Sixth Form Information Booklet Sept 2021 by Sherborne Girls

SIXTH FORM

INFORMATION BOOKLET

SHERBORNE GIRLS S IX T H FOR M

Contents

Sherborne Girls Learner Profile

Welcome to the Sixth Form

Meet the Sixth Form Team

Careers and Higher Education

Careers and Higher Education opportunities

Applying to the most competitive university courses

Subject Choices

The Sixth Form curriculum

Subjects Biology 13 Business 14 Chemistry 15 Classical Civilisation

Classical Greek

Computer Science

Design Technology: Fashion and Textiles

Design Technology: Product Design

Drama and Theatre

Economics 26 English Literature

Film Studies (AS Level)

Fine Art

French

Geography 33 German 34 History 35 History of Art

Latin 39 Mandarin Chinese

Mathematics 42 Core Mathematics

Modern Languages

Language Proficiency Diplomas

Music 47 Music Technology

Photography 50 Physical Education

Physics 52 Politics 54 Psychology 56 Religious Studies

Sociology 60 Spanish 61 The Extended Project Qualification (EPQ)

Co-Curricular opportunities

Entrepreneurship 65 A sporting life

Drama, Music & the Arts

Adventure & Leadership

Boarding life

A Social life

Leiths

75 1

Curious

Courageous

Enquirer, critical thinker, ambitious, imaginative, creative

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

Compassionate

Caring, principled, socially responsible, respectful, communicator

Adaptable

Risk-taker, resilient, resourceful, flexible, collaborative

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

School

VALUES SG Learner Profile: Learning Attributes and Attitudes

Welcome to the Sixth Form The Sixth Form is a very exciting time to be at Sherborne Girls, for current pupils and new entrants alike. This is because, in the Sixth Form, girls have more opportunity than ever to make individual decisions about what they study and how they spend co-curricular time.

In consultation with girls and their families, the Sixth Form team guides pupils as they approach this new phase. We help them to make these important choices so that each girl is stimulated to become the best version of herself and 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. And we continue to offer guidance for as long as girls need it, sometimes years after they have taken their last 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. There are hundreds of combinations of subjects available, so each Sixth Former has a bespoke programme to suit her interests, talents and plans. 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 selfreliance, and some that build 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, while others are supervised by staff who are experts in their field.

Mrs Florence Corran Director of Sixth Form

Sherborne Girls sends pupils to a wide range of challenging university courses each year, including those at Oxford and Cambridge, Imperial, Exeter, Bristol, Kings, UCL, Edinburgh, Newcastle and Durham. They also take up places at prestigious colleges abroad, often in the USA, Europe, Asia and Canada. It is to the credit of our teaching staff and to the girls’ curiosity that every year our pupils are awarded places in an array of subjects, from Engineering to Fine Art and Medicine to Linguistics. Central St Martin’s is a popular successful destination for Art and Design courses. The academic topics our pupils are encouraged to find out about, over and above their A Level courses, ensure that our Upper Sixth cohorts have the courage and knowledge to make outstanding applications to university and then settle down quickly and happily to work in their chosen fields when they get there. We want the girls 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: overseeing prep, saying ‘goodnights’, directing and acting in House Drama, and organising Sports Day. Our Sixth Form girls are at the heart of everything we strive for as a School community.

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Meet the Sixth Form Team

Mrs Rachel Allen Assistant Head of Sixth Form EPQ Coordinator

Mr David Banks Assistant Head of Sixth Form Apprenticeships and Overseas Universities Coordinator

Mrs Katie McManus Careers Coordinator

Miss Erica Sutherland Oxford and Cambridge Preparation Advisor

Mrs Katherine Cole Housemistress Mulliner (U6 Boarding House)

Mrs Kate Scorer UCAS Coordinator

Dr Jane Hopper Medical Courses Advisor BMAT preparation

Mrs Claire Mason Art Foundation Courses Advisor

In order to support girls as they approach choices, we offer a range of opportunities for guidance during the Michaelmas term of U5 (Year 11): • • • •

Sixth Form Information Evening Individual interviews with the Senior Leadership Team Optional careers testing and individual interviews with external careers advisors U5 Parents’ Meeting and Seminar

In addition, throughout the year girls will attend regular tutorials with their Personal Tutor and may request an individual interview with the Careers Coordinator at any time.

Careers and Higher Education Sherborne Girls is committed to helping pupils make successful decisions about their plans after Sixth Form. Most girls progress to traditional degree courses at competitive universities in the UK and abroad. We help pupils who do not want to go to university explore a variety of exciting alternatives for their future. In 2021, 80% of university applicants from Sherborne Girls secured places at Russell Group universities. Mrs Scorer (UCAS Coordinator) and Mrs McManus (Careers Coordinator) advise girls and their parents throughout the applications process, with regular drop-ins and one-to-ones. Mr Banks is also available to talk about Apprenticeship Schemes and applying to university abroad. A comprehensive programme to help girls plan their future is embedded in 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 make plans. The programme includes: • T alks to the year group highlighting their options after School • Individual interviews in the Lent Term • A day of workshops in the Trinity Term of L6 to help girls make applications for the next stage • Use of Unifrog, a comprehensive careers and university online platform • Talks by university admissions tutors • Opportunities throughout the two years to meet employers and explore different careers • An opportunity to attend an apprenticeship fair • Visit to an Oxbridge Conference • Personal Statement and CV workshops • Information about going to university abroad

From 2021, the Lower Sixth will also participate in the new Sherborne Girls Futures Award. This bespoke programme provides girls with the opportunity to develop and recognise their employability skills and explore careers and higher education options in preparation for their life beyond school. It follows on from the portfolio building and reflective nature of the Sherborne Girls Junior Diploma, evidencing their skills, experiences and learning. At every turn, we prepare Sixth Formers thoroughly for the many challenges and exciting opportunities that lie ahead.

