A Guide to the Sixth Form 2020-21

A GUIDE TO THE SIXTH FORM 2020-21

Headmaster Dr Dominic Luckett, ‘Best Head of a Public School’.

Tatler 2020

Parents and boys talk about the head in glowing terms.

They say he has upped the academic ante, put an emphasis on kindness and smartened up the uniform.

In turn, the Head is full of praise for the pupils. ‘The boys are interesting, engaging and decent,’ he says. ‘They know their own minds but there is a reservoir of kindness there.

People say that you never meet an unpleasant old Shirburnian and it’s true.’

Good Schools Guide 2019

SHERBORNE SCHOOL

An Introduction from the Headmaster Dr Dominic Luckett 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. In choosing your Sixth Form options you make decisions that will have a significant bearing upon the degree you study at university and will thus influence your future career options and the path you embark upon as an adult. It is also vital that you choose subjects you enjoy. Your Sixth Form choices are consequently of great importance and warrant very careful consideration.

Being a member of the Sherborne Sixth Form 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 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 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 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 or Housemistress will increasingly expect and rely on 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 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 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.

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The Sixth Form Years In September 2020 you will start your Sixth Form at Sherborne. This will be an exciting step in your academic career – some of you will start to specialise in your work with perhaps a degree path already in mind. Others will want to maintain a breadth of study as you play to your strengths and interests. While you are engaging with new courses and possibly new subjects, you will start to think about your plans for after Sherborne. For most this will be university, for others vocational training or perhaps employment. Whatever route you opt to take, the Sixth Form at Sherborne will help to prepare you for this next step.

The one thing that is certain is that, whatever courses you opt for, the time will go very quickly.

You will also soon realise that being a Sixth Former is different to studying in the Lower School. While your teachers will help, encourage and monitor your progress, there is a greater responsibility on you to drive your learning. The immediate challenge is to consider which subjects you are going to study next academic year. This booklet contains summaries and descriptions of the courses which are being offered.

Choosing your Sixth Form programme is an important and exciting, but sometimes difficult, task. This booklet is intended to provide information which will help you decide - so you should read it with care! Do not hurry over the decision, as it is not easy, or sometimes even possible, to change later in the Lower Sixth. You should build in time to discuss your thoughts and potential options with your Housemaster or Housemistress and Tutor, with your teachers, and, of course, with your parents. Older boys in the House can also be a very good source of information.

Each subject section has been written by the Head of Department. If there is anything you do not understand, or if you have questions which are not 2

answered here, you should ask the Head of Department concerned: his or her email address is given at the bottom of each subject entry. Parents and boys should also always feel free to contact Dr Tim Filtness, the Deputy Head (Academic) or Mr Rob Marston, Assistant Head (Sixth Form), to discuss choices and options (Tim.Filtness@sherborne.org; Robert.Marston@sherborne.org).

Additionally, the Careers Department are always happy to meet with boys (and their parents) to discuss Sixth Form choices and career pathways.

The Sixth Form at Sherborne inspires, supports and guides boys to develop a vision of the men they want to become. When they arrive on the first day in their new suits, the prospect of leaving School and embarking on a university course, an apprenticeship or going straight into the world of work seems a distant reality. In truth, the plethora of sporting, musical, theatrical and enrichment activities alongside their academic programme means the time flies by. Life in the Sixth Form allows boys to direct their own education by specialising in subjects that they have a passion for and building relationships with teachers who share it. Opportunities to apply for travel grants, which allow you to pursue academic interests beyond the classroom, and to assume roles of responsibility in House and around School, are designed to prepare them for life after Sherborne but also serve to make their time with us as fulfilling and successful as possible. The thing they will remember most fondly, though, is the friendships that will last a lifetime. Ultimately, our ambition for Shirburnians is that they leave as intellectually curious, determined, compassionate and kind young men.

R.M. Marston

Assistant Head (Sixth Form)

SHERBORNE SCHOOL

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Academically the School is thriving, with last year’s A* attainment level of 23 per cent, breaking the school record for A levels.

Tatler Schools Guide 2019 4

SHERBORNE SCHOOL

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 C grade, or a 4, across all of your (I)GCSEs. Beyond that, no additional criteria are required to gain a place on a BTEC course.

• in order to transfer automatically to a subject at A level achieve either an A or an A* grade (or a 7, 8 or a 9) in the subject at (I)GCSE. 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 strong A grades in supporting subjects like English or Maths, that would certainly serve as a ‘green light’ for you to take Business at A level.

However, if you have a B grade at (I)GCSE, or a 5 or 6, 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 case.

However, for certain 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 on to A level is a sensible option for them.

Dr T.W. Filtness Deputy Head (Academic)

C grades, or grades 1- 4, are not a viable basis from which to start an A level course. If you have a C, or anything less than (and including) a 4 at (I)GCSE you will need to reconsider your options and choose a different course.

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The Sixth Form Package Most Shirburnians choose three subjects for their Sixth Form studies although some, including those who opt for Further Mathematics, will take four. Most of our Sixth Form courses follow A level specifications. These represent the traditional route into university and you can choose from a wide range of subjects from mathematics and sciences through the humanities and social sciences to languages, art, music and drama. A levels have recently been reformed and all now have large syllabus content. Assessment of the reformed A levels is predominantly through written examinations, although practical subjects have some internally assessed components.

You will have a single set of examinations at the end of the Upper Sixth Form and it is no longer possible to re-take particular modules.

In addition to A levels, we also offer three BTEC courses for those interested in adding a more vocational element to their Sixth Form curriculum. These courses are 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. As with A levels, these courses have been extensively reformed over the last three years and are becoming an increasingly popular alternative to A level study. Whereas A levels tend to focus on the academic subject itself, BTECs are much more orientated to specific careers or vocations. They are widely accepted by universities as an equivalent to A levels and the university admissions service, UCAS, highlights that over a third of students enrolling on undergraduate courses in September 2017 and 2018 had studied one or more BTEC courses (often in combination with A levels).

As well as taking a skills-orientated approach, BTECs are also assessed differently. The Creative Digital Media BTEC is entirely coursework based and about half of the credit for Sport and Enterprise & Entrepreneurship courses comes from in-house assignments. These take a variety of forms, from presentations to pieces of extended writing, and are completed in class with the help and support of teachers.

As with A levels, BTEC Sport and E&E also have examinations, but unlike A levels you can retake the BTEC papers again if you need to.

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The Options Time-line

TriNiTy TErm 2019 morrisby careers and aptitude Questionnaire

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michaELmas TErm 2019 Discussions with Tutor about options

Trial Examinations (January 2020)

Options assembly (January 2020)

Options Fair (January 2020)

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LENT TErm 2020 Discussions with Tutor about options

TriNiTy TErm 2020 Parent-Teacher meeting & Presentations (January 2020)

Taster sixth Form Lessons (January 2020)

Deadline for Options choices (February 2020)

GcsE Exams (Beginning in may 2020)

GcsE results Day & Options confirmation (august 2020)

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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 Personal, Social, Health and Economic Education (PSHEE) and one or more enrichment subject.

The overall structure is as follows: • 1st choice A level* • 2nd choice A level* • 3rd choice A level* • 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 they pick Mathematics as one of their three main A level choices; b) they accept that they 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.

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A block system operates at A level. When you make your choices you will be asked to rank them in order of preference (1 to 3). You will also be asked to select a reserve choice, too. After you have made your choices, all subjects will be allocated to one or more of the timetable blocks.

Although we try to offer you as much choice as possible and will make every effort to accommodate your choices, timetabling constraints mean that it might not be possible to offer every combination of subjects. In a given year if we cannot offer the three A level subjects you have chosen, we will try to give you your reserve choice. If we have to do this, you will have an interview with the Deputy Head (Academic) beforehand, who will explain what option combinations are available to choose from.

Once your initial choices have been made, the timetable blocks will be fixed. Should you wish to change your choices after this point, it is still possible but you will only be able to do so within the blocking system that has been devised, and subject to there being space available in that subject. Therefore, your initial choices need to be as accurate as possible.

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Enrichment and Extended Project QualiďŹ cation: In addition to PSHEE and your three main subject choices, you must also choose from a programme of Enrichment options. Enrichment options vary from year to year and usually consist of a selection of examined and non-examined courses. For example, boys in the current Lower Sixth enjoyed the opportunity to choose from a selection of GCSE subjects (including Geology and Astronomy) as well as a range of stand-alone AS levels (examples include Maths, English Language, French, Spanish, Biology & Art). Nonexamined options like How to Write Well, Maths for Physicists, Practical Skills for Biologists, International Affairs and the Sherborne Sports Science Diploma were also offered last year.

Details of these courses will be published later in the year after the 2020-21 timetable has been finalised and you will be asked to make your Enrichment choices during the first fortnight of the Michaelmas Term of your Lower Sixth.

Although we do try to run a consistent selection of examined options each year, please don’t assume that courses advertised last year will definitely be available to you. If in doubt, please double-check!

In addition to examined and non-examined courses, you also have the option of completing an Extended Project Qualification (EPQ) project.

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Guidance on Making Good Choices For lots of reasons it is really important that you pick three courses that are appropriate, sensible and realistic. Broadly, there are three main topics you should explore when you start to consider which A level or BTEC might be right for you.

These are: The Future This relates to transition to university and the world of employment beyond that. The kinds of things to think about include: • Are there any compulsory subjects that you must have taken in order to gain access to a specific degree course? For example, most universities stipulate Chemistry A level for Medicine, others require at least AS Maths for Economics and a number of Geography courses will only make offers if you have at least one accompanying science subject.

• What do people who took these subjects go on to do at university? Some of this information will be available at the Options Fair, but the Careers Department keep a lot of information on this tracking back at least 10 years. Spending some time looking through this will definitely help you choose your A levels sensibly.

• What do Old Shirburnians who took the subjects you’re considering actually do for a job? Mrs Williams, Manager of UCAS and Higher Education, keeps a record of this information. Pop into Careers and ask her!

• What are employers looking for? Many organisations state this kind of information in their graduate recruitment materials (usually available on a website). You will have the opportunity to discuss this at the Higher Education Conference, but you could be proactive and start looking now.

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The Package You should view your Sixth Form 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 the UK Sixth Form system essentially works by asking you to become a specialist. Therefore, you should, pick subjects that support each other.

