to study Italian B1 (PLIDA) and beginner-level Japanese at Sherborne Girls. These options require private tuition and, therefore, a charge is levied per lesson. Pupils interested in studying Russian should speak to Mrs Thurman, Director of Teaching and Learning.

S H E R B O R N E B OY S S I X T H F O R M

Extended Project Qualification (EPQ) It is possible to take an EPQ and an examined course, so please don’t worry if you would like to do both. The Extended Project Qualification (EPQ) project is a fantastic opportunity to research something you are interested in: your EPQ can literally be about anything you like. Doing the EPQ also helps you to develop project management, communication, and analytical and evaluative research skills that are essential for success at university and in most forms of employment.

The EPQ is a stand-alone qualification completed during the Lower Sixth. It is worth more than half an A Level and you’ll finish up with a grade somewhere between A*-E (hopefully the former). The EPQ project itself usually takes the form of a 5000-word essay exploring a question of your choosing, but could also be an experiment, writing a piece of music, or producing some other artefact. That’s exciting because it means you can base your EPQ on any topic you like (as long as it is suitably different from something you’ve been taught in lessons).

Whilst your product (essay or artefact) might seem the most important aspect, actually the bulk of the EPQ – and most of the marks – go for the processes involved with planning, researching, evaluating and developing your EPQ. This is also why universities like the EPQ: it

teaches you to be resourceful, to synthesise and evaluate information from multiple sources, to manage deadlines and to work independently – all essential skills for success at university. Many universities recognise the value of the EPQ by building it into their offers, for example, for many courses, Southampton, Manchester, and Bath will make a reduced offer of one grade if you achieve an A on the EPQ, so an offer of AAB would be ABB. Other universities, for example Durham, will take the EPQ into account when they have to decide between applicants with similar profiles. Another benefit of doing the EPQ is that you’re likely to end up with a better result at university.

Even if you did the EPQ and got the same A Level grades as someone else who didn’t do the EPQ, you’re more likely to achieve a top degree result. More recent research shows that there is even a positive impact on how you would do on your A Levels.

Although your EPQ is the result of your independent work, you won’t be left completely on your own. You’ll have lessons on the skills you need and you’ll have a supervisor who will guide you through the process. At the end you will present your work to the School community and family and friends.

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Wellbeing Wellbeing lessons allow pupils to explore core themes as part of the PSHEE (Personal, Social, Health and Economic Education) curriculum in more detail. There is also a focus on later life and opportunities to develop core life skills and support with beginning their Post-18 pathway applications. The units that are covered include: Lower Sixth Topics ° Pathways ° Living in the Wider World ° Relationships ° Exploring Right and Wrong ° Wellbeing and Personal Safety ° Finance These units will address important key skills and knowledge to help them progress to the next stage of their education and in later life.

Lessons in the Lower Sixth are supplemented by a cohesive lecture programme that covers practical first aid, relationships, wellbeing and support with the Post-18 pathway process.

“I think the good thing about the Careers Department is that no matter what your goal is, they'll support you in that. So be proactive and try to seek that help because all the opportunities and support are here for you.”

Sixth Form Careers Convention

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S H E R B O R N E B OY S S I X T H F O R M

The Upper Sixth In the Upper Sixth, pupils continue to receive lectures covering a range of topics, with a primary focus on preparing pupils for the next stage of their lives. We recognise that the academic demands will intensify significantly, whether pupils are studying A Levels, BTEC qualifications, or a hybrid of both courses.

Post-18 Applications and Support Pupils will be completing their Post-18 applications during this crucial year and will receive comprehensive support from multiple sources: ° Their Housemaster ° Their Matron ° Their Tutor ° The Careers and Pathways team ° All subject teachers We are committed to ensuring that students have absolute clarity about the entry requirements for their chosen Post-18 pathway, and that they receive the appropriate level of support to achieve these requirements.

Pupils Leadership and Self-Direction At this level and age range, it is essential that pupils take ownership of their learning journey. While comprehensive support surrounds them, the work must ultimately be completed by the pupils themselves. They need to be leading themselves towards meeting their entry requirements.

Pastoral Care and Support Pastoral support continues to be a cornerstone of the Upper Sixth experience, with Housemasters and Matrons playing a key role in the boys' lives, providing guidance and care as they navigate this important transition year.

Embracing School Life and Independence We want our pupils to fully enjoy their final year at school - participating in clubs, societies, music, and sport, while maintaining an active social life. This includes interactions with pupils from Sherborne Girls, going to the gym, trips into town, and enjoying coffees with friends. We recognise that Upper Sixth pupils are making the crucial bridge between school and university life.

Our Commitment as a School What we will do exceptionally well is provide our Upper Sixth pupils with: 1. Accountability - Ensuring students remain on track through regular monitoring and check-ins 2. Self-Regulation Skills - Developing the ability to manage their own learning and progress independently 3. Self-Belief - Fostering confidence in their abilities and potential 4. Peer Support - Encouraging pupils to support one another, creating a collaborative environment where they help their friends and peers make good choices and hold themselves accountable to deliver on those choices 5. Independence and Future-Facing Skills - Helping students develop the independence and skills they need to thrive in the world beyond, preparing them for the demands and opportunities of the mid-21st century This holistic approach ensures that our Upper Sixth pupils are not only academically prepared but also equipped with the personal skills, independence, and well-rounded experiences necessary for success in their chosen Post-18 pathways and beyond.

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S H E R B O R N E B OY S S I X T H F O R M

Guide to Making Good Choices For lots of reasons it is really important that you pick three subjects that are appropriate, sensible and realistic. Broadly, there are three main topics you should explore when you start to consider which A Levels and BTECs are right for you.

These are: 1. The Future - This relates to transition to university Post-18 pathways and the world of employment beyond that. In particular, an awareness of informed choices, a guide to A Level subjects considered essential, or important for certain university courses, is crucial.

2. The Package - You should view your A Level/BTEC choices as parts of a meal. Individually, they’re OK, but when combined sensibly you produce something special. Additionally, not everything goes well with everything else! It is also important to realise that, by following the A Level/BTEC route into Higher Education, you are opting to become a specialist. Therefore, you should pick subjects that support each other. Don’t pick subjects that are varied simply to ‘keep your options open’ or to provide ‘balance’- much better to pick three things that are right for you, will reinforce each other and add weight to your UCAS application.

3. Yourself - It’s a cliché, but everyone is unique. This means that there will be subjects that you are better at, subjects that you truly enjoy, and subjects that you would do well to leave behind at (I)GCSE. In order to pick subjects that fit well with your aptitude and character you need to reflect on your own strengths and limitations (be honest!) and also to know what the A Level/BTEC courses involve.

Other questions to ask include: ° How comfortable are you with Maths? There’s quite a lot of it in some subjects… ° What is your (I)GCSE target in that subject? ° Does coursework play to your strengths? ° Are you organised? Are you the kind of person who likes working in Art/DT/Music at weekends? ° Do you read? Some subjects have a lot of reading associated with them; not just English! ° How much work is expected outside of the lessons? ° What kinds of skills are assessed? Do you need to analyse, evaluate, explain, argue etc? ° Are there any marks for contemporary knowledge or things that have happened recently in the news? If yes, this means you’ll need to be regularly watching the news or reading a periodical like The Economist. ° How much practical work is there? ° How much theory do you need to learn? How difficult is this? ° What do people say is the hardest part of this subject?

When picking options, do: ° Think about your strengths and aptitudes ° Pick subjects that go together ° Look at your Centigrade feedback ° Find out what each subject involves ° Find out what employers look for ° Pick things in-line with your (I)GCSE Target Grades ° Choose subjects that are assessed in a way you’re comfortable with and that play to your strengths ° Check that your A Level/BTEC choices meet university course requirements

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A LEVEL AND BTEC COURSES

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S H E R B O R N E B OY S S I X T H F O R M

ART & DESIGN

Are you someone who’s creative, imaginative, and full of ideas?

Do you enjoy expressing yourself visually or finding new ways to look at the world?

If so, A-level Art & Design could be the perfect subject for you.

Art & Design is all about exploration, creativity, and communication. It’s your chance to develop your own artistic voice while learning new techniques and understanding how art shapes the world around us.

You’ll be encouraged to think independently, experiment with materials, and bring your ideas to life in original and exciting ways.

What will I study?

This course gives you the freedom to explore your own creative interests. You’ll develop skills in observation, visual thinking, and problem-solving, while discovering how artists and designers communicate through their work.

You’ll also have the opportunity to work across different areas of Art & Design, including: ° Drawing and Painting ° Mixed Media (collage, assemblage, etc.) ° Sculpture and Ceramics ° Printmaking (including screen printing and lithography) ° Photography and Moving Image ° Installation Art You can specialise in one area or mix several together — it’s about finding your own creative direction.

How will I be assessed?

Exam board: AQA Specification Code: 7202 Qualification: A-level Art & Design

Your work is assessed in two main components: Component 1 – Personal Investigation (60%) You’ll choose a theme, idea, or concept that inspires you and develop a body of work around it. This will include both practical pieces and a short piece of written reflection.

Component 2 – Externally Set Assignment (40%) You’ll respond to one of eight exciting starting points provided by AQA. This culminates in a final piece created during a supervised session.

Why it’s worth taking You’ll learn by doing: experimenting with materials, media, and creative processes.

You’ll build independence and confidence, developing ideas that are personal and meaningful.

You’ll gain transferable skills such as creativity, visual communication, and problem-solving, all valued by universities and employers.

It complements a wide range of other subjects, from Sciences and Humanities to English and Technology.

Art & Design can lead to a huge variety of creative careers; from architecture, animation, fashion, and graphic design, to film, photography, illustration, interior design, and beyond.

Thinking of taking it?

Before starting the course, it’s a great idea to: Practise observational sketching — look closely at the world around you and try to capture it. Experiment with different ways of recording your ideas, such as photography or short films. Visit galleries and museums whenever you can — they’re brilliant for inspiration and understanding how artists communicate their ideas.

Want to know more?

If you’re curious about A-level Art & Design or want to see examples of student work, contact: Mr Bone matt.bone@sherborneboys.group

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BIOLOGY

Cambridge International Biology A Level offers a captivating and comprehensive study of the living world, making it an enticing subject. It delves into the intricate workings of organisms, exploring topics such as genetics, evolution, ecology, and human physiology.

What else should I consider?

Entry Requirements The specific entry requirements for A Level Biology is generally a grade 7 or above in Biology GCSE, or Grades 7-7 in Double Award GCSE Science.

What is the course content?

Year 1 – AS Level

It’s obviously useful to have a strong curiosity about the natural world, an interest in biological processes, and an enthusiasm for scientific inquiry.