“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.”

Top university destinations in 2021 Bristol Edinburgh Newcastle UCL Exeter Durham

The girls are kept up to date about forthcoming careers events and opportunities and they are encouraged to gain relevant work experience and attend Taster Courses and Open Days. Those applying for Oxbridge, Dentistry, Veterinary Science or Medicine are assigned a mentor and attend weekly sessions to help them prepare for this highly competitive process. 5

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Careers and Higher Education opportunities UCAS All students applying to UK universities do so using the Universities and Colleges Applications Service, or UCAS. Pupils can apply to a maximum of five universities for entry immediately after A Levels, or for a deferred place after a gap year. We guide girls through this process, providing workshops on how to make competitive applications, as well as regular one-to-one tutoring, helping pupils select the right course and institution for their needs. Tutors know pupils incredibly well, and are able to craft references that give every girl the best chance of success. The UCAS Coordinator oversees the applications process, in conjunction with the Head of Sixth Form. In 2021, 97% of pupils secured the grades for their Firm choice university, with another 2% securing places at their Insurance choice. Overseas universities Many countries now offer degree routes to students from the UK and all over the world. For some of our pupils, taking up a place in a university abroad is a wonderful opportunity to expand cultural and academic horizons. In recent years girls have gained places to study at European, Asian, Australian and North American universities. In some cases, universities outside the UK can be cheaper – such as the Netherlands, where a year’s tuition is £2,060. We have traditionally supported many pupils going to the US and Hong Kong, but more and more girls now apply to study all around the world. This is an exciting development and reflects our outwardlooking culture at School.

Apprenticeships and Degree Apprenticeships For some pupils, Higher and Degree Level Apprenticeships provide a great alternative to traditional university courses. A Higher Apprenticeship takes between one and five years to complete and may involve part-time study at a college, university, or training provider. According to government figures, 90% of apprentices in England stayed on in employment after completing their qualification, 71% with the same employer. Importantly, at the end of Higher or Degree Level Apprenticeships, the candidate has a degree qualification and professional experience – with no student debt. Competition for Higher Apprenticeships can be fierce because there are often only a few vacancies and entry requirements are high. Apprentices are paid throughout, gain professional experience earlier than conventional graduates and the training costs are funded by the employer and the government. Higher and Degree Level Apprenticeships are available in a wide range of industries and job roles. The majority fall within these sectors: • • • • • • • • • •

Construction, planning and the built environment Agriculture, horticulture and animal care Arts, media and publishing Business, administration and law Engineering and manufacturing technologies Education and training Information and communication technology Science and mathematics Retail and commercial enterprise Health, public services and care

Following a rigorous and challenging application process, one of our 2020 leavers has been offered a highly prestigious Food Science Degree Apprenticeship with Unilever. One aspect of the application process required putting forward a proposal of how to invest 1m Euros. Unilever have three main sustainable focus areas, including climate change impact (packaging, water usage, etc.) through to empowering women and reducing poverty. Applicants had to show that their ideas were innovative, sustainable and made good business sense. 6

Careers Education The aim of Careers Education for the Sixth Form at Sherborne Girls is to broaden the girls’ horizons and expose them to a wide range of potential careers. As a result, they are well informed and confident when making important decisions about their future. Our provision includes a number of exciting events, including: networking evenings with contacts from a wide range of industries, a Careers Fair attended by representatives from universities, GAP year providers and employers, additional support for girls applying for Medicine, Veterinary or Dentistry (in the form of practice interviews with experienced professionals and mock ‘mini-multiple interviews’), assistance in arranging work experience and subject-related talks and seminars. These events run throughout the year and are underpinned by one-to-one support and advice for every pupil.

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Applying to the most competitive university courses

We are committed to ensuring that every pupil leaves Sherborne Girls heading to the perfect destination for her. For many of our girls, that means taking up a place (either immediately or following a gap year) at Oxford, Cambridge or a Russell Group University. Places at these universities are immensely competitive, so we provide wideranging support to help pupils gain offers. This includes: • Experienced Sixth Form one-to-one tutoring providing individualised UCAS support for every pupil • Individual sessions with the UCAS Co-ordinator, and support provided by subject teachers and the Sixth Form Team • Opportunity for students to attend and present at Turing Society (Sixth Form Academic enrichment society organised jointly with Sherborne School) • Opportunity for pupils to attend and present at Sixth Form Thinkers (Sixth Form Academic enrichment society organised jointly with the Gryphon Academy, with a specific focus on interview-based applications) • Department-run academic enrichment opportunities such as Chemistry Symposium and Senior History Society • Participation in Senior Debating Society and Model United Nations, enabling pupils to boost their UCAS applications and develop skills of reason and debate • Encouragement to enter university-run essay competitions • Time and encouragement to undertake university-run MOOCs (Massive Online Open Courses) • Structured, individual guidance on completing the UCAS form • Permission to attend up to two more Open Days during term time • Whole day of ‘Life After SG’ workshops including personal statement seminar