Yourself It’s a cliché, but everyone is unique. This means that there will be things that you are better at and things 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 and also to know what the A level courses involve. The Options Fair is there to help with this last point, but you really need to be asking yourself the question – what kind of person does well at this subject, and is that person me?

SHERBORNE SCHOOL

Other questions to ask yourself include:

When picking options, do:

• How comfortable are you with Maths? There’s quite a lot of it in some subjects…

• Think about your strengths and aptitudes.

• What is your (I)GCSE target in that subject?

• Check that your A levels meet university course requirements.

• Does coursework play to your strengths?

• Pick subjects that go together.

• Are you organised? Are you the kind of person who likes working in Art/DT/Music at weekends?

• Speak with the Careers Department.

• Do you enthusiastically read? Some subjects have a lot of reading associated with them, it isn’t simply English!

• How much work is expected outside of lessons?

• What kinds of skills are assessed? Do you need to analyse, evaluate, explain, learn, argue, etc?

• 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.

• Are there any marks for contemporary knowledge or things that have happened recently in the news? If yes, this means you’ll need to regularly watch the news or read a periodical.

• 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?

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Compulsory Curriculum Trips Whether to see a set text being performed, or to observe physical processes in action, school trips are an important part of the curriculum. Most school trips are voluntary, but there are a few that are so important they have been made compulsory. They are shown in the table below. They only apply to boys taking the subjects indicated.

Other trips are likely to be offered too, but attendance on these is not mandatory.

We do everything we can to keep down the cost of trips. As such, they are all single day events and, wherever possible, we have tried to prioritise local destinations in order to keep travel costs to a minimum. Despite this, because many trips involve purchasing tickets or arranging travel by coach or public transport, it is unfortunately not possible to make the trips free. Therefore, by signing up for an academic subject with one or more compulsory curriculum trip, it is important that you understand both that you will need to attend the trip and that there will be a small charge for doing so.

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Compulsory Trips in the Sixth Form Subject

Year

Trip Destination

Brief Details (e.g. purpose, duration etc)

Biology

L6th

Holway Wood

In order to conduct field research and thus gather data for statistical testing. This forms part of the A2 examination. It is completed in 1 day.

Chemistry

L6th Form

Bristol

Lab trip to extract caffeine from teabags.

Drama

L6 and U6

Curriculum Plays

Matinee trips to watch two plays.

L6 and U6

Curriculum Visits

Visits to V&A Museum and NT Archive.Â

Design & Technology

L6th and U6th form London

Design in Action : lecture series.

L6th and U6th form The South-West

Factory visit to a commercial manufacturing facility.

L6 and U6

Curriculum plays

Matinee trips to watch up to two plays.

L6 and U6

Curriculum visit

Visit to V&A National Theatre Archive (if required).

L6 and U6

Curriculum visit

One lecture relating to course content.

L6th

Bristol

A two day residential to Bristol looking at urban settlement functions, characteristics and change.

U6th

Jurassic Coastline, Dorset

One day trip looking at coastal landforms, processes and management.

PE

U6th

Bath University

Trip to experience Sport Science at University focusing on physiology lab testing and biomechanical analysis.

Philosophy & Ethics

U6th

Academy Conference

A one day conference to stretch and challenge 6th Form students from a number of schools on issues related to the A Level syllabus.

English Literature

Geography

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Sixth Form Life in a Boarding House There are obvious similarities between the life of a junior boy in a House compared to that of a Sixth Former. However it is the differences in the life of a Sixth Former I wanted to focus on here.

From the start of your time in the Sixth Form there is an expectation of leading the House, whether you are in the Upper or Lower Sixth. As soon as you put that suit on, you will be looked at as a role model by the junior years. This is a huge privilege but it comes with a good deal of responsibility.

For this service you have the opportunity to be in the very best studies in the House, you will have far more freedom in terms of how you use your time, where you can go and what you can do.

Socially, you get to enjoy your own common room and a chance to relax and unwind with the rest of the Sixth Form. The Lower Sixth is your chance to show your Housemaster or

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Housemistress what you could offer as a Prefect to the House in your final year in the School. It is of note that even if your junior School experience was a little bumpy there is still an opportunity for you to become a Prefect if you invest wholeheartedly in the values of the House.

Even as a Sixth Form entrant there is no reason not to engage with this process fully as there have, in the past, been boys who join the House in the Sixth Form who have had the honour of being Head of House and even Head of School at Sherborne.

Being a Sixth Former is a rich and rewarding experience; it requires a great deal of investment but it will truly prepare you for life beyond Sherborne.

Ben Sunderland

Senior Housemaster and Housemaster of Lyon

SHERBORNE SCHOOL

Sixth Form Subjects 2020-21 Art

Greek

Business

History of Art

Biology

Chemistry

Classical Civilisation Computer Science

Creative Digital Media BTEC Design & Technology

Drama and Theatre Studies Economics

English Literature

Enterprise and Entrepreneurship BTEC Extended Project Qualification Geography

History Latin

Mathematics

Further Mathematics

Modern Foreign Language Music

Music Technology

Philosophy and Ethics Photography

Physical Education Physics

Sport BTEC

Notes: • The School reserves the right not to offer a particular course if there is insufficient demand to justify a viable set.

• In previous years we have suggested that boys do not study Economics and Business together because of the similarity in their content. However, since the A level reform this is no longer the case and each year a small number of boys choose to take both subjects together.

• Further Mathematics is available as a fourth choice A level, but must be chosen in combination with Mathematics A level.

• Boys fluent in a second language may explore the possibility of taking an A level in this language in addition to their three A level choices. If this is relevant to you please discuss this possibility with Dr Filtness, the Deputy Head (Academic), and Mrs Thurman, the Head of Modern Foreign Languages, before making your option choices.

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Art and Design There is no escaping the fact that being a creative thinker and problem solver are highly desirable skills. A level Art and Design offers you the opportunity to be creative, while at the same time learn core transferable skills. Creativity, imagination and problem solving are essential skills for Art and Design A level, which makes it an A level option that works well with all other subjects. In recent years pupils who have studied A level Art and Design, Maths and Physics have, for example, gone on to do Architecture, Engineering and Economics at some of the top universities in the country including UCL, Imperial and Bristol.

Life Drawing

A level Art and Design is essentially a practical course in which you learn by doing. You will learn to manipulate a range of practical processes, think creatively, make informed critical decisions and how to communicate your ideas.

Throughout the Michaelmas term pupils, have the opportunity to attend evening Life Drawing classes. Drawing underpins all course assessment objectives and aims to develop confidence and essential drawing skills and is recommended for pupils wishing to apply to a Foundation Art and Design course and Architecture, Graphics and Design degree courses.

Course Programme

Visiting Artists workshop programme

The course programme supports the development of core skills during the first two terms of the course and is centered around drawing and addressing the AQA assessment objectives.

Participation in weekly critique sessions builds confidence and familiarity with subject specific language. As the course progresses you will learn to develop your ideas independently through structured tasks in preparation for the start of Personal Investigation coursework component.

Workshops delivered by the Art Department team, visiting artists and one to one tutorial sessions underpin the work you will be doing in the studios.

Our programme of visiting artist workshops provide pupils with the opportunity to work alongside current practitioners and is an important aspect of the creative experience on offer. Mixed media Drawing, Oil Painting and Colour mixing and Ceramics are just some of the recent workshops on offer to A level pupils.

All our pupils are encouraged to challenge and extend their understanding of processes through the creation of work which fosters resilience and independence. The teaching and learning on the A level course gives pupils the opportunity to create ambitious and highly personal work within 20

the framework of the curriculum in a safe and creative environment. Recent work has included a Wunderkammer installation, a Duchamp inspired ‘ready made’, digitally manipulated images created from time lapse photography and ceramic sculptures. To help facilitate improvement in skill level all pupils have access to the department studios seven days a week.

SCAD Foundation Fellow The Art Department has, for the third year, benefitted from its close working relationship with the Savannah College of Art and Design (SCAD).

Pupils have had the opportunity to work with our SCAD Foundation Fellow in class and during enrichment sessions. The specialisms our SCAD Foundation Fellows bring to the department has promoted Film, Animation, Illustration and Drawing over recent years.

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Portfolio preparation Foundation Art and Design courses and some degree courses require pupils to produce portfolios of work and sometimes visual responses to a set theme. The Art Department team is committed to supporting each pupil, who is making an application, with the process of building a portfolio and preparing for interview.

Further study and career opportunities: • Architecture • Art history • Digital media • Animation • Engineering • Fine art

A level Art and Design course content

• Fashion • Model making

Component 1 Personal Investigation (coursework), this forms 60% of your total A level mark.

• Theatre design

You will develop work for a Personal Investigation from an idea, issue, concept or theme supported by a 2000 word written element (in the form of continuous prose throughout the Personal Investigation sketchbook or as an essay).

• Illustration

Component 2 Externally set assignment ESA (exam), this forms 40% of your A level mark.

• Visual effects for film and television

You will produce personal work in response to one of eight themes in the exam paper and produce a portfolio of work that addresses all the assessment objectives during a limited period of time before the 15 hour exam.

• Graphic design • Game design • Industrial design • Interior architecture and design • TV and film production • Visual communication

E.S. Drake emma.drake@sherborne.org

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Biology The course develops the essential biological knowledge, understanding and the skills needed to be part of the new age of scientific and technological breakthrough. From the study of molecules to metabolic pathways of whole organisms, from genes to genetic engineering or ecology to ethics, the scope of biology in the structure and functioning of the natural world is revealed.

As a modular course, the content of the Lower Sixth is examined by a multiple choice and structured answer examination. In addition, there is a two-hour practical examination, based on the experimental work and microscopy that has taken place throughout the year. In the Upper Sixth two further units are studied to complete the full A level, one of which involves questions based on practical and statistical work. Therefore, field study is an important part of the syllabus, putting into practice observational and statistical skills; this takes place at the end of the Lower Sixth year and a small charge is applied. No separate practical element is required at A2 level.

Classwork provides the structure against which detailed personal study can proceed. All practical work, including dissections and microscopy, are integrated with the classwork and have been carefully designed to consolidate knowledge and prepare for the practical examination and A2

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practically-based written paper. In addition to their main texts, each student has access to a wide range of books and journals in the School library.

There is also a comprehensive scheme of work and resources available on the Biology web pages.

Bio Soc is a society for aspiring biologists, particularly medics, vets and dentists, where topics and case-scenarios outside the A level syllabus are discussed. This allows pupils to build a useful portfolio for applications to universities.

