Life in the Fifth Form

LIFE IN THE

FIFTH FORM

Scan me to watch a day in the life of a L5 pupil

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Contents

word of welcome 2 A ..................................................................................................................................................................... is believing 3 Seeing .....................................................................................................................................................................

All-round excellence 4 .....................................................................................................................................................................

Scholarships at Sherborne Girls 5 .....................................................................................................................................................................

Academic Enrichment

6

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School Values 8 .....................................................................................................................................................................

Digital Learning 9 .....................................................................................................................................................................

Lower Fifth Curriculum 11 .....................................................................................................................................................................

Middle Fifth Curriculum 12 .....................................................................................................................................................................

The subjects at a glance 12 .....................................................................................................................................................................

How to choose 22 .....................................................................................................................................................................

Informed Decisions 23 .....................................................................................................................................................................

GCSE Subjects 24 .....................................................................................................................................................................

Art and Design

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Classical Civilisation

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Computer Science 29 ....................................................................................................................................................................

Drama

31

English

32

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Food Preparation and Nutrition 33 .....................................................................................................................................................................

Geography

34

History

35

Latin

36

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Mathematics 38 .....................................................................................................................................................................

Modern Languages

39

Music

41

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Religious Studies 43 .....................................................................................................................................................................

Science

44

Public examination subjects and boards

47

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A word of welcome The move to senior school is an important moment in a young person’s life. It is when they gain a greater taste of independence, but still need care and nurture to grow into the best possible version of themselves.

At Sherborne Girls, we understand the importance of this moment. We provide a stimulating environment in which everyone is given what they need to thrive, with appropriate academic stretch, a wealth of cocurricular opportunities, and the chance to join a community in which everyone’s accomplishments are celebrated.

All this is wrapped up in first-rate pastoral care that has won us recognition throughout the sector.

Graded “Excellent” for quality of education in our most recent inspection, we provide academic stretch in the context of a busy and enriching boarding environment, where pupils are self-motivated and driven to succeed.

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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 attend an Assessment Day in December of Year 6 at Sherborne Girls. On this day the girls will undertake a suite of ATOM online assessments, complete an individual interview with a member of senior staff and participate in one or more group activities. These tests and other elements are designed to assess their academic ability, problem solving and creative thinking skills. Following these assessments, firm offers will be made to candidates who meet our entrance requirements. Girls will be invited back to Sherborne Girls in the Lent Term of Year 7, when they will take part in a carousel of activities designed to give them a deeper understanding of school life.

Arrangements can be made for girls to complete the entrance assessments remotely if they are unable to travel to the School in December of Year 6. Late applications are accepted and a small number of places may also be offered at 14+ subject to availability.

13+ Scholarship Assessments Scholarships are currently 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 • Sport

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All-round excellence “Throughout the School we offer a curriculum that is broad, appropriate, coherent, challenging and forward-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.

Our Fifth Form spans Years 9-11: Lower Fifth (L5): Year 9, 13+ entry Middle Fifth (M5): Year 10 Upper Fifth (U5): Year 11

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

In L5, the focus is on instilling a love of learning.

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

Our Values Curious Sherborne girls are intellectually enquiring and imaginative. They seek challenge and inspiration in the pursuit of excellence.

Courageous Sherborne girls are bold and adventurous. They have the courage to take risks, the resilience to overcome adversity and the inner confidence to lead others.

Compassionate Sherborne girls are principled, considerate and kind. They have a sense of responsibility to make a positive contribution to the communities in which they live and work.

Adaptable Sherborne girls are resilient and flexible. They adapt to the demands of the modern world and respect and celebrate difference.

Spiritual Sherborne girls understand Christian values. They value reflection, exercise self-care, and seek the wellbeing of others.

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Louise Orton Senior Deputy Head

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.

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Scholarships at Sherborne Girls At Sherborne Girls we promote a culture of aspiration and ambition in every pupil. Pupils will show strength and interest in a range of aspects of their learning journey, and we aim to harness and strengthen curiosity, enquiry, and investigation in all our learners.

