Windermere School, Sixth Form Prospectus

WELCOME TO SIXTH FORM

The Sixth Form years are the most exciting and rewarding of your school career. At Windermere School, we inspire each individual to achieve to their full potential and also importantly, to have fun on their journey!

Windermere School is a leading independent co-educational day and boarding school with a unique and diverse Sixth Form community. Nestled at the very heart of the UNESCO World Heritage site, our idyllic woodland campuses, which include our private Watersports Centre contain all of our academic, boarding and sporting facilities

As a small school, every individual can find their place within our nurturing community. Sixth Form pupils will experience a personalised approach to learning and pastoral care, joining small classes and tutor groups where they are able to succeed with support from experienced Sixth Form staff Significantly, the independent nature of our Sixth Form allows pupils to prepare to thrive in these challenging worlds, feeling confident and valued.

We are passionate about the International Baccalaureate and have seen for many years the benefits it gives young people. Our Sixth Form pupils learnhow to learn. They are well-rounded, critical thinkers who are equipped for a global future.

At Windermere School there is a Sixth Form pathway for everyone. We are truly invested in continually developing our curriculum and the experiences we offer. The education we provide is allencompassing and carefully caters for pupils’ interests, abilities and future aspirations. We encourage every individual to step outside of their comfort zone and to be the best version of themselves.

This prospectus is for all families who want to understand more about our Sixth Form and the benefits offered for our pupils going onto university, apprenticeships or moving directly into employment. It provides a flavour of the stimulating experiences and outstanding education we provide as well as information about the programmes we offer to help make informed choices about the right pathway for you

I look forward to welcoming you into the Sixth Form and helping you make some exciting choices.

Mrs Elizabeth Murphy Head of Sixth Form & IBDP Coordinator

WHY WINDERMERE SCHOOL SIXTH FORM?

Windermere School Sixth Form is a place for all to shine. Our pupils are empowered to thrive and develop a strong level of independence and responsibility. We embrace an international mindset in all we do, allowing our pupils to truly experience a sense of understanding and belonging. Everyone is welcome to join our strong community and we offer a personalised pathway for all.

Life is different in the Sixth Form and this gives our pupils the best of both worlds. It is the perfect springboard for life beyond Windermere School: to enjoy independence but still benefit from being part of a whole school community. We hold high expectations for our pupils and coach them to become role models to all within Windermere School. By taking the lead, our pupils are happy, ambitious and confident young people who understand the importance of balance and achievement. We instil attributes and transferable skills that will see pupils succeed in all aspects of life.

Inspiration, care and deep knowledge from our Sixth Form staff ensure that our pupils’ experience is successful and fulfilling. Our curriculum is holistic and forward-thinking. We boost our pupils’ ability and performance and remove any barriers to learning. There are no limits within the Sixth Form and the studying the International Baccalaureate (IB) at Windermere School is more than collecting a set of certificates. The ethos of developing vital skills and finding purpose is part of our aim and the values we instil within Sixth Form life.

The IB philosophy is infused within our Sixth Form to help develop each individual into a well-rounded, independent lifelong learner, motivated to effect positive change in their own lives and the global community. Ultimately, we aspire for all our Sixth Form pupils to develop the following characteristics:

THE ONLY IB WORLD SCHOOL IN CUMBRIA

The International Baccalaureate is a world-leading international qualification Founded in Geneva in 1968 with the goal of creating a better world through education, the IB fosters critical thinking and builds problem-solving skills, while encouraging diversity, international mindedness, curiosity, and a healthy appetite for learning and excellence. It is much more than an examination board.

The IB is highly regarded by universities and employers across the globe. Universities actively seek IB graduates as they are better prepared for university study and adjust better to university life, while employers are recognising IB pupils as having the essential skill set and character traits to grow and develop in a healthy and happy way.

The IB Mission Statement encapsulates what is compelling about its Programmes:

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

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

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

WHAT THE IB SAYS ABOUT WINDERMERE SCHOOL

“The concepts of community, diversity, inclusion and compassion (essential to nurturing inquiring, knowledgeable and caring young people) permeate and frame the work of all members in the school community.”

“The school organizes time for learning and teaching that provides a broad, balanced and connected curriculum and serves the changing needs of its community.”

“Despite its small size, the school has developed a wide range of pathways to support all pupils and has a strong outdoor learning programme, work experience and extra-curricular activities.”

“The school has a safe, healthy, nurturing environment that reflects the school’s purpose for learning and is characterised by respect for diversity, fairness and trust.”

“Pupils are actively involved in their own learning, as demonstrated by the examples of independent inquiry, self-reflection and peer evaluation.”

IB Evaluation Report, 2023

SIXTH FORM TUTORING

Through our small and careful tutoring system, we provide highly individualised support for each and every pupil. Your Sixth Form tutor will be a pivotal figure in your school experience, maintaining an overview of your welfare, academic progress and co-curricular development, guiding you both academically and pastorally.

Your tutor is also an expert in careers and alongside other members of the Sixth Form team, will provide you with advice and support when making decisions about life beyond Windermere School.

Tutors have regular meetings and one to ones with their tutees, and work closely with the Head of Sixth Form to ensure that all pupils are appropriately supported. You will see them twice a day and for one full lesson a week.

Tutors will also be in regular contact with parents and guardians, informing them of how their child is getting on in school, celebrating successes and discussing any issues at the earliest possible moment.

Sixth Form tutor groups include a combination of both Year 12 and 13 pupils You can always stand to learn from others, especially those who have varying experiences and perspectives. In essence, your tutor and tutor group is a support network, championing everything you do, ensuring you are making the most of your opportunities, offering advice and helping you along your journey.

Our Sixth Form tutor groups are like extended happy families!

HIGHER EDUCATION & CAREERS SUPPORT

Planning your pathway is challenging and can feel overwhelming. Ironically, from the moment you join Windermere School Sixth Form, we begin supporting you with the organisation and preparation you need to build a successful exit plan for the next stages of your life.

Our Sixth Form education provides high-quality careers advice and we hold an outstanding record of helping pupils prepare for a wide variety of pathways. Whether considering university, a higher-level apprenticeship or direct employment, our Sixth Form team offers personalised guidance and support to our pupils, no matter how certain you are or what you intend to do when you leave Windermere School.

We provide Higher Education and Careers support for all aspirations through:

• Careers programme, which begins from the moment you join the Sixth Form

• Morrisby: Careers Advice & Guidance Online Platform

• UCAS programme

• Life beyond Windermere School sessions, including writing a Personal Statement.

• One-to-one meetings with Tutors, UCAS Coordinator, Careers Coordinator and the Head of Sixth Form, as well as informal support from your teachers and boarding staff

• Presentations and one-to-one sessions from external visitors, including universities, apprenticeship programmes, work placements, industries etc. for both pupils and parents

• Dedicated programmes for those applying for Oxbridge, Medical and Veterinary courses.

• Dedicated support with international applications.

• Enterprise sessions, mock interviews and work experience

• University visits and apprenticeship fairs. Sixth Form pupils are also permitted to arrange their own university visits throughout the academic year.

We believe it is essential to teach life skills beyond the academic and this forms a key part of our Higher Education and Careers support Our pupils develop self-confidence and are ready to flourish in life. Every year, we feel a great sense of pride in the young people we send off to university and beyond, confident that they leave us with the knowledge, skills and resilience to be successful.

RESULTS ABOVE IB WORLD AVERAGE

As a non-selective school, our Sixth Form pupils consistently achieve in all aspects of their school careers and accomplish outstanding IB and BTEC results. We are academically excellent, and our examination results are well-above the world averages.

Over the last 5 years, Windermere School pupils have achieved an average of 2.65 points above the IB world average. 51% of pupils gained 34 or more points in the Diploma which is the A levelequivalent of ABB 20% of our pupils are awarded a prestigious place on our School Honours Board, which recognises pupils who achieved 40 points or more Only a small percentage of IB candidates globally achieve more than 40 points, the equivalent of 4A*s at A-level. Our Career-related programme pupils also achieved a 100% pass rate.

Our Sixth Form pupils progress onto competitive courses of their choice at universities both in the UK and overseas. In 2023, 77% of our Sixth Form pupils applying to UK universities secured access to their first-choice university, and 44% of those studying the Diploma Programme went on to study at Russell Group institutions, as well as a number of our Career-related Programme pupils.

SIXTH FORM PRIVILEGES

It is important to prepare our Sixth Form pupils for the next stage of their lives and we recognise the necessity to develop their independence and responsibility as they navigate through the final years of their education. Our pupils receive regular teacher contact time for both academic and pastoral support. Equally, we provide opportunities for our pupils to experience the freedoms of Sixth Form life and grow in independence.

Within our Senior Privilege Scheme, we provide our pupils with flexibility during their free periods. The reward scheme is an initiative that gives pupils the opportunity to choose how they make use of their free periods, as long as they are working to the best of their ability. We encourage our Sixth Formers to use their free periods as a time for private study and support sessions, but to also ensure they achieve balance in the different aspects of their lives.

Our Sixth Form spaces are at the heart of Sixth Form life and are for the exclusive use of our Year 12 and Year 13 pupils. The Study Centre is great place for private and collaborative study. Using the Study Centre enables pupils to make the transition from teacher directed work, to the more self-reliant approach required in the Sixth Form.

Westmorland Boarding House is a space for both our boarding and day pupils. It offers social areas and privileges for our Sixth Form community, suchas private study, organised socials and lunch during the school day The university style accommodation is a stepping stone between The Sixth Form and the professional world, providing both structured and flexible living For this reason, several of our day pupils opt to become full or flexi boarders throughout their Sixth Form career.

Sixth Form pupils who have passed their driving test are permitted to use their own car to travel to and from school with permission from parents or guardians.

EXTRA-CURRICULAR & ENRICHMENT

We encourage all our pupils to embrace every aspect of Windermere School life. Academic achievement is only one part of Sixth Form and we inspire our pupils to achieve more than outstanding grades. Universities and employers look favourably upon candidates who have experienced a variety of super-curricular activities Equally, having fun and being a part of our community is important. There is lots for you to get involved in.

An extensive and rich extra-curricular programme exists for Sixth Form pupils where they can continue to develop the skills and experiences universities and employers are seeking Our pupils develop existing interests and areas of expertise, as well as to try out new things they might not have considered previously. We offer after school and weekend activities with a range of options, from cocurricular to cerebral, to physical and creative in school, the local community and nationally. Our Sixth Form pupils are also welcome to lead their own activities depending upon their skills and interests.

As part of the Sixth Form timetable, every Wednesday afternoon is dedicated to Creativity, Activity and Service Learning (CAS) Pupils can opt to giving something back to the community, take part in many outdoor and adventure training activities or various programmes

Adventure

The benefits of Outdoor Education are so varied and wide ranging for young people and develop confidence, independence, communication skills, resilience and a growth mindset. These skills are the reason we are so passionate about our Adventure programme and why we ensure it is a central part of the curriculum within the Sixth Form. The technical skills learned in Adventure develop many personal attributes and our pupils become extremely talented in a number of disciplines.

As part of Windermere School’s Adventure programme, Sixth Form pupils can undertake Adventure every week on a Wednesday afternoon as part of their Creativity, Activity and Service Learning. They also have the opportunity to take part in Adventure through after school clubs, weekends and trips away, both land and water based.

Activities offered throughout the year:

• Rock climbing and scrambling

• Sailing

• Mountain biking

• Fell running

• Caving and vertical caving

• Windsurfing

• Kayaking and canoeing

• Orienteering and navigation

• Wellbeing walks

The world’s leading youth achievement award, the Duke of Edinburgh’s Award (DofE), is available for our pupils to take part in. It is a life-changing experience where you can develop essential skills for life and work, and a recognised mark of achievement that is respected by employers. We are proud to offer pupils the opportunity to complete all three awards, focusing particularly upon the Gold Duke of Edinburgh Award within the Sixth Form It involves helping the community and environment, becoming fitter, developing new skills, completing an expedition, working with a team on a residential activity.

