A Guide to the Sixth Form 2019-20

A guide to the sixth form 2019-20

SHERBORNE, WITH ITS STRONG SENSE OF COMMUNITY, GOOD ACADEMIC RESULTS AND OPPORTUNITIES GALORE ON ALL FRONTS, SUCCEEDS IN COMBINING THE BEST OF ANCIENT AND MODERN WITHOUT DIMINISHING EITHER. GOOD SCHOOLS GUIDE 2017

An introduction from the heAdmAster dr dominic Luckett the sixth form is a unique and privileged experience. You have the freedom to make your own subject choices and thereby tailor an individualised programme of study. in choosing your sixth form options you make decisions that will have a significant bearing upon the degree you study at university and will thus 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, the volume of work you will tackle in them is much greater, and you will go through it at a much faster pace. You will have more study periods than before but you will be expected to complete a good deal more work in them. You will need to commit to regular independent study (i.e. work that you have chosen to complete yourself) and you will need to read more widely around each of your subjects. You will also have more preparatory work (more hall). class sizes are generally smaller, meaning your teachers will be able to give you more individual assistance and guidance. You will also find that your classes have a different dynamic and will often feel more like a university tutorial than a traditional school lesson. the key message is that, although more is expected of you academically, you will be very well supported. one of the most important characteristics of the sixth form is the shift in the balance of responsibility. in the Lower school, boys tend to be given quite prescriptive guidance and their study habits are closely monitored and influenced by subject teachers and house staff. in the sixth form, you will have greater control over your own work and will be expected to take more responsibility for managing your workload. As boys already in the sixth form will tell you, this is an exciting and motivating experience. it is also a privilege that demands responsibility, maturity and self-direction. You will find that boys in the lower years look to you for leadership, you will become a role model in your house and your housemaster will increasingly expect and rely on you to set the tone for other boys. With this responsibility comes greater freedom and a very different social programme, including the stick on saturday nights and plenty of opportunities to mix and make friends with 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 and i am sure you will derive great fulfilment and success from the next two years.

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the sixth form YeArs

in september 2019 you will start your sixth form at sherborne. this will be an exciting step in your academic career – some of you will start to specialise in your work with perhaps a degree path already in mind. others will want to maintain a breadth of study as you play to your strengths and interests. While you are engaging with new courses and possibly new subjects, you will start to think about your plans 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. 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 tom rimmer, Assistant head (sixth form), to discuss choices and options (Tim.Filtness@sherborne.org; Tom.Rimmer@sherborne.org).

Additionally, the careers department are always happy to meet with boys (and their parents) to discuss sixth form choices and career pathways. the sixth form at sherborne inspires, supports and guides boys to develop a vision of the men they want to become. When they arrive on the first day in their new suits, the prospect of leaving school and embarking on a university course, an apprenticeship or going straight into the world of work seems a distant reality. in truth, the plethora of sporting, musical, theatrical and enrichment activities alongside their academic programme means the time flies by. Life in the sixth form allows boys to direct their own education by specialising in subjects that they have a passion for and building relationships with teachers who share it. opportunities to apply for travel grants, which allow you to pursue academic interests beyond the classroom, and to assume roles of responsibility in house and around school are designed to prepare them for life after sherborne but also serve to make their time with us as fulfilling and successful as possible. the thing they will remember most fondly, though, is the friendships that will last a lifetime. ultimately, our ambition for shirburnians is that they leave as intellectually curious, determined, compassionate and kind young men.

T.J. Rimmer – Assistant Head (Sixth Form)

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ACADEMICALLY THE SCHOOL IS THRIVING, WITH LAST YEAR’S A* ATTAINMENT LEVEL OF 23 PER CENT, BREAKING THE SCHOOL RECORD FOR A LEVELS. TATLER SCHOOLS GUIDE 2019

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entrY into the sixth form

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

Entry Criteria: in order to be eligible to study in the sixth form you need to: • achieve an average of a c grade, or a 4, across all of your (i)gcses. Beyond that, no additional criteria are required to gain a place on a Btec course • in order to transfer automatically to a subject at A level achieve either an A or an A* grade (or a 7, 8 or a 9) in the subject at (i)gcse. in the case of subjects which have not been taken at (i)gcse, we will take into consideration your performance in other relevant supporting subjects. for example, if you wish to study Business at A level and have strong A grades in supporting subjects like english or maths, that would certainly serve as a ‘green light’ for you to take Business at A level. c grades, or grades 1-4, are not a viable basis from which to start an A level course. if you have a c, or anything less than (and including) a 4 at (i)gcse you will need to reconsider your options and choose a different course. however, if you have a B grade at (i)gcse, or a 5 or 6, and wish to study that subject at A level we will discuss this possibility with the relevant head of department to determine whether or not you have a strong enough foundation to be successful on that A level course. in many cases (but not all) this will be deemed to be the case. however, for heavily factual subjects like the sciences it is unlikely that you will be allowed to continue with the subject at A level unless you have a solid A grade in either the supporting (i)gcse or in that specific subject component if you have completed the dual Award science (i)gcse.

A further exception is mathematics, for which you must have an A* or A, or a 7, 8 or 9, in mathematics (i)gcse to progress onto the A level course. indeed, because you can achieve an A grade in maths (i)gcse with as little as 60%, boys who have a relatively weak A grade in (i)gcse maths are advised to seek specific advice about whether continuing on to A level is a sensible option for them.

Dr T.W. Filtness Deputy Head (Academic)

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the sixth form PAckAge

most shirburnians choose three subjects for their sixth form studies although some, including those who opt for further mathematics, will take four. most of our sixth form courses follow A level specifications. these represent the traditional route into university and you can choose from a wide range of subjects from mathematics and sciences through the humanities and social sciences to languages, art, music and drama. A levels have recently been reformed and all now have large syllabus content. Assessment of the reformed A levels is predominantly through written examinations, although practical subjects have some internally assessed components. You will have a single set of examinations at the end of the upper sixth form and it is no longer possible to re-take particular modules. in addition to A levels, we also offer a small number of Btec courses for those interested in adding a more vocational element to their sixth form curriculum. these courses are equivalent to A level, both in terms of the time required to complete the course and the value of the grade achieved at the end. As with A levels, these courses have been extensively reformed over the last three years and are becoming an increasingly popular alternative to A level study. Whereas A levels tend to focus on the academic subject itself, they are much more orientated to specific careers or vocations. they are widely accepted by universities as an equivalent to A levels and the university admissions service, ucAs, highlights that over a third of students enrolling on undergraduate courses in september 2017 had studied one or more Btec courses (often in combination with A levels).

