The Fifth Form Information Booklet by Sherborne Girls

FIFTH FORM

INFORMATION BOOKLET

SHE RBORN E GI RL S GCSE

Contents

is believing 2 Seeing ..................................................................................................................................................................... Our mission, values and curriculum 3 ..................................................................................................................................................................... School values 4 ..................................................................................................................................................................... Lower Fifth curriculum 5 ..................................................................................................................................................................... Education reforms 7 ..................................................................................................................................................................... Middle Fifth curriculum 8 ..................................................................................................................................................................... The subjects at a glance 9 ..................................................................................................................................................................... Understanding IGCSEs and GCSEs 10 ..................................................................................................................................................................... How to choose 11 ..................................................................................................................................................................... Informed decisions 12 ..................................................................................................................................................................... Life in the Fifth Form 13 ..................................................................................................................................................................... GCSE subjects 20 ..................................................................................................................................................................... Art and Design

Classical Civilisation

Computer Science

Dance

..................................................................................................................................................................... ..................................................................................................................................................................... ..................................................................................................................................................................... .....................................................................................................................................................................

Drama 27 ..................................................................................................................................................................... English

Food Preparation and Nutrition

Geography 30 ..................................................................................................................................................................... History

Latin and Classical Greek

Mathematics

Modern Languages 35 ..................................................................................................................................................................... Music

Religious Studies

Science 40 ..................................................................................................................................................................... Public examination subjects and boards

Seeing is believing... Visits For 13+ entrance we recommend visiting for a ‘tour morning’ during Year 5 or 6. You can find the dates for our next tour mornings at www.sherborne.com. 13+ Entrance Assessment Day For entry to the School at age 13, all registered applicants attend an Assessment Day when they are in Year 7 of their current school. Following this, we make our offers of places. Applications can be accepted after the Assessment Day, but places may be limited. 13+ Scholarship Assessments Scholarships are assessed in the January before entry, and applications must be received by 1 December – further information is available on the school website. Internal candidates may take part in these assessments by invitation. • Academic • Art and Design • Drama • Music • Sport

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Our mission, values and curriculum “Throughout the School we offer a curriculum that is broad, appropriate, coherent, challenging and forward-thinking, helping girls realise their potential.”

Louise Orton Senior Deputy Head (Academic)

Our mission To provide a broad and enriching full boarding education that develops the unique talents of every girl within a supportive community.

Our Fifth Form spans Years 9-11: L5: Year 9, 13+ entry M5: Year 10 U5: Year 11

To send out into the world girls of character, commitment and compassion who are able to think clearly and creatively, choose wisely and have the courage to make a difference.

In Lower Fifth (L5), the focus is on instilling a love of learning. We provide pupils with a wealth of enriching subjects and co-curricular activities, ensuring they have a breadth of experience ahead of GCSE subject choices. We put a strong emphasis on developing an enquiring mind, instilling a positive work ethic, and fostering natural curiosity in our learners. The curriculum structure balances breadth of opportunity with academic excellence, giving girls the chance to discover new interests and talents that they can go on to develop as they progress through the School.

Our Values Curious Sherborne girls are intellectually enquiring and imaginative. They seek challenge and inspiration in the pursuit of excellence. Courageous Sherborne girls are bold and adventurous. They have the courage to take risks, the resilience to overcome adversity and the inner confidence to lead others. Compassionate Sherborne girls are principled, considerate and kind. They have a sense of responsibility to make a positive contribution to the communities in which they live and work. Adaptable Sherborne girls are resilient and flexible. They adapt to the demands of the modern world and respect and celebrate difference. Spiritual Sherborne girls understand Christian values. They value reflection, exercise self-care, and seek the wellbeing of others.

Our curriculum for the GCSE years, Middle Fifth (M5) and Upper Fifth (U5), also provides breadth and enrichment. We offer a full suite of GCSE subjects, providing ample opportunity for girls to develop holistically, with some choice over their areas of focus. Our individualised approach to teaching and learning ensures that every girl is encouraged to reach her full potential, forming healthy habits of learning that last a lifetime. Subject specialists address pupils’ specific learning requirements in the classroom wherever possible, including academic enrichment and support. Our substantial co-curricular programme also helps in this process, showing the benefits of our full boarding approach. 3

Curious

Courageous

Inquirer, critical thinker, ambitious, imaginative, creative

Open-minded, risk-taker, resilient, ambitious, responsible, persistent

Compassionate

Caring, principled, socially responsible, respectful, communicator

Adaptable

Risk-taker, resilient, resourceful, flexible, collaborative

Spiritual

Reflective, Christian values, empathetic, humble, self-aware

School

VALUES SG Learner Profile: Learning Attributes and Attitudes 4

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Lower Fifth Curriculum Sherborne Girls offers a broad and innovative education Our L5 curriculum incorporates all the characteristics of a Sherborne Girls education. We provide appropriate stretch and challenge to develop the girls intellectually, while delivering a breadth of experience in a variety of situations to give girls a varied, all-round education. We put strong emphasis on the development of life skills such as self-confidence, emotional and creative intelligence, and time management. This is underpinned by the Sherborne Girls Learner Profile, which is also central to the SG Diploma that all pupils in Lower Fifth complete. Our curriculum structure encourages pupils to develop a depth of knowledge across many academic areas. It helps girls form resilience and develop their creativity, giving them a chance to explore lines of enquiry that fire their enthusiasm as ambitious young women prepared for life in the 21st century. Almost 90% of pupils are full boarders at Sherborne Girls, providing a unique opportunity to extend learning into the co-curricular programme. We align this to our focus on mental and emotional wellbeing, providing regular health-related exercise, time for individual and group reflection, social interaction and relaxation. While strong examination results and excellent teaching are important aspects of the School’s commitment to pupils and their parents, we are also dedicated to delivering a holistic education: helping girls foster new skills and enabling the

development of character, encouraging compassion, and forming courage by participation in a wide variety of learning experiences. We pride ourselves on the outstanding breadth of opportunity we offer within our caring and supportive full boarding environment. The curriculum for pupils in L5 includes: • • • • • • • • • • • • • • •

• • • • • • •

3D Design Adventure and Leadership Art Biology Chemistry Coding and Computing Cookery Careers Education Drama English Entrepreneurship Games Geography History Languages: L5 girls are encouraged to choose two Modern Languages at beginner or intermediate level from French, Spanish, German and Mandarin. They also have the opportunity to study Latin Personal, Social, Health and Economic Education (PSHEE) Physics Physical Education Mathematics Music Religious Studies Textiles Design

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Education reforms New courses The government introduced reformed GCSEs in 2015 with the aim of increasing problem-solving skills, understanding, application and recall, and to remove continual assessment (coursework). The new grading structure 9 to 1 replaces the A* to G grading to provide greater differentiation at the top end of performance. These changes have resulted in: • More demanding content • Less coursework (although this will remain for subjects where non-exam assessment reflects the nature of the course, such as Art, Drama, Design and Technology and Food and Nutrition)

New grading scale The grade of A* has been split into two grades: 8 and 9. 9 is awarded to just the top 3% to 4% of candidates in each subject. The C grade is benchmarked at grade 4, although some universities and employers may well be looking for a grade 5 (high C/low B on the old system) or in some cases a grade 6 (high B), for example, in Maths for a Business Studies course. This graphic produced by OFQUAL (The Office of Qualifications and Examinations Regulation) shows how the new grades 9 to 1 match to the legacy system A* to G.