In addition, pupils applying for early-applicant courses (Medicine, Vet Science, Dentistry and all courses at Oxford and Cambridge) receive the following support: • One-to-one mentoring from a subject specialist • Practice for any specific exams set for entrance to courses (eg ELAT, HAT, MAT UKCAT) • Evening session shared with Sherborne School to meet current Oxbridge undergraduate students and other applicants in subject areas • Formal interview practice evening (at Sherborne Girls for Medicine, Dentistry and Vet students; at Sherborne School for Oxbridge candidates) • Mini-multiple interview evening (for Medics, Vets and Dentists) • Opportunity to participate in a conference at Marlborough College run by Oxbridge Applications (for Oxbridge candidates) • Visit to Oxford University to meet two colleges’ Admissions staff and undergraduates • Visit to Oxford and Cambridge student conference Mrs Scorer (UCAS Coordinator) k.scorer@sherborne.com

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Subject Choices

Choosing A Levels When pupils make their subject choices, it is wise to bear in mind any plans for Higher Education. Many courses at university require specific subjects at A Level. Informed Choices is an excellent website that offers an interactive guide to help pupils make A Level choices to match their future aspirations: informedchoices.ac.uk If a pupil is unsure what they want to do after leaving Sherborne Girls, they should choose subjects that leave their options open. In the past,

some subjects were listed as ‘facilitating subjects’, but this list has now been scrapped. So unless particular subjects are required for a course, pupils should choose subjects they enjoy as they are more likely to do well in them. In addition to the information available online, pupils are urged to talk to teachers, House staff and our Careers and UCAS Advisors. They give advice that is tailored to each girl, helping them plot the best path to their future.

The Sixth Form curriculum

Choose three (or exceptionally four) of the following A Level subjects Biology Business Chemistry Classical Civilisation Classical Greek Computer Science* Design Technology: Fashion and Textiles Design Technology: Product Design Drama and Theatre Economics English Literature

Extra academic qualifications and timetabled lessons In addition to three (or exceptionally four) A Level subjects, L6 girls attend weekly compulsory timetabled lessons in PSHEE (Personal, Social, Health and Economic Education) and Study Skills. The Study Skills course is designed to lead towards the Extended Project Qualification (EPQ). Most girls submit their EPQ in the autumn of their U6 year, although this is not compulsory. The minority of girls who choose not to submit an EPQ must nevertheless attend Study Skills lessons. Please see page 62 for more information about the EPQ.

Fine Art French Geography German* History History of Art Latin Mandarin Chinese Mathematics Core Mathematics Music Music Technology*

Girls may also opt to join additional timetabled classes to study for internationally recognised qualifications in: • French: DELF • Spanish: DELE • Italian: PLIDA • German: Goethe Institute • Chinese: Hanyu Shuiping Kaoshi (HSK) • Maths: Core Mathematics (AS) • Film (AS) Please see page 43 for information about Core Mathematics and pages 44-45 for more on the Language Proficiency Diplomas.

Photography Physical Education Physics Politics Psychology Religious Studies Sociology Spanish

* Taught at Sherborne School

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A LEVEL SUBJECTS

BIOLOGY Why study Biology? Biology is a good pathway to many university courses and scientific careers. These include Biological Sciences, Medicine, Microbiology, Veterinary Science, Dentistry, Pharmacology, Physiotherapy, Nursing, Psychology, Agriculture and Environmental Science. A Level Biology includes some Biochemistry and Mathematics, both of which are taught as part of the course. Whilst it is not essential to study other A Level sciences to be successful at A Level Biology, subjects such as Mathematics, Chemistry, Physics, Geography and Psychology are a good complement. It is important to be aware that if you hope to study courses such as Biological Sciences, Medicine or Nutrition at University you may also be required to have Chemistry A Level. Course content The A Level course is divided into eight topics that consider the fundamental principles of all the Life Sciences. The topics build on knowledge gained at GCSE and develop a greater depth of understanding. Practical investigations and skills are a key part of the course and enable links to be made to wider world science. The eight topic areas are: 1. Biological molecules 2. Cells 3. Organisms and exchange with the environment, e.g. gas exchange, digestion and transport in animals and plants 4. Genetic information, variation and relationships between organisms 5. Energy transfer between organisms, e.g. photosynthesis and respiration 6. Organisms responding to changes in their internal and external environment e.g. homeostasis and the nervous system 7. Genetics, populations, evolution and ecosystems 8. The control of gene expression, nervous systems, populations, evolution and ecosystems

