Fifth Form Information Booklet

F I F T H F O R M

Contents

Seeing is believing 2

Our mission, values and curriculum 3 School values 4

Lower Fifth curriculum 5 Middle Fifth curriculum 7 The subjects at a glance 8 How to choose 8 Informed decisions 9

Life in the Fifth Form 10 Digital Learning 11 Environmental Education 13 GCSE subjects 20 Art and Design 22 Classical Civilisation 24 Computer Science 25 Drama 27 English 28 Food Preparation and Nutrition 29 Geography 30 History 31 Latin 32 Mathematics 34 Modern Languages 35 Music 37 Religious Studies 39 Science 40

Public examination subjects and boards 43

Seeing is believing... Visits

For 13+ entrance we recommend visiting for a tour morning or afternoon during Year 5 You can find the dates for our next tour mornings at www sherborne com

Admissions

For entry into the School at age 13, all registered applicants must complete online pre-tests in the November of Year 6, following which we will reserve a place at Sherborne Girls for girls who meet our entry requirements. We invite the girls back to Sherborne Girls in January of Year 7, when they will take part in a carousel of activities designed to give them a positive experience of school life. The activities are also designed to assess their ability to work as a team, problem-solve and think creatively Late applications are accepted and a small number of places may also be offered at 14+ subject to availability

13+ Scholarship Assessments

Scholarships are assessed in the January before entry, and applications must be received by the end of November Further information is available on the school website Internal candidates need not apply, they will all be considered automatically. • Academic • Art and Design • Drama • Music

Our mission, values and curriculum

“

Throughout the School we of fer a curriculum that is broad, appropriate, coherent, challenging and for ward-thinking, helping girls to thrive academically and creatively.”

Our mission

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

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

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

Louise Orton Senior Deputy Head

Our Fifth Form spans Years 9-11:

Lower Fifth (L5): Year 9, 13+ entry Middle Fifth (M5): Year 10 Upper Fifth (U5): Year 11

In 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 curriculum for the GCSE years, M5 and 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 individual approach to teaching and learning ensures that every girl experiences appropriate stretch and challenge, and forms 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 educational offer

Lower Fif th (L5) Curriculum

Sherborne Girls of fers 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 The school values: adaptability, courage, compassion, spirituality and curiosity form the foundation of our Learner Profile consisting of more than 20 learning attributes This is central to the SG Diploma that all pupils in L5 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

Our full boarding education provides a unique opportunity to extend the school day and 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 • Food and Nutrition • Careers Education • Drama • English • Entrepreneurship • French* • Games • Geography • German* • History • Latin and Literacy • Personal, Social, Health and Economic Education (PSHEE) • Physics • Physical Education • Mathematics • Mandarin* • Music • Nature and Rewilding • Religious Studies • Spanish* • Textile Design

Middle Fif th (M5) curriculum: GCSE cour ses

All pupils study English (Language and Literature) and Mathematics The most able mathematicians will also be entered for Further Mathematics Pupils follow all three science subjects (Biology, Chemistry, and Physics) and will be awarded two or three GCSE grades, combining performance over all three subjects Please refer to the Science section of this course guide for more information.

In addition to these core subjects, pupils may choose up to four subjects from this list that includes languages, humanities (prompting critical thinking and reflective study) and creative subjects (developing decision-making, risk-taking, emotional intelligence and attention to detail)

Understanding IGCSEs and 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 and equivalent to the newly reformed GCSEs and are graded 9 to 1

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 follow IGCSE courses:

• Drama

• English

• History

• Mathematics

The

subjects

at a glance

Option subjects (choose up to four)

Art and Design: Art

Art and Design: Textile Design

Art and Design: 3D Design

Classical Civilisation

Computer Science

Drama

Food Preparation and Nutrition

French Geography

German History

Latin Mandarin (improvers only and non-native speakers)

Music Religious Studies

Spanish Core subjects English Language English Literature Mathematics

Science (Biology, Chemistry and Physics)

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

An outline of the course content of all of our subjects can be found in this information booklet

Assessments

L5 examinations – June

M5 examinations – February

U5 mock examinations – November

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

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 will 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 parents complete an online form for subject choices by the February half term of L5 (Year 9)

Life in the Fif th Form

One of the most impor t ant aspects of the Fif th Form years will of course be preparing to sit GCSE ex aminations. But there is a great deal more to this st age of life at Sherborne Girls than just ex ams. When girls make the transition from Lower to Middle Fif th, a whole range of new oppor tunities becomes available. Here are some things to look for ward to over the 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 other Sherborne Schools

• String Orchestra

Instrumental Groups

• Recorder Consort

• Guitar Ensemble

• A variety of Woodwind and String Chamber Ensembles

• Jazz Band

• Rock Bands

Choral Music

• Musical Theatre Choir – L5 upwards –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

Digit al learning

We require all pupils to have penenabled devices and recommend a Microsof t Sur face, keyboard case and Microsof t Pen.