These changes were phased, with the first examinations of the new style taking place in the summer of 2017, and all subjects now delivering the reformed courses.

Middle Fifth curriculum: GCSE courses Selections will be made from the following groups:

English All pupils study both English Language and English Literature as separate examinations resulting in two GCSE grades. Mathematics All pupils study Mathematics. Pupils in the top set only are prepared for two GCSE subjects (Mathematics and Further Mathematics), providing enrichment for our most able mathematicians. Science All pupils study Biology, Chemistry and Physics and will be awarded three GCSE grades (Separate Science) or otherwise two GCSE grades (Combined Science). Please refer to the Science section of this course guide for more information. Languages Pupils may select languages from French, German, Spanish, Mandarin and Latin (which also includes Classical Greek for the top set). All of these language courses are designed for pupils who have studied the language for at least one year and are learning it as a non-native speaker. Pupils who are bilingual may sit language examinations without tuition, but all GCSE examinations are to be sat at the end of U5.

Humanities The humanities subjects promote critical thinking, testing the ability to write analytically and for extended periods. They encourage pupils to think creatively, to ask questions about our world and to reason – allowing them to develop their thoughts through reflective study. Pupils can study any of the following humanities subjects: Classical Civilisation, Geography, History and Religious Studies. Creative subjects Studying creative subjects develops emotional intelligence. It encourages independent decisionmaking, risk-taking and attention to detail. Pupils may wish to take more than one creative subject to reflect their strengths. It is a good idea to balance a GCSE programme with a subject from this selection: Art and Design (Art, Textiles Design or 3D Design), Computer Science, Drama, Food Preparation and Nutrition, Music. An outline of the course content of all of our subjects can be found in this information booklet.

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The subjects at a glance Art and Design - Art - Textile Design -3D Design Classical Civilisation Computer Science Drama English Language English Literature Food Preparation and Nutrition French Geography German History Latin (includes Classical Greek for the top set) Mandarin (improvers only and non-native speakers) Mathematics Music Religious Studies Science (Biology, Chemistry and Physics) Spanish

Universities are interested in applicants’ average GCSE score, or in some cases their top eight grades. So the focus should be on ‘quality not quantity’.

Tutors discuss options with their tutees and direct them to other members of staff for further advice as appropriate. Parents with particular queries should contact their daughter’s Tutor. The flowchart on the next page indicates the key stages of the support provided to pupils and their parents to help them make informed decisions. We ask that you complete the online form for subject choices by the February half term of Year 9 (L5).

Please note: If there is insufficient demand for a course it may not run

Understanding IGCSEs and GCSEs (referred to collectively as ‘GCSEs’)

At Sherborne Girls we offer a combination of IGCSEs (International GCSEs) and GCSEs. We adopted IGCSEs in some subjects several years ago in the belief that they were a better preparation for Sixth Form study. They are very similar to the newly reformed GCSEs and are graded 9 to 1. There have been some changes to the IGCSE courses following the GCSE reforms, and the qualifications are considered equal in their levels of assessment. As an independent school, we embrace the opportunity to select the courses that are most appropriate for our pupils. Heads of subject have considered all the specifications and opted for the ones that most suit our school values. The following subjects have chosen to follow IGCSE courses: • Drama • English • History • Mandarin • Mathematics

A summary of our subject boards and course codes can be found at the end of this document.

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How to choose Pupils are strongly encouraged to make subject selections with the following considerations in mind: • The breadth, balance and content of their eventual total programme, including academic and co-curricular • Their ability, aptitude and interest in each subject studied • Their plans for Sixth Form and beyond, if any, at this stage These factors will vary from person to person, as will their choices. It is important to aim for as broad and balanced a selection as possible, so as not to narrow options at a later stage. With the exception of Classical Civilisation, all subjects must be studied at GCSE if pupils wish to continue with the subject at A Level. We cannot guarantee to timetable every combination of subjects, but will do our best to satisfy demand for balanced programmes.

INFORMED DECISIONS GCSE Information available

GCSE Information Presentation

Pupils January January

Parents January +BOVBSZ

Discussion with tutors

Parents’ Meeting January +BOVBSZ

Discussions with daughter

Parents can contact individual tutors or Head of Year

Pupils discuss with tutors, teachers etc

Complete Online Options Form by 2 February by February half term

Checked by tutors and Head of Year

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Life in the Fifth Form One of the most important aspects of the Fifth Form years will of course be preparing to sit GCSE examinations. But there is a great deal more to this stage of life at Sherborne Girls than just exams. When girls make the transition from Lower to Middle Fifth, a whole range of new opportunities becomes available. Here are some things to look forward to over the next three years. Music Music holds a very special place in the tradition of cultural excellence at Sherborne Girls. The school calendar incorporates a vibrant programme of large-scale choral and orchestral concerts alongside a series of Lunchtime Concerts and Celebrity Concerts in the Gransden Hall, bringing a variety of artists to give masterclasses and recitals. Recent years have included performances and masterclasses from Dame Emma Kirkby, Samuel Coles, Ken Burton, David Owen Norris and The Carducci Quartet. Individual lessons are available from our team of specialist Visiting Music Teachers on the usual full complement of orchestral instruments, along with the Piano, Harp, Recorder, Saxophone, Organ, Percussion, Guitar and Voice. The weekly cocurricular music programme is rich and diverse, with opportunities for all levels of musicians to participate in whichever genre they prefer, from Classical and Jazz to Pop and Rock in our dedicated Music Studio.

