The Sixth Form Guide by Sherborne Girls

Sherborne Girls

THE SIXTH FORM A guide to A Levels and the International Baccalaureate

Contents Sherborne Girls Learner Profile

Welcome to the Sixth Form

The Sixth Form Team

Higher Education and Careers

Course Choices

The Subjects

Subject Choices

Subjects: Art & Design

Visual Arts

Biology

Business/Business Management

Chemistry

Classical Civilisation

Product Design (DT)

Fashion and Textiles (DT)

Drama and Theatre Studies

Economics

English

Environmental Systems and Societies

Geography

Classical Greek

History

History of Art

Latin

Literature and Performance

Mathematics

Modern Languages

Music

Philosophy

Photography

Physical Education (Sports Science)

Physics

Psychology

Religious Studies

Sociology

Academic Enrichment

Extended Essay and EPQ

Co-curricular

Deadline for online submission of choices is 1 February 2019

The Sherborne Girls Learner Profile Communicative

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

Our aspiration is that all members of our Sixth Form should be described as:

Openminded

They understand and appreciate their own cultures and personal histories, and are open to the Inquiring perspectives, values and traditions of They develop their natural other individuals and communities. They curiosity. They acquire the skills Thinkers are accustomed to seeking and necessary to conduct enquiry and They exercise initiative in evaluating a range of points of view research and show independence in applying thinking skills and are willing to grow from the learning. They actively enjoy learning critically and creatively to experience. and this love of learning will be recognise and approach complex sustained throughout their lives. problems, and make reasoned, ethical decisions.

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

They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

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

Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. 2

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

Knowledgeable

They explore concepts, ideas and issues that have local and global significance. In doing so, they acquire knowledge and develop understanding across a broad and balanced range of disciplines.

A very warm welcome to the Sixth Form

6th Form The Sixth Form is a very exciting time to be at Sherborne Girls, whether a former 11+, 12+ or 13+ entrant, or new to the school. This is because, in the Sixth Form, girls have more opportunity than ever before in their lives to make individual decisions about what they spend their time studying and how they use co-curricular time. In consultation with girls and their families, the Sixth Form team will guide pupils as they approach this new phase, helping them to make these important choices so that each girl will be stimulated to become the best version of herself that she can be as she develops her ambitions for future study or work. We monitor each girl’s progress at every point of her two years in the Sixth Form, responding to her needs as she matures; we continue to offer guidance for as long as girls need it, sometimes years after they have taken their last school exams. Perhaps partly because there is always plenty of help available at every stage, our Sixth Formers tend to become more and more confident and self-reliant, volunteering for challenging roles and taking responsibility for themselves and others. One of the first choices they have is between the International Baccalaureate (IB) and A Levels – and whichever of the two systems one chooses, there are then further options to be considered. There are hundreds of combinations of subjects available, so each Sixth Former has a bespoke programme to suit her interests, talents and plans for the future. Academic work is complemented by a vast range of activities outside the classroom: some to develop girls’ creativity; some to hone their minds; some to keep them fit or enhance teamwork skills or self-reliance; some that build one’s confidence to lead others, both in public or in a quieter arena. Some of our most popular clubs in the school are founded and organised by Sixth Form girls themselves, whilst others are supervised by staff who are experts in their field. This year’s A Level and IB results were impressive.

49% of the IB subject results scored the highest grades of 7 and 6, compared with a worldwide average of 28%. Over the last decade, A Level marks have been 90% to 97% A* to C grades. In the last two years, nine girls have successfully met offers to read a range of subjects at Oxford or Cambridge universities, including Philosophy and Computer Science, Classics, Languages, English, History and Sciences. Regardless of statistics, what really counts is the people our Sixth Formers become. We want them to develop into outward-looking adults who are eager to challenge themselves and aim high in whatever spheres of life they find themselves. Because they enter the Sixth Form as the most senior pupils in mixed-age houses, they have plenty of opportunity to establish themselves as role models from the start: from overseeing prep to saying ‘goodnights’, from directing and acting in House Drama to organising Sports Day, our Sixth Form is at the heart of everything the school does and we are very proud of the Sixth Form girls.

Mrs Florence Corran Director of Sixth Form 3

Meet the Sixth Form Team

Mrs Rachel Allen Assistant Head of Sixth Form EPQ Coordinator

Mr David Banks Assistant Head of Sixth Form IB Coordinator

Mrs Penelope Utting Head of Higher Education and Careers

Miss Caitlin Howell-Evans Housemistress Mulliner (U6 Boarding House)

Mrs Kate Scorer Oxford and Cambridge Preparation Advisor

Dr Jane Hopper Medical Courses Advisor BMAT preparation

In order to support girls as they approach these choices, we offer a range of opportunities for guidance in the U5: • Careers testing and individual interviews with external careers advisors: completed by Michaelmas half term • Sixth Form Information Evening: end of Michaelmas term • Individual interviews with Housemistress/master: start of Lent term • U5 Parents’ Meeting and Seminar: January • Tutorials with personal tutor: ongoing 4

Higher Education & Careers Sherborne Girls is committed to helping our pupils make successful choices about the most appropriate path to take after school. The needs of the individual are paramount and, although in most cases the girls do progress onto traditional degree courses at competitive universities in the UK and abroad, this is definitely not the right option for everyone and there are many other exciting oportunities for pupils to consider.

70% of university applicants won places at Russell Group and other highly competitive universities in 2018 including Oxbridge. The Head of Higher Education and Careers, Mrs Penelope Utting, is on hand to see girls and parents at any time on either a drop-in or pre-arranged basis.

A comprehensive programme to help girls plan their future is embedded into the Sixth Form curriculum and delivered at appropriate moments throughout the two years. Up-to-date advice is essential and the girls are encouraged to seek information from reliable sources as they decide on the best route. The programme includes: • Talks to the year group highlighting their options after school

• Individual interviews with Mrs Utting in the Lent term

• A day of workshops in the Trinity term to help girls make applications for the next stage • Use of Unifrog, a comprehensive careers and university online platform

• Visit to a University and Apprenticeship Fair in Bristol

• Talks by university admissions tutors • Visit to an Oxbridge Conference

• Opportunities throughout the two years to meet employers and explore different careers

“Being in the U6 feels like just one step away from university. You have greater freedom but much more responsibility for yourself. You really learn how to act independently.”

• Personal Statement and CV workshops

• Information about going to university abroad.

Through this, pupils are well prepared for the challenges they will face when they leave Sherborne Girls. The girls are kept up-to-date about forthcoming events and opportunities and they are encouraged to gain relevant work experience and attend Taster Courses and Open Days. Those who are applying to Oxbridge, Dentistry, Veterinary Science or Medicine are assigned a mentor and attend weekly sessions to help them prepare for this highly competitive process.

Top destinations in 2018 Bristol Edinburgh Oxford Brookes

Our aim is to prepare Sherborne girls thoroughly for the many challenges and exciting opportunities, which will come their way.

Head of Higher Education and Careers: Mrs P Utting careers@sherborne.com

Course Choices

Sherborne Girls is proud to offer two gold-standard academic pathways in the Sixth Form: A Levels or the International Baccalaureate (IB). This allows us to support the needs and strengths of all our pupils. Both routes allow pupils to pursue their passions and facilitate entry to the most competitive Higher Education providers in the UK, Europe, USA, China, Hong Kong, Canada and other locations. Each pupil is an individual with her own aspirations and interests. Pupils can therefore choose between the ‘traditional’ route, taking three A Levels (with an EPQ or MOOCS) or, perhaps they would prefer the broader, more holistic approach of the International Baccalaureate. If there is insufficient demand for a course (usually a minimum of three pupils) then it may not run. At IB there may be some courses that we will not run at both Higher and Standard Levels but we will see what pupils would like in the first instance and, as usual, accommodate as many options as possible.

A Level

International Baccalaureate (IB) Diploma

Three (or four) subjects taught over two years

Six subjects taught over two years Three at Higher Level, three at Standard Level

The Extended Project Qualification (EPQ) MOOCS Arts Award Gold

Creativity Activity and Service (CAS) Extended Essay (EE) Theory of Knowledge (TOK)

Both programmes are highly regarded by universities and whichever programme a pupil chooses, they will be thoroughly prepared as a very strong candidate for application to Higher Education or work. At IB ‘the Core’ binds all subjects together through Theory of Knowledge (TOK) and ensures an international outlook and experience through Creativity Activity and Service (CAS). A Levels often appeal to the specialist, the pupil who is certain she wants a tailored subject combination that will lead her in a specific direction post Sixth Form. If a pupil is certain that she knows what direction she wants to follow when leaving school, then the A Level programme maybe the most appropriate course, although it is possible to keep options open at A Level too. The IB Diploma is internationally recognised and respected. A maximum of seven points is awarded for each IB subject. A score of 6 or 7 is equivalent to an A* at A Level. Universities are familiar with the IB and A Levels, making very achievable offers for both programmes. A Level and IB exams are all taken at the end of U6. We are delighted to be able to increase the range of subjects offered in the Sixth Form by working in partnership with Sherborne School (SS) and The Gryphon School (GS). The deadline for the submission of subject choices is 1 February 2019. Details of how to do this submission online will be given via the School Bulletin. External candidates, please contact registrar@sherborne.com

The Subjects A Levels:

IB Diploma:

Choose three A Levels (or four if intended to be studied over two years) plus EPQ

Choose six Subjects (three Higher Level and three Standard Level) plus Theory of Knowledge and Community Action Service (CAS) Select at least one subject from each of the groups 1-5 and a sixth subject from any of the groups 2-4 or 6.

o o o o o o o o o o o o o o o o o o o o o o o o o o o o

Art and Design Biology Business Chemistry Classical Civilisation Economics English Fashion and Textiles (DT) French Further Mathematics (only with Mathematics) Geography German (SS) Classical Greek History History of Art Latin Mathematics Music Photography Physical Education Physics Product Design (DT) Psychology (included provisionally) Religious Studies Sociology (GS) Spanish Textiles Theatre Studies

It will only be possible to choose one of the subjects shared with other schools (these subjects are in bold).

Group 1 o English Literature HL o English Language and Literature SL o Literature and Performance SL Group 2 o Classical Greek HL/SL o French HL/SL o German HL/SL o Italian ab initio (beginners) SL o Latin HL/SL o Mandarin HL/SL o Spanish HL/SL Group 3 o Economics HL/SL o History HL/SL o Philosophy HL o Psychology HL/SL o Geography HL/SL o Art History HL/SL o Business Management HL/SL Group 4 o Biology HL/SL* o Chemistry HL/SL o Environmental Systems and Societies SL* o Physics HL/SL o Design Technology HL/SL Group 5 o Mathematics HL/SL Group 6 o Drama HL/SL o Music HL/SL o Visual Arts HL/SL Select at least one subject from each of the groups 1-5 and a sixth subject from any of the groups 2-4 or 6. *Either Biology SL or ESS will run, but not both.

If there is insufficient demand for a course (usually a minimum of three pupils) then it may not run. 7

Subject Choices

Choosing A Levels and IB Higher Levels When pupils make their subject choices, it is wise to bear in mind any plans for Higher Education. Opposite are some common requirements for popular university degree courses. ‘Facilitating subjects’ is a term used by the Russell Group of universities. It is not essential to do three facilitating subjects – even Oxford and Cambridge Universities have said they are happy with two. Facilitating subjects are relevant if a pupil is not sure what she wants to do; they keep options open. If they do know, it may also be the case that they need to take subjects that generally called ‘facilitating subjects’, particularly if they are going down a creative route. Universities look for pupils who not only have good grades, but grades in the right subjects for which they want to apply. If pupils already know what they want to study at university, they should think about choosing subjects which give them the best possible preparation for their chosen degree course and that they will enjoy. If girls are not sure what they want to study at university yet, it’s important to choose subjects that will leave as many options open as possible. The facilitating subjects are: • Biology • Chemistry • Physics • Maths and Further Maths • English Literature • Geography • History • Modern and Classical Languages Our message to pupils is: If you don’t know what you want to study at university then it’s a good rule of thumb that taking two facilitating subjects at A Level or IB Higher Level will keep a wide range of degree courses open to you. If you choose subjects you love, you will be motivated to work hard and this will lead to higher grades.

DEGREE COURSE

POSSIBLE REQUIREMENTS

Art Foundation courses

Art A Level or Visual Arts IB plus a good portfolio. Some institutions may accept DT, depending on the course. Check with the colleges you are interested in. Applications are made directly to your chosen Art College(s) not via UCAS.

Biology

Biology and another science (normally Chemistry) or Maths.

Business Studies

Any – but Maths, English and Economics may be preferable at some institutions.

Chemistry

Chemistry and sometimes Maths and/or another science.

Dentistry

Chemistry and one or two other sciences (Chemistry and Biology are advised to give access to the widest range of courses).

Economics

Many universities require Maths – please check carefully.

English

You must have English Literature A Level or IB Higher Level.

Engineering

Maths and Physics (or Maths and Chemistry for Chemical Engineering).

History of Art

Nothing specified but the following are useful: Art, Religious Studies, History, English Lit, Classical Civilisation.

Modern Languages

The language you wish to study. It is uncommon for a second language to be an essential requirement but is preferred by some universities.

Law

Any but preferably “academic” – high grades will generally be necessary.

Medicine

Chemistry and usually Biology. Maths and Further Maths will not count as two subjects.

Natural Sciences

Maths is required at most institutions.

Physiotherapy

One science – usually Biology. Some universities ask for TWO sciences.

Psychology

A science subject is usually required.