° Cell structure ° Biological molecules ° Enzymes ° Cell membranes and transport ° The mitotic cell cycle ° Nucleic acids and protein synthesis ° Transport in plants ° Transport in mammals ° Gas exchange ° Infectious diseases ° Immunity Year 2 – A2 Level ° Energy and respiration ° Photosynthesis ° Homeostasis ° Coordination and control ° Inheritance ° Selection and Evolution ° Biodiversity, Classification and Conservation ° Genetic technology How is the course assessed?

Exams in Lower Sixth ° Paper 1 Multiple Choice (15.5% of A Level) ° Paper 2 Structured Questions (23% of A Level)

Subject combinations There are several complementary subjects that can work well with A Level Biology. Chemistry is often considered a natural pairing as it provides a deeper understanding of biological processes at a molecular level. Additionally, subjects like Mathematics can be advantageous for dealing with statistical analysis and calculations involved in biological research. Other subjects such as Psychology, Physical Education and Geography (Environmental Science) can also offer valuable interdisciplinary perspectives.

Pre-course material Platforms like Khan Academy and Seneca Learning offer online courses that cover Biology topics at the A Level. Websites like PhysicsAndMathsTutor and SaveMyExams provide concise explanations, diagrams, and interactive resources covering the biology topics.

How will I be assessed?

Assessment Examination board: CAIE Specification Code: 9700 Who can give me more information?

Dr J-P Manning jonpaul.manning@sherborneboys.group

° Paper 3 Practical Skills Assessment (11.5% of A Level) Exams in Upper Sixth ° Paper 4 Structured Questions (38.5% of A Level) ° Paper 5 Planning, Analysis and Evaluation (11.5% of

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A Level)

Please note - exams can be retaken in November and again in June if required with the best score being carried forward.

S H E R B O R N E B OY S S I X T H F O R M

BUSINESS

The A Level Business course introduces you to the theories of business management and factors that influence business operations and strategy. It does not teach you how to run a successful business but provides a framework to understand why some firms succeed and others fail.

Theme 4 - Global business 4.1 Globalisation 4.2 Global Markets and Business expansion 4.3 Global Marketing 4.4 Global Industries and Companies (multinational corporations)

It is a topical course - looking at how Businesses adapt to change: e-commerce, pandemics, inflation, artificial intelligence and a dynamic political landscape. The first year considers how the different functions of a business interact with each other - the second year focuses on business strategy and Globalisation.

Inevitably, numerical skills form a significant part of the assessment, though the skills taught are practical analysing financial data to assess business performance. Essay writing is another skill you will need to develop - accounting for a third of the final assessment.

How is the course assessed?

The Business A Level is a linear course - an assessment that includes three exams taken at the end of two years of study. There is no requirement to complete coursework. The exams feature a range of question styles: short answer questions, essay questions, data response questions and case studies.

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What is the course content?

The course is split into four themes: Theme 1 - Marketing and people 1.1 Meeting customer needs 1.2 The market 1.3 Marketing Mix and Strategy 1.4 Managing people 1.5 Entrepreneurs and leaders

Theme 2 - Managing business activities 2.1 Raising finance 2.2 Financial planning 2.3 Managing finance 2.4 Resource management 2.5 External influences

Theme 3 - Business Decisions and Strategy 3.1 Business Objectives and Strategy 3.2 Business Growth 3.3 Decision-making techniques 3.4 Influences on business decisions 3.5 Assessing Competitiveness 3.6 Managing change

What else should I consider?

A Level Business provides an excellent foundation for those interested in studying Business, Finance, or Management at university. The skills are transferable across a broad range of subjects and careers.

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Pre-course material There is a wide range of Business literature available; Shoe Dog’ by Phil Knight and ‘Bezonmoics’ by Brian Dumaine provide accessible texts based on Nike and Amazon.

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How will I be assessed?

Assessment Examination board: Edexcel Specification Code: Edexcel Level 3 Advanced GCE in Business (9BS0) Who can give me more information?

Mr O’Donnell chris.odonnell@sherborneboys.group

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CHEMISTRY

Chemistry sits at the crossroads of many disciplines and is often called the Central Science. It is a stimulating subject in its own right, its aim being to explain, manipulate and mimic the material world around us. You will find the chemist peering into the nanoscopic world of individual atoms and predicting their behaviour using powerful computers; or developing new, non-polluting power sources; perhaps inventing novel polymers to be used in technology and medicine; and even synthesising new and complex molecules that imitate the natural substances found in biological systems. The A Level course will allow you to understand the world at a more fundamental level, giving you an insight into the practical applications of the subject, valuable training in the scientific method, and developing transferrable skills that are prized by universities and employers alike.

Your suite of A Levels goes a long way to deciding your university and career pathways; Chemistry is welcomed by all subjects and employers. The chemist is trained to problem-solve and to analyse data, looking for patterns: these skills are often considered invaluable, and many Chemistry graduates end up working in law, the financial services and management as a result.

What is the course content?

The course builds on material studied at (I)GCSE, with the Upper Sixth, in turn, building on AS material. You will initially be familiar with the concepts being studied, but we will quickly expand on these as the course progresses.

Lower Sixth Form topics include atomic structure and the periodic table, bonding and structure, redox chemistry, groups 1 and 7, moles, alkanes, alkenes, alcohols and halogenoalkanes, analytical techniques, energetics, kinetics and equilibria.

Upper Sixth Form topics include equilibria II, kinetics II and energetics II, acids and bases, redox II, transition metals, further organic chemistry, analytical techniques II and synthetic pathways.

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How is the course assessed?

We follow the Pearson Edexcel Level 3 Advanced GCE in Chemistry specification (9CH0). All candidates must pass a practical competency component (this runs over the two years and involves carrying out 16 practical assignments – this is a pass/fail component, no one has ever failed!) and a series of terminal exams in June of the Upper Sixth comprising: ° Paper 1 – 1½ hrs – physical and inorganic Chemistry – 30% of final score. ° Paper 2 – 1½ hrs – physical and organic Chemistry – 30% of final score. ° Paper 3 – 2½ hrs – general and practical principles of Chemistry – 40% of final score.

What else should I consider?

The single most important Chemical proficiency is a capacity for hard work, by reviewing material you find difficult and being proactive when you need help. Hot on the heels of these, and shown to be very helpful, is a good (level 7) Chemistry (I)GCSE as well as a good (level 8) GCSE Maths qualification.

Co-curricular opportunities include weekly academic support sessions, Oxbridge preparation groups and Chemistry symposiums.

How will I be assessed?

Assessment Examination board: Edexcel Specification Code: 9CH0 Who can give me more information?

Mr Buckley william.buckley@sherborneboys.group

S H E R B O R N E B OY S S I X T H F O R M

CLASSICAL CIVILISATION

Why study Classical Civilisation?

‘The dazzling thought-world of the Greeks gave us our ideas of democracy and happiness.’ Here, Professor Edith Hall sums up why pupils should study Classical Civilisation: because it involves discussions that are directly relevant to today’s world. Focusing on the civilisations of Greece and Rome, this wide-ranging subject involves the study of literature, art and ancient thoughts and ideas.

Pupils do not need to know any languages: all texts are studied in translation. Nor is any prior knowledge of the Greeks or Romans necessary. As well as classical knowledge, pupils acquire transferable skills such as analysing sources and developing independent, critical and evaluative approaches. They learn to formulate and support an argument and develop a valuable understanding of unfamiliar cultures. All of this makes Classical Civilisation an excellent way to develop a range of skills for further study and to support other academic interests. Since Classical Civilisation is so broad in its reach, it sits very comfortably alongside many other subjects.

Course content Pupils study three topics: The World of the Hero; Greek Art; Love and Relationships. The first topic explores both the Greek and Roman epic, with the study of Homer’s Odyssey and Virgil’s Aeneid. The works of Homer and Virgil explore the exciting tales of gods and heroes and are the foundations of Western literature and the cornerstone of classical culture.

The second topic involves the study of visual sources – freestanding sculpture, architectural sculpture and vases. The 6th-4th centuries BC were a time of great change in the Greek world and this is reflected in the art that was produced. Pupils come to appreciate the profound influence Greek art exerts on later periods, not least in defining ideas of beauty and how architecture is used to give shape to the daily life of a society.

In Love and Relationships, pupils are encouraged to recognise and relate to the passions, frustrations and delights of love in the ancient world. The ethical questions raised by these ideas continue to be wrestled over by successive generations. In consequence, pupils

have thought-provoking and important discussions about love, desire, sex, sexuality and the institution of marriage. They are able to draw comparisons and make judgements about ideals and reality, and the nature of ‘right’ and ‘wrong’ ways to love or be loved. The words of Sappho, Homer, Ovid, Plato and Seneca provide wonderful insights into the classical world, inspiring and challenging in equal measure.

Will I enjoy it?

Pupils enjoy discussion of classical life and thought, and the impact of the Greeks and Romans upon society.

Questions discussed in lessons also arise in other subjects: What is heroism? What role does fate play in our lives? How should a man treat a woman (or vice versa)? How do we perceive beauty? What is art?

What else should I consider?

In the past, pupils have had the opportunity to attend theatre, lecture and museum visits organised by the department. Classical Civilisation is a well-regarded subject that teaches many skills. As an A Level subject, it complements many other subjects, in particular History of Art, Theatre Studies, English and Religious Studies. The A Level is particularly valued not only by Classics departments but can often lead to the university study of Classics, Drama, English, History, History of Art, Philosophy and Politics. It is listed on UCL’s list of preferred A Level subjects and on Trinity College, Cambridge’s list of Generally Suitable Arts A Levels. It is a useful subject for degrees in Classical Studies and Philosophy – visit www.informedchoices.ac.uk. Information from UCAS shows that pupils who studied Classical Civilisation went on to pursue such diverse disciplines as Medicine, Veterinary Science and Chemistry. Pupils do not need to have studied GCSE Classical Civilisations to take it for A Level.

How will I be assessed?

Assessment Examination board: OCR Specification code: H408 Who can give me more information?

Mrs Blewitt Sophie.Blewitt@sherbornegirls.group

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COMPUTER SCIENCE

In the modern world, solutions that require inputs from Computer Science are increasingly ubiquitous. It is. now a fundamental input into the success of most industries, from medicine, the entertainment industry and security and finance. The recent advances in AI have the most profound change in the world that we’ve seen in our lifetimes, and it is the job of Computer Scientists to ensure that we have ethical, computational and mathematical frameworks in place that facilitate these technologies. In the A Level course, you will learn the fundamentals of all of these.

What is the course content?

The course comprises of the following key areas, designed to give a broad and academically challenging set of topics: 1 Fundamentals of programming 2 Fundamentals of data structures 3 Fundamentals of algorithms 4 Theory of computation 5 Fundamentals of data representation 6 Fundamentals of computer systems 7 Fundamentals of computer organisation and architecture 8 Consequences of uses of computing 9 Fundamentals of communication and networking 10 Fundamentals of databases 11 Big data 13 Fundamentals of functional programming 14 Systematic approach to problem solving 15 Non-exam assessment - the computing practical project (NEA) How is the course assessed? ° Paper 1 - 40% of the total mark for the course – This paper tests a pupil’s ability to program, as well as their theoretical knowledge of computer science from subject content 1- 4. It is assessed by an onscreen exam lasting three hours. Pupils answer a series of short questions and write/adapt/extend programs in an Electronic Answer Document. One larger program is given to the boys to study as preliminary material. This is a practical examination

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and is completed entirely with a computer.

