A Guide to Sixth Form 2016

A guide to the sixth form 2017-18

TEACHING IS PRAISED BY PARENTS AND BOYS ALIKE – STIMULATING, WITH LEVELS OF BANTER THAT DO NOT OVERSTEP THE MARK GOOD SCHOOLS GUIDE

An introduction from the heAdmAster 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 A level subjects you make decisions that will have a significant bearing upon the degree you study at university and will thus heavily influence your future career options and the path you embark upon as an adult. Your sixth form choices are consequently of great importance and warrant very careful consideration.

Being a member of the sixth form at sherborne is also a very different experience from your previous years at school. You will find that lots of things have changed: for example, although you will have lessons in a smaller number of subjects, you will find that the volume of work you 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 to help keep up) and you will need to read more widely around each of your subjects.

You will also have more preparatory work (more hall). But don’t let that get you down!

Within the boundaries of taste, reason and the dress code, you can choose what to wear to lessons. class sizes are much smaller, too (the average is eight), meaning that 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 most important characteristics of the sixth form is the shift in the balance of responsibility. in the lower school, your teachers and parents guided you, but in the sixth form you sit in the driving seat. 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 begin to look to you for leadership, you become a role model in your house and your housemaster 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 lots of opportunities to mix and make friends with girls from sherborne girls and Leweston. 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.

FIRST CLASS BOYS’ BOARDING IN SPECTACULAR GOLDEN SETTING, WHICH SUCCEEDS IN COMBINING THE BEST OF ANCIENT AND MODERN WITHOUT DIMINISHING EITHER. GOOD SCHOOLS GUIDE

entrY into the sixth form

it is important that you choose A level options that you find interesting and inspiring, because this will help you to learn. enjoying your subjects will also encourage and motivate you to tackle the hard work that pursuing any A level course involves! however, it is also crucial that you choose subjects at A level that match your strengths, talents and unique set of skills. You also need to base your A levels on a strong foundation of knowledge and understanding to perform well at A level and beyond. there is a strong correlation between (i)gcse grades and the eventual grade boys achieve at A level. As a crude yardstick, we tend to find that boys who don’t have an A grade at gcse struggle to achieve c grades or above in that subject at A level. We have also found the boys with c grades at gcse tend not to pass the subject at A level. therefore, making the wrong subject choices and embarking on an A level course without the right foundation can lead to poor results, by which time it is often too late to change.

Entry Criteria: Broadly, there are two criteria you need to meet to be eligible to study in the sixth form.

• We ask that you achieve an average of a C grade, or a 4, across all of your (I)GCSEs. • In order to transfer automatically to a subject at A level, you need to achieve either an A or an A* grade, or an 8 or a 9, in the subject at (I)GCSE. however, if you have a B grade at (i)gcse, or less than an 8, 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.

An exception to this rule is mathematics, for which you must have an A, or an 8 or 9, in mathematics (i)gcse to progress onto the A level course. in the case of subjects which have not been taken at (i)gcse, we will take into consideration your performance in other relevant supporting subjects. for example, if you wish to study Business at A level and have 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. c grades, or grades 1-5, 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 5 at (i)gcse you will need to reconsider your choices.

Dr Tim Filtness Deputy Head (Academic)

the sixth form YeArs

in september 2017 you will start your sixth form life 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 post sherborne. for many 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 true is that, whatever courses you opt for, the time will go very quickly.

Also you will 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 at A level. 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 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 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 don cameron, the head of sixth form, to discuss choices and options (tfiltness@sherborne.org; dcameron@sherborne.org).

Additionally, mr Philip rogerson, the director of higher education and careers is very happy to meet with boys (and their parents) to discuss A level choices and career pathways. ‘carpe diem’ is a good motto to have as you move into the sixth form. there is more on offer to you than previously, but there is less time to take advantage of it, because this is the shortest phase of your education. if you go to university, there will be even more opportunities, but they won’t be as readily available as they will be over the next two years.

Aspects which i think make the sixth form attractive are: directing your education for yourself; a more extensive range of subjects; students who like yourself are volunteers, not conscripts; time which you manage; greater freedom over where you do your work; greater responsibility and service in the house and the wider school; a plethora of societies to attend and eventually run; easily accessible help in deciding what to do after sherborne; a dress code to follow, rather than a uniform to wear; a meeting of minds with your teachers; travel grants which enable you to pursue an academic interests literally very far beyond the classroom. in essence, i see the sixth form as the time when adolescents develop into finished shirburnians.

Don Cameron – Head of Sixth Form

THE OPTIONS TIME-LINE

TrINITy TErm 2016 Centigrade Test and Feedback (Summer Term)

Discussions with Tutor about options (On-going throughout michaelmas Term)

mIChAELmAS TErm 2016

LENT TErm 2017

1:1 Interview with Careers Department (michaelmas Term)

Trial Examinations (5 – 13 January 2017)

Options ‘Interview’ with Tutor (End of michaelmas Term)

THINK 100 TIMES BEFORE YOU TAKE A DECISION. BUT ONCE THAT DECISION IS TAKEN, STAND BY IT AS ONE MAN. MUHAMMAD ALI JINNAH

TrINITy TErm 2017 Options Assembly (16 January 2017)

Options Fair (19 January 2017)

Parent-Teacher meeting & Presentations (20 January 2017)

Deadline for Options Choices (22 February 2017)

GCSE Exams (Beginning in may 2017)

GCSE results Day & Options Confirmation (24 August 2017)

sixth form curricuLum Entry Criteria: You will no doubt have read that A levels have gone through a process of change in that they no longer follow a two-part structure (As followed by A2) but instead consist of a single two-year, terminally-examined A level course. With two exceptions all the A level courses offered in 2017-18 are reformed, meaning that it is very likely that all of your public examinations will occur at the end of the upper sixth. however, because Biology and geography are offering the cie international A level specifications, you will sit As exams in your Lower sixth in these subjects and the grades boys receive in them will contribute towards their overall A level grade in these subjects. the way the A* grade is calculated is slightly different for Biology and geography too as boys who score more than 90% in their As units in these subjects can carry this ‘credit’ forward to A2 and thereby make the A* a little easier to reach.