Sports Science

Some universities require Biology and another science. Participation in sport at county level or above is helpful.

Veterinary Science

Chemistry and one or two other sciences. Like Medicine, Vet Schools will not accept subjects that overlap as two subjects eg Maths and Further Maths. 9

A Level (Fine Art)

Art & Design Why Study Art? Art at this level gives you the opportunity to build on your creative and technical skills to a far more sophisticated degree than GCSE. Studying Art A Level develops qualities of selfdiscipline, independence of mind and the ability to form an insight into the world around you. We encourage visual curiosity, experimentation with a wide range of media and perhaps more importantly encourage you to question why we produce art and what we are trying to communicate to our audience. A Level Art is a course that aims to teach pupils ‘how to think’ not ‘what to think’.

Course Content A Level The first year of the course is predominantly experimental and involves an introduction to the various disciplines taught within the department in order for you to see the possibilities inherent in the techniques learnt. Painting and drawing, mixed media, textile design, printmaking, ceramics and 3D work and photography are all areas available to explore. As well as developing skills, you need to understand how ideas, feelings and meanings connect to images and artefacts at a personal level and how they are also socially constructed over time

through genres, styles and traditions. An important part of Art A Level, therefore, is an understanding of context and subjective response to it. Unit 1 Personal Investigation (60%) (i) Portfolio of Practical Work - This unit is begun in the Trinity term of the first year. Candidates must produce a sustained project that derives from an initial starting point, topic or theme, chosen by the pupil. At this point we expect our artists to become far more self-directed, and to pursue themes that have a personal relevance to themselves. This Personal Investigation must have a mature and sustained outcome and show evidence of planning, far reaching exploration and refinement of skills and techniques. (ii) There is a written response included in this Unit of between 1000 and 3000 words that can be thoughtfully and creatively presented.

Unit 2 Externally Set Assignment (40)% This unit starts in February of the second year and is a sustained project based on an externally set range of questions. This project is developed and refined and concludes in a 15-hour period of supervised time in which candidates produce their outcome.

All assessment takes place at the end of the course and is composed of: - Personal Investigation (60%) â&#x20AC;˘ Practical Portfolio with written elements - Externally set task - 15 hours (40%)

Outside the Lessons

What else should I consider?

Lessons are supplemented by life classes and occasional workshops. We visit London exhibitions as well as many local galleries and studios. Specialised workshops occur from time to time (e.g. stained glass, bookbinding, oil painting from life, dyeing yarns). A popular six or seven day foreign study tour is organised jointly with History of Art annually â&#x20AC;&#x201C; in past years we have visited Paris, New York, Amsterdam, Rome, Florence, Venice, Madrid and Barcelona.

Will I enjoy it? If you have a visual curiosity, enjoy experimentation with a broad range of media, like working independently, enjoy developing your own ideas and have an open mind and a tendency to think laterally, then this is a course from which you will gain great fulfilment.

Assessment

The Creative Industries are one of the fastest growing contributors to the UK economy and A Level Art is an excellent pathway to a career in this sector. This would include all forms of Art and Design: Photography; Film; Animation, Architecture; Spatial Design, Fashion; Textiles or Advertising; Media to name a few. Art A Level is widely accepted by universities for degree courses, however it is often expected that girls go on to Art and Design Foundation Courses to create specialised portfolios.

Head of Department: Mrs C Mason c.mason@sherborne.com Examination Board: AQA 11

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IB Visual Arts has three clear directives at the heart of the programme: ‘Context’, ‘Methods’ and ‘Communication’. Through these three areas you are encouraged to create a body of work that challenges you practically, to make art in a variety of materials using a wide range of processes. The ‘Context’ area of study involves you considering the cultural significance of your work and comparing this with the work of other artists. Through class discussion, oneon-one tutoring and group critiques, you are encouraged to critically think about both your own and other artists’ work. ‘Methods’ is where the you have the chance to explore the capabilities of a wide range of artistic media. You are constantly challenged to work with new techniques and processes to build up an exciting and highly refined body of work. ‘Communication’ involves you having to make decisions about which pieces of work you will choose to display at the end of the course and how you will display it. You are prepared for this by visiting many exhibitions and private galleries over the two years, to look at how different themes are used in curatorship.

Fundamental questions such as: ‘Can we know anything of the art of the past?’, ‘Can the art of the present be beautiful?’, ‘What right has the artist to a political stance?’ and ‘Is originality possible?, will be considered in detail throughout the course. Review, modification and refinement in the progress of studio work will be encouraged through individual tutorial engagement and group critical forum. These processes, along with work book annotation, will be the primary means by which course participants will articulate and reflect on the intentions and the communicability of your practice. The context of galleries and museums and other virtual exhibition spaces, such as locomotive media, site specificity, internet and intermedia will be addressed as the contexts in which artistic meaning is negotiated and expressed. The course allows for a wide range of disciplines to be studied. Both Photography and History of Art have a prominent role within the course with a Comparative Study, a formally assessed History of Art project, playing a major role throughout.

Visual Arts

1. Comparative Study (written 20%) The newest addition to the VA curriculum is the CS, an independent critical and contextual investigation that explores artworks, objects and artefacts from differing cultural contexts. The CS is one of the three components required by the new curriculum and it constitutes 20% of the final mark. It is a comparative, analytic investigation that strikes a balance between the visual and written, with no prescribed format.

2. The Process Portfolio (40%) The Process Portfolio, or PP, is 40% of the final mark and it is the testimony of your artistic journey during the course. It is not intended to be of polished, refined, or even resolved work; final work is presented for the Exhibition component of the course. The PP is a collection of carefully selected materials which document your experimentation, exploration, manipulation and development of a variety of visual arts activities during the two-year course.

3. Exhibition (40%) The final Exhibition is the culmination of your IB Art experience. You will present a selection of your best work in the form of a curated final show, and defend and articulate their purpose and intention in a written rationale. Head of Department: Mrs C Mason c.mason@sherborne.com 13

A Level & IB

Biology Why Study Biology?

Biology is a good pathway to a large number of university courses and hence scientific careers. These include Biological Sciences, Medicine, Microbiology, Veterinary Science, Dentistry, Pharmacology, Physiotherapy, Nursing, Psychology, Agriculture and Environmental Science. For these courses Chemistry and / or Physics and Mathematics complement Biology; for some courses Chemistry is also essential. Some knowledge of Chemistry and Mathematics is required, though not necessary at Sixth Form level. Course Content: A Level (AQA) • Biological molecules • Cells • Organisms and exchange with the environment, e.g. gas exchange, digestion and transport in animals and plants • Genetic information, variation and relationships between organisms • Energy transfer between organisms, e.g. photosynthesis and respiration • Organisms responding to changes in their internal and external environment, e.g. homeostasis and the nervous system • Genetics, populations, evolution and ecosystems • The control of gene expression Course Content: IB (HL only) • Cells • Molecular biology • Genetics • Ecology • Evolution and biodiversity • Human physiology • Nucleic acids • Metabolism, cell respiration and photosynthesis • Plant biology • Genetics and evolution • Animal physiology, e.g. muscles and movement, and the kidney. Plus the Option D material, which includes: human nutrition, digestion, functions of the liver, the heart, hormones, metabolism and transport of respiratory gases.

Will I enjoy it? Biology is life! It enables us to explain living organisms from the molecular level to their interactions within communities. If you enjoyed Biology at GCSE, then you should certainly consider it in the Sixth Form. Practical work, including field work, is an essential part of the course and will relate to the theory taught. Analysis and evaluation will also be key elements of the work covered.

Assessment

A Level: three end-of-course examinations Teachers will also assess your practical skills (based on a minimum of 12 compulsory practicals) against Common Practical Assessment Criteria. If you reach the required standard, you will receive a pass grade for their assessed practical activities. IB: three end-of-course examinations (80%) plus a 10 hour investigation (20%) - internally assessed. Only offered at Higher Level.

What else should I consider? You may want to choose Biology if you wish to pursue a career in Biology, or a related discipline, or just enjoy studying the subject for its own sake, alongside other subjects.

Head of Subject: Dr J Hopper

j.hopper@sherborne.com

Examination Boards: AQA/IBO

Business is an exciting, modern subject that has evolved significantly since it was first introduced many years ago. The subject balances academic theory with an appreciation of ‘real world’ application and many of the pupils go on to study business related degrees at Russell Group universities. In today’s competitive environment for employment, employers are looking for employees with the ability to make judgements and analyse real scenarios; this subject helps to build a foundation in these critical areas. The surge in demand for business/economic related subjects nationally, both at A Level and degree level, reflects the current turbulent business world and the realisation that to improve the way businesses function you need people who have studied them and the economy in which they function. Pupils who wish to get a head start in the business world benefit from the foundation this course will build.

Course Content - A Level

The topics lend themselves to studying and engaging with the business world. The specification and assessment should encourage you to follow business developments and think critically about contemporary business issues. Most of the assessment material is based on real business situations. By examining and thinking critically about real business situations as you study the subject, you will gain an insight into different contexts. This will help you to understand the key issues in any situation, compare and contrast them with other situations and apply their understanding.

Assessment: • Three 120-minute examinations • Each paper 33.3%

What else should I consider? Business sits well with most subjects and is commonly studied with Geography, Religious Studies, History of Art, Design and Technology and Modern Languages. It is a good pathway to university courses in Business, Finance, Management, Marketing and Economics. It will improve your employment prospects in a wide range of careers as companies continue the trend to seek employees with a working knowledge of business. Head of Department: Mrs E Morray-Jones e.morray-jones@sherborne.com Examination Board: AQA

Specification at a glance:

A Level & IB

Why Study Business?

Business Management IB

Business A Level

1 What is business? 2 Managers, leadership and decision-making 3 Decision-making to improve marketing performance 4 Decision-making to improve operational performance 5 Decision-making to improve financial performance 6 Decision-making to improve human resource performance 7 Analysing the strategic position of a business 8 Choosing strategic direction 9 Strategic methods: how to pursue strategies 10 Managing strategic change

Will I enjoy it? The course will be taught with a strong emphasis on current events in the business environment. This means the subject is unpredictable and as we try to make sense of the changes happening daily, there is great opportunity for individual interpretation, diversity and expression. This subject demands creative solutions to business problems and the infinite range of plausible solutions means you are only limited by your own imagination. This course will help you understand many of the functions of friends’ and families’ businesses and bring the subject to life.

Course Content HL/SL IB

The course at IB is a rigorous, challenging and dynamic discipline examining business management theories and including the study of management processes in contemporary contexts. These include strategic uncertainty, decision-making within an organisation, the use of information technology in business contexts and ethically optimising the use of resources in a world with scarcity and concern for sustainability. It also includes the operational business functions of human resource management, finance and accounts, marketing and operations management through six concepts: change, culture and ethics, globalisation, innovation and strategy.

A Level & IB

Chemistry Why Study Chemistry?

Everything is Chemistry: our food, our clothes, water, air, medicines, detergents and cleaning agents for example; even our emotions are governed by chemical reactions in the body. Chemistry helps you to study and understand the world around you. The course is designed to provide opportunities to consider the applications of Chemistry in the wider environment, such as the development of new forms of energy, the study of climate change and the uses of nanotechnology and analytical techniques.

Course Content A Level Atomic Structure, Bonding and the Periodic Table, Quantitative Chemistry, Oxidation and Reduction, Organic Chemistry, Energy and Resources, Polymers and Analysis, Rate, Equilibria and pH, Environmental Chemistry, Transition Metal Chemistry.

Course Content IB Stoichiometric relationships Atomic Structure, Bonding and the Periodic Table, Quantitative Chemistry and Analysis, Energetics and Thermochemistry, Chemical Kinetics, Acids and Bases, Redox Processes, 16

Organic Chemistry, Equilibrium, Measurement and Analysis.

Will I enjoy it? If you like solving problems, looking at the fine detail and analysing data, then Chemistry is for you. It helps you to understand current events and to explain how things work. It teaches useful skills; you learn how to be objective, how to reason and apply logic, and to make informed decisions. Practical work is an integral part of the study of Chemistry and much of the theory is backed up by the experiments covered.

Assessment A Level: three end-of-course examinations Teachers will also assess pupilsâ&#x20AC;&#x2122; practical skills (based on a minimum of 12 compulsory practicals) against Common Practical Assessment Criteria. Pupils reaching the required standard will receive a pass grade for their assessed practical activities. IB Three papers (80%) all taken at the end of the course;

Internal Assessment (20%) A mixture of short investigations and an extended project which is carried out during the course.

What else should I consider? Chemistry opens up career options; it sits well with a wide range of subjects and is often regarded as the central science; it is complementary to the other Sciences, Geography and Mathematics. It also works well with other subjects such as Religious Studies and Languages because Chemistry extends the range of skills that you can develop. It is a good pathway to a wide range of scientific courses and careers. It is an essential qualification for the study of Medicine, Dentistry, Veterinary Science, Forensic Science and Pharmacy; most universities also require it for the study of Biology and Environmental Science. Many other university courses, such as Law, value the rigorous analytical skills gained in the study of Chemistry.