Co-Curricular Music Orchestras • Sherborne Schools Symphony Orchestra and Sinfonia – in conjunction with the other Sherborne Schools • String Orchestra • Radio Orchestra Instrumental Groups • Recorder Consort • Guitar Ensemble • A variety of Woodwind and String Chamber Ensembles • Jazz Band • Rock Bands Choral Music • Quintabile – L5 voluntary choir • Senior Choir – M5 upwards – an auditioned choir responsible for singing services in School and at Sherborne Abbey • Madrigal Society – U5 upwards – an auditioned choir that performs regularly at many outside venues

Drama Co-curricular Drama opportunities L5-U5 There are multiple opportunities to get involved in co-curricular Drama at School. We put on at least three productions each year, which can take the form of a musical, play, or devised work. We also perform regular joint productions with Sherborne School. We sometimes take part in the National Theatre's Connections programme, giving pupils the chance to perform a brand new play on a professional stage, as well as receiving feedback from one of the National Theatre’s associate directors. There are plenty of backstage opportunities too, such as lighting, sound, costume, set, marketing and stage management. These give the girls the chance to work with the professionals we bring in as well as our resident technician, and learn a bit about their industry. In addition to productions, we run the Arts Award at Bronze, Silver and Gold level. This is a nationally accredited qualification allowing pupils to explore multiple art forms and reflect on their own work and that of others. For 14

those interested in pursuing acting, we offer Speech and Drama lessons following the wellregarded Trinity College London syllabus. We aim to show girls as much live theatre as we can and regularly run theatre trips, welcome touring theatre companies, and show screenings of the National Theatre's archive shows. We also have a wide variety of theatre companies coming to run workshops at the school, such as The Paper Birds, Frantic Assembly, Splendid, Shared Experience, Vamos, Kneehigh and Wise Children. There are weekly dance classes in a variety of styles, working towards performances in the concerts in the Gransden Hall. Girls can also opt to undertake the Dance Leadership award as a stand-alone award or as part of their wider Duke of Edinburgh Award. We have our own twitter account, @SG_Drama, where we regularly retweet opportunities for competitions and auditions.

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Silver Arts Award This is an optional course giving girls an opportunity to use their creative and artistic skills to earn a qualification that is equivalent to a GCSE. Its main aim is to encourage pupils to engage and develop their creative skills by taking on challenges in an art form of their choice. Options include a wide range of disciplines, including photography, drama and fashion. Pupils who take part in this award create a portfolio to record their creative achievements. They also undertake arts research and plan an arts challenge, developing crucial skills for life.

Entrepreneurship L5 six-week Entrepreneurship programme The Rose Review (2019) identifies the need to improve awareness of entrepreneurship among females. During this six-week programme, L5 pupils learn about the key qualities of an entrepreneur and the importance of creativity, collaboration and communication. They examine the impact a successful entrepreneur can have on society and the economy. They learn about marketing, defining target markets, and market research, as well as developing their understanding of the relationship between risktaking and failure. Using real-world business issues and case studies, this course encourages girls to start thinking commercially, and to develop essential skills including critical and computational thinking. It raises their awareness of the opportunities associated with entrepreneurship. We also offer Business Basics: a co-curricular club where pupils learn about the most successful business leaders of our time, such as Elon Musk (Space X and Tesla) and Anita Roddick (The Body Shop). We also learn from the reasons behind the demise of once successful businesses, including Toys R Us, Thomas Cook and Laura Ashley. The club considers why entrepreneurs are so important to our country. Girls consider the skills business owners possess, and learn about the importance of tenacity and determination in delivering success.

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Bank of England Film Challenge In the Michaelmas Term, M5 pupils work in small groups to create a short film based on a STEM (science, technology, engineering, and mathematics) topic to be entered into this national competition. It is designed to help pupils think creatively, work as a team and use technology in an engaging and original way. The films will then be shown to the year group at an Oscars celebration evening.

Social Enterprise Journey The M5 take part in the NatWest Social Enterprise challenge where they are encouraged to develop a business model which would not only make money, but also help their local community. Working in groups, they have to pitch their idea to outside judges, honing their communication and persuasion skills. At the end of the year there is a market stall presentation evening for parents and guests where pupils present their ideas and evaluate how effective their work has been. Last year's entrants also got through to the top 10 in the national competition, having their idea displayed at the finals. This has been excellent preparation for the Extended Project Qualification (EPQ) in the Sixth Form.

Adventure and Leadership Girls in L5 have timetabled Adventure and Leadership sessions where they pick up key skills required to look after themselves indoors and out. These sessions build towards two summer-term expeditions. The extensive programme includes a number of day and night walks, environmental projects, and other activities such as coasteering, tree climbing, orienteering, sea kayaking and sailing. Girls in L5 are also expected to spend an hour a week volunteering in a way that benefits the wider community. All of these activities link very well with the nationally recognised Duke of Edinburgh’s Award Scheme (DofE) and girls in L5 have the option to enrol in the DofE Bronze Award. Pupils in the Fifth Form have an abundance of opportunities to try out new adventurous activities including climbing, canoeing, cycling and sailing, which take place year-round through our many after-school clubs. These activities are also offered as part of the Games programme for M5 girls in the summer months.

Exchanges L5 girls may apply to take part in an exchange with students at Branksome Hall, Canada. They will spend three and a half weeks in Toronto immersed in a different culture, with a reciprocal visit by their exchange partners taking place in the Trinity term. M5 pupils are offered the opportunity to step out of their comfort zone and exchange with pupils at Launceston Grammar School in Tasmania. U5 are given the chance to exchange with pupils in St Mary’s Waverley in Johannesburg and St Peter’s in Adelaide. Pupils taking part in the exchanges will experience living with another family as well as hosting their exchange partner at School. The process gives pupils the chance to practise writing application forms, prepare for interviews, and give an account of their suitability for an opportunity – all vital skills for life. 17

Duke of Edinburgh Award Bronze As part of their L5 Adventure and Leadership education, pupils can sign up to be assessed for the Bronze Duke of Edinburgh Award, which includes a two-day expedition later in the year. Silver During the M5 and U5 all pupils have the chance to enrol into the Silver Duke of Edinburgh programme. There is no requirement for pupils to have completed the Bronze Award, but we believe it represents good preparation for this award. The award scheme has four elements: • Volunteering • Physical • Skills • Expeditions

Many of these recognise some of the activities that the girls already take part in. Each requires a certain time commitment: the girls must give at least one hour a week to their chosen activity over a period of months. Advice is given to girls about identifying activities, or taking up new ones, on enrolment. The girls have the opportunity to plan and take part in a walking expedition. This will involve all girls completing a number of walks, some night navigation and two expeditions. Through this process, girls become increasingly self-sufficient, finishing with a three-day assessed expedition. Recent locations have included Dartmoor, Exmoor, the Quantocks and the Yorkshire Dales. Girls who participate develop skills in teamwork, leadership, resilience and independence while visiting some beautiful locations around the UK. Please note that the Silver Duke of Edinburgh Award requires a commitment to certain expedition dates, which we publish at the point of enrolment. We make every effort to avoid affecting the girls’ academic timetable and to ensure expeditions are completed well ahead of exam season.