° Paper 2 - 40% of the total mark for the course – This paper tests a pupil’s ability to answer questions from subject content 5-12. It is assessed by a written exam lasting three hours. Pupils answer a series of short and extended answer questions. ° Non-exam Assessment (Project) - 20% of the total mark for the course – Additionally, there is a nonexam assessment which assesses a pupil’s ability to use the knowledge and skills gained through the course to solve a practical problem. Pupils will be expected to follow a systematic approach to problem solving, as shown in section 13.

What else should I consider?

Although we can accept exceptional pupils who have not studied the subject at GCSE, it is a huge advantage to have studied it. Those that have not will need to invest considerable time in developing core GCSE programming skills over the summer. There is a large proportion of the course that is highly mathematical and would favour pupils who think mathematically and enjoy solving puzzles and write code as a hobby.

Pre-course material Understanding the Python content on https://www.w3schools.com/python/ would be highly advantageous.

How will I be assessed?

Assessment Examination board: AQA Specification Code: 7517 Who can give me more information?

Dr David Wild david.wild@sherborneboys.group

S H E R B O R N E B OY S S I X T H F O R M

DESIGN & TECHNOLOGY: PRODUCT DESIGN

A Level Design & Technology: Product Design is a broad and engaging subject established to provide a vehicle to develop your creativity and innovation and to build an understanding of the built world around us.

It is centred around identifying problems and creating solutions. It will help you develop confidence in analysing situations, thinking critically, and finding creative solutions to challenges. These problemsolving skills are highly transferable and applicable to a wide range of fields and industries. The subject involves practical, hands-on learning experiences that go beyond traditional classroom activities. You will get to work with various materials, tools, and technologies, enabling you to develop practical skills and gain a deeper understanding of the design and manufacturing processes. Product Design integrates elements of Science, Technology, Engineering, and Mathematics (STEM). It provides you with the opportunity to apply scientific and mathematical principles in practical contexts, fostering interdisciplinary learning. This can be particularly appealing to you if you are interested in STEM subjects and looking for a hands-on and creative approach.

What is the course content? ° An understanding of materials and manufacturing technology – what makes carbon fibre composite suitable for the hull and the foils of yachts such as the AC40 and how is it formed? ° An appreciation of how technology is applied to enhance design – You will learn to use ComputerAided Design to enhance your design development and consider the benefits and concerns relating to the application of robotics and AI in the workplace. ° An appreciation of the foundations of design and where technology is going – You will look back at the 20th-century design movements to appreciate their influence and then consider the materials that NASA is developing to be delivered to the Martian surface where they could transform into structures in response to its surface environment.

The NEA – an extended, assessed project Over the two years, you will work with a client to develop a product to meet their needs, developing strong design communication skills in the process. You will take the design right through to production, developing a fully functional prototype to test with them. The staff in the Department will support you in doing so, and the NEA is a vehicle to practically reinforce the theory you have studied.

How is the course assessed?

The Department delivers the Edexcel Advanced GCE D&T – Product Design course [9DT0]. The theory represents 50% of the course, and this is assessed in a single, 2 ½ hr terminal exam [9DT0/01]. The remaining 50% of the marks come from an assessment and moderation of the NEA [9DT0/02].

What else should I consider?

There is a significant benefit to having studied D&T GCSE prior to taking on this A Level, as the GCSE introduces excellent foundation skills and knowledge, but it is not a requirement. Naturally, a pupil choosing to take on the A Level without the GCSE foundation would benefit from additional studies across the summer and in the Lower Sixth Form year to catch up.

Pre-course material Our pupils develop a deep interest in technology. The Internet is awash with creative blogs and online magazines that bring the latest thinking, innovation, and design right into your email inbox. You should subscribe online to the architecture, interiors, and design magazine: https://www.dezeen.com/ How will I be assessed?

Assessment Examination board: Pearson Specification Code: 9DT0 – Product Design Who can give me more information?

Mr Peter Chillingworth peter.chillingworth@sherborneboys.group

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S H E R B O R N E B OY S S I X T H F O R M

DRAMA & THEATRE

Why study Drama and Theatre?

Drama and Theatre has become a highly respectable A Level over the last decade; it 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 of, and empathy for, the world around us, allows pupils to develop a wide range of skills and disciplines. It is one of the few subjects that is not based 100% on a written paper at the end of U6. This gives pupils the chance to work practically and attain 60% of their marks before the examination season. It provides an opportunity to spend lessons doing something creative, on their feet, rather than being stuck behind a desk.

Drama and Theatre is ideal for those who like to create work that questions assumptions, enjoy finding innovative ways of communicating with an audience, and, most importantly, enjoy performing.

Course content Pupils study five different plays from various eras (performing sections of three of them), learn to evaluate live theatre as a critical audience member, create their own piece of theatre based on a topic that interests them and reimagine a classic text for a modern audience. They will learn about theatre history and key practitioners, and how to use these to inspire their own innovative style. They can be assessed as an actor, a director or a designer. Assessment is of written essay skills and practical acting and directing skills in equal measure.

Will I enjoy it?

Drama is a subject with an almost infinite number of starting points, styles and influences. Whatever a pupil’s passion, they can explore it through the medium of drama. We aim to make the study of Drama an enjoyable and positive learning experience.

What else should I consider?

Drama and Theatre A Level does not only lead to degrees in the performing arts, though it is an obvious choice for those with an interest in acting, directing, technical theatre or anything based in TV, film or theatre. The collaborative and presentation skills acquired are highly valued by courses such as Business, Law, and Medicine. Subjects that complement Drama include English, Classics, History and Art. Drama students have the option of taking a performance-based EPQ or an Arts Award Gold.

Drama GCSE is not obligatory, but in these circumstances some co-curricular involvement in Drama is required.

Pupils have opportunities to take part in co-curricular Drama via one of the School productions and in the House Drama competition. These opportunities are well worth taking up, as well as those for pupils to stage their own work; the more performance experience a pupil has, the more successful they will be in examined work.

Pre-course material The best way of preparing for Drama and Theatre A Level is to watch as much theatre as possible. As well as watching live performances in London or your local theatre, there is a wealth of online theatre on both the Online Drama Library or Digital Theatre+.

How will I be assessed?

Assessment Examination board: Eduqas Specification Code: A690QS Who can give me more information?

Mrs Scott Katy.Scott@sherbornegirls.group

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“I would say you need to give everything to every sort of aspect of your life. I think the one thing I love about the Sixth Form at Sherborne is that you’re not limited to one area. I can explore different sports and academics-wise all my teachers encourage me, but I also like that I'm not being pushed in one certain direction.”

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S H E R B O R N E B OY S S I X T H F O R M

ECONOMICS

Economics can be defined as the science of scarcity - a study of how we allocate scarce resources in a world of infinite wants. Put simply, it aims to answer Who gets what, and why? The Economics A Level provides a framework to analyse the problem of scarcity in our society. The UK is currently experiencing record inflation, rising interest rates, labour shortages, and a cost-of-living crisis. In Economics we ask questions, we look at opposing arguments and, through informed discussion, we learn to agree and disagree.

What is the course content?

The subject is split into two branches and asks some of the following questions: Microeconomics – concerned with individual markets and small aspects of the economy. ° What determines the price of education in a boarding school? ° What strategies can be put in place to combat climate change? ° What happens when natural minerals and ores such as oil, zinc, copper, and aluminium start to run out? ° Why do famous footballers earn more money than doctors?

Macroeconomics – concerned with the whole aggregate economy. Issues such as inflation, economic growth, and trade. ° What will be the consequences of high inflation?

How is the course assessed?

The Economics A Level is a linear course - assessment includes three exams taken at the end of two years of study. There is no requirement to complete coursework. It is a topical subject - the questions asked in the final year of your course are likely to be based on the economic events that occur in the first year of your course - having an interest in current affairs is vital.

What else should I consider?

Economics A Level provides an excellent foundation for those interested in studying Economics, Finance or Management at university. The skills are transferable across a broad range of subjects and careers.

Pre-course material There is a wide range of Economics Literature available: ‘Economics the User Guide’ by Ha JoonChang and ‘How Markets Work’ are both accessible texts.

How will I be assessed?

Assessment Examination board: Edexcel A Specification Code: Edexcel Level 3 Advanced GCE in Economics A (9EC0) Who can give me more information?

Mr O’Donnell chris.odonnell@sherborneboys.group

° What will be the consequences of higher interest rates? ° Will the benefits of Brexit outweigh the costs? ° Should the government focus on economic growth or protecting the poorest?

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ENGLISH LANGUAGE

Why study English Language?

This two-year course offers a fantastic opportunity to learn more about the history, mechanics, and scope of the English Language. You will learn about how our language has changed over time; how different social groups, genders, regions and ethnic groups use language, and how children learn to speak and write.

The foundation of the course, known as your ‘Linguistic Toolkit’, is taught in the first year so that you have a method for analysing a wide variety of spoken, written and digital communication. In the second year of the course, you have a chance to generate your own data and carry out an independent Language Investigation.

Will I enjoy it?

Just as our language is continually changing, so is the course content, making it a dynamic and exciting subject to study. The flexibility allowed by the coursework component also makes it very enjoyable for example, you could choose to investigate speech patterns across genders; how social media has changed language or what makes for successful political rhetoric. Pupils in the past have also looked at the language of different occupations, sports, and other English-speaking countries.

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What else should I consider?

You will be taught how to produce your own writing so it suits those looking for careers in journalism or keen writers, as well as those who seek careers in PR or marketing. It will also equip you with key workplace skills, improving your written and spoken communication and giving you an understanding of how we use and manipulate language in a range of different contexts and situations.

Subjects to combine with English Language This is an A Level which has been in existence since the 1980s and is widely taught now in sixth form colleges and schools as an alternative to Literature or in addition to it. English Language can be taken alongside any other subject, but it combines especially well with Psychology, Sociology, Modern Foreign Languages, Classics and English Literature.

How will I be assessed?

Assessment Examination board: AQA Specification Code: 7702 Who can give me more information?

Ms Donnellan Hannah.Donnellan@sherbornegirls.group

S H E R B O R N E B OY S S I X T H F O R M

ENGLISH LITERATURE

The English Literature A Level leads to you becoming a more effective reader and a better writer. It challenges you to look at the world around you in new ways and from new perspectives. Aside from being a fantastic course that will open your eyes to the wider world, English Literature works well in a combination with other humanities and languages, or as something different with which to balance your study of Maths or Science. It is a facilitator subject that can help you in your analytical writing, particularly if you are looking at a humanities-related degree.