Head of Department: Mr A Angelosanto a.angelosoanto@sherborne.com Examination Board: OCR

A Level

Why Study Classical Civilisation? Classical Civilisation focuses on the civilisations of Greece and Rome and is a wide-ranging subject involving the study of literature, material culture, ancient thoughts and ideas, as well as the ancient historical context. You don’t need to know any languages, all the texts are in translation and it doesn’t matter if you haven’t studied the Greeks and Romans before; all you need is an interest in the ancient world and its cultures. From women in the ancient world, to the study of religious beliefs and ancient acts of intolerance, Classical Civilisation involves interesting discussions that are directly relevant to today’s world. As Dr Peter Jones states: ‘… men grappled with exactly the same issues that we do: life, death, gods, sex, love, family, children, education, the nature of the world, our origins and development, the past, money, health, status, other cultures, friendship, power, patriotism, politics, law, crime, justice, empire, war’. If you are looking to apply to university, Classical Civilisation can be extremely useful. You also acquire important transferable skills such as analysing sources and developing independent, critical and evaluative approaches. You learn to formulate and support an argument and develop a valuable understanding of cultures very different to your own. Classical Civilisation is naturally particularly valued by Classics departments in UK universities, but not only by Classics departments. The study of A Level Classical Civilisation can often lead to the university-level study of Ancient History, Anthropology, Classics, Drama, English, History, History of Art, Philosophy and Politics. This subject is on the lists of preferred A Level subjects of universities such as UCL, Trinity College, Cambridge and the Russell Group. From the proven ability to write a well-structured extended response to the acknowledgement of the views of others and a culturally sensitive approach to these, Classics puts pupils in an excellent position. In fact, as Dr Peter Jones states: ‘what Classics has always done is just teach people how to think’.

Classical Civilisation

Course content We study three topics: The World of the Hero, Culture and the Arts and Beliefs and Ideas. The first topic explores both Greek and Roman epic, with the study of Homer’s Odyssey and Virgil’s Aeneid. The works of Homer and Virgil are the foundations of the Western literature and have always been considered the cornerstone of classical culture. With their unique composition and exciting tales of gods and heroes, these works of literature form an excellent grounding for exploration of the classical world. The second topic involves the study of visual sources and literary works, focusing on either Greek theatre or Greek art. Finally, in Beliefs and Ideas pupils explore some of the ideas and ideals important not only to the ancient world but also to the modern one. From ideas about love to those about religion, we will examine thought-provoking and interesting concepts that will develop the ability to evaluate and analyse ideas as well as sources.

Will I enjoy it? Of course you will. You will be able to enjoy discussions on classical life and thought and the impact the Greeks and Romans had upon society. The questions we discuss in lessons may also arise in other subjects – what is heroism? What role does fate play in our lives? How do we perceive beauty in broken sculptures?

What else should I consider? In the past, girls have had the opportunity to attend theatre, lecture and museum visits organised by the department. Classical Civilisation is a wellregarded subject that teaches many skills: you use primary and secondary evidence to construct arguments, you learn to write essays, participate in debates and combine detailed analysis of the texts with an overarching understanding of them as a whole within the society that produced them.

Assessment • Three end-of-course examinations

Head of History and Classics: Mrs S Elliott s.elliott@sherborne.com Examination Board: OCR 17

A Level

What are the benefits? The course will strengthen your critical thinking and problem-solving skills within a creative environment, enabling you to develop and make prototypes that solve real world problems. It will help you to be creative in your approach to work and develop your sketching ability.

A Level Assessment • A non-examined ‘Design Project’ 50% • The Technical Principles examination paper - 2.5 hours paper - 30% • The Designing and Making Principles examination - 1.5 hours paper - 20%

International Baccalaureate Design Technolody ‘DP design technology aims to develop internationally-minded people whose enhanced understanding of design and the technological world can facilitate our shared guardianship of the planet and create a better world.’

Design Technology Product Design Why Study Design Technology Product Design • Have you ever really considered that most things you own are designed? • Have you ever wondered how Starck, Dyson, or Apple changed products for the future generations? • Have you ever thought how you can design products to be good for the environment?

Course Content This Design and Technology course is an inspiring, rigorous and practical subject exploring a range of material focuses. It will give you the practical skills, theoretical knowledge and confidence to succeed in several careers, especially those in the thriving creative industries.

It focuses on analysis, design development, synthesis and evaluation. DP design technology requires the use of the DP design cycle as a tool, which provides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, and the testing and evaluation of the solution.

IB Assessment • SL and HL complete a design project as an internal assessment task (40%).

During the two-year course you will study a range of materials, including new technologies such as 3D printing. You will develop a technical understanding of how products function and how they are made to appropriately support the design and manufacture of your own design solutions. You will gain an understanding of wider design principles and commercial issues such as branding and marketing. You will identify market needs and opportunities for new products, initiate and develop design solutions and make and test prototypes.

• At Standard Level, the design project requires students to identify a problem and develop a solution. • At Higher Level, the design project is extended to include aspects of innovation. • Examinations: three papers for HL and two papers for SL (60%) • The standard level course is assessed through a multiple-choice paper, a core paper and the internal assessment design project. At HL, students answer an additional paper consisting of three structured questions based on the HL extension material, one of which is based on a case study.

For further information contact: Head of Department: Mrs C Mason c.mason@sherborne.com Examination Board: AQA

A Level manufacture of your own design solutions. You will gain an understanding of wider design principles and commercial issues, as well as identify market needs and opportunities for new products, initiate and develop design solutions and make and test prototypes.

Design Technology Fashion and Textiles Why Study Design Technology Fashion and Textiles • Have you ever wondered what designers actually do? • Have you ever wondered how and why fashion and interior trends develop? • Have you ever wondered how social and cultural issues influence creative industries?

Course Content This Design and Technology course is an inspiring, thought-provoking and creative subject exploring fashion and textiles in depth. It will give you the practical skills, theoretical knowledge and confidence to succeed in a number

What are the benefits? The course will strengthen your critical thinking and problem-solving skills enabling you to develop and make prototypes that solve real world problems. It will help you to be creative in your approach to work and develop your sketching ability and use of digital technologies in designing and creating quality products.

A Level Assessment of careers. Especially those in the thriving creative industries. The course will give insight into the way designers, manufacturers and other industry professionals work. You will investigate influences on design and technology, whilst putting your learning into practice by producing prototypes of your choice. During the two-year course you will study a range of materials, including new technologies such as wearable electronics. You will develop a technical understanding of how textile products function and how they are made to appropriately support the design and

• A non-examined ‘Design Project’ 50% evidenced through a written or digital portfolio and photographic evidence of the final prototype. • The Technical Principles examination paper - 2.5 hours – 30%. • The Designing and Making Principles - 1.5 hours - 20%

For further information contact: Head of Department: Mrs C Mason c.mason@sherborne.com Examination Board: AQA 19

A Level & IB

Drama & Theatre Studies Theatre Studies A Level Course Content

For many of you, the most rewarding section of the course is component two – the Devised Performance. In groups, you will prepare a piece of drama to be staged, with full technical support, based on an issue you find relevant and influenced by a theatre practitioner. You will also need to see a variety of live performances throughout the two year period, study five set texts from different eras and create work in the style of several important theatrical practitioners such as Stanislavski, Brecht, Frantic Assembly and Alecky Blythe.

Will I enjoy it?

Drama is a subject with an almost infinite number of starting points, style and influences. Whatever your passion, you can explore it through the medium of drama. We aim to make the study of Drama an enjoyable and positive learning experience. If you are passionate about acting, directing and performance you will enjoy this course.

Assessment

• One written examination (40%) Four practical pieces: • Presentation of three extracts from different plays (30%) • Presentation of Devised Drama (30%)

What else should I consider?

You must be prepared to put in the extra time that is required outside class for rehearsals, especially in the lead up to your examined practical work. You will need to work creatively and collaboratively in every lesson and will need to have a selfmotivated approach to each topic. There is an expectation that you will do some reading around the subject and go and see live theatre as often as you can in the holidays, even if just the live streamed performances to local cinemas. There will be opportunities for you to take part in co-curricular drama via one of the joint school productions and in the House Drama competition. You should consider taking up these opportunities as well as looking for chances to stage your own work as the more performance experience you have, the more successful you will be in your examined work.

Examination Board: AQA

IB Drama (Higher and Standard level) Why Study Drama? If you enjoy performing and directing, learning about theatre’s history and reading plays you will get a chance to explore a wide variety of styles and genres of theatre. You will discover new theatre practitioners and theatrical traditions from different cultures and eras and be assessed through practical work and written coursework. There is no final written exam for this course! Course Content 1) Solo theatre piece (HL only) You will study a theatre practitioner and their theories about theatre, leading to a solo performance of about 5 minutes based on one aspect of their practice. 2) Director’s Notebook (SL and HL) You will study a published play text and develop ideas regarding how it could be staged for an audience. This will be mainly taught practically – the best way of working out what works as a director is to try it out! 3) Research Presentation (SL and HL) You will plan and deliver a 15- minute presentation in which you describe and physically demonstrate your research into a convention of a theatre tradition. 4) Collaborative Project (SL and HL) You will devise an original piece of theatre lasting approximately 15-minutes for a specified audience, created from a stimulus of your choice.

How is it assessed? Written Coursework – 35% SL / 20% HL - Director’s notebook Performance – 25% SL / 60% HL - Group devised piece - Solo Performance (HL only) Individual Oral Presentation – 30% SL / 20% HL - a 15-minute structured presentation about a theatrical tradition Will I enjoy it? If you enjoy practical drama, want to learn how to think as a director and don’t want to be assessed via a written exam, this is the course for you! What else should I consider? You must be prepared to put in the extra time that is required, outside of class, for rehearsals when leading towards your performance. There will be opportunities for you to take part in co-curricular drama via one of the school productions, Arts Award, playwriting course or in the House Drama competition. You should consider taking up these opportunities as well as looking for chances to stage your own work as the more performance experience you have, the more successful you will be. You will be expected to attend theatre trips and the occasional workshop in the evenings or weekends so you can build your understanding of theatre and learn from a variety of professionals.

Head of Academic Drama: Mrs R Johnson r.johnson@sherborne.com Examination Board: AQA

A Level & IB Why Study Economics?

Economics

You certainly will if you enjoy current affairs or analysing problems and applying theory to real world issues.

These are some of the questions that could be looked at over the two years. The courses do not expect or require any previous academic study in the subject. They seek to develop the ability to analyse and evaluate events going on in the world today from a scientific point of view. The courses will act as a great starting point for topical discussions and any number of careers. The topics below give a general idea of the content that will be covered. The content becomes interesting and relevant because practical applications of the theory, such as those above, are in the media daily.

Assessment

Course Content A Level The A Level comprises four themes. Theme one focuses on microeconomic concepts and considers how markets work. You learn how to apply supply-and-demand analysis to real-world situations and offer explanations of consumer behaviour. Theme two focuses on macroeconomic concepts. You are introduced to the aggregate demand/ supply model and examine the use of monetary, fiscal and supply-side policies as a means of improving an economy’s performance. Theme three focuses on business economics. You will examine how the number and size of market participants, and the level of contestability, affect the pricing and nature of competition between firms. Theme four applies macroeconomic concepts to a global context. You will understand the significance of globalisation, international trade, the balance of payments and exchange rates.

Course Content IB (HL & SL) IB Economics can be studied at Higher or Standard Level. The course includes: Introduction to Economics – foundation of economics, definitions of growth and development, scarcity, choice and rationing systems. Microeconomics – demand, supply and elasticity; firms, and when markets fail. Macroeconomics – national income, macroeconomic models, demand-side and supplyside policies, unemployment, inflation and distribution of income. International issues – reasons for trade, protectionism, economic integration, WTO, balance of payments, exchange rates, balance of payment problems, terms of trade. Development Economics – sources of economic growth and development, consequences of growth, barriers to growth and/or development, and evaluation of growth and development. 22

Will I enjoy it?

What will happen to house prices in the future? Why do some countries with huge natural resources have a low standard of living? Should drivers of ‘4x4s’ be charged more than other drivers to drive in towns?

• A Level: three two-hour units examined at the end of the course (100% of final marks) No coursework • IB: Three examination papers at the end of the course plus coursework consisting of three 750 word commentaries on recent news articles.

What else should I consider? If you are a keen mathematician then Economics provides many opportunities to apply mathematical skills, particularly in higher education as most university Economics courses place great emphasis on the mathematical aspects of Economics. Economics is a particularly useful subject to study alongside History or Geography, but can be easily combined with just about every subject. For further information contact: Head of Department Mrs E Morray-Jones e.morray-jones@sherborne.com Examination Board: EDExCEL

English Literature is essentially the consideration of the very best and most enduring literary works of our culture. It will help you to read more perceptively, more critically and with deeper understanding and appreciation; in so doing, you will be enabled to articulate with greater finesse your response to the predicaments and situations common to us all.

Course Content A Level This course requires the close in-depth study of an absolute minimum (for examination) of six literary texts covering fiction, poetry and drama including Shakespeare in addition to critical analysis, interpretation and evaluation of ‘unseen’ poetry and prose; there will also be an internally assessed independent speaking and writing component. If you take English Literature at A Level, you will enjoy immersing yourself in the set of texts and other connected works of literature. This year we are studying ‘Howards End’, the play ‘Sweet Bird of Youth’, poems from across several countries, two Shakespeare plays and Chaucer’s ‘The Franklins Tale’, among others. Taking English A Level helps you to develop a deep knowledge of your set texts and confidence that comes from having to substantiate judgements in well-argued critical essays as well as class discussion. English A Level complements any other subjects and is highly respected by universities as a solid preparation for any degree course.

A Level & IB

Why Study English?

English Language and Literature SL

In the Language course you will study a variety of texts such as newspapers, political speeches, advertisements and extracts from non-fiction books. You examine language in its cultural context and look at language and mass communication. There are four literature texts which cover at least two genres, poetry, drama and the novel. Two texts are used for the in-depth study required for the individual oral commentary; a further two, one of which is a work in translation, you study for the examination.