Pupils who have been recognised as scholars at their point of entry to the School, or during the course of their education at Sherborne Girls, have demonstrated aptitude and the ability to apply knowledge to achieve success. We aim to nurture such skills and encourage pupils in exploration as independent learners who will take measured risks in their learning and thrive on the wisdom that can be gained through making mistakes, listening to the views of others or following a particular line of enquiry.

Bright and curious individuals are supported to thrive at Sherborne Girls throughout the curriculum. Our full-boarding education provides a unique opportunity to extend the school day and learning into the co-curricular programme and we also have the benefit of joint activities with Sherborne School.

It is an honour to be recognised as a scholar at Sherborne Girls. We have an extensive scholars’ programme and all scholars are supported by their personal tutor.

They are part of a significant group of intellectually enquiring young people across all year groups and have the benefit of collaboration with scholars at Sherborne School. Provision includes • a themed programme of cross curricular lunchtime lectures and tutorials across the year, exclusively for Scholars, delivered by external and internal speakers, • twice termly meeting with the Academic Enrichment and Oxbridge co-ordinator which provides a bespoke pathway for academic nourishment, • extra enrichment opportunities: university trips, including to Oxford and Cambridge, on-line lectures, and academic competitions shared via the Scholars One Note, • collaboration and communication with other Scholars via the Scholars One Note.

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Academic Enrichment Our co-curricular provision is outstanding at Sherborne Girls.

We gain from our full-boarding status and make effective use of time with pupils to provide for individual interests in the evenings and at weekends. We also benefit from our separate yet together collaboration with Sherborne School, which further enriches the educational experience.

Science, Maths and Engineering Pupils are supported with entries to the UK Maths, Chemistry, Biology and Physics national Olympiad competitions, problem-solving ‘Eureka’ challenges, the Kelvin Science Prize competition, and termly science challenges. We host our very own Year 7 code breaking junior challenge with Sherborne School. Year 8 pupils take part in the Salters’ Festival of Chemistry competition and the Science project week. Aspiring Medics, in addition to the regular Biomed society enrichment, participate in an MMI interview experience focusing on critical thinking, decision making and initiative. Trips include conferences at Oxford University (Mathematics), BETT London (Technology), Winchester Science Centre (STEM).

Creative and Cultural Our Sherborne Girls Philippa Lawrence Poetry writing competition, History of Art lectures, International week, Entrepreneurship and Black History month provide foci for creative and cultural development. The Drama, Photography, Art History, Music and Art and Design departments plan a number of trips in the UK and overseas (planned trip to New York in 2024).

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Ethics We have a strong focus on discussion and debate.

We encourage pupils to reason and argue and to explore a variety of perspectives. We have a strong pupil voice and this type of activity is a favourite amongst pupils at Sherborne Girls and Sherborne School. The pupils have an opportunity for further enquiry as they learn from our visiting speakers.

Connections An important and strong aspect of academic enquiry is learning from the wisdom and experience of others. We host networking events that cover a range of career pathways, provide mentoring opportunities and also interaction with some of our most high achieving Old Girls.

Exploration We seek to provide enrichment from a number of visits and experiences. These can include domestic and overseas city trips to galleries and museums, university visits, cultural enrichment, and theatre. In this category we include our L5 (Year 9) ‘Crime Scene Investigation’ workshops.

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Reading Our pupils read widely. They enjoy podcasts, scholarly articles, and run their own Book club reading and discussing academic literature ancient and modern, scholarly articles, as well as novels. Pupils in the junior years are avid readers and follow the Accelerated Reader programme.

Languages Overseas trips, exchange programmes and pen pal schemes support language acquisition, along with our extensive range of enrichment language courses that can be studied in the Sixth Form (Italian, German, Spanish, French, Japanese, Mandarin). All L5 (Year 9) study languages as part of the curriculum and pupils enjoy rising to the challenge of the MFL-Science Blog competition.

The Language and Classics Department plan a number of overseas trips to provide enrichment experiences. In 2023/24 trips are planned to Grenada, Greece and Berlin.