Assessment Examination board: AQA Biology is examined by three end-of-course written examinations, each of which is two hours long. Paper 1: 35% of A Level Questions on topics 1-4 Paper 2: 35% of A Level Questions on topics 5-8 Paper 3: 30% of A Level Questions on any content including a synoptic essay and critical analysis of experimental data. Teachers also assess practical skills (based on a minimum of 12 required practicals) against Common Practical Assessment Criteria. Pupils who achieve the required level of competency receive a practical endorsement pass grade. This is separate from their A Level grade and a pass is a requirement for some university courses. What else should I consider? Biology is a well-respected academic subject that cultivates a wide range of transferable skills. Pupils learn biological facts but also to interpret data and transfer information from one form to another. They work independently and collaborate with others for practical work and presentations. There are opportunities to develop and share personal interests within the subject. Communication skills are at the heart of Biology and pupils gain a basic knowledge of statistical tools as well as learning how to use spreadsheets for data manipulation. This aids clear communication and evaluation of data: essential skills in any walk of life. Who can give me more information? Dr J Hopper j.hopper@sherborne.com

Will I enjoy it? Biology is life! It enables us to explain living organisms from the molecular level to their interactions within communities. Pupils who enjoy Biology at GCSE should certainly consider it for A Level. Practical work, including fieldwork, is an essential part of the course and relates to the theory taught. Analysis and evaluation are also key elements of the work covered. 13

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BUSINESS

Why study Business? Business is an exciting, modern A Level subject that has evolved significantly since it was introduced many years ago. The subject balances academic theory with an appreciation of ‘real-world’ application and many pupils go on to study business-related degrees at Russell Group universities. Business A Level teaches many skills that are essential for other subjects at university or in the workplace. Employers look for people who can make judgements and analyse real scenarios: this subject helps to build a foundation in these critical areas. The surge in demand for business or economics-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, people who have studied them and the economy in which they function are required. Pupils who wish to get a head start in the business world benefit from the foundation this course builds. Course content The topics studied involve engagement with the business world. The specification and assessment encourage pupils 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 them, girls gain an insight into different contexts. This develops their critical and comparative skills, thereby enriching their studies in all disciplines at Sherborne Girls. Will I enjoy it? The course is taught with a strong emphasis on current events in the business environment. That makes it unpredictable, as pupils try to make sense of the changes happening daily. It therefore presents a great opportunity for individual interpretation, quick thinking and eloquent expression. This subject demands that pupils conceive creative solutions to business problems, with the only limit being their imaginations. The course provides a sound understanding of how business works, giving girls helpful knowledge for future success.

What else should I consider? Business sits well with most subjects and is commonly studied with Geography, Economics, Religious Studies, History of Art, Classical Civilisation, Design and Technology, Mathematics, English and Modern Languages. It is a good pathway to university courses in Business and Finance, Management, Marketing and Economics. It improves girls’ employment prospects in a wide range of careers, as companies continue to seek employees with a working knowledge of business. Assessment Examination board: AQA Three 120-minute examinations Each paper accounts for 33.3% of the marks Specification at a glance 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 a strategic direction 9. Strategic methods: how to pursue strategies 10. Managing strategic change Who can give me more information? Mrs Morray-Jones e.morrayjones@sherborne.com

CHEMISTRY

Why study Chemistry? ‘Every aspect of the world today, even politics and international relations, is affected by chemistry,’ said Linus Pauling. Chemistry is all around us: in our food, clothes, water, air, medicines, detergents and cleaning agents. Even our emotions are governed by chemical reactions in the body. Chemistry helps pupils to study and understand the world around them. The A Level course provides 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 • Atomic Structure • Chemical Bonding and the Periodic Table • Quantitative Chemistry • Oxidation and Reduction reactions • Organic Chemistry • Energetics • Polymers and Analysis • Chemical kinetics • Equilibrium • Acids, Bases and pH • Electrochemistry • Thermodynamics • Environmental Chemistry • Transition Metal Chemistry Will I enjoy it? Chemistry suits pupils who like solving problems, looking at the fine detail and analysing data. It helps them to understand current events and explain how things work. It teaches useful skills: objective thinking, how to reason and apply logic, and informed decision making. Practical work is an integral part of the study of Chemistry, and much of the theory is backed up by experiments conducted during the course.

Assessment Examination board: OCR Three end-of-course examinations: Paper 1: Periodic table, elements and physical chemistry (2 hours 15 minutes) Paper 2: Synthesis and analytical techniques (2 hours 15 minutes) Paper 3: Unified chemistry (1 hour 15 minutes) Teachers will also assess pupils’ 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, which is required for entry to some university courses. 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 complements 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 a pupil develops. It is a good pathway to a wide range of scientific courses and careers. Chemistry A Level is essential 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 Chemistry. Who can give me more information? Mr Angelosanto a.angelosanto@sherborne.com

