Year 9 Booklet For Sherborne Girls

Sherborne Girls

lower fifth curriculum 2014 to 2016

CONTENTS Introduction

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Choosing between Language Options

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Choosing between Creative Options

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What is involved in each of the Creative Options?

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Assessment through the Sherborne Girls’ Diploma

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The Sherborne Girls’ Learner Profile

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INTRODUCTION Throughout the school, we offer a curriculum which is broad, appropriate, coherent, challenging and forward-thinking, with opportunities for differentiation.

L5 is a particularly interesting stage along the way. We know that the developing brain can be trained in many directions, and by this age, personal aptitudes and tastes are becoming apparent. However, early specialisation brings the danger of ‘shutting off’ those types of activity which are the most challenging to the individual - and therefore the very ones which need most exercise, urgently, while there is still time to develop them! We believe that breadth is an important part of the stretch which bright girls need. We also want to develop character and grit.

Our L5 curriculum requires all girls to study: • English • Mathematics • Biology • Chemistry • Physics • • • • • •

History Geography Religious Studies ICT at least one foreign language (most pupils will take two) at least two creative subjects (most will take three).

In addition to PE and Games, a core component covers Personal and Social Education, and the development of learning skills.

Making options online The school is now using an online system for making options in L5 – Subject Selection Online (SSO). You will receive details by email, and once you have logged in you will be able to submit not only curriculum choices, but also requests for tuition in Music, Speech and Drama, and Sports and PE Coaching. These are dealt with in separate sections and so that you may deal with them at your convenience. You are advised however to observe the deadline.

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HOW DO WE CHOOSE BETWEEN THE LANGUAGE OPTIONS? Anybody can learn a foreign language, and once you’ve learnt one language, you can learn another. So it really doesn’t matter what you choose. Your daughter might like the sound of a language, or be drawn to the country or its culture and music. Spanish has many speakers worldwide. On the other hand, having German or Latin is really rather special nowadays! If she hates speaking but loves language and myths, think of Latin.

Note that in order to sit a given foreign language here at GCSE, a pupil must study it in L5.

Also, if English is not your daughter’s first language, she almost certainly will need EAL as an option. If she is a native English speaker but is already receiving special help, for example with spelling, then we won’t insist she take two foreign languages. But remember, millions of dyslexics worldwide have a foreign language qualification.

When you make the selection online, we’ll ask you to tell us if your daughter has studied the foreign language before, and if so, for how long.

The requests are treated in fair order, but there may be limits on set sizes, and equally, numbers must be viable in order for a curriculum language set to run. We always do our best to cater for demand, if the staff and the specialist accommodation are available.

lanGUage options any two from this list (subject to group sizes being viable): • • • •

French - usually for non-beginners German - usually for beginners Spanish - beginners or continuers Latin - beginners or continuers (NB where two foreign languages plus Latin are required, Latin may be taken instead of the third ‘creative’ subject – see overleaf) • English as an Additional Language • Extra English (Learning Support)

If there’s a problem timetabling your combination, or level, we’ll let you know and suggest a solution or an alternative.

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HOW DO WE CHOOSE BETWEEN THE CREATIVE OPTIONS? Perhaps your daughter already loves one or more of these activities. It doesn’t matter whether she has a talent, or previous experience, provided she is willing to have a go. She may decide she wants to develop as a performer, through music or drama. She may want to make things, in which case DT, Textiles or Food Technology could be for her. If there isn’t a strong pull in any of these directions, then having one ”making” subject alongside a “performing” subject makes sense. And if she’s shy about performing, that can be a very good reason for taking drama – it builds self-confidence! All the ‘3-D’ subjects – Food, DT, Textiles – can really help her brain grow, too; you don’t have to be a creative genius to benefit from that. Art, which is likely to involve some 3D work of its own, combines well with most of the creative subjects, and is about exploring ideas in an open-ended and personal way.

Note that in order for her to take Music at GCSE, she ought to opt for Music in L5. With the other subjects it is advisable, but not essential.

What is subtly important about this part of the curriculum is that it forms the part of the week where your daughter’s brain is very likely to be working in a completely different way. Things take time; processes and skills are centre stage.

There’s a lot of trial and error involved, and if things don’t always go according to plan… well, that’s part of the plan!

In practical subjects such as these, there are limits on set sizes. We always do our best to cater for demand by creating extra sets, if the staff and the specialist accommodation are available.

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When parents make the selection online, there is an option to indicate priority. The requests are treated in fair order, and if there is a problem we would let you know and suggest a solution or an alternative.

creative options any three from this list (subject to availability) • • • • • • •

Art Design Technology Drama Food Technology Music Textiles Latin - for those who have already been studying it and who wish to combine it with two foreign languages, Latin may be included as one of the three from this list.