Implications of Two-year A levels: • once you have made your choices, you will not be able to drop an A level subject.

• Although we do under some circumstances allow boys to change subject early on, from about the middle of the michaelmas term 2017 you will not be able to change your A level subject choices.

• When you apply to university the only public exam grades you will have completed will be your (i)gcses; this means that it is more important than ever that these grades are as good as they possibly can be.

• Because you will not have completed any public exams in your A levels at the time you apply to university, arguably more emphasis is placed upon your ucAs predictions.

• ucAs predictions are the same as A level target grades. targets can change with time (hopefully moving up), but they may move down too, particularly if your performance in class tests, hall and other assessments isn’t consistent. Additionally, you will have a trial exam in all of your subjects in the trinity term 2018; your performance in these trials will heavily influence your target (and thus your ucAs prediction), so you will need to treat these exams in the same way you would a public exam.

THE BOYS’ PERSONAL DEVELOPMENT IS EXCELLENT. THEY ARE UNASSUMINGLY CONFIDENT, SELF-AWARE AND EMOTIONALLY MATURE ISI INSPECTION REPORT 2015

The overall structure is as follows: • 1st choice A level subject • 2nd choice A level subject • 3rd choice A level subject • Pshe • enrichment option/s 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: • that they pick mathematics as one of their three main A level choices.

• 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.

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. 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, by monday 20 february 2017, 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. from september 2000 there has been curricular co-operation between sherborne and sherborne girls at sixth form level. As part of this arrangement, subjects taught only in one school are often available to pupils of the other school. Apropos, one subject (Photography) is available to you this year that is only taught at sherborne girls. Places in this subject are contingent on the uptake of the subject in two schools and, therefore, spaces are more likely to be limited.

in addition to Pshe and your three main A level choices, you must also choose from a programme of enrichment options. details of these courses will be published later in the year after the 2017-18 timetable has been finalised. You will be asked to make your enrichment choices during the first fortnight of the michaelmas term of your Lower sixth. 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 mandarin) as well as a range of stand-alone As levels (examples include maths, english Language, french, spanish, Biology & Psychology). non-examined options like film, sherborne sports science diploma, international Affairs and Law were also offered last year. Although we are able only to confirm at this point that mandarin gcse will definitely be available to you, it is likely a selection of the subjects similar to those offered last year (and illustrated below) will be available to you in the 2017-18 enrichment programme. in addition to examined and non-examined courses, you also have the option of completing an ePQ project, which allows you to complete an independent research project completely of your own choosing. the ePQ is completed outside of the timetable with the support of a supervisor and, when finished, is worth ½ an A level.

As with the enrichment options, further details on the ePQ will be made available to you at a later date.

Enrichment options from 2016-17 included:

fiLm . PoLiticAL mAking . technoLogY . sPorts . LiterAture sherBorne sPorts science diPLomA . economics PhiLosoPhY . moocs . meditAtion . PoLitics . germAn BioLogY . sPAnish As . theories . french . ieLts music technoLogY . music . engLish LAnguAge PhotogrAPhY . mAths As . geoLogY . PsYchoLogY ArchAeoLogY . mAths for scientists mAndArin . Art . LAW . ProBLem soLving . government internAtionAL AffAirs . PrActice skiLLs for BioLogists Ancient greek . enrichment

guidAnce on mAking good choices for lots of reasons it is really important that you pick three A levels that are appropriate, sensible and realistic. Broadly, there are three main topics you should explore when you start to consider which A levels are 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? mr rogerson keeps a record of this information. Pop into careers and ask him!

• 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 opportunity to discuss this at the he conference, but you could be proactive and start looking now.

The Package You should view your A level choices as parts of a meal. individually, they’re ok, but when combined sensibly you produce something special. Additionally, not everything goes well with everything else! it is also important to realise that, by following the A level route into higher education, you are opting to become a specialist. therefore, you should pick subjects that support each other. don’t pick subjects that are varied simply to ‘’keep your options open’ or to provide ‘balance’- much better to pick three things that will reinforce each other and add weight to your ucAs application. 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 (be honest!) 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 ask yourself the question – what kind of person does well at this subject, and is that person me?

Other questions to ask yourself include: • how comfortable are you with maths? there’s quite a lot of it in some subjects…

• What is your (i)gcse target in that subject?

• does coursework play to your strengths?

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

• do you read? some subjects have a lot of reading associated with them, this isn’t simply english!

• how much work is expected outside of the lessons?

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

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

• how much practical work is there?

• how much theory do you need to learn? how difficult is this?

• What do people say is the hardest part of this subject?