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Careers testing In U5 pupils should start thinking about the subjects they would like to study in the Sixth Form, which can be a difficult choice for some. Careers testing is conducted by an external company to help girls decide their options. After the testing is complete, the results are analysed and pupils are presented with an individual report and are interviewed. Careers programmes are delivered throughout the Fifth Form in a variety of formats.

Combined Cadet Force (CCF) Pupils in M5 and U5 can apply to join the CCF. This is an organisation run by Sherborne School, offering girls the opportunity to develop their leadership and teamwork skills within a military framework, alongside boys. As cadets they learn valuable lessons about resilience, respect and determination as well as developing an understanding of field craft, navigation, weapon handling and first aid. Older pupils lead weekly training sessions and highlights of the year include field trips and opportunities to undertake adventurous training.

Post-GCSE Programme Pupils in U5 go into the Sixth Form feeling well prepared. When the summer examinations are over, the year group comes together to develop critical thinking abilities, teamwork skills and presentation techniques. The Post-GCSE Programme not only allows pupils to spend time together before going home for summer, but also helps prepare them for the academic demands of Sixth Form life. Assessments L5 examinations – June M5 examinations – February U5 mock examinations – November

Sporting opportunities L5 Hockey, Lacrosse, Cross-Country, Netball, Tennis, Athletics, Swimming, Cricket M5 Hockey, Lacrosse, Badminton, Cross-Country, Netball, Tennis, Athletics, Swimming, Cricket U5 Hockey, Lacrosse, Badminton, Football, Squash, Cross-Country, Netball, Tennis, Athletics, Swimming, Cricket, Women’s Rugby Alongside the traditional competitive sports, the School has pupils competing in activities such as eventing, fencing, shooting, climbing, skiing, target-sprint and karate. As members of the Oxley Sports Centre, girls can make full use of the fitness suite and register for classes in boxercise, zumba, yoga, spinning, body balance, ballet, street dance, pilates and aqua-fit. 19

GCSE SUBJECTS

SHERBORNE GIRLS GCSE

ART AND DESIGN AQA Syllabus 8202/8204/8205

All Art and Design subjects share the same assessment criteria. While pupils can study more than one of these options, universities will recognise just one of their grades. We offer three GCSE’s • Art • Textile Design • 3D Design All three GCSE Art and Design subjects develop more than just practical skills. In our increasingly visual world, Art and Design aims to challenge the way we think and see. These courses encourage pupils to produce work that responds to current thinking and the needs and desires of our global community. Art and Design promotes independent learning and sound project management. In a digital age, we are concerned about the manual dexterity of the next generation. Art and Design helps develop appropriate control and presentation skills for the world of work and beyond.

Component 1 - Portfolio (60%) Art and Design GCSE includes a portfolio of work to show that a pupil has been able to sustain projects from conception to realisation. This portfolio is project-based and introduces pupils to a wide variety of techniques and processes in their chosen subject area: Art, Textile Design and/or 3D Design.

Component 2 - externally set assignment (40%) The externally set assignment demonstrates the pupil’s ability to respond to a given brief or stimulus under supervision. The paper is given out in January and developed in class, with a supervised period of 10 hours scheduled in late April. All the work is marked internally, then moderated by an external examiner. Critical and contextual referencing is an integral part of all Art and Design GCSEs. This takes the form of analysing the work of artists, designers and craftspeople, in both informal and formal assessments. Pupils visit London and go to local galleries whenever possible. We regard it as essential that pupils see artwork at first hand. In recent years a UK residential art trip has taken place, which has been a great success and the foundation of one of the units of work. The Art Department also runs workshops and activity sessions to support GCSE classes.

Choosing the right Art and Design GCSE Art This GCSE covers a wide range of skills, techniques and processes. Pupils develop their creative-thinking skills in order to convey an experience, or respond to a theme or issue of personal significance. Areas covered include: drawing, painting, printmaking, sculpture, mixed media, illustration and lens-based media. Art GCSE is a good choice for progression to A Level Fine Art and combines well with all other subjects on offer at School. .

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Textile Design This GCSE covers a wide range of techniques and processes to create designs and products for stitched, printed, knitted, woven and decorative textiles that might have a functional or nonfunctional purpose. Areas covered include: fashion design and illustration, art textiles, costume design, constructed textiles, surface pattern, textiles for interiors and digital textiles. Textile Design GCSE is a good choice for progression to A Level Design Technology Fashion and Textiles. It combines well with all other subjects. 3-Dimensional Design This GCSE covers a wide range of skills, techniques and processes to design, prototype and model or make primarily functional and aesthetic products, objects and environments. It utilises and develops pupils’ intellectual, creative and practical skills. Areas covered include: product design, architectural design, jewellery and body adornment, ceramics, 3D digital design, design for stage and screen.

an awareness of the implications of costs, commercial viability and marketing: skills that have huge value in a wide range of careers. Our excellent facilities enable us to introduce pupils to a variety of media and techniques. Specialist teachers who can work across disciplines promote a creative and personalised approach to learning, in which pupils are at the very centre. A view to the future We live in exciting times for Art and Design in the UK. The wider employment sector genuinely values creative thinking and well-rounded employees who can articulate their ideas, verbally and visually. A few people who study Art and Design become self-employed artists or designers, but most join the growing and developing Creative Industries sector. The infographic below highlights the significant scale of this sector in the UK economy.

3D Design GCSE is a good choice for progression to A Level Art and Design Three-Dimensional Design and combines well with all other subjects. Art and Design enables pupils to learn how to communicate and present ideas successfully as well as equipping them with problem-solving skills. Pupils become independent, critical thinkers as well as learning to be ambitious and open to exploring ideas. Most years we run a live project brief that gives pupils the opportunity to develop

CLASSICAL CIVILISATION OCR Syllabus J199

For this course pupils do not need to know any languages (all the texts are in translation) or have prior knowledge of the Greeks and Romans. They just need an interest in the ancient world and its cultures. From women in the ancient world to the study of religious beliefs and ancient ideas about war, Classical Civilisation involves interesting discussions about things that are still important today. This GCSE focuses on the civilisations of Greece and Rome and the study of literature, art, artefacts, archaeological sites and the ancient historical context. Classical Civilisation gives pupils a broad taste of the discipline as well as the chance to study two of the most important civilisations of the Western world. Pupils will learn: • Whether or not the Trojan War actually happened • What Romans did in the bath • Where Odysseus was for all those years • How it felt to be on the front line of an ancient battle • How to insult your ex like a Roman • What the Romans did with the sacred chickens • How rude the Greeks were about their politicians Both components of the course are externally assessed. Each component has a one-and-a-half-hour paper worth 50% of the course. The question paper consists of both short-answer and extended-response questions. Pupils are required to respond to both literary and visual/material sources, some of which are unseen and some from the prescribed material. In the third section of the paper pupils are required to compare two ancient sources (one Greek, one Roman). One of these is literary, and the other is visual/material.