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CLASSICAL CIVILISATION

Why study Classical Civilisation? ‘The dazzling thought-world of the Greeks gave us our ideas of democracy and happiness.’ Here, Professor Edith Hall sums up why pupils should study Classical Civilisation: because it involves discussions that are directly relevant to today’s world. Focusing on the civilisations of Greece and Rome, this wide-ranging subject involves the study of literature, art and ancient thoughts and ideas. Pupils do not need to know any languages: all texts are studied in translation. Nor is any prior knowledge of the Greeks or Romans necessary. As well as classical knowledge, pupils acquire transferable skills such as analysing sources and developing independent, critical and evaluative approaches. They learn to formulate and support an argument and develop a valuable understanding of unfamiliar cultures. All of this makes Classical Civilisation an excellent way to develop a range of skills for further study and to support other academic interests. It goes well with other humanities as well as offering one humanities subject that covers a wide range of bases. Course content Pupils study three topics: The World of the Hero; Greek Art; Love and Relationships. The first topic explores both the Greek and Roman epic, with the study of Homer’s Odyssey and Virgil’s Aeneid. The works of Homer and Virgil explore the exciting tales of gods and heroes and are the foundations of Western literature and the cornerstone of classical culture. The second topic involves the study of visual sources – freestanding sculpture, architectural sculpture and vases. The 6th-4th centuries BC were a time of great change in the Greek world and this is reflected in the art that was produced. Pupils come to appreciate the profound influence Greek art exerts on later periods, not least in defining ideas of beauty and how architecture is used to give shape to the daily life of a society.

In Love and Relationships, pupils are encouraged to recognise and relate to the passions, frustrations and delights of love in the ancient world. The ethical questions raised by these ideas continue to be wrestled over by successive generations. In consequence, pupils have interesting and important discussions about love, desire, sex, sexuality and the institution of marriage. They are able to draw comparisons and make judgements about ideals and reality, and the nature of ‘right’ and ‘wrong’ ways to love or be loved. The words of Sappho, Homer, Ovid, Plato and Seneca provide wonderful insights into the classical world, inspiring and challenging in equal measure. Will I enjoy it? Pupils enjoy discussion of classical life and thought, and the impact of the Greeks and Romans upon society. Questions discussed in lessons also arise in other subjects: what is heroism? What role does fate play in our lives? How should a man treat a woman (or vice versa)? How do we perceive beauty? What is art? 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 well-regarded subject that teaches many skills. As an A Level subject, it complements many other subjects, in particular History of Art, Theatre Studies, English and Religious Studies. The A Level is particularly valued not only by Classics departments but can often lead to the university study of Classics, Drama, English, History, History of Art, Philosophy and Politics. It is listed on UCL’s list of preferred A Level subjects and on Trinity College, Cambridge’s list of Generally Suitable Arts A Levels. It is a useful subject for degrees in Classical Studies and Philosophy – visit www.informedchoices.ac.uk. Information from UCAS shows that pupils who studied Classical Civilisation went on to pursue such diverse disciplines as Medicine, Veterinary Science and Chemistry. Pupils do not need to have studied GCSE Classical Civilisations to take it for A Level.

Assessment Examination board: OCR Specification code H408 Three end-of-course examinations: • The World of the Hero 100 marks / 2 hours 20 minutes / 40% • Culture and the Arts – Greek Art 75 marks /1 hour 45 minutes / 30% • Beliefs and Ideas – Love and Relationships 75 marks / 1 hour 45 minutes / 30% Who can give me more information? Mrs Blewitt s.blewitt@sherborne.com

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CLASSICAL GREEK

Why study Classical Greek? The language and civilisation of the ancient Greeks has informed the way people live for more than 2,000 years, and continues to offer endless opportunities for questioning and reflection. Pupils start with the epics of Homer and the poetry of Sappho, work their way through the philosophical ideas of Socrates, Plato and Aristotle, then move onto the powerful tragedies of Aeschylus, Sophocles and Euripides. They step outside the classical world and recognise the influence of the Greeks on the works of Karl Marx and Friedrich Nietzsche or 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 reading their writing in the original language provides a wonderful opportunity to learn how their world can shine a bright light on our own. Course content The A Level course builds on the GCSE, giving pupils a more sophisticated understanding of the language. This enables a more detailed study of prose and verse literature, inspiring and motivating a deeper awareness of the life and culture of the ancient world. There are separate papers in language and literature. For the language component, both prose and verse authors are studied (Xenophon and Euripides). In literature, pupils study two from Thucydides, Plato and Plutarch as prose authors and two from Homer, Sophocles and Aristophanes as verse authors.

What else should I consider? As an A Level subject, Classical Greek complements almost every other subject, from the sciences through any modern language to Theatre Studies, English and Religious Studies. It is highly valued by universities and can be useful to pupils intending to study courses such as Medicine, Law, Modern Languages and English, as well as 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, Durham, Exeter and Falmouth. Pupils need to have studied the GCSE in order to take it for A Level. Assessment Examination board: OCR Specification code H444 Four end-of-course examinations: • Unseen Translation: 100 marks / 1 hour 45 minutes / 33% • Comprehension: 50 marks / 1 hour 15 minutes / 17% • Prose Literature: 5 marks / 2 hours / 25% • Verse Literature: 75 marks / 2 hours / 25% give me more information? Who can give me more information? Mrs Blewitt s.blewitt@sherborne.com

Will I enjoy it? There is no denying that Classical Greek is a challenging subject. It is academically rigorous, and pupils need a passion for grammar. However, the language is again in the ascendant as more Greek plays are performed in national theatres and many novels inspired by (female) characters from Greek literature are published (by such respectable authors as Pat Barker, Madeleine Miller, and Charlotte Higgins). This A Level is a very good way to make a UCAS form stand out from the crowd.