When picking options, do: • think about your strengths and aptitudes • Pick subjects that go together • speak with the careers department • Look at your centigrade feedback • find out what each subject involves • find out what employers look for • Pick things in-line with your (i)gcse target grades • choose subjects that are assessed in a way you’re comfortable with and that play to your strengths • check that your A levels meet university course requirements

the sixth form from the digBY BoYs’ PersPective

the sixth form years mark a vital stage in a pupil’s academic and personal development. though the monitoring of academic progress by subject teachers and tutors remains close, there is a greater emphasis in taking responsibility for one’s own learning in subjects individually selected by the boy himself. in house, there is abundant scope for taking on greater pastoral responsibilities involving younger boys. many sixth formers find this to be one of the most rewarding aspects of their time at sherborne. As a housemaster, i find the transmission of house culture from the sixth formers to the juniors to be one of the most vital ingredients in helping new boys – often with little experience of boarding – to settle in their new environment. At the same time, in most houses there will be one or two boys joining the existing group as sixth form entrants. this influx of new blood is salutary, and much welcomed: there is a mutual broadening of horizons and existing group dynamics are refreshed.

Martin Brooke - Housemaster

Alex Everett (U6m) Joined us:

in the third form from farleigh.

Studying:

history A level economics A level Art A level enrichment: english Language As

Going on to:

read sociology & Politics at manchester with a view to working in the music industry as a recruiter and writer. ideally, i’d like to work in croatia as there is a huge amount of creative work going on there and it fits seamlessly with my interest in music, art and fashion.

one of the best things about the sixth form at sherborne is the independence you are given: you have study periods and free time to work in for study. i also work a lot on sundays, which has helped me particularly with my ucAs preparation. my tutor has also been fantastic with this, but i would like to highlight the careers department as being a particularly special asset of my school – they’re excellent. Although you have to go and do things for yourself, i have received so much help, support and encouragement that i have been able to achieve an offer from my first choice university. i really feel like i’m going somewhere!

harry Gibbs (L6m) Joined us:

in the third form from hazelgrove.

Studying:

Latin A level history A level english A level enrichment: Ancient greek gcse

Going on to:

study english at oxford.

Ambition:

to join the foreign office

Likes Best:

the relationship between teachers and pupils and the independence and freedom the sixth form brings.

the sixth form experience is wonderful: there is a palpable step-up academically, but that has been both exciting and liberating, giving me the freedom to explore the subjects i am passionate about at a much deeper level. there is a lot of work in the sixth form – much more than there was at gcse – but with it comes a lot more freedom and i don’t just mean with work, for example you have more autonomy over your sports commitments and you can choose to do things that you really love. it’s kind of the same approach as with your work. i read a lot at school and have found that i am more able to do this in the sixth form as i can choose when i work. it is challenging to keep on top of this, but my housemaster and tutor have been great. i have found that reading provides an enriching opportunity in itself and helps me to get out of the exam mindset. for example, i recently read the grapes of Wrath by steinbeck, which i absolutely loved – it pulled me in!

Self-motivated, Confident, Determined

Alex mcNair Scott (U6m) i am studying english, history and geography A levels and english Language As. i have known for ages that i liked english, really since the third form when mrs de Pelet helped me to recognise that i had the ability to be good at this subject. since then Literature, and particularly film (which i think should absolutely be recognized as an important part of literature) has become a real passion. i write scripts and make screen plays and have entered my work into a number of competitions. i would like to pursue a career in film, ideally as a writer-director. i have applied to cambridge to read english. there are a lot of fantastic things about the sixth form: you pick three subjects that you will engage with as you will findthem really interesting. With that comes smaller classes and the freedom to work individually at a pace you can set yourself. the two year sixth form provides lots of opportunity for enrichment and your teachers will often let you take a tangent away from the syllabus to explore things you find interesting. Away from work, there are the socials, the stick and societies like the epicureans. People really come out of their shell in the sixth form and are confident in pursuing their own interests. i have made a lot of close friendships here because of that.

Sam Pope (L6m) Joined us:

in the third form from farleigh.

Studying:

Business A level geography A level Pe A level enrichment: sports Literature

Going on to:

either university to read a business-related course or to complete an apprenticeship in marine science or engineering

Confident, Hard-Working, Adventurous

Will morris (L6m) Joined us:

in the Lower sixth from the gryphon.

Studying:

Pe A level Business A level Art A level enrichment: sherborne sports science diploma.

Going on to:

university to read a combined honors degree in Business and Pe, after which i hope to secure a professional rugby contract with exeter or Bath.

Ambition:

to do the best that i can

i joined sherborne at the start of the michaelmas term. i found it very easy to merge into the school because the other boys have been so friendly and supportive. i have made some great friends already, not just in the 1st xv! everyone is different, so there is no pressure to be anyone other than myself. there is so much to do here, both academically, socially and on the co-curricular front: boys in my situation only get two years in the school, so the advice i would give to anyone joining in the Lower sixth is don’t be afraid to mingle, do as many extra-curricular activities as you can and ask for help if you need it – there are so many opportunities and the teachers are really helpful and committed to helping you, especially mr mcguire and the rest of the Pe department.

George Sutton (L6m) Joined us:

in the third form from sherborne Prep.

Studying:

english A level geography A level Philosophy & ethics A level enrichment: english language As ePQ

i enjoy all parts of the sixth form, but i particularly like being able to study what i love. i also feel like i’m able to push towards with what i want to do at university [english], which is really rewarding too. i think the sixth form is a self-reinforcing experience in that it solidifies what you enjoy and, because you study more of it, you develop rapidly and it becomes more of a passion for you.

Enjoyment, Achievement, Respect

A LeveL suBJects 2017-18 ArT . BIOLOGy . BUSINESS . ChEmISTry

CLASSICAL CIvILISATION . DESIGN & TEChNOLOGy DrAmA & ThEATrE STUDIES . ECONOmICS

ENGLISh LITErATUrE . FrENCh . GEOGrAPhy . GErmAN GrEEk . hISTOry . hISTOry OF ArT # . LATIN

mAThEmATICS . FUrThEr mAThEmATICS . mUSIC mUSIC TEChNOLOGy . PhILOSOPhy & EThICS PhOTOGrAPhy* . PhySICAL EDUCATION PhySICS . SPANISh

Notes: • subjects marked with an asterisk (*) are taught at sherborne girls. spaces may be limited on these courses.