Literature and Performance SL

The literature and performance course aims to explore the relationship between literature and theatre. The main focus of the course is the interaction between the literary skills of close reading, critical writing and discussion and the practical, aesthetic and symbolic elements of performance. For more information on Literture and Performance, please see page 31.

Will I enjoy it? You certainly will if you enjoy current affairs or analysing problems and applying theory to real world issues.

Assessment • A Level: four two-hour exams • IB (HL & SL) • Coursework 20%, • Oral component 30% • Two final examinations 50%

What else should I consider? Studying English Literature embraces challenging intellectual disciplines, and so is an excellent preparation for many degree courses, especially in the arts and humanities; girls wishing to read sciences or Medicine at university can also benefit hugely from the study of English Literature in the Sixth Form. Head of Department: Mrs L Troup l.troup@sherborne.com Examination Board: CIE

IB English Literature HL English can be studied at both Higher and Standard Level. The Higher Level (Literature) course investigates the basis of our communication and understanding. English is the medium of our interactions with others, of our internal reflections and of our dialogue with cultures of the past through earlier literature; it permeates all aspects of our humanity. Historical change, cultural multiplicity and political conflict are mediated through texts cast in every conceivable form and register, and might include text from newspapers, political speeches or advertisements. Our course seeks to reflect this protean variety and covers a broad range of the best authors from a variety of periods in many styles. It is hoped that you will be able to develop your own enthusiasms and personal critical approach to the subject. As in A Level syllabuses, you will study the canonical authors of the past, such as Chaucer, Shakespeare and some of the major novelists and poets. This course also includes some literature in translation and non-fiction writing. Reading independently and working with personal initiative are key from the very start.

Environmental Systems and Societies Why Study ESS?

Standard Level only This Standard Level course will enable you to adopt an informed personal response to the wide range of pressing environmental issues that are currently facing humans. The course uses a systems approach to develop environmental understanding and promotes holistic thinking about environmental issues. This involves considering the scientific, ethical and social political aspects of the topics. Course Content This subject combines the techniques and knowledge associated with an experimental science with those relating to a Group 3 subject. It is offered at Standard Level only. It seeks to provide pupils with a clear sense of the interrelationships between environmental systems and societies which will enable them to make an informed personal response to a wide range of environmental issues as well as consider those issues on a global scale. There will be constant emphasis on the decisions that they have to make in their own lives. Practical work in the laboratory and in the field play an important part in the course. The course is divided into eight sections. The list of topics to be covered are: • Foundations of environmental systems and societies, e.g. the history of the environmental movement • Ecosystems and ecology, e.g. tropic levels and flows of energy • Biodiversity and conservation, e.g. endangered species • Water, aquatic food production systems and society, e.g. managing access to freshwater • Soil systems, terrestiral food production, e.g. inequalities in global food supply • Atmospheric systems and society, e.g. air pollution • Climate change and energy production, e.g. fossil fuels verses renewable energy • Human systems and resource use, e.g. ecological footprints.

Will I enjoy it? If you enjoyed Biology at GCSE, and have an interest in Geography then this could be the course for you. In many ways, it is a blend of both of these subjects. It will provide you with an opportunity to make a personal response to environmental issues and research these issues in a way most relevant to you.

Assessment • External Assessment (two papers) (75%) • Paper one (analysis and evaluation of data relating to a case study) • Paper two (short-answer and data-based questions and also two structured essay questions) • Internal Assessment: based on practical work 25%

What else should I consider? Many universities offer Environmental Science courses, but we would expect anyone intending to study for a degree in one of these courses to take a Science at HL as well as Geography. As a SL only course ESS will not necessarily solely satisfy the entry requirements for a science-based course such as Environmental Science. The course does provide an excellent introduction to many of the problems currently facing the world of business, politics and law. As such, it makes an excellent choice of science for those intending to pursue a non-scientific career. The perspective it provides has been found by previous pupils to be fascinating, informative and useful.

For further information contact: Miss C Howell Evans c.howellevans@sherborne.com Examination Boards: IBO

A Level & IB

Geography Why Study Geography? Geography is highly valued by universities. A Level Geography combines well with both Arts and Science subjects. It is a broad-based subject that covers a wide variety of skills. Geography will prepare you for a career in sustainability and green issues, urban regeneration, energy supply, retail location, managing the effects of hazards and climate change. If you are thinking of a career in Law, Human Rights, International Relations or Welfare then Geography gives you the opportunity to consider relevant issues such as; How do we measure development? What are the consequences of migration on societies? Geography will enhance your essay-writing skills and your confidence in producing well researched extended reports.

• Physical Geography (40%)

Course Content A Level

• Human Geography (40%)

During the two-year course you will study three Physical topics (Water and Carbon cycles; Deserts or Coasts; Hazards or Ecosystem or Cold environments). You will also study three Human topics ( Global systems and Governance; Changing Places; Population or Urban environments or Resources) You will also take part in a residential field trip where you will collect data to support the course to use as the basis for your individual Investigation.

Course Content IB Core (SL and HL) A Geographical perspective including population change, climate change and resource consumption and security. B Optional themes (SL = 2 themes, HL = 3 themes) • Freshwater • Extreme environments • Urban environment C Core: Geographical perspective extension including power, places and networks, human development and diversity and global risk. Plus a fieldwork report.

Assessment A Level:

Two end of course examinations:

• Plus investigation of 3 – 4000 words (20%) IB: Three end-of-course exams • Paper one: (optional themes) 35% • Paper two: (Geographical perspective) 25% • Paper three: (Geographical perspective extension) 20% • Fieldwork report 20% Two end of year exams SL • Paper one: (optional themes) 35% • Paper two: (Geographical perspective) 40% • Fieldwork report 25%

What else should I consider? Michael Palin believes that “Geography is the subject which holds the key to our future.” You should consider Geography if you enjoy learning about people and their societies, economies, cultures and the environment. If you are keen to learn and develop a wide range of skills and you are seeking a broad based academic subject, look no further. Head of Department: Mrs E Morray-Jones

e.morray-jones@sherborne.com Examination Board: AQA

Why study Classical Greek?

The language of the ancient Greeks has informed people for over 2,000 years and continues to offer endless opportunities for questioning and reflection. You could start with the epics of Homer and the poetry of Sappho and work your way through the philosophical ideas of Socrates, Plato and Aristotle and then move onto the powerful tragedies of Aeschylus, Sophocles and Euripides. Step outside the classical world and recognise the influence of the Greeks on the works of Karl Marx and on the words of the suffragettes, who quoted Medea’s views on childbirth as they protested. It is difficult to find a part of life that has not in some way been influenced by the ancient Greeks so what better than to read their writings in the original language and to learn how to shine a bright light upon their world.

Course Content A Level There are separate papers in language and literature. For the language, both prose and verse authors are studied (Thucydides and Sophocles). For the literature, we study Herodotus and Plato as our prose authors and Homer and Euripides as the verse authors.

Head of History and Classics: Mrs S Elliott s.elliott@sherborne.com Examination Board: OCR

A Level or IB

ΚΛΑΣΙΚΗ Classical Greek ΕΛΛΗΝΙΚΗ Course Content IB

The aim of this course is to enable pupils to appreciate the literary merit of classical texts and an awareness of the issues raised in them, as well as their connections and relevance to our times. At the same time, we aim to build an awareness and appreciation of the different perspectives of people from those cultures. Learning the grammar, syntax and vocabulary is not an end in itself but enables pupils to read a variety of literature and, through analysis and interpretation, to try to understand the ancient world from a contemporary viewpoint. The language author is xenophon and for literature there is the choice of two out of three of Homer, Herodotus and Euripides.

Will I enjoy it?

But of course. There’s no denying that it is a challenging subject and that you will have to develop a passion for grammar (if you haven’t got one already) but the language is in the ascendant once more – just look at the number of Greek plays being performed in London this season? What better way to make your university application stand out than by having an A Level in Classical Greek!

Assessment Four end-of-course examinations: • Unseen translation 33% • Pros comprehension 17% • Pros literature 25% • Verse literature 25%

What else should I consider? A qualification in either Latin or Greek is rated highly by universities and can be useful to pupils intending to study courses such as Medicine, Law, Modern Languages, English as well as more traditional Classics. Recent pupils have gone on to study Classics at Oxford and other degrees such as Ancient History, Art, Classical Literature, Medicine and theology at Edinburgh, Newcastle, Falmouth and Durham. 27

A Level & IB

History Why Study History? This course will be ideal for you if you are interested in people and politics in the past and want to find out why some countries develop through peaceful change whilst others experience revolutions. If you study History you will be able to develop the important skills of source criticism, essay-writing, critical understanding of argument and interpretation. We also hope that you will want to do lots of reading and be able to reflect on the role of the historian in the very process of creating ‘History’.

A Level History Course Content

IB History Course Content

A Level History covers Medieval and Early Modern British and European History as well as some Modern European History. For the British History unit we will investigate Tudor Britain 1485-1558. This includes an enquiry topic: Mid Tudor Crisis of 1547-58. We will also be studying the Crusades 1095-1192 and as a depth study we will look at Russia and its rulers 1855-1964 with a focus on the Alexander II, the ‘Tsar Liberator’. You will be able to extend your knowledge of one of these three topics when you complete your topic-based coursework essay in the U6. During the two-year course you will attend at least one major lecture in Central London where you have the opportunity to listen to leading academics. In the past these have included distinguished historians such as David Starkey. There is also the opportunity to listen to lectures at Sherborne School and Sherborne Historical Society. Sherborne Girls has a very popular Senior History Society which meets weekly.

If you enjoy Modern World History, the IB course builds upon the work done towards GCSE. You will study Authoritarian and Single Party States in the 20th century (including Cuba and China), the Cold War in regions such as Africa, the Americas, Europe, SouthEast Asia and the Middle East. Throughout the course there are plenty of opportunities to attend lectures and participate in annual events such as the Lessons from Auschwitz programme.

Assessment • British period study and enquiry – 1 hour 30 minute paper • Non-British period study – 1 hour paper

Assessment • Three examinations for Higher Level and two examinations for Standard Level. You will complete a 2000-word personal investigation.

What else should I consider? Studying History is a great pathway to many careers including Law, Politics, International Relations and Journalism. Many careers require the skill of writing and presenting reports; prospective employers consider historians to be particularly accomplished in these areas. Famous History graduates include the BBC foreign affairs correspondent Jeremy Bowen, comedian Sacha Baron Cohen, presenters Jonathan Ross and Melvyn Bragg and former PM Gordon Brown.

• Thematic study – 2 hour 30 minute paper • Topic-based course work essay – 3000-4000 words

Head of History and Classics: Mrs S Elliott s.elliott@sherborne.com Examination Board: OCR

A Level Why Study History of Art?

History of Art is fashionable, accessible, flexible, challenging, diverse and vocational. It is really relevant to the 21st century and to the lives of young people as cultural consumers. You will study paintings, sculptures and buildings, understanding the reasons why art was made for different peoples at different times, and what art represented to them. You can get an insight into artists’ lives, their patrons, and the historical and social contexts of different ages, from Ancient Greece to London at the dawn of the 21st century. It is the ultimate inter-disciplinary A Level and degree course, fitting so well with other subjects like Languages, Religious Studies, English and

In the first year, you will be taken on a journey of Visual Analysis through the history of Western painting, sculpture and architecture using thirty or so examples chosen by the teacher that best illustrate the variety of styles, concepts and themes that can be found in the history of art. You will be introduced to artistic and architectural vocabulary and methodology needed to evaluate the artworks and develop skills of visual analysis and historical awareness.

We then embark on some Thematic Studies of Identities in Art and War in Art. It is intended to be an inherently broad-based exploration of the developments in art and connections between movements and periods. Works studied have to come from before and after 1850, and at least one work must come from beyond the European tradition. There is also an expectation that critical texts will be used to create a springboard for discussion and debate, so reading and comprehension of texts is now central to the course. In the second year we focus on the Period Study of The Renaissance in Italy (1420-1520) and Pop Life: Contemporary art and architecture in Britain and the USA (1960-2015). These are deeper studies looking at wider contexts and also there is an expectation that critical texts will be used to create a springboard for discussion and debate.

What else should I consider?

Not the ‘easy choice’ of yesteryear, History of Art is a rigorous A Level with focused and well-crafted writing at its heart. Exams are demanding in terms of time.

Assessment

Paper 1: Visual analysis and themes Paper 2: Periods (Renaissance In Italy 1420-1520 British and American Art and Architecture 1960-2015)

Art History IB

History and even Mathematics and

A Level & IB

History of Art

Both exams are 3 hours

the Sciences.

Group 3 - Standard Level only Course Content . Topic one: Art of the Renaissance (c.1400 – c.1550) Topic two: Modern Art in Europe and America (c.1860 – c.1960) External assessment (three hours) Paper one: 30% (1 hour 30 minutes): A stimulusbased paper based on works from the two topics of the syllabus. Paper two: 40% (1 hour 30 minutes): An extendedresponse paper based on the six core themes of the course; two questions per theme.

Comparative Coursework 30%: allows you to apply skills and knowledge you have acquired during the course to research independently a particular aspect of art history of their choice. The completed investigation should take the form of an illustrated essay with a maximum length of 2000 words.

Head of Department: Mr J Casely j.casely@sherborne.com Examination Board: Edexcel 29

A Level & IB

Latin Why study Classical Latin?