Expeditions see our pupils travelling to Scotland, Wales, the Yorkshire Dales, and the Lake District via biking, walking, kayaking or canoeing.

We also offer training for Sixth Form pupils to gain awards, such as the Powerboat award or the RYA Dinghy Instructor (DI) award, to enable pupils to assist Outdoor staff Pupils have been taught to sail our 707 yacht independently, allowing them to race at weekend events. Kendal Climbing Wall training has also been delivered so Sixth Form pupils can go independently at weekends and evenings.

Sport

Within the Sixth Form we value the importance of personal fitness and health. We provide the opportunity for pupils to experience traditional and new sporting activities on Wednesday afternoons, after school and weekends. Sixth Form pupils also have access to our Sport Centre, which includes access to a gym, running track, football pitch, Astro turf and tennis courts.

Our Sixth Formers make an important contribution to Windermere School sports teams and we encourage everyone to participate. We are involved in fixtures throughout the year, including entry into the National competitions and friendlies. We also have House competitions in core sports, culminating in Sports Day at the end of the Summer Term.

Our teams include:

• Hockey

• Netball

• Football

• Cricket

• Athletics

• Tennis

• Rounders

The Arts

• Cross-Country

• Basketball

• Badminton

• Table Tennis

• Equestrian

• Sailing Team

• Ski Team (Inc. Inter Schools Championships).

Our Art, Music and Drama Departments offer a whole host of opportunities for our Sixth Form pupils. We embrace the Arts and believe that exposure to these creative genres is essential for a wellrounded education. By creating these opportunities, we know that our Sixth Form pupils’ enjoyment of school life will be enhanced. They will develop personal skills that will last a lifetime.

Our campus includes a dedicated art studios that includes a ceramics room, a darkroom and individual spaces for pupils to use as their creative base. In addition, we have numerous music practice rooms, a well-equipped tiered theatre and a dedicated drama space.

We offer the following opportunities with the Arts:

• An annual whole-school musical production.

• An annual Sixth Form play

• An annual musical summer concert

• The Inter-House Performing Arts Competition

• Musical festivals: Mary Wakefield, South Cumbria Festivals, Carlisle Music & Drama Festival

• Drama and Art clubs

• Theatre visits.

• Speech and Drama lessons and LAMDA examinations.

• Technical crew training: stage lighting, prop production and backstage management

• Entry into local Art competitions

• Orchestra, Chamber ensembles for string and wind instruments, madrigal, jazz, flute, string, and saxophone groups

• Senior choirs

• Individual music tuition and instrumental lessons.

• ABRSM and Rock School Examinations.

The Sixth Form Play is a performance organised, promoted, and directed by our Year 12 pupils Throughout the course of their rehearsals, our pupils develop strength as a group while also making design, music, and lighting choices. The play is for all Year 12 pupils and many surprise themselves with their hidden talents! Our Sixth Formers grow as a team and push the limits of their acting and theatre production skills Undoubtedly, the supportive environment creates memories that will inspire and last forever

Trips

We offer a broad trip programme to our pupils in the Sixth Form. We believe that trips provide extra stimulation, and we strongly encourage all to take part. It is essential that our pupils use trips to enhance their academic studies, understand different cultures, spend time together and have fun.

As a Sixth Form Community, we offer a trip a least once a half term for all pupils, from termly socials to a residential exploring London. When a pupil joins Windermere School, they join the exciting Year 12 Induction as part their introduction to Sixth Form, followed by a residential in November Our Year 13 pupils are also rewarded with a Graduation and Leavers’ Party Trips offered by Westmorland Boarding House are available to both boarding and day pupils.

Many departments arrange subject-specific trips such as to excursions, lectures, plays, films or exhibitions and galleries. These visits include both residential and trips abroad, such as exploring France, climbing in Spain or a trip to Iceland for our budding geographers and biologists

ROUND SQUARE

Kurt Hahn was the educator behind Round Square, the educational and ethical philosophy to which Windermere School belongs. It is a vibrant global organisation, connecting like-minded and ambitious schools around the world. Round Square believes that educating pupils is more than just developing academic studies; pupils also need physical, cultural and spiritual experiences for a fulfilling life. With over 200 schools across the world to connect with in Round Square, our pupils are able to broaden their understanding, within a global context. As a Round Square School we strive to deliver our curriculum through the six Round Square Pillars – The I.D.E.A.L.S

Internationalism

Round Square Schools are situated worldwide and within this network pupils have the opportunity to experience exchanges and participate in international service projects with pupils from other schools. There is an opportunity to send delegates to annual international conferences, which are held around the globe. Previous trips included projects in South Africa and Cambodia, and conferences in India and Canada, along with exchanges throughout the world. Lifelong friends are often made on these trips!

Democracy

Windermere School prides itself on its internationalism; this means everyone feeling safe and having their say. We have seven different councils throughout the school, where the pupil voice is brought to the forefront, including a Senior Council, an Equality, Diversity and Inclusion Committee and a Food Committee. Pupils also learn the importance of self-discipline and share in the daily operations of the school.

Environmental

We pride ourselves on our environment and have many local ongoing projects, where pupils become more aware of the environment, such as water quality investigations and keeping track of the local wildlife. Our pupils learn to love the stunning landscape we are fortunate enough to call home and are encouraged to add to our environment in a positive, healthy way.

Adventure

Adventure runs through the veins of Windermere School, be that sailing, climbing, fell running, singing, dancing, painting or in the classroom. Having a world class Watersports Centre helps!

Leadership

There are many different opportunities for leadership at Windermere School. As well as the committees, we have a Round Square team who develop and run many of the activities throughout the school. Pupils are encouraged to come to this with their own ideas and thoughts to develop.

Service

Service plays a big part in the school. Year 12 and 13 pupils can be involved in service every Wednesday afternoon. Each project has an authentic need, whether a local charity or an international community on external service projects. Windermere pupils are aware of the value of service.

Each pillar plays a pivotal part in enabling Windermere pupils to see that they have more in them than they thought!

LEADERSHIP OPPORTUNITIES

Pupils have the opportunity to pursue leadership in many areas of Windermere School Sixth Form. We strongly encourage all pupils to take on a position of responsibility at some stage of their Sixth Form career. This allows them to focus upon their personal development, improves confidence and communication skills, increases motivation and helps determine a sense of direction We expect our Sixth Formers to serve as positive role models to all of our school community in terms of their behaviour, values and attitude, and maintaining the highest standards.

We elect members of the Sixth Form Senior Council and Head Pupils. These positions play an important role in school life and help with the smooth running and representation of pupil voice. Senior Council members receive training, including a residential trip.

Pupils may also apply to become a House Captains, Performing Arts Captains, Sports Captains, Events Coordinators and Round Square ambassadors to name a few. There is a team of Prep Duty Assistants as part of our Peer Mentoring Programme with younger members of the school. Sixth Formers conduct parent tours and are heavily involved with the development of community spirit.

Pupils can also develop their leadership potential through various Committees such as the Boarding Council, Food Committee, and the Equality, Diversity and Inclusion Committee. The purpose of these is to ensure pupil voice and vision is heard and to organise important events. The voices and opinions of our Committees are a force of good and a vehicle for change. Though these positions, pupils play an active role and develop a desire to drive the Windermere School community forwards.

Senior Council, 2024-25

LIFE SKILLS

All Sixth Form pupils participate in a Life Skills Programme which is delivered through academic lessons, tutor times, reflections, a weekly timetabled tutor session and during boarding house contact time. The programme, taught by a combination of school staff, visits from our Windermere School Alumni, known as the Stannite Association, and talks by external speakers, teaches study skills, emphasises self-discipline and team building / co-operative skills. Through these dedicated Life Skills sessions, our Sixth Form pupils develop independence, character, emotional intelligence, selfawareness and personal values, helping them to embrace challenges and to push themselves to realise their full potential. Our pupils are aware of world beyond Windermere School and the impact they can have. We aim to equip our pupils with the values, attitudes, skills and knowledge that bring success in future study, employment and life.

Sixth Form Life Skills education focuses on:

• Health, Safety & Diversity.

• Study Skills & Academic Integrity.

• Positive Wellbeing

• Careers & Life Beyond School

• Personal Finance

• Relationships & Sex Education

• Drugs & Risk Education.

• Health & Wellbeing.

• Staying Safe

• Safeguarding & First Aid training

• Emotional Wellbeing

• Enrichment

SIXTH FORM BURSARIES, SCHOLARSHIPS & AWARDS

The Lake District is a particularly special part of the world and Windermere School enjoys a distinctive reputation for being an inclusive and welcoming community. We are global in our outlook and recognise the responsibility to the communities of which we are a constituent part for all young people with a range of backgrounds

We offer a variety of scholarships which identify, and celebrate, those individuals who have talents or potential in a number of areas across the curriculum. Windermere School also welcomes bursary applications from families who might, under ordinary circumstances, not consider Windermere School for their child for financial reasons.

Having already enquired via our admissions portal, please contact admissions@windermereschool.co.uk for guidance on making an application.

TEN REASONS TO CHOOSE OUR SIXTH FORM

• Join a close-knit and diverse community Our pupils make lasting friendships and are always a part of our family, becoming a Windermere School Stannite when they leave the Sixth Form.

• We are driven by pupil and parent opinion in all we do. Your voice matters

• We offer small and supportive classes and tutor groups The Sixth Form team really do know our pupils

• We embody the values of International Baccalaureate, and you will become an internationally-minded, lifelong learner

• Our highly qualified and driven staff deliver outstanding teaching and learning.

• There is a pathway for everyone within the Sixth Form. There are no barriers to learning.

• Our Sixth Form pupils experience an extensive and rich extra-curricular programme within our idyllic location and facilities We embrace every aspect of Windermere School life.

• We encourage balance through our holistic education Our pupils achieve the perfect blend of both academics and enrichment

• We provide exceptional higher education and careers guidance and support Our pupils are not alone when making the important decisions about their next steps

• We demonstrate outstanding examination results and hold excellent university records. As a non-selective school, our Sixth Form pupils consistently achieve, and we are academically excellent

STUDENT PERSPECTIVES ON LIFE IN THE SIXTH FORM

“I already knew that I wanted to study medicine at university, and so had I taken A-levels, it would have meant the majority of what I was learning was science-based. The IB enabled me to take artsbased subjects such as History, German and English Literature, which I very much enjoyed. I think that these subjects have also helped me in medicine so far, as they have helped me to view scenarios from many different perspectives, which has proved very useful when talking to patients. Furthermore, Theory of Knowledge (TOK) was very useful in introducing the idea of ethics to me, which plays such a large role in medicine.

Both the Extended Essay (EE) and Theory of Knowledge (TOK) definitely prepared me for writing university style essays. They introduced the notions of referencing, finding sources and enhancing my researching skills, which I know many on my course with an A-level background are struggling with.

I felt as though the IB helped me reach my potential by not limiting me in what I could study Doing six subjects enabled me to be more open-minded in everything and meant that I could study things that were of extra interest to me, alongside things that I needed to in order to get to university.”

- Annabelle Bennett, Diploma Programme (IBDP)

“I didn’t have a clear idea of what I wanted to study at university when I was making my choices in Year 11. But by being able to study six subjects, I knew that I was keeping my options open and so I didn’t have to decide so early. Yes, I did study subjects that I don’t think I’m likely to use in university, but I believe that they kept my education well-rounded and gave me useful knowledge for the future. They also added variety to my 2 years of sixth form, as opposed to only studying 3 subjects which I thought could be quite monotonous day after day.

