Fifth Form Guide for 2020/21 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 6 ..................................................................................................................................................................... Middle Fifth Curriculum 7 ..................................................................................................................................................................... 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

Drama

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

English 28 ..................................................................................................................................................................... Food Preparation and Nutrition

Geography

Classical Greek 31 ..................................................................................................................................................................... History

Latin

Mathematics

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

Religious Studies

Science 40 ..................................................................................................................................................................... Public Examination Subjects and Boards

Seeing is Believing ...

Visits For 13+ entrance we would recommend visiting for a ‘tour morning’ during year 5 or 6. Dates for the next tour mornings can be found on our website. 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 this assessment day, but places may at this point be limited. 2

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

SHE RBORN E GI RL S GCSE

Our Mission, Values and Curriculum “Throughout the school we offer a curriculum which is broad, appropriate, coherent, challenging and forwardthinking, with opportunities for differentiation.” 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 will be intellectually enquiring and imaginative; they will seek challenge and inspiration in the pursuit of excellence. Courageous Sherborne girls will be bold and adventurous; they will have the courage to take risks, the resilience to overcome adversity and the inner confidence to lead others. Compassionate Sherborne girls will be principled, considerate and kind; they will have a sense of responsibility to make a positive contribution to the communities in which they live and work. Adaptable Sherborne girls will be resilient and flexible; they will be able to adapt to the demands of the modern day and to respect and celebrate the difference of others. Spiritual Sherborne girls understand Christian values, they value reflection and well-being in themselves and others.

Louise Orton Senior Deputy Head (Academic)

Our Fifth Form spans Years 9-11: L5: Year 9, 13+ entry M5: Year 10 U5: Year 11 In Lower Fifth (L5), the focus is on instilling a ‘love of learning’. We aim to provide pupils with a wealth of enriching subjects and co-curricular activities, ensuring breadth of experience and personal development, ahead of GCSE subject choices. A strong emphasis on developing an enquiring mind, instilling good work ethic and fostering natural curiosity in our learners is a priority. 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’, our Middle Fifth (M5) and Upper Fifth (U5) also provides breadth and enrichment. We offer a full suite of GCSE subjects which embrace the opportunity for girls to develop the whole person whilst providing an element of choice at this stage. Our individualised approach to teaching and learning ensures that every girl is encouraged to reach her potential. Specific learning requirements whether enrichment or support are addressed wherever possible by subject specialists in the classroom and via our considerable co-curricular programme that is possible in a full-boarding school.

Spiritual

Courageous

Reflective, caring, principled, show Christian values, care about their own well-being and that of others.

Principled, reflective, risk-taker, resilient, ambitious

Curious

Inquirer, knowledgeable, thinker, ambitious, imaginative

Adaptable

Balanced, risk-taker, thinker, resilient, resourceful, flexible

Compassionate

Caring, open-minded, reflective, principled, contribute to community, respectful

School

VALUES SG Learner Profile: Learning Attributes and Attitudes

SHE RBORN E GI RL S GCSE

Lower Fifth Curriculum Sherborne Girls offers a broad and innovative education Our curriculum represents a planned course of study that incorporates all aspects of a Sherborne Girls education. We aim to provide appropriate stretch and challenge for continued brain development, and to maintain a breadth of experiences in a variety of situations in order to deliver an all-round education with a highly academic focus. There is a strong emphasis on the development of life skills including selfconfidence, emotional and creative intelligence. 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 incorporates provision for a depth of knowledge across many academic areas, resilience and creativity and opportunities for our learners to naturally explore lines of enquiry as aspirational and ambitious young women prepared for life in the 21st century. With nearly ninety percent of the pupil body consisting of full boarders, the curriculum takes advantage of this unique opportunity to extend learning into the co-curricular programme. We also aim to develop mental and emotional wellbeing, regular health-related exercise, time for individual and group reflection, social interaction and time to relax. Strong examination results and excellent quality of teaching are important aspects of the School’s commitment to the pupils and their parents, but so too is the all-round nature of our school;

fostering new skills and enabling the development of character, resilience, compassion and courage from taking part 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 Bronze Duke of Edinburgh Award Chemistry Coding and Computing Cookery Careers Education Drama English Entrepreneurship Games Geography History Languages: up to three of French, German, Latin, Mandarin, Spanish Personal, Social, Health and Economic Education (PSHEE) Physics Physical Education Mathematics Music Religious Studies Textiles Design