‘Latin is the maths of the Humanities, but Latin also has something that mathematics does not and that is the history and mythology of the ancient world. Latin is maths with goddesses, gladiators and flying horses, or flying children.’ So says Llewelyn Morgan, a professor of Classics at Oxford. Latin is an historically significant language that is also embedded in many modern languages and so its study not only gives important insights into ancient and modern languages but also leads to a greater understanding of contemporary literature and cultures. Fundamentally, the study of a classical language trains the mind, developing skills of critical thought, memory and close analysis, as well as an appreciation of the beauty and power of language. Linguistic skills lie at the heart of the course, since it is through a deep understanding of the workings of a language that true intellectual contact can be made with the peoples of the past. Through the different genres of classical texts, you will be able to examine their ideas and artistry within their historical, political and cultural contexts. At the end of the Sixth Form, you will truly learn what it is exactly that the Romans have done for us!

Course content: A Level

Assessment

There are separate papers in language and literature. For the language, both prose and verse authors are studied (Livy and Ovid until 2023).

Four end-of-course examinations:

For the prose literature, we study Tacitus’ Histories on Nero and Apuleius’ Metamorphoses. For the verse literature, we study Virgil’s Aeneid and Orid’s Amores.

• Pros literature 25%

Course content: IB There are separate papers in language and literature. For the language, we study Orid’s Metamorphoses. For the literature, we study two genres, ‘Love Poetry’ and ‘Villians’. Both prose and verse authors are studied. The aim of this course is to enable you to appreciate the literary merit of classical texts and an awareness of the issues raised in them, as well as their connections and relevance to our times. At the same time, we aim to build an awareness and appreciation of the different perspectives of people from those cultures. Learning the grammar, syntax and vocabulary is not an end in itself but enables you to read a variety of literature and, through analysis and interpretation, to try to understand the ancient world from a contemporary viewpoint.

Head of History and Classics: Mrs S Elliott s.elliott@sherborne.com Examination Board: OCR

• Unseen translation 33% • Pros comprehension 17% • Verse literature 25%

What else should I consider? A qualification in Latin is rated highly by universities and can be useful to you if you intend to study courses such as Medicine, Law, Modern Languages, English as well as more traditional Classics or Classical Studies. Recent pupils have gone on to study Classics at Oxford and other degrees such as Ancient History, Art, Classical Literature, Medicine and Theology at Edinburgh, Newcastle, Falmouth and Durham.

Literature Performance

Why choose Literature and Performance IB SL? If you enjoy studying both Drama and English, this is a course designed to cover both. Two thirds of lessons will be taught practically in the Drama studio. It will introduce you to both a wide variety of plays and performance styles and allow you to continue studying poetry and improving your literary criticism skills. This course is one of three IB English Options and is available at Standard Level.

Course Content

Assessment

1) Poetry (taught by an English teacher) You will study the work of several poets, building your close-reading and comparison skills to find as much meaning in the language and structures of the poems as you can. You will learn how to write analytical essays that develop a line of argument with detailed and purposeful points. You will get to know and love lots of poetry.

Written Exam – 40% • Paper one: Essay on how to adapt a novel for the stage

2) Devising / Creative Adaptation (taught by a Drama teacher) You will adapt a variety of novels, short stories and children’s books for the stage and consider what the challenges and opportunities are for each. You will explore a variety of different theatre practitioners and styles so that when you come to perform your own creative adaptation you make informed choices. You will need to be highly creative and good at devising for this module. 3) Performing Scripts (taught by a Drama teacher) You will study a variety of published plays from different eras of theatre history and consider their original performance conditions. You will work as directors and come up with directorial concepts for short extracts from some of these and then perform them. You will need to have strong acting and directing skills for this module.

• Paper two: Comparative essay question on the poems studied Written Coursework – 20%

• 2000-word analysis based on your performances of a series of extracts from plays Performance – 20%

• a creative adaptation of either a short story or a poem Individual Oral Presentation – 20%

• a 15-minute structured presentation about your creative adaptation performance

What else should I consider? You must be prepared to put in the extra time that is required, outside of class, for rehearsals when leading towards your performance. There will be opportunities for you to take part in co-curricular drama via one of the school productions, Arts Award, playwriting course or in the House Drama competition. You should consider taking up these opportunities as well as looking for chances to stage your own work as the more performance experience you have, the more successful you will be. You will be expected to attend theatre trips and the occasional workshop in the evenings or weekends so you can build your understanding of theatre and learn from a variety of professionals.

Head of Academic Drama: Mrs R Johnson r.johnson@sherborne.com

Â32

A Level & IB

Mathematics Why Study Mathematics? Mathematics is a mixture of ideas, problem-solving and the application of numerical skills. Brain training and the development of logical thinking and organisation, are at its core so it complements many other courses. The academic rigour and skills that are developed are also desirable in any career. The teaching staff are fully committed to providing a broad mathematical education and our ‘open door’ policy for providing support is extremely popular.

Course Content A Level Mathematics The course provides a study of Mathematics in three main areas: Pure Mathematics (Algebra and Functions, Proof Coordinate Geometry, Calculus and Trigonometry), Statistics and Mechanics. This is a two year linear course which will include the use of technology to analyse large data sets. The aim of the course is to enable pupils to develop mathematical knowledge, problem-solving skills, mathematical reasoning and modelling skills.

Further Mathematics A Level If Maths is your real interest, then you could study Mathematics with Further Mathematics. This counts as two subjects (Further Maths cannot be studied alone). The Further Mathematics course that we offer includes Pure Mathematics (Complex Numbers, Differential Equations, Proof, Matrices, Vectors, Coordinate Systems, and Series), more Statistics, Mechanics and Decision Maths.

Course Content IB Mathematics is a core subject within the IB programme, so all pupils must take a course in it. The IB has made changes to the curriculum for pupils beginning their study in 2019 so that there are now four choices, Higher Level Analysis and Approaches, Higher Level Applications and Interpretation, Standard Level Analysis and Approaches and Standard Level Applications and Interpretations. At Sherborne Girls we have the flexibility to adapt our offering to the requirements of those pupils choosing to study IB, as such it is very important that pupils considering IB have a conversation about the most appropriate course for them given their interest, and Higher Education requirements. In each of the programmes the aim of the course is to enable pupils to develop mathematical knowledge, concepts and principles as well as logical, critical and creative thinking.

Will I enjoy it?

Assessment

Maths is not always about what we will use again in the future, but more about the enjoyment of being faced with a problem, the organisation and communication of a solution and the ability to learn from one’s mistakes. If you enjoy a challenge, the satisfaction of achieving a solution, and thrive on having an algebraic problem to solve, then Maths is for you. Sometimes a problem may take several attempts but if you are prepared to keep having a go, enjoy learning from your mistakes, rather than becoming despondent, then you will love Maths.

Assessment A Level Maths • Three two-hour papers examined at the end of the course

A Level Further Maths • Four 90-minute papers examined at the end of the course

Mathematics SL • Two 90-minute papers (80%) • Individual Exploration (20%) Mathematics HL • Two 120-minute papers (60%) • One 60-minute paper (20%) • Individual Exploration (20%)

What else should I consider? Recommended GCSE: A 7,8 or 9 in GCSE or IGCSE Mathematics, in order to take the full A Level. For IB 7, 8 or 9 for SL and HL a 9. Mathematics sits well with all subjects across all disciplines. It is the language of most sciences and gives an excellent combination with Art, Music, Languages, Geography and History. It is a good pathway to a wide range of university courses and careers, from Engineering to Economics, Medicine to Archaeology.

Head of Department: Mr P Utting p.utting@sherborne.com Examination Board: EDExCEL

A Level & IB

Modern Languages

French, German, Spanish, Italian, Mandarin

All languages can be studied at A Level and IB, apart from Italian (only offered in IB).

Why Study Modern Foreign Languages?

The study of one or more modern foreign languages has obvious practical benefits for communication with foreign-language speakers in the world of work as well as for leisure travel. The satisfaction and pleasure derived from being able to speak and understand foreign languages proficiently are considerable and certainly worth the patient hard work required. In the world of work there is firm evidence that people with language skills have a distinct advantage: they have the edge at interviews, they communicate better and they earn more. But as well as being good for your career, languages are rewarding to learn for their own sake, because they open your mind to other cultures and encourage you to think more deeply about the different ways in which human beings communicate with one another. A Level and IB courses are well regarded by universities and employers and as such are certainly worth including in your education portfolio, either as the principal focus or a valuable complement.

Will I enjoy it?

Communication in a variety of forms – speaking, texting, blogging, tweeting – is central to all our social lives today. In the world of education and work many people also spend a great deal of time presenting, debating and undertaking extended writing of different kinds. These ‘higher’ skills are developed on an advanced level foreign language course. They are skills which require hard work, but the rewards are great. The ability to understand and communicate very effectively in a foreign language will give you a greater sense of empowerment as a global citizen. They are skills which will certainly enrich the whole of your life. Learning about the cultures of the foreign languages will increase your enjoyment of travel in foreign countries and also help you to think more critically about your own culture. Use of foreign language websites, YouTube films, radio and television are some of the ways of achieving foreign language immersion and adding exciting new dimensions to your learning journey.

What else should I consider?

All foreign language courses have as their main aim the use of the language. You will therefore enjoy participating in class and be committed to language-learning strategies such as learning vocabulary and frequent independent listening and reading. You will also be keen to speak as often as possible with native speakers, especially our foreign language assistants, with whom you will have an additional timetabled lesson. The most successful pupils have an analytical approach to language study: you should be interested in studying how language works and in comparing the similarities and differences between different languages. Successful pupils also tend to be those who read newspapers, magazines and books independently in the foreign language and use all the means available to them – for example, iTunes apps and songs – to make the foreign language an integral part of their daily life.

Course Content A Level

A Level builds on the skills of Listening, Speaking, Reading and Writing which you have already acquired (at GCSE or equivalent). Through the study of the topic areas Social Issues and Trends and Political and Artistic Culture you will develop your understanding and your written and oral expression to a more advanced level of proficiency. Effective language learning skills are central in this process and will include a strong emphasis on the daily learning of new vocabulary and the manipulation of a wide variety of grammar structures and forms. Regular listening and reading are also vital in the language learning process as the more you are exposed to authentic texts and audio sources, the better your own command of the language will become. You will also read some literature and study films in the target language and you will respond to them in writing. Your oral examination will include a discussion of an individual research project. French, German and Spanish may be studied if you already have a GCSE or equivalent in these languages. All courses have an excellent track record of success and are chosen by pupils who particularly enjoy the disciplines and challenges of intensive language learning.

Italian ab initio is in essence Italian for ‘beginners’. It is designed to provide pupils who wish to pursue the IB but who may not have a strong background in languages with an accessible and enjoyable language that can be studied from scratch. Of course, it also offers linguists another language. All of our Sixth Form language courses can lead to a variety of university courses in which one or more languages are either the main subject of study or available in combination with other subjects. Traditional language degree courses especially those at Oxford and Cambridge place more emphasis on literature, but you can also find courses which will allow you to pursue your interests in a whole range of subjects such as History of Art, Politics, History, Economics, Law, Philosophy and so on, alongside the language study. Languages which are less commonly studied in the UK, including most of the major non-European languages, may be also studied from scratch at a number of universities.

A Level (AQA) Assessment

At A Level your language skills and cultural knowledge will be assessed by external examinations in the second year: • Paper 1: Listening, Reading and Writing (including translation tasks) 40% • Paper 2: Critical response to literary texts/film 30% • Paper 3 oral: including discussion of research project 30%

For IB (Language B) your language skills will be assessed by external examinations and internal assessment in the second year. The IB examination tasks are all monolingual, i.e. there are no translation tasks. • Paper one: Writing (25%) • Paper two: Listening and Reading (50%) • Oral (25%)

Head of Department: Miss M Gorbat m.gorbat@sherborne.com Examination Board: AQA

A Level & IB

IB: Italian Ab Initio

Course Content IB: French, German, Spanish and Mandarin

The Language B course (for non-native speakers) in French, German or Spanish builds on the skills of Listening, Speaking, Reading and Writing which you have already acquired (at GCSE or equivalent). In the Language B course, you will develop the ability to communicate in the target language through the study of language themes and texts. You will study authentic texts that explore the cultures of the target language. In addition, the study of two literary works is required at Higher Level. A key aim of the IB course is to develop international-mindedness through the study of language, culture and ideas and issues of global significance. Explicit links to Theory of Knowledge increases your selfawareness as inquirers in your own language learning process. Mandarin is available at IB to pupils who have sufficient prior knowledge of the language.

Italian ab initio may be taken as either a Group 2 or Group 6 subject. The course is for pupils with no experience of Italian, with the aim of enabling the pupil to be a competent speaker and writer of the language at a significantly higher level than a tourist. The three themes studied are: Individuals and Societies; Leisure and Work; Urban and Rural Environments. Amongst the topics covered by these themes are: Daily Routines, Education, Food and Drink, Relationships, Shopping, Entertainment, Holidays, Media, Transport, Global Issues, Weather, Neighbourhood. Pupils will study a variety of texts and media, such as advertisements, blogs, films, letters, radio programmes and short stories.

Assessment • External Assessment – 75% • Paper one: Receptive Skills (Reading): 90 minutes • Paper two: Productive Skills (Writing): 60 minutes • Written Assignment: 120 minutes; a piece of writing of 200-300 words • Internal Assessment – 25% Oral exam: 10 minutes 35

A Level & IB

Studying Music in the Sixth Form is the ideal preparation for further study at college or university. Or it may be that you are a keen musician with a deep interest in learning more about music. As well as our five full-time members of staff, the Music department enjoys fantastic support from a large number of professional musicians who teach instruments and singing weekly. This gives us a vast amount of expertise and experience to draw upon.