The Old Shirburnians who studied English Literature at A Level have gone on to pursue a range of careers, including Law, Journalism, Finance, Advertising, TV Production, Acting and Documentary Filmmaking.

Studying literature also shows future employers that you can: ° Express yourself clearly and fluently both orally and in writing ° Put forward ideas and arguments in a concise manner ° Think independently ° Gather, investigate and assess material ° Analyse and problem solve ° Show empathy and insight How is the course assessed?

The course is comprised of three components: ° Component 1: Drama and Poetry pre-1900 (exam - 40%) ° Component 2: Comparative and Contextual Study (exam - 40%) ° Component 3: Coursework portfolio (20%) The third component is made up of the coursework portfolio (20%). In this component you produce two pieces of assessed work. The first piece can either be an essay or a piece of creative writing, mimicking the style of a text/writer. The second task is a comparative essay which allows you the opportunity to explore your individual literary interests in a highly personal task.

What is the course content? ° Component 1: • Hamlet by William Shakespeare • One of the following text combinations: • Edward II by Christopher Marlowe and Paradise Lost, Books IX and X by John Milton • A Doll’s House by Henrik Ibsen and The Merchant’s Prologue and Tale by Geoffrey Chaucer ° Component 2: Gothic Literature • Dracula by Bram Stoker • Frankenstein by Mary Shelley What else should I consider?

The Department runs a range of Co-curricular activities that we would encourage you to attend: ° Cecil Society ° Debating ° Creative Writing It is strongly advised that you have a grade seven or above in English Literature at GCSE. Pre-course material As a department, we encourage you to read widely and to pursue your own literary interests. However, if you are considering studying English Literature at A Level, it may help to read the following texts: ° The Art of Fiction by David Lodge ° Shakespeare’s Restless World by Dr Neil MacGregor.

How will I be assessed?

Assessment Examination board: OCR Specification Code: H472 Who can give me more information?

Miss Cant harriet.cant@sherborneboys.group

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BTEC ENTERPRISE & ENTREPRENEURSHIP Entrepreneurs are essential to our society because they build the economic engines that help our economy grow. The qualification is equivalent to one A Level and carries the same UCAS points for university entry. The BTEC National Extended Certificate is an academic, practical, and vocational course where you will learn by completing projects and assignments based on realistic workplace situations and activities in addition to several externally set tasks and exams.

How is the course assessed?

The course comprises four units (or subjects) that cover the broad range of the enterprise sector. Two Units are assessed internally through a portfolio of evidence: written assignments, presentations, or practical demonstrations. The third unit is project-based - pupils have three hours to design a marketing campaign in controlled conditions. The final unit is assessed externally via a traditional two-hour exam.

What is the course content?

Unit One: Enterprise and Entrepreneurship Gain an overview of the importance of both Enterprises and Entrepreneurs to the local and national economy. You will also look at the risks, opportunities, and constraints in setting up a venture, assess the feasibility of a range of potential enterprise opportunities and develop and present one idea for a local enterprise.

What else should I consider?

A difference between A Level and BTEC is the timing of assessment. Traditional A Levels have the bulk of their assessment at the end of a two-year course, while BTECs have assessments throughout. It is not uncommon for BTEC pupils to have completed the course by April of their second year - leaving them time to focus on A Level preparation. Some pupils enjoy a format in which their understanding is assessed at the end of the course - some do not. When choosing your Sixth Form options, it is important to consider your preference for assessment.

Unit Two: Developing a Marketing Campaign Marketing is a dynamic field central to the success of any business. You will gain an understanding of market research, explore different stages of developing a campaign and design one for a given product/service.

Unit Three: Business and Personal Finance Personal finance involves understanding why money is important. The Business Finance introduces you to accounting terminology, the purpose and importance of business accounts, and the different sources of finance available to businesses.

Unit Four: Social Enterprise Social enterprises are becoming increasingly significant in the business world. Learners will have the opportunity to produce a plan to run a social enterprise.

Pre-course material We recommend reading a range of Enterprise literature, including autobiographies and books focused on the rise of different companies: Amazon, Nike, and Tesco. There are also a range of business podcasts you can listen to over the holiday. We recommend listening to ‘How I Built This’ - available on all streaming platforms, in which, the world’s bestknown entrepreneurs discuss how they built their iconic brands.

How will I be assessed?

Assessment Examination board: Pearson BTEC National Specification Code: Pearson BTEC Level 3 National Extended Certificate in Enterprise and Entrepreneurship (360 GLH) 601/7414/6 Who can give me more information?

Mr O’Donnell chris.odonnell@sherborneboys.group

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S H E R B O R N E B OY S S I X T H F O R M

FRENCH

Communicating in a foreign language is an essential skill for the 21st century. Over 80% of the world does not speak English as a first language. Whether for work or travel, languages are important for interacting.

Linguists are increasingly attractive on the job market, where their knowledge and transferrable skills make them amongst the most sought-after graduates in the UK. Speaking more than one language improves skills such as multitasking, decision-making and communication.

French is the second most sought-after language by employers in job postings in the UK. According to the Office for National Statistics, France is the UK’s third most important non-English-speaking export market.

French is extremely important for both inward and outward tourism. France is the second most popular destination for people from the UK travelling abroad.

What is the course content?

Four key skills are taught and assessed: Speaking; Listening; Reading and Writing. Topic-based content includes aspects of contemporary French society. A book and a film are studied. Weekly conversation classes with native speaking assistants support pupils with their speaking skills. In the Upper Sixth pupils do an independent research project, where they choose a topic of personal interest connected to the Frenchspeaking world and present their findings in the speaking exam.

Examples of topic areas: ° Politics in the French-speaking world ° Popular culture in the French-speaking world ° Film: La Haine ° Literary Text: No et Moi by Delphine de Vigan

How is the course assessed?

AQA A Level French is examined in three exams at the end of course. The core skills of listening, reading, writing and speaking are almost evenly balanced. ° Paper 1 assesses skills in listening, reading and translation. ° Paper 2 assesses written skills through two essays on a film and a book studied during the course. ° Paper 3 is a speaking exam with two sections: spoken response to a stimulus card on one of the topics from the study of the target language society followed by a discussion of the candidate’s Independent Research Project.

What else should I consider?

Good A Level linguists are interested in developing communication skills and have an open mind towards learning about new cultures. Languages combine with any subject combination. Common subject combinations recently have been languages with economics/business, history or geography. Some scientists thinking of medicine or engineering also take a language as their third A Level. It is easy to add a new language to a lot of degree courses and many universities offer the opportunity to take a sandwich year abroad. An enrichment course leading up to a Diploma in Spanish is also available alongside three A Levels in other subjects.

Pre-course material To gain a good understanding of both the culture of the French-speaking world and the French language, pupils are recommended to: 1) Watch films and series in French on a streaming service; 2) Keep up with the news in French using Euronews at https://fr.euronews.com; 3) Practise French through listening to songs and working with the lyrics on www.lyricstraining.com How will I be assessed?

Assessment Examination board: AQA Specification Code: 7652 Who can give me more information?

Mr Chadwick william.chadwick@sherborneboys.group

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GEOGRAPHY Put simply, Geography is the study of the world around us. It is for those with an inquisitive mind that want to know more about what shapes the places we live in, how they have changed over time, how they will change in the future and, dare I say it, what we can do about it. We are global citizens not only occupying an increasingly interconnected world but also shaping it.

Geography provides the toolkit to understand this world and to make sense of the changing landscapes – be they natural, cultural, geopolitical, or otherwise. It is a subject that is unique in bridging the gap between natural and social sciences. It encourages one to look out at the world with an inquisitive, analytical, evidence based and critical mind. In the words of Michael Palin (President of the Royal Geographical Society), “Geography is not only up-to-date and relevant, it is one of the most exciting, adventurous and valuable subjects to study today”.

What is the course content?

The course content at Sixth Form, comprise ‘core’ Physical and Human Geography for the AS, which is studied in Year 12 and ‘advanced’ Geography for the A2, which is studied in Year 13. The AS content includes more topics covered in less breadth whilst the A2 content has less topics with scope for more detailed analysis and evaluation of contemporary geographical issues. A summary of the topics studied is included in the following section.

How is the course assessed?

The syllabus studied at Sherborne is the Cambridge International A Level. We adopt a ‘modular’ approach, whereby the AS exam (comprising 50% of the overall A Level) is completed at the end of Year 12 and the A2 exam (comprising the remaining 50% of the overall A Level) is completed at the end of Year 13. There is no coursework element in the course. Each exam has a Physical and Human element which are completed as separate papers. A summary of the papers and the topics studied is shown:

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° Paper 1 – Core Physical Geography (AS level) Topics: Hydrology river processes and hazards, Atmospheric processes and global climate change, Earth processes and mass movements. ° Paper 2 – Core Human Geography (AS level) Topics: Population and migration, Water resources and management, Urban areas and management. ° Paper 3 – Advanced Physical Geography Options (A2 level) Topics: Coastal Environments and Hazardous Environments. ° Paper 4 – Advanced Human Geography Options (A2 level) Topics: Environmental issues and management, Trade aid and tourism.

What else should I consider?

Geography is a subject for those that have an interest in the world around them; the reason for studying it need be no more complex than that. Good writing and reading skills are certainly beneficial. A willingness and interest in reading beyond the course will set pupils apart from their peers. There is a vibrant Geography Society which offers opportunities to engage with debate, external and internal competitions and upskilling on key geographical software such as Arcgis.

Pre-course material Books such as Prisoners of Geography by Tim Marshall and Factfulness by Hans Rosling are wonderful texts and offer a good insight into studying Geography at Sherborne’s Sixth Form. The RGS also provide a wealth of resources specifically targeted at those considering studying Geography at A Level.

How will I be assessed?

Assessment Examination board: Cambridge Specification Code: 9696 Who can give me more information?

Mr Fuller Richard.Fuller@sherborneboys.group

S H E R B O R N E B OY S S I X T H F O R M

GERMAN German is the most frequently requested language in UK job advertisements. According to the Office for National Statistics, Germany is the UK’s most important trading partner for imports, ahead of China and the USA. Germany is also the UK’s second most important trading partner for exports of goods after the United States. It is the world’s third largest contributor to research and development.

What is the course content?

Four key skills are taught and assessed: speaking; listening; reading and writing. Topic-based content includes aspects of contemporary society in the German-speaking world. One book and one film are also studied. Weekly individual conversation classes with native speaking assistants support pupils with their speaking skills. In the Upper Sixth pupils do an independent research project, where they choose a topic of personal interest connected to the Germanspeaking world and present their findings in the speaking exam.

Examples of topics areas: ° German festivals and traditions ° Berlin – history and culture ° Art and architecture in the German-speaking world ° Immigration issues in the German-speaking world ° German reunification ° Book study: Andorra by Max Frisch ° Film study: Goodbye Lenin How is the course assessed?