SHE RBORN E GI RL S GCSE

Education Reforms New Courses Reformed GCSEs were introduced by the Government in 2015 with the aim of increasing problemsolving skills, understanding, application and recall, and to remove continual assessment (coursework). The new grading structure 9 to 1 replaces the A* to G grading as a strategy for greater differentiation at the top end. These changes have resulted in: • More demanding content

New Grading Scale The grade of A* has been split into two grades 8 and 9 with 9 being 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 which equates to a ‘high C/low B’ on the old system of grading. 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.

• Less coursework (although this will remain for subjects where non-exam assessment reflects the nature of the course, for example Art, Drama, DT and Food and Nutrition). • New grading scale 9 (top) to 1 These changes were phased with the first examinations of the new style in the summer of 2017 and all subjects are 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 and pupils in the top set only will be prepared for two GCSE subjects (Mathematics and Further Mathematics) which provides enrichment for the most able mathematicians. Science All pupils will 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. Religious Studies (RS) Two programmes of Religious Studies are offered allowing pupils to choose either the full GCSE or the short GCSE (half a GCSE). The half GCSE requires half the lessons and for some pupils could be a way of creating further time for independent work and co-curricular activities.

Language Pupils may select languages from French, German, Spanish, Mandarin, Latin and Greek. All of these language courses are designed for pupils who have studied the language for at least one year (with the exception of Greek) 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 the U5. Humanities The humanities subjects promote critical thinking, test the ability to write analytically and for extended periods, encourage pupils to think creatively, to ask questions about our world and to reason, thereby allowing pupils to develop ideas through reflective study. Pupils can choose to study any of the following humanities subjects: Classical Civilisation, Geography, History and Religious Studies (short or full course). Creative Subjects Studying creative subjects develops emotional intelligence, encourages independent decisionmaking, risk-taking and attention to detail. Pupils may wish to take more than one creative subject if this represents their strengths. It is a good idea to balance a programme with a subject from this selection: Art and Design (Art, Textiles Design or 3D Design), Computer Science, Drama, Food Preparation and Nutrition or Music. An outline of the course content of all of our subjects can be found in this information booklet.

SHE RBORN E GI RL S GCSE

The Subjects at a Glance Art and Design - Art - Textile Design - 3D Design Classical Civilisation Classical Greek Computer Science Drama English Language English Literature Food Preparation and Nutrition French Geography German History Latin Mandarin (Improvers only and not native speakers) Mathematics Music Religious Studies Full Course or Religious Studies Short Course Science Spanish

Universities are interested in the average GCSE score, or top 8 grades depending on the university – the focus should be on ‘quality not quantity’ in this regard.

Tutors will discuss options with the pupils and will direct them to other members of staff for further advice as appropriate. Parents with any 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 support 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 reforms, just as the GCSEs have changed and are considered equal in the levels of assessment. At Sherborne Girls we embrace the opportunity, as an independent school, 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: • English • Mathematics • Mandarin • History • Drama A summary of our subject boards and course codes can be found at the end of this document.

SHE RBORN E GI RL S GCSE

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; academic and co-curricular • Ability, aptitude and interest in each particular subject • Plans for Sixth Form and beyond, if any at this stage. These factors will vary from person to person, as will their choices. The important thing is to aim for as broad and balanced a selection as possible, which does not close off choices 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 be able 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

Parentsâ&#x20AC;&#x2122; 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

SHE RBORN E GI RL S GCSE

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, however 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 become 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 If you are interested in Drama there are multiple ways you can get involved. There will be at least one school production each year you can audition for - these range between musicals, plays, devised work and joint productions with Sherborne School. Some years we take part in the National Theatre's Connections programme which means you would get to perform a brand new play on a professional stage, as well as receiving feedback from one of the NT's associate directors. There are plenty of backstage opportunities too (lighting, sound, costume, set, marketing, stage management) where you would get to work with the professionals we bring in and learn a bit about their industry. Other than productions we run the Arts Award at Bronze, Silver and Gold level which is a nationally accredited qualification allowing you to explore multiple art forms and reflect on your own work and that of others. If you are interested in pursuing acting, there is the option to take Speech and Drama lessons following the Trinity syllabus. We aim to show you as much live theatre as we can and regularly run theatre trips, get in 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. If you follow our twitter @SG_Drama we retweet opportunities for competitions and auditions as we come across them.