WHAT IS INVOLVED IN EACH OF THE CREATIVE OPTIONS? Art

Drama

Art encourages you to think for yourself, be creative, imaginative and resourceful. You will build up a range of skills from painting, drawing and working in collage to screen and lino printing and exploring both textile and three dimensional processes. Some photography may be taught. You will learn about the work of other artists which will help and inform your own work.

Drama will help you develop your confidence and practical performance skills.

Group work is particularly important. The course will engage you in a mixture of practical and written assignments that, whatever your level of ability, will help you deepen your understanding of Drama as an art form. You will also learn a little about Greek, Medieval and Shakespearian theatre.

design technology If you enjoy designing, have a creative flair and a desire to explore what can be made using a variety of different materials (wood, metal, plastic and glass) this is the subject for you. When you opt for Design Technology you will learn and develop skills through a variety of exciting challenges that will culminate in the manufacture of a range of products from jewellery to small items of furniture.

Home Economics This subject combines practical skills, design and scientific elements which give it a broad appeal, and is based on cookery in L5. You will learn to read and follow recipes as well as having the opportunity to try out specialist techniques and you will cook a variety of sweet and savoury dishes. You will also learn about food, nutrition and health, food commodities and meal planning after which you will have the opportunity of completing a design and make task where you will be required to plan and prepare a menu based on a given scenario.

Textiles This subject helps you to develop your creativity, practical skills and understanding of fabrics. You will have the opportunity to design and make your own products, gaining confidence in using the sewing machine as well as improving your knowledge of decorative processes such as appliquĂŠ, tie-dye and transfer printing. If you enjoy working with your hands, have a passion for fashion, or are simply curious about fabrics, then Textiles is a good choice for you.

Music This subject helps you to gain confidence in the three linked activities of Performing, Composing and Listening. You will have opportunities to play and sing music in groups, and as a soloist; to produce your own original work, using standard notation and/or ICT; and to study and listen to a range of styles of music. If you opt for Music, you will gain a solid foundation from which to tackle the subject for GCSE starting in M5 (Year 10).

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ASSESSMENT THROUGH THE SHERBORNE GIRLS DIPLOMA The Diploma consists of the Junior Diploma for L4 and U4, and the Intermediate Diploma for L5. It has four component sections: Personal Attributes; Knowledge; Learning Skills; and Community.

In engaging with Personal Attributes we are using the Learner Profile to help the girl become the person she wants to be; this section is a light-touch record of the shifting focus in tutorial, as well as giving an opportunity for self-expression.

easy to reward. But how will you encourage a girl to be enquiring, to risk a wrong answer rather than leave a blank, to reflect, to be open-minded, to take a principled stance on something, if it’s never really noted and praised?

In the Knowledge section of her file, the pupil will be able to put examples of her very best work and also evidence of progress where the work has been challenging. The simple fact of discussing with her tutor which pieces of work should go in is a part of the process, training her to evaluate her own performance.

We think an important way of showing girls that these things matter is to bring them explicitly into the school’s qualification framework. The Diploma covers every aspect of the girl’s time with us – extracurricular and boarding as well as what happens in the classroom – because all these experiences contribute to her growing sense of self. Each girl in L4/L5 compiles a portfolio to illustrate her personal and academic journey through the school year.

This gives a special focus to tutorials.

Learning skills are broken down into specifics: Personal skills (Leadership, Teamwork, Communication, Emotional intelligence); Using information (Research, Reflection, ICT, Presentation) and Approach (Risk Taking, Reliability, Time Management, Resilience). Here the evidence may be drawn from the classroom or crosscurricular projects, and again the emphasis is not on box-ticking, but on encouraging the girl to improve her skills. The Community section provides a record of Volunteering, Clubs and Societies, initiatives such as the Learning to Lead programme, Contributions in House, and any context in which a girl has gone the extra mile to help others.

Of course we want our girls, first of all, to acquire knowledge through the academic curriculum; good results in end-of-year examinations are the proof of that, and

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In all of this, it is the journey through the year which matters. We build resilience by creating a supportive environment in which girls are challenged and encouraged to recover from a low mark or an unsuccessful experience. Towards the end of the summer term, each girl in L4/L5 has a Diploma Interview with a senior member of staff, in which she presents her portfolio, and this is the context in which her examination results will sit. She may be awarded a Distinction, a Merit or a Pass overall. We hope that this holistic approach to assessment, with an accreditation special to us, will help us continue to send effective young women out into the world.

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THE SHERBORNE GIRLS’ LEARNER PROFILE Sherborne Girls is an International Baccalaureate World School. Our aspiration is that all members of this learning community should be described as:

Inquirers

Open-minded

They develop their natural curiosity. They acquire the skills necessary to conduct enquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Knowledgeable They explore concepts, ideas and issues that have local and global significance.

In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognise and approach complex problems, and make reasoned, ethical decisions.

Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies.

They are brave and articulate in defending their beliefs.

Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

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Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.