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COMPUTER SCIENCE* Why study Computer Science? Advances in computing are transforming the way we work and the Computer Science specification is designed to reflect this. The specification focuses on the knowledge, understanding and skills students need to progress to higher education or thrive in the workplace. The start of the course begins with intensive training in programming and algorithmic thought, coupled with data-structures. Although some students will have a GCSE background, the course is structured so that students without this background and the requisite interest and motivation can succeed. The course is an academic Computer Science source and therefore lends itself well with good mathematical and problem/puzzle-solving skills. Boys follow the AQA syllabus which contains a good mixture of Low and High level languages which are used to demonstrate the basic principles of computing. Different languages and environments are used such as Logo, Raptor, Python, Java and PyCharm, Assembly and Haskell to enhance learning. Python is the main language of the course, however and boys should complete the codeAcademy Python course prior to starting in September. This is particularly the case for non GCSE prior-knowledge. Those who continue into the Upper Sixth will extend their knowledge of programming and problem solving and will further study database systems in depth using MySQL and functional programming (Haskell). The NonExamined Assessment (Project) is started towards the end of the L6th and boys will be expected to identify their project and work hard on this during the summer in preparation for the start of the U6th. Boys are guided towards personal selection of a project that interests them and which conforms to the mark-scheme provided by AQA. The Computer Science Department has its own well-resourced and dedicated rooms, which are available to those boys who study Computer Science during breaks, lunchtimes, after school and during their free lessons if no teaching is going on in there. All software needed specifically for the course is free for educational purposes. Boys may use their own laptops in class should they wish and are encouraged to do so.

Requirements of the course • A laptop is required for boys to study Computer Science. • A solid understanding of GCSE Maths (at least a grade 7). While some niches within the field are expected to grow more quickly than others, Computer Science is an excellent choice if you want a career with a solid future and high potential earnings. Subject Content All fourteen subject areas listed are covered for A level. • Fundamentals of programming • Fundamentals of data structures • Fundamentals of algorithms • Theory of computation • Fundamentals of data representation • Fundamentals of computer systems • Fundamentals of computer organisation and architecture • Consequences of uses of computing • Fundamentals of communication and networking • Fundamentals of databases • Big Data • Fundamentals of functional programming • Systematic approach to problem solving • Non-exam assessment - the computing practical projectgrade 7).

Paper 1 This paper tests a student’s ability to program, as well as their theoretical knowledge of computer science from subject content 1- 4 above. It is assessed by an on-screen exam lasting three hours. Students answer a series of short questions and write/adapt/extend programs in an Electronic Answer Document. One larger program is given to the boys to study as preliminary material. Paper 2 This paper tests a student’s ability to answer questions from subject content 5-12 above. It is assessed by a written exam lasting three hours. Students answer a series of short and extended answer questions.

* Taught at Sherborne School

Non-exam Assessment (Project) Additionally, there is a non-exam assessment which assesses a student’s ability to use the knowledge and skills gained through the course to solve a practical problem. Students will be expected to follow a systematic approach to problem solving, as shown in section 13 above. Who can give me more information? Dr Wild david.wild@sherborne.org

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DESIGN AND TECHNOLOGY Fashion and Textiles Why study Design and Technology: Fashion and Textiles? • What is it that designers actually do? • How and why do fashion and interior trends develop? • How do social and cultural issues influence the creative industries? The A Level Design and Technology course answers these questions, and many more. It is an inspiring, thought-provoking and creative subject exploring fashion and textiles in depth. It equips pupils with the practical skills, theoretical knowledge and confidence to succeed in a number of careers, especially those in the thriving creative industries. The course provides insight into the way designers, manufacturers and other industry professionals work. Pupils investigate influences on design and technology, putting their learning into practice by producing prototypes of their ideas. Course content Pupils study a range of materials, including new technologies such as wearable electronics and chromatic pigments. They develop a technical understanding of how textile products function and how they are made, thereby supporting the design and manufacture of their own design solutions. They gain an understanding of wider design principles and commercial issues, as well as the ability to identify market needs and opportunities for new products, to initiate and develop design solutions and make and test prototypes. The theoretical aspects of the course are taught as much as possible through practical tasks, although pupils are also provided with a textbook to support their learning. Will I enjoy it? For pupils interested in developing creativity, who enjoy experimenting with materials and working collaboratively, this course brings a great deal of satisfaction. The coursework element in particular provides an opportunity to be artistic, imaginative and experimental. It has been designed to reflect the way contemporary designers actually work. Throughout the year pupils have the opportunity to 22

visit exhibitions and participate in workshops to broaden their understanding of the subject and its place in the modern world. What else should I consider? Like any other A Level subject, this course can be used as a credible qualification to progress onto any degree course, as well as other Higher Education or professional opportunities. It is particularly good preparation for a career in the creative industries. It can be combined with English for journalism, Drama for theatre costume design, Art for any creative degree, History for costume perspectives, Science for the ever- expanding range of textile science degrees, and more besides. This course strengthens pupils’ critical thinking and problem-solving skills, which are relevant to any future career. Through the analysis of historical cultural, social and economic changes, as well as contemporary issues, girls develop a critical understanding of the world we live in today. It is recommended that pupils have taken a GCSE in Textiles and have a sound ability in Mathematics and Science. Assessment Examination board: AQA Coursework: A ‘Design Project’: 50% – evidenced through a written or digital portfolio and photographic evidence of the final prototype/s Written papers: Technical Principles examination paper: 30% – 2 hours 30 minutes The Designing and Making Principles examination paper: 20% – 1 hour 30 minutes Who can give me more information? Mrs Mason c.mason@sherborne.com

Product Design Why study Design and Technology: Product Design? Product Design is an engaging and dynamic subject, with problem solving and exploration at its core. Pupils develop an in-depth understanding of professional design practices and expand their knowledge of materials, design and manufacturing processes and wider issues that affect all aspects of industry. To succeed, they need an enquiring mind, a love of creating and an interest in design.