Biology is strongly supported by Chemistry A level (it is essential for medicine and some veterinary degrees) and also by Mathematics A level. There is also some overlap with Geography, in the study of ecology, aspects of human health and disease and in the field-work techniques.

Biology has a strong tradition of Medicine, and the standards for this are high. Degree courses popular with Shirburnians have included various aspects of Biology, Biochemistry, Physiology, Agriculture, Medicine, Veterinary Science, Medical Science, Pharmacology and Pharmacy. A Biology qualification however is very transferable; indeed, qualified biologists are employed in a wide range of careers, including industry, the Scientific Civil Service and even Law. Dr J-P. Manning jonpaul.manning@sherborne.org

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Business This A level Business course introduces you to some (there is a lot to learn) of what you need to know about business, providing a solid foundation for further study. With a focus on helping you to become a good decision maker, you’ll learn essential managerial skills, alongside techniques to help you become an analytical problem solver. These skills are all highly sought after and valued in a wide range of careers.

Further study and career opportunities:

First year: Topic 1 What is business?

Topic 2 Managers, leadership and decision making.

Topic 3 Decision making to improve marketing performance.

Topic 4 Decision making to improve operational performance.

If you’d like to study business, finance or management at university, A level Business provides an excellent foundation. The skills you learn are also transferable across a broad range of subjects and careers. Whatever you choose to do in the future, you’ll find that the things you learn in this course will help. You might have ambitious plans to start your own business. If that’s the case, you’ll find the marketing and finance topics particularly useful.

Topic 5 Decision making to improve financial performance.

Business pupils have recently visited Numatic International (Henry vacuum cleaners), Blackthorn Cider, Mini and Bristol Business School to hear Willie Walsh speak.

Topic 8 Choosing the strategic direction.

Topic 6 Decision making to improve human resource performance.

Second year: Topic 7 Analysing the strategic position of a business.

Topic 9 Strategic methods: how to pursue strategies.

Topic 10 Managing strategic change.

Business is a reformed subject with no coursework and all three exams at the end. The exams will feature a range of question styles including multiple choice questions, short answer questions, essay questions, data response questions and case studies. 10% of the marks are for quantitative skills.

R.T.B. Harris robert.harris@sherborne.org

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Chemistry The Course

What lies beyond A level Chemistry?

Chemistry is a reformed A level subject. It focusses on the following subject areas:

Your suite of A levels goes a long way to deciding your university and career pathways, but 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; arguably the second most famous British Prime Minister of the 20th century was trained as a Chemist! The chemical industry is also the country’s largest export earner, and a great deal of money is given over annually to research and development.

• Understanding the atom and how its structure, and that of molecules and compounds, affects the large-scale properties of materials.

• Separate theories of bonding are brought together into one model.

• A study of energetics in chemistry is shown to be of theoretical and practical importance.

• The uniqueness of carbon is explored, together with its role in creating vast molecular diversity.

• An understanding of the ways in which chemists can control the rate, direction and extent of chemical changes.

• By the end of the A2 year, you will have a greater insight into the scope of chemical science, and how its techniques may be employed to the advantage of society.

Chemistry is a practical science and much of the course will be complemented by experimental investigation and synthesis. Your practical skills will be assessed internally (and unobtrusively) over both years of the A level course. You will need to secure a “pass” (there is no other grade!) in the practical component. The mathematical content of A level Chemistry is not overwhelming but does require a good grade at GCSE level; support is available to the very few who need help.

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 skills that are prized by universities and employers alike.

If you are considering reading any of the following subjects at university, Chemistry is a helpful, and sometimes compulsory, subject for entry: Agriculture, Archaeology, Biochemistry, Biology, Chemistry, Dentistry, Engineering (& Chemical Engineering), Geology, Materials Science, Pharmacy, Psychology, Veterinary Science and Medicine. In addition, there are numerous courses that offer Chemistry as part of a joint- or doublehonours programme.

What skills/qualifications do you need?

Chemistry A level is well-supported by Biology, Physics and/or Mathematics. However, if you are curious about the world around you, if you are prepared to read round the discipline and if you’re keen to develop your thinking skills, Chemistry A level could be for you as part of a more diverse program of study. Further details on this and any other part of the course may be obtained from the Head of Chemistry and/or your teacher.

W.E. Buckley william.buckley@sherborne.org

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Classical Civilisation Before the Spartans adopted the lambda as their state symbol in 418BC, individual warriors painted their own designs, such as a scorpion or gorgon, on their shields. The Greek biographer Plutarch describes how an unnamed Spartan soldier, when asked why he had drawn a small fly on his shield, instead of something more intimidating, replied: ‘so that when I come close to the enemy, it will appear a giant’.

It is small anecdotes such as this that breathe life into our study of the classical world, a world that is not dead, but alive beneath the surface of the modern world. The Greeks and Romans have in many important ways shaped the institutions, languages and ways of thought of Europe and the West. One need only look to Hollywood, which still turns to classical writers for inspiration. The study of Classical Civilisation at A level is an often inspiring and thrilling journey through history. It is no accident that many who begin their classical studies in the Sixth Form go on to study the subject at university.

What is Classical Civilisation?

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Classical Civilisation is the study of the civilisations of Greece and Rome, an interesting and varied mixture of such subjects as English Literature, History, Theology and Geography, but focusing entirely on the culture and society of the Greek and Roman world. It is a fascinating subject, the huge breadth of topics exhilarating. From pots to plays, from Plato to Pausanias, there is something for everyone. Classical Civilisation offers an important insight into the origins of our own society and there are also excellent travel opportunities. Every year, I organise a classical trip, to Greece, Rome, or, if you are lucky, somewhere further afield. You do not need to have a Classical Civilisation GCSE, nor any prior knowledge of the Classical world, just an initial interest… we will do the rest!

What will you study?

Classical Civilisation is made up of three components, each of which includes the study of primary classical sources, both texts in translation and physical evidence, and each of which contains a number of options, which will be decided not only by the specialisms of your teachers, but by your own interests. For each component, you will have to answer structured, source-based questions and one essay.

In Component 1, The World of the Hero, you will study Homer’s Iliad or Odyssey, epic poems about war, gods and goddesses, individual combat and heroism. You will read about the hairy-headed Achaeans, rosy-fingered dawn and swift-footed Achilles. You will also learn that despite the huge budget of the movie Troy, the war in fact took ten years, not seventeen days, that Achilles was dead by the time the Trojan Horse was built and that Menelaus was not killed by Hektor. Alongside this, you will study Virgil’s Aeneid, a cornerstone and landmark in Western literature, in which Virgil explores what it was to be a hero in the Roman world.

In Component 2, Culture and the Arts, you will study one of four options: the Greek theatre, in which you will read three exciting plays, Sophocles’ Oedipus the King, Euripides’ Bacchae and Aristophanes’ Frogs, as well as study the physical theatre; Greek Art, which involves a critical study of some of the greatest and most beautiful temples of the world, such as the Parthenon and the innovative Temple of Apollo at Bassae, as well as statues, such as the Zeus/Poseidon or the Diskobolos; the Invention of the Barbarian, a study of the Persian Wars, as described by Herodotus and Aeschylus, exploring how the Greeks saw themselves as distinct from their ‘barbarian’ neighbours; or the Imperial Image, in which you will examine the successful propaganda campaign of Augustus Caesar.

SHERBORNE SCHOOL

Beyond Sherborne?

In Component Group 3, Beliefs and Ideas, there is also a choice of options: Greek Religion, in which you will study this essential part of ancient Greek identity, which permeated all strata of society and all aspects of an individual’s daily life; Love and Relationships, in which you will explore the passions, frustrations and delights of love in the ancient world; Politics of the Late Republic, in which you will examine three contemporary political figures, Marcus Porcius Cato, Gaius Julius Caesar, and Marcus Tullius Cicero, during a period of upheaval and conflict, which eventually led to the downfall of the Republic and the rise of the Roman Emperors; or Democracy and the Athenians, in which you will examine what Democracy meant to the Athenians, and its positive and negative aspects, focusing on two key thinkers, Solon and Cleisthenes, as well as the biting wit and political satire of Aristophanes.

Combined with what?

A study of Classical Civilisation complements many other popular A levels, including English Literature, History, Art, Drama, Government and Politics, History of Art, and Philosophy & Ethics, as well as a study of Latin and Greek. Classical Civilisation goes with everything!

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, over the past few years. In the words of the Classics Department of Durham University: ‘Classics pupils are highly valued by employers, who realise that, in studying for your degree, you have not only mastered Augustan foreign policy or Aristotelian metaphysics, but have also acquired skills which are readily transferable in the jobs market. You have learned, for example, to compile and evaluate evidence and to express yourself clearly and succinctly both orally and in writing.’ Classics 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.

S.A. Heath stephen.heath@sherborne.org

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Computer Science Entry Requirement Students should have at least a grade 7 in the Higher Tier of Mathematics GCSE. Relevant to the classroom and the real world Advances in computing are transforming the way we work and the Computer Science specification is designed to reflect this. The specification focuses on the knowledge, understanding and skills students need to progress to higher education or thrive in the workplace.

The start of the course begins with intensive training in programming and algorithmic thought, coupled with data-structures. Although some students will have a GCSE background, the course is structured so that students without this background and the requisite interest and motivation can succeed. The course is an academic Computer Science source and therefore lends itself well with good mathematical and problem/puzzle-solving skills. Boys follow the AQA syllabus which contains a good mixture of Low and High level languages which are used to demonstrate the basic principles of computing.

Different languages and environments are used such as Logo, Raptor, Python, Java and PyCharm, Assembly and Haskell to enhance learning. Python is the main language of the course, however and boys should complete the code Academy Python course prior to starting in September. This is

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particularly the case for non GCSE priorknowledge. Those who continue into the Upper Sixth will extend their knowledge of programming and problem solving and will further study database systems in depth using MySQL and functional programming (Haskell). The NonExamined Assessment (Project) is started towards the end of the Lower Sixth and boys will be expected to identify their project and work hard on this during the summer in preparation for the start of the Upper Sixth. Boys are guided towards personal selection of a project that interests them and which conforms to the mark-scheme provided

by AQA. The Computer Science Department has its own well-resourced and dedicated rooms, which are available to those boys who study Computer Science during breaks, lunchtimes, after school and during their free lessons if no teaching is going on in there. All software needed specifically for the course is free for educational purposes.