Our digital vision

We embrace technology in the classroom for teaching and learning when it enriches the educational experience, supports our school vision to create a community of empowered learners, and enables girls to use technology efficiently, effectively and responsibly in every facet of their lives

Our digital mission

We use tablet technology to enhance the educational experience, providing greater potential for collaboration and opportunities for pupils and teachers to be taken on new learning journeys in the development of the SG Learner Profile attributes

Our digital objectives

Building on the gradual implementation of the use of mobile tablets in lessons over the last three years, we are now adopting pen-enabled devices. These facilitate improved teacher feedback, quality use of prep time, and more creative individual organisation Their use also adds interest and pace to classroom teaching We leverage Microsoft Office 365 technology to provide powerful learning experiences and quick access to resources from anywhere in the world, as well as developing the digital skills of our whole school community

Digital media

We make a clear distinction between technology for learning and social media Mobile phones are left in House during the school day When in House, the following rules apply to digital devices:

• Phones and other digital devices are not to be used during the school day: they are put away in the device cupboard during break times, lunchtimes and overnight

• Phones and devices are not allowed upstairs except for use during Prep sessions

• W ith permission, girls will be able to use their phones to call home at appropriate times

Environmental Education

At the core of our values at Sherborne Girls is a fundamental commitment to social and environmental responsibility Our mission is ‘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’

A leader in Environmental Education, we recognise the importance of fostering knowledge and understanding of the natural world and an appreciation of nature and ecosystems Building a relationship with nature is central to equipping our pupils as women of the future, aware of their impact on the natural environment and the mental health benefits which come with connecting with it.

All pupils in Lower Fifth (Year 9) study a course in nature and rewilding, in conjunction with Operation Future Hope, Sherborne School and The Gryphon They learn about ecosystems, wildlife and about the state of nature globally, nationally and locally They actively engage with restoring ecosystems and wildlife recovery as well as reducing their own carbon footprint and that of the Sherborne community

The course includes theory and practical sessions covering the following topics:

• The science of our planet

• The state of nature

• Making changes in nature

• Britain's lost species

• What is rewilding?

• Species reintroduction

• Habitats

• Shaping a culture of regeneration

Our Ecologist in Residence supports pupils at Sherborne Girls, Sherborne School and The Gryphon She supports and guides joint schools Eco Council, promoting and encouraging active engagement in environmental and sustainability change-making within the Sherborne community Along with all other staff, she encourages pupils to share ideas and initiatives and take personal responsibly for their own actions and understand the importance of individual and group accountability

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

For those interested in pursuing acting, we offer Speech and Drama lessons following the well regarded 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.

We have our own twitter account, @SG Drama, where we regularly retweet opportunities for competitions and auditions and an Instagram @sherborne girls drama where we celebrate the huge range of creative work going on in school

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

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

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

Adventure and Leadership

Girls in L5 have timetabled Adventure and Leadership sessions where they start their journey of learning to become bold and adventurous 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, archery, canoeing and sailing, which take place year-round through our many after-school clubs There are also opportunities to take part in adventurous trips abroad

Duke of Edinburgh’s Award Bronze

As part of their L5 Adventure and Leadership education, pupils can sign up to be assessed for the Bronze Duke of Edinburgh’s Award, which includes a two-day expedition which takes place in the Trinity term.

Silver

During the M5 and U5 all pupils have the chance to enrol into the Silver Duke of Edinburgh’s 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’s 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

Combined Cadet Force (CCF)

Pupils in M5 and U5 can apply to join Sherborne CCF This is an organisation which offers girls the opportunity to develop their leadership and teamwork skills within a military framework, alongside boys from Sherborne School 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 including parachuting and overseas trips to countries such as Norway

Sporting opportunities

L5

Hockey, Lacrosse, Cross-Country, Netball, Tennis, Athletics, Swimming and Cricket

M5

Hockey, Lacrosse, Badminton, Cross-Country, Netball, Tennis, Athletics, Swimming and Cricket

U5

Hockey, Lacrosse, Badminton, Football, Squash, Cross-Country, Netball, Tennis, Athletics, Swimming, Cricket, Women’s Rugby, Golf and Sailing

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

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

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

GCSE SUBJECT S

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

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

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

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

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 fifthcentury 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

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:

Fundamentals of algorithms

Programming

Fundamentals of data representation

Computer systems

Fundamentals of computer networks

Fundamentals of cyber security

Ethical, legal and environmental impacts of digital technology on wider society, including issues of privacy

Aspects of software development

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.

Assessment

Component 1 - Devising Theatre (40% of GCSE)

Devising – 30 marks

Realising – 15 marks

Evaluating – 15 marks

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.