I think that because you study more subjects, universities can see how broad your knowledge is compared to people who do A-levels and so study 3 subjects. By doing this, my prospective universities could also see how I could manage to split my focus between each of them as well as the core work. Additionally, by writing an Extended Essay, they knew that I could research and write an extended piece of work - something I would need when I went.

CAS was something I enjoyed greatly while doing the IB Diploma Programme. Mostly, I didn’t have to take up new hobbies to complete this as I was already engaged in areas like music and drama. I believe that without CAS, my time spent on areas outside study would have shrunk as I prioritised work, yet CAS meant that I could spend time doing them without feeling that I was wasting time. CAS showed me that even if I wanted to do well in the IB, there was no expectation that I had to study all the time.”

- Eve Handy, Diploma Programme (IBDP)

“The IB benefittedme by encouraging me to become more of a critical thinker, not taking all information for granted, and taking responsibility in having well researched and grounded arguments. Doing the Extended Essay (as well as IAs in my other subjects) showed me the criteria for a strong piece of academic writing. This helped me immensely when writing essays effectively and easily at university as well as teaching me how to correctly reference sources and write citations. Theory of Knowledge encouraged me to think more critically about information. It also gave me an insight into the subject of philosophy which (I confess) I otherwise would have been rather ignorant about.

The IB is not too hard. It is a challenge but one that, once completed, is very rewarding through the amount of new knowledge and skills gained. I have found that university workload and deadlines (specifically in the first year) have been a major stepdown from the IB, having found significantly

more free time to read and go climbing. Hearing this from previous IB pupils however, motivated me when going through the Diploma. I believe the IB helped me get into university by showing that I have extensive background knowledge in topics other than my three ‘specialty’ subjects.”

- Michi Carillo, Diploma Programme (IBDP)

“The IBDP course is very demanding and as a result, one of the most important things I learned from the course was time management skills and especially learning how to work to a deadline. Another benefit that tackling the workload gave me was the ability to motivate myself to continue working even when not under the watchful eye of a teacher! This has served me well in university, especially this year with online learning. However, one of the biggest benefits of taking the IBDP was learning early on how to write academic essays. Coming to university, my first assignments for each of my modules involved essay writing and being an IB pupil gave me a massive advantage over those who took A levels. I had almost no trouble with the assignments as they were so similar to work that I had done throughout the IBDP course. The depth of teaching and support given to IB pupils about how to write essays was huge compared to the help we received entering university, where much of the learning process is independent. Honestly, while the IBDP is tough, if I could go back, I’d still choose to do it as the advantage it has given when entering university is unimaginable.

The IBDP is definitely not easy, and at the time I know I found it to be one of the most challenging things I’d done. Everyone feels the same way and yet pupils all over the world still manage to pass and get some amazing results. If they can do it, why can’t you? It’s all about the effort you put in and the passion you have for what you’re learning. It does take hard work, but the benefits and skills you learn are definitely worth it.”

- Danielle Mather, Diploma Programme (IBDP)

“Studying the IB is a marathon. It isn’t a sprint where you could simply revise overnight for your exams; it forces you to develop your personal and academic self in ways you will not expect.

When meeting people at university and explaining the IB, saying you studied six subjects consistently over the 2 years often baffles people. Doing languages, maths, sciences, arts, humanities and English in whatever combination has obvious advantages in terms of being more academically well rounded, but it also teaches you hugely about time management. Being able to competently balance your subjects and find the links between them creates a more holistic education but also disciplines you immensely. A key skill I developed was planning. You are also exposed to more teachers and teaching styles; being successful in the IB cannot be done without the unyielding support of the staff which Windermere has in plentiful amounts. This exposure to alternative subjects and ways of thinking is evident in the type of learner the IB produces.

The challenge of the IB is undeniable. It is no small undertaking and it is difficult. However, as so many cliche sayings put it, you can’t reach the potential you think you may have without this. Without the time pressures, IA deadlines, constant reviewing and revising, you would have no idea of what you could truly achieve. Being able to appreciate how hard you can work, for how long and to reach your goals, teaches you a great deal about the person you are. A large contributor to being successful in the IB is your mindset and how you approach it, so the IB being scary should not terrify you into choosing against it, but rather it should inspire you to discover what you could achieve in the end ”

- Fizzy Rawlinson, Diploma Programme (IBDP)

“Personally, I believe that completing the Core was the most important part of my IBDP experience. The Extended Essay was probably the best part of the IBDP because I was able to research a topic that I had a huge interest in. It helped me to think outside the box and taught me to work independently. By completing CAS and having done activities in all three areas, I found myself stepping out of my comfort zone. Before the IBDP, for example, I did not know that I would enjoy creative activities as much as I do. I learned to draw, play the piano and do various sports. CAS really helped me to find balance in my studies and get involved in the local community.

I do have to say that the IBDP was a tough two years, however, there is nothing I would have done differently. It has not only shaped my work ethic and made me more independent, but it has opened my view towards subject areas, I would never have contemplated. To anyone who is debating on whether or not to do the IBDP, I can personally say, that it was the best 2 years of my life, especially with the support of Windermere School.

The IBDP challenged me to manage my time and helped me learn the importance of prioritisation. Juggling multiple tasks at once is not easy and can get overwhelming very quickly. However, I learned to prioritise certain tasks over others and manage my time wisely” .

- Nikole Gimbarova, Diploma Programme (IBDP)

“I never thought I would be able to get into an amazing university, but I have, and I believe and know that this is because I studied the IBCP. It opened up so many doors for me as not only does the IBCP prepare you for further education, it also prepared you for life. As cheesy as it sounds, it’s true. The IBCP has got to be one of my proudest achievements. I developed so much along the way and this was all because I found what I loved and also because of the support along the way.

The IBCP is definitely not the softer option. With the business side of the course, you have about 2-3 essays / reports set a week. Most of these being over 2000 words. It is difficult but very rewarding. Alongside that you also have your 2 other IB subjects as well as Personal and Professional Skills (PPS) and Italian. You have a lot of work to do - the only difference to the IBDP is that it is done through coursework, which I believe is the way to do it as it is less stressful due to less exams and also it gives you more freedom to research and grown within areas of business you love

In the IBCP I definitely developed my confidence. Alongside my peers and teachers, I overcame many hurdles that would have made me stop in the past but the support I had around me meant I could move forward and challenge myself. In terms of the BTEC, I believe I developed my organisation, my time management, my public speaking and presentation skills. Overall, I developed a lot during my 2 years on the IBCP programme and it has made me realise what I want to do in the future and made me understand that I am capable of doing so.

The staff and my friends were all so supportive which made the sense of achievement even more great. If it wasn’t for the IBCP I wouldn’t have realised what I wanted to do in my future or have the confidence in myself to do so. The IBCP helped me get into university because as well as learning academically, I also got to experience business first hand when going on work experience. As well as this, the service area of the programme allowed me to help others and develop myself. These aspects combined helped me get into university as I showed I was capable both academically and as a person.”

- Josh Bellis, Career-related Programme (IBCP)

“The IBCP course allowed me to pursue a pathway in Business Economics at Lancaster University. I fully believe that the IBCP has helped me achieve my goals and land me at my first-choice university through the support of the staff associated with the IBCP.

The IBCP has allowed me to reach my potential and desire to work in finance through always keeping me up-to-date with my workload and pushing my ability to perform high-quality work when under pressure. New skills are always found and developed within the Business BTEC ranging from confidence to present to an audience, to the more common skills such as problem solving and communication. These are always being utilised to their maximum potentials when working through the different units of the course, all of which show a different aspect of the business environment. I personally used to find myself struggling to present to an audience because it wasn't something I had done much of before. However, Business BTEC allowed me to further work and develop this skill leading to the time when I presented and introduced Mr J Warburton (Chairman of Warburtons) to the stage for his presentation held at Windermere School.

The Reflective Project was a huge benefit for me because it allowed me to look into the economics and ethics of legal tax avoidance. Although this could have been done at any time, it challenged me to think further 'outside the box' and look into the different stakeholders which are all affected by the actions of tax avoidance proving my knowledge of the topic.”

- Lucy Lambert, Career-related Programme (IBCP)

“The IBCP offers, what I believe to be an alternate route to further education. Within the application process to British universities the IBCP helps you stand out from the crowd and acts somewhat as a USP for pupils. Both practical and coursework elements allowed me to take inside learning and make it applicable to businesses both locally and internationally. The coursework element itself created a steady foundation for university work - and with quick turnaround from deadlines errors were corrected quickly. With presentations, these allowed for growth in confidence, an appreciation for the necessary components and how to construct clear, concise, professional speeches.

My ability to meet and stick to deadlines, as well as being confident to research and process information to then format it into an appropriate document. The skills from the core aspects of the IBCP rounded the course as whole; while on occasion some of the tasks seemed a little confusing as to why they would be of benefit, reflecting back I grew most from being pushed from my comfort zones and having to work with more people and be independent. My confidence and inter-personal skills increased dramatically, through the coursework, presentations elements. I think that the course being as well rounded as it is enabled personal growth in a manner of areas which going forward gave/ continue to give me the skills needed for my continued academic career. Before going to University, I was apprehensive about the workload and how I would have to formant and deliver my assignments. The reflective project gave me a grounding in referencing and citations as well as my business coursework.”

- Oona Walker, Career-related Programme (IBCP)

SIXTH FORM ACADEMIC OPPORTUNTIES

Windermere School Sixth Form supports, challenges and stimulates the learning of all our pupils, and we are committed to guiding each individual pupil towards their ambitions and full potential.

Undoubtedly, our Sixth Form’s unique pathways offer scope and various opportunities for all pupils We provide diversity and flexibility and are proud of our rich curriculum We offer:

• International Baccalaureate Diploma Programme (IBDP).

• International Baccalaureate Career-related Programme (IBCP), incorporating BTEC.

• Standalone BTEC/s and/or standalone Individual IB Subjects (Diploma Courses)

Choosing your Pathway

Within the pathways we offer, different courses exist, and although daunting, choosing the right course is critical to success The Sixth Form team will make your choice easier by supporting and advising you on effective combinations to support your future ambitions and potential.

The Sixth Form is not academically selective and ultimately, the choice is yours. We hold high expectations for our Sixth Formers and encourage you to be equally ambitious

Here are our top tips to follow when selecting your Sixth Form studies:

• Follow your personal preference and what you enjoy. Interest is a great motivator and happiness can be the redeeming feature of success.

• Think about your ability, strengths, and previous achievements

• Understand what is entailed in the subjects you choose. Use this prospectus to guide you.

• Think about subject combinations and whether your courses complement one another

• Consider your long-term goals. Working backwards is an effective method. What are your career aspirations? What do you want to study at university? Be aware of career and course requirements for pathways that you are interested in.

• Remember that you are young and keeping your options open as much as possible is a sensible idea. The more doors you can leave open, the better

• Speak to those who know you well. Have conversations with family, staff, and experienced pupils before coming to any final decision.

IB DIPLOMA PROGRAMME

The International Baccalaureate Diploma Programme (IBDP) prepares pupils for effective participation in a rapidly evolving and increasingly global society.

Through the IBDP, Windermere School Sixth Form develops pupils who:

• Have excellent breadth and depth of knowledge and understanding

• Flourish physically, intellectually, emotionally and ethically.

• Develop the skills and a positive attitude toward learning that will prepare them for higher education and for lifelong learning

• Study at least two languages and gain further understanding of different cultures

• Make connections across traditional academic disciplines and explore the nature of knowledge through the programme’s unique Theory of Knowledge course.