SHE RBORN E GI RL S GCSE

Silver Arts Award This award is an optional course that gives young people 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, whether that is photography, drama, fashion or something else. Pupils who take part in this award will create a portfolio to keep a record of their creative achievements as well as undertaking arts research and planning an arts challenge Entrepreneurship L5 6-week Entrepreneurship programme The Rose Review (2019) identifies the need to improve awareness of Entrepreneurship amongst Females. During this 6-week programme, L5 pupils will learn about the key qualities of an Entrepreneur and the importance of creativity, collaboration and communication and the impact that a successful entrepreneur can have on society and the economy. Time will be spent exploring the impact of a successful marketing campaign by understanding the need for a defined target market and how market research is a critical part of business planning whilst also gaining an understanding of the relationship between risktaking and failure. With the use of real-world business issues, this course will enable our pupils to start thinking commercially, to develop essential skills including critical and computational thinking, and to raise awareness of the opportunities associated with Entrepreneurship. Business Basics â&#x20AC;&#x201C; a co-curricular club where pupils will have the opportunity to learn about the most successful business leaders of our times ranging from Elon Musk (Space X and Tesla) to Anita Roddick (The Body Shop) and how and why entrepreneurs are so important to our country â&#x20AC;&#x201C; the skills they possess and how their determination to never accept NO has resulted in some of the most successful businesses ever. Pupils will also learn how successful marketing/advertising campaigns can transform a business by creating connections with their target market and the more compelling a message is, the more likely sales will soar; and finally we will consider how and why many businesses fail including Toys R Us, Thomas Cook and Laura Ashley. 15

SHE RBORN E GI RL S GCSE

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

Social Enterprise Journey Linking to the theme of the film challenge, M5 pupils will then work in larger groups to pitch a sustainable idea to an outside panel in a Dragon's Den style - honing their communication and persuasion skills. At the end of the year there will be a market stall presentation evening for parents and guests to attend where the pupils present their ideas and evaluate how effective their work has been. This is excellent preparation for the EPQ in the Sixth Form.

Exchanges L5 girls may apply to take part in an exchange with students at Branksome Hall, Canada where they will spend 3 ½ 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.

Adventure & Leadership Girls in the L5 have timetabled Adventure and Leadership sessions where they will pick up key skills required to look after themselves indoors and out; building towards two summer term expeditions. The extensive programme includes a number of day and night walks, environmental projects and other exciting activities such as coasteering, tree climbing, orienteering, sea kayaking and sailing. Girls in L5 are also expected to spend an hour a week volunteering their time in a way which 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 will have the option to enrol in the DofE Bronze Award. Pupils in the Fifth Form have an abundance of opportunities to try out new activities that may appeal to their adventurous spirit. Included amongst these are climbing, canoeing, cycling and sailing which take place year-round through the many after school clubs and are also offered as part of the games programme for the M5 in the summer months.

Pupils taking part on the exchanges will experience living with another family as well as hosting their exchange partner at school. The application process also gives pupils the chance to practise writing application forms and to prepare for interviews.

Duke of Edinburgh Award Bronze During the L5, pupils follow a programme of Adventure and Leadership developing many of the transferable skills that will help them during their time at school and also prepare them for life beyond Sherborne Girls. Pupils will have had the opportunity to sign up to be assessed for the Bronze Duke of Edinburgh Award and can look forward to taking part in a two-day expedition later in the year. Silver During the M5 and U5 all pupils have the chance to enrol into the school’s Silver Duke of Edinburgh programme. There is no requirement for pupils to have completed the Bronze Award, but our suggestion is that undertaking Bronze represents good preparation. The award scheme comprises of four sections: • Volunteering • Physical • Skills • Expeditions

Many sections will recognise some of the activities that the girls already take part in. Each of the sections requires a certain time commitment, where the girls must be active in their activity for at least 1 hour a week over a period of months. Advice will be given to girls about identifying activities, or taking up new ones, on enrolment. The girls will 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 in conjunction with their silver award. Our aim is that the girls develop the ability to become increasingly selfsufficient, finishing with a three-day assessed expedition. Recent locations have included Dartmoor, Exmoor, the Quantocks and the Yorkshire Dales. Girls will develop the skills of teamwork, leadership, resilience and independence whilst visiting some amazing places around the UK. Please note that the Silver Duke of Edinburgh requires a commitment to certain expedition dates, which we will publish at the point of enrolment. We make every effort to avoid affecting the girls’ academic timetable and to ensure that expeditions are completed well ahead of the pressure of exams.