• the school reserves the right not to offer a particular course if there is insufficient demand to justify a viable set.

• it is inadvisable to study economics and Business together because of the similarity in their content.

• 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 tim filtness, the deputy head (Academic), and mrs Judy thurman, the head of modern foreign Languages, before making your options choices.

• history of Art (#) is taught at sherborne girls, but may not be available as an A level option. AQA have recently cancelled the 2017-19 A level specification and, whilst there is a possibility that edexcel may offer it, history of Art may only be offered as a Pre-u course rather than an A level.

Pre-u courses are recognised by uk universities, but are graded very differently (i.e. not A*-e). As with A levels, they are terminally examined. if you are unfamiliar with the Pre-u, please talk with dr tim filtness, the deputy head (Academic) in the first instance.

James Allen (U6m)

ArT A level Art

Component 1: 60%

the recently reformed two year A level Art at sherborne introduces boys to the formal elements of Art; as well as encouraging them to try out a range of new media and processes. drawing, painting, print-making and photography (digital and darkroom processes) form the foundation of the first year; which then leads to pupils working with greater independence in their second year, when they have the chance to create ambitious and highly personal outcomes. recent A level work includes an installation in the holt gallery, cyanotypes based on landscapes, and digital images created from time lapse photography and photograms.

element 1 – Practical Portfolio this is a 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.

Lunchtime and afterschool clubs as well as weekend workshops are offered and aimed at building skill level and confidence, which can then be taken into the classroom. the department is committed to encouraging boys to explore and develop their own ideas within the framework of the curriculum, in a safe and creative environment, where they get plenty of support and guidance. trips to local and national galleries and museums are offered and we have plans to run a sixth form Art and design technology trip to new York. We also have strong links with the savannah college of Art and design (scAd). Boys currently have the opportunity to work with the foundation fellow from scAd, a fine Art and film graduate.

Boys taking A level Art have gone on to do foundation courses at falmouth, kingston, central st martins, oxford Brookes, Leeds to name only a few. over the last two years boys have been offered places on degree courses at edinburgh, cardiff, manchester, rhode island school or Art and design on a wide range of courses such as Architecture, tv and film, graphic design, Business and marketing, transport Product design.

The Fine Art course is assessed in the second year of study and on two independent components.

element 2 - related study A formal written assignment marked separately to the Practical Portfolio. this is an illustrated study with a maximum word count of 3000 words, that demonstrates good critical and contextual understanding and clearly relates to the Practical Portfolio.

Component 2: 40% externally set task this is an examination unit. You choose a title form 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 a sketchbook introduction and accompanying annotations. final pieces are to be produced in the formal 15 hour examination.

James Wright head of Art jwright@sherborne.org

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. 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 practically-based written paper. in addition to their main texts, each pupil 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 intranet Biology pages.

Doc 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. J-P. manning head of Biology jpmanning@sherborne.org

BUSINESS this A-level Business course introduces you to all you need to know about working in 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: 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.

Business pupils have recently visited numatic international (henry vacuum cleaners), Blackthorn cider, mini and Bristol Business school to hear Willie Walsh speak.

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. topic 5 decision making to improve financial performance. topic 6 decision making to improve human resource performance.

Second year: topic 7 Analysing the strategic position of a business. topic 8 choosing the strategic direction. 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. robert harris head of Economics & Business Studies rharris@sherborne.org

ChEmISTry chemistry sits at the crossroads of many disciplines and is often called the “central science.” it is a stimulating subject in its own right, its aim being to explain, manipulate and mimic the material world around us. You will find the chemist peering into the nanoscopic world of individual atoms and predicting their behaviour using powerful computers; or developing new, non-polluting power sources; perhaps inventing novel polymers to be used in technology and medicine; and even synthesizing new and complex molecules that imitate the natural substances found in biological systems.

The Course chemistry is a reformed A level subject. it focusses on the following subject areas: • 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.

• You will develop an understanding of the ways in which chemists can control the rate, direction and extent of chemical changes.

• the course also takes time to look at contemporary issues such as climate change, green chemistry and our carbon footprint, the challenge of drug discovery, and the development of new instrumental techniques in medicine and analytical science.

• 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. there is no coursework component as such, but some of your practical skills will be assessed internally (and unobtrusively) over both years of the A level course. the mathematical content of A level chemistry is not overwhelming,

and support is available to those 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.

What lies beyond A level Chemistry?

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. if you are considering reading any of the following subjects at university, chemistry is a helpful subject for entry. those disciplines where chemistry is an essential are highlighted in bold type.

Agriculture, Archaeology, Biochemistry, Biology, Chemistry, Dentistry, engineering (& Chemical Engineering), geology, materials Science, medicine, Pharmacy, Psychology, veterinary 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, and if you are prepared to read around the discipline, and keen to develop your thinking skills, chemistry A level could be for you. further details on this and any other part of the course may be obtained from the head of chemistry and/or your teacher.

William Buckley head of Chemistry wbuckley@sherborne.org

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? 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. 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!

Beyond school?

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.

Stephen heath head of Classics sheath@sherborne.org

DESIGN AND TEChNOLOGy: PrODUCT DESIGN design & technology is both an academic and a creative subject and the specification is due to be reformed in 2017.

Creative direction in studying d&t there will be many opportunities for you to confront and solve problems where there are not necessarily any right answers. You will need to choose the best path based upon what you can research and the information you have to make justified choices about the solutions that you propose.