• Undertake in-depth research into an area of interest through the lens of one or more academic disciplines in the Extended Essay

• Enhance their personal development and widen their experiences through Creativity, Activity and Service (CAS)

The IBDP prepares pupils for university and/or employment by following a two-year course of study that is broad but allows for specialism. The exciting and diverse curriculum incorporates all key subject areas and involves studying six subjects, one from each of the groups. Three must be studied at Higher Level and three at Standard Level. To complement their subjects, all IBDP pupils follow three Core requirements: Theory of Knowledge, Extended Essay and Creativity, Activity and Service. The Core is unique to the IB and broaden pupils' educational experience through holistic learning.

IB Diploma pupils select one subject from each of the following groups:

1. Studies in Language and Literature

2. Language Acquisition

3. Individuals and Societies

4. Sciences

5. Mathematics

6. Arts or a second subject from another Group

At Windermere School we offer an interdisciplinary course named Environmental Systems and Societies. Because it is an interdisciplinary course, pupils can study this course and have it count as either a Group 3 Individuals and Societies or a Group 4 Science course, or both. This gives pupils the opportunity to study an additional subject from a group. For example, IB Diploma pupils could select one subject from each of the following groups:

1. Studies in Language and Literature

2. Language Acquisition

3. Individuals and Societies and Sciences (Environmental Systems and Societies)

4. Mathematics

5. Arts

6. Arts

Group 2 Second Language: English B, French B, Spanish B, Italian ab initio or another First Language

Group 1 First Language: English A Language and Literature, English A Literature, Self-Taught A Literature

Group 4: Biology, Chemistry, Physics, Sports, Exercise & Health Science, Environmental Systems and Societies

Group 6: Music, Theatre, Visual Arts or an elective subject from another Group. This is usually from Group 3 or 4.

Group 3: Economics, Geography, History, Psychology, Environmental Systems and Societies

Group 5: Maths Analysis and Approaches, Maths Applications and Interpretations

Higher Level or Standard Level?

Within the IBDP, pupils must study three subjects at Higher Level (HL) and three at Standard Level (SL). The philosophy is that pupils should engage with a range of subjects and develop a broad set of essential skills whilst being able to explore specific areas of personal interest in greater depth.

The main difference between Higher Level and Standard Level is the depth in which you cover and the time you spend studying the subject. It will vary from subject to subject, but the differences could be the content covered or the amount and level of assessment and examinations. Standard Level courses ensure pupils are exposed to a range of disciplines and allow you to develop additional skills, accelerating your future progression.

HL courses allow pupils to spend more time with subjects they are more interested and require more focus. HL courses typically also include a range of additional elements designed to allow pupils to explore areas of interest within the subject in more depth. Your HL choices should be based on current and future interests, and your abilities and strengths. Typical university offers will specify the required levels that must be achieved in HL subjects to meet their requirements.

IB Assessment

Assessment within the IB is meaningful, challenging and fair. Assessment is carefully differentiated and includes a variety of both coursework and examinations. Subject assessment is based on a combination of final examinations, which are marked by external IB examiners, and internal assessment, which are initially marked by teachers and then moderated by external worldwide moderators Educators value the rigour and consistency of the IB assessment values.

Each subject is scored on a scale of 7 (the highest) through to 1, regardless of whether they are Higher Level or Standard Level, with a 4 constituting a ‘pass’ in an individual subject. Up to 3 additional points may be awarded for Theory of Knowledge (TOK) and for the Extended Essay (EE) TOK and the EE are graded A through to E, with A being the highest grade. These two grades are then combined in the Diploma points matrix to contribute between 0 and 3 points to the total (page 27).

The maximum possible IB Diploma point score of 45 points consists of 42 points for six subjects and 3 points for the IB Diploma Programme's Core. A minimum of 24 points is required to obtain the IB Diploma, subject to certain minimum levels of performance across the whole programme including at least 12 points achieved in HL subjects and 9 points achieved in SL subjects. The Creativity, Action, Service element must be completed, and learner outcomes met.

The Bilingual Diploma is awarded to candidates who complete and receive a grade 3 or higher in two Language A subjects, or in a Language A and an Individuals and Societies or Science subject, completed in a different language.

THE DIPLOMA PROGRAMME CORE

Extended Essay (EE)

The Extended Essay is a unique opportunity for pupils to engage in an academic area of personal interest on a topic of choice, under the guidance of a supervisor. It takes the form of an independently written research paper (maximum 4,000 words) presented in the style of an academic dissertation. The EE allows pupils to demonstrate the research and writing skills expected at university.

The Extended Essay fosters academic curiosity and is intended to promote high-level research, critical thinking and writing skills, intellectual discovery and creativity. The Extended Essay prepares pupils for different pathways beyond the Diploma Programme by developing skills valued by both further and higher education, and employers. The skills developed throughout the EE journey are highly prized by universities and many pupils have found that the research skills, self-discipline and referencing have provided a significant advantage over non IB pupils at university.

Theory of Knowledge (TOK)

Theory of Knowledge challenges pupils to consider ideas beyond their academic studies and immediate worldviews. The stimulating course is designed to assist the development and understanding of each subject discipline and is assessed by an exhibition and an essay of 1600 words.

Pupils consider the nature of the knowledge in the wider world, for example, how we gain knowledge through technology, culture, and language. Pupils go on a field trip to Liverpool’s museums and galleries to prepare for the exhibition. Pupils also explore knowledge through the lenses of their academic subjects. They are challenged to ‘zoom out’ from the subjects themselves and evaluate how different methods of inquiry can generate different types of knowledge.

Creativity, Activity, Service (CAS)

Creativity, Activity and Service enables a pupil to recognise that there are many opportunities in life, away from formal academic study, to grow in knowledge, self, and others. The Diploma goal of educating the whole person and fostering more caring and socially responsible attitudes comes alive in an immediate way when pupils take part in the three elements:

• Creativity: arts, and other experiences that involve creative thinking.

• Activity: physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the DP.

• Service: a voluntary exchange that has a learning benefit for the pupil

The CAS programme aims to develop pupils who are:

• Reflective thinkers: they understand their own strengths and limitations, identify goals and devise strategies for personal growth

• Willing to accept new challenges and new roles.

• Aware of themselves as members of communities, with responsibilities towards each other and the environment

• Active participants in sustained, collaborative projects

• Balanced: they enjoy and find significance in a range of activities involving intellectual, physical, creative, and emotional experiences.

Awarding of Core Points:

No Diploma Points are awarded for CAS, but a pupil who fails to complete the requirements is not eligible to be awarded a Diploma.

IB CAREER-RELATED PROGRAMME

The International Baccalaureate Career-related Programme (IBCP) develops skills that are genuinely valued by employers, universities and the world of work, as well as developing a pupil’s personal qualities.

Through the IBCP, Windermere School Sixth Form develops pupils who:

• Follow their chosen education and career pathways in life.

• Combine academic subjects with their personal and professional interests and skills.

• Engage in learning that makes a positive difference to their community

• Think critically and creatively

• Communicate clearly and effectively in a variety of situations

• Work independently and in collaboration with others

• Consider new perspectives and other points of view.

• Develop greater self-confidence and self-awareness.

• Demonstrate high levels of resilience and flexibility

• Be internationally-minded and globally aware

• Apply their knowledge to real-world scenarios and situations.

The IBCP is a coherent blend of IB academic courses with a Career-Related Study (CRS) to prepare pupils for a fast-paced, ever-changing world which values work experience more than ever The dynamic and varied two-year course involves the study of at least two IBDP at Higher Level or Standard Level. IBCP pupils are in the same Diploma Programme classes as IBDP pupils, promoting effective and essential collaboration and the sharing of ideas. The CRS is provided by another awarding body and at Windermere School, it is the study of a BTEC course. To complement their subjects, all IBCP pupils follow Core requirements: Personal and Professional Skills, Language Development, a Reflective Project and Service Learning. The Core is unique to the IB and broaden pupils' educational experience through holistic learning.

IB Career-related pupil study:

• A minimum of two Diploma Programme courses: Standard Level or Higher Level. We recommend that at least one subject is studied at HL. Pupils may choose to begin with two HL subjects and move to the SL course later in the academic year.

• A Career-related study: BTEC Business and/or Sport and Outdoor Activities

The Career-Related study:

o Business

o and/or Sport and Outdoor Activities Learning.

The Core: Personal and Professional Skills, Language Development, Reflective Project and Service Learning.

Diploma Programme Courses: a minimum of two DP courses from the list of subjects on offer, which can be Standard Level or Higher Level.

BTEC

The Business and Technology Education Council (BTEC) provides specialist and career-related learning relevant to a range of sectors. BTEC is the world’s most successful applied learning brand and can be delivered as a standalone qualification, or an integral part of the IBCP.

With more practical, hands-on experiences and more regular portfolio assessments which count towards the end-result throughout the two years of study, the BTEC is an exciting opportunity for pupils for whom a vocational and practical approach to study holds greater appeal. The Level 3 qualification is an excellent route to employment, apprenticeships, or university.

BTEC Assessment

BTEC assessment includes a variety of coursework, examinations and practical assessments. In Business, 60% of the course is assessed via coursework and practical assessment, with 40% examined externally. Outdoor Adventure is assessed via internal coursework and practical assessments, with no external examinations. The maximum possible grade is a Distinction* through to a Pass.

IBCP Assessment

As with the DP, assessment continues to be meaningful, challenging and fair throughout the CP Within a CP pupil’s Diploma Programme Courses, assessment remains the same. Subject assessment is based on a combination of final examinations, which are marked by external IB examiners, and internal assessment, which are initially marked by teachers and then moderated by external worldwide moderators. Educators value the rigour and consistency of the IB assessment values.

Each subject is scored on a scale of 7 (the highest) through to 1, regardless of whether they are Higher Level or Standard Level, with a 4 constituting a ‘pass’ in an individual subject.

A candidate will be awarded the Career-Related Programme if they have:

• Completed the specified career-related study

• Has been awarded a grade 3 or more in at least two of the IB diploma subjects

• Has been awarded at least a grade D for the Reflective Project.

Pupils also need to have made a satisfactory completion of:

• Personal and Professional Skills Course Portfolio

• Language Development Portfolio

• Service Learning

THE CAREER-RELATED PROGRAMME CORE

Reflective Project (RP)

The Reflective Project is an in-depth body of work produced over an extended period of time and requires pupils to identify, analyse, critically discuss and evaluate an ethical issue arising from their career-related studies. It is on a subject of interest to the individual, and should reflect their personal experience of the CP.

The Reflective Project promotes high-level research, writing, and extended communication skills, intellectual discovery, and creativity through a variety of different approaches. The project can be submitted in different formats including an essay, web page or short film.

Personal & Professional Skills (PPS)

The Personal and Professional Skills course emphasises critical and ethical thinking, intercultural understanding, and the ability to communicate effectively. It fosters responsibility, practical problem solving, good intellectual habits, perseverance, resilience, an appreciation of identity and perspective, and an understanding of the complexity of the modern world.

The topics covered within PPS are Personal Development, Intercultural Understanding, Effective Communication and Learning Processes. These foster social competence and prepare pupils to think and communicate in global contexts. A minimum of 90 hours is required, and the course is designed to enable pupils to develop transferable attitudes, skills and strategies to be applied now and in the future.

Language Development

Language development ensures that all pupils have access to and are exposed to a language programme that will assist and further their understanding of the wider world and intercultural understanding. Language development encourages pupils to improve their proficiency in a language other than their best language. CP pupils are required to maintain and complete a language portfolio to document their learning activities and provide evidence of language engagement and development. Pupils are expected to devote a minimum of 50 hours to language development.

Service Learning (SL)

Service Learning provides opportunities for pupils to understand their capacity to make a meaningful contribution to their community and society. Through service learning, pupils develop and apply academic knowledge, personal skills and social skills in real-life situations involving decision-making, problem-solving, initiative, responsibility and accountability for their actions. The purpose is for pupils to contribute to society by improving the lives of people, or assisting the environment or animals.