SHE RBORN E GI RL S GCSE

Careers Testing In the 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 them 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 the M5 and U5 can apply to join the CCF. This is an organisation run by Sherborne School which offers girls the opportunity to develop their leadership and teamwork skills within a military framework, alongside boys. As cadets they will learn valuable lessons about resilience, respect and determination as well as developing an understanding of field craft, navigation, weapon handling and first aid. Weekly training sessions are led by older students and highlights of the year will include field trips and opportunities to undertake adventurous training.

Post GCSE Programme Pupils in the U5 go into the Sixth Form feeling well prepared. When the summer examinations are over, the year group come together to develop their critical thinking abilities, team work skills and presentation techniques. The Post GCSE programme not only allows the pupils to spend time together before they go home for summer, but also helps to prepare them for the academic demands of Sixth Form life. Assessments L5 examinations â&#x20AC;&#x201C; 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, Womenâ&#x20AC;&#x2122;s Rugby Alongside the traditional competitive sports, the school also 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 also make 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

SHE RBORN E GI RL S GCSE

ART AND DESIGN AQA Syllabus 8201/8204/8205

All Art and Design subjects share the same assessment criteria. Whilst 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 digital times we are concerned about the manual dexterity of the future generation, Art and Design helps develop appropriate control and presentation skills for the working environment.

Critical and contextual referencing is an integral part of all Art and Design titles. This takes the form of analysing the work of artists, designers and craftspeople and formative and summative evaluation. Pupils visit London and go to local galleries whenever possible. Seeing artwork first hand is considered an essential part of the course. 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.

Component 1 - Portfolio (60%) Art and Design GCSE requires a Portfolio unit of work which will show that a pupil has been able to sustain areas of study from its conception to realisation.

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 / issue of personal significance. Areas covered include:drawing, painting, printmaking, sculpture, mixed media, illustration and lens-based media.

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, then the supervised period of 10 hours is scheduled in late April. All the work is marked internally, then moderated by an external examiner.

Which Art and Design choice is right for me?

Art GCSE is a good choice for progression on to A Level Fine Art and combines well with all other subjects.

SHE RBORN E GI RL S GCSE

Textile Design This GCSE covers a wide range of techniques and processes to create designs and products for and decorative stitched, printed, knitted, woven or non textiles that might have a functional functional purpose. Areas covered include: fashion design and illustration, art textiles, textiles, costume design, constructed surface pattern, textiles for interiors and digital textiles. Textile Design GCSE is a good choice for Technology progression on to A Level Design combines with all Fashion and Textiles and well 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, utilising 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.

commercial viability and marketing, all skills which can be used in a wide range of future career choices.

Our excellent facilities enable us to introduce pupils to a wide variety media and techniques. disciplines that can work across Specialist teachers personalised promote a creative and approach to learning. 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, that can articulate their ideas, verbally or visually.

A few people that study Art and Design become self employed artists or designers but most join the growing and developing Creative Industries sector, highlighted by the infographic below.

3D Design GCSE is a good choice for progression on to A Level Design Technology Product 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 will become independent, critical thinkers as well as learning to be ambitious and open to explore ideas. Most years we run a live project brief that gives pupils the opportunity to develop an awareness of the implications of costs,

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; just 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 lets you do a bit of everything whilst studying 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 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 are externally assessed. Each component has a one and a half hour paper worth 50% of the course. The question paper will consist of both short answer and extended response questions. Pupils will be required to respond to both literary and visual/material sources, some of which will be unseen and some from the prescribed material. In the third section of the paper pupils will be required to compare two ancient sources, one of which will be literary, the other visual/material; one Greek, one Roman.