Course Content A Level The A Level course provides a great opportunity to develop your skills in the following areas: performing, composing, studying, listening & analysing. You will need to be a keen performer, instrumentally, vocally or both. The ability to play a keyboard instrument is a great advantage. The performance element is coursework and will include either solo or ensemble performing, or a mixture of the two. There are ample opportunities for any combination! Studying traditional harmony will enable you to compose in various pastiche styles and to develop your own compositional expertise. Set works are drawn from an anthology of classical, popular, film and world music styles, and you will gain skills in listening and analysis.

Course Content IB Higher level – Musical Perception: you will listen to a wide range of examples from Western classical music, world music and popular music. The other part of this unit involves in-depth study of wider topics and two related set works. A 2000-word Musical Investigation into the relationship between diverse genres (focusing on one or more pieces from each) is externally assessed. Creating (Composition); a wide range of topics is studied over five terms, concluding with the finalising of three contrasting pieces lasting between three and six minutes each. Solo Performance; over the first four terms, one or more recitals totalling approximately 20 minutes. Instrumental and singing teachers will give you guidance as appropriate. The requirements for Standard Level IB are fewer: Listening remains the same as for Higher Level and there is a choice of either Composition or Performance. The Composing unit calls for two pieces and the Performance (solo or group) has a total of 15 minutes.

Music Will I enjoy it?

If you love music, enjoy listening to a wide variety of genres and styles, and have a real interest in ‘how music works’, then taking one of the Sixth Form courses could be an excellent option for you. Through the performing and composing aspects you will certainly get the chance to continue your development as an original, expressive and creative individual.

What else should I consider?

Music sits well with any other academic subject, Humanities or Sciences. It is a good pathway to Higher Education at a conservatoire or university. There are many career opportunities connected with music available to you, including performing, teaching, publishing, librarianship and work with broadcasting and recording industries.

Assessment A Level • Component one: Performing 30% • Component two: Composition 30% • Component three: Appraising 40%

IB • IB: Listening paper 30% • Musical Investigation 20% • Solo Performance 25% • Composing 25%

Head of Department: Mr J Jenkins j.jenkins@sherborne.com Examination Board: EDExCEL

IB Why Study Philosophy? IB Philosophy balances the acquisition of philosophical ideas and theories which may be studied for their own sake, with your personal engagement and creative interaction with the most fundamental problems of classical and modern philosophy. The overall aim is to develop critical, investigative skills as well as those of analysis and synthesis, so as to prepare you to be future world citizens able to address moral, social and political issues in the most responsible fashion.

Core & Optional Themes (Paper one) Core Theme: What is a Human Being? Here we consider such matters as ‘what is a person? Or ‘what constitutes human nature? These are fundamental questions lying at the heart of all philosophical enquiries about the human condition. The theme is approached from a variety of classical and contemporary perspectives, including the views of Plato, Aristotle, Marx and Sartre, and through such issues as the problem of freewill and determinism.

The Optional Themes Ethics and Political Philosophy are the optional themes offered. Ethics involves the study of a wide range of classical and modern ethical theorists notably Aristotle, Kant, J.S Mill, Nietzsche, Sartre, and Peter Singer. We consider questions such as ‘What is the good?’, ‘What is the ‘moral’ action?’, ‘Why does it matter how we treat other people?’ Political Philosophy offers a unique opportunity to evaluate the views of major political thinkers (including Machiavelli, Hobbes, Locke, Rousseau, Marx, Mill, and Rawls) on such matters as the state of nature, the issues of the social contract, the problems of liberty and utility, the nature of justice and the role of punishment.

Philosophy

This course can be studied at Higher Level.

Set Text (Paper 2) For this paper we read and critically assess major philosophical works. As a rule two from the following would be studied: J S Mill’s On Liberty, F. Nietzsche’s On the Genealogy of Morals and Charles Taylor’s The Ethics of Authenticity.

Unseen Text (Paper 3) On the basis of the work you do on the course you develop expertise in philosophical analysis. You work on this future through writing criticisms of extracts from unseen philosophical texts and we work on this in the later stages of the course in preparation for this paper.

Internal Assessment This involves writing a philosophical analysis of a non-philosophical object – a task we undertake in the Michaelmas term of the U6.

Will I enjoy it? The emphasis of the Philosophy course is very much on “doing” philosophy. Doing philosophy requires a willingness to attempt an understanding of alternative views by applying intellectual rigour and cultivating an open and critical mind. You need to enjoy picking up new ideas and using them critically. You’ll enjoy it if you are prepared to think for yourself and if you enjoy the patterns of arguments. You also need a sense of wonder and to enjoy writing and reading and thinking logically.

Further details from Head of Department Mrs G Burchell g.burchell@sherborne.com

Assessment • • • •

One 150-minute paper – Core Theme and Optional Themes - (40%) One 60-minute paper – Set Texts – (20 %) One 75-minute paper - Unseen Text – (20%) Internal Assessment – 20 hours - (20%)

What else should I consider? Philosophy is a strongly academic course and will support most aspirations for IB pupils: it can be taken as your choice in the ‘Individuals and Societies’ group – or it can be taken in lieu of an Arts subject to combine with another choice from ‘Individuals and Societies’.

A Level

Photography

Why Study Photography?

Course Content

Assessment

There is no requirement to have studied Photography or Art before.

The A Level Photography course will offer you the opportunity to explore a broad range of photographic techniques and processes. These will include both traditional, black and white film based darkroom techniques as well as digital photography, studio lighting and digital image manipulation. The course is designed to teach you the fundamental technical and experimental skills needed to produce successful photographs, and ultimately prepare you to make photographic works using any technique or process you wish.

All assessment takes place at the end of the course and is composed of:

Photography falls within the same specification as Art and is structured in a similar way, the obvious difference being that instead of producing work in the medium of pencil or paint, images are produced using some form of lensbased media, i.e. the photograph. Photography will teach you ‘how to see’ and will add significantly to your understanding of the visual, digital world we all inhabit. Developing such skills is an essential part of 21st Century life and will enhance your visual understanding, and add to your skills in other subjects by teaching you what it means to independently wrestle with ideas, to experiment with a wide range of photographic processes and outcomes, and to critically evaluate.

You will be taught the following: The SLR and DSLR cameras: technical investigation into how to use a single lens reflex camera. Composition: compositional skills needed in creating exciting photographic images through the lens. Darkroom: the technical process of chemical film development, photograph printing and experimentation.

Personal Investigation (60%) • Portfolio of practical and written work • Related Study 1000-3000 words Externally set task - 15 hours (40%) • Portfolio of practical and written work • 15 hours timed element

What else should I consider? Photography may be chosen by the ‘Art Specialist’, that is, if you know that art school is your future and choose to combine Photography with Art. However, it is just as likely that you are looking for a creative subject to add to your A Level subject combination and like Art, it is accepted by most university courses.

Studio: technical investigation into how to use continuous, strobe and alternative lighting setups. Digital: Image organisation, editing, enhancement, manipulation and presentation using industry standard software, Adobe Bridge & Photoshop. Reference to the work of contemporary photographers and historical movements will be made throughout.

For further information contact: Head of Department Mrs C Mason c.mason@sherborne.com Examination Board: AQA

Studying A Level Physical Education (Sports Science) at Sherborne Girls will give you a fantastic insight into the remarkable world of performance sport and participation sport. The course is studied through a range of contexts and studies the different factors concerning health and exercise and their impact on society. It is a fascinating and challenging course in which you will learn about the science behind performance as well as about many other factors which can impact on sports performance potential. Physical Education is split into three theoretical areas which aim to link science, psychology and social concepts to practical performance. You will learn and apply your knowledge in the following areas: Physiological factors affecting performance • Applied anatomy and physiology • Exercise physiology • Biomechanics Psychological factors affecting sports performance • Skill acquisition • Sports psychology Socio-cultural issues in physical activity and sport • Sport and society • Contemporary issues in physical activity and sport

A Level

Physical Education

Course content

Assessment is in two parts Theory is assessed in the form of two written examinations (70%), and there is a practical assessment of performance in a chosen sport along with completing the Evaluation and Analysis of Performance for Improvement (30%). A Level Physical Education complements a variety of courses in both Humanities and Sciences and is a respected and recognised A Level by universities in the United Kingdom. There are now a wide range of higher education courses offered by many universities, involving the study of physical education and sport science. Physical Education will suit you if you are: • Interested in sports performance • Interested in nutrution and/or dietetics • Fascinated by the human body, biomechanics and human movement • Studying other sciences • Interested in physiotherapy If so, then A Level Physical Education is for you! For further information contact: Head of Department Mr R Garnsworthy r.garnsworthy@sherborne.com Examination Board: OCR 39

A Level & IB

Physics Why Study Physics?

Whatever your ambition, Physics can help you to realise it. In Physics you gain a qualification that is highly regarded by universities and employers – not just for the knowledge you have acquired but also the analytical skills you have developed alongside the ability to think logically. If you want to understand how the Universe works then Physics is for you. You need to enjoy solving problems, be open minded and have a sense of humour! Lessons are a mix of theory and practical and while there is a mathematical element to it, it would help if a mathematics is also studied.

Course Content A Level Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself from the very smallest particles to the vast distances between galaxies. In the first year we aim to build on prior knowledge of topics including Mechanics, Waves and Electricity, while introducing new topics such as Particle Physics. You have the opportunity to learn about historical scientific discoveries alongside cutting edge science. In the second year, we develop these ideas further through the study of Electric, Gravitational and Magnetic Fields. The concept of the field is one of the great unifying ideas in Physics. Other topics include Thermal Physics and Nuclear Physics. In addition, we will study one option topic from a range including Astrophysics and Medical Physics. Practical work is at the heart of Physics and we offer opportunities to develop key practical skills throughout the course. There will also be a separate practical endorsement based on teacher assessment. A Level grades are based only on marks from written examinations. You can study A Level Physics without A Level Mathematics, but a good mathematical ability and a good GCSE in Mathematics are necessary.

Course Content IB At Standard Level we aim to build on prior knowledge of topics including Mechanics and Electricity, while introducing new topics such as Particle Physics. Pupils have the opportunity to learn about historical scientific discoveries alongside cutting edge Physics. We offer the Astrophysics option topic in the second year which has always been very popular with our IB pupils. At Higher Level we develop the standard ideas further, which gives us a deeper understanding of the phenomena at work in the world around us. You will look at Waves and Fields in more detail and more depth and study the exciting topic of Quantum Physics including important work by Planck, Einstein and Heisenberg.

Practical work is a key part of both the Standard and Higher level courses and we offer opportunities to develop key practical skills throughout the course. In the second year, you will complete your Internal Assessment (coursework) on a topic of your own choice. In common with Biology and Chemistry we also look at the wider themes of the Nature of Science and there are many links to the Theory of Knowledge (ToK) course. The Group 4 project gives you the opportunity to work with pupils of the other science subjects. It is a collaborative activity where pupils from different Group 4 subjects work together on a scientific or technological topic, allowing for concepts and perceptions from across the disciplines to be shared.

Will I enjoy it? If you want to understand how the Universe works then Physics is for you. You need to enjoy solving problems, be openminded and have a sense of humour! Lessons are a mix of theory and practical and whilst there is a mathematical element to it, it does not matter which level Maths you decide to study. Our trips vary every year, recent trips have included the Fleet Air Arm Museum at Yeovilton, the Science Museum in London and the Diamond Light Source in Oxfordshire.

Assessment A Level • Three 120-minutes papers at the end of the course (Paper one 34%, Paper two 34%, Paper three 32% of the final marks) • Practical Skills Assessment carried out throughout the course

IB Standard Level • One 45-minute paper (20%) • One 75-minute paper (40%) • One 60-minute paper (20%) • Internal Assessment (20%)

What else should I consider? Physicists have been involved in designing the internet, iPhones, Formula One racing cars, artificial limbs and satellites to mention just a few things. A wide range of careers is open to you from Law to Nuclear Physics or from Medical Physics to Civil Engineering.

IB Higher Level • One 60-minute paper (20%) • One 135-minute paper (36%) • One 75-minute paper (24%) • Internal Assessment (20%)

Head of Department: Mr T Connolly t.connolly@sherborne.com Examination Board: AQA

Why Study Psychology?

You are likely to excel in Psychology if you have a relatively strong scientific background, competence in Maths but specifically statistics. You will need the ability to explain complex concepts clearly and concisely in writing, to think logically and critically, and to piece together arguments based on a range of often apparently conflicting research evidence. You will also need the skills to listen and then question concepts and evidence carefully. You need to have an open mind and an inherent respect for the human condition. You will develop skills in experimental design and quantitative data analysis, including descriptive statistics and inferential statistics.

A Level & IB

Psychology You will gain a toolkit of concepts and skills and an objective yet empathic outlook, which will enhance your selfknowledge, relationships, study skills and employability.

IB Course Content

Assessment

A Level Psychology AQA

Psychologists seek to reveal underlying laws to explain behaviour and experience and employ rigorous research methods to gather evidence to support their theories.

Two end-of-course examinations and one written study:

This course offers an engaging and effective introduction to Psychology. You will learn the fundamentals of the subject and develop skills valued by Higher Education and employers, including critical analysis, independent thinking and research.

You are introduced to the biological, cognitive and socio-cultural approaches to studying behaviour. We examine the role of genes, neurochemical and anatomical differences in our brains at the biological level and explore the impact of social situation, societal norms and cultural beliefs, at the socio-cultural level, stopping off at the cognitive along the way! In the second year, you have the opportunity to study options such as Health Psychology of Human Relationships.