Our Natural World We recognise the importance of educating our girls in understanding their sustainability responsibilities. We have a resident ecologist and conservationist and encourage our pupils to consider the challenges of the future for a sustainable world. L5 (Year 9) pupils enjoy the annual Materials Chemistry lecture and the Advanced Science Society lecture series has included presentations on Conservation in the Congo basin, for example. Trips to the Jurassic coast, Swanage and Slapton enable pupils to benefit from our location close to the beautiful coastline of the South West.

Technology Technological advances are rapid. The emergence of AI alone is a fascinating area. We provide opportunities for pupils to hear from the world leaders in innovation and inventions.

Discovery Our youngest pupils enjoy drop-down days for entrepreneurship and themed discovery days. The themes vary but rest assured they are a full of hands-on experience, team building, creativity and academic enrichment.

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Curious

Courageous

Inquirer, critical thinker, ambitious, imaginative, creative

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

Compassionate

Caring, principled, socially responsible, respectful, communicator

Adaptable

Risk-taker, resilient, resourceful, flexible, collaborative

Spiritual

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

School

VALUES SG Learner Profile: Learning Attributes and Attitudes 8

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Digital Learning We are proud to have attained the prestige of being a Microsoft Showcase School. This recognises our status as a forward-thinking school embracing the very latest technology to enhance teaching and learning and help our pupils adapt to the challenges of tomorrow’s world.

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

Our digital mission We require all pupils to have a Microsoft Surface, keyboard case and Microsoft Pen. We use this technology to enhance the educational experience, providing greater potential for collaboration and opportunities for pupils and teachers to be taken on new learning journeys together.

Digital media We draw 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 • With permission, girls can use their phones to call home at appropriate times

Our digital objectives Our adoption of pen-enabled devices facilitates improved teacher feedback, quality use of prep time, and creative individual organisation. Using them 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.

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Lower Fifth (L5) Curriculum Sherborne Girls offers a broad and innovative education Our L5 curriculum incorporates all the characteristics of a Sherborne Girls education.

We provide appropriate stretch and challenge to develop the girls intellectually, while delivering a breadth of experience in a variety of situations to give girls a varied, all-round education. We put strong emphasis on the development of life skills such as self-confidence, emotional and creative intelligence, and time management. 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 • Personal, Social, Health and Economic Education (PSHEE) • Physics • Physical Education • Mathematics • Mandarin* • Music • Nature and Rewilding • Religious Studies • Spanish* • Textile Design

*Girls can choose one or two modern languages and Latin 11

Middle Fifth (M5) Curriculum: GCSE courses

The subjects at a glance

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.

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 Chinese (spoken Mandarin) Music Religious Studies Spanish

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 • French, Spanish and German from September 2024 • History • Mathematics

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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 – June U5 mock examinations – February

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Music Music is based in the newly built Merritt Centre in the heart of the school and holds a very special place in the tradition of cultural excellence at Sherborne Girls. The school calendar incorporates a vibrant and broad programme of musical events, from large-scale choral and orchestral concerts to informal lunchtime concerts and professional workshops and recitals to popular music, music technology and musical theatre performances. Music at Sherborne Girls is something that inspires the highest of standards for experienced musicians whilst simultaneously encouraging all girls to take an active part in music making.

Individual lessons are available from our outstanding team of specialist visiting Music Tutors in the full range of orchestral instruments, along with Piano, Organ, Harp, Recorder, Saxophone, Acoustic and Electric Guitar, Drum Kit, Percussion, Voice, Songwriting, DJing and Music Production - utilising our state-of-the-art studio. The weekly co-curricular programme is rich and diverse, with opportunities for young musicians at every level; from complete beginners to those taking diplomas and beyond. Our musicians can take part in a wide range of ensembles including orchestras, chamber music, choirs, jazz, rock and pop, music technology and musical theatre.