Component 1 Thematic Study: Women in the Ancient World This study has been designed to enable 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, their lack of voice in the state decision-making process will be studied, as will 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 will be interesting and engaging as you inevitably draw comparisons with your own experiences. There is a wealth of famous women in myth and legend. From Helen to Cleopatra, pupils will 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 into interesting areas of Roman life and society.

SHE RBORN E GI RL S GCSE

COMPUTER SCIENCE AQA Syllabus 8520

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 aim to enable our students to capitalise on this growth and to develop a love for 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 the hardware and software. We want our pupils to become competent practitioners, able to apply their computing skills to practical applications across the curriculum. Key Skills and understanding developed on the course. • 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, 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.

greater emphasis on cybersecurity and coding than before, in line with government initiatives to boost our country’s ability to counteract cyberattacks and to meet the demand of our institutions for competency in coding. Assessment: Assessment is by two 90 minute exams, 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 above Exam Paper 2: Theoretical knowledge (50%) Theoretical knowledge from subject content 3–7 above 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 • Programming project

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

DRAMA Cambridge iGCSE Syllabus 0994

Drama is an exciting, creative and challenging GCSE course. Pupils will engage in a blend of practical and written assignments that will deepen their understanding of drama as an art form and also develop their practical performance skills. The course will involve workshops with professional practitioners and trips to see a range of live theatre productions. Much of the work is collaborative and girls will be required to work sensitively and creatively with others. However, all marks are given on an individual basis.

The benefits of studying Drama Drama enables pupils to develop a wide range of skills that are vital for GCSE studies as well as future education and careers such as: • Confidence and presentation skills • Problem solving, creativity and improvisation • Critical thinking and analysis • Collaboration and team work • Communication

Drama GCSE is assessed through the following:

• Project and time management and self discipline

Paper 1

• Giving and receiving constructive criticism

• Written examination 40% of iGCSE and is 2 hours 30 minutes – 80 marks • The written examination for the course will be sat in U5. There are three sections and candidates will write about a piece of their own original drama as well as a set text. The stimulus and the set text are given to the candidate in November of the previous year. Paper 2 • Coursework 60% – 120 marks. There is no written element to Paper 2. • Candidates submit: • one individual performance based on an extract from a play • one group performance based on a extract from a play • one group performance based on a original devised piece.

Candidates will work on Paper 2 throughout the four terms of the course.

• Hard work and motivation

SHE RBORN E GI RL S GCSE

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

This is a two-year course. During the M5 year all pupils will study a common core for both English and Literature. For English, the emphasis is on language skills, and girls will 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 will study prose, drama and poetry through a range of texts written originally in English. They will 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’: 1, Poetry and Prose, 1 hour 30 minutes, with a 50% weighting; 2, Drama, 45 minutes, with a 25% weighting; and 3, Unseen, 1 hour 15 minutes, also weighted at 25%.

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 will be encouraged to study for additional English qualifications such as the Cambridge Certificate in Advanced English or the Cambridge First Certificate in English in M5 and 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 has been designed to motivate pupils to develop a high level of knowledge, understanding and skill to cook and apply the principles of food science, nutrition and healthy eating. They will learn about improving lives through better knowledge of food, where it comes from and how it affects our bodies. They will also 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) is integrated into each section:

Assessment: • Theoretical knowledge is assessed through a written examination which is 1 hour 30 minutes. It forms 50% of their final GCSE grade. • The other 50% of the GCSE is made up of nonexamination assessment (NEA). Girls will undertake two tasks. Task 1 Food Investigation • Pupils will demonstrate their understanding of the working characteristics, functional and chemical properties of ingredients through practical investigations. Task 2

1. Food, nutrition and health

Food Preparation

2. Food science

• Pupils will demonstrate their knowledge, skills and understanding in relation to the planning, preparation, cooking and presentation of food together with application of nutrition related to a chosen task.

3. Food safety 4. Food choice 5. Food provenance

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

GEOGRAPHY AQA Syllabus 8035

Geography is a subject that fosters an interest in the world, concern for the environment and develops useful skills. Geography offers a wideranging course combining physical and human topics, and links well to many other subjects. It is a useful subject for many future career choices. Pupils will study three options from each group below: Physical Geography includes: • 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 includes: • 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: There will be three parts: 1. Physical Geography (35%) 2. Human Geography (35%) 3. Geographical Applications (30%) All of the above examinations consist of a variety of question types including shorter responses, longer prose and multiple choice.