A minimum of 50 hours is expected to be devoted to Service Learning.

STANDALONE BTEC & DIPLOMA COURSES

Pupils can opt to study individual IB subjects or BTEC courses without following full programmes Pupils may also cherry pick and combine this with certain components, such as the Extended Essay and Theory of Knowledge courses. This can be complimented with the BTEC Level 3 qualifications. Certificates and points are awarded for individual subjects, BTEC courses and Core components. This route still allows pupils to access university courses or employment and levels are converted into UCAS Tariff points.

All graded qualifications are measured by UCAS (the University and College Admissions System) using a system of tariff points, examples of which are shown here. In concrete terms, all UK universities make offers for IB pupils which are easy to research on their websites, and the IB is usually the second qualification listed on university admissions sites. For diploma pupils, a typical offer will indicate a total grade score, as well as specific requirements for Higher Level subjects. UCAS

SIXTH FORM ENTRY GUIDELINES

As a non-selective Sixth Form, the below information is to help guide and support pupils when making course and subject choices.

The entry guideline for Year 12 to join Sixth Form to study the Diploma Programme is at least five grade 4s or above in the GCSE examinations, including a minimum of grade 4 in both English Language, Mathematics and a Science subject.

The entry guideline for Year 12 to join Sixth Form to study the Career-related Programme is at least four grade 4s or above in the GCSE examinations, including a minimum of grade 4 in both English Language and Mathematics. A grade four in Business GCSE is desirable but not essential.

The below table identifies the minimum GCSE grades advised to study IB Higher Level subjects for both the Diploma Programme and Career-related Programme. Although these levels are strongly suggested to succeed in the courses, we also focus on the holistic pupil and the IB pathway most suited to them within Sixth Form.

Subjects

Language A

English B

Language B

Economics

History

Geography

Psychology

Biology

Chemistry

Physics

Sports Science

Environmental Systems & Societies

Mathematics

Music

Theatre

Visual Arts

Advised Higher Level GCSE Grades

Level 5 in First Language

Level 4 in Second Language English

Level 7 in Second Language

Level 5 in English and Maths

Level 5 in English

Level 7 in Biology

Level 7 in Chemistry and Maths

Level 7 in Physics and Maths

Level 5 in a Science subject

Level 5 in a Science subject

Level 8 in Maths

Practical experience and a strong interest are essential

Within Windermere School, we encourage a Sixth Form Applications Process. This is not a selective procedure but is a beneficial experience for pupils to develop essential skills for their future, such as writing a Personal Statement and reflecting upon their successes and goals Through this process, we significantly support our prospective Sixth Formers, providing guidance and opportunities for pupils to make decisions about our inclusive pathways and become familiar with application systems.

UNIVERSITY RECOGNITION & REQUIREMENTS

Both the Diploma and Career-related Programmes are recognised and very well respected and regarded by leading universities. As International Baccalaureate experts, we know that universities often look more favourably upon our IB pupils and their offers have reflected this.

Pupils achieving at the upper end of the IB scores can apply to top universities and for competitive courses. However, all of our IB pupils gain access to great universities and courses. The IB allows entry into all UK universities. Diploma Programme pupils typically receive offers based on overall point scores out of 45, with specific levels required in Higher Level subjects. Pupils on the Career-related Programme receive offers based on UCAS tariff points or a combination of the BTEC and individual IB subjects Requirements for UK degree courses for which our Sixth Form pupils have been offered are listed below.

How do universities regard the IB?

Opportunities are vast when it comes to university pathways for DP and CP pupils. Many institutions have identified that the IB develops a global outlook and considers it to be an excellent base for university study. IB pupils adopt an enquiry-led, independent approach towards their learning and this, along with their organisational and communication skills are very much sought after by universities.

The Core is also a highly valued, unique and an appealing asset. The additional components of the Extended Essay and Reflective Project means that IB pupils are exceptionally advanced when it comes to preparation for higher education Theory of Knowledge builds critical thinking skills, and Personal and Professional Skills develop transferable traits for varying contexts Universities are aware that IB pupils experience holistic learning and that Creativity, Activity and Service / Service Learning encourages passions and experiences. In our experience, being an IB pupil is highly recognised and secures our pupils’ university offers

Pupils who have followed an IB pathway are increasingly at an advantage when applying for their future career. In comparison to other qualifications, the IB gives you the edge when applying to university.

How does the IB compare to A-levels?

The IB and A-levels are both level 3 qualifications. They form part of the National Qualifications framework and are of the same academic equivalence. They provide similar opportunities when you leave Sixth Form. However, every qualification follows a variety of teaching and assessment methods, and it is important to consider these differences. Below are some key points we think our pupils have found useful when making their decisions about Sixth Form:

• The IB assess through a variety of both coursework and examinations. This balance and differentiation is beneficial for pupils’ results and mimics assessment methods used at university. Outcomes are not determined solely upon examinations. Pupils are assessed fairly and provided with varying opportunities to achieve their potential.

• The IB regularly review and update their programmes and subjects every 7 years. This displays progressive educational thinking.

• The IB offers a broader range of subjects IB pupils maintain breadth in their studies so that they can keep your options open. In an ever-changing world it’s a smart thing to do!

• A holistic education in crucial within the IB and they are more than an examination board Pupils are encouraged to develop strong academic skills and social and emotional characteristics Through the Learner Profile values, there is a strong emphasis on developing pupils as effective learners and ways in which they can go beyond academic success.

• Within the IB, pupils have access to more teacher contact time. This provides more support and guidance and keeps pupils focused, leading to higher success rates.

• IB pupils can secure their universities offers earlier. IB results day happens on the 6 July each year and means that pupils can prepare for their next steps in advance and finalise accommodation choices and generally having a lovely summer after hard work and enjoy a long relaxing summer!

Is the IB only for international students?

The IB is for everyone! It is an international qualification and is accepted worldwide. We are passionate about the IB as it encourages international mindedness and is designed for different types of pupils. The IB is accepted worldwide and therefore offers many opportunities for our pupils. The IB is also independent of political or commercial interests meaning that their programmes are offered in a hugely diverse range of schools, national and international.

Can you specialise as an IB student?

The IB does keep your options open, but you are still able to focus on subjects at Higher Level and/or your BTEC qualification, as these courses are studied in depth IB pupils are educated in all areas so that their understanding is balanced. They are open to learning Languages and Humanities, as well as studying Science and Maths. Maintaining a breadth of subjects whilst also specialising in areas of interest ensures our pupils are well-rounded individuals. This is a high standard of education. IB pupils have achieved considerable success at UK universities which place an emphasis on depth of study

Is the IB difficult?

Being an IB pupil positively challenges you Our programmes develop resilience and pupils adjust to become the best learner they can be. The IB Diploma Programme is not the equivalent of studying six A levels. The subjects pupils study are of different levels and allow pupils to balance their workload. The IB does challenge you to be the best you can be and is different to other traditional qualifications. You learn coping skills and will adjust to become more effective learners.

Which IB route is better suited to me?

It is very much a question of personal preference, interests and strengths. The Diploma Programme offers breadth and depth of knowledge through traditional academic subjects for the more rounded individual. The Career-related Programme is a more focused pathway, with a blend of both academic and career-related study for the practical pupil. Both programmes offer a holistic and balanced education and the opportunity to keep career and higher education options open for longer The DP develops skills valued by prestigious universities and the CP develops vocational skills valued by employers and universities. We are an inclusive and non-selective Sixth Form and prior to joining us, we will offer extensive guidance and support when choosing pathway for Sixth Form and beyond.

How do the different workloads compare in the DP and CP?

The Diploma Programme and Career-related Programme have different approaches to assessing and learning, but the outcomes are the same. Over the course of the two years there are different pressure points, such as the timing of assessments and coursework deadlines Being organised and developing effective time management is essential for both pathways. With regards to levels of difficulty, it is a challenge to achieve highly in both the DP and CP. Windermere School Sixth Form pupils have shown strong performances and high achievement in both IB programmes

Will my friendships be affected by the IB pathway I choose?

We have achieved real success with aligning and creating parity between the Diploma Programme and Career-related Programme. Our Sixth Form is a community and there is no separation between the programmes. You will meet new pupils in your tutor groups, the boarding house, Sixth Form spaces, events, trips andextra-curricular activitiesand much more. CP pupils share the same Diploma Programme classes as DP pupils, promoting effective and essential collaboration and the sharing of ideas. Our advice would be to choose the pathway that feels right for you Studying subjects that you

enjoy will ensure you form good and happy friendships within Sixth Form.

How can the IB programmes help me achieve the best results?

Regardless of the chosen pathway, theIB focusesupon each pupil as a whole person and encourages them to go beyond academic success. It helps pupils develop as effectives learners and people: to think critically, to work together with others, to analyse research, to solves problems, and to take responsibility for your own learning The multitude of transferrable skills enhance pupil success at university and career pathways. The IB considers all learning styles and is designed to give pupils the best chance of scoring the maximum. The IB assesses a variety of skills and success isn’t just determined by examinations. The curriculum includes internal and external assessment, from coursework to presentations. Our IB pupils are assessed fairly and are provided with the opportunity to achieve their full potential.

GROUP 1: LANGUAGE A

• English Language and Literature

• English Literature

• School Supported Self-taught Literature

The aims of all Group 1 language courses are to:

• Introduce pupils to a range of texts from different periods, styles and genres

• Develop in pupils the ability to engage in close, detailed analysis of individual texts and make relevant connections between texts of different times and periods.

• Develop the pupils’ powers of expression, both in oral and written communication

• Encourage pupils to recognise the importance of the contexts in which texts are written and received

• Encourage, through the study of texts, an appreciation of the different perspectives of people. from other cultures, and how these perspectives construct meaning

• Encourage pupils to appreciate the formal, stylistic and aesthetic qualities of texts

• Promote in pupils an enjoyment of, and lifelong interest in, language and literature

• Develop in pupils an understanding of the techniques involved in literary criticism

• Develop the pupils’ ability to form independent literary judgements and to support those ideas

There are no formal requirements for pupils undertaking the Group 1 courses. Pupils who take these courses will often have varied language profiles and may be multilingual. Whilst it is recommended that pupils have had experience of writing critical essays about texts, not having done so should not exclude them from studying Language A.

It is important to be aware that the relevant subject staff, in consultation with the IBDP coordinator make the decision about whether pupils study English Language A or English Language B. All pupils must study at least one subject from Group 1.

LANGUAGE A: LITERATURE

Higher Level and Standard Level

Why Literature?

Literature enables pupils to explore literary texts with both depth and breadth. The subject immerses pupils in a wide range of texts from around the world and from a variety of time periods.

• If you enjoy themes, ideas, concepts and storytelling, you are likely to enjoy Literature.

• If you enjoy drama, you are likely to enjoy Literature.

• Literature pupils study fewer text types, and focus on depth of exploration.

• Because of the number of literary texts studied, Literature pupils have a greater level of choice in selecting which texts to use for the assessments.

• We always try to see performances of the drama texts we study.

Literature pupils study a total of 13 literary works at HL and 9 at SL, including:

• Novels

• Plays.

• Poetry.

• Autobiographies

• Essays

• Graphic Novels

The texts are studied in themed Areas of Exploration:

• Readers, Writers and Texts

• Time and Space

• Intertextuality: connecting texts

LANGUAGE A: LANGUAGE & LITERATURE

Higher Level and Standard Level

Why Language & Literature?

Language and Literature explores a wide range of text types, focusing on the pupils’ ability to think critically about both Literature and the media. The Literary works introduce pupils to a range of texts from around the world and from a variety of time periods. The language texts challenge pupils to explore text types that they encounter regularly and to examine them with a critical eye.