Co-Curricular Music • Sherborne Schools Symphony Orchestra and Sinfonia – in conjunction with other Sherborne Schools • String Orchestra • Big Band • Chamber Ensembles – various groups through woodwind, brass, piano, strings and percussion sections • Rock Bands • Music Production and DJing • Senior Choir – L5-U6 – responsible for singing services in school and in the Abbey • Madrigal Society – an auditioned choir that performs regularly in and out of school.

• Chamber Choir – Madrigal Society join with the Chamber Choir of Sherborne School to create an SATB choir for joint services, evensongs and concerts.

• Musical Theatre Productions – recently Grease, Matilda and Legally Blonde.

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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’.

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?

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.

• 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 our 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.

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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. 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 gaining skills on industry standard equipment.

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

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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 an Instagram account (@sherborne_girls_drama) where we celebrate the huge range of creative work going on in school.

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Entrepreneurship L5 Six-Week Entrepreneurship Programme The Rose Review (2019) identifies the need to improve awareness of entrepreneurship among females. During this six-week programme, L5 pupils learn about the key qualities of an entrepreneur and the importance of creativity, collaboration and communication. They examine the impact a successful entrepreneur can have on society and the economy. They learn about marketing, defining target markets, and market research, as well as developing their understanding of the relationship between risktaking and failure. Using real-world business issues and case studies, this course encourages girls to start thinking commercially, and to develop essential skills including critical and computational thinking. It raises their awareness of the opportunities associated with entrepreneurship.

We also offer Business Basics: a co-curricular club where pupils learn about the most successful business leaders of our time, such as Elon Musk (Space X and Tesla) and Anita Roddick (The Body Shop). We also learn from the reasons behind the demise of once successful businesses, including Toys R Us, Thomas Cook and Laura Ashley.

The club considers why entrepreneurs are so important to our country. Girls consider the skills business owners possess, and learn about the importance of tenacity and determination in delivering success.

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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.

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.

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.

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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

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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.

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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.

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.

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.

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How to choose Pupils are strongly encouraged to make subject selections with the following considerations in mind: • The breadth, balance and content of their eventual total programme, including academic and co-curricular • Their ability, aptitude and interest in each subject studied • Their plans for Sixth Form and beyond, if any, at this stage These factors will vary from person to person, as will their choices. It is important to aim for as broad and balanced a selection as possible, so as not to narrow options at a later stage.

With the exception of Classical Civilisation, all subjects must be studied at GCSE if pupils wish to continue with the subject at A Level. We cannot guarantee to timetable every combination of subjects, but will do our best to satisfy demand for balanced programmes.

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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).

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’.

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INFORMED G DECISIONS GCSE Information Presentation

Pupils January

January

Parents’ Seminar Parents January +BOVBSZ

Discussion P tutors with

Parent/Teacher Meetings Parents’ Meeting January +BOVBSZ

Discussions with daughter

Pupils discuss with tutors, teachers etc

Parents can Parents can contact contact individual tutors/teachers individual tutors or and/or Head of Year Head of Year

Parents complete Online Complete Options form by February Online Options Form half term (accessed via the by 2 February

by February half term Friday Bulletin)

Checked by tutors and Head of Year

Checked by School timetable tutors and prepared Head of Year 23 23

GCSE SUBJECTS

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SHERBORNE GIRLS GCSE

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ART AND DESIGN AQA Syllabus 8202/8204/8205

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.

All Art and Design subjects share the same assessment criteria. While pupils can study more than one of these options, only one can be entered on a UCAS application form.

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.

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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.

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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.

Creativity and Aspiration Art and Design pupils are encouraged to extend themselves beyond the syllabus and to engage Art and Design in all its forms both in and out of school. Throughout the year pupils have access to this wide range of opportunities: Artist in Residence We have an Artist in Residence to inspire and support pupils with their work. They schedule exhibitions, workshops and talks with external artists that are exhibiting in our contemporary gallery. Our pupil's work is also displayed in the Wirth Gallery.

Study Excursions We visit local and national exhibitions and museums such as the Pitt Rivers in Oxford and attend art workshops at Roche Court. We have an annual visit to London to the main galleries.