Boys may use their own laptops in class should they wish and are encouraged to do so. Moreover a laptop is required for boys to succeed.

SHERBORNE SCHOOL

Subject Content

Paper 1

All fourteen subject areas listed are covered for A Level.

This paper tests a student’s ability to program, as well as their theoretical knowledge of computer science from subject content 1- 4. It is assessed by an on-screen exam lasting three hours.

Students 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.

1 2 3 4 5 6 7 8 9

Fundamentals of programming Fundamentals of data structures Fundamentals of algorithms Theory of computation Fundamentals of data representation Fundamentals of computer systems Fundamentals of computer organisation and architecture Consequences of uses of computing Fundamentals of communication and networking

10 Fundamentals of databases 11 Big Data

12 Fundamentals of functional programming 13 Systematic approach to problem solving 14 Non-exam assessment - the computing practical project

Paper 2 This paper tests a student’s ability to answer questions from subject content 5 -12. It is assessed by a written exam lasting three hours.

Students answer a series of short and extended answer questions.

Non-exam Assessment (Project) Additionally, there is a non-exam assessment which assesses a student’s ability to use the knowledge and skills gained through the course to solve a practical problem. Students will be expected to follow a systematic approach to problem solving, as shown in section 13.

D.G. Wild david.wild@sherborne.org

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Creative Digital Media BTEC The Television and Film course at Sherborne offers the boys the opportunity to explore their creativity through the medium of digital film making.

Creative Media (TV and Film) is offered at National Subsidiary Diploma Level 3, which is equivalent to an A level course, both in terms of the time required to study for it (720+ hours of lessons over two years) and also 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 BTEC qualification in this field. The Creative Media (TV and Film) BTEC comprises three compulsory modules and four additional units from a range of options. All the mandatory and optional units are internally-assessed coursework projects.

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. Depending on your creative interests, you have the option of completing units in Film and Video Editing, Music Video Production, Single Camera Production (narrative film making), Factual Film making (documentaries), Advertising Production, Social action and Community Media Production (Campaign Film Making) or Video Installation Production. All this work will be completed using industry leading specialist software. On the course, the boys will be working with professional grade equipment. We have invested in the Adobe Creative Suite so the boys learn the editing package Premiere Pro CC, they can also develop skills in Adobe After Effects CC as well as using high end JVC and Canon digital cameras, dollies, jib arms, Steadicams, Go Pros; they can fly the drone too for added, aerial drama.

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The programme of study covers a range of media production composition and editing techniques designed to give boys both an understanding of the versatility of these programmes, but also the opportunity to create and complete projects of your choice. Overall, boys will have to undertake four such projects, with the mandatory units built into the programme of study. These then contribute to your overall grade. A Creative Media BTEC 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. Similarly, the emphasis is shifted more towards the practical applications of what you learn, rather than the content itself.

Because of this, all of the assessment takes place through coursework, which reinforces the handson approach to learning and lends itself towards the holistic development of the creative, interpersonal and thinking skills you will need to succeed either in employment, or in a related discipline at university.

The BTEC course offers clear higher education pathways and employment opportunities.

Students who complete the course can go on to specialist courses at Ravensbourne University London (part of UCL), Bournemouth University, Falmouth University, Loughborough University, amongst many others, and study: script writing, filmmaking, media production, digital film production, journalism, television, animation, games design, creative writing, editing and post production and other specialist courses. The course provides the platform for further professional study in a wide variety of creative disciplines, as well as the opportunity for employment in the creative sector. The course is the ideal stepping stone to the creative media sector, a sector that currently contributes £130bn to the UK’s economy and provides over 3.12 million jobs.

O. Senneck oliver.senneck@sherborne.org

SHERBORNE SCHOOL

Design and Technology Product Design Design & Technology (D&T) is a creative subject with a technical core. As such A Level studies of D&T could sit well with complimentary studies of: • Maths and Physics (for Engineering routes) or Business Studies (for innovation or entrepreneurial ventures).

• Art, Photography or Creative Digital Media (for any spectrum of Design-based degrees) or • Geography (for surveying, Geotech or construction industry-focussed courses).

The most specific focus for those who choose to study D&T A Level is to go onto read our worldrenowned ‘Product Design’ degrees to follow in the footsteps of recent successful British designers such as Jonathan Ive; the designer of the iPhone, Thomas Heatherwick; The London Bus, James Dyson; the cyclone vacuum cleaner or Edward Barber and Jay Osgerby; designers of the London Olympic torch.

The subject builds creative confidence, broadens your understanding of how things are made, understand what they are made from and why and develop project managements skills through the extended coursework project (the NEA).

Design & Technology help to provide you with the opportunity to be assessed on your ability not only to learn through studies but on the practical application of that knowledge to your own product development.

The Technical The subject has its own body of knowledge, principles and concepts. You will gain a broader appreciation of how Design, manufacturing and society are all connected and interrelate with each other.

Design & Technology will help you to understand and appreciate your built environment by exploring and providing you with: • an understanding of materials technology What makes titanium suitable for the leading edge of a Merlin helicopter main rotor blade and how can these blades support their own weight, let alone lift the 4 tonne fuselage if they are mostly composed from a paperbased open cell honeycomb?

• an appreciation of how objects are made How can we form and treat ice axes for mountaineers so the thin pick can take the impact of being driven into ice at temperatures which would make most materials so brittle they would snap?

• an appreciation of where technology is going Smart materials respond to changes to their environment. What materials are NASA exploring in order to be delivered to the Martian surface where they could transform into structures in response to its surface environment?

• an understanding and appreciation of our technology history What political events lead to the start of the Art Deco design movement? Why did its French designers choose to use ebony, ivory and shark’s skin in the products they designed and how did cross-Atlantic liners help shape the aesthetics of modern Manhattan as a result?

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50% of your A Level marks can come from a terminal exam in which you will need to answer questions on the topics of materials and manufacturing processes, Twentieth century designers, the effects of manufacturing on society and the challenges and opportunities that technology presents to our futures, focussing on aspects of artificial intelligence and robotics.

The Creative The subject coursework forms an extended research, design and manufacturing task over the two-year period which will result in you producing a fully functioning prototype which you will test with a real client.

Presentation and ICT confidence - This project and the prototype you will build is assessed and will contribute a further whopping 50% of your marks in the A level. As such you will spend time developing your drawing and ICT skills as well as using the Adobe Creative Suite. You will learn to apply industry-standard 2D and 3D computeraided design packages, working with the laser cutter and 3D printers. This is an important component in the advanced studies of D&T. The course is fast-paced and will help you to develop a variety of the core skills of design:

• Design communication – swift effective visualisation of the options your client has and detailed accurate drawings to develop computer code from or to prepare for manufacture.

• Aesthetic value and proportion.

• Product development, iterative development of a variety of design solutions.

• Manufacturing techniques to a high level of precision and to close tolerance.

• Structuring and planning projects.

D&T can enable you to develop higher-level cognitive skills; the development of hypotheses, synthesis of ideas and the significance of reflection.

Each year you may hear from up to five practising designers. They will speak about their experience of the world of design. This past year we have heard from: A Material Technologist who has worked on landspeed record vehicles and is currently exploring the technology we will need to live on other planets.

A Fashion Designer whose work with grass-roots social projects has led them to design and develop affordable housing.

• Primary and secondary research, its analysis and its conclusions.

A Product Developer of electrically conductive paint and the challenges of taking a promising prototype into mass production.

• Working to a fixed client brief, appreciating their perspective and being open to their needs and values.

A Creative Director of a social design initiative and how it is changing lives through small-scale personal impact rather than mass production.

We will also visit local industry to experience manufacture first-hand to contextualise your learning.

P.R. Chillingworth peter.chillingworth@sherborne.org 33

Drama and Theatre Studies Why study A level drama at Sherborne?

What does the course consist of?

• Impressive resources.

There are three components:

• A lively, cutting edge department with many pupils.

• Drama and Theatre (40%):

• Lots of shows, practical drama exercises and games in a bespoke working space.

• Great results.

• A hard-working but fun environment to explore your creativity in.

What do I need to study A level Drama at Sherborne School?

• You need to be friendly, co-operative, adaptable, hard-working, creative and able to take the initiative.

• You do not need to be a performer; however, if you are not, you should have skills that will help you in the technical or design elements; lighting, sound, costume, make up or set design.

This unit consists of a practical exploration of two different texts, one of which is pre-20th century and one of which is a modern text. The plays are studied in terms of form, structure, genre and social and cultural influences. There is also a question relating to a Live Theatre Performance. You will be taken to see various cutting-edge plays by theatre companies such as Frantic Assembly and Kneehigh, as well as more conventional performances during your course.

• Creating Original Drama (30%): In this component, you create an original piece of drama. As an alternative to performing, pupils are able to choose any of the technical/design roles.

• Making Theatre (30%): In this Unit, you will perform or apply a design skill to three key extracts from three different plays.

I.C. Read ian.reade@sherborne.org

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Economics Economists and politicians can’t always agree on the best way to solve economic problems. In the Economics Department we don’t pretend to have all the answers – but we do hope to help you begin to ask the interesting questions.

We aim to help you develop the following key skills: • Thinking like an economist.

• The application of economic concepts and theories to real-world issues.

• The application of appropriate quantitative skills to relevant economic contexts.

• Engagement with economics through wider reading and an awareness of the current issues impacting on the subject.

Historical context and debate The specifications select aspects of economic history to inform macroeconomic debate and provide context to current economic issues.

Reflect today’s global economy The new specification ensures pupils develop an understanding of current global issues and development economics.

Real world focus All of the assessments are based on real data and issues (fracking, plastic bags, and China’s slowdown).

Skills for progression You will develop transferable skills to support study in a wide range of subjects at university and the transition to employment. These skills include numeracy, communication, critical thinking, forming and testing hypotheses and commercial awareness.

You do not have to study Maths A level to read Economics at university or succeed at Economics A level – however, it is required for certain universities.

Economists have recently visited the Mini factory in Oxford, quizzed Johnny Boden, listened to David Smith (Sunday Times), entered the Royal Economics Essay Prize and taken part in the Bank of England’s Target 2.0 competition.

Economics is a reformed subject with no coursework and three exams at the end of the two years. 20% of the marks are for quantitative skills.