• If you enjoy studying persuasive language, communication and exploring current affairs, then you are likely to enjoy Language and Literature.

• Language and Literature pupils study a wider range of text types.

• We always try to see performances of the drama texts we study.

Language and Literature pupils study a total of 6 literary works at HL, and 4 at SL. They study an equivalent selection of language texts.

• Literary texts: novels, plays, poetry, autobiographies, essays, graphic novels

• Language texts: speeches, websites, infographics, leaflets, advertisements, news articles, diary entries, magazine covers, letters, opinion columns etc.

The texts are studied in themed Areas of Exploration:

• Readers, Writers and Texts

• Time and Space

• Intertextuality: connecting texts

Individual Oral

HL & SL

Paper 1

HL & SL

Paper 2

HL & SL

Written Coursework

HL

Assessment

Using two extracts, the pupil delivers a presentation of 10 minutes followed by 5 minutes of questions by the teacher.

Guided Literary Analysis – pupils analyse one (SL) or two (HL) previously unseen extract(s).

Comparative Essay – pupils write an essay in exam conditions about two literary works studied.

Essay with a clear analytical focus on one literary work or language text studied in class (HL only).

LANGUAGE A: LITERATURE SCHOOL-SUPPORTED SELF-TAUGHT

Standard Level

Being a self-taught pupil offers a unique opportunity to study the literature of a language that may not be offered as a taught subject. A certain level of autonomy is expected, for example pupils will be responsible for selecting their texts from the IB lists available, with guidance from their supervisor and tutor.

A supervising teacher is allocated to support the study of the course. This is done in a class timetabled for the self-taught pupils each week. Pupils will also be assigned a tutor who is proficient in their first and best language. The cost of the mother-tongue tutor will incur a further cost, in addition to the school fees. The tutor will help in areas where the SSST supervisor may not be able to. The tutor will be particularly helpful when pupils start preparing for the assessment components and need feedback on pieces of work.

Please see the information on page 39: ‘Language A: Literature’ to learn more about the details of the course. The syllabus and assessment procedures are the same as for Language A Literature SL classes, except the oral component, which is recorded for external marking and without questioning

Availability of subjects

The following languages are available. Languages not listed may be allowed by special request and authorisation from the IB.

Albanian

Amharic

Arabic

English Korean Serbian

Estonian Latvian Sesotho

Filipino Lithuanian Sinhalese

Belarusian Finnish Macedonian Slovak

Bengali

French Malay Slovene

Bosnian German Modern Greek Spanish

Bulgarian

Hebrew Nepali Swahili

Catalan Hindi Norwegian Swedish

Chinese

Croatian

Czech

Danish

Dutch

Hungarian Persian Thai

Icelandic Polish Turkish

Indonesian Portuguese Ukrainian

Italian Romanian Urdu

Japanese Russian Vietnamese Welsh

GROUP 2: LANGUAGE B & LANGUAGE AB INITIO

• English B

• French B

• Spanish B

• Italian Ab Initio

The following aims are common to both language B and language ab initio:

• Develop international-mindedness through the study of languages, cultures, ideas and issues of global significance

• Enable pupils to communicate in a range of contexts and for a variety of purposes

• Encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures

• Develop pupils’ understanding of the relationship between the languages and cultures with which they are familiar

• Develop pupils’ awareness of the importance of language in relation to areas of knowledge.

• Provide pupils, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creative-thinking skills.

• Provide pupils with a basis for further study, work, and leisure

• Foster curiosity, creativity and a lifelong enjoyment of language learning

Language B Higher Level is for language learners who:

• Have 4 to 5 years of experience of the target language

• Are normally taught outside a country where language is spoken

Language B Standard Level is for language learners who:

• Have 2 to 5 years of experience of the target language.

• Are normally taught outside a country where the language is spoken

• Are beginners or near-beginners who live in a country where the language is spoken

Ab Initio is for beginners who:

• Have little or no previous experience of the language

• Are taught outside the countries where language is spoken

Though Ab Initio is a course for beginners, in just two years, pupils reach standards significantly beyond GCSE. The expectation is that pupils will be equipped to go to the country, converse and be understood, as well as understanding what they see around them, with a basic knowledge of everyday life in that country.

Five prescribed themes are common to the syllabuses of Language B and Language ab initio:

• Identities

• Experiences

• Human ingenuity

• Social organisation.

• Sharing the planet.

GROUP 3: INDIVIDUALS & SOCIETIES

The aims for all subjects in Group 3 Individuals and Societies are to:

• Encourage the systematic and critical study of human experience and behaviour, physical, economic and social environments, and the history and development of social and cultural institutions.

• Develop the pupil’s ability to identify, to analyse critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and society

• Enable the pupil to collect, describe and analyse data used in studies of society, to test hypotheses, and to interpret complex data and source material.

• Promote the appreciation of the way in which learning is relevant to both the culture in which the pupil lives, and the culture of other societies

• Develop an awareness in the pupil that human attitudes and beliefs are widely diverse and that the study of society requires an appreciation of such diversity.

• Enable the pupil to recognise that the content and methodologies of the subjects in Group 3 are contestable and that their study requires the toleration of uncertainty.

ECONOMICS

Higher Level and Standard Level

Economics is an exciting, dynamic subject that allows pupils to develop an understanding of the complexities and interdependence of economic activities in a rapidly changing world. At the heart of economic theory is the problem of scarcity. While the world’s population has unlimited needs and wants, there are limited resources. Because of this scarcity, choices must be made.

In addition to the aims for Group 3, the aims of the Economics course at SL and HL are to develop:

• An understanding of microeconomic and macroeconomic theories and concepts and their real-world application.

• An appreciation of the impact on individuals and societies of economic interactions between nations.

• An awareness of development issues facing nations as they undergo the process of change.

The Economics course, at both SL and HL, uses economic theories to examine the ways in which these choices are made:

• At the level of producers and consumers in individual markets (microeconomics)

• At the level of the government and the national economy (macroeconomics).

• At an international level where countries are becoming increasingly interdependent through international trade, and the movement of labour and capital (the global economy).

Pupils explore models and theories, and apply them using empirical data, through the examination of the following six real-world issues, which are posed as economic questions:

• How do consumers and producers make choices in trying to meet their economic objectives?

• When are markets unable to satisfy important economic objectives and does government intervention help?

• Why does economic activity vary over time and why does this matter?

• How do governments manage their economy and how effective are their policies?

• Who are the winners and losers of the integration of the world’s economies?

• Why is economic development uneven?

Portfolio

HL & SL

Paper 1

HL & SL

Paper 2

HL & SL

Paper 3

HL

Assessment

Pupils produce a portfolio of three commentaries, based on different sections of the syllabus and on published extracts from the news media.

An extended response paper on all syllabus content.

A data response paper including some quantitative questions.

Paper including HL only extensionmaterial

GEOGRAPHY

Higher Level and Standard Level

In addition to the generic aims for Group 3, the aims of the Geography syllabus at HL and SL are to enable pupils to:

• Develop an understanding of the interrelationships between people, places, spaces and the environment.

• Develop a concern for human welfare and the quality of the environment, and an understanding of the need for planning and sustainable management

• Appreciate the relevance of geography in analysing contemporary issues and challenges, and develop a global perspective on diversity and change.

• The IB Geography course is an "international" syllabus, drawing on the experiences and methodologies of educators from many parts of the world.

SL Geographic themes:

• Freshwater drainage basins.

• Geophysical hazards.

• Geographic perspectives: global change

• Population distribution

• Changing population

• Global climate change: vulnerability and resilience

• Global resource consumption and security

• Geographic perspectives: global interactions.

HL Geographic themes:

• Travel and Tourism

• Power, places and networks.

• Human development and diversity.

• Global risks and resilience

HISTORY

Higher Level and Standard Level

In addition to the generic aims for Group 3, the aims of the History course at SL and HL are to:

• Promote an understanding of history as a discipline, including the nature and diversity of its sources, methods and interpretations.

• Encourage an understanding of the present through critical reflection upon the past.

• Encourage an understanding of the impact of historical developments at national, regional and international levels

• Develop an awareness of one’s own historical identity through the study of the historical experiences of different cultures.

SL Topics:

• Rights and Protest – a study of Apartheid in South Africa and the Civil Right Movement in the US

• Authoritarian states with an emphasis on Stalin and Castro

• The Cold War 1945 –1989.

HL Topics:

• Imperial Russia, revolutions and the establishment of the Soviet Union 1855 – 1924

• European States in the inter-war years 1918 -1939 – this includes a study of Germany, Italy, Spain and one other European country 1918-39

• The Soviet Union and post-Soviet Russia 1924 –2000

Historical Investigation

HL & SL

Paper 1

HL & SL

Paper 2

HL & SL

Paper 3

HL

Assessment

A historical investigation on a topic of choice.

Recent choices include subjects as diverse as Partition in India, the Cuban Missile Crisis, an examination of the tactics used by Malcom X and a study of the impact of the Holocaust in Poland.

A source paper with 4 questions basedon sources relating to Rights and Protest

Two essays based on questions from Authoritarian States and the Cold War

Three essays based on questions from the History of Europe topic.

PSYCHOLOGY

Higher Level and Standard Level

In addition to the generic aims for Group 3, the aims of the Psychology course at SL and at HL are to:

• Develop an awareness of how psychological research can be applied for the benefit of human beings.

• Ensure that ethical practices are upheld in psychological inquiry.

• Develop an understanding of the biological, cognitive and sociocultural influences on human behaviour.

• Develop an understanding of alternative explanations of behaviour.

• Understand and use diverse methods of psychological inquiry.

Psychology adopts an exclusively analytical approach. This involves studying the different approaches psychologists use in an attempt to gain an understanding of the underlying assumptions held by disparate groups of psychologists. The ultimate intention is to gain a holistic vision for how psychology fits together into a unit. Coursework has a compulsory experimental approach. In terms of assessment, the Psychology course places more far more emphasis on essays than on structured questions.

SL Content and topics:

• The biological level of analysis.

• The cognitive level of analysis

• The socio- cultural level of analysis.

HL Content and Topics:

• Abnormal psychology, developmental psychology, health psychology, psychology of human relationships.

• Approaches to research

GROUP 3: INDIVIDUALS & SOCIETIES AND GROUP 4:

EXPERIMENTAL SCIENCES

ENVIRONMENTAL SYSTEMS & SOCIETIES

Standard level or Higher level

There are many different reasons to consider Environmental Systems and Societies (ESS) as a course of study within the IB Diploma. It is an interdisciplinary subject and therefore counts as either an individuals and societies, Group 3, or an experimental science course, Group 4, or both. This gives pupils the opportunity to study an additional subject from another group.

You may want to study ESS because you are passionately interested in the environment and environmental issues and want to understand them better. You may want to study ESS because you are not a keen scientist and ESS offers a course that is as intellectually demanding as either Biology or Chemistry or Geography, but is more accessible than them.

ESS is a hands-on course which develops a broad skill set from pupils, including the ability to perform research and investigations, participation in philosophical discussion and problem-solving.

Core units:

• Foundations of environmental systems and societies

• Ecosystems and ecology

• Biodiversity and conservation

• Water and aquatic food production systems and societies

• Soil systems and terrestrial food production systems and societies

• Atmospheric systems and societies

• Climate change and energy production.

• Human systems and resource use

GROUP 4: EXPERIMENTAL SCIENCES

‘Whatever the field of science - whether it is in pure research, applied research or in engineering new technology - there is boundless scope for creative and imaginative thinking. Science has achieved a great deal but there are many, many unanswered questions to challenge future scientists.’ IB Diploma

Subject guide

Through studying an Experimental Sciences subject pupils should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach, through experimental work that characterises these subjects.