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

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?

• Confidence and Presentation Skills – these will be required at every interview, even if not for the job

• 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.

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

• 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 – this subject requires 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

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: 1 Food, nutrition and health 2 Food science 3 Food safety 4 Food choice 5 Food provenance

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

Task 2

Food Preparation

• 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

• 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

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

HIS TORY

History offers windows into the past to help us make sense of our world today

IGCSE History enables pupils to investigate questions such as:

• Was it inevitable that there would be a second world war?

• Why did an economically advanced society like the USA experience social inequality in the early part of the 20th century?

• Who would win the ideological battleground of the late 20th century?

Pupils study a variety of characters from this period, including:

• John F Kennedy

• Joseph Stalin

• Josephine Baker

• Al Capone

History at IGCSE involves the study of the 20th century and International Relations since 1919 Students learn about the attempts to secure world peace in 1919 and the decline into war in 1939. We consider who was to blame for the Cold War, how the USA tried to control the spread of communism and how the USSR secured their control over Europe in the second half of the 20th century. In U5, students complete a Depth Study: USA, 1919-41 which is a mixture of political, economic, and social history At IGCSE

pupils develop the skills required to research topics properly and produce clear and balanced arguments Pupils will practise writing and speaking about the past, read and understand original written and visual source material, including photographs and cartoons. In October we offer a trip to either Berlin or New York and Washington where students are able to visit sites of historical importance and understand how central these cities were in the history of the 19th and 20th century

Assessment:

• Three examination papers

• No coursework or controlled assessment

Component one:

• 2-hour paper worth 40%

• Pupils are assessed on most of the course through structured questions

Component two:

• 1-hour 45-minute paper worth 30

• Pupils are assessed on their ability to work with source-based material

Component three:

• 1-hour paper worth 30%

• Pupils answer an essay question on the Depth Study

Cambridge IGCSE Syllabus 0977

LATIN

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

MATHEMATICS

Pearson Edexcel IGCSE in Mathematics

(Specification A) (9 to 1): 4MA1. This subject is taught in sets

Mathematics is everywhere! W ithout 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, 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

AQA

Level 2 Certificate in Further Mathematics

This is an additional course taught for enrichment in 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

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 IGCSE

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 IGCSE

MODERN LANGUAGES

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

The world really is your oyster when you speak another language We offer three modern foreign languages leading to AQA GCSE French, German and Spanish Students with prior experience may also take Mandarin Chinese (Edexcel) at IGCSE

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 their cultures. This is invaluable in an inter-connected modern world

By studying foreign languages girls learn essential 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 have a very solid basis of vocabulary and grammatical structures During the GCSE course, girls broaden and develop their language skills, mastering complex new structures and exploring a broader range of topics

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 – listening (25%)

• Communicating and interacting effectively in speech for a variety of purposes – speaking (25%)

• Understanding and responding to different types of written language – reading (25%)

• Communicating effectively in writing for a variety of purposes – writing (25%)

All exams take place at the end of the U5, and the speaking exam is conducted by the class teacher but assessed externally

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 W illiams)

• Fusions (tracks by Afro Celt Sound System and Esperanza Spalding)

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

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 and Logic Pro Sequencing 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

RELIGIOUS S TUDIES

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:

• The study of religions: beliefs, teachings and practices

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

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

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:

• Theme A: Relationships and families

• Theme B: Religion and life

• Theme C: The existence of God and revelation

• Theme D: Religion, peace and conflict

• Theme E: Religion, crime and punishment

• Theme F: Religion, human rights and social justice

This component is assessed by a written examination of 1 hour 45 minutes

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

Chemistry

• Chemical analysis

• Atomic structure and the Periodic Table

• Structure and bonding

• Chemical reactions and energy changes

• Crude oil, fuels and organic chemistry

• Quantitative chemistry

• Rates and equilibrium

• Analysis and Earth's resources

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

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

• Microbiology

• Monoclonal antibodies and plant disease

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

• Plant hormones

• DNA structure and genetic theory

• Energy in ecosystems and food production

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

Public ex amination subjects and boards

GCSE cour ses 2023-2025

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

GCSE Chinese (Spoken Mandarin) 8673 AQA

GCSE Classical Civilisation J199 OCR

GCSE Classical Greek J292 OCR

GCSE Computer Science 8525 AQA

GCSE Drama 690QS EDUQAS

IGCSE English Language 0990 CAMBRIDGE

IGCSE English Literature 0992 CAMBRIDGE

Cert B2 First for Schools English CAMBRIDGE ENGLISH

GCSE Food Preparation and Nutrition J309 OCR

GCSE French 8658 AQA

2 Cert 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 Combined Science: Trilogy 8464 AQA

GCSE Spanish 8698 AQA

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