Will I enjoy it? Psychology is a fascinating field; it helps explain why we are who we are and what motivates our actions. It is endlessly interesting, both in understanding the actions and behaviours of groups, culture and individuals, and in helping us understand ourselves. The subject will ask much of you but it will undoubtedly reward endeavour and provide a fascinating addition to your IB programme.

• Paper one: a two-hour paper of short answer questions and one essay based on the biological, cognitive and socio-cultural approaches. (50%) • Paper two: a one-hour paper of one essay on the single option topic covered. (25%) • An experimental study which assesses powers of research design, data analysis and report writing. (25%)

What else should I consider? The skills developed through IB Psychology are widely appreciated and transferable across a broad range of degree subjects and professions. Psychologists work in numerous fields including research and teaching, clinical practice, education, sport and exercise, health, business, counselling and neuropsychology. Psychological knowledge and skills may also be utilised in any profession involving people, for example social work, health care, probation services, sales and marketing, and human resources.

Compulsory content 1 Social influence 2 Memory 3 Attachment 4 Psychopathology 5 Approaches in Psychology 6 Biopsychology 7 Research methods 8 Issues and debates in Psychology Option one 9 Relationships 10 Gender 11 Cognition and development Option two 12 Schizophrenia 13 Eating behaviour 14 Stress Option three 15 Aggression 16 Forensic Psychology 17 Addiction Paper one: Introductory Topics in Psychology Compulsory content 1 - 4 above. Two-hour written exam (33.3% of A Level) Paper 2: Psychology in Context Compulsory content 5 - 7 above. Two-hour written exam (33.3% of A Level) Paper 3: Issues and Options in Psychology Compulsory content 8 above. Optional content, one from option 1, one from option 2, one from option 3. Two-hour written exam (33.3% of A Level)

For further information contact: Mrs J Hewitt

For further information contact: Mrs F Corran

j.hewitt@sherborne.com

f.corran@sherborne.com 41

Religious Studies

A Level

Why Study Religious Studies? In Religious Studies we examine deep problems that are of abiding interest. How true is our sense of what is good or right? Is there a logical justification for our ethical view? Can we know what is good? Does it matter what we do? What can we know about the past? Is historical truth always relative? How far can we trust the gospels? What do we actually know about the historical Jesus? These are engaging problems to explore! The course will cultivate insights into fundamental areas of human thought and experience, and develop high levels of expertise in the key intellectual skills of analysis, argument and synthesis. You will learn how to read critically, reason well and write effectively, for throughout the course you will research and then write essays set on past examination questions. The OCR revised RS A Level course is a powerful, well-resourced grounding, whatever and wherever you study next.

Course Content The course will unfold through three lines of study. One has focus on Ethics, the second on Philosophy and the third on Developments in Religious Thoughts. Ethics includes the study of issues such as equality, medical ethics, the environment, sexual ethics and war and peace; there is a review of major ethical theories, including virtue theory, Kantian ethics, utility and natural law. In Philosophy of Religion, we consider the problem of evil, a range of arguments on the nature and existence of God, the problem of religious language and issues concerning religious experience, and various perspectives on religion and life, including those of Freud and Marx. Developments in Religion provides an opportunity for the systematic study of one religious tradition (Christianity). This includes the critical exploration of religious beliefs, values, teachings and practises that shape religious identity, as well as sources of wisdom and authority. We examin how religious traditions have developed over time and religious responses to challenges and significant contemporary morale issues, such as gender equality, feminism and the rise of secularism in today’s society.

Assessment All of the assessment comes via three two-hour examination papers at the end of the course. There is one two-hour paper per course.

Will I enjoy it?

Further details from Head of Religious Studies and Philosophy Mrs G Burchell

If you enjoyed the work you did for RS at GCSE you will enjoy the A Level programme even more. There is a lot of new vocabulary to learn, but wrestling with the ideas is the key to success, and the more you get stuck in, the more you will enjoy it. This is a course for active thinkers who enjoy arguments, and for pupils who have a passion to read and learn.

What else should I consider?

g.burchell@sherborne.com

• The Russell Group of top universities has made it clear that RS A Level provides ‘suitable preparation for university generally’

Examination Board: OCR

• Both Oxford and Cambridge Universities include Religious Studies in the top level list of ‘generally suitable Arts A levels’

Ever wondered why the world is the way it is? Sociology could be for you.

What will I study?

A Level

at The Gryphon School

Sociology is a critical subject because it avoids obvious or common sense explanations of human activity, such as changes in divorce, crime, education, searching instead for explanations at a deeper level using sociological research to form evidence based opinions.

Sociology

Sociology is the study of society and its institutions (families, media, educational, criminal, religious and political). It investigates how people create society through their relationships and the ways in which society shapes people’s behaviour and ideas.

Year 1 • Families and households • Education • Research methods Year 2 • Sociological theory • Crime and deviance • Beliefs in society

Assessment Method You will sit three two-hour written examinations. Paper one: Education with theory and methods – two hours (33% of A Level) Paper two: Topics in sociology – two hours – Family and Beliefs (33% of A Level) Paper three: Crime and Deviance with Theory and methods two hours (33% of A Level)

Future Opportunities and Careers Sociology is a very thought-provoking subject whose usefulness covers a wide variety of situations – academic, social, business and welfare. It is a valuable asset in many careers such as personnel, business, marketing, market research, management, politics, advertising, probation, teaching, the police force, nursing, social and welfare services and journalism.

Entry Requirements

Further details from Mrs F Corran f.corran@sherborne.com

Grade 4 in English Language GCSE.

Academic Enrichment

We place enormous value on a holistic, individualised academic experience: from entries in formal essay competitions to carefully planned work experience; from Extended Projects to presentations at Turing Society. Personal study that goes over and above working for examinations adds significantly to girlsâ&#x20AC;&#x2122; understanding of how their knowledge fits into the world and is invaluable for helping to define university and career aspirations as well as being essential training for later life. To support girls in their academic independence, we have designed programmes to foster their developing research skills and to inspire them to find out more about whatever sparks their curiosity. In addition to this, all our Sixth Formers are educated in ways that will help them grow into humane, thinking adults in the modern world, cross-fertilising with the Lecture Programme and weekly PSHEE lessons in L6.

The Supra-Curricular

L6 girls, whether IB or A Level pupils, are given dedicated lessons in academic research and writing skills, leading to the completion of Extended Essays and Extended Project Qualifications in the November of their U6. To provide girls with the academic skills and experience to give them the best start at university, they all take an eight week MOOC certified by Southampton University: Week one: Starting an academic research project Week two: Drafting a research proposal Week three: Undertaking research and recording your findings Week four: Choosing an appropriate research methodology Week five: Academic reading Week six: Referencing Week seven: Writing up your research Week eight: Presenting your research Visiting speakers, including Chloe Mills from The Life Skills Company and Dr Richard Penny from Southampton University encourage Sixth Formers to build their academic confidence further in a full day of study-skills training. You will see from the range of titles on which girls have submitted research projects this year (on p47), that their breath of interests and depth of knowledge is extraordinary. 45

Arts Award Gold If pupils are already taking part in some of the co-curricular Drama offered, then they might want to use that to go towards an Arts Award Gold. As well as taking part in an Arts activity (such as one of the school productions or choreographing House Dance) they would also need to research the arts sector; review a performance they have seen; debate an arts issue and run their own arts project – such as directing house drama, writing a play, teaching younger girls how to make their own clothes or putting on a musical theatre night. This is a great way of getting accreditation for the work one is already doing in any creative subject at Sherborne Girls. If Drama is important, but studying Drama in the Sixth Form is not an option, there is no need to worry: there are many opportunities to get on stage and perform! Our thriving Drama Department puts on productions throughout the year, with a major senior production at the end of the Michaelmas term. Our close links with Sherborne School will ensure that pupils have the chance to audition for their senior production as well: many girls take this opportunity each year. There are also chances to perform on local professional stages; write plays; attend drama lectures or direct productions. House plays are very important too and Sixth Form pupils, have every opportunity to help produce, act, or work backstage for both your house or school productions, at both Sherborne Girls and Sherborne School.

The Extended Project Qualification (EPQ) We encourage a large proportion of our A Level candidates to take an EPQ. This is an externally assessed, publicly recognised qualification certified by the AQA exam board, consisting of a research-based project entirely designed and undertaken by the individual pupil within an academic discipline of their choice. The ‘product’ of the research is usually a 5,000 word essay, complete with bibliography, presented in a recognised academic format. This is supplemented by the Logbook, a journal of the process – including any difficulties or stumbling blocks – and the Presentation. These three parts are equally weighted in terms of marks and make the qualification a very valuable learning achievement for anyone going on to higher education. Each girl undertaking an EPQ will be given appropriate guidance by her own individual supervisor, as well as study skills training and tailored advice from the Sixth Form team. Ultimately, the project is entirely her own and a completed EPQ is something to be extremely proud of. At the end of the months of planning, researching, reflecting and writing, EPQs are presented to parents, teachers and pupils at a prestigious Presentation Evening of celebration. EPQs are valued by universities because they demonstrate academic independence, time-management and degree-level research skills. They are worth the same as an AS Level in terms of UCAS points. Some universities choose to make lower A Level grade offers for candidates if an EPQ is also offered. IB pupils write an equivalent piece of independent research in their compulsory Extended Essay, which is also celebrated at the Presentation Evening. 46

Academic Enrichment As pupils move from September of the Lower Sixth to their final exams, they are expected to respond to tasks in more depth than ever before. Teachers, tutors, house staff and the Sixth Form team work together to help girls manage their time and study effectively. Candidates for Oxford and Cambridge Universities and other high achievers, including aspiring medics and vets, meet regularly with subject specialist academic supervisors to stretch and inspire them. They attend a regular discussion group with very able pupils from The Gryphon School, and the weekly Turing Society shared with boys from Sherborne School. These groups are inclusive, so all are welcome and the standard of presentations and debate is equivalent to what one might see at undergraduate level in the most competitive universities. Each girl, whatever her university aspiration, is expected to stretch herself academically and this is evident in the Sixth Form’s outstanding contributions to the thinking life of the school. Girls are warmly supported by their peers, so even the least confident have felt able to make fascinating presentations of minutely researched subject matter or written insightfully for a range of publications.

Seminars As well as the Friday Lectures, a wide variety of workshops and presentations to Sixth Formers ensure that the programme is always fast paced and engaging. Speakers have included:

•

Sue Couper: Resilience, wellbeing and potential

•

Safe Drive, Stay Alive

Extended Essay and EPQ Last year girls wrote about an amazing range of topics for Extended Essays and EPQ qualifications • How far did Dr Neil Aggett’s upbringing and life experiences influence his actions against Apartheid in South Africa between 1976-1982? • What is the greatest effect domestication has had on dogs? • Why is the rhinoceros in Southern Africa at risk of extinction and what are the possible solutions? • To what extent did Coca-Cola alter their advertising as a result of external events affecting the U.S.A in the 20th century? • Was Victoria Beckham’s past as a ‘Pop Princess’ influential in her transition to Queen of Fashion? • Should the UK government continue to subsidise electronic vehicles? • What is the greatest impact that globalisation has had upon the caste system? • Does one’s social environment affect the chances of developing anorexia nervosa or bulimia nervosa during adolescence? • To what extent do current economic systems distribute wealth fairly? • Is there any merit in the theory that Edward De Vere, 17th Earl of Oxford, was the author of Shakespeare’s Plays? • How far and in what ways was Napoleon influenced by Augustus, Julius Caesar and Alexander? • An artefact: my own short story and an analytical essay explaining what I took from my reading in terms of techniques and subject matter to inspire me • What impact has technology had on the actions and behaviour of the younger generation since the 1990s? • Should the Parthenon Marbles remain in the British Museum or be reunited in Athens? • How far did social and economic events impact Coco Chanel’s fashion design in the 1920s? • How ethical is cotton farming? • How far is the life and work of Jean-Michel Basquiat still relevant today to the art world as it was at the height of his career? • Is it possible that bipolar is assistive to genius? (A special look at the life of Virginia Woolf) • How far has Vedic Philosophy influenced Star Wars? • Growing pressure from the citizens of East Germany was the key reason for the fall of the Berlin Wall in 1989. To what extent do you agree with this statement? • Which is more affected by plastic pollution on the Myanmar and Thai coasts of the Andaman sea: fishermen, the diets of those who live there or tourism? • Should euthanasia be legalised in the UK? • To what Extent is the Rime of the Ancient Mariner an allegory for the French Revolution? • Were the suffragettes’ or the suffragists’ tactics a more effective way of women gaining the vote? • To what extent are biological theories of dreaming supported? • To what extent are peoples’ perspective of Ajaccio influenced by their relationship with this place? • To what extent is it viable for 4G Capital to make abnormal profits within the Microfinancing market in Kenya? • To what extent are Tadao Ando’s modern designs influenced by traditional Japanese aesthetics? • To what extent did Bernard Spilsbury influence the development of forensic pathology as a scientific discipline? • To what extent has the 2017 legislation preventing the sale of cigarettes in packets of ten affected the demand for cigarettes in the area of Bath and North East Somerset? • To what extend has the interventions by the UK government to tackle the Antimicrobial Resistance problem been successful by the year 2018? • To what extent does distance influence where the residents of Stockridge go for certain goods? • To what extent did Louis xVI cause the French Revolution of 1789? • How does vitamin D affect the growth of lactobacillus casei? • To what extent do anthropogenic factors influence the amount, type and distribution of plastic found on beaches between Lee-on-the-Solent and Pagham? • To what extent was Khmer Rouge victory in 1975 facilitated by external factors? • The difference in effectiveness of direct and indirect persuasion. • The cause of agression in criminals diagnosed with Antisocial Personality Disorder. • To what extent was the Indian Mutiny responsible for the establishing of British crown rule in India in 1858? • To what extent is child witness testimony reliable?’