Co-Curricular Shared clubs with Sherborne School add diversity to their skillsets inc. jewellery and silversmithing, printmaking etc.

Cross-Curricular In the Lent term M5 girls will respond visually to the theme of Collections to accompany poetry, prose and music created by their peers.

The M5/U5 Sketching Project Here the pupils are set a sketchbook challenge over the Lent and Summer Holidays to explore museums and galleries to create an exciting visual diary of their visits.

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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 simply need an interest in and curiosity about 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.

• 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 The question papers 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) – 50% of qualification This study enables pupils to explore women in a variety of capacities and to find out what we can infer about them as both historical and legendary/ mythological figures. We look at women in fifth century Athens and Republican Rome, as well as Sparta and Pompeii. We examine the realities of life as a woman in these societies: both women who are portrayed as living a respectable, ideal life of virtue, 28

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.

Component 2 (Literature and Culture: Roman City Life) – 50% of qualification 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.

Creativity and Aspiration: External Essay and Other Prize Competitions: Fitzwilliam College Cambridge Essay Competition, LSA CA Ancient Worlds Competition, St John’s College Oxford Essay Competition, Oxford Ancient Drama Competition, Oxford Creative Writing Competition, Newnham Classics Essay Competition, Robson History Prize at Trinity College (Cambridge) Classics Symposium talks: Sherborne Girls is proud to host a termly lecture by a leading expert in the Classical field. Pupils from both Sherborne Girls and other schools from the area are invited to attend.

International trips: An annual trip to visit sites from the Classical World takes place during the Easter holidays. These include trips to Greece and Italy.

COMPUTER SCIENCE

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AQA Syllabus 8525

Professor Dijkstra, a famous computer scientist, once commented: ‘Computing is no more about computers than astronomy is about telescopes.’

Computing Science is one of the fastest growing, sustainable sectors of the economy. We enable pupils to capitalise on this growth and develop an enduring love of computing, programming and network concepts.

Pupils studying Computer Science at Sherborne Girls learn coding alongside a detailed knowledge of all aspects of computers – from social, ethical and legal issues to hardware and software. We want our pupils to become competent practitioners, able to apply their computing skills in practical ways across the curriculum.

Key skills and understanding developed on the course include: • The capacity to think creatively, innovatively, analytically, logically and critically • An understanding of the organisation of computer systems • The ability to apply skills, knowledge and understanding of computer science, including programming and coding, in a range of contexts to solve problems • An understanding of the consequences of using computers, an awareness of emerging technologies and an appreciation of their potential impact on society Often, the way in which a computer programmer thinks is particularly compatible with having a mathematical mind, although at university and in later life, the skills acquired can be put to a wide variety of uses and a multitude of tasks in the workplace. The Computer Science GCSE places

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

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

Exam Paper 2: theoretical knowledge from subject content 3–7 below.

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

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DRAMA Eduqas Syllabus C690QS

GCSE Drama is an exciting, inspiring and practical course. The specification promotes involvement in and enjoyment of drama, as performers and/or designers.

Pupils will also attend live theatre performances allowing them to become informed and thoughtful audience members. By taking part in all these activities, pupils will develop a range of essential life skills which will help them succeed in any career they choose. Much of the work is collaborative and pupils will be required to work sensitively and creatively with others. However, all marks are given on an individual basis.

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 style 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 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?

As well as having lots of fun and the chance to be creative, Drama teaches some vital life skills.

• 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.

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ENGLISH This is a two year course, over which the pupils study for two IGCSEs from the Cambridge International Examinations Board (English Language 0990 and Literature in English 0992).

In English Language, pupils will learn to understand and respond to what they read, hear and experience in terms of texts. They will learn to distinguish between fact and fiction and between different types of non-fiction text. They will acquire skills in debating, arguing, persuading, informing and describing. The course enables pupils to read for explicit and implicit meaning, to write using appropriate and relevant vocabulary for the task, to use correct grammar, spelling and punctuation and to develop their own style.