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THE OPTIONS TIME-LINE

TRiNiTy TERm 2018 Centigrade Test and Feedback (summer Term)

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miChaELmas TERm 2018 Discussions with Tutor about options (On-going throughout michaelmas Term)

1:1 interview with Careers Department (michaelmas Term)

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

Trial Examinations (January 2019)

LENT TERm 2019 Options assembly (January 2019)

Options Fair (January 2019)

TRiNiTy TERm 2019 Parent-Teacher meeting & Presentations (January 2019)

Taster sixth Form Lessons (January 2019)

Deadline for Options Choices (February 2019)

GCsE Exams (Beginning in may 2019)

GCsE Results Day & Options Confirmation (august 2019)

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sixth form curricuLum the sixth form programme centres around three main subject choices. occasionally, and by individual agreement, we are able to arrange for a boy to take a fourth subject off-timetable (e.g. if a boy is fluent in a second language), or for a pupil to take fewer than three subjects, but the overall curriculum is built around three choices. in this regard, Btecs and A levels are completely interchangeable – i.e. you can take up to three of either course. supplementing your three options, everyone also studies Pshee and one or more enrichment subject.

The overall structure is as follows: • 1st choice A level* • 2nd choice A level* • 3rd choice A level* • Pshee • enrichment option(s) • study Periods * one or more of these A level options may be replaced with a Btec alternative. there is one exception to this pattern which applies only if you want to take further mathematics A level. further mathematicians may take fm as a fourth A level on two conditions: a) that they pick mathematics as one of their three main A level choices; b) they accept that they will be able to choose from a more limited range of enrichment options. this is because fm sits within the enrichment structure and not in the main curriculum blocks.

A block system operates at A level. When you make your choices you will be asked to rank them in order of preference (1 to 3). You will also be asked to select a reserve choice too. After you have made your choices all subjects will be allocated to one or more of the timetable blocks. Although we try to offer you as much choice as possible and will make every effort to accommodate your choices, timetabling constraints mean that it might not be possible to offer every combination of subjects. in a given year if we cannot offer the three A level subjects you have chosen, we will try to give you your reserve choice. if we have to do this, you will have an interview with the deputy head (Academic) beforehand, who will explain what option combinations are available to choose from.

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

Enrichment and Extended Project Qualification: in addition to Pshee and your three main subject choices, you must also choose from a programme of enrichment options. enrichment options vary from year to year and usually consist of a selection of examined and non-examined courses. for example, boys in the current Lower sixth enjoyed the opportunity to choose from a selection of gcse subjects (including geology and Astronomy) as well as a range of standalone As levels (examples include maths, english Language, french, spanish, Biology & Art). non-examined options like how to Write Well, maths for Physicists, Practical skills for Biologists, international Affairs and the sherborne sports science diploma were also offered last year. details of these courses will be published later in the year after the 2019-20 timetable has been finalised and you will be asked to make your enrichment choices during the first fortnight of the michaelmas term of your Lower sixth. Although we do try to run a consistent selection of examined options each year, please don’t assume that courses advertised last year will definitely be an available to you. if in doubt, please double-check! in addition to examined and non-examined courses, you also have the option of completing an extended Project Qualification (ePQ) project. the ePQ is a fantastic opportunity to research something you are interested in: your ePQ can literally be about anything you like. doing the ePQ also helps you to develop project management, communication, and analytical and evaluative research skills that are essential for success at university and in most forms of employment. the ePQ is a stand-alone qualification completed over the first 4 terms of the sixth form. it is worth more than half an A level and you’ll finish up with a grade somewhere between A*-e (hopefully the former). the ePQ project itself usually takes the form of a 5000 word essay exploring a question of your choosing, but could also be an experiment, writing a piece of music, or producing some other artefact. that’s exciting because it means you can base your ePQ on any topic you like (as long as it is suitably different from something you’ve been taught in lessons).

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Whilst your product (essay or artefact) might seem the most important aspect, actually the bulk of the ePQ – and most of the marks – go for the processes involved with planning, researching, evaluating and developing your ePQ. this is also why universities like the ePQ: it teaches you to be resourceful, to synthesise and evaluate information from multiple sources, to manage deadlines and to work independently – all essential skills for success at university. many universities recognise the value of the ePQ by building it into their offers, for example, for many courses, southampton, manchester, and Bath will make a reduced offer of one grade if you achieve an A on the ePQ, so an offer of AAB would be ABB. other universities, for example durham, will take the ePQ into account when they have to decide between applicants with similar profiles.

Another benefit of doing the ePQ is that you’re likely to end up with a better result at university. even if you did the ePQ and got the same A level grades as someone else who didn’t do the ePQ, you’re more likely to achieve a top degree result. more recent research shows that there is even a positive impact on how you would do on your A levels.

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

If you have questions talk to Dr Mertens, the EPQ coordinator

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guidAnce on mAking good choices for lots of reasons it is really important that you pick three courses that are appropriate, sensible and realistic. Broadly, there are three main topics you should explore when you start to consider which A level or Btec might be right for you. these are: The Future this relates to transition to university and the world of employment beyond that. the kinds of things to think about include: • Are there any compulsory subjects that you must have taken in order to gain access to a specific degree course? for example, most universities stipulate chemistry A level for medicine, others require at least As maths for economics and a number of geography courses will only make offers if you have at least one accompanying science subject.

• What do people who took these subjects go on to do at university? some of this information will be available at the options fair, but the careers department keep a lot of information on this tracking back at least 10 years. spending some time looking through this will definitely help you choose you’re A levels sensibly.

• What do old shirburnians who took the subjects you’re considering actually do for a job? mrs dunning keeps a record of this information. Pop into careers and ask her!

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

The Package You should view your sixth form choices as parts of a meal. individually, they’re ok, but when combined sensibly you produce something special. Additionally, not everything goes well with everything else! it is also important to realise that the uk sixth form system essentially works by asking you to become a specialist. therefore, you should, pick subjects that support each other. yourself it’s a cliché, but everyone is unique. this means that there will be things that you are better at and things that you would do well to leave behind at (i)gcse. in order to pick subjects that fit well with your aptitude and character you need to reflect on your own strengths and limitations (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 be asking yourself the question – what kind of person does well at this subject, and is that person me?

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

• how much work is expected outside of lessons?