What else should I consider? The course has strong Maths and Science elements, so a sound understanding of these areas is highly recommended. It supports progression beyond A Level and the content reflects authentic design practice, giving an insight into the way creative, engineering and manufacturing industries function. As a result, it is a good pathway into these sectors.

Course content With both practical and theory elements, Product Design is a diverse subject. The first year is aimed at building a strong theoretical understanding of materials and manufacturing processes, alongside the wider social and ethical issues related to design. This is paired with small design tasks that provide a practical context to the learning. Pupils develop their making skills with hand tools and machinery as well as computer-aided design and 3D printing.

The course is assessed as follows: Exam paper 1 (30%): Technical principles Exam paper 2 (20%): Design and making principles Non-exam assessment (NEA) (50%)

Assessment Examination Board: AQA

Who can give me more information? Mrs Mason c.mason@sherborne.com

The second year focuses on the NEA (non-exam assessment): a sustained project where pupils apply their skills and knowledge to solve a design issue. Practical prototyping is supported by collation of a digital design portfolio documenting progress. Pupils decide their own brief and identify design opportunities, develop solutions and make and test prototypes, working with live clients and stakeholders. Will I enjoy it? This course is for people who enjoy taking risks, and showing innovation and enterprise. Pupils need to think creatively and critically, working skilfully to produce high-quality prototypes and products. It develops research skills and intellectual curiosity, as well as problem-solving ability that is firmly grounded in the real world.

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DRAMA AND THEATRE

Why study Drama and Theatre? Drama and Theatre has become a highly respectable A Level over the last decade, and is valued by universities as a subject connected to both the arts and the humanities. The balance of practical skills and academic knowledge, as well as a growing understanding of, and empathy for, the world around us, allows pupils to develop a wide range of skills and disciplines. It is one of the few subjects that is not based 100% on a written paper at the end of U6. This gives pupils the chance to work practically and attain 60% of their marks before the examination season. It provides an opportunity to spend lessons doing something creative, on their feet, rather than stuck behind a desk. Drama and Theatre is ideal for those who like to create work that questions assumptions, enjoy finding innovative ways of communicating with an audience, and, most importantly, enjoy performing. Course content Pupils study five different plays from various eras (performing sections of three of them), learn to evaluate live theatre as a critical audience member and create their own piece of verbatim theatre based on a topic that interests them. They can be assessed as an actor, a director or a designer. Assessment is of written essay skills and practical acting and directing skills in equal measure. Will I enjoy it? Drama is a subject with an almost infinite number of starting points, styles and influences. Whatever a pupil’s passion, they can explore it through the medium of drama. We aim to make the study of Drama an enjoyable and positive learning experience.

What else should I consider? Drama and Theatre A Level does not only lead to degrees in the performing arts, though it is an obvious choice for those with an interest in acting, directing, technical theatre or anything based in TV, film or theatre. The collaborative and presentation skills acquired are highly valued by courses such as Business, Law, and Medicine. Subjects that complement Drama include English, Classics, History and Art. Drama students have the option of taking a performance-based EPQ or an Arts Award Gold. Drama GCSE is not obligatory, but in these circumstances some co-curricular involved in Drama is required. Pupils have opportunities to take part in co-curricular Drama via one of the School productions and in the House Drama competition. These opportunities are well worth taking up, as well as those for pupils to stage their own work: the more performance experience a pupil has, the more successful they will be in examined work. Assessment Examination board: AQA One written examination (40%) • One question on Hedda Gabler by Ibsen • Three questions on Bronte by Polly Teale • One question on a play pupils have seen Four practical pieces Presentation of three extracts from four different plays (plus reflective report) (30%) Presentation of a devised piece of drama (plus devising log) (30%) Who can give me more information? Ms Nurse l.nurse@sherborne.com

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ECONOMICS Why study Economics? Economics is an exciting social science. It may seem to be all about money, but Economics is actually the study of life. Pupils examine the behaviour of individuals and how we make decisions in a world of finite resources. Economics is a cornerstone to understanding current affairs and international relations. It imparts an understanding of the world’s greatest problems such as inequality, obesity and plastic pollution. Economics is a highly credible subject with academic rigour, allowing students to access some of the most prestigious universities in the UK and overseas.

Why study this subject? Economic issues are important to everyone. Economists try to understand and provide solutions to the most challenging questions facing society today, such as: • How can a government intervene to reduce the impacts of climate change? To what extent are different measures to tackle CO2 emissions effective? What are the pros and cons of different sources of energy: offshore wind farms, nuclear plants or fracking for natural gas? • Have some internet companies such as Google, Facebook and Twitter become too big for the good of society? Are these firms so essential to daily life that they should be regulated as public utilities?