Component 1 Thematic Study: Women in the Ancient World This study enables pupils to explore women in a variety of capacities and to find out what we can infer about them as both historical and legendary/mythological figures. We look at women in fifth-century Athens and Republican Rome, as well as Sparta and Pompeii. We examine the realities of life as a woman in these societies: both women who are portrayed as living a respectable, ideal life of virtue, and those who created more scandal. In addition, we study their lack of voice in the state decision-making process, and the way in which this is portrayed and perceived. For pupils in a society where issues of equality and political rights are central, this area of study is interesting and engaging as they inevitably draw comparisons with their own experiences. There is a wealth of famous women in myth and legend. From Helen to Cleopatra, pupils enjoy learning about these figures in more depth and exploring how the ancient world thought about these figures, about whom stories are still written. Component 2 Literature and Culture: Roman City Life Here we explore everyday life in Roman cities, with a particular focus on the Imperial period and popular sites and artefacts from Pompeii, Ostia and Rome. Examining typical Roman housing can be an excellent way to make learning tangible and relatable for pupils, as can the study of education and the lives of young people in the Roman world. The Roman social system was notorious for its intrigues and politics and this, coupled with the study of the spectacle provided by Roman entertainment, gives pupils a tremendous insight into the scenes often depicted in the cinema. The Literature topics examine poetry and prose, fiction and non-fiction texts, all in translation. The Satires of Horace and Juvenal, fiction of Petronius and letters of Pliny will give pupils an insight into different literary styles and techniques, as well as interesting areas of Roman life and society.

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COMPUTER SCIENCE AQA Syllabus 8525

Professor Dijkstra, a famous computer scientist, once commented: ‘Computing is no more about computers than astronomy is about telescopes.’ Computing Science is one of the fastest growing, sustainable sectors of the economy. We enable pupils to capitalise on this growth and develop an enduring love of computing, programming and network concepts. Pupils studying Computer Science at Sherborne Girls learn coding alongside a detailed knowledge of all aspects of computers – from social, ethical and legal issues to hardware and software. We want our pupils to become competent practitioners, able to apply their computing skills in practical ways across the curriculum. Key skills and understanding developed on the course include: • The capacity to think creatively, innovatively, analytically, logically and critically • An understanding of the organisation of computer systems • The ability to apply skills, knowledge and understanding of computer science, including programming and coding, in a range of contexts to solve problems • An understanding of the consequences of using computers, an awareness of emerging technologies and an appreciation of their potential impact on society Often, the way in which a computer programmer thinks is particularly compatible with having a mathematical mind, although at university and in later life, the skills acquired can be put to a wide variety of uses and a multitude of tasks in the workplace. The Computer Science GCSE places

great emphasis on cybersecurity and coding, in line with government initiatives to boost our country’s ability to counteract cyber attacks and meet the demand of our institutions for competency in coding.

Assessment: Assessment is by one 120-minutes exam and one 105-minutes exam, which each count for 50% of the final mark. Both exams contain a mix of multiple-choice and short- and long-response questions: Exam Paper 1: computational thinking, problem solving, code tracing and applied computing as well as theoretical knowledge of computer science from subject content 1–4 below. Exam Paper 2: theoretical knowledge from subject content 3–7 below.

Subject content: 1 Fundamentals of algorithms 2 Programming 3 Fundamentals of data representation 4 Computer systems 5 Fundamentals of computer networks 6 Fundamentals of cyber security 7 Ethical, legal and environmental impacts of digital technology on wider society, including issues of privacy 8 Aspects of software development

DANCE AQA Syllabus 8236

Dance is a powerful and expressive subject which encourages students to develop their creative, physical, emotional and intellectual capacity, whatever their previous experience in the subject. Although there is a focus on contemporary dance technique, students will study a range of dance styles and style fusions throughout the two-year course. They will develop their performance skills through teacher-led warm-ups, technical phrases and through taking part in workshops. Regular performance opportunities will enable students to build confidence in presenting their work to an audience. Apart from the solo performance, they can choose any style in which to perform and choreograph, providing it meets the assessment criteria, giving students the opportunity to demonstrate their individual strengths. In addition to the practical elements of the course, students develop their knowledge in areas such as safe dance practice, types of performance skills, and methods of choreography in preparation for a written exam that they will take in U5. Through studying the anthology of six professional works, students develop their ability to critically appraise professional dance and this also provides inspiration for their practical work.

Assessment Component 1 – Performing (40 marks: 30% of GCSE) A set solo performance of approximately 1 minute. This is set by the exam board. A duet/trio performance of 3-5 minutes. This is choreographed by the teacher/outside professional practitioner in collaboration with the students. Component 2 – Choreography (40 marks: 30% of GCSE) A solo or group choreography. The group can include 2-5 dancers. This must be choreographed by the student, so each student will have their own piece of choreography to be assessed. Component 3 – Dance Appreciation (80 marks: 40% of GCSE) A written exam of 1.5 hours taken in U5.

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DRAMA Eduqas Syllabus C690QS

GCSE Drama is an exciting, inspiring and practical course. The specification promotes involvement in and enjoyment of drama, as performers and/or designers. Pupils will also attend live theatre performances allowing them to become informed and thoughtful audience members. By taking part in all these activities, pupils will develop a range of essential life skills which will help them succeed in any career they choose. Much of the work is collaborative and pupils will be required to work sensitively and creatively with others. However, all marks are given on an individual basis.

Component 3 - Interpreting Theatre (40% of GCSE) Written exam - 1 hour 30 minutes 60 marks This is the written examination for the course that will be sat in the U5. There are two sections which test pupils’ understanding of the set text and their ability to evaluate a piece of theatre they have seen. Why Study Drama and/or Dance? • Confidence and Presentation Skills – these will be required at every interview, even if not for the job.

Assessment Component 1 - Devising Theatre (40% of GCSE) Devising – 30 marks Realising – 15 marks Evaluating – 15 marks

• Creativity and Improvisation – every job will require problem solving skills and coming up with new ways of making things work. Lots of jobs will actively need creativity and making things from scratch which are suitable and interesting for the target audience or market.

This is mainly a practical piece of coursework where pupils will work in groups of between 2-5 and create their own piece of drama based on a stimulus given by the exam board. Pupils have to show an influence of either a theatre practitioner or a theatrical genre and complete a devising log which shows evidence of their contribution to the group piece, which is about 900 words long. There is also a written evaluation which is completed after the performance.

• Critical thinking & Analysis – other subjects offer this, but it is also an important aspect in these two subjects.