AQA A Level German is examined in three exams at the end of course. The core skills of listening, reading, writing and speaking are evenly balanced. . ° Paper 1 assesses skills in listening, reading and translation. ° Paper 2 assesses written skills through two essays on a film and a book studied during the course.

° Paper 3 is a speaking exam with two sections: spoken response to a stimulus card on one of the topics from the study of the target language society followed by a discussion of the candidate’s Independent Research Project.

What else should I consider?

Good A Level linguists are interested in developing communication skills and have an open mind towards learning about new cultures. Languages combines with any subject combination. Common subject combinations recently have been languages with economics/business, history or geography. Some scientists thinking of medicine or engineering also take a language as their third A Level. It is easy to add a new language to a lot of degree courses and many universities offer the opportunity to take a sandwich year abroad.

An enrichment course leading up to a Diploma in Spanish is also available alongside three A Levels in other subjects.

Pre-course material To gain a good understanding of both the culture of the German-speaking world and its language, pupils are recommended the following: ° Use the Deutsche Welle website to learn about contemporary events ° Langsam gesprochene Nachrichten | DW Deutsch Lernen: slowly spoken German news with accompanying transcript ° Top-Thema | DW Deutsch Lernen: short texts on contemporary issues with accompanying audio and transcript ° Learn Languages with Music Videos, Lyrics and Karaoke! (lyricstraining.com): Learn German through listening to songs and learning the lyrics How will I be assessed?

Assessment Examination board: AQA Specification Code: 7662 Who can give me more information?

Philip Morrow philip.morrow@sherborneboys.group

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HISTORY At Sherborne we are passionate about the past: the contrast of a modern, outward looking department surrounded by ancient buildings is reflected in our curriculum. History is a perfect facilitator for most future pathways and compliments any set of A Levels. Boys have taken History as part of a traditional arts, humanities or social science package but also studied it alongside mathematics and science, enhancing their analytical and writing skills. A large proportion of History pupils read History or a related subject such as International Relations, Law or Politics at Russell Group universities, but have also pursued options as diverse as medicine, a PWC degree apprenticeship and Sandhurst. The Department has traditionally had a strong Oxbridge performance and in recent years our best historians have had success at competitive universities.

explore how Britain fought, mobilised its armed forces and industry, and maintained morale at home. Students examine key wartime leaders like Churchill and Lloyd George, pivotal battles and military strategy, and how pressures of global warfare reshaped politics, society and the economy, strengthened the state’s role, and fuelled calls for change. or

What is the course content?

We follow the Edexcel A Level syllabus – route C: Revolutions

Civil rights and race relations in the USA, 1850-2009 The topics trace the changing relationship between Black and white Americans, from slavery to the election of Barack Obama. They examine key civil rights developments and wider social and cultural shifts that shaped modern America, highlighting how race relations evolved yet remained central to the nation’s identity and challenges.

Component 1C (30%): Britain, 1625-1701: conflict, revolution and settlement Step into the turbulent 17th century with key figures like King Charles I, Oliver Cromwell, and James II. Discover the fierce power struggle between monarchy and Parliament, from the English Civil War to the Glorious Revolution of 1688. Experience how revolution, religion, and rebellion reshaped Britain and transformed its future forever.

Assessment: One 2¼ hr paper. 60 marks. AO1 (knowledge) and AO3 (interpretations).

Component 2C.2 (20%): Russia in revolution, 1894-1924 Explore the drama of the Russian Revolution with key figures like Tsar Nicholas II, Lenin, and the Bolsheviks.

Uncover the unrest, rebellion, and radical change that shook Russia from 1894 to 1917. Follow the fall of the tsar, the rise of the revolutionaries, and the creation of a new communist state that transformed Russia and reshaped the modern world.

Assessment: One 1½ hr paper. 40 marks. AO1 (knowledge) and AO2 (sources).

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Component 3 (30%): The British experience of warfare, c1790-1918 The topics focus on Britain’s experience of major overseas wars and the intense demands of modern conflict. They

Germany, 1871-1990: united, divided and reunited The topics trace Germany’s transformation from Bismarck’s new empire to its collapse in World War I, followed by the Weimar Republic and then Hitler’s dictatorship. They explore dramatic political, social and economic shifts, from Nazi defeat to West German democracy under leaders like Adenauer, and finally reunification in 1990 under Helmut Kohl, highlighting Germany’s turbulent path to stability and unity. or

Assessment: One 2¼ hr paper. 60 marks. AO1 (knowledge) and AO2 (sources) Component 4 (20%): NEA Coursework Largely completed in the Upper Sixth this unit is an independent study, covering a topic of choice, or taken from a set of guided questions around the themes of war, revolution, ideology, and dictatorship.

Assessment: One 3,000 - 4,000 word essay.

What else should I consider?

There are no specific entry requirements to study A Level History, but the course is more accessible to pupils who have achieved a Grade 7 or above in GCSE History. More important is an enthusiasm for the subject, a willingness to engage with the course and a love of debate.

How will I be assessed?

Assessment Examination board: Edexcel Specification Code: 9HI0 Who can give me more information?

Mr Julian Leang Julian.leang@sherborneboys.group

S H E R B O R N E B OY S S I X T H F O R M

HISTORY OF ART History of Art is an exciting, fascinating A Level that is unlike any other on offer. Uniquely, it combines looking at physical objects of art, and studying how they are made, and relating them to the widest kinds of ideas: from personal motives, to power, ideas about the afterlife, or philosophical and political context.

Although writing is involved in this A Level, the visual quality and richness of the subject makes it easy to remember artworks and really allows pupils to make connections between them.

History of Art is an ideal subject to develop crucial skills of forming arguments, critical thinking, logical reasoning, and persuasion. These are all key skills in job interviews and any potential career. It also fosters a really broad and detailed knowledge and appreciation of world culture, which is fundamental in being successful in a global market. Future pathways include museum work, art dealing, law, finance, civil service and diplomacy, marketing, PR, sports and theatre management, journalism and the armed forces.

What is the course content?

1 Visual Analysis: a short crash course in teaching you to be able to effectively analyse and interpret an image of any painting, sculpture or building you might come across, without having to know anything about it beforehand.

2 War Theme: explores art across time and space that has been made as the result of human conflict. This of course includes propaganda and art made to glorify war, but also to memorialise the dead, or even criticise wars in a variety of ways. We look at a diverse range of artifacts, from Japanese medieval fortresses, depictions of WW1, marble memorials to Venetian admirals, or vast canvases depicting English and French battles.

3 Nature Theme: as an antidote to the human chaos and suffering of War, this theme looks at how nature is portrayed in paintings, sculptures as well as buildings. The stars of the show for many here are Gaudi’s extraordinary creations, but Monet’s and Constable’s landscapes, Baroque giants made by Giambologna, and Chinese ink paintings are just as intriguing.

4 Rebellion and Revival: unlike the themes above, this module takes a deep and detailed look at the revolutionary artworks of the 19th century in France and Britain. This century saw the rise of Impressionism, Gothic Revival architecture, and the whole idea of “modernity”.

5 Brave New World: this period focuses on the first half of the 20th century, with the iconic movements and artists that we are all somewhat familiar with, such as Picasso and Cubism, Matisse, and Salvador Dali and Surrealism. This is a feast for the eyes and minds!

How is the course assessed?

This is a linear A Level with no coursework. It is assessed at the end of the two-year course with two written exams.

What else should I consider?

You will need to gain a minimum of Grade 4 for GCSE English, in order to have the sufficient confidence for the written aspects of the course. There is no practical knowledge of art needed, e.g., drawing or painting.

Pre-course material Watch this series to get an idea of how art history provides the backdrop to human experience: BBC iPlayer - Civilisations How will I be assessed?

Assessment Examination board: Pearson Edexcel Specification Code: 9HT0 Who can give me more information?

Mr Pomichal Miroslav.pomichal@sherborneboys.group

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LATIN

Why study A Level Latin?

Latin A Level gives you the opportunity to study in depth the language and literature of one of the greatest cities of the ancient world, exploring, in the original Latin, a culture radically different from our own at significant periods in its history, a culture that has shaped the institutions, languages and ways of thought of Europe and the West. The annual Classics trip abroad also offers excellent travel opportunities.

A stream of Shirburnians have left school to study Classics, Classical Studies, Archaeology and Ancient History at a wide range of universities, including Oxford or Cambridge. Classicists are highly valued by employers, who recognise, alongside your mastery of the intricacies of Latin grammar and the complexities of the decline of the Roman Republic, many readily transferable skills, such as your ability to think logically, to compile and evaluate evidence and to express yourself clearly and succinctly both orally and in writing. Professor Santiago Iniguez at IE University in Madrid, one of Europe’s leading Business Schools, recently promoted the virtue of a classical education as an important key to success in business, reflecting that anyone can learn to read a balance sheet, but reading classical authors allows you to see the world through the eyes of others, to understand what motivates them and inspires them. The aptitude of classicists for careers in computing is well-known, but graduates find their way into careers as diverse as the civil service, gold dealing, insurance, journalism, law, accountancy, public relations, the wine trade, code-breaking, the foreign office… The celebrated expert on the brain, Susan Greenfield, was a Classicist. Boris Johnson and JK Rowling are Classicists. So were Darwin and Keats.

What is the course content?

Alongside grammar consolidation and practice of unseen translation and comprehension, you will read Cicero’s pro Roscio Amerino, a clever and theatrical masterpiece of Roman oratory delivered in defence of a man accused of murdering his father, and a selection from the fourteenth book of Tacitus’ Annals, a memorable vignette of Nero's decadence and cruelty.

In verse, after an introduction to the poetry of Lucretius, Horace and Martial, you will read some of Tibullus’ love poetry, the message of which is simple: life’s short, love’s hard, heartbreak’s dramatic, and the fourth book of Virgil’s Aeneid, the tragedy of Dido and Aeneas.

How is the course assessed?

We follow the OCR A Level Latin specification, H443. A Level Latin, as with Greek, comprises four examined papers: two language (Unseen Translation, 33%, and Prose Comprehension and Comprehension, 17%) and two literature (Prose, 25% and Verse, 25%). There is no coursework.

What else should I consider?

What exactly can a pupil NOT do with Latin? A study of Latin is often combined with Greek, but complements many other popular A Levels, in particular Modern Languages, as it aids you understanding of grammatical structure, but also History, English and Philosophy & Ethics.

Pre-course material Tom Holland’s Rubicon and Robert Harris’ Cicero trilogy will offer you an outline knowledge of the 1st century BC in Rome, but an alternative would be translations of Homer’s Odyssey and Iliad and Virgil’s Aeneid.

How will I be assessed?

Assessment Examination board: OCR Specification Code: H443 Who can give me more information?