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

• 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 • check that your A levels meet university course requirements • Pick subjects that go together • speak with the careers department • 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

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Life in the sixth form At LYon house

there are obvious similarities between the life of a junior boy in Lyon compared to that of sixth former – the physical building that you will occupy, it’s position within the town and therefore relative position to the school, sherborne girls school and the games fields – however it is the differences in the life of a sixth former i wanted to focus on here. from the outset of your time in the sixth form there is an expectation of leading the house, whether you are in the upper or Lower sixth, as soon as you put that suit on, you will be looked at as a role model by the junior years which is a huge privilege but that comes with a good deal of responsibility. Lyon has a very strong sense of service to others, in fact the house motto ‘J’ai bien servi’, very much encapsulates this; embracing this culture will not only develop you as person but it will also make a positive difference to the lives of others in the Lyon which is extremely rewarding. for this service you have the opportunity to be in the very best studies in the house, you will have far more freedom in terms of your time, where you can go and what you can do. socially, you get to enjoy your own common room and, on a saturday night, the chance to relax and unwind with the rest of the sixth form on the private side with me. the Lower sixth is your chance to show what you could offer as a Prefect to the house in your final year in the school. it is of note that even if your junior school experience was a little bumpy there is still an opportunity for you to become a Prefect if you invest wholeheartedly in the values of the house. even as a sixth form entrant there is no reason not to engage with this process fully as there have, in the past, been boys who join the house in the sixth form who have had the honour of being head of house.

Being a sixth former in Lyon house is a rich and rewarding experience; it requires a great deal of investment but it will truly prepare you for life beyond sherborne.

Ben Sunderland Senior Housemaster and Housemaster of Lyon

This keen sense of empathy is a strong and noble characteristic of many Sixth Formers…

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yuri hashimoto (U6g) Joined us:

in the third form from sandroyd.

studying:

mathematics A level Business A level economics A level enrichment: ieLts

Going on to:

read Business and economics, not yet made a firm choice about which university offer to accept.

if i could go back to the third form and give myself some advice, it would be to make the most of optional activities like ten tors and duke of edinburgh. there are so many of these opportunities that it can be challenging to know which ones to pick and, unfortunately, you can’t do them all!

Jonty Walliker (U6g) i joined sherborne in the third form, having come from mount house school. i have always enjoyed history and studying it in the sixth form was an obvious choice for me. similarly, economics intrigues me. i have seen films like the Wolf of Wall street and, although i recognise that trading probably isn’t like that all of the time, it does have some appeal. seriously though, i really enjoy economics and it complements my other subjects (maths and Politics As).

When i leave sherborne i plan to take a gap year in Australia: i’d like to play a cricket season over there. After that, i would like to go on to university with the intention of a career in the city, and after that, i want my sons to come to sherborne. if they do, i’ll tell them to enjoy their Lower sixth years – it’s the best year in the school.

Motivated, Approachable, Sporty 17

hugo hurrell (U6g) Joined us:

in the third form from Perrott hill.

studying:

geography A level economics A level Philosophy & ethics A level enrichment: how to Write Well ePQ: How is Russia’s development limited by its physical geography?

Going on to:

read geography at university.

the best thing about the sixth form is choosing the subjects you want to study. You are able to immerse yourself in the things you really enjoy, and to push them as far as you like. it’s really interesting! there is also the social side to the sixth form and i really like the opportunity to spend time with friends in Leweston and sherborne girls on saturday evenings at the stick.

michal Dvorak (U6g) Joined us:

in the sixth form from the czech republic.

studying:

german A level Physics A level maths A level further maths A level enrichment: ieLts ePQ: Can fMRI be used to read thought patterns?

Going on to:

read engineering at university.

What advice can i give someone about to start in the sixth form? i think i’d tell them to take subjects they are interested in and enjoy, rather than those that they are best at, or feel that they have to do. the careers department can give a lot of advice on this. i’d also advise them not to think too much about what other people might think, but to take the opportunities that are here because they want to. there are a great many of them!

Eclectic, Animated, Positive

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Will Davidson (U6g) i joined sherborne in the third form, having come from kellett school, hong kong. i chose to study maths, Business and drama for A Level. it is an unusual combination, but it works really well for me. i enjoy this combination of subjects and that is one of the most important things. drama requires a very different set of skills to the other subjects, but that means that i have a very broad experience in the sixth form and i really enjoy that aspect of my studies. i have applied for deferred entry places at university to read Business Analytics. i plan on taking a gap year abroad as a snowboarding instructor, so having my place at university already secure before that would be ideal. if i could go back and give myself some advice in the fifth form, it would be two things: a) pick subjects necessary for university, but do the ones you enjoy; and b) invest in Bit coin!

harry le maistre (U6g) Joined us:

in the third form from st michael’s, Jersey.

studying:

maths A level history A level Latin A level enrichment: Politics As

Going on to:

durham university and then into the city.

i have spent a lot of time in the sixth form focusing on the future and i’m glad that it has resulted in my offer from durham. i would advise anyone joining sherborne in the sixth form to do the same; work hard for the future. there are a huge number of socials that take place each week in the sixth form and i think the other piece of advice i would give would be to take full advantage of these. the stick is great, but there are also other things too (e.g. Balls, activities at sherborne girls, joint clubs etc) that are arranged for you too.

Relaxed, Jovial, Adventurous

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sixth form entrY suBJects 2019-20 aRT . BiOLOGy . BUsiNEss . ChEmisTRy

CLassiCaL CiviLisaTiON . CREaTivE DiGiTaL mEDia BTEC

DEsiGN & TEChNOLOGy . DRama aND ThEaTRE sTUDiEs ECONOmiCs . ENGLish LiTERaTURE

ENTERPRisE aND ENTREPRENEURshiP BTEC

GEOGRaPhy . GREEk . hisTORy . hisTORy OF aRT LaTiN . maThEmaTiCs . FURThER maThEmaTiCs mODERN FOREiGN LaNGUaGE . mUsiC

mUsiC TEChNOLOGy . PhiLOsOPhy aND EThiCs

PhOTOGRaPhy . PhysiCaL EDUCaTiON . PhysiCs sPORT BTEC

Notes: • it may be possible for boys to take sociology A level at the gryphon as one of their main subject choices. if this is of interest to you, please contact dr filtness.

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

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

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

• Boys fluent in a second language may explore the possibility of taking an A level in this language in addition to their three A level choices. if this is relevant to you please discuss this possibility with dr filtness, the deputy head (Academic), and mrs thurman, the head of modern foreign Languages, before making your options choices.