Component 2 - Performing from a Text (20% of GCSE) Performance of Extract 1 – 25 marks Performance of Extract 2 – 25 marks This is an entirely practical exam. Pupils will perform two sections of the same script, but one of these might be a monologue or duologue and the other a group piece. They can play different characters in each one. It will be assessed by a visiting examiner in the Lent term of the U5. Pupils will have only one have attempt at this performance.

• Collaboration – teamwork is an essential life skill, and pupils frequently collaborate in these subjects. • Communication – both with each other and the intended audience. • Project Management & Self-discipline – pupils will need to manage their time, get motivated to start on their project and make sure it is finished to a high standard. They will also need to learn how to delegate jobs, rely on other people and ensure they meet deadlines set by their peers. • Criticism – the ability to give it constructively and accept and learn from it, something every manager needs to be able to do. • Dedication – these two subjects require a huge amount of hard work and dedication to make a performance look good.

ENGLISH Cambridge IGCSE First Language English and Literature Syllabuses. 0990 English (First Language) and 0992 Literature (English).

This is a two-year course. During M5, all pupils study a common core for both English and Literature. For English, the emphasis is on language skills, and girls learn to understand and respond to what they hear, read and experience. The course enables pupils to use relevant vocabulary, correct grammar, spelling and punctuation, and to demonstrate a sense of style and an awareness of audience. Assessment is via two equally weighted examination papers, each of two hours’ duration: Paper 1, Reading Passages and Paper 2, Directed Writing and Composition. For Literature (English), pupils learn to enjoy the experience of reading literature by interpreting and evaluating English literary texts from different periods and from different cultures. In addition to an internally assessed unit on a Shakespeare play, the girls study prose, drama and poetry through a range of texts written originally in English. They develop their ability to appreciate the different ways in which writers achieve their effects, and communicate their personal response to the texts studied, as well as considering the contribution English literature has made to our wider understanding. Assessment is via three examination components: • Poetry and Prose, 1 hour 30 minutes, with a 50% weighting • Drama, 45 minutes, with a 25% weighting • Unseen, 1 hour 15 minutes, 25% weighting

There is no requirement for coursework in either subject, or for mandatory formal assessment of Speaking and Listening skills, though these will continue to be developed and monitored throughout the two-year course.

English as an additional language Some pupils whose first language is not English are encouraged to study in M5 for additional English qualifications such as the Cambridge Certificate in Advanced English or the Cambridge First Certificate in English. They will then take IGCSE English and Literature in U5. These examinations test reading, writing, listening and usage skills.

SHE RBORN E GI RL S GCSE

FOOD PREPARATION AND NUTRITION OCR Syllabus J309

The Food Preparation and Nutrition GCSE course is designed to help pupils develop a high level of knowledge, understanding and skill to cook and apply the principles of food science, nutrition and healthy eating. Pupils learn about improving lives through better knowledge of food, where it comes from and how it affects our bodies. They explore a range of ingredients and processes from different culinary traditions (traditional British and international) to inspire new ideas or modify existing recipes. The subject is divided into five sections and food preparation skills (or cookery) are integrated into each one:

Assessment: • Theoretical knowledge is assessed through a written examination lasting 1 hour 30 minutes. This forms 50% of the final GCSE grade • The other 50% of the GCSE is made up of nonexamination assessment (NEA), for which girls undertake two tasks: Task 1 Food Investigation • Pupils demonstrate their understanding of the working characteristics and functional and chemical properties of ingredients through practical investigations

1 Food, nutrition and health

Task 2

2 Food science

Food Preparation

3 Food safety

• Pupils demonstrate their knowledge, skills and understanding in relation to the planning, preparation, cooking and presentation of food, together with making connections between theory and practice so that learners are able to apply their understanding of food and nutrition and food science to practical cooking

4 Food choice 5 Food provenance

• Pupils prepare, cook and present a final menu of three dishes .

GEOGRAPHY AQA Syllabus 8035

Geography fosters an interest in the world and concern for the environment, helping pupils develop valuable skills. We offer a wide-ranging course combining physical and human topics, and linking well to many other subjects. It is a useful subject for many career choices. Pupils study three options from each group below: Physical Geography: • The challenges of natural hazards (volcanoes, earthquakes and extreme weather) • Physical landscapes of the UK (two from either coasts, rivers or glacial environments) • The living world (tropical rainforests and either hot deserts or polar environments) Human Geography: • Urban issues and challenges (a study of cities in both wealthier and poorer parts of the world to compare and contrast opportunities and challenges they face) • The changing economic world (to explore the changing world of work and the impacts of modern technology and globalisation) • The challenge of resource management (one from food, water or energy) These topics are illustrated by detailed studies of places at different levels of development in various parts of the world.

Pupils will learn: • How to write clearly and accurately about the world and its people • How to research facts and figures, including using ICT • How to use maps, photographs, graphs and diagrams • How to collect and interpret data gained through fieldwork Assessment: Pupils sit three examinations: 1 Physical Geography (35%) 2 Human Geography (35%) 3 Geographical Applications (30%) All three examinations involve a variety of question types. These include short responses, long prose answers, and multiple choice. .

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HISTORY Cambridge IGCSE Syllabus 0977

History offers windows into the past to help us make sense of our world today. IGCSE History enables pupils to investigate questions such as: • Why were there so many revolutions in Europe that ultimately failed in the 19th century? • Why did an advanced society like the USA descend into Civil War? • Why was colonialisation key to western economies in the 19th and early 20th century? Girls study a variety of characters from throughout history, including: • Giuseppe Garibaldi • Abraham Lincoln • Kaiser Wilhelm II

Assessment: • Three examination papers • No coursework or controlled assessment Component 1: • 2-hour paper worth 40% • Pupils are tested on all the course content through structured essays Component 2: • 2-hour paper worth 33% • Pupils are tested on their ability to work with source-based material Component 3: • 1-hour paper worth 27% • Pupils answer one question on the Depth Study

• Al Capone History at IGCSE involves the study of 19th century Europe and its overseas empires, the civil war in the United States of America, and builds up existing knowledge on causes of the First World War. In U5, students engage in the Depth Study: USA, 1919-41. At IGCSE pupils develop skills required to research topics properly and produce clear and balanced arguments. Pupils practise writing and speaking about the past, and read and understand original written and visual source material, including photographs and cartoons. In 2022, we are offering a trip to Berlin, where students will be able to visit sites of historical importance and understand how central this city was to the history of Europe in the 19th and 20th centuries.

LATIN AND CLASSICAL GREEK OCR Syllabus J282

Latin A GCSE in Latin encourages pupils to develop insights into the relevance of Latin and of ancient literature and civilisation to our understanding of the modern world, with all its diverse cultures. Pupils can use their knowledge of Latin to deepen their understanding of English and other disciplines. Latin is a GCSE that tends to develop research and analytical skills; empowering pupils to become independent learners and enquirers, and equipping them for further study. Component 1 – Language Pupils study texts and stories in Latin to build knowledge and understanding of vocabulary and language. The Language component requires pupils to translate a passage of Latin, answer comprehension questions and either answer questions on grammar within the context of a narrative passage or translate short English sentences into Latin. This component is worth 100 marks, 50% of the total GCSE, and is assessed externally in a written examination of 1 hour 30 minutes.