R.T.B. Harris robert.harris@sherborne.org

Reflect developments in economics The specification content has been updated to reflect developments and current issues in economics. The introduction of Behavioral Economics is well overdue and of interest to many pupils. Studying the role of the financial sector supports pupil understanding of recent economic events and the 2008 Global Financial Crisis.

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English Literature The English Literature A level leads to you becoming a more effective reader and a better writer.

It works equally well in a combination with other humanities and languages, or as something different with which to balance your study of Maths or Science. Those who studied English Literature at A level last year went on to study a range of subjects at university including: History, Politics, Medicine, Business, Theology and, of course, English.

Of those Old Shirburnians who have read English at university since 1991, every single one has achieved either a First or a 2:1. The careers they went on to pursue include Law, Journalism, Finance, Advertising, TV production, Acting and Documentary film-making.

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.

What do you study at A Level?

There are three compulsory components to the course: • Drama and Poetry pre-1900 (40%) This exam consists of two different sections: Shakespeare and a comparative unit studying one drama and one poetry text. In recent years, pupils have studied ‘Hamlet’ alongside Ibsen’s ‘A Doll’s House’, and Chaucer’s ‘The Merchant’s Tale and Prologue’. Opportunity permitting, you will be taken to see your texts in performance.

• Comparative and Contextual Study (40%) In this exam you will be assessed on your understanding of a specific genre or topic area.

Depending on teacher specialism, you may study texts relating to American Literature, the Gothic, or immigration. The exam consists of two questions: an analysis of an unseen extract relating to your topic area and a comparative essay on your two set texts.

• Coursework (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.

H. Cant harriet.cant@sherborne.org

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Enterprise and Entrepreneurship BTEC Why study Enterprise and Entrepreneurship?

Entrepreneurs are essential to our society because they build the economic engines that help our economy grow. They foster technological and social change, and their innovation and creativity forge our future. Through a combination of class work and enterprise projects students can learn and practice entrepreneurship in a real environment. Students will receive a thorough and practical understanding of the issues involved in both starting a business and fostering innovation in a corporate setting allowing them to progress into the business world or into higher education.

The qualification is equivalent in size to one A level and carries equivalent UCAS points for university entry. The content of this qualification has been developed to ensure that it supports progression to higher education.

A BTEC National Extended Certificate is an academic, practical and vocational course where you will learn by completing projects and assignments that are based on realistic workplace situations and activities in addition to a number of externally set tasks and exams.

Subject content The course is made up of 4 units (or subjects) which cover the broad range of the enterprise sector. Two of the units are assessed internally through the production of a portfolio of evidence. This evidence is generated through written assignments, presentations or practical demonstrations. Two of the units are assessed externally through an exam and set tasks.

Unit One: Enterprise and Entrepreneurship In this unit, you will gain an overview of the importance of both enterprise and entrepreneurs to the local and national economy. You will explore their creativity and mindset as you look at real-life enterprise and entrepreneurs, and investigate the skills required to be successful. You will also look at the risks, opportunities and constraints faced by entrepreneurs in setting up their venture, assess the

feasibility of a range of potential enterprise opportunities and then develop and present one idea of your own for a local enterprise.

Unit Two: Developing a marketing campaign Marketing is a dynamic field central to the success of any business. You will gain an understanding of how a marketing campaign is developed. You will explore different stages of the process that a business goes through when developing its campaign and develop your own campaign for a given product/service.

Unit Three: Business and Personal Finance This unit includes aspects of both personal and business finance. Personal finance involves the understanding of why money is important and how managing your money can help prevent future financial difficulties. The business finance aspects of the unit introduce you to accounting terminology, the purpose and importance of business accounts and the different sources of finance available to businesses.

This unit will help you to analyse profitability, liquidity and business efficiency. It will give you the knowledge and understanding to manage your personal finances and will give you a background to business finance and accounting as you progress to employment or further training.

Unit Four: social Enterprise Social enterprise is often regarded as the business model for the 21st century and the charities, voluntary organisations and social enterprises of what is referred to as the ‘third sector’ are becoming increasingly significant in the business world.

Learners will have the opportunity to produce their own plan for a social enterprise. This will enable them to develop skills and knowledge of creating a vision, as well as understanding the values and principles involved and how they relate to the different legal structures and formats for trading.

R.T.B. Harris robert.harris@sherborne.org 37

Extended Project Qualification The EPQ 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 over the first 4 terms of the Sixth Form. 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 song, 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).

While 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 do better at university. More recent research shows that there is even a positive impact on how you would do on your A levels.

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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, family and friends.

Recent EPQ Titles • To what extent is OCD curable in children and young adults? (William Bond).

• How far did the actions of the Commonwealth and Japanese forces during the war in Burma impact the Naga tribes and are they still being affected by those actions today? (Seb Carty).

• Usage of fMRI in reading thought patterns. (Michal Dvorak).

• Have developers become too concerned with profit over standards? (Hector Fiennes).

• What lessons regarding cultural differences could wider businesses learn from the first Sino-joint venture between Morgan Stanley and the Chinese Construction Bank during the 2000s? (Jack Fu).

• A short film and composition to engage the audience to perform the act of stewardship towards nature. (Freddie Graham).

• How does the impact of bike usage differ between HIC’s and LIC’s in terms of their economic and social development? (Hector Hamilton).

• How is Russia’s development limited by its physical geography? (Hugo Hurrell).

• Do the current challenges of operating a Space Elevator prevent us from building one in the near future? (Calin Profir).

• To what extent do cognitive linguists provide a strong argument against a generative model of grammar? (Malhaar Shah).

• Did the oppressive nature of Francisco Franco’s regime benefit Spanish art? (Archie Tennant).

• Which type of artificial system is the best for keeping corals? (Polo Xin).

C.A. Allen charlotte.allen@sherborne.org

SHERBORNE SCHOOL

Geography The Topics:

The Exams:

Many of the significant issues facing the world today are included in the A level syllabus: climate change, coastal management, ageing populations, refugees, environmental degradation, vulnerability to natural disasters, global inequality, to name a few.

You will take two 1.5 hr exams at the end of Lower Sixth (one Physical and one Human Geography) and two 1.5 hr exams at the end of Upper Sixth (again, one Physical and one Human Geography).

All four papers are weighted equally and individually contribute 25% to your overall grade.

As Geography is multi-disciplinary in nature, you will develop a wide range of skills which will be invaluable beyond School. These include developing your ability to interpret data, think critically, empathically and holistically, debate key issues and make decisions.

The Cambridge International Examination specification is followed at A level.

The Lessons: Your lessons will continue to be varied. A typical half-term is likely to include a small project (e.g. a presentation), some independent research, group work, timed essays, class debates, reviewing documentaries and comprehension tasks.

Year 1 (AS)

Frequently asked questions:

Physical:

What is the longest essay we will have to write?

In the first year, the longest essay you will have to write is around 1.5 pages (15 marks). In the second year, the longest essay you will have to write is around 2 pages (20 marks). There are also smaller questions worth 3, 4, 6 and 8 marks.

• Hydrology and Fluvial Geomorphology • Atmosphere and Weather • Rocks and Weathering Human: • Settlement Dynamics • Population • Migration Year 2 (A2) Physical: • Coastal environments • Hazardous Environments Human: • Environmental management • Economic transition

is there more human Geography than Physical Geography?

Although strictly speaking there is a 50/50 split across the two years; it could be said there is slightly more human Geography in the syllabus as most physical topics finish with human management. are there any fieldtrips?

Yes there are. We run a two-day residential trip to Bristol in the first year as well attending Royal Geographical Society lectures in the South West.

In the second year we make the most of the outstanding local Jurassic coastline studying coastal processes between Studland and Lulworth Cove. We also attend the Student Hazards Conference in London.

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What jobs can Geography lead on to?

The Royal Geographical Society reports that Geography graduates tend to become some of the most sought-after graduates by employers.

Possible careers include Environmental Engineer, Chartered Surveyor, Hydrologist, Climate Change Analyst, Town Planner, International Aid Worker and Political Risk Analyst. how is a level different from GcsE? I am sure many of you agree that at GCSE level you are required to learn many topics and case studies. However, at A level fewer topics are studied, but those that are covered are explored in greater depth allowing you to develop wellinformed opinions. As a result, many boys find that Geography becomes more interesting at A level; particularly in the second year.

Do many go on to read Geography at University?

Last year, ten boys (over one third) who studied A level Geography went on to read Geography at some of the top universities, including Oxford. is there any coursework?

No. J.P.A. Wilson joshua.wilson@sherborne.org

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SHERBORNE SCHOOL

Greek πολλὰ τὰ δεινὰ κοὐδὲν ἀνθρώπου δεινότερον πέλει. ‘There are many formidable things in the world, but there is nothing more formidable than mankind’.

savagery. Socrates dedicated his life to proving the difference between the truth and received opinion, the unexamined life being, in his view, not worth living.’

Professor Mary Beard

Sophocles, Antigone

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. A study of Aristophanes’ comedies might also show to you how similar our world is to that of ancient Greece.

Aristophanes’ comment below on politicians is as relevant today as it was then: τὰ δ᾽ ἄλλα σοι πρόσεστι δημαγωγικά, φωνὴ μιαρά, γέγονας κακῶς, ἀγοραῖος εἶ: ἔχεις ἅπαντα πρὸς πολιτείαν ἃ δεῖ:

Why study A Level Greek?

A Level Classical Greek gives you 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. And you will also be able to accompany the annual Classics trip, which every other year is always to Greece. Classical Greek is not for the feint-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.

Aristophanes, Knights

‘You possess all the attributes of a demagogue; a screeching, horrible voice, a perverse, crossgrained nature and the language of the marketplace. In you all is united which is needful for governing.’

‘The Greeks, more so even than the Romans, show us how to question received opinion and authority. The earliest myths reveal mankind actively disputing the terms on which the Olympian gods want to rule them, and the philanthropic god Prometheus rebelling against Zeus in order to steal fire – a divine prerogative – and give it to mortal men. Sophocles’ Antigone refuses to accept her tyrannical uncle’s arbitrary edict, draws crucial distinctions between moral decency and contingent legislation, and buries her brother anyway. Aristophanes, in his democratic comedies, subjected politicians who wielded power to satire of eye-watering

What will you study?

A Level Greek is reformed and is examined in the same way as Latin: as with GCSE, it 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 salt-caked, storm-tossed, winedark treasury of tales of terrifying monsters and sexy witches, of alluring sirens 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).