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aRT aND DEsiGN there is no escaping the fact that being a creative thinker and problem solver are highly desirable skills. A level Art and design offers you the opportunity to be creative, while at the same time learn core transferable skills. creativity, imagination and problem solving are essential skills for Art and design A level, which makes it an A level option that works well with all other subjects. in recent years pupils who have studied A level Art and design, maths and Physics have, for example, gone on to do Architecture, engineering and economics at some of the top universities in the country including ucL, imperial and Bristol.

throughout the michaelmas term pupils, have the opportunity to attend evening Life drawing classes. drawing underpins all course assessment objectives and aims to develop confidence and essential drawing skills and is recommended for pupils wishing to apply to a foundation Art and design course and Architecture, graphics and design degree courses. visiting artists workshop programme

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

our programme of visiting artist workshops provide pupils with the opportunity to work alongside current practitioners and is an important aspect of the creative experience on offer. mixed media drawing, oil Painting and colour mixing and ceramics are just some of the recent workshops on offer to A level pupils.

Course Programme

sCaD Foundation Fellow

the course programme supports the development of core skills during the first two terms of the course and is centered around drawing and addressing the AQA assessment objectives. Participation in weekly critique sessions builds confidence and familiarity with subject specific language. As the course progresses you will learn to develop your ideas independently through structured tasks in preparation for the start of Personal investigation coursework component. Workshops delivered by the Art department team, visiting artists and one to one tutorial sessions underpin the work you will be doing in the studios.

the Art department has, for the third year, benefitted from its close working relationship with the savannah college of Art and design (scAd).

Pupils have had the opportunity to work with our scAd foundation fellow in class and during enrichment sessions. the specialisms our scAd foundation fellows bring to the department has promoted film, Animation, illustration and drawing over recent years.

All our pupils are encouraged to challenge and extend their understanding of processes through the creation of work which fosters resilience and independence. the teaching and learning on the A level course gives pupils the opportunity to create ambitious and highly personal work within the framework of the curriculum in a safe and creative environment. recent work has included a Wunderkammer installation, a duchamp inspired ‘ready made’, digitally manipulated images created from time lapse photography and ceramic sculptures. to help facilitate improvement in skill level all pupils have access to the department studios seven days a week.

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Life Drawing

Portfolio preparation foundation Art and design courses and some degree courses require pupils to produce portfolios of work and sometimes visual responses to a set theme. the Art department team is committed to supporting each pupil, who is making an application, with the process of building a portfolio and preparing for interview. a level art and Design course content Component 1 Personal investigation (coursework), this forms 60% of your total A level mark.

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

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

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

Architecture Art history digital media Animation engineering fine art fashion model making theatre design graphic design game design illustration industrial design interior architecture and design tV and film production Visual communication Visual effects for film and television

J.E. Wright james.wright@sherborne.org

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

As a modular course, the content of the Lower sixth is examined by a multiple choice and structured answer examination. in addition, there is a two-hour practical examination, based on the experimental work and microscopy that has taken place throughout the year. in the upper sixth two further units are studied to complete the full A level, one of which involves questions based on practical and statistical work. therefore, field study is an important part of the syllabus, putting into practice observational and statistical skills. 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 student has access to a wide range of books and journals in the school library. there is also a comprehensive scheme of work and resources available on the Biology web pages.

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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.

Dr J-P. manning jonpaul.manning@sherborne.org

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

Further study and career opportunities: 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. 10% of the marks are for quantitative skills.

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

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ChEmisTRy The Course

What lies beyond a level Chemistry?

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

Your suite of A levels goes a long way to deciding your university and career pathways, but chemistry is welcomed by all subjects and employers. the chemist is trained to problem-solve and to analyse data, looking for patterns: these skills are often considered invaluable, and many chemistry graduates end up working in law, the financial services, and management as a result; arguably the second most famous British Prime minister of the 20th century was trained as a chemist! the chemical industry is also the country’s largest export earner, and a great deal of money is given over annually to research and development.

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

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

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

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

• 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.

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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 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.

chemistry A level is well-supported by Biology, Physics and / or mathematics. however, if you are curious about the world around you, if you are prepared to read round the discipline and if you’re keen to develop your thinking skills, chemistry A level could be for you. further details on this and any other part of the course may be obtained from the head of chemistry and/or your teacher.

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.

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

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CLassiCaL CiviLisaTiON Before the Spartans adopted the lambda as their state symbol in 418BC, individual warriors painted their own designs, such as a scorpion or gorgon, on their shields. The Greek biographer Plutarch describes how an unnamed Spartan soldier, when asked why he had drawn a small fly on his shield, instead of something more intimidating, replied: ‘so that when I come close to the enemy, it will appear a giant’. it is small anecdotes such as this that breathe life into our study of the classical world, a world that is not dead, but alive beneath the surface of the modern world. the greeks and romans have in many important ways shaped the institutions, languages and ways of thought of europe and the West. one need only look to hollywood, which still turns to classical writers for inspiration. the study of classical civilisation at A level is an often inspiring and thrilling journey through history. it is no accident that many who begin their classical studies in the sixth form go on to study the subject at university.

What is Classical Civilisation? 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!

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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 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 Augustan foreign policy or Aristotelian metaphysics, but have also acquired skills which are readily transferable in the jobs market. You have learned, for example, to compile and evaluate evidence and to express yourself clearly and succinctly both orally and in writing.’ classics graduates find their way into careers as diverse as the civil service, gold dealing, insurance, journalism, law, accountancy, public relations, the wine trade, code-breaking, the foreign office… the celebrated expert on the brain, susan greenfield, was a classicist. Boris Johnson and Jk rowling are classicists. so were darwin and keats.

s.a. heath stephen.heath@sherborne.org

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CREaTivE DiGiTaL mEDia BTEC the neW television and film course at sherborne offers the boys the opportunity to explore their creativity through the medium of digital film making. creative media (tV and film) is offered at national subsidiary diploma Level 3, which is equivalent to an A level course, both in terms of the time required to study for it (720+ hours of lessons over two years) and also the weighting it receives by universities. As with the other Btecs on offer, creative media is a modular course, offering a range of different options in digital film and Video Production, and digital content Production. the whole class will follow a programme of options within that discipline and will finish with a specialist Btec qualification in this field. the creative media (tV and film) Btec comprises three compulsory modules and four additional units from a range of options. All of the mandatory and optional units are internally-assessed coursework project. the optional modules consist of a variety of coursework projects, each of which explores a diverse range of tV and film production and digital production techniques. depending on your creative interests, you have the option of completing units in film and Video editing, music Video Production, single camera Production (narrative film making), factual film making (documentaries), Advertising Production, social action and community media Production (campaign film making) or Video installation Production. All of this work will be completed using industry leading specialist software. on the course, the boys will be working with professional grade equipment. We have invested in the Adobe creative suite so the boys learn the editing package Premiere Pro cc, they can also develop skills in Adobe After effects cc as well as using high end canon digital cameras, dollies, jib arms, steadicams, go Pros and they can fly the drone too for added drama to their work. the programme of study covers a range of media production composition and editing techniques