Component 2 – Prose literature Pupils read prescribed passages about witches and villains. The authors are Apuleius and Cicero. Questions are set on the context, background and literary and linguistic content. This component is worth 50 marks, 25% of the total GCSE, and is assessed externally in a written examination of 1 hour. Component 3 – Verse literature Pupils read prescribed passages from Virgil and questions are set on the context, background and literary and linguistic content. This component is worth 50 marks, 25% of the total GCSE, and is assessed externally in a written examination of 1 hour.

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OCR Syllabus J292

Classical Greek Greek is offered as an enrichment option to pupils studying Latin GCSE with the possibility of completing both GCSE Latin and GCSE Greek. It is not possible to select GCSE Greek as a standalone option. Enriching the GCSE Latin course with instruction in Classical Greek provides the opportunity to develop linguistic skills that help in the study and application of English and other languages, as well as the study of ancient literature. Pupils gain an insight into the life and culture of the ancient world and develop their knowledge of texts and stories in Classical Greek. No previous knowledge or experience is required, though enthusiasm for the subject is needed as this is taught in conjunction with GCSE Latin.

Component 1 – Language Pupils study texts and stories in Classical Greek to build knowledge and understanding of Greek vocabulary and language. Pupils translate a passage of Greek, answer comprehension questions and either answer questions on grammar within the context of a narrative passage, or translate short English sentences into Greek. This component is worth 100 marks, 50% of the total GCSE, and is assessed externally in a written examination of 1 hour 30 minutes. Component 2 – Prose literature Pupils read prescribed passages from Herodotus and answer questions on the context, background and literary and linguistic content. This component is worth 50 marks, 25% of the total GCSE, and is assessed externally in a written examination of 1 hour. Component 3 – Verse literature Pupils read prescribed passages from Euripides and answer questions on the context, background and literary and linguistic content. This component is worth 50 marks, 25% of the total GCSE, and is assessed externally in a written examination of 1 hour.

MATHEMATICS Pearson Edexcel IGCSE in Mathematics (Specification A) (9 to 1): 4MA1. This subject is taught in sets.

Mathematics is everywhere! Without realising it we use mathematics every day, and it plays a part in nearly all of our daily activities. Every time we pick up the phone, use the internet, manage money, go to the doctor or travel anywhere, mathematics is involved. Mathematics is a compulsory subject because it is an essential tool to get through life. Key subject aims • To develop a knowledge and understanding of mathematical concepts and techniques • To give pupils a foundation in mathematical skills for further study in the subject or related areas • To enable pupils to enjoy using and applying mathematical techniques and concepts, and become confident in using mathematics to solve problems, investigate and take initiative • To give pupils an appreciation of the importance of mathematics in society, employment and study In Mathematics we promote the joy of learning by encouraging girls to adopt a positive and productive approach to study. We deliver the syllabus in a variety of ways, developing independence, responsibility, initiative and a spirit of involvement. A key focus is developing problem solving and mathematical reasoning. QA Further Mathematics Level 2 Certificate This is an additional IGCSE taught as an enrichment course for the top set only in U5. Pupils do not, however, take their IGCSE Mathematics early.

Assessment Assessment is by two papers of two hours’ duration each. There is no coursework. Assessment Objectives The syllabus is varied and comprehensive, falling into these main categories: Number and Algebra (A01): • The purpose of basic number work is obvious, and solving linear equations is often done in our heads without realising it. The use of algebra is essential for problem solving in all areas of life. Mental arithmetic gives pupils a feel for numbers, the relationships between them, and the patterns they make. Numerous occupations require the facility to perform mental calculations quickly and efficiently, which is why this section forms 60% of the assessment. Shape, Space and Measures (A02): • Geometry: the study of shapes and the way they relate to each other and the space around them. This is the knowledge and skills used by designers, architects, engineers and physicists, to name but a few. It makes up 25% of the assessment in the GCSE. Handling Data (A03): • The study of statistics and probability is essential for people embarking on a career in medicine and medical research, the financial world, politics, social and natural sciences, manufacturing or law. The list is endless. This section forms the remaining 15% of the assessment for this GCSE.

SHE RBORN E GI RL S GCSE

MODERN LANGUAGES AQA Syllabus (French: 8658, German: 8668, Spanish: 8698) Pearson Edexcel IGCSE Syllabus (Mandarin: 4CN1)

We offer three modern foreign languages in M5/U5 leading to AQA GCSE French, German and Spanish. Students with prior experience may also take Mandarin Chinese (Edexcel) at GCSE. Beginners Italian is offered in the Sixth Form. The AQA GCSE Modern Languages courses enable pupils to communicate with other people, find out more about how language works, and learn about other countries and cultures. By studying foreign languages girls learn many useful skills, such as the ability to communicate clearly, confidence about speaking in public, and problem solving. A Modern Languages GCSE makes it easier for girls to pursue a career overseas, or work for organisations in the UK with international links. It also prepares them to study languages at a more advanced level. We use a wide variety of resources in the study of each language, including digital media. We also employ fluent language assistants, who work with teachers to develop pupils’ spoken language. The courses build on the knowledge gained in L5. Having studied at least one of these languages, pupils already know much of the vocabulary and grammar they need for GCSE. They build on familiar topics, and move on to new ones.

Pupils study all of the following themes on which the assessments are based: Theme 1: Identity and culture Theme 2: Local, national, international and global areas of interest Theme 3: Current and future study and employment Pupils are assessed in the four skills of Listening, Speaking, Reading, and Writing. Key assessment objectives at GCSE level are: • Understanding and responding to different types of spoken language • Communicating and interacting effectively in speech for a variety of purposes • Understanding and responding to different types of written language • Communicating effectively in writing for a variety of purposes

SHE RBORN E GI RL S GCSE

MUSIC Pearson Edexcel Syllabus 1MU0

Performing (30%) At least two pieces are required, contrasting solo playing with ensemble work. Minimum total time is four minutes, with the recordings made in U5. Composing (30%) Two pieces are required: one is a ‘free’ composition, and the other is written in response to a set brief, which is issued at the start of U5. Minimum total time is three minutes, and both scores and recordings are required. Appraising (40%) There are four areas of study, each containing two set works: • Instrumental music (pieces by Bach and Beethoven) • Vocal music (pieces by Purcell and Queen) • Music for stage and screen (music by Schwartz and John Williams) • Fusions (tracks by Afro Celt Sound System and Esperanza Spalding)

Pupils will prepare pieces (or songs) in their individual music lessons for the performance coursework (Unit 1). Given the high standard of practical music-making at Sherborne Girls, GCSE girls will usually be Grade 5 standard (or above) by the end of their U5 year. Pupils are able to take advantage of many opportunities to play in school concerts and regularly achieve very high marks in this unit. Composition lessons (Unit 2) enable pupils to write compositions in a variety of styles. They select the best two for coursework submission. They will also learn to use Sibelius notation software. Once familiar with composing, many girls find this an enjoyable part of the course. In Unit 3, pupils can look forward to experiencing a wide diversity of music, some of which they may not have encountered before. The unit develops girls’ ability to analyse and evaluate music: skills that are important to all musicians.