There is so much more to Sixth Form life than the classroom. Girls will have the opportunity to involve themselves in all manner of activities, not just the ones they would expect. Activities range from academic enrichment to adventurous pursuits, and everything in-between. Sherborne Girls has an enviable reputation for music, sport, art and drama: at Sixth Form level, our pupils are expected to lead participation in co-curricular activities. If an opportunity doesn’t yet exist, pupils are invited to set it up for themselves with the guiding hand of a member of staff.

Co-Curricular

Clubs, Societies and so much more

With so much on offer, they are sure to find an activity that suits them. The provision for academic enrichment develops each year; here is a sample of some of the clubs and societies from the current academic year: • Madrigals • Senior Debating Society • Social Committee • Youth Advisors • Model United Nations • Pupil Exchanges • Warriors • many Bands and Musical Groups • Charities Outreach • Supporters and Listeners • The Thinkers’ Society • Amnesty Group • Biomedical Society • Turing Society • Epicurean Society • PPE Society • Leiths • Sculpture Club • Senior History Society • French Film Club • Feminism Society • Classics Society • Chemistry Symposia • Duke of Edinburgh Award • Focus Bible Discussions • School Plays • Charity Concerts • Senior Choir • Orchestras AND MORE ...

Co-Curricular

“Be it hockey, lacrosse, netball or squash, sport is one of the best ways of making new friends... it’s also great fun.”

A Sporting Life Sherborne Girls strongly believes that sport plays a very important role of the holistic development of an individual. Apart from the long term health benefits associated with physical activity and a healthy lifestyle, sport helps to develop an individual’s well-rounded understanding of teamwork, leadership, honesty, respect, excellence, resilience and more. Our pupils have a tremendous opportunity to participate in a wide variety of competitive and recreational sports. Spread over the three terms, our main sports are; Hockey, Lacrosse, Netball, Cross Country, Swimming, Athletics and Tennis. Girls are encouraged to step out of their comfort zone to sample other sports and activities on offer too. The school also offers an opportunity to receive additional performance coaching from suitably experienced and qualified coaches. These include Tennis, Squash, Badminton, Dance, Fencing, Karate and more.

All pupils at Sherborne Girls automatically become members of the Oxley Sports Centre. This gives the girls access to a wide number of activities including Swimming, Yoga, Zumba, Spinning, Boxercise, Junior Gym, Circuits, Boot Camp and Pilates just to name a few.

From entry into Sherborne Girls, it is an expectation that all pupils play in representative teams throughout the year. As pupils enter the Sixth Form, many continue to play in regular representative sports fixtures whilst others opt to participate in a structured physical activity programme run by the Oxley Sports Centre. As you can see, there is something for everyone and we encourage all girls to maintain a healthy level of physical activity whilst at Sherborne Girls. We aim that the physical activity experience is a meaningful and enjoyable one which the girls will continue to enjoy throughout their life.

If Drama is important to your daughter, but studying Drama in the Sixth Form is not an option, they need not worry: there are many opportunities to get on stage and perform! Our thriving Drama Department puts on productions throughout the year, with a major joint school production at the end of the Michaelmas term with Sherborne School. They also have the chance to write or direct their own plays; attend drama lectures and screenings or run workshops for younger years. House plays are very important too, and as a Sixth Form pupil, they will have the opportunity to produce, act, or work backstage for both their house or school productions, at both Sherborne Girls and Sherborne School.

Speech & Drama Speech and Drama supports life-skills, bringing with it confidence, selfexpression, and an ability to empathise with a wide variety of personality types. In addition, the higher medal grades of both LAMDA and Trinity Guildhall carry UCAS points for some HE courses. It ties in with Drama as a curriculum subject since, in the process of working on a variety of scripted pieces, we discuss such issues as theatrical style, specific playwrights, theatre practitioners, and periods in theatrical history. Above all, Speech and Drama is fun!

Co-Curricular

Drama & Music

The Music Never Stops Music is in the life-blood of Sherborne Girls. There are so many chances for girls to immerse themselves in music: whatever their level, they will find challenges, rewards and expert teaching. From Senior Choir to chamber music, String Orchestra to Big Band, there are opportunities to make music every day. We have many joint activities with the boys of Sherborne School, including Symphony Orchestra and Choral Society. If singing is what matters most, then the renowned Madrigal Society may be the ensemble for them. There are regular performance opportunities, both in school and beyond, as well as overseas tours every two years. 51

Co-Curricular

The Friday Series

Significantly adding to a pupil’s educational experience is what sets Sherborne Girls apart and what drives many of our initiatives. At the centre of this is the Friday Lecture Programme: a schedule that has the ambition of presenting our pupils with extraordinary people who will challenge, inspire and motivate. A good speaker is worth so much more than the hour they spend with the girls; the value they bring transcends the lecture theatre and demands that those in the audience look beyond themselves to fresh possibilities and other worlds. Recent speakers have fulfilled this ambition admirably. Simon Weston CBE, Lt Col Lucy Giles RLC, Bonita Norris, Rt Hon Maria Miller MP, Peter Tait and Princess Badiya El Hassan have all given our pupils the clear message “you too can achieve whatever you set your mind to.” We frequently invite speakers, very often eminent women, who have professional lives in areas of interest to the girls, as well as areas in which they have less experience.

ADVENTURE LEADERSHIP Adventure and Leadership is integral in the development of pupils at Sherborne Girls. Alongside the excellent academic provision at the school, all Sixth Form girls are encouraged to develop attributes that should enable them to become effective leaders in later life. We do this by providing a range of opportunities both on and off the campus.

Adventure The ethos behind all of our adventures is to promote a healthy respect for, and enjoyment of, the outdoors, alongside equipping girls to be confident in dealing with real and challenging situations. This engenders adaptability, courage and resourcefulness. The foundation of all trips is an invaluable shared experience in which strong bonds are developed; girls gain a huge amount of independence and quickly learn how to remain positive in adverse circumstances. All of these skills are transferable, and the experiences give them real perspective when it comes to the pressures of school life and beyond. Furthermore, all of these attributes are critical to being a successful leader.

Leadership

Alongside the clear thirst for adventure, Sixth Form girls are also encouraged to take on many leading roles at the school. When girls enter L6, they are the oldest in their houses and are expected to set an example and encouraged to take on the responsibilities of a House Prefect. As they enter their final year, the opportunities to become a full School Prefect and even Head of School are open to all.

Leadership attributes are promoted within academic and co-curricular groups, with examples including the opportunity to train as a ‘Supporter and Listener’, to take on specialist roles like Head of Choir, or a Subject Ambassador, or to represent the school as a ‘Youth Advisor’ on Sherborne Town Council. Not everyone aspires to big and obvious leadership roles within the school, but the development of qualities such as intellectual enquiry, self-motivation and effective communication are critical to building the self-confidence and independence required at university or in the workplace. Mulliner (the U6 house), in particular, is an environment in which this becomes more obvious, providing the transition between school and the next step. Whatever girls’ ambition, Sherborne Girls aims to promote those leadership qualities which will be invaluable throughout their lives.

Climbing

We have our own fantastic climbing wall, coupled with a new bouldering facility. As a non-team sport activity and as part of a wider and more social climbing club, all girls can take up this pursuit. Sailing is another activity that will soon be available to girls using our own boats on Sutton Bingham Reservoir. Both sports can provide real challenge, great fun and be a welcome opportunity to relax within the school week.

“You get to learn a lot about leadership but also experience how fulfilling such a role can be.”

DofE Gold Award & L6 Expeditions

All girls have the opportunity to enrol in the Duke of Edinburgh Gold Award when they start in L6. There will be interviews as part of this process and spaces on certain expeditions are limited. We hope to maintain the excellent up take of recent years. Many will have experience of previous levels of the award, but this is not a requirement. The award at Gold level has five sections: volunteering, physical, skills, residential and the expeditions. Some of these sections recognise activities in which many are already involved; others encourage them to take up something new. The award requires weekly commitment to many of the above sections for a period of up to 18 months, and all girls are required to undertake a training programme during which they prepare for and complete their expeditions. Expedition options are varied and exciting, with walking and canoeing both on offer. Girls travel to various parts of the UK and further afield in conjunction with the award. Recent final expeditions include conquering the Great Glen in Canadian canoes, and a superb mountaineering expedition to the Picos de Europa in Northern Spain. We do not limit all of our trips to DofE girls, and offer some of the more exciting trips as a one-off experience, enabling as many girls as possible to gain the benefits of these ventures.

Co-Curricular

& &

The Library

The Library is a fantastic environment in which to study at Sixth Form level. The space is split into two key areas - a large, traditional Library that offers the opportunity for focused, quiet study as well as a second space in which you can relax with the daily newspapers, magazines and subject-specific journals and work on group projects. The Library holds an excellent collection of academic material in every subject – both essential texts as well as secondary and tertiary sources too. We have subscriptions to online resources such as The Economist online and JSTOR. The Librarian and Assistant Librarian can offer personalised help with finding high-quality, reliable information for your Sixth Form work, as well as study skills and referencing advice. The book collection also includes a great selection of fresh and prize-winning fiction. Staff are always available to recommend top reads. We also stock DVDs, both to support your academic work and just for entertainment and fun. Wi-Fi, PCs, colour printing and photocopying are all available throughout the day and evening and the Library catalogue can be accessed remotely from any computer in school, and from home 24/7 during holiday time. 53

Co-Curricular

Boarding Life In the L6, girls are in one of our five mixed-age group houses, where they will be one of the most senior girls. In the U6, they will transfer to Mulliner House, an U6 only house that accommodates the entire year group. There are so many advantages to this: the sense of purpose that Mulliner engenders in all pupils as well as greater freedom and a heightened sense of independence. It really is the first step towards university, and girls thrive when they get to Mulliner.

â&#x20AC;&#x153;Mulliner stands for independence and personal responsibility. You get to know the whole year group better than before. It prepares you for university by promoting a mature approach to school life and study.â&#x20AC;?

Co-Curricular New to Sherborne Girls? “Everyone here is really friendly and open and the houses make you feel at home.” If pupils are new to Sherborne Girls or considering coming here for their Sixth Form study, don’t worry, they won’t be alone! Each year we welcome around 25 new girls to the L6. Out of a year group in excess of 90, that is quite a high proportion, so they will by no means be the only one who is new. We will invite them to spend some time with us in late June when GCSEs are complete: our postexams activity programme will provide them with an excellent opportunity to meet their new classmates well in advance of the Michaelmas term, so when September comes, they will already have established some good friendships.

Shortlisted for the TES Awards, Boarding School of the Year 2018.

Co-Curricular

A Social Life Our relationship with our closest neighbour is very important to us. Sherborne School (The Boys’ School) works very closely with

Sherborne Girls, be it in the classroom, through joint lectures and a vast selection of co-curricular activities, and of course many social events. Pupils will never be bored at the weekend. The Sixth Form social programme involves both schools. Every Saturday night something is happening. Girls might participate in an ‘Open Mic Night’ in the Tea Crate, or perhaps decide on a quiet supper with friends in a local restaurant. It might be that it’s a Ball, when school bands decide to make themselves heard, or a night at ‘The Stick’, Sherborne School’s Sixth Form social club. Whatever it is, girls will have every opportunity to socialise with their year group as well as the Sixth Form boys at Sherborne School.

This course will give you one of the most important life skills anyone can have. Not only does it teach you how to cook good, healthy food for yourself, it gives you a step up on the employment ladder should you wish to put your skills to use cooking for families, working in restaurants or delis, ski chalets or any other related cooking work during a gap year, holidays or beyond. Leiths School of Food and Wine is the most prestigious and respected cookery school in the country and enjoys a reputation for producing practical, professional and well-rounded cooks.

LEITHS at Sherborne Girls

Co-Curricular

The Leiths Introductory Certificate in Food and Wine

This course has been specifically designed to teach the basic skills necessary to become a confident, capable and efficient cook. The dishes prepared are interesting, with an increasing degree of skill required, providing a balance between classical methods and modern recipes. The course spans five terms, starting in the L6 and finishing at the end of the U6 Lent term. Pupils will learn the skills needed for meat, fish and vegetable preparation, including full roast dinners and accompaniments, stocks, sweet and savoury sauces, the use of gelatine, various pastries including layered and choux, meringues, ice creams, cakes, bread, scones, buns and canapes. The dishes range from family-style meals to those of dinner party standard. Along with all of these wonderful cooking skills, the course teaches neat presentation, efficient kitchen method and correct food hygiene. One of the lessons focuses on wine tasting and how to pair it with food and is conducted by a wine specialist from Leiths. Assessment: to gain the Leiths Introductory Certificate in Food and Wine, pupils must pass both practical and theory examinations which are administered and moderated by Leiths. Added to these marks is a system of continual assessment which encompasses food tasting, kitchen method, time plans, tests and one piece of written coursework in the form of a menu planning exercise. Girls will also take the most basic of hygiene examinations, a qualification required for any type of cooking-related employment. The Introductory Certificate carries three levels of Pass: Pass, Merit and Distinction. There is an additional charge of ÂŁ1,800 for this course which is spread over four termly payments of ÂŁ450.

Leiths Course Trainer: Mrs T Farris t.farris@sherborne.com

Sherborne Girls, Bradford Road, Sherborne, Dorset UK, DT9 3QN registrar@sherborne.com sherborne.com December 2018