The challenges You will gain experience and learn to plan a path through ambiguity; helping you to undertake tasks without all the information necessary to complete them from the outset. Learning to cope with ambiguity is an important design characteristic and will help you to develop your creative decisionmaking skills helping make you flexible. the departmental staff will support you as you progress. the subject has its own fundamental body of knowledge, principles and concepts. to study these is to gain an appreciation of significance of materials technology, the commercial and industrial processes that are applied to manufacture the products we all use and to learn how design, manufacturing and society are all connected and influence each other.

The course is fast-paced and will help you to develop a variety of the core skills of design: • research and analysis • working to a fixed client brief • design communication • aesthetically value and proportion • product development • manufacturing to high tolerance • structuring and planning projects

d&t is about much more than just materials and manufacture knowledge. it enables higher-level cognitive skills to be developed; the development of hypotheses, synthesis of ideas and the significance of reflection. d&t provides an opportunity for examination and critical evaluation in order to analyse and improve what we do.

A commitment to the development of your drawing and ICT skills is an important component advanced studies of D&T. What other subjects does Design & Technology combine well with? in the past pupils have combined their studies of d&t with a variety of other subjects; however, common choices of combination include: • studies of Art if you are considering a creative career.

• maths and/or Physics if you are considering engineering.

• Business or Economics if you have ambitions to set up your own company around your creativity.

• Geography for planning and mapping roles such as surveying and geo-technology. however the subject’s transferable skills can make Advanced Level d&t a useful qualification for a variety of course/career options. how is Design & Technology assessed? the subject uses coursework as a vehicle for you to demonstrate and extend your abilities. from assessed research reports to Product design and through to the management of an entire project, coursework can currently deliver 50% of your marks at A2. the work for these marks is spread across both of the years and lessons are split between the development of the coursework skills and the study of the accompanying theory, which supports the coursework and is assessed separately by exam.

What could I go onto study? in the past, pupils who have studied A level went on to study subjects at: • universities of Bath, coventry, Loughborough: Automotive engineering (meng) Automotive & transport design (mdes/BA) Automotive engineering (meng) design & technology, maths and Physics ABB - Bcc • universities of Leeds, Bristol, staffordshire: Aeronautical & Aerospace engineering (meng) Aerospace engineering (meng) Aeronautical technology (Bsc) design & technology, maths and Physics A*AA – Bcc • ucL Architecture (Bsc) Art, design & technology Portfolio interview – AAB • msA Architecture (BA) design & technology A, Art foundation Portfolio or 2 A levels at A grade and an exceptional Portfolio • uAL Product design (BA) design & technology A, Art foundation Portfolio or 2 A levels at A grade and an exceptional Portfolio • sheffield hallam Product design (BA) design & technology/Art, Portfolio

Art foundation

• Aston university Product design & management (Bsc) design & technology, science ABB • uWe Product design technology (Bsc) design & technology, interview and Portfolio Peter Chillingworth head of Design and Technology pchillingworth@sherborne.org

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%): 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.

• 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 Drama at A level 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.

• Creating Original Drama (30%): in this unit, 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.

Ian reade head of Drama ireade@sherborne.org

ECONOmICS economists and politicians can’t agree on the way to solve the economic problems that face the world. here in the economics department we too don’t pretend to have all the answers – but we do hope to ask the right sort of questions.

real world focus

our aim to help you in developing the following key skills:

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.

• thinking like an economist.

• the application of economic concepts and theories to real-world contexts.

• 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 economic issues. reflect today’s global economy the new specifications ensure pupils develop an understanding of current global issues and development economics. reflect developments in economics the specification content has been updated to reflect developments and current issues in economics. the introduction of the financial sector supports pupil understanding of recent economic events and the 2008 global financial crisis.

All of the assessments are based on real data and real issues.

Skills for progression

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. robert harris head of Economics & Business Studies rharris@sherborne.org

ENGLISh LITErATUrE Road 1: the Artist the vast majority of the world’s books, music, films, television and art, you will never see. it’s just numbers. consider books alone. Let’s say you read two a week, and sometimes you take on a long one that takes you a whole week. that’s quite a brisk pace for the average person. that lets you finish, let’s say, 100 books a year. if we assume you start now, and you’re 15, and you are willing to continue at this pace until you’re 80. that’s 6,500 books, which really sounds like a lot.

the reformed linear 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

Let’s do you another favour: let’s further assume you limit yourself to books from the last, say, 250 years. nothing before 1761. this cuts out giant, enormous swaths of literature, of course, but we’ll assume you’re willing to write off thousands of years of writing in an effort to be reasonably well-read. of course, by the time you’re 80, there will be 65 more years of new books, so by then, you’re dealing with 315 years of books, which allows you to read about 20 books from each year. i hope you weren’t planning to go out very much.

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.

You can hit the highlights, and you can specialise enough to become knowledgeable in some things, but most of what’s out there, you’ll have to ignore. it’s sad, but it’s also ... great, really. if “well-read” means “not missing anything,” then nobody has a chance. if “well-read” means “making a genuine effort to explore thoughtfully,” then yes, we can all be well-read.

so read some books, watch some films, go to the theatre, read the review sections of the press, take two exams and write two coursework essays.