SHE RBORN E GI RL S GCSE

CLASSICAL GREEK A GCSE in Classical Greek is an ideal opportunity to develop linguistic skills that will help both in the study and application of English and other languages as well as the study of ancient literature. Together pupils will gain an insight into the life and culture of the ancient world and will develop their knowledge of texts and stories in Classical Greek. No previous knowledge or experience is required, though enthusiasm for the subject is needed. Component 1 – Language This is the language paper. 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 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 Euripides 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.

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 a Civil War? • Why was colonialization key to western economies in the 19th and early 20th century? Some of the historical character that are studies are: • Giuseppe Garibaldi • Abraham Lincoln • Kaiser Wilhelm II • Al Capone History at IGCSE, involves the study of 19th century Europe and their overseas empires, the civil war in the United States of America and builds up existing knowledge on causes of the First World War. The U5 students learn the Depth Study: USA, 1919-41. 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 2021 we will be 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 the 19th and 20th century.

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.

SHE RBORN E GI RL S GCSE

LATIN OCR Syllabus J282

A GCSE in Latin will encourage pupils to develop insights into the relevance of Latin and of ancient literature and civilisation to our understanding of our modern world of diverse cultures. Pupils should be able to use their knowledge and understanding of Latin to deepen their understanding of English and other disciplines. Latin is a GCSE that tends to develop research and analytical skills that will empower pupils to become independent learners and enquirers, equipping them for further study in arts, humanities and sciences. Component 1 – Language This is the language paper. Pupils study texts and stories in Latin to build knowledge and understanding of Latin 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.

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.

This component is worth 100 marks, 50% of the total GCSE, and is assessed externally in a written examination of 1 hour 30 minutes.

MATHEMATICS 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 plays its part. Mathematics is a compulsory subject because it belongs to a tool kit that everybody needs to go 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 aim to promote the joy of learning by encouraging girls to adapt a positive and productive approach to the study of Mathematics by delivering the syllabus in a variety of ways, developing independence, responsibility, initiative and a spirit of involvement. A key focus of the new 9 to 1 specification is developing problem-solving skills and good mathematical reasoning skills. 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. 34

Assessment Assessment is by two papers each of two hours duration. 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 a skill essential for problem solving in all areas of life. Mental arithmetic gives pupils a feel for numbers and the relationships between them and the patterns that they make. In numerous occupations the facility to perform mental calculations quickly and efficiently is essential which is why this section forms approximately 60% of the assessment. Shape, Space and Measures (A02): • i.e. 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 and forms 25% of the assessment. 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.

SHE RBORN E GI RL S GCSE

MODERN LANGUAGES AQA syllabus (French, German, Spanish) Edexcel syllabus (Mandarin)

Three modern foreign languages are offered in M5/U5 leading to AQA GCSE French, German and Spanish. Mandarin Chinese (Edexcel) may also be taken at GCSE by pupils who have previously studied it. Beginners Italian is offered in the Sixth Form. The AQA GCSE modern languages courses are designed to enable pupils to communicate with other people, find out more about how language works and teach them about other countries and cultures. By studying foreign languages they will learn many useful skills such as the ability to communicate clearly, being confident about speaking in public and using problemsolving strategies. They will create greater opportunities for themselves to work abroad or for organisations in the UK with international links. They will also gain the skills to enable them to study languages at a more advanced level. A wide variety of resources is used in the study of each language, including digital media; there are also fluent language assistants who work with the teachers to develop pupils spoken language.

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, and 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

The courses build on the knowledge gained in the L5. Having studied at least one of these languages, pupils already know much of the vocabulary and grammar that they need for GCSE. They will build on familiar topics as well as move on to new topics.

SHE RBORN E GI RL S GCSE

MUSIC Edexcel Syllabus IMYO

Performing (30%) At least two pieces are required, contrasting solo playing with ensemble work. Minimum total time is four minutes, with the recordings made during the U5. Composing (30%) Two pieces required: one is a ‘free’ composition, the other is written in response to a set ‘brief’, which is issued at the start of the 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) 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) enables pupils to write compositions in a variety of styles, from which the best two will be selected for coursework submission. They will also learn to use Sibelius notation software. Once ‘into the swing’ of composing, many girls find this a very enjoyable part of the course. In Unit 3, pupils can look forward to experiencing a wide diversity of music, some of which may not have been encountered before. The unit develops ability to analyse and evaluate music; skills that are important to all musicians.