Pupils are tested in U5 in two written examinations of two hours duration: Paper 1 Reading Extended Passages and Paper 2 Directed Writing and Composition.

In English Literature, pupils read, interpret and evaluate literary texts written in English from different genres, periods and cultures. They study prose, drama and poetry. They develop their ability to respond sensitively to the ways writers use language and form to achieve their effects.

Pupils are tested in U5 in three written examinations of varying lengths: Paper 1 Poetry and Prose; Paper 3 Drama and Paper 4 Unseen Texts.

The prose and drama set texts rotate continually, enabling the teaching of Literature to remain fresh, inspiring and innovative. Recently, we have studied the following texts: • 1984 by George Orwell • Purple Hibiscus by Chiamanda Adichie • To Kill a Mocking Bird by Harper Lee • An Inspector Calls by J B Priestley • The Crucible by Arthur Miller • Twelfth Night & Midsummer Night's Dream by William Shakespeare.

Creativity and Aspiration: Pupils are encouraged to write creatively, extend themselves beyond the syllabus and to read widely throughout the course, with annual events including: The Philippa Lawrence Poetry Competition This event is open to all Sherborne Girls pupils. It is themed differently each year and pupils are supported with their poetry writing in English lessons.

The M5 Shakespeare Project When Shakespeare is not a set text, we challenge and extend our learners through this exciting four week reading, writing and speaking project on a chosen play.

Collections In the Lent Term M5 pupils will create a collection of poetry and prose to accompany art and music created by their peers.

The M5/U5 Reading Project Pupils are set a reading challenge over the Lent and Summer Holidays exploring modern classic fiction through an essay or presentation in September of U5.

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FOOD PREPARATION AND NUTRITION OCR Syllabus J309

The Food Preparation and Nutrition GCSE course is designed to help pupils develop a high level of knowledge, understanding and skill to cook and apply the principles of food science, nutrition and healthy eating.

Pupils learn about improving lives through better knowledge of food, where it comes from and how it affects our bodies. They explore a range of ingredients and processes from different culinary traditions (traditional British and international) to inspire new ideas or modify existing recipes.

The subject is divided into five sections and food preparation skills (or cookery) are integrated into each one:

Assessment: • Theoretical knowledge is assessed through a written examination lasting 1 hour 30 minutes.

This forms 50% of the final GCSE grade • The other 50% of the GCSE is made up of nonexamination assessment (NEA), for which girls undertake two tasks: Task 1 Food Investigation • Pupils demonstrate their understanding of the working characteristics and functional and chemical properties of ingredients through practical investigations

1 Food, nutrition and health

Task 2

2 Food science

Food Preparation

3 Food safety

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

4 Food choice 5 Food provenance

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

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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.

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

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HISTORY Cambridge IGCSE Syllabus 0977

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

IGCSE History enables pupils to investigate questions such as: • 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?

understand original written and visual source material, including photographs and cartoons. In October we offer a trip to Berlin where pupils will be able to visit sites of historical importance and understand how this city played such a crucial part in the history of the 19th and 20th century.

Assessment: • Three examination papers • No coursework or controlled assessment

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

Component one:

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

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

• 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, social, and cultural history.

IGCSE History helps pupils to develop the skills required to research topics properly and produce clear and balanced arguments. They will practise writing and speaking about the past, read and

• 2-hour paper worth 40%

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 complete a Depth Study Creativity and Aspiration Pupils are encouraged to read historical fiction to widen their understanding of the course and extend themselves beyond the syllabus. Special book club events are set up for pupils to discuss their reading. We also encourage pupils to contribute to displays and assemblies which mark historical events and special history months.

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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 develops research and analytical skills as well as linguistic skills; empowering pupils to become independent learners and enquirers, and equipping them for further study.

Component 1 (Language) – 50% of qualification 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.

Component 2 (Prose literature) – 25% of qualification 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.

Component 3 (Verse literature) – 25% of qualification Pupils read prescribed passages from Virgil and questions are set on the context, background and literary and linguistic content.