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You will also read Thucydides’ History of the Peloponnesian War, a war fought between Athens and Sparta, about which Dionysius of Halicarnassus, a literary critic and historian himself, complained: ‘If people actually spoke like this, not even their mothers or their fathers would be able to tolerate the unpleasantness of it; in fact they would need translators, as if they were listening to a foreign language.’ You will also study Plato, the philosopher and founder of modern Western philosophy, who wrote most movingly about the trial and death of Socrates, who was accused of impiety and corrupting the young with his teachings and sentenced to death in 399 BC, whose last words after drinking hemlock, at least according to Plato, were: ‘Remember we owe a cock to Asclepius.’

Combined with what?

What exactly can a student NOT do with Classics?

Greek is often, but not always, studied alongside Latin, and the two have been offered in the widest possible variety of combinations with other subjects. A study of Latin and Greek complements many other popular A Levels, including Modern Languages, History, English and Philosophy & Ethics.

S.A. Heath stephen.heath@sherborne.org

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SHERBORNE SCHOOL

History Who? – Have you got what it takes?

Why? – The Perks

Do you…

• Consider how the broad focus of the History courses – which include discussion of politics, culture and philosophy – are compatible with a wide range of A level subjects.

• Have an inquiring mind?

• Enjoy problem-solving?

• Recognise the value of reading to really understand a topic?

• Have the courage to make – and defend – an argument using different, and often challenging, types of sources?

• Have a real interest to learn more about the origins of the ideas and actions that have shaped the world we live in?

If you answered ‘Yes’ to these questions, congratulations! History could well be the A level subject for you…

What? – Content & Assessment In this reformed A level course, you will study two historical topics covering different time periods and geographical areas over two years with two different teachers.

• Develop highly-valued skills that will be useful beyond Sherborne, from critical thinking to essay writing.

• Aim high and consider Oxbridge. The department has a strong track record of helping boys secure places at Cambridge, Oxford and American universities to read History. History students have also achieved success (and won money!) in national essayprize competitions.

• Sherborne History graduates have gone on to pursue a variety of careers and include David Sheppard (Bishop of Liverpool and England cricketer), Peter Oborne (journalist) and James Daunt (Daunt Books and CEO of Waterstones).

How? – Teaching & Learning

This year’s combinations include:

In the classroom…

• Warfare & Welfare: The Crusades + C20th War & Society.

• Investigate sources in translation.

• Politics & Power: The Tudors + The American Civil War.

• Critique professional historians’ arguments.

• Autocracy: The Angevins + Tsarist and Communist Russia.

Beyond the classroom…

In the second year of the course, boys will attend external exam board specific study days to support their revision and exam technique.

In the Upper Sixth you will sit two 2.5 hour exams and submit a piece of coursework (3,500 words), completed internally, based on independent research and a question of your choice.

• Participate in debates & argue your case.

• Participate in The History Boys, a student-led society that meets weekly to debate historical issues, usually with reference to current affairs.

• Visit the Chalke Valley History Festival in the Summer Term of the Lower Sixth, to hear talks from notable writers and public figures.

• Hear from outside speakers – including authors and university lecturers.

C.A. Allen charlotte.allen@sherborne.org

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History of Art What is Art History?

Course content

Art sees into the very heart of the human condition: who we are and how we see ourselves. Art History helps us make eye contact with the people of the past and let them tell us about themselves but it also helps us understand how artists are trying to make sense of our world today. There is not just one version of reality - Art History introduces us to multiple viewpoints, from an army made of terracotta to a shed caught in the moment of explosion, the tortured eyes of an artist’s selfportrait to a detailed study of a hare. It explores art works, architecture, artists’ lives, art techniques, critical debates in art, materials, movements, influences, patronage, social and political history, religion and finance.

Students will be introduced to the core skills of visual analysis in painting, sculpture and architecture using examples that illustrate the variety of styles, concepts and themes that have characterised Western art. They will study the artistic and architectural vocabulary and methodology needed to evaluate art works and develop skills of visual analysis and historical awareness.

Art History invites us to engage with difficult questions: can depictions of sex be images for spiritual contemplation? Do artists need to have experienced war to be able to depict it with emotional truth? Is the art world dependent on commerce and has it always been?

Why study History of Art? Art History is inherently interdisciplinary, so students from a variety of disciplines will enjoy and be challenged by the variety of approaches that Art History offers. Studying this subject demands enquiring minds and holistic philosophical approaches, forensic analysis and personal responses.

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Students will develop the ability to interpret images, integrate contextual sources, question their preconceptions and develop an understanding of widely different cultures. Art History is a rigorously academic subject and students will be encouraged to learn, question, research, debate and discuss their ideas, and formulate structured and substantiated arguments – all skills that will help them pursue further study in any discipline but will also stand them in good stead throughout their life. Above all, they will have the opportunity to be inspired by some of the greatest artists and artworks from across the world in ways that will stay with them for the rest of their lives.

In their thematic studies they will explore War and Identity in art looking at developments in art and connections between movements and periods within these themes. They will study works from before and after 1850 and also from beyond the Western European tradition and develop the skills to use key critical texts in their analysis, debate and criticism.

The greater share of the course focus will be on Periods: The Renaissance in Italy (1420-1520) and Pop life: British and American contemporary art and architecture (1960-2015). These period studies will enable the students to develop a more indepth insight into particular locations, times and artists, and the influences on them and debate inspired by critical texts.

Examination There will be two, three-hour, end-of-course examinations: • Paper 1: Themes: including visual analysis and thematic studies.

• Paper 2: Period studies.

General aim The aim of this course is that all students will be able to achieve their full potential over the two years, developing important skills and an abiding interest in art.

M. Pomichal miroslav.pomichal@sherborne.org

SHERBORNE SCHOOL

Latin Nescire quid antequam natus sis acciderit, id est semper esse puerum. (Cicero) To be ignorant of what happened before you were born is to remain a child forever.

Latin and Greek are not ‘dead’ languages. The study of their language and literature is fascinating and rewarding in its own right, but Latin and Greek are alive beneath the surface of the modern world. The influence of Greek and Latin is as widespread today as the Roman Empire was dominant in the ancient world: almost 80% of English words derive from Latin; French and Spanish, and the other Romance languages, owe their existence to Latin; world literature and film still turn to classical writers for inspiration. The Greek and Roman world has in many important ways shaped the institutions, languages and ways of thought of Europe and the West.

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. You will develop your understanding of language structures; you will have the option, if you have the talent for it, to write compositions in Latin; you will begin to appreciate the beauty of this ancient language; and you will read and respond to a selection of literature in the original, considering the spiritual, moral and cultural issues that emerge from the reading.

There are also excellent travel opportunities. Every year, I organise a classical trip, to Greece, Rome, or, if you are lucky, somewhere further afield such as Turkey, or maybe one day Libya.

Having spent at least five years studying the grammar and syntax of Latin, now is your chance to put this to good practice, reading and studying authors in their unadapted original. The hard work has been done! Latin is rigorous and challenging, more so than many other subjects, but here lies its

beauty. Latin will inspire and engage you, will stimulate your intellect and will hone your analytical skills.

What will you study?

A level Latin comprises four examined papers: two language and two literature.

Your studies will include practice on unseen translation and comprehension, as well as composition, and most importantly and enjoyably the study of a number of classical authors. You will read selections from Cicero, such as his pro Milone, a speech made by one of the world’s greatest orators on behalf of his friend Milo, who was accused of murdering his political enemy Clodius after a violent brawl outside his estate, a selection from Tacitus’ Annals, a vivid history of the Roman empire, which focuses on the reign of terror under the corrupt Tiberius, the great fire of Rome during the time of Nero and the wars, poisonings, scandals, conspiracies and murders that were part of imperial life. In verse, you may read a selection from Virgil’s Aeneid, the legendary story of Aeneas, a Trojan refugee who travelled to Italy, where he became the ancestor of the Romans, a selection from Ovid’s love poems, the Amores, written in elegiac couplets, often subversive and humorous, and selections from other poets, such as Horace and Juvenal.

Combined with what?

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

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SHERBORNE SCHOOL

Mathematics

Further Mathematics

About Mathematics

About Further Mathematics

Mathematics is interesting and enjoyable: 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 but yet accurate and elegant representation of the complex world around us. A level Mathematics builds on work you will have met before but also involves new ideas, concepts and techniques. It supports many other subjects and is a sought after qualification for the workplace and universities.

A level Further Mathematics must be studied alongside A level Mathematics. It is a demanding, enlightening and hugely rewarding course. It is for the most able mathematicians and those with a real passion for the subject.

Is Maths for me?

Further Mathematics qualifications are highly regarded and are warmly welcomed by universities.

Some prestigious university courses require you to have a Further Mathematics qualification and others may adjust their grade requirements more favourably to pupils with Further Mathematics.

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 are unafraid to ask for help as and when you need it.

If you’re thinking about taking Mathematics, talk it through with your present teacher as they will be best placed to guide you.

Be aware that a strong foundation in numbers and algebra are essential if you are considering taking Mathematics A level. You will need to feel comfortable manipulating algebraic expressions.

You will also need to have a reasonable spatial awareness in order to be able to relate graphs and diagrams to abstract ideas and, you must be prepared to communicate your thoughts and mathematics in a clear and structured way.

The Course You will sit the Pearson Edexcel A levels in Mathematics (9MA0) papers that were introduced in England for first teaching from September 2017.

There is no AS exam at the end of your Lower Sixth. At the end of your Upper Sixth, you will sit three examination papers of which two-thirds are Pure and one-third Applied (Statistics and Mechanics).

The course provides further insight into Mathematics by considering in greater depth the ideas and methods encountered on the Mathematics A level course, extending its applications, as well as introducing new and exciting mathematical ideas and concepts.

The Course You will sit the Pearson Edexcel A levels in Mathematics (9MA0) and Further Mathematics (9FM0) examinations that were introduced in England for first teaching from September 2017.

There will be no AS exams at the end of your Lower Sixth.

At the end of your Upper Sixth, as part of Mathematics A level, you will sit three examination papers of which two-thirds are Pure and one-third Applied (Statistics and Mechanics). The Further Mathematicians will sit four additional papers of which 50% of the contents are Further Pure and the remaining a combination of Further Pure, Statistics, Mechanics or Decision Mathematics.

S.C. Lim

siewchiang.lim@sherborne.org

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Modern Foreign Language Why choose a Modern Foreign Language?