Integral to the experience of pupils in any of the Group 4 courses, is their experience in the classroom, laboratory, or in the field. Practical activities allow pupils to interact directly with natural phenomena and secondary data sources. These experiences provide the pupils with the opportunity to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers, and evaluate and communicate their findings.

An overarching theme in the science courses is enabling pupils to acquire and apply a body of knowledge, methods, tools and techniques that characterize science. Pupils develop the ability to analyse, evaluate and synthesize scientific information. Over the course, all pupils improve their technology skills in a scientific context and develop the ability to communicate and collaborate effectively with greater awareness of the ethical, environmental, economic, cultural and social impact of science.

Assessment

Scientific Investigation

HL & SL

Paper 1

HL & SL

Paper 2

HL & SL

Pupils demonstrate the application of their skills and knowledge, and pursue their personal interests.

Paper 1A includes multiple-choice questions on the syllabus

Paper 1B includes data analysis questions that provide an opportunity to assess some of the experimental skills and techniques.

Paper 2 includes short-answer and extended-response questions of intertwining skills, concepts and understandings placed into a suitable context.

Collaborative Sciences Project

Interdisciplinary and addresses real-world problems that can be explored through the range of subjects.

BIOLOGY

Standard level or Higher level

Biology is the study of life. The first organisms appeared on the planet over 3 billion years ago and, through reproduction and natural selection, have given rise to the 8 million or so different species alive today. Estimates vary, but over the course of evolution 4 billion species could have been produced. Most of these flourished for a period of time, and then became extinct as new, better adapted species took their place. This diversity makes biology both an endless source of fascination and a considerable challenge

Biology is relevant and effective, reflecting societal change with a greater focus on skills and the interconnectedness of concepts, contexts and content. The biology curriculum is built on four broad organizing themes, each comprising two concepts, together with four levels of organization. The roadmap below illustrates how the scaffolding of the 40 topics is arranged to facilitate deep learning and pupil understanding.

What do universities say?

"The IB Biology Diploma’s holistic outlook and rigor fit well with the interdisciplinary education at University. The science subjects of the IB Diploma are a great indicator of how pupils handle the workload. Additionally, we found insights from science teachers on their pupil's projects and interests in their letter of recommendation of great value."

CHEMISTRY

Standard level or Higher level

Chemistry combines academic study with the acquisition of traditional practical and investigational skills. It is often called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems. Despite the exciting and extraordinary development of ideas throughout the history observations remain essential, and this sometimes requires decisions about what to look for.

The Chemistry course is built on two broad organizing concepts: structure and reactivity. Each of these concepts is subdivided into topics and subtopics, which are all connected through the idea that structure determines reactivity, which in turn transforms structure. Conceptual understanding will enable pupils to be aware and critical of their own knowledge, and to transfer and apply skills and understandings to new or different contexts in creative, generative, autonomous and dynamic ways. Chemistry allows pupils to increase facility in the use of mathematics, which is the language of science. Pupils develop their interpersonal skills, and application of technology skills, which are essential in 21st century scientific endeavour. These are important life-enhancing, transferable skills in their own right.

Skills in the study of Chemistry

Structure: refers to the nature of matter from simple to more complex forms

Structure 1.

Models of the particulate nature of matter

Structure 2.

Models of bonding and structure

Structure 3.

Classification of matter

What do universities say?

Reactivity: refers to how and why chemical reactions occur

Reactivity 1.

What drives chemical reactions?

Reactivity 2.

How much, how fast and how far?

Reactivity 3.

What are the mechanisms of chemical change?

"IB chemistry introduces fundamental and applied themes which cover a good breadth of chemistry knowledge. The emphasis of scientific inquiry, understanding of global problems, exposure to realworld scenarios and developing techniques in the chemistry laboratory are important skills.”

PHYSICS

Standard level or Higher level

Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself from the very smallest particles – currently accepted as quarks, which may be truly fundamental – to vast distances between galaxies. Classical physics, built upon the great pillars of Newtonian mechanics, electromagnetism and thermodynamics, went a long way in deepening our understanding of the universe. Alongside the growth in our understanding of the natural world, perhaps the more obvious and relevant result of physics to most of our pupils is our ability to change the world. This is the technological side of physics, in which physical principles have been applied to construct and alter the material world to suit our needs and have had a profound influence on the daily lives of all human beings.

The Physics programme requires mathematical sophistication and accuracy. Calculations are more extended and they often require algebraic skill. The problem solving is tough and mathematical. Formal questions, which rely on algebraic skill as well as on an understanding of the Physics concepts, are common.

The Physics curriculum is grouped into five broad organising themes, each of which are subdivided into several topics.

What do universities say?

"The knowledge of Physics can be applied to many professions. It is strongly recommended that you take Physics if you wish to pursue a career in any engineering discipline."

SPORTS, EXERCISE & HEALTH SCIENCE

Higher and Standard Level

Sports, Exercise and Health Science (SEHS) is an experimental science that combines academic study with the acquisition of practical investigative skills. It is an applied science course that underpins physical performance and provides the opportunity to apply these principles. The course incorporates the traditional disciplines of anatomy and physiology, biomechanics, psychology and nutrition, which are studied in the context of sports, exercise and health.

The subject matter goes beyond the traditional science subjects to offer a deeper understanding of the issues related to sports, exercise and health in the 21st century. Apart from being worthy of study in its own right, SEHS is good preparation for courses in higher or further education related to sports fitness and health, and serves as useful preparation for employment in the sports and leisure industries.

Pupils will cover a range of core and option topics, and carry out practical (experimental) investigations in both laboratory and field settings. Both theory and practical work will be undertaken by all pupils. This will provide the opportunity to acquire the knowledge and understanding necessary to apply scientific principles and critically analyse human performance. Where relevant the course will address issues of international dimension and ethics by considering sports, exercise and health relative to the individual and in a global context.

Standard Level Core Units:

• Anatomy

• Exercise Physiology

• Energy Systems

• Movement Analysis

• Skill in Sports.

• Measurement and evaluation of human performance

Options (two units are studied):

• Optimizing physiological performance.

• Psychology of sports

• Physical activity and health

• Nutrition for sports, exercise and health

Higher level Units:

• Further Anatomy.

• The Endocrine System.

• Fatigue.

• Friction and Drag

• Skill acquisition and analysis

• Genetics and athletic performance.

• Exercise and immunity.

GROUP 5: MATHEMATICS

The aims of all Mathematics courses in Group 5 are to enable pupils to:

• Enjoy mathematics, and develop an appreciation of the elegance and power of mathematics.

• Develop an understanding of the principles and nature of mathematics.

• Communicate clearly and confidently in a variety of contexts.

• Develop logical, critical and creative thinking, andpatience and persistence in problem solving.

• Employ and refine their powers of abstraction and generalisation.

• Apply and transfer skills to alternative situations, to other areas of knowledge and to future developments.

• Appreciate how developments in technology and mathematics have influenced each other.

• Appreciate the moral, social, and ethical implications arising from the work of mathematicians and the applications of mathematics.

• Appreciate the international dimension in mathematics, through an awareness of the universality of mathematics and its multicultural and historical perspectives.

• Appreciate the contribution of mathematics to other disciplines

Because individual pupils have different needs, interests and abilities, there are two different courses in mathematics. Pupils will need to think carefully about which option they choose. Their choice may be dependent on their future university and career interests, which other subjects they are studying at Higher Level, and possibly which country they wish to study in after leaving Windermere School.

Pupils are advised to take Mathematics Analysis at Higher Level if they have achieved a grade 8 or 9 at IGCSE and are interested in a Mathematics based course at university, such as Mathematics, Physics, Engineering or Computer Science. Pupils are advised to take Mathematics Applications at Higher Level if they have achieved a grade 8 or 9 at IGCSE, and their other Higher Level subjects centre around Biology, Humanities subjects, Arts or Languages. Other pupils will generally be advised to take Mathematics Applications at Standard Level.

Mathematics: Applications and Interpretations

Mathematics: Analysis and Approaches

Appropriate for pupils who are interested in developing their mathematics for describing our world and solving practical problems. They will also be interested in harnessing the power of technology alongside exploring mathematical models. Pupils will be those who enjoy mathematics best when seen in a practical context. This subject is aimed at pupils who will go on to study subjects such as social sciences, natural sciences, statistics, business, economics, psychology, and design for example.

Appropriate for pupils who enjoy developing their mathematics to become fluent in the construction of mathematical arguments and develop strong skills in mathematical thinking. They will also be fascinated by exploring real and abstract applications of these ideas, with and without the use of technology. Pupils will be those who enjoy the thrill of mathematical problem solving and generalisation. This subject is aimed at pupils who will go on to study subjects with substantial mathematics content such as mathematics itself, engineering, physical sciences, or economics for example.

MATHEMATICS: APPLICATIONS & INTERPRETATIONS

Higher and Standard Level

This course recognises the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasises the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling. To give this understanding a firm base, this course also includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics. The course makes extensive use of technology to allow pupils to explore and construct mathematical models. Mathematics: applications and interpretation will develop mathematical thinking, often in the context of a practical problem and using technology to justify conjectures. Pupils who wish to take Mathematics: applications and interpretation at higher level will have good algebraic skills and experience of solving real-world problems. They will be pupils who get pleasure and satisfaction when exploring challenging problems and who are comfortable to undertake this exploration using technology.

SL Core Content:

• Number and algebra: sequences and series, financial maths and logarithms

• Functions: theory of functions and mathematical modelling.

• Geometry and trigonometry: 3D shapes, trigonometry, sectors and Voronoi diagrams.

• Statistics and probability: statistics, bivariate data including Pearson’s and Spearman’s correlation coefficients, probability, binomial and normal distributions and chi- squared test

• Calculus: differentiation and integration of polynomials, optimisation and the trapezium rule

HL Core Content:

• Number and algebra: complex numbers and matrices

• Functions: transformations of functions, sinusoidal models and logistic models

• Geometry and trigonometry: vectors and graph theory

• Statistics and probability: non-linear regression, confidence intervals, the Poisson distribution and Markov chains.

• Calculus: further differentiation and integration, kinematics and differential equations.

Assessment

Individual Exploration

HL & SL

Paper 1

HL & SL

Paper 2

HL & SL

Paper 3

HL

This is a piece of written work that involves investigating an area of mathematics.

Graphic display calculator required. Short-response questions.

Graphic display calculator required. Compulsory extended-response questions.

Graphic display calculator required. Two compulsory extended-response problem-solving questions.

MATHEMATICS: ANALYSIS & APPROACHES

Higher and Standard Level

This course recognises the need for analytical expertise in a world where innovation is increasingly dependent on a deep understanding of mathematics. This course includes topics that are both traditionally part of a pre-university mathematics course (for example, functions, trigonometry, calculus) as well as topics that are amenable to investigation, conjecture and proof, for instance the study of sequences and series at both SL and HL, and proof by induction at HL. The course allows the use of technology, as fluency in relevant mathematical software and hand-held technology is important regardless of choice of course. However, Mathematics: analysis and approaches have a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments. Pupils who wish to take Mathematics: analysis and approaches at higher level will have strong algebraic skills and the ability to understand simple proof. They will be pupils who enjoy spending time with problems and get pleasure and satisfaction from solving challenging problems.

SL Core Content:

• Number and algebra: sequences and series, finance, logarithms and binomial expansions

• Functions: theory of functions, quadratic, exponential and reciprocal functions and transformations of functions

• Geometry and trigonometry: 3D shapes, trigonometry, sectors and circular functions

• Statistics and probability: statistics, bivariate data including Pearson’s correlation coefficient, probability, binomial and normal distributions.

• Calculus: differentiation integration and kinematics.

HL Core Content:

• Number and algebra: permutations and combinations, complex numbers and induction

• Functions: polynomial and rational functions and domain restriction

• Geometry and trigonometry: reciprocal trigonometric ratios and vectors

• Statistics and probability: Bayes’ theorem and random variables.