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designed to give you both an understanding of the versatility of these programmes, but also the opportunity to use them to create and complete projects of your choice. overall, you will be asked to have to undertake four such projects, with the mandatory units built into the programme of study. these then contribute to your overall grade. A creative media Btec offers a different style of approach to your sixth form: the flexible, unit-based structure provides you with much greater control and choice over what you learn. similarly, the emphasis is shifted more towards the practical applications of what you learn, rather than the content itself. Because of this, all of the assessment takes place through coursework, which reinforces the hands-on approach to learning and lends itself towards the holistic development of the creative, interpersonal and thinking skills you will need to succeed either in employment, or in a related discipline at university. the Btec course offers clear higher education pathways and employment opportunities. students who complete the course can go on to specialist courses at ravensbourne university London (part of ucL), Bournemouth university, falmouth university, Loughborough university, amongst many others, and study: script writing, filmmaking, media production, digital film production, journalism, television, animation, games design, creative writing, editing and post production and other specialist courses. the course provides the platform for further professional study in a wide variety of creative disciplines, as well as the opportunity for employment in the creative sector. the course is the ideal stepping stone to the creative media sector, a sector that currently contributes £92bn to the uk’s economy and provides 3.12 million jobs.

O. senneck oliver.senneck@sherborne.org

DEsiGN aND TEChNOLOGy: PRODUCT DEsiGN design & technology is both an academic and a creative subject.

Ceative direction in studying d&t there will be many opportunities for you to confront and solve practical problems where there are no right answers. You will need to choose the best path based upon your knowledge, experience and the research you do to enable you to make justified choices about the solutions that you propose.

The challenges You will gain experience of designing across the course and learn to plan a path through this ambiguity; helping you to propose solutions to practical problems and to develop commercial designs to help solve these. the departmental staff will support you as you progress. Your nonexamined Assessment (neA) is an extended design, make and test project in which you will work with a client to develop a design that helps them overcome a problem they have identified. this project and the prototype you will build is assessed and will contribute up to 50% of your marks in the A level. the remaining 50% of the marks come from an exam in which you will need to answer questions on subjects such as materials and manufacturing processes, twentieth century designers, the effects of manufacturing on society and the challenges and opportunities that artificial intelligence and robotics present today’s society. the subject has its own 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:

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 studies 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.

What could i go onto study?

In the past, pupils who have studied A level have gone on to study: • Automotive Engineering • Automotive Transport Design • Aeronautical & Aerospace Engineering • Aerospace Engineering • Aeronautical Technology • Architecture • Product Design • Product Design & Management Technology • Architecture • Product Design

• research and analysis

• Product Design & Management

• Working to a fixed client brief

• Production Design Technology

• design communication • Aesthetically value and proportion • Product development • manufacturing to high tolerance • structuring and planning projects

P.R. Chillingworth peter.chillingworth@sherborne.org 31

And as for fortune, and as for fame I never invited them in, though it seemed to the world they were all I desired . . .

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Joint School Production with Sherborne Girls: Evita Photograph by Hasan Hamadto (U6e) 33

DRama aND ThEaTRE sTUDiEs Why study a level drama at sherborne?

What does the course consist of?

• impressive resources

there are three components:

• A lively, cutting edge department with many pupils.

• Drama and Theatre (40%): 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 component, you create an original piece of drama. As an alternative to performing, pupils are able to choose any of the technical/design roles.

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

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

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ECONOmiCs economists and politicians can’t agree on the best way to solve the economic problems. in the economics department we don’t pretend to have all the answers – but we do hope to help you begin to ask the interesting questions.

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

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

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

• engagement with economics through wider reading and an awareness of the current issues impacting on the subject. historical context and debate the specifications select aspects of economic history to inform macroeconomic debate and provide context to current economic issues.

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

Real world focus All of the assessments are based on real data and issues (fracking, plastic bags, and china’s slowdown). skills for progression You will develop transferable skills to support study in a wide range of subjects at university and the transition to employment. these skills include numeracy, communication, critical thinking, forming and testing hypotheses and commercial awareness.

You do not have to study maths A level to read economics at university or succeed at economics A level – however, it is required for certain universities. economists have recently visited the mini factory in oxford, quizzed Johnny Boden, listened to david smith (sunday times), entered the royal economics essay Prize and taken part in the Bank of england’s target 2.0 competition. economics is a reformed subject with no coursework and three exams at the end of the two years. 20% of the marks are for quantitative skills.

Reflect developments in economics the specification content has been updated to reflect developments and current issues in economics. the introduction Behavioral economics is well overdue and of interest to many pupils. studying the role of the financial sector supports pupil understanding of recent economic events and the 2008 global financial crisis.

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

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ENGLish LiTERaTURE The Artist: you know you want to 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.

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.

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 and studying english Literature at A level means you have the best chance possible of calling yourself just that.

The Pragmatist: you know you should fact: 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 the nature of this subject would question the so-called ‘value’ of studying english. employers value communication, collaboration, critical thinking, independence, adaptability and resilience: english A level teaches all of these.

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indeed the Vice chairman of credit suisse’s investment and capital markets division for europe, the middle east and Africa, recently commented on his desire for more applicants who have studied at least one of the humanities at A and degree levels, “i need people who can empathise with others, who can analyse, argue, persuade and report, who are culturally aware. Just studying maths or economics does not make you a successful banker.”

The Course: the english Literature A level leads to you becoming a more effective reader and a better writer. it works equally well in a combination with other humanities and languages, or as something different with which to balance your study of maths or science. those who studied english Literature at A level last year went on to study a range of subjects at university including: history, Politics, medicine, Business, theology and, of course, english Of those Old Shirburnians who have read English at university since 1991, every single one has achieved either a First or a 2:1. the careers they went on to pursue include Law, Journalism, finance, Advertising, tV production, Acting and documentary film-making.