Physiological studies have found that speaking two or more languages is a great asset to the cognitive process. The brains of bilingual people operate differently than single language speakers, and these differences offer several mental benefits.

• You build multitasking skills: Multilingual people, especially children, are skilled at “juggling”.

• You become smarter: Speaking a foreign language improves the functionality of your brain.

German: • The second most sought after language in industry.

• Germany is the second biggest export market in goods and is the biggest import economy.

• Your memory improves: Learning a language involves memorising rules and vocabulary, which helps strengthen that mental “muscle.”

• Germany is the second most important market for tourism and the 7th most visited country for people from the UK.

• You become more perceptive: multilingual people are better at observing their surroundings.

• It is the world’s 3rd largest contributor to research and development.

• You improve your English: These skills can make you a more effective communicator and a sharper editor and writer.

• German is the most frequently-requested language in job advertisements.

• Your decision-making skills improve: Bilinguals tend to make more rational decisions.

Their knowledge and transferable skills ensure that modern linguists are among the most sought-after graduates in Britain. Among the careers successfully followed by modern linguists are: journalism, management, law, teaching and lecturing, arts and administration, civil and diplomatic service, environmental and development work, and many more (Oxford University).

MFL Reformed A level: Brief summary of the specification:

Spanish: • The most widely spoken language in the world with 470-500 million native speakers throughout the world but concentrated in Central and South America as well as the United States.

• 16 million British tourists visit Spain every year while 1 million British nationals are permanent or part-time residents.

• 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.

• Four key skills examined: Speaking, Listening, Reading and Writing.

• Spanish is closely linked and provides a gateway to other romance languages such as French, Italian, Portuguese, Romanian and Catalan.

• Topic-based content covering young adults’ concerns and world issues.

Where next?

• Chance to study culture and literature of the language.

• Weekly conversation classes with native speaking assistants.

French: • One of the most sought-after languages by employers looking for language skills.

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

• France is the UK’s 3rd most important non-English speaking export market. France, Belgium and Luxembourg account for nearly £35 billion of British goods.

Any language combines well in a joint honours degree of any discipline, although natural partners range from Business, History and International Relations to Law and Philosophy. However, there are really no limits! It is easy to add a new language to your MFL at degree level and many universities offer the opportunity to take a year abroad as part of their MFL programmes.

J.R. Thurman judy.thurman@sherborne.org

SHERBORNE SCHOOL

Music If you enjoy music-making, song writing, film music, composing and learning about music, this course gives you the opportunity to pursue these interests in developing particular musical strengths whilst broadening your musical experience and outlook.

The Course: The course is designed to allow pupils the opportunity to perform, compose and to study various different types of music.

Option A - Composing (35%): The creation of two pieces of music for four or more instruments, one based on a brief supplied by the exam board and another of free choice – to last a total of eight minutes. A written commentary for both should contain details of the composition process from beginning to end, mentioning any influential music and/or artists. Some technical exercises need to be submitted at the same time, together with detailed and well-presented musical scores of the compositions and recordings of them being performed as coursework.

Key features: • A flexible course with different options to suit different types of musicians, whether you are classical, jazz or rock minded.

• The opportunity to spend time on solo or group performances.

• The opportunity to use new facilities in the Music School for composing (including the Studio).

THE COURSE IS SPLIT INTO TWO OPTIONS (A OR B) Option A – Performance (25%): An opportunity to perform as a soloist and/or as part of an ensemble. The music may be in any style, including improvisation which need not be notated, but there should be at least two contrasting pieces in the programme. Any instruments and/or voices are acceptable as part of a six minute externally assessed performance via an audio and video recording. As part of the performance there is a written commentary, or a presentation video, about why the programme was chosen and what pieces presented the most interesting technical and musical challenges.

Option B - Performance (35%): An opportunity to perform as a soloist and/or as part of an ensemble like the Choir, the Swing Band or a RocSoc band – as in Performance A except that it contains at least three contrast pieces and lasts ten minutes.

Option B - Composing (25%): The creation of two pieces (as in Composing A) totalling four minutes. A well-presented musical score of the composition, and a recording of it being performed, needs to be submitted as coursework.

In addition to studying one of the two options above, all boys also complete a written paper which is worth the remaining 40% of the A level credit. The written paper comprises in-depth studies of music including a choice of topics ranging from Classical music, through swing and jazz to Rock & Pop music.

Listening tests and two essay questions on the chosen topic are included in this exam paper.

B.J. Davey benjamin.davey@sherborne.org

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Music Technology This course involves the composition of popular music (electronic, dance, rock/pop) and/or film music, some sequencing and extensive recording work in the Recording Studio. The software is Logic Pro X (on Apple iMac) and Ableton Live. Key features: • Flexible specifications with different options to suit different types of musicians, for example classical, jazz, DJ or rock minded.

• An opportunity to get to know your way around the state-of-the-art recording facilities within the Music Studio.

• An opportunity to get to know how electronic music is arranged and composed.

• An opportunity to study pop music from 1967 onwards.

Multi Track Recording An opportunity to record a band or an ensemble and then mix it down and, using best production techniques, to produce a recording of the highest quality. This task is allocated 20 hours of supervised time.

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Composition An opportunity to arrange a piece of music or a song for different instruments and voices, using the facilities within the Music Studio and/or the classroom suites. This task is allocated 20 hours of supervised time.

Production The creation of a recorded piece of music based on editing, mixing and production techniques which will be supplied by the exam board. This will develop your understanding of sound, audio technology and expand upon recording and production techniques.

B.J. Davey benjamin.davey@sherborne.org

SHERBORNE SCHOOL

Philosophy and Ethics Everyone is a philosopher

Zeno’s paradox

Philosophy is an activity you can do anywhere: in the bath, on the rugby pitch, even in bed. It involves asking simple questions and then trying to answer them as rigorously as possible. For instance: where does the sky begin? If you paint a window black, so you can’t see through it, is it still a window? How do I know the difference between seeing something for real and an optical illusion? These questions can be asked by people of all ages, but it is only on this course that we start to seriously try to answer them.

Here’s an example of a good philosophical question.

It’s about 2,500 years old…

What is right and wrong?

Is killing always wrong? It says in the Bible ‘thou shalt not murder’ and yet in times of war we are encouraged to kill our enemies. Our ethical code is a fundamental part of who we are – and on this course you will learn the great ethical theories from hard determinism to libertarianism.

Is a Philosophy A level useful?

People who have studied philosophy at university have gone on to be film directors, actors, Prime Ministers, bankers, doctors and lawyers etc. All of these jobs have an element of philosophy and ethics in them. No matter what you want to study at university, your chances of getting on the course are improved by studying philosophy. The Russell Group of universities has said that it regards philosophy and ethics as a particularly rigorous subject.

What do current pupils think about philosophy?

This is what some of them said: • Most of what we study is new, so I don’t ever think I know it all.

• It’s useful in other subjects.

• It’s very relevant to current events and studying how the world works.

• It’s much more exciting than in the Fifth Form.

• It’s not as hard as I thought it was going to be.

Imagine you shoot an arrow towards a tree. Can the arrow get to the tree? Of course it can, you think. But consider this: in order for the arrow to get to the tree it has to pass through the halfway point. And in order for it to pass through the halfway point it has to get through the point half between there and the bow.

And in order for it to get to that point it has to get to the halfway point between the bow and there. There are, in fact, an infinite number of points that the arrow has to pass through before it hits the tree and this means it should never be able to get there. Think about that the next time you cross the road.

Why religious philosophy and ethics?

For a long time the only philosophy was religious philosophy. When Sherborne Abbey was in its infancy the great philosophical questions were about God’s existence and character. It is worth studying these philosophers as it helps us understand the history of the subject. Also this course will help you understand and articulate your own belief, even if you don’t believe you have one.

What do we study?

Your A level will consist of three interlinked subjects: the Philosophy of Religion, Religion and Ethics, and Developments in Christian Thought. Within these courses you will be introduced to some of the great minds of history: Aristotle, Plato, Descartes, Hume and Immanuel Kant. In Philosophy of Religion you will explore the attitudes these thinkers had to God. In Religion and Ethics you will learn the methods philosophers like Aquinas, Bentham and Kant used to decide whether actions were good or bad, and will use these theories to assess the rights and wrongs of issues around sexual behaviour and euthanasia. And in Developments in Christian thought you will learn the history of Christianity and ask provocative questions about its place in a secular society and its attitude to women. At the end of the two years you will sit three 2-hour exams.

J.A. Crawford james.crawford@sherborne.org

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Photography Are you creative and imaginative? Do you enjoy exploring ideas and looking at things in a different way? If so, you should consider A level photography.

You will enjoy developing your understanding of the visual world, learning practical skills and responding to ideas and issues in ways that are personal to you.

Photography is about looking, learning, thinking and communicating ideas, it inspires creative thinkers.

Photography means ‘drawing with light’. Many photographers have explored various techniques to create images that make a personal statement about things that have interested or concerned them. The most exciting aspect of photography is that you are capturing the world as you see it.

Photography Course Content Portraiture, Landscape photography, Still-life photography, Documentary photography, Photojournalism, Fashion photography, Experimental imagery, Multimedia photographic installation, Moving imagine (video, film and animation).

Possible Degree Options Animation, Commercial photography, Creative and editorial photography, Digital media, Fashion photography, Film and television, Film and visual culture, Forensic photography, Graphics with photography, Medical photography, Visual communication.

Possible Career Options Studying a photography related degree at university will give you all sorts of exciting career opportunities, including: Commercial photography, Fashion photographer, Filmmaker, Fine Art photographer, Forensic photographer, Industrial photographer, Photo-graphic illustrator, Photographic technician, Teacher, Photojournalist, Picture editor, Researcher, Social photographer, Sports photographer.

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The Department Photography lessons are taught within Sherborne’s strong and vibrant Art Department. You will have access to a wide range of photographic equipment including: digital cameras, studio space, lighting, computers, Adobe Creative software, darkroom and print facilities.

Lunchtime, after school clubs as well as weekend workshops are offered and aimed at building skill levels and confidence, which you can then take into the classroom. The department is committed to promoting your exploration and development of your ideas within the framework of the curriculum, in a safe and creative environment, where you will get plenty of support and guidance.