You will study a wide range of ranging from monica Ali’s ‘Brick Lane’ and Bram stoker’s ‘dracula’ to the poetry of milton and chaucer. coursework texts are chosen by you and boys have written on texts as diverse as haruki murakami’s ‘kafka on the shore’ and kazuo ishiguro’s ‘the Buried giant. rebecca de Pelet head of English rdepelet@sherborne.org

Road 2: the Pragmatist You are more likely to achieve a good grade for an A level subject which you actually enjoy studying. only people who don’t understand statistics would question the so-called value of an english degree. the average unemployment rate for recent graduates is 7.9%. the average for those who read economics is 10.4%, for those who read Politics it is 11.1%, whilst for those who read english it is 9.8%. go figure.

do not reAd As chiLdren do, to Amuse YourseLf, or Like the AmBitious, for the PurPose of instructions. no, reAd in order to Live.

GUSTAvE FLAUBErT

GEOGrAPhy Course requirements A at gcse An interest in the subject

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AS migration settlement dynamics Population Atmosphere and Weather hydrology and fluvial geomorphology rocks and Weathering

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A2 environmental management economic transition hazardous environments coastal environments

What will I learn?

Possible careers

• the way in which particular places and regions have evolved to be distinctive

climate change Analyst . meteorologist emergency management specialist hydrologist . urban regeneration officer financial risk assessor . cartographer remote sensing analyst . Aerial surveyor teacher . transport/logistics manager surveyor . town planner Water conservation officer environmental engineer . Weather presenter refugee and asylum adviser

• how to observe, describe, analyse, represent, interpret and report information about the world • changes and stability in human and physical worlds, including the causes, rates and patterns of change and the prediction of change to the foreseeable future • the world as an integrated system

Tom mason head of Geography tmason@sherborne.org

• geography involves a variety of it, field and laboratory analytical approaches including techniques such as geographical information systems (gis) and fieldwork is an integral part to the course.

Studying Geography after Sherborne • the russel group of universities and the university minister david Willets recognise A level geography as being one of the key facilitating subjects for entry into degree level study.

• As the annual student satisfaction survey reveals, students studying geography enjoy some of the highest levels of satisfaction with the quality of their course.

• the royal geographical society reports that geography graduates tend to become some of the most sought after graduates by employers.

so mAnY of the WorLds current issues – At A gLoBAL scALe And LocALLY – BoiL doWn to geogrAPhY, And need the geogrAPhers of the future to heLP us understAnd them. gLoBAL WArming As it Affects countries And regions, food And energY securitY, the degrAdAtion of LAnd And soiLs from over use And misuse, the sPreAd of diseAse, the cAuse And conseQuences of migrAtion, And the imPActs of economic chAnge on PLAces And communities. michAeL PALin

GrEEk

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

Aristophanes, knights

‘You possess all the attributes of a demagogue; a screeching, horrible voice, a perverse, cross-grained nature and the language of the market-place. 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 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

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.

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, wine-dark 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

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 pupil 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.

Beyond Sherborne?

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 the intricacies of Latin grammar, 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 think logically, to compile and evaluate evidence and to express yourself clearly and succinctly both orally and in writing.’ the aptitude of classicists for careers in computing is well-known, but graduates find their way into careers as diverse as the civil service, gold dealing, insurance, journalism, law, accountancy, public relations, the wine trade, code-breaking, the foreign office‌ the celebrated expert on the brain, susan greenfield, was a classicist. Boris Johnson and Jk rowling are classicists. so were darwin and keats.

Stephen heath head of Classics sheath@sherborne.org

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 and 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 essay-prize 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 and Learning in the classroom…

• investigate sources in translation.

this year’s combinations include:

• Participate in debates & argue your case.

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

• critique professional historians’ arguments.

• Politics & Power: The Tudors + The American Civil War • Autocracy: The Angevins Communist Russia

+

Tsarist

and

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.

Beyond the classroom…

• 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.

Giles reynolds head of history greynolds@sherborne.org

historY is An Account, mostLY fALse, of events, mostLY unimPortAnt, Which Are Brought ABout BY ruLers, mostLY knAves, And soLdiers, mostLY fooLs

A PeoPLe Without knoWLedge of their PAst historY, origin And cuLture is Like A tree Without roots

AmBrose Bierce (1842-1914)

mArcus gArveY (1887-1940)

AmericAn JournAList

JAmAicAn PoLiticAL LeAder

hISTOry OF ArT Why Study history of Art

Assessment

history of Art is fashionable, accessible, flexible, challenging, diverse and vocational. it is really relevant to the 21st century and to the lives of young people as cultural consumers. You will study paintings, sculptures and buildings, understanding the reasons why art was made for different peoples at different times, and what art represented to them. You can get an insight into artists’ lives, their patrons, and the historical and social contexts of different ages, from Ancient greece to London at the dawn of the 21st century. it is the ultimate interdisciplinary A level and degree course, fitting so well with other subjects like languages, rs, english and history and even mathematics and the sciences.

in the second year we focus on the Period Study of The Renaissance in Italy (1420-1520) and Pop Life: Contemporary art and architecture in Britain and the USA (1960-2015). these are deeper studies looking at wider contexts and also there is an expectation that critical texts will be used to create a springboard for discussion and debate.

Course Content in the first year, pupils will be taken on a journey of visual Analysis through the history of Western painting, sculpture and architecture using thirty or so examples chosen by the teacher that best illustrate the variety of styles, concepts and themes that can be found in the history of art. Pupils will be introduced to artistic and architectural vocabulary and methodology needed to evaluate the artworks and develop skills of visual analysis and historical awareness.

We then embark on some Thematic Studies of nature in Art, identities in Art and War in Art. it is intended to be an inherently broad-based exploration of the developments in art and connections between movements and periods.