Mr Stephen Heath Stephen.heath@sherborneboys.group

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S H E R B O R N E B OY S S I X T H F O R M

MATHEMATICS

Mathematics is an interesting and highly relevant subject in the modern world; it is about pattern and structure, and the logical analysis, deduction and calculation within these patterns and structures. More importantly, its application enables us to give a simple, yet accurate and elegant representation of the complex world around us.

A Level Mathematics builds on topics you will have met before, but incorporates new ideas, concepts and techniques. It supports many other subjects and is a highly sought-after qualification both in the workplace and at university.

What is the course content?

A Level Mathematics is a two-year linear course incorporating both Pure and Applied components (Mechanics and Statistics). In brief the Pure course covers the following topics: proof, algebra and functions, co-ordinate geometry, sequences and series, trigonometry, exponentials and logarithms, differentiation, Integration, numerical methods and vectors. The Statistics course includes statistical sampling, data presentation and interpretation, probability, statistical distributions and hypothesis testing and the Mechanics course covers quantities in mechanics, forces and Newton’s laws, kinematics and moments.

How is the course assessed?

The course you will study is the Pearson Edexcel A Level in Mathematics. At the end of the Upper Sixth, you will sit three (2-hour) examination papers; two are Pure (two-thirds of your overall mark/grade) and one Applied (Statistics and Mechanics – one third of your overall mark/grade).

What else should I consider?

If you are thinking about taking Mathematics then you should be aiming to achieve at least a grade 8 at GCSE/IGCSE, if you are unsure whether you will achieve this, talk it through with your present teacher who will be best placed to guide you.

Many pupils find the step from GCSE to A Level quite difficult, but it is perfectly manageable if you are prepared to work hard, willing to take responsibility for your own progress and confident in asking for help as and when you need it. That being said a strong foundation in numbers and algebra is essential; you need to feel comfortable manipulating algebraic expressions. You will also need to have reasonable spatial awareness so that you can relate graphs and diagrams to abstract ideas and, you must be prepared to communicate your thoughts and mathematical working in a clear and structured way.

Throughout the Sixth Form we seek out extra-curricular opportunities to reinforce, stretch and challenge those that have opted for Mathematics and provide support for those whose preferred University and course require them to complete admissions tests (STEP and MAT).

Pre-course material GCSE Mathematics should provide you with the foundation knowledge required to complete an A Level in Mathematics. However, there are a number of resources online which are designed to make the transition from GCSE to A Level as smooth as possible.

The AMSP have produced a really good, free downloadable resource called “Transition to A Level Mathematics: Essential Skills” which you may find useful.

How will I be assessed?

Assessment Examination board: Pearson Edexcel Specification Code: 9MA0 Who can give me more information?

Mr Tristan Stone Tristan.stone@sherborneboys.group

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FURTHER MATHEMATICS This course builds upon the concepts covered in A Level Mathematics so must be studied in addition to, rather than in replacement of A Level Mathematics.

Further Mathematics qualifications are highly regarded and are warmly welcomed by universities. If you are considering a degree in Mathematics, the Further Mathematics A Level would certainly be beneficial and in some cases will be a pre-requisite. The course is also considered useful if you intend to study Computer Science, Economics, Engineering or Physics at University. In addition, if you are intending to apply for a degree in Computer Science or Mathematics at Oxford or a Maths or Maths based subject at Cambridge, you will need to sit STEP 2 or MAT which will require you to have some knowledge of the Further Mathematics syllabus.

What is the course content?

A Level Mathematics and Further Mathematics are taught linearly across two-years. In the first year you will cover all aspects of the A Level Mathematics course and in the second year you will cover the Core Pure and Applied components from the Further Mathematics Course. The Applied component is made up of two out of these three options: Further Statistics, Further Mechanics and Decision Mathematics. During the course you will be prepared for all three of these options and the best two results in the final exams will contribute towards your overall grade.

How is the course assessed?

The courses you will study are the Pearson Edexcel A Levels in Mathematics and Further Mathematics. At the end of the Upper Sixth you will complete the A Level Mathematics examinations alongside five (1½ hr) additional examination papers; two based on the Further Maths Core Pure content (50%) and three which cover the Applied content: Further Statistics, Further Mechanics and Decision Mathematics. The best two results from the three Applied papers will contribute to your overall grade (50%).

What else should I consider?

If you are thinking about taking Further Mathematics then you should be aiming to achieve a grade 9 in GCSE/IGCSE Maths and ideally also studying a Further Maths course. If you are unsure whether you will achieve this, talk it through with your present teacher who will be best placed to guide you.

Throughout the Sixth Form we seek out extra-curricular opportunities to reinforce, further stretch and challenge those that have opted for Mathematics and provide support for those whose preferred University and course require them to complete admissions tests (STEP and MAT).

Pre-course material GCSE Mathematics should provide you with the foundation knowledge required to complete an A Level in Further Mathematics. However, there are a number of resources online which are designed to make the transition from GCSE to A Level as smooth as possible. The AMSP have produced a really good, free downloadable resource called “Transition to A Level Mathematics: Essential Skills” which you may find useful or visit MEI.org.uk for more resources.

How will I be assessed?

Assessment Examination board: Pearson Edexcel Specification Code: 9FM0 Who can give me more information?

Mr Tristan Stone Tristan.stone@sherborneboys.group

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CTEC MEDIA TV & FILM PATHWAY Ever watched a film or television show and thought, I wonder how they do that, or I could make something better than this! If that’s the case, the Television and Film course at Sherborne offers you the opportunity to explore your creativity through the medium of digital film making.

Media (TV and Film) is offered as a Cambridge Technical Introductory Diploma Level 3, which is equivalent to an A Level course, both in terms of the time required to study for it (360+ hours of lessons over two years) and the weighting it receives by universities. As with the other BTECs on offer, Creative Media is a modular course, offering a range of different options in Digital Film and Video Production, and Digital Content Production. The whole class will follow a programme of options within that discipline and will finish with a specialist CTEC qualification in this field. The optional modules consist of a variety of coursework projects, each of which explores a diverse range of TV and Film production and digital production techniques.

What is the course content?

Depending on your creative interests, you have the option of completing units in Film and Video Editing, Music Video Production, Multi camera TV production Single Camera Production (narrative film making), Factual Film making (documentaries), Advertising Production or Social Action and Community Media Production (Campaign Film Making). Indeed, if you have a burning passion project waiting to be produced, this is your moment.

How is the course assessed?

This course is 100% coursework, with all the work internally assessed before being externally verified by the exam board in year 2. A Media CTEC offers a different style of approach to your Sixth Form: the flexible, unit-based structure provides you with much greater control and choice over what you learn.

What else should I consider?

The CTEC course offers clear higher education pathways and employment opportunities. Pupils who complete the course can go on to specialist courses at Durham University, Ravensbourne University London, The Berlin Film School and New York Film School, Bournemouth Arts University, Falmouth University, Loughborough University and Oxford Brookes, amongst many others, and study diverse courses such as: script writing, filmmaking, media production, digital film production, journalism, television, photography, animation, computer game design, creative writing, editing and post-production and other specialist courses.

Pre-course material The best thing anyone can do when embarking on a Media course is the chance to create original content from the off. If you are considering a career as a film maker, you need to make your own content. Everyone has a video camera to hand these days, so shooting interesting and original footage is no longer just in the hands of those with specialist equipment. No prior knowledge is required to embark on the course, just an interest in the moving image, and the desire to make film magic happen.

How will I be assessed?

Assessment Examination board: OCR Specification Code: 600/6176/5 Who can give me more information?

Mr Senneck oliver.senneck@sherborneboys.group

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MUSIC Music is constantly evolving, inspiring creativity and expression in a way that no other subject can. A Level Music brings listening, performance and composition to life in new and engaging ways, and links to the world around us like never before. Studying music develops many transferable skills, including collaboration, communication, critical thinking, and performing under pressure. Music is looked upon favourably on a UCAS application since it is a highly analytical and challenging subject. Class sizes are often small so a lot of individual attention can be given.

In addition to the performance and composition

What is the course content?

The OCR A Level course is split into two pathways (Option A or Option B):

° Developments in Instrumental Jazz 1910–1950,

Option A

° Innovations in Music 1900–Present Day.

° Performance (25%): A recital of at least six minutes, consisting of at least two contrasting pieces.

Performances may include solo work (on one or more instruments or voice), ensemble performance (including accompanying), or a realisation using music technology. ° Composition (35%): Compositions with a combined duration of at least eight minutes, consisting of: ° one composition to a brief set by OCR, ° one composition to a brief written by the learner, and ° three short technical exercises (harmony and counterpoint).

Option B ° Performance (35%): A recital of at least 10 minutes, consisting of at least three contrasting pieces.

Performances may include solo, ensemble, accompanying, or music technology realisation. ° Composing (25%): Compositions with a combined duration of at least eight minutes, consisting of: ° one composition to a brief set by OCR, ° one composition to a brief written by the learner, and ° three short technical exercises (harmony and counterpoint).

components, all candidates complete a written examination, which contributes the remaining 40% of the A Level.

This paper assesses listening, analysis, and contextual understanding of set works from six Areas of Study, including: ° Instrumental Music of Haydn, Mozart and Beethoven, ° Popular Song: Blues, Jazz, Swing and Big Band, ° Religious Music of the Baroque Period, ° Programme Music 1820–1910, and

The paper includes listening tests, analysis questions, and two essays based on the chosen Areas of Study.

How is the course assessed?

All components are externally assessed by OCR at the end of the two-year course.

What else should I consider?

Whilst GCSE Music is not essential, a good pass is recommended. By the end of the A Level course, pupils should be performing at approximately Grade 6 level or above to access the top two mark bands for technical control.

Music combines well with subjects such as English, Mathematics, Physics, and Modern Languages.

Pre-course material ° Music: A Very Short Introduction — Nicholas Cook (Oxford University Press). ° The Science of Music — BBC series presented by Robert Winston.

How will I be assessed?

Examination Board: OCR Specification Code: H543 Who can give me more information?

Mr Costin robert.costin@sherborneboys.group

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MUSIC TECHNOLOGY

Modern music is at the heart of contemporary culture, from electronic dance and DJing to rock and hip hop.

This course offers pupils the opportunity to explore how popular music is created, recorded and produced, while developing a critical understanding of its context and technological foundations.

Using Ableton Live and professional studio equipment, pupils learn to record and produce music to industry standards, developing both creative and technical skills that prepare them for further study or work in the music industry.

What is the course content?

The A Level is divided into four components: ° Component 1: Recording (NEA, 20%): Pupils capture, edit, process and mix a multitrack recording from a set list of songs released annually

by Edexcel. They produce a finished track of three to three-and-a-half minutes, using professional recording and mixing techniques, and submit a detailed logbook alongside the recording. ° Component 2: Technology-based Composition (NEA, 20%): Pupils create an original composition of at least three minutes in response to one of three Edexcel briefs. The piece must demonstrate use of synthesis, sampling/audio manipulation and creative effects. This component allows pupils to develop imaginative sound design and compositional techniques using Ableton Live. ° Component 3: Listening and Analysing (Exam, 25%): A written paper based on unfamiliar commercial recordings, assessing understanding of recording and production techniques, the principles of sound and audio technology, and the development of music technology since 1945.