Course Outline year 1 You will spend two terms developing a practical portfolio which begins to evidence an understanding of essential photographic skills through a number of workshops and coursework projects. The final term of year one photography will require you to respond to a set task in preparation for the externally set task in year two. year 2 Component 1: Element 1: Personal Investigation This is the coursework unit where you choose the theme that you wish to study. You are expected to produce a varied and diverse portfolio of visual work with critical analysis in the form of a sketchbook introduction and accompanying annotations, together with a selection of final pieces.

The Written Element A formal written assignment related to the Personal Investigation. This is an illustrated study with a maximum word count of 3000 words that demonstrates good critical and contextual understanding and clearly relates to your Personal Investigation.

SHERBORNE SCHOOL

Component 2: Externally Set Task This is an examination unit. You choose a title from a list provided by the examination board as a starting point. You are then expected to generate an appropriate personal response and produce a broad and diverse portfolio of work with critical analysis in the form of an introduction and accompanying annotations. Final pieces are to be produced in the formal 15 hour examination.

Coursework carries 60% of the total mark, and the Externally Set Assignment the other 40%.

M.C. Bone matt.bone@sherborne.org

Photograph taken by Seb Baldwin (U6b)

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Physical Education Why should I take Physical Education?

What can I do with Physical Education?

• Develop your knowledge and understanding of one of the world’s fastest growing industries.

• Sport & Exercise

• Combine elite level practical performance with in-depth analysis and evaluation of scientific, psychological and social theory.

• Physiotherapy

• Put your knowledge into practise on one of our University-based scientific testing days.

• Experience individually-tailored examination clinics delivered by subject specialists.

• Social Science • Business Management • Sports Governance • Media and Journalism • Teaching • Performance Analysis • Professional Sport

Physical Education A level Physical Education is a reformed subject. Over the course of the two-year programme of study you will investigate: • Drugs: Tour De France and Lance Armstrong case study – what did they take and why?

• Stress & Anxiety: How does an elite performer manage the stress of elite competition?

• Culture: What has made America the most powerful sporting country in the world?

• Memory: How do we process information in the heat of competition?

• Technology: What are the technological advancements that have enhanced sporting performance and entertainment?

Where will Physical Education take me?

Recent Old Shirburnians have gone to study sportrelated courses at a variety of universities, including: • Birmingham • Bath • Durham • Exeter • Oxford Brookes • Cardiff Met • Loughborough • Leeds 54

Assessment At the end of your Upper Sixth you will sit three written papers. The first paper, ‘Physiological factors affecting performance’ which includes Anatomy and physiology, Exercise physiology and Biomechanics is worth 30% of the A level.

The second paper, ‘Psychological factors affecting performance’ is worth 20%, and includes a focus upon Skill acquisition and Sports psychology. The third paper, ‘Socio-cultural issues in physical activity and sport’ is also worth 20% and includes a focus upon Sports and society and contemporary issues in sport.

In addition to the written papers, 30% of your grade is drawn from a verbal analysis of performance and performance in a single paper.

B. J. Allen barnaby.allen@sherborne.org

SHERBORNE SCHOOL

Sport BTEC Why choose BTEC Nationals?

Assessing BTEC Nationals

BTEC Level 3 Nationals are vocational qualifications that have been developed in collaboration with over 5,000 universities, employers and professional bodies with employability at the heart.

assignments (internally assessed) set and marked by: centre Verified by: Pearson Assignments are practical tasks set in work-related scenarios that can be tailored to local industry needs for your learners. Pupils demonstrate how they apply knowledge and skills to complete a practical project over a period of time, working individually or in groups.

Your new BTEC Level 3 Nationals qualifications take a unit-by-unit approach utilising practical, work-related courses.

Your BTEC Level 3 Nationals in Sport and Exercise Science provide: • Progress flexibility for your students to progress to larger size qualifications or specialise.

• Opportunity for students to showcase their skills through practical assessments.

• The underpinning knowledge and skills needed to meet industry requirements.

Extended Certificate 360 GLH • Same size as 1 A level.

• Total units: 4 (3 Mandatory Units PLUS 1 Optional Unit).

• Purpose: A broad basis of study for the sport sector.

• This qualification supports progression to: • Higher education • Employment Types of assessment Your BTEC Level 3 Nationals Sport and Sport and Exercise Science qualifications take a unit-by-unit approach and offer a combination of assessment styles.

This gives pupils the opportunity to showcase their skills and apply their knowledge in an appropriate, work-related context, and provides evidence of what they can do when they apply to enter higher education or employment.

Tasks (externally assessed) set and marked by: Pearson Tasks are practical work-related scenarios completed in realistic, time-based situations. They are completed in controlled conditions and some tasks have pre released information. Pupils demonstrate how to apply learning to common workplace or HE scenarios. Tasks provide evidence of a consistent standard of assessment for all BTEC learners.

Written exams (externally assessed) set and marked by: Pearson For written exams, learners draw on essential information to create written answers to practical questions in exam conditions. Pupils demonstrate they can apply appropriate knowledge to a workrelated challenge in timed conditions.

Grading A learner’s final qualification grade reflects their achievements across units in their BTEC Nationals course. Both internally and externally assessed units are individually graded, and each final unit grade is allocated points.

• Internally assessed units are marked and graded in the Centre (school, college or training provider) and subject to external verification by Pearson.

• Externally assessed units are marked and graded by Pearson.

• Units are graded Pass, Merit or Distinction, with external units also having an N grade in most Level 3 sectors.

Total points scored across all units are used to calculate the final qualification grade.

B. J. Allen barnaby.allen@sherborne.org

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Physics Why study Physics?

Do I have to study Mathematics at A level?

You will find Physics fascinating because it will take you on an influential journey through discoveries that have had an impact in chemistry, medicine and philosophy as well as engineering and telecommunications. Physics covers it all, from the innermost workings of the atom to the edge of the visible universe.

You do not have to study A level Mathematics, however an 8/9 or A* at (I)GCSE is very strongly advised, to be able to study Physics at A level. The pupils who understand the material best and get the better grades are also studying Mathematics.

Please be aware that the further study of Engineering or Physics at University will require a good grade in A level Mathematics.

Physics is the search for the fundamental laws of the universe, a hunt for the building blocks of nature and a “theory of everything”. Physics is behind the technology that put man on the Moon, made the internet possible and revolutionised surgery, and also the technology that will shape tomorrow’s world: quantum computers, nuclear fusion or perhaps the means to colonise the solar system.

Physics is both the everyday and extraordinary; from why the sky is blue and what causes a warm summer breeze, to quantum entanglement and black holes.

Physics is the non-superficial. Ideas are expressed in the unequivocal terms of mathematics, and are tested by observation and experiment. Physics is a human endeavour. It is the search for answers and a better understanding of our place in the universe. It is a journey of discovery in which progress is made through teamwork, discussion, debate and collaboration across the globe.

Which University courses does A level Physics support?

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Physics A level is accepted as a high status qualification by employers and Universities.

Physics is essential to those considering Engineering and Physics as a career and is extremely useful for other areas including Medicine, Chemistry, Biology, Architecture, Material Science, Mathematics, Electronics, Economics, Finance and the Law.

Please note that students who do not get 2 x level 8’s or (2 x A*) in (I)GCSE Physics/Dual Award Science and Mathematics will be supported by an extra lesson, and those who are not studying A level Mathematics will be supported by two extra lessons called ‘Mathematics for Physics’.

Physics is a reformed A level: • It is ‘traditional’ and builds upon the (I)GCSE physics.

• It has a strong practical element which is assessed in an examination.

• Lower Sixth includes topics on Mechanics, Materials, Waves, Electricity, Particles & Quantum Phenomena.

• Upper Sixth includes topics on Fields, Further Mechanics, Nuclear Physics and Thermal Physics.

• There is an option from: Astrophysics, Medical Physics, Engineering Physics, Turning Points in Physics or Electronics.

SHERBORNE SCHOOL

What can I do with a Physics degree?

Physicists play a vital role in many technology based industries, such as optoelectronics, nanotechnology, computing and renewable energy. Others work on investigating the universe; searching for extra-solar planets or looking for the remnants of the big bang. Others still go on to apply their knowledge in healthcare (medical physics), studying the processes of the Earth (geophysics) or the climate (meteorology).

The knowledge and skills that studying physics develops are important in other areas as well.

Predicting future market behaviour is vital in finance, and so a physicist’s ability to model complex systems is particularly valued in this sector, while a logical approach and ability to understand new technology is useful in law, for example, when patenting new inventions.

Physics provides a broad training in skills that are valued by all employers; an ability to grasp concepts quickly, a determination to find coherent answers, along with problem-solving, analytical, mathematical and IT skills. Even if you decide that you don’t want to work in any physics-related industry after your degree, the skills and knowledge that you develop by studying physics will always help in whichever area you go into. Studying physics at degree level is a good way of keeping your options open.

The salaries of physics graduates are also well above the national average*. Over a working lifetime, the average physics graduate earns 30% more than someone holding just A levels. * The economic benefits of higher education qualifications, PricewaterhouseCoopers LLP, January 2005.

What other subjects can I study with physics at university?

Physicists in previous years have gone on to study the following courses at university: Mathematics, Applied Mathematics, Biomedical Science, Biology, Chemistry, Chemical Physics, Computational Physics, Computer Science, Electronic Engineering, Engineering, Astrophysics, Geophysics, Ocean and Climate Studies, Meteorology, Medical Applications, Medical Physics, Sports Science, Cosmology, Nanotechnology, Nuclear Science, Particle Physics, Acoustics, Photonics & Space Science.

M.D. Thurman mark.thurman@sherborne.org

Life After the Sixth Form Last year’s Upper Sixth received over 400 university offers, most of them at the UK’s most selective universities. Listed below are the universities that Shirburnians entered in the last three years: Aberdeen Bath Bath Spa Birbeck Bournemouth Bristol Cambridge Cardiff Durham Edinburgh Exeter Falmouth Glion Institute of Higher Education, Switzerland Imperial KCL Kent Leeds Liverpool Loughborough

LSE Manchester Newcastle Nottingham Oxford Oxford Brookes Queen Mary London Queen’s Belfast Reading Royal Holloway SOAS Southampton St Andrews Sussex University of Arts London UCL Warwick Winchester York

We wish them the very best of success at university.

For further information please contact

www.sherborne.org

Admissions Department Sherborne School Abbey Road Sherborne Dorset DT9 3AP Telephone: +44 (0) 1935 810403 Email: admissions@sherborne.org