Some background listening to unfamiliar music is also expected, as well as dictation and an essay.

SHE RBORN E GI RL S GCSE

RELIGIOUS STUDIES AQA GCSE Religious Studies A 8062

This course promotes critical thinking and the ability to write analytically. Pupils develop ideas through reflective study and the GCSE is a strong foundation for A Level Religious Studies. GCSE Religious Studies A There are two components to the course:

For the second component pupils study four religious, philosophical and ethical studies themes, developing a broader knowledge that stands them in good stead for a variety of careers. The religious, philosophical and ethical studies themes are chosen from:

• The study of religions: beliefs, teachings and practices

• Theme A: Relationships and families

• Thematic studies: from religious, philosophical, ethical and textual themes

• Theme C: The existence of God and revelation

For the first component pupils study the beliefs, teachings and practices of Christianity and Islam. This component is assessed by a written examination of 1 hour 45 minutes.

• Theme E: Religion, crime and punishment

• Theme B: Religion and life • Theme D: Religion, peace and conflict • Theme F: Religion, human rights and social justice

SCIENCE AQA GCSE Combined Science: Trilogy - two GCSEs or AQA GCSE Separate Sciences: Biology, Chemistry and Physics - three GCSEs This subject is taught in sets. The top two or three sets usually take the Separate Science course, with the others taking the Combined Science course. Our Science curriculum focuses on practical work. It generates enthusiasm for science among pupils, making it interesting, relevant and accessible. In these ways, it encourages more post-16 take-up of the discipline. We give pupils the chance to: • Acquire a body of scientific factual knowledge • Develop experimental and investigative skills • Understand the nature of scientific thought, how scientists work, the strengths and weaknesses of the scientific method and the interpretation of scientific evidence • Understand how scientific controversies arise, recognising that science cannot provide answers to all questions • Develop awareness and understanding of the relevance of science to environmental and technological issues, and appreciate its economic, ethical and social implications Practical skills assessment There is no coursework, but practical skills will be assessed within the written examination papers. There are also compulsory practicals, which must be carried out in class during the course. There are 21 compulsory practicals for Combined Science: Trilogy and 10 for each Separate Science subject (30 in total).

Examinations All examinations for Combined Science: Trilogy and the Separate Sciences will be taken in the Trinity term of U5. Combined Science: Trilogy – two GCSEs Pupils study for two GCSEs in Science, which will cover aspects of Biology, Chemistry and Physics. Specialist teachers deliver classes in the subdisciplines, and each Science subject is examined separately in two papers of 1 hour 15 minutes (six papers in total). The content for Combined Science Trilogy includes: Biology • Cells and cell division • Tissues, organs and organ systems • Bio energetics (photosynthesis and respiration) • Human Biology, including the circulatory system, the nervous system, digestion, homeostasis and immunity • Inheritance, variation and evolution • Ecology, including food chains and webs, adaptations and distribution of organisms

SHE RBORN E GI RL S GCSE

Chemistry • Chemical analysis

In addition to the Combined Science: Trilogy material, girls studying Separate Science cover:

• Atomic structure and the Periodic Table

Biology

• Structure and bonding

• Microbiology

• Chemical reactions and energy changes

• Monoclonal antibodies and plant disease

• Crude oil, fuels and organic chemistry • Quantitative chemistry

• Further Human Biology, including the brain, eye and body temperature control

• Rates and equilibrium

• Plant hormones

• Analysis and Earth's resources

• DNA structure and genetic theory • Energy in ecosystems and food production

Physics • Forces • Energy • Waves • Electricity • Magnetism and electromagnetism • Particle model of matter • Atomic structure Separate Science – three GCSEs (Biology, Chemistry and Physics) Pupils taking Separate Sciences have the same contact time as those taking Combined Science: Trilogy, but cover the ground at a brisker pace. Each Science subject is examined separately in two papers of 1 hour 45 minutes.

Chemistry • The Periodic Table and transition metals • Chemistry of alcohols, acids and esters • Chemical cells and fuel cells • Synthetic and naturally occurring polymers • Chemical and spectroscopic techniques • The Haber Process and using resources Physics • Space physics • Moments, levers and gears • Pressure • Sound • Lenses • Black body radiation • Static electricity • Transformers

SHE RBORN E GI RL S GCSE

Public examination subjects and boards Level

Subject

Subject Number

Board

GCSE

Art and Design – Fine art

8202

AQA

GCSE

Art and Design – Textile design

8204

AQA

GCSE

Art and Design – 3D design

8205

AQA

GCSE

Biology

8461

AQA

GCSE

Chemistry

8462

AQA

IGCSE

Chinese

4CN1

PEARSON EDEXCEL

GCSE

Classical Civilisation

J199

OCR

GCSE

Classical Greek

J292

OCR

GCSE

Computer Science

8525

AQA

GCSE

Dance

8236

AQA

GCSE

Drama

690QS

EDUQAS

IGCSE

English Language

0990

CAMBRIDGE

IGCSE

English Literature

0992

CAMBRIDGE

Cert

B2 First for Schools English

GCSE

Food Preparation and Nutrition

J309

OCR

GCSE

French

8658

AQA

GCSE

Further Mathematics

8365

AQA

GCSE

Geography

8035

AQA

GCSE

German

8668

AQA

IGCSE

History

0977

CAMBRIDGE

GCSE

Latin

J282

OCR

IGCSE

Mathematics

4MA1

PEARSON EDEXCEL

GCSE

Music

1MU0

PEARSON EDEXCEL

GCSE

Physics

8463

AQA

GCSE

Religious Studies (Full Course)

8062

AQA

GCSE

Religious Studies (Short Course)

8061

AQA

GCSE

Combined Science: Trilogy

8464

AQA

GCSE

Spanish

8698

AQA

CAMBRIDGE ENGLISH

Note: Although descriptions vary, these are all GCSE (level 2) courses. 43

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Sherborne Girls Bradford Road Sherborne Dorset DT9 3QN 01935 818224 admissions@sherborne.com Sherborne.com