Assessment ° Coursework (40%): Recording (20%) and Technology-based Composition (20%) ° Examinations (60%): Listening and Analysing (25%) and Producing and Analysing (35%) All components follow the Pearson Edexcel A Level Music Technology specification (9MT0).

Beyond the Classroom Pupils benefit from access to Sherborne’s recording studio and Mac suite, equipped with Ableton Live, high-quality microphones, interfaces, and MIDI controllers. They gain valuable experience in studio practice, critical listening and creative production, forming an excellent foundation for university or professional pathways in music, sound design or media production.

Pre-course Material ° Sound on Sound (magazine and website) ° Ableton Live software tutorials ° Big Studio Secrets for Home Recording and Production — Joe Dochtermann ° Perfecting Sound Forever — Greg Milner ° The History of Music Production — Richard James Burgess How will I be assessed?

Assessment Examination board: Pearson Specification Code: 9MT0 Who can give me more information?

Mr Costin robert.costin@sherborneboys.group

° Component 4: Producing and Analysing (Exam, 35%): A practical and written examination in which pupils use provided audio and MIDI materials to correct, edit, combine and mix tracks in a controlled environment. The paper also includes written production questions and one extended analytical response.

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PHYSICAL EDUCATION This enriching course provides pupils with comprehensive knowledge about the principles and significance of physical activity and sport. By combining practical application with academic exploration, they can enhance their own performance or coaching abilities through theoretical understanding. This course serves as an excellent foundation for pursuing a university degree in fields such as sports science, sports management, healthcare, or exercise and health. Furthermore, it complements further study in disciplines such as biology, human biology, physics, psychology, nutrition, sociology, and more. Embarking on the study of A Level Physical Education opens doors to a wide range of career opportunities. You can explore paths in sports development, sports coaching, physiotherapy, and personal training. Moreover, the transferable skills acquired during your Physical Education journey, such as decision-making and independent thinking, will prove valuable in any career path you choose to pursue.

What is the course content?

The syllabus focuses on four areas of sport: Physiological factors affecting performance; Biomechanics; Skill acquisition and Sports psychology; Socio-cultural issues in physical activity and sport.

How is the course assessed?

A total of three examination papers (two 1 hr and one 2 hr) taken at the end of the two-year course. A wide range of question types including single mark, short answer, and extended response questions. Nonexamined practical performance in one sport, as either a coach or a performer in an activity and a nonexamined Performance Analysis task.

What else should I consider?

To enrol in this course, it is recommended that pupils who have previously studied GCSE Physical Education have achieved a grade 7 or higher. However, prior completion of the GCSE syllabus is not mandatory, and individuals with a strong foundation in science will still be able to access the course material. A Level Physical Education often compliments pupils pursuing scientific disciplines or vocational courses such as BTEC Sport.

The sporting opportunities available at Sherborne Boys complement the A Level curriculum, providing pupils with valuable experiential learning opportunities. One notable aspect of this course is that 15% of the overall grade is awarded based on practical performance. This means that talented sportsmen or coaches have the opportunity to secure a substantial portion of their final grade even before sitting for examinations.

Pre-course material The Sports Gene: Inside the Science of Extraordinary Athletic Performance by David Epstein (Author) Bounce: The Myth of Talent and the Power of Practice by Matthew Syed The Science of Sport Podcast World-renowned sports scientist Professor Ross Tucker and veteran sports journalist Mike Finch break down the myths, practices and controversies from the world of sport. The two delve into the most recent research, unearth lessons from the pros and host exclusive interviews with some of the world’s leading sporting experts.

How will I be assessed?

Assessment Examination board: OCR Specification Code: H555 Who can give me more information?

Mr Allen barnaby.allen@sherborneboys.group

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PHYSICS

Physics takes in the study of the smallest building blocks of matter and extends to our understanding of the universe as a whole. You will develop analytical skills that you can apply to many aspects of life: the ability to break a problem into parts to understand the whole, is a very sought-after skill. This is one of the reasons why Physics is such a respected subject among employers, who will always be looking for talented problem-solvers. Physics is a vital component of a successful CV for any boy looking to study subjects such as Physics, Engineering, which includes many possible varieties, and Computer Science at university.

What is the course content?

We study the AQA A Level Physics course, which contains eight core topics and one option topic.

Particles & Radiation, Waves, Mechanics & Materials, Electricity and Further Mechanics are all covered in the Lower Sixth. Thermal Physics, Fields, including Gravitational, Electric and Induction, and Nuclear Physics are studied in the Upper Sixth. In the Upper Sixth we also study the Option topic, which is determined by the teachers of the set, and is most likely to be either Astrophysics or Engineering, having previously been successful choices. Measurements & Errors is studied throughout the course and underpins all the practical work.

How is the course assessed?

You are assessed with three 2hr exams at the end of the two-year course. Each is worth approximately a third of the course and are comprised of short and long answer questions as well as multiple choice questions on two of the papers. You must also complete the twelve core practicals and demonstrate that you are competent in your practical skills. This is a pass or fail criteria, but it is not something that anyone is expected to fail. The skills are assessed on Paper 3.

What else should I consider?

There is no requirement that you take Mathematics at A Level, but it is highly recommended. Anyone not taking A Level Mathematics is required to take an extra timetabled lesson every week: Mathematics for Physics. Taking Mathematics, and particularly Further Mathematics, will enhance the chance of obtaining a top grade. Those considering Physics or Engineering courses at elite universities are highly advised to check the univerisity websites as most will now require you to take Further Mathematics alongside Physics.

A seven in GCSE Physics/Double Science is the minimum grade needed to take Physics at A Level. To do well on the course you should really be obtaining the top grades in your GCSE Sciences and Mathematics.

Pre-course material A couple of good books that you could look at are Six Easy Pieces by Richard Feynman and What if? by Randall Munroe. If you have particular subjects of interest such as Astrophysics or Quantum Computing, do get in touch and we can recommend some appropriate reading. If you fancy a good movie, but also want to get thinking about Physics, check out Interstellar (2014) by Christopher Nolan or The Martian (2015) by Ridley Scott - we also highly recommend the source novel by Andy Weir. Any of the videos on the YouTube channel Veritasium are well worth a look.

How will I be assessed?

Assessment Examination board: AQA Specification Code: 7408 Who can give me more information?

Dr Brown Richard.Brown@sherborneboys.group

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POLITICS & INTERNATIONAL RELATIONS

Few subjects are as contemporary or relevant as Politics and International Relations. In a world of tension between populist nationalism and supranational liberalism, we are seeing the creation of the United Kingdom’s post Brexit reality, in addition to the changing geopolitical power balance involving the United States, Russia and China. The vibrant political environment in the United Kingdom offers a perfect backdrop against which to study the governmental institutions and political processes of this country.

What is the course content?

As mentioned, the Edexcel course is divided into three components, each intensely relevant to our lives. They are as follows: 1 UK Politics and Core Political ideas: This section examines how people engage in UK politics and the development of its democratic system. Students explore direct and indirect democracy, the role of political parties, and how manifestos influence government mandates. It also covers how electoral systems function, what shapes voting behaviour, and the impact of the media on contemporary politics.

2 UK Government and Non-core Political ideas: This component focuses on how political decisions are made within the framework of the UK constitution.

Students study the roles and powers of the legislature, executive, and judiciary, and how sovereignty and power are balanced among them. It also explores constitutional change, comparisons with other systems, and debates on where sovereignty lies today.

3 Comparative Politics: Students investigate US democracy, its Constitution, and how power is exercised through key institutions. They assess whether the US achieves “liberty and justice for all” and examine ongoing debates about its democratic nature. By comparing US and UK politics, students gain a broader understanding of global political systems and the principles of comparative politics.

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How is the course assessed?

Examination board: Edexcel The course is assessed at the completion of the Upper Sixth year, using three exam components (as above), each worth 33.3% of the final grade.

What else should I consider?

Of vital importance is a healthy interest in politics and contemporary current affairs. An interest in the political media, including social platforms, and a willingness to read beyond the textbooks will offer greater insight and success. Politics works well in combination with History, Geography, Sociology, Economics, Philosophy and English.

Extra-curricular opportunities abound, including debating, parliamentary visits and lectures/workshops with MPs and Members of the House of Lords.

Pre-course material A full reading list will be provided for this course, but pupils may find starting with the ‘A Very Short Introduction to...’ series an accessible introduction to several of the key concepts. General engagement with current affairs will also be beneficial as a starting point for this course.

How will I be assessed?

Assessment Examination board: Edexcel Specification Code: 9PL0 Who can give me more information?

Mr Julian Leang julian.leang@sherborneboys.group

S H E R B O R N E B OY S S I X T H F O R M

PSYCHOLOGY

Exploring the science of mind and behaviour: Psychology is the study of how we think, feel and act a subject that invites you to explore the complexities of human and animal behaviour through scientific investigation and critical analysis. If you've ever wondered why people obey authority, how memory works, or what drives mental health, Psychology offers the tools to explore these questions and more.

What will I study?

Over the two-year course, you’ll delve into a wide range of psychological topics, including: ° Memory – How we remember, forget, and process information ° Social Influence – Why we conform, obey, and resist pressure ° Biopsychology – How the brain and nervous system shape behaviour ° Psychopathology – Understanding mental health conditions and their treatment ° Research Methods – Designing and evaluating psychological investigations ° Optional Topics – Such as Relationships, Schizophrenia, and Forensic Psychology You’ll learn to apply psychological theories to realworld scenarios, evaluate research critically, and develop your own reasoned arguments. Lessons often involve discussion, debate, and mini-experiments — encouraging curiosity and independent thinking.

How is the course structured?

The AQA Psychology A Level is assessed through three written exams at the end of Upper Sixth. Each paper is 2 hours long and worth one-third of the final grade. There is no coursework. The exams are essaybased, so strong writing skills and the ability to analyse unseen material are essential.

Where can Psychology take me?

Psychology is a versatile and respected academic subject. It develops transferable skills such as: ° Analytical and critical thinking ° Clear and concise written communication ° Scientific reasoning and data interpretation These skills are valued in a wide range of university courses and careers. Psychology A Level provides a strong foundation for degrees in: Psychology (Clinical, Educational, Forensic, etc), Neuroscience, Law, Education and Business and Management. While not always a requirement for Psychology degrees, studying it at A Level is highly recommended.

Pre-course material This course covers a range of introductory topics and themes from the AQA A Level Psychology course, including key approaches and research methods. https://ondemand.tutor2u.net/ students/transitionto-aqa-alevel-psychology-skills-booster How will I be assessed?