Works studied have to come from before and after 1850, and at least one work must come from beyond the european tradition. there is also an expectation that critical texts will be used to create a springboard for discussion and debate, so reading and comprehension of texts is now central to the course.

the subject is offered at sherborne girls and there are two end of course examinations: Paper 1 3hrs: section A: theme: visual Analysis 50% of A level: 3 unseen images section B: theme: thematic study 50% of A level: 2 themes, 4 questions on each Paper 2 3hrs: 2 short answer questions: (5 marks each) 1 concise essay: (15 marks) 1 long essay: (30 marks) What else should I consider?

Not the ‘easy choice’ of yesteryear, history of Art is a rigorous A level with focused and well-crafted writing at its heart. exams are demanding in terms of time. however all pupils can achieve their potential. mr J.B. Casely jbc@sherborne.com

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 is reformed and, as with gcse, 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 cicero’s 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 will 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, and a selection from ovid’s love poems, the Amores, written in elegiac couplets, often subversive and humorous.

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 you understanding of grammatical structure, but also history, english and Philosophy & ethics.

Beyond school?

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 the intricacies of Latin grammar, 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 think logically, to compile and evaluate evidence and to express yourself clearly and succinctly both orally and in writing.’ the aptitude of classicists for careers in computing is well-known, but graduates find their way into careers as diverse as the civil service, gold dealing, insurance, journalism, law, accountancy, public relations, the wine trade, code-breaking, the foreign office‌ the celebrated expert on the brain, susan greenfield, was a classicist. Boris Johnson and Jk rowling are classicists. so were darwin and keats.

Stephen heath head of Classics sheath@sherborne.org

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 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.

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.

Is maths for me? 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 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 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. 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.

The Course You will sit the new A levels in mathematics and Further mathematics that are being 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.

Siew-Chiang Lim head of mathematics slim@sherborne.org

mODErN FOrEIGN LANGUAGE 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: • four key skills examined: speaking, Listening, reading and Writing • topic-based content covering young adults’ concerns and world issues • chance to study culture and literature of the language • Weekly conversation classes with native speaking assistants French:

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

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

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

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

• german is the most frequently-requested language in job advertisements Spanish: • the most widely spoken language in the world with 400 million native speakers.

• in 2012 spain was the most popular destination for people from the uk, with over 11 million visitors.

• one of the most sought-after languages by employers looking for language skills.

• spain is the uk’s 8th largest goods export. it is also the uk’s 10th largest source of goods imports valued at £11.5 billion.

• france is the uk’s 3rd most important nonenglish speaking export market. france, Belgium and Luxembourg account for nearly £35 billion of British goods.

• spanish is closely linked to other romance languages such as french, italian and Portuguese.

• french is extremely important for both inward and outward tourism. france is the 2nd most popular destination for people from the uk travelling abroad.

• french remains the language most often studied at A-level: 40%of all entries annually.

• By 2020 more than half of the citizens of the usA will have spanish as their first language.

Where next?

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.

Judy Thurman head of modern Languages jthurman@sherborne.org

one LAnguAge sets You in A corridor for Life. tWo LAnguAges oPen everY door ALong the WAY. frAnk smith

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. 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 which is recorded either as an audio file or as a video. 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 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 four minutes and thirty seconds. 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.

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 lasts nine minutes.

Option B - Composing (25%): the creation of a four minute thirty second piece based on a brief supplied by the exam board. 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.

James henderson head of music jhenderson@sherborne.org

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, be you a 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.

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.

James henderson head of music jhenderson@sherborne.org

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… 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.

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? only if you want to get a job. Actually even if you don’t want to get a job, philosophy is still very useful. People who have studied philosophy at university have gone on to be film directors, actors, Prime ministers, bankers, doctors, lawyers—all sorts. 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. And all the people who are pictured on this page studied philosophy.

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.

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 religious 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 thinkers like Aquinas, Bentham and hobbes 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 religious 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 James Crawford head of Theology & Philosophy jcrawford@sherborne.org

PhOTOGrAPhy Why Study Photography?

Pupils will be taught the following:

there is no requirement to have studied Photography or Art before.

• the sLr and dsLr cameras: technical investigation into how to use a single lens reflex camera.

Photography falls within the same specification as Art and is structured in a similar way, the obvious difference being that instead of producing work in the medium of pencil or paint, images are produced using some form of lens based media, i.e. the photograph.

Photography will teach you ‘how to see’ and will add significantly to your understanding of the visual, digital world we all inhabit. developing such skills is an essential part of 21st century life and will enhance your visual understanding, and add to your skills in other subjects by teaching you what it means to independently wrestle with ideas, to experiment with a wide range of photographic processes and outcomes, and to critically evaluate your own successes and areas for development.

Course Content: the A level Photography course will offer students the opportunity to explore a broad range of photographic techniques and processes. these will include both traditional, black and white film based darkroom techniques as well as digital photography, studio lighting and digital image manipulation. the course is designed to teach students the fundamental technical and experimental skills needed to produce successful photographs, and ultimately prepare them to make photographic works using any technique or process they wish.

• composition: compositional skills needed in creating exciting photographic images through the lens. darkroom: the technical process of chemical film development, photograph printing and experimentation.

• studio: technical investigation into how to use continuous, strobe and alternative lighting setups.

• digital: image organisation, editing, enhancement, manipulation and presentation using industry standard software, Adobe Bridge and Photoshop.

• reference to the work of contemporary photographers and historical movements will be made throughout.

All assessment takes place at the of the course and is composed of a personal investigation (60%), a portfolio of practical work and a related personal 1000 – 3000 word written study.

mr N.P. Wright npw@sherborne.com

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.

• Put your knowledge into practise on one of our university-based scientific testing days • experience individually-tailored examination clinics delivered by subject specialists.