You will study a wide range of text from roth’s ‘call it sleep’ or 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 Jez Butterworth’s play, ‘Jerusalem’ and cormac mccarthy’s novel, ‘the road’. there is even the possibility of submitting your own writing as coursework.

You must enjoy reading, watching and listening to good writing and be intrigued by the ways in which writers write. the course is assessed by two examinations and two coursework essays.

R. de Pelet rebecca.depelet@sherborne.org

ENTERPRisE aND ENTREPRENEURshiP BTEC Why study Enterprise and Entrepreneurship? entrepreneurs are essential to our society because they build the economic engines that help our economy grow. they foster technological and social change, and their innovation and creativity forge our future. through a combination of class work and enterprise projects students can learn and practice entrepreneurship in a real environment. students will receive a thorough and practical understanding of the issues involved in both starting a business and fostering innovation in a corporate setting allowing them to progress into the business world or into higher education. the qualification is equivalent in size to one A level and carries equivalent ucAs points for university entry. the content of this qualification has been developed to ensure that it supports progression to higher education.

A Btec national extended certificate is an academic, practical and vocational course where you will learn by completing projects and assignments that are based on realistic workplace situations and activities in addition to a number of externally set tasks and exams. subject content the course is made up of 4 units (or subjects) which cover the broad range of the enterprise sector. two of the units are assessed internally through the production of a portfolio of evidence. this evidence is generated through written assignments, presentations or practical demonstrations. two of the units are assessed externally through an exam and set tasks.

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

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

Unit Three: Business and Personal Finance this unit includes aspects of both personal and business finance. Personal finance involves the understanding of why money is important and how managing your money can help prevent future financial difficulties. the business finance aspects of the unit introduce you to accounting terminology, the purpose and importance of business accounts and the different sources of finance available to businesses. this unit will help you to analyse profitability, liquidity and business efficiency. it will give you the knowledge and understanding to manage your personal finances and will give you a background to business finance and accounting as you progress to employment or further training.

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

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

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

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ExTENDED PROJECT QUaLiFiCaTiON the ePQ is a fantastic opportunity to research something you are interested in: your ePQ can literally be about anything you like. doing the ePQ also helps you to develop project management, communication, and analytical and evaluative research skills that are essential for success at university and in most forms of employment.

and you’ll have a supervisor who will guide you through the process. At the end you will present your work to the school community and family and friends.

the ePQ is a stand-alone qualification completed over the first 4 terms of the sixth form. it is worth more than half an A level and you’ll finish up with a grade somewhere between A*-e (hopefully the former). the ePQ project itself usually takes the form of a 5000 word essay exploring a question of your choosing, but could also be an experiment, writing a song, or producing some other artefact. that’s exciting because it means you can base your ePQ on any topic you like (as long as it is suitably different from something you’ve been taught in lessons).

Recent EPQ Titles

While your product (essay or artefact) might seem the most important aspect, actually the bulk of the ePQ – and most of the marks – go for the processes involved with planning, researching, evaluating and developing your ePQ. this is also why universities like the ePQ: it teaches you to be resourceful, to synthesise and evaluate information from multiple sources, to manage deadlines and to work independently – all essential skills for success at university. many universities recognise the value of the ePQ by building it into their offers, for example, for many courses, southampton, manchester, and Bath will make a reduced offer of one grade if you achieve an A on the ePQ, so an offer of AAB would be ABB. other universities, for example durham, will take the ePQ into account when they have to decide between applicants with similar profiles.

Another benefit of doing the ePQ is that you’re likely to end up with a better result at university. even if you did the ePQ and got the same A level grades as someone else who didn’t do the ePQ, you’re more likely to do better at university. more recent research shows that there is even a positive impact on how you would do on your A levels.

Although your ePQ is the result of your independent work, you won’t be left completely on your own. You’ll have lessons on the skills you need

if you have questions talk to dr mertens, the ePQ coordinator.

• to what extent is ocd curable in children and young adults? (William Bond).

• how far did the actions of the commonwealth and Japanese forces during the war in Burma impact the naga tribes and are they still being affected by those actions today? (seb carty).

• usage of fmri in reading thought patterns. (michal dvorak).

• have developers become too concerned with profit over standards? (hector fiennes).

• What lessons regarding cultural differences could wider businesses learn from the first sino-joint venture between morgan stanley and the chinese construction Bank during the 2000s?

(Jack fu).

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

• how does the impact of bike usage differ between hic's and Lic's in terms of their economic and social development? (hector hamilton).

• how is russia's development limited by its physical geography? (hugo hurrell).

• do the current challenges of operating a space elevator prevent us from building one in the near future? (calin Profir).

• to what extent do cognitive linguists provide a strong argument against a generative model of grammar? (malhaar shah).

• did the oppressive nature of francisco franco's regime benefit spanish art? (Archie tennant).

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

Dr s. mertens shana.mertens@sherborne.org

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GEOGRaPhy What the boys say:

What will i learn?

“Well taught and a good variety of lessons;” “It’s a relevant course and always applicable to global discussions;” “Studying Geography has helped develop my language and essay writing skills, along with the ability to assess and evaluate situations”

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

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.

• many recent A level geographers have secured places at leading universities to study geography and it remains a popular choice for many of our boys.

• 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.

• 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.

The Exam the exam will be split into 4 sections with two human exams and two physical exams.

• Paper 1 the Physical core • Paper 2 the human core • Paper 3 the Physical options • Paper 4 the human options

Possible careers: 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

J. Wilson joshua.wilson@sherborne.org

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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.

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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 examined in the same way as Latin: 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 may 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 of many twists and turns, like life itself.’ (charlotte higgins). or you may read from one of the great ancient tragedians, such as euripides or sophocles, wrestling with questions of honour and allegiance, betrayal, pride, fate, hopelessness, and the consequences of war, in the context of plays that are alive and popular now because of their relevance to our own lives.

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 may 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 greek? greek is often, but not always, studied alongside Latin, and the two have been offered in the widest possible variety of combinations with other subjects. A study of Latin and greek complements many other popular A levels, including modern Languages, history, english and Philosophy & ethics. s.a heath stephen.heath@sherborne.org

hisTORy Who? – have you got what it takes?

Why? – The Perks

do you…

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

• have an inquiring mind?

• enjoy problem-solving?

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

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

• have a real interest to learn more about the origins of the ideas and actions that have shaped the world we live in? if you answered ‘Yes’ to these questions, congratulations! history could well be the A level subject for you…

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

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

• Aim high and consider oxbridge. the department has a strong track record of helping boys secure places at cambridge, oxford and American universities to read history. history students have also achieved success (and won money!) in national 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 & 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.