SHE RBORN E GI RL S GCSE

RELIGIOUS STUDIES AQA GCSE Religious Studies A (8062) – Full Course GCSE Religious Studies A (8061) – Short Course

Two programmes are offered so girls can choose either the full GCSE course or the short GCSE (half a GCSE). Both courses promote critical thinking and the ability to write analytically and to develop ideas through reflective study and will provide a strong foundation for an A Level programme in Religious Studies. The specifications for the GCSE course are as follows: GCSE Religious Studies A (8062) Full Course

The religious, philosophical and ethical studies themes will be 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. GCSE Religious Studies A (8061) Short Course There are two sections to this course:

• The study of religions: beliefs, teachings and practices

Section A: The study of religions: beliefs and teachings of two religions – pupils will study Christianity and Islam.

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

Section B: Thematic Studies: religious, philosophical and ethical studies:

There are two components to the course:

• Theme A: Relationships and families. For the first component pupils will study the beliefs, teachings and practices of Christianity and Islam. This component will be assessed by a written examination of 1 hour 45 minutes. For the second component pupils will study four religious, philosophical and ethical studies themes.

• Theme B: Religion, peace and conflict. Assessment is by a written examination of 1 hour 45 minutes.

SCIENCE AQA GCSE Combined Science: Trilogy - 2 GCSEs or AQA GCSE Separate Sciences: Biology, Chemistry and Physics - 3 GCSEs This subject is taught in sets. The top two or three sets will usually take the Separate Science course. The new Science curriculum focuses on working scientifically with an emphasis on practical work. The aim is to generate more enthusiasm for Science, making it more interesting and relevant, more accessible to pupils and encouraging more post-16 study of Science. We aim to 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; recognise that Science cannot provide the answers to all questions • Develop awareness and understanding of the relevance of Science to environmental and technological issues and appreciate the economic, ethical and social implications Coursework 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 – 2 GCSES Pupils study for two GCSEs in Science, which will cover aspects of each of Biology, Chemistry and Physics. Each Science subject is taught separately by specialist teachers. Each Science subject will be examined separately in two 1 hour 15 minute papers (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 • Atomic structure and the Periodic Table

The same content is taught as for Combined Science: Trilogy, plus extra material which comprises:

• Structure and Bonding

Biology

• Chemical reactions and energy changes

• Microbiology

• Crude oil, fuels and organic Chemistry

• Monoclonal antibodies and plant disease

• Quantitative Chemistry • Rates and Equilibrium

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

• Analysis and Earth's resources

• Plant hormones

• Chemical analysis

Physics • Forces

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

• Energy

Chemistry

• Waves

• The Periodic Table and transition metals

• Electricity

• Chemistry of alcohols, acids and esters

• Magnetism and electromagnetism

• Chemical cells and fuel cells

• Particle model of matter

• Synthetic and naturally occurring polymers

• Atomic structure

• Chemical and spectroscopic techniques • The Haber Process and using resources

Separate Science – 3 GCSES (Biology, Chemistry and Physics) Pupils taking Separate Sciences will be taught in the same teaching time as those girls taking Combined Science Trilogy, but at a brisker teaching pace. Each Science subject will be examined separately in two 1 hour 45 minute papers.

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 & Design – Fine art

8202

AQA

GCSE

Art & Design – Textile design

8204

AQA

GCSE

Art & Design – 3D design

8205

AQA

GCSE

Biology

8461

AQA

GCSE

Chemistry

8462

AQA

IGCSE

Chinese

4CN1

PEARSON EDEXCEL

GCSE

Classical Civilisation

J199

OCR

IGCSE

Drama

0994

CAMBRIDGE

IGCSE

English Language

0990

CAMBRIDGE

IGCSE

English Literature

0992

CAMBRIDGE

GCSE

Food Preparation & 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

IGCSE

English as a Second Language (ESL)

0991

CAMBRIDGE

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

SHE RBORN E GI RL S GCSE

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