All three component examinations take place at the end of the U5 and are externally assessed.

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Creativity and Aspiration: As with all language learning, the more that girls explore language and culture outside the classroom, the broader and deeper their understanding becomes. They are therefore encouraged to take an active part in: External Essay and Other Prize Competitions: ARLT Reading Competition, EMACT Reading Competition, Fitzwilliam College Cambridge Essay Competition, LSA CA Ancient Worlds Competition, St John’s College Oxford Essay Competition, Oxford Ancient Drama Competition, Oxford Creative Writing Competition, Stephen Spender Translation Prize, Newnham Classics Essay Competition, Robson History Prize at Trinity College (Cambridge), Linguistics Essay Prize at Trinity College (Cambridge) Classics Symposium talks: Sherborne Girls is proud to host a termly lecture by a leading expert in the Classical field. Pupils from both SG and other schools from the area are invited to attend.

International Trips: An annual trip to visit sites from the Classical World takes place during the Easter holidays.

These include trips to Greece and Italy.

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

Mathematics is everywhere! Without realising it, we use mathematics every day, and it plays a part in nearly all of our daily activities. Every time we pick up the phone, use the internet, manage money, go to the doctor or travel, 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.

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. 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.

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MODERN LANGUAGES Pearson Edexcel IGCSE Syllabus (French: 4FR1, German: 4GN1, Spanish: 4SP1) AQA GCSE Chinese: 8673

The world really is your oyster when you speak another language. At Sherborne Girls we are proud to offer four language courses: French, German, Spanish and GCSE Chinese (spoken Mandarin).

These courses enable pupils to develop the skills and knowledge necessary 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. What is more, a qualification at this level in a modern language 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.

The courses build on the knowledge gained in L5 therefore pupils already have a very solid basis of vocabulary and grammatical structures. During the IGCSE/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: Home & abroad; Education & employment; Personal life & relationships; The world around us; Social activities, fitness & health.

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. Please note that for Chinese (8673), the speaking exams will be conducted in Mandarin.

Creativity and Aspiration: Girls are strongly encouraged to broaden their learning beyond the classroom to develop their language skills through their own interests, including, but certainly not limited to: watching films and television, reading magazines and articles, exploring blogs, listening to podcasts and radio, and, trying out recipes in the foreign language(s) they are studying.

Over the two years, girls are also encouraged to take part in: The UK Linguistics Olympiad: Girls can compete with others or individually to break linguistic codes.

MFL/Science blog competition: An internal competition run with the Science Department; girls are invited to write a blog in a foreign language about a science topic.

The Anthea Bell Prize for Young Translators: A competition run by Queen’s College at the University of Oxford in which pupils translate a poem from a foreign language into English.

ISMLA Creative writing competition: A creative writing competition run by the Independent Schools Modern Languages Association.

International trips: These include trips to Spain, France and a German exchange.

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MUSIC Pearson Edexcel Syllabus 1MU0

Performing (30%) At least two pieces are required, contrasting solo playing with ensemble work. Minimum total time is four minutes, with the recordings made in U5.

Composing (30%) Two pieces are required: one is a ‘free’ composition, and the other is written in response to a set brief, which is issued at the start of U5.

Minimum total time is three minutes, and both scores and recordings are required.

Appraising (40%) There are four areas of study, each containing two set works: • Instrumental music (pieces by Bach and Beethoven) • Vocal music (pieces by Purcell and Queen) • Music for stage and screen (music by Schwartz and John Williams) • Fusions (tracks by Afro Celt Sound System and Esperanza Spalding)

Pupils will prepare pieces (or songs) in their individual music lessons for the performance coursework (Unit 1). Given the high standard of practical music-making at Sherborne Girls, GCSE girls will usually be Grade 5 standard (or above) by the end of their U5 year. Pupils are able to take advantage of many opportunities to play in school concerts and regularly achieve very high marks in this unit.

Composition lessons (Unit 2) enable pupils to write compositions in a variety of styles. They select the best two for coursework submission.

They will also learn to use Sibelius notation 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.