Assessment Examination board: AQA Specification Code: 7181/7182 Who can give me more information?

Miss Hadley sarah.hadley@sherborneboys.group

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RELIGIOUS STUDIES

Step into a course that challenges your mind and sharpens your voice. This subject equips you with powerful tools—argumentation, evaluation, and critical thinking—that open doors to a wide range of university degrees and career paths. This subject trains you to construct clear, coherent arguments and spot flaws in others’ reasoning. You’ll learn how to evaluate evidence, identify assumptions, and follow complex chains of thought—skills that are essential not just in philosophy, but in law, politics, science, and beyond.

Explore timeless questions like: ° Is there a God? ° What is reality, really? ° How do we define right and wrong?

In a world increasingly shaped by AI and rapid change, those who can question deeply, reason clearly, and solve problems creatively will be the ones leading the way. This course doesn’t just prepare you for exams—it prepares you for life.

This course offers lively debates on major topics like euthanasia, sexual ethics, and the problem of evil.

You’ll learn to craft persuasive, well-structured essays— skills that open doors to a wide range of exciting careers.

Those careers include politics (many of Britain’s Prime Ministers have studied Politics, Philosophy and Economics at university), Law (more lawyers in the UK studied Philosophy at university than Law) and the creative industries, such as comedy and film writing and performing.

Lastly, but most importantly, it’s genuinely enjoyable.

Many students say it’s their favourite A Level—thanks to inspiring teaching, lively debates, and the chance to explore big ideas about the world.

What is the course content?

There are three parts to the course: Philosophy of Religion, Ethics and Developments in Christian Thought. They are all taught by different teachers and are examined in their own papers at the end of the course. Philosophy of Religion contains questions such as, ‘does God exist?’ and ‘why would a good God create evil?’; the Ethics part of the course looks at different ways philosophers have tried to work out what is right and wrong, and if those terms have any objective meaning; and the DCT part looks at questions such as the belief in original sin and whether the Bible is sexist.

How is the course assessed?

Candidates will sit three papers, one for each component. Each of the papers will provide four essay questions, and candidates will select three of these to answer.

What else should I consider?

Religious Studies is essay-based, so strong writing helps—but don’t worry, you’ll be supported to improve. It pairs well with almost any subject; past students have combined it with everything from Business to Physics. Plus, our joint Philosophy Society with Sherborne Girls offers a great mix of social and intellectual enrichment.

Pre-course material You will engage with the work of influential philosophers like Plato, Descartes, and Hume and many original texts are available online. Accessible introductions—such as Peter Vardy’s Puzzle of Ethics and Puzzle of God—are great starting points. A full reading list will be provided before the course begins.

How will I be assessed?

Assessment Examination board: OCR Specification Code: H573 – Religious Studies Who can give me more information?

Mrs Bowerman nikola.bowerman@sherborneboys.group

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SPANISH

Spanish is the second most widely spoken first language in the world with almost 500 million native speakers and almost 140 million people who speak it as a second or foreign language. 18 million British tourists visit Spain every year while over 300,000 British nationals are residents in Spain. Spain is the UK’s 8th largest trading partner and according to the British Chamber of Commerce, 21% of foreign investment in the UK is from Spanish companies while British companies invest 14% of their entire foreign investment in Spain. Spanish is closely linked and provides a gateway to other romance languages such as French, Italian, Portuguese, Romanian and Catalan.

What is the course content?

Four key skills are taught and assessed: Speaking, Listening, Reading and Writing. Topic-based content includes aspects of contemporary Spanish and Latin American society. A book and a film are studied.

Weekly conversation classes with native speaking assistants support pupils with their speaking skills. In the Upper Sixth pupils do an independent research project, where they choose a topic of personal interest connected to the Spanish-speaking world and present their findings in the speaking exam. Examples of topics areas: ° Politics in the Spanish-speaking world ° The Culture and Heritage of the regions of the Spanish-speaking world ° Popular culture in the Spanish-speaking world ° Migration in the Spanish-speaking world ° Gender equality in the Spanish-speaking world ° Racism in the Spanish-speaking world ° Film: Volver by Pedro Almodóvar ° Literary Text: Las bicicletas son para el verano by Fernando Fernán Gómez.

How is the course assessed?

AQA A Level Spanish is examined in three exams at the end of course. ° Paper 1 – assesses skills in listening, reading and translation. ° Paper 2 – assesses written skills through two essays on a film and a book studied during the course.

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° Paper 3 – is a speaking exam with two sections: spoken response to a stimulus card on one of the topics from the study of the target language society followed by a discussion of the candidate’s Independent Research Project.

What else should I consider?

Good linguists are interested in developing communication skills and have an open mind towards learning about new cultures. Languages combine with any subject combination. Common subject combinations recently have been languages with Economics, Business, History or Geography. Some scientists thinking of medicine or engineering also take a language as their third A Level. It is easy to add a new language to a lot of degree courses and many universities offer the opportunity to take a sandwich year abroad. An enrichment course leading up to a Diploma in Spanish is also available alongside three A Levels in other subjects.

Pre-course material To gain a good understanding of both the culture of the Spanish-speaking world and the Spanish language ahead of beginning the course, pupils are recommended to: ° Read The Ghosts of Spain by Giles Tremlett, a nonfiction exploration of contemporary Spain by a journalist who spent years living there. ° Keep up with the news in Spanish using Euronews at https://sp.euronews.com/ ° Read Forgotten Continent by Michael Reid, a nonfiction history of Latin America. ° Watch films and series in Spanish on a streaming service. ° Practise Spanish through listening to songs and working with the lyrics on www.lyricstraining.com How will I be assessed?

Assessment Examination board: AQA Specification Code: 7692 Who can give me more information?

Philip Morrow philip.morrow@sherborneboys.group

S H E R B O R N E B OY S S I X T H F O R M

BTEC SPORT BTEC Sport enables pupils to experience the multifaceted subject as they apply their knowledge to personal development, elite performers, coaches, and practical scenarios. BTEC Sport serves as an excellent foundation for those interested in pursuing a university degree in fields such as sports science, sports management, healthcare, or exercise and health.

Moreover, it seamlessly complements further studies in disciplines like biology, human biology, physics, psychology, nutrition, sociology, and more. The course provides a holistic educational experience that prepares you for a range of pathways within the sports industry and related fields.

What is the course content?

There are three mandatory units of study for BTEC Sport Nationals: Anatomy and Physiology; Fitness Training and Programming for Health; Professional Development in the Sports Industry. The final unit is chosen by the Physical Education staff and aims to suit the needs of the learners studying BTEC Sport each year. The choices include Sports Psychology, Practical Sports Performance and Coaching for Performance.

How is the course assessed?

It includes a range of assessment types and styles suited to vocational qualifications in the sector.

There are two externally assessed units that equate to a third of the course each. Each assessment is taken under exam conditions, then marked by Pearson and a grade awarded. Learners are permitted to resit external assessments during their programme. Some external assessments include a period of preparation using set information. There are two internally assessed units that equate to a sixth of the course each. These assessments are coursework style projects.

Assessments can be selected for the most appropriate styles according to the learning set out in the unit.

This ensures that learners are assessed using a variety of styles to help them develop a broad range of transferable skills. For example, learners may: ° Write up the findings of their own research ° Use case studies to explore complex or unfamiliar situations ° Carry out projects for which they have choice over the direction and outcomes ° Demonstrate practical and technical skills What else should I consider?

To enrol in this course, it is recommended that pupils who have previously studied GCSE Physical Education have achieved a grade 6 or higher. However, prior completion of the GCSE syllabus is not mandatory, and individuals with a strong foundation in science will still be able to access the course material. BTEC Sport often compliments pupils pursuing scientific disciplines or other vocational courses.

Pre-course material ° The Sports Gene: Inside the Science of Extraordinary Athletic Performance by David Epstein (Author) ° Bounce: The Myth of Talent and the Power of Practice by Matthew Syed ° The Science of Sport Podcast How will I be assessed?

Assessment Examination board: Pearson Specification Code: 603/0458/3 Who can give me more information?

Mr Allen barnaby.allen@sherborneboys.group

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Post-18 Pathway Destinations As well as choosing a range of courses at UK colleges and universities as their Post-18 pathways, many Shirburnians also experience exciting gap year opportunities, apprenticeships, degree apprenticeships and higher education courses overseas. Global universities currently attended by Old Shirburnians include the following institutions: • Boston University, USA • Berklee College of Music, USA • McGill University, Canada • Stanford University, USA • University of Toronto, Canada

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UNIVERSITY DESTINATIONS

2025

Heriot-Watt University

Engineering with Accelerator Programme

Newcastle University

Business Management Combined Honours x 4 International Relations Music Naval Architecture and Marine Engineering Philosophy Politics and Economics Politics and Economics Politics and International Relations

University of Glasgow

Aeronautical Engineering

Northumbria University, Newcastle

Business and Entrepreneurship x 3 Business and Marketing x 2 Business and Marketing Business Management x 2 Sport and Exercise Science Sport Management

The University of Edinburgh Applied Sport Science

Durham University

Anthropology Accounting with Placement Year Business and Management Economics with Management Finance Geography Philosophy

Aston University, Birmingham

University of York

Marketing

University of Manchester

Biosciences with a Foundation Year Geography

History Philosophy, Politics and Economics (with Honours)

University of Leeds

Business Economics Philosophy and Politics

Liverpool John Moores University Sport and Exercise Science

University of Nottingham

UCFB

Cardiff University

Loughborough University

Business Management with a Professional Placement Year History Sociology and Social Policy

Cardiff Metropolitan University

Business and Management Sport Management

Architectural Environment Engineering

Sports Management

Sport and Exercise Science

University of Derby

University of Warwick

Motorsport Engineering

Hispanic Studies and Economics

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Carmen Saeculare THE SCHOOL SONG

Olim fuit monachorum Schola nostra sedes; Puer regius illorum Fecit nos heredes; Hoc in posteros amoris Grande dedit signum; Sonet ergo Fundatoris Nomen laude dignum!

Vivat Rex Eduardus Sextus!

Vivat!

Ergo dum verenda mole Cana perstat aedes, Dum recenti gaudet prole Monachorum sedes, Stimulet certamen ludi, Suadeat laboris, In sigillo sculptum rudi Nomen Fundatoris, Vivat Rex Eduardus Sextus!

Vivat!

Words by Edward Mallet Young (1839-1900).

Score by Louis Napoleon Parker (1852-1944).

First public performance, Commemoration Day Concert, 30 June 1887

Thomas (Leaver 2025) completed a set of challenges during his time in Sixth Form, in the form of ultramarathons to raise money for BBC Children in Need. He successfully ran 100km in one day, 200km in two days and finally 400km in four days; raising over £8,000.

Sherborne Boys Abbey Road Sherborne Dorset DT9 3LF +44(0)1935 810403 admissions@sherborneboys.group sherborneboys.group December 2025