• Calculus: first principles, further differentiation and integration, differential equations and Maclaurin series expansions

GROUP 6: ARTS

Through studying any of the Group 6 subjects, the Arts, pupils become aware of how artists work and communicate

The aims of all subjects in Group 6 are to enable pupils to:

• Enjoy lifelong engagement with the arts

• Become informed, reflective, and critical practitioners in the arts

• Understand the dynamic and changing nature of the arts

• Explore and value the diversity of the arts across time, place and cultures

• Express ideas with confidence and competence.

• Develop perceptual and analytical skills.

Theatre Higher Level Solo Piece, 2020 & 2021

THEATRE

Higher and Standard Level

Theatre is a dynamic, collaborative and live art form. A practical subject, it encourages discovery through experimentation, the taking of risks and the presentation of ideas to others. It results in the development of both theatre and life skills, the building of confidence, creativity, and working collaboratively.

The IB Diploma Programme Theatre Course gives pupils the opportunity to make theatre as creators, designers, directors and performers. It emphasises the importance of working both individually and collaboratively as part of an ensemble. It offers the opportunity to engage actively in the creative process, transforming ideas into action as inquisitive and productive artists. It enables pupils to discover and engage with different forms of theatre across time, place and culture and promotes international mindedness

Assessment

Collaborative project

HL & SL

Production proposal

HL & SL

Research Presentation

HL & SL

Solo Theatre Piece

HL

Pupils collaboratively create and perform an original piece of theatre (lasting between 7-10 minutes) created from a starting point of their choice.

Pupils choose a published play text and formulate a vision for the design and theoretical staging of the play text.

Pupils plan and deliver an individual presentation to their peers in which they outline and demonstrate their research into a convention of a theatre tradition

Pupils research a theatre theorist, identify an aspect(s) of their theory and create and present a solo theatre piece (lasting 4-7 minutes).

Collaborative Project 2020

MUSIC

Higher and Standard Level

Music is a vibrant, creative and multi-faceted subject. Music encourages personal growth using thinking, social, communication and self-management skills. The course is built around four Areas of Inquiry:

1. Music for sociocultural and political expression

2. Music for listening and performance.

3. Music for dramatic impact, movement and entertainment

4. Music technology in the electronic and digital age

The IB Diploma programme Music course encourages pupils to explore music that is out of their comfort zone. There are many styles and genres of music that can be studied. In each area pupils should consider musical intentions and purposes, the methods and techniques used to create the music, the role of musical conventions and the impact and experience of the audience. Studying musical materials in this way encourages pupils to make and appreciate new and rich connections between different works and ideas encountered on the course.

Assessment

Pupils select samples of their work for a portfolio submission (maximum 2,400 words):

Exploring music in context

HL & SL

Experimenting with Music

HL & SL

Presenting Music

HL & SL

The contemporary Music maker

HL

a. Written work demonstrating engagement with a diverse range of musical material.

b. Practical exercise. One creating exercise 32bars or 1 minute in length

c. Performing one adaptation of music from a local or global context (maximum 2 minutes)

Pupils submit an experimentation report with evidence of their musical processes in creating and performing in two areas of inquiry:

a. A written report that supports the experimentation (maximum 1,500 words).

b. Practical musical evidence of the experimentation process, 3 related excerpts of both performing and creating.

Pupils submit a collection of works demonstrating engagement with diverse musical material from four areas of inquiry:

a. Presenting as a researcher, programme notes (maximum 600 words)

b. Presenting as a creator composition and or improvisation (maximum 6 minutes).

c. Presenting as a performer solo and or ensemble (maximum 12 minutes) and excerpts where applicable (maximum 2 minutes)

Pupils submit a continuous multimedia presentation documenting their reallife project 9maximum 15 minutes):

a. The project proposal.

b. The process and evaluation.

c. The realised project or curated sections of it

VISUAL ARTS

Higher and Standard Level

In addition to the generic aims for Group 6, the aims of the Visual Arts course are to provide pupils with the opportunity to:

• Investigate past, present and emerging forms of visual arts and engage in producing, appreciating and evaluating these

• Develop an understanding of visual arts from a local, national and international perspective.

• Build confidence in responding visually and creatively to personal and cultural experiences.

• Develop skills in, and sensitivity to, the creation of works that reflect active and individual involvement

• Take responsibility for the direction of their learning through the acquisition of effective working practices.

Main areas of study:

• Theoretical Practice - Examining and comparing the work of artists from different times places and cultures.

• Art making Practice - Experimenting with diverse media, explore techniques, and produce a body of work through a process of reflection and evaluation

• Curatorial Practice - Develop an informed response to work and exhibitions they have seen and formulate personal intentions for creating and displaying their own art works.

• A Visual Arts Journal - will be kept by all pupils to record all aspects of their art-making journey.

Assessment

The Exhibition

HL & SL

The Process

Portfolio

HL & SL

Research

Presentation

HL & SL

Pupils create various artworks, exhibition text and a curatorial rationale.

Pupils carefully selected examples, which show experimentation, exploration, manipulation, refinement and development of ideas both visual and written.

An investigative comparison that should strike a balance between visual and written content.

BTEC LEVEL 3 DIPLOMA IN BUSINESS

The Business BTEC qualification offers learners the opportunity to develop a range of skills and techniques, personal skills, and attributes essential for successful performance in working life. Pupils develop the qualities they need to enter employment in the business sector or to progress to vocational qualifications or university. 60% of the course is through coursework assessment and 40% is through external examinations.

The aims for BTEC Business are to give pupils:

• Practical experience from real world assignments

• Responsibility for their own learning

• A chance to develop interpersonal and practical thinking skills

• A strong core base of knowledge

• Real experience of effective teamwork.

• The ability to work to a brief with set deadlines.

• The ability to manage time efficiently to complete tasks and processes.

Units Studied

Optional Units (pupils select two)

Exploring Business Recruitment and Selection

Developing a Marketing Campaign - external exam

Personal and Business Finance - external exam

Managing an Event

International Business

Principals of Management - external exam

Pitching for a New Business

Work Experience in Business

Investigating Customer Service

Creative Promotion

Market Research

LEVEL 3 DIPLOMA IN SPORT & PHYSICAL ACTIVITY (OUTDOORS)

Why should you study Outdoor Adventure at Windermere School?

• Outstanding facilities, including our own water sports centre

• Engagement with external professionals and our full-time sport and outdoor education staff

• Combination with IB subjects to gain the IBCP.

If you have considered working in the Outdoor Education industry or have a passion for adventure, this course will provide you with the skills and knowledge to develop your passion. Windermere School is based within the Lake District National Park, so you will be based close to the lakes, rivers and mountains required to develop your skills. As well as regularly supporting our Junior Adventure programme you will be expected to undertake a week placement in an outdoor education centre.

Who should study Outdoor Adventure?

Pupils who have an interest and passion in the outdoors. Prior experience is not essential but a willingness to try new activities and experiences is required. The course is designed for those who prefer practical work. This course is continuously assessed throughout the two years and has no examinations. It will develop a wide range of skills, from being risk takers, principled, being able to take the lead as well as work effectively in a team. The work is a combination of independent work and group work and is assessed in several ways from written report, presentations and practical assessments. Outdoor Adventure combines well with Business, Sports Science, Geography, Biology and Psychology. Combination with Business BTEC also allows you to achieve a full set of qualifications equivalent to a full IBDP and access to higher education

Content

During the two-year course pupils need to study three mandatory units and choose nine from the list of optional units, taught in the classroom and practically in a number of outdoor activities.

Mandatory: Exercise, Health and Lifestyle, Preparing for a Career in Sport and Physical Activity, & Principles and Practices in Outdoor learning

Optional units: Equipment and Facilities for Outdoor and Adventurous Activities, Skills for LandBased Outdoor and Adventurous Activities, Skills for Water-Based Outdoor and Adventurous Activities, Outdoor and Adventurous Expeditions, Assessing Risk in Sport, Leadership in Sport, Leading Water-Based Activities, Leading Land-Based Activities, Work experience in Sport

Where could Outdoor Adventure take me?

• Further education degree in Outdoor Education.

• NGB outdoor coaching or instructor qualifications, for example: Mountain Training Lowland Leader/Hill and Moorland Leader or Mountain Leader/ Climbing Wall Instructor or Rock-Climbing Instructor /RYA Dinghy Instructor

UNIVERSITY DESTINATIONS

As a non-selective school, we have an excellent record of helping pupils apply for a wide variety of courses at a wide variety of universities. In 2023, 77% of Sixth Form pupils who applied to UK universities secured a place at their first-choice university, with a further 18% securing a place at their insurance and the remainder choosing instead to study abroad. Securing their university place on IB results day on the 6 July, gives our pupils peace of mind over the summer, and plenty of time to plan ahead.

The below are university destinations Windermere School Sixth Form pupils secured over the last three years.

Diploma Programme

Ancient History and Archaeology

Animal Science

Architecture

Biological and Medical Sciences

Biological Sciences

Biomedical Sciences

Business and Management with Placement Year

Business Management (Economics)

Business Management (with Professional Placement)

Business Management with Finance

Business with Law

Chemical Engineering

Civil Engineering

Climate Change

Climate Science

Cultural and Media Studies

Economics and Business Management

Financial Mathematics (includes foundation year)

Foundation course in Acting

Gap Year and then Medicine

Gap Year then Biomedical Science

Gap Year then International Relations

Gap Year then Linguistics and English Language

Gap Year then Sports and Exercise Science

Geography

International Development with Economics

Liberal Arts

Liberal Arts with Study Abroad

Mathematics

Mathematics

Mathematics (3 years)

Mathematics (Fast Track)

University of Exeter

University of Nottingham

University of Brighton

University of Liverpool

The University of Edinburgh

The University of Edinburgh

Durham University

University of Westminster

City, University of London

University of Salford

Queen Mary University of London

The University of Edinburgh

University of Sheffield

Liverpool John Moores University

Durham University

University of Leeds

Newcastle University

Aberystwyth University

Rose Bruford College, Edinburgh

Aston University

Newcastle University

Newcastle University

The University of Edinburgh

Newcastle University

University of Leicester

University of Bath

University of Leeds

University of Exeter

University of Leicester

UCL (University College London)

Durham University

University of St Andrews

Medical Science

Medicinal Chemistry

Nursing (Adult)

Philosophy, Politics and Economics

Physical Geography

Physics (4 years)

Politics, Philosophy and Economics with Study

Abroad (4 years)

Psychology

Psychology with Study Abroad

Social and Political Sciences

Sociology

Sport Management

Sport, Exercise and Health Sciences

Sustainability and Environmental Management

University of Reading

University of Leicester

University of York

University of Leeds

Lancaster University

University of Birmingham

University of Exeter

Bath Spa University

University of Exeter

University of Leeds

Newcastle University

Loughborough University

University of Birmingham

University of Leeds

Career-related Programme

Business & Management

Business & Management

Business and Management (with a Year in Industry)

Business and Marketing

Business Management

Business with Management

Economics and Finance

Fine Art - Photography

Gap Year then Psychology

International Business

International Business and Management with Placement Year

International Business Management

Marketing

Marketing with Foundation Year

Media, Communication and Cultural Studies

Primary Education (ITE)

Psychology

Sport Coaching and Physical Education

Sports Therapy

Leeds Beckett University

Leeds Beckett University

University of York

Manchester Metropolitan University

Lancaster University

Northumbria University, Newcastle

London Metropolitan University

Glasgow School of Art

Northumbria

Regent's University London

University of Reading

Oxford Brookes University

University of Stirling

University of Plymouth

Newcastle University

Bristol, University of the West of England

Swansea University

University of Cumbria

Edge Hill University