G.D. Reynolds giles.reynolds@sherborne.org

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hisTORy OF aRT What is art history?

Course content

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

in the first year, students will be taken on a journey of visual analysis of painting, sculpture and architecture using examples that illustrate the variety of styles, concepts and themes that have characterised Western art. they will be introduced to the artistic and architectural vocabulary and methodology needed to evaluate art works and develop skills of visual analysis and historical awareness.

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

Why study history of art?

Art history is inherently interdisciplinary, so students from a variety of disciplines will enjoy and be challenged by the variety of approaches that Art history offers. studying this subject demands enquiring minds and holistic philosophical approaches, forensic analysis and personal responses. students will develop the ability to interpret images, integrate contextual sources, question their preconceptions and develop an understanding of widely different cultures. Art history is a rigorously academic subject and students will be encouraged to learn, question, research, debate and discuss their ideas, and formulate structured and substantiated arguments – all skills that will help them pursue further study in any discipline but will also stand them in good stead throughout their life.

Above all, they will have the opportunity to be inspired by some of the greatest artists and artworks from across the world in ways that will stay with them for the rest of their lives.

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in their thematic studies they will explore both nature and identity in art looking at developments in art and connections between movements and periods within these themes. they will study works from before and after 1850 and also from beyond the Western european tradition and develop the skills to use key critical texts in their analysis, debate and criticism. in their second year, students will focus on their Period studies: The Renaissance in Italy (1420-1520) and Pop life: British and American contemporary art and architecture (1960-2015). the renaissance study will include a trip to florence and rome to enable the appreciation of art works and architecture in situ. these period studies will enable the students to develop a more in-depth insight into particular works and periods, the influences on them and debate inspired by critical texts.

Examination there will be two, three-hour, end-of-course examinations: • Paper 1: themes: including visual analysis and thematic studies • Paper 2: Period studies General aim the aim of this course is that all students will be able to achieve their full potential over the two years, developing important skills and an abiding interest in art. k.R. Connelly keogh.connelly@sherborne.org

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!

What will you study?

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

Your studies will include practice on unseen translation and comprehension, as well as composition, and most importantly and enjoyably the study of a number of classical authors. You will read selections from cicero, such as his pro milone, a speech made by one of the world’s greatest orators on behalf of his friend milo, who was accused of murdering his political enemy clodius after a violent brawl outside his estate, a selection from tacitus’ Annals, a vivid history of the roman empire, which focuses on the reign of terror under the corrupt tiberius, the great fire of rome during the time of nero and the wars, poisonings, scandals, conspiracies and murders that were part of imperial life. in verse, you may read a selection from Virgil’s Aeneid, the legendary story of Aeneas, a trojan refugee who travelled to italy, where he became the ancestor of the romans, a selection from ovid’s love poems, the Amores, written in elegiac couplets, often subversive and humorous, and selections from other poets, such as horace and Juvenal.

Combined with what?

What exactly can a pupil NOT do with Latin? A study of Latin, often combined with greek, complements many other popular A levels, in particular modern Languages, as it aids you understanding of grammatical structure, but also history, english and Philosophy & ethics. s.a. heath stephen.heath@sherborne.org

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.

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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 You will sit the Pearson Edexcel a levels in mathematics (9ma0) papers that were introduced in england for first teaching from september 2017. there is no As exam at the end of your Lower sixth.

At the end of your upper sixth, you will sit three examination papers of which two-thirds are Pure and one-third Applied (statistics and mechanics).

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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 Pearson Edexcel a levels in mathematics (9ma0) and Further mathematics (9Fm0) examinations that were introduced in england for first teaching from september 2017. there will be no As exams at the end of your Lower sixth.

At the end of your upper sixth, as part of mathematics A level, you will sit three examination papers of which two-thirds are Pure and one-third Applied (statistics and mechanics). the further mathematicians will sit four additional papers of which 50% of the contents are further Pure and the remaining a combination of further Pure, statistics, mechanics or decision mathematics. s.C. Lim

siewchiang.lim@sherborne.org

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mODERN FOREiGN LaNGUaGE Why choose a modern Foreign Language?

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

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

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

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

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

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

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

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

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 470-500 million native speakers throughout the world but concentrated in central and south America as well as the united states.

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).

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

mFL Reformed a level: Brief summary of the specification:

• spanish is closely linked and provides a gateway to other romance languages such as french, italian, Portuguese, romanian and catalan.

• 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:

• According to the British chamber of commerce, 21% of foreign investment in the uk is from spanish companies while British companies invest 14% of their entire foreign investment in spain.

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.

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

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

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

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 via an audio and video recording. As part of the performance there is a written commentary, or a presentation video, about why the programme was chosen and what pieces presented the most interesting technical and musical challenges.

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

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

Option B - Composing (25%): the creation of two pieces (as in composing A) totalling four minutes. A well-presented musical score of the composition, and a recording of it being performed, needs to be submitted as coursework. in addition to studying one of the two options above, all boys also complete a written paper which is worth the remaining 40% of the A level credit. the written paper comprises in-depth studies of music including a choice of topics ranging from classical music, through swing and jazz to rock & Pop music. Listening tests and two essay questions on the chosen topic are included in this exam paper.

J.E.C. henderson james.henderson@sherborne.org

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mUsiC TEChNOLOGy this course involves the composition of popular music (electronic, dance, rock/pop) and/or film music, some sequencing and extensive recording work in the recording studio. the software is Logic Pro x (on Apple imac) and Ableton Live. key features: • flexible specifications with different options to suit different types of musicians, 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.

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.

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

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J.E.C. henderson james.henderson@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 christian thought. Within these courses you will be introduced to some of the great minds of history: Aristotle, Plato, descartes, hume and immanuel kant. in Philosophy of religion you will explore the attitudes these thinkers had to god. in religion and ethics you will learn the methods philosophers like Aquinas, Bentham and kant used to decide whether actions were good or bad, and will use these theories to assess the rights and wrongs of issues around sexual behaviour and euthanasia. And in developments in christian thought you will learn the history of christianity and ask provocative questions about its place in a secular society and its attitude to women. At the end of the two years you will sit three 2-hour exams.

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

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PhOTOGRaPhy Are you creative imaginative? do you enjoy exploring ideas and looking at things in different way? if so, you should consider A level photography. You will enjoy developing your understanding of the visual world, learning practical skills and responding to ideas and issues in ways that are personal to you.