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 • Lothborough • Leeds

• social science • Physiotherapy • Business management • sports governance • media and Journalism • teaching • Performance Analysis • Professional sport 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. rhidian mcGuire head of Physical Education rmcguire@sherborne.org

PhySICS Why study physics?

The Course

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.

Physics is a reformed A level. it:

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?

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. Do I have to study mathematics at A level?

You do not have to study A level mathematics (an A* at i/gcse is very strongly advised) to be able to study Physics at A level. however, often 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.

• is ‘traditional’ and builds upon the (i)gcse physics • 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 or turning Points in Physics or electronics.

What can I do with a Physics degree?

Physicists play a vital role in many technologybased 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 mark Thurman head of Physics mthurman@sherborne.org

cAreers dePArtment

for the last 25 years our careers department has been at the forefront of evidencebased higher education guidance in the uk. We have been asked to contribute materials and advice to their schools by our hmc/isi inspectors and the head of Admissions at a russell group university asked us to do the same for her son.

We ask you to judge claims by outcomes. shirburnians are successful in gaining entry to a wide range of programmes and institutions, including some of the most competitive. We have, for instance, had particular success recently with applications to degree programmes sponsored by Pwc and eY in the financial services sector.

Pastoral focus: At the heart of our work is helping each boy to research, decide and make applications for his post-sherborne progression. As such, we are an integral part of the pastoral provision of the school. We are readily available: there is a full-time manager of higher education and careers and a careers Administrator; the director of higher education and careers has their major commitment to the department; and seven other teaching colleagues have designated roles. We offer a structured programme of interviews but also a drop-in facility. unlike most other similar schools, we are able to do all our own interviewing, and our strength is our close cooperation both with other academic and pastoral colleagues and with parents.

We try to keep up to date with the rapid pace of developments in higher education and the world of work. the members of the department undertake extensive continuing Professional development: the director has visited all uk universities and others in europe and usA; we share notes from conferences and open day visits; the manager is developing our awareness of non-university options. We undertake annual surveys of 2 cohorts of old shirburnians (those who left 3 years and 7 years before).

We have developed a network of cooperation with some senior university admissions’ staff. the boys research their higher education options by using our annually updated “university entry requirements” and “choosing Your course” sheets. the emphasis is always on an evidence-based approach rather than reliance on blind brand-name prejudice and misleading league tables.

Close scrutiny of UCAS process: Boys are given a structured programme of support through the ucAs application process: our initial interviews start in november of the Lower sixth form, to encourage them to take advantage of taster courses, relevant work shadowing opportunities and subject-related project work, so that the final ucAs application is approached with confidence and a strong basis of supporting evidence. A visit to oxford for prospective oxbridge applicants takes place in January and the whole year group is taken to a university open day in June. in addition, individual interviews in the trinity term focus on what the prospective applicant might do during the summer vacation to enhance his application.

individual interviews and the opportunity for informal individual consultation are central to what we offer. in the upper sixth form, for instance, all boys are interviewed in first two weeks of the michaelmas term. We discuss subject and university choices in detail with each boy, in our belief that there is no such thing as a “good university” in absolute terms, but that each boy can be supported in finding the best evidence to determine what is a good university for him. We work as editors on Personal statements, encouraging each boy to highlight his unique selling Point in a statement that focuses on evidence rather than bland generalisation or unsubstantiated aspiration. the head of Admissions at durham has said that our unusually high success rate in achieving offers at that university is probably due to the quality of our applicants’ Personal statements. We set as high standards for ourselves in writing references as we do for the boys in their Personal statements. the boys’ university decisions are closely monitored and advice is given on choosing firm and insurance offers. We are available for consultation during the week following publication of A level results in August.

Cooperation with the wider community: We believe that we offer more effective support to our boys through our cooperation with other local schools: our annual oxbridge and medicine interview evening involves 70 pupils from 10 schools; we run multiple mini interview practice sessions for medicine/dentistry/veterinary applicants with two local schools.

We actively support efforts in developing higher education information Advice and guidance by sharing resources and experience through a variety of channels: we have helped durham university to run a conference for he advisers in sherborne; we persuaded university of east Anglia to set up the “uniBox” microsite for he advisers and have contributed many of its materials. We have run workshops in “disadvantaged” schools from London to chesterfield. in addition, we are committed to contributing to national research on higher education by writing articles: for instance, “is the russell group a distinguishable élite among uk universities?” and “how useful to prospective undergraduate applicants are references to league table rankings and surveys in university prospectuses?”.

As a well-established and well-resourced department, we aim to take the lead in promoting best practice in higher education information Advice and guidance in schools. this includes highlighting alternatives to university entry. We offer comprehensive guides to boys, parents and tutors, including our “guide to higher education Application” and “career information for non-graduate Professions”.

Philip rogerson mA Director of hE & Careers progerson@sherborne.org

Life After the sixth form Last year’s Upper Sixth achieved over 400 university offers, most of them at the Uk’s most selective universities. here are the universities that Shirburnians entered in 2016.

Anglia ruskin Bath Spa Birmingham Bristol Bristol UWE Cambridge Cardiff Durham Edinburgh Exeter Falmouth heriot-Watt Imperial keele Leeds Leeds Beckett Leicester Liverpool Loughborough LSE manchester Newcastle New york University Oxford Oxford Brookes Queen’s Belfast reading royal holloway School of Oriental and African Studies Southampton South Wales St Andrews Strathclyde Sussex Swansea Warwick york

We wish them the very best of success at university.

for further information please contact: sherBorne schooL ABBeY roAd sherBorne dorset dt9 3AP t: 01935 810403 e: admissions@sherborne.org www.sherborne.org