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

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RELIGIOUS STUDIES AQA GCSE Religious Studies A 8062

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

GCSE Religious Studies A There are two components to the course:

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

The religious, philosophical and ethical studies themes are chosen from:

• The study of religions: beliefs, teachings and practices

• Theme A: Relationships and families

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

• Theme C: The existence of God and revelation

For the first component pupils study the beliefs, teachings and practices of Christianity and Islam.

• Theme E: Religion, crime and punishment

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

• Theme B: Religion and life • Theme D: Religion, peace and conflict • Theme F: Religion, human rights and social justice This component is assessed by a written examination of 1 hour 45 minutes.

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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).

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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

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• Chemical analysis

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

• Atomic structure and the Periodic Table

Biology

Chemistry

• Structure and bonding • Chemical reactions and energy changes • Crude oil, fuels and organic chemistry

• Microbiology • Monoclonal antibodies and plant disease

• Quantitative chemistry

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

• Rates and equilibrium

• Plant hormones

• Analysis and Earth's resources

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

Physics • Forces

Chemistry

• Energy

• The Periodic Table and transition metals

• Waves

• Chemistry of alcohols, acids and esters

• Electricity

• Chemical cells and fuel cells

• Magnetism and electromagnetism

• Synthetic and naturally occurring polymers

• Particle model of matter

• Chemical and spectroscopic techniques

• Atomic structure

• The Haber Process and using resources

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.

Physics • Space physics • Moments, levers and gears • Pressure • Sound • Lenses • Black body radiation • Static electricity • Transformers

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Creativity and Aspiration: The Science department actively encourages our pupils to extend their learning beyond the confines of the GCSE specification. The following termly events require the pupils to read about modern developments within the scientific world, topical scientific issues which affect our modern society, and to apply their knowledge and understanding: The termly Science Essay Competition This termly event is open to all our Fifth Form pupils. Girls are encouraged to write a wellresearched, yet individual, piece of work of between 500 and 600 words on a set of scientifically challenging published essay titles.

The termly Science-MFL Blog Competition The MFL-Science Blog competition requires pupils to express their thoughts on a scientific topic which is of great global importance, such as global warming. The pupils need to research the science involved, think critically and distil their thoughts down into a piece of text which is no more than one hundred words long and in any modern foreign language of their choice.

Year 10 National Science Competition This annual competition enables pupils to participate and compete in a National Science Competition. The online assessment is a multiplechoice format with questions that make use of high-level thinking skills and scientific practical techniques rather than factual recall.

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The M5 and U5 British Physics Olympiad This annual competition allows our scientists to think logically and laterally about a series of multiple-choice Physics problems in real world situations. It promotes thinking skills and shows the huge variety of situations in which an understanding of Physics is fundamental.

Chemistry Symposium evening presentations Twice a term, our U5 pupils are encouraged to attend the Chemistry Symposium which is presented by the Sixth Form pupils at Sherborne Girls and those from neighbouring schools. The presentations given explore the innovative and modern day applications of Chemistry within our global community.

‘Women in Science’ and Advanced Science Society lectures Lectures in this series aim to give an insight into the applications of Science to the modern world and the many opportunities available to women who wish to pursue a scientific career pathway.

Samsung Challenge M5 get involved in the annual Samsung ‘Solve for Tomorrow’ challenge where the brief is to design technology for good with collaboration and creative thinking.

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Public examination subjects and boards GCSE courses 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

GCSE

Food Preparation and Nutrition

J309

OCR

IGCSE

French

4FR1

PEARSON EDEXCEL

2 Cert

Further Mathematics

8365

AQA

GCSE

Geography

8035

AQA

IGCSE

German

4GN1

PEARSON EDEXCEL

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

IGCSE

Spanish

4SP1

PEARSON EDEXCEL

CAMBRIDGE ENGLISH

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

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SHE RBORN E GI RL S GCSE

Sherborne Girls Bradford Road Sherborne Dorset DT9 3QN +44 (0)1935 818224 admissions@sherborne.com sherborne.com