Photography is about looking, learning, thinking and communicating ideas. it inspires creative thinkers. Photography means ‘drawing with light’ and that is what photographers do when they take a picture. many photographers have explored various techniques to create images that make a personal statement about things that have interested or concerned them. the most exciting aspect of photography is that you are capturing the world as you see it.

Photography Course Content Portraiture, Landscape photography, still-life photography, documentary photography, Photojournalism, fashion photography, experimental imagery, multimedia photographic installation, moving imagine (video, film and animation).

Possible Degree Options Animation, commercial photography, creative and editorial photography, digital media, fashion photography, film and television, film and visual culture, forensic photography, graphics with photography, medical photography, Visual communication.

Possible Career Options studying a photography related degree at university will give you all sorts of exciting career opportunities, including: commercial photography, fashion photographer, filmmaker, fine Art photographer, forensic photographer, industrial photographer, Photographic illustrator, Photographic technician, teacher, Photojournalist, Picture editor, researcher, social photographer, sports photographer

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

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

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

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

Component 2: Externally Set Task this is an examination unit. You choose a title from a list provided by the examination board as a starting point. You are then expected to generate an appropriate personal response and produce a broad and diverse portfolio of work with critical analysis in the form of an introduction and accompanying annotations. final pieces are to be produced in the formal 15 hour examination. coursework carries 60% of the total mark, and the externally set Assignment the other 40%. m.C. Bone matt.bone@sherborne.org

Photograph taken by Alex Andrews (L6d) 51

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.

• social science • Physiotherapy • Business management • sports governance • media and Journalism

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

• teaching

Physical Education a level

• Professional sport

Physical education is a reformed subject. over the course of the two-year programme of study you will investigate:

assessment

• 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:

• Performance Analysis

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.

• Birmingham • Bath • durham • exeter • oxford Brookes • cardiff met • Loughborough • Leeds

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R.P. mcGuire rhidian.mcguire@sherborne.org

sPORT BTEC the sport Btec is offered at national extended certificate Level 3, which is equivalent to an A level course, both in terms of the time required to study for it (720+ hours of lessons over two years) and also the weighting it receives by universities. the Btec in sport is designed to give you a basic grounding in understanding and knowledge of the sport and active leisure sector; it will develop essential skills, techniques, personal skills and attributes required to meet the needs of those aspiring to a career in sport (coaching, teaching, therapy and conditioning etc) and the health and leisure industry. the broad study base and range of qualifications available provides a variety of experiences and the opportunity to acquire knowledge across a diverse range of subjects. the course not only serves as a route to full time employment within sports related fields, but is also an excellent pathway towards studying in a related discipline at university.

the course is assessed through the completion of three compulsory modules and one optional coursework unit. two of the mandatory components – those that focus on Anatomy & Physiology and fitness training and Programming for health, sport & Well-being - are assessed through public examination. the exams are available both in January and June and it is likely that at least one of these examinations will be completed in your Lower sixth year. the third mandatory unit explores issues related to Professional development in the sports industry. As with the optional component of the course, this is assessed internally through the completion of a coursework project. Projects vary between years, but may incorporate: case studies, the observation of practical work, presentations and / or an interactive media project.

the course involves a mix of theory and practice, relating to sport, recreation, leisure and physical education. the units of academic study include: • Anatomy & Physiology • fitness training and Programming for health, sport & Well-being • sports Leadership • Practical sports Performance • coaching for Performance • skill Acquisition in sport

R.P. mcGuire rmcguire@sherborne.org

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PhysiCs Why study physics?

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 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.

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

Physics is a reformed A level: • it is ‘traditional’ and builds upon the (i)gcse physics • it has a strong practical element which is assessed in an examination • Lower sixth includes topics on mechanics, materials, Waves, electricity, Particles & Quantum Phenomena • upper sixth includes topics on fields, further mechanics, nuclear Physics and thermal Physics.

• there is an option from: Astrophysics, medical Physics, engineering Physics, turning Points in Physics or electronics.

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What can i do with a Physics degree?

Physicists play a vital role in many technology based industries, such as optoelectronics, nanotechnology, computing and renewable energy. others work on investigating the universe; searching for extra-solar planets or looking for the remnants of the big bang. others still go on to apply their knowledge in healthcare (medical physics), studying the processes of the earth (geophysics) or the climate (meteorology). the knowledge and skills that studying physics develops are important in other areas as well. Predicting future market behaviour is vital in finance, and so a physicist’s ability to model complex systems is particularly valued in this sector, while a logical approach and ability to understand new technology is useful in law, for example, when patenting new inventions. Physics provides a broad training in skills that are valued by all employers; an ability to grasp concepts quickly, a determination to find coherent answers, along with problem-solving, analytical, mathematical and it skills. even if you decide that you don’t want to work in any physics-related industry after your degree, the skills and knowledge that you develop by studying physics will always help in whichever area you go into. studying physics at degree level is a good way of keeping your options open.

What other subjects can i study with physics at university?

Physicists in previous years have gone on to study the following courses at university: mathematics, Applied mathematics, Biomedical science, Biology, chemistry, chemical Physics, computational Physics, computer science, electronic engineering, engineering, Astrophysics, geophysics, ocean and climate studies, meteorology, medical Applications, medical Physics, sports science, cosmology, nanotechnology, nuclear science, Particle Physics, Acoustics, Photonics & space science. m.D. Thurman mark.thurman@sherborne.org

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.

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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 2018. anglia Ruskin Bath spa Birmingham Bristol Bristol UWE Cambridge Cardiff Durham Edinburgh Exeter Falmouth heriot-Watt imperial kCL kent Leeds Leicester Liverpool Loughborough LsE manchester New york University Newcastle Oxford Oxford Brookes Queen mary Queen’s Belfast Reading Richmond Royal agricultural Royal holloway sheffield southampton st andrews sussex UCL University of south Wales york

We wish them the very best of success at university.

THE SIXTH FORM AT SHERBORNE INSPIRES, SUPPORTS AND GUIDES STUDENTS TO DEVELOP A VISION OF THE MEN THEY WANT TO BECOME. ULTIMATELY, OUR AMBITION FOR SHIRBURNIANS IS THAT THEY LEAVE AS INTELLECTUALLY CURIOUS, DETERMINED, COMPASSIONATE AND KIND YOUNG MEN. TOM RIMMER, ASSISTANT HEAD (SIXTH FORM)

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