• Who should pay for healthcare? Is it feasible for the NHS to continue providing healthcare free at the point of delivery? Should health treatments be based on clinical need or on ability to pay? • What are the consequences of the increased trade war between the US and China – for consumers and firms in each country, and for the global economy? • The increasing income gap between top and bottom earners: should the government increase the national minimum wage, or introduce a maximum wage? Alternatively, is inequality an inevitable (or even essential) ingredient in a capitalist society? Course content There are four themes: 1. Introduction to Markets: this theme focuses on microeconomic concepts. Pupils develop an understanding of how markets work, market failure and government intervention (i.e. tax, subsidies and regulation) 2. The UK Economy: this theme focuses on macroeconomic concepts. Pupils develop an understanding of macroeconomic objectives (economic growth, low inflation, low unemployment and a trade balance). They examine the policies that governments can use to achieve these goals, including monetary policy, fiscal policy and supply-side policies 3. Business behaviour and the labour market: this theme develops the microeconomic concepts introduced in Theme 1 and focuses on business economics. Pupils develop an understanding of business growth, business objectives, revenues, costs and profits, market structures, the labour market and the role of government intervention

Will I enjoy it? Economics provides plenty of challenge and stimulation for pupils who enjoy discussing current affairs and analysing problems. What else should I consider? Economics is a particularly useful subject to study alongside Geography (there is much overlap with the Geography A Level), Psychology (Economics involves a module on behavioural economics, which is closely linked to Psychology), and Mathematics (Economics involves the application of mathematical skills to real-world contexts). Economics is not compulsory in order to apply to read Economics at university, but it does demonstrate interest in the subject in a UCAS application. Economics is a highly regarded subject in many careers, including management consultancy, accounting, banking, insurance, marketing, the Civil Service and any large multinational company. Economics also equips pupils with useful skills and knowledge if they are hoping to set up in business. Assessment Examination Board: Edexcel Three examination papers, involving a mix of calculations, data response questions and essays: • Paper 1: Markets and business behaviour (35%) • Paper 2: The national and global economy (35%) • Paper 3: Microeconomics and macroeconomics (30%) Who can give me more information? Mrs Morray-Jones e.morrayjones@sherborne.com

4. A Global Perspective: this theme develops the macroeconomic concepts introduced in Theme 2 and applies these concepts in a global context. Pupils develop an understanding of international economics, poverty and inequality, emerging and developing economies, the financial sector and the role of the state in the macro-economy.

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ENGLISH LITERATURE

Why study English Literature? Studying English Literature at A Level brings immense pleasure, stimulates curiosity, improve s writing skills and sets pupils up as informed and critical readers for life. The course involves studying a wide range of texts, from Middle English texts such as Chaucer to contemporary poetry and novels, all taken from the literary canon. Typically, they study: two Shakespeare plays; modern American drama by the likes of Arthur Miller or Tennessee Williams; a pre-nineteenth-century novel by a classic author such as Austen or Dickens; a twentieth-century novel and a wide selection of poetry from across the ages. They also learn how to write critical appreciations of a wide range of unseen prose and poetry and are encouraged to evaluate views. The subject is mostly essay based, although pupils are taught in a variety of styles and encouraged to hone presenting, discussion and creative skills too. Over the summer of L6, they undertake an individual project exploring Gothic literature and comparing texts of their own choice. This provides a chance to demonstrate independent learning and research skills. The A Level set texts are carefully chosen to reflect a wide range of literature, including contemporary feminist texts, and to prepare pupils for further study at university. Because of the immense richness of this subject, many pupils choose to take their learning further by tackling a literature-based EPQ. Will I enjoy it? Yes! Without exception, the A Level cohort at Sherborne love this subject. We are frequently told by pupils that English Literature has become their favourite subject and the one that they actually enjoy revising!

What else should I consider? The course equips pupils with many skills that are useful to employers and universities: the ability to construct a well-supported argument, the ability to write fluently and clearly, and the ability to consider and evaluate the opinions of others and draw a balanced conclusion. The course can lead to careers in PR and marketing, journalism, teaching, law, publishing and many other sectors. It is highly regarded by universities and employers. Subjects to combine with English: Other subjects that complement English particularly well include Modern Foreign Languages, History, Classics, History of Art and Psychology. However, English Literature can be combined with any subject and is often taken by medics and scientists too. In terms of GCSE requirements, we recommend that those students who have achieved at least a 6 in English Language and Literature are best suited to this course. Assessment Examination board: CIE This is a linear course, assessed through four two-hour exams at the end of U6. Each paper is equally weighted at 25% of the course and these are closed-book examinations. Paper 1 is Drama and Poetry, Paper 2 Prose and Unseen, Paper 3 Shakespeare and Drama, and Paper 4 is Pre and Post 1900 Poetry and Prose. Who can give me more information? Mrs Troup l.troup@sherborne.com

FILM STUDIES AS

Why study Film Studies? Many consider film to be the main cultural innovation of the 20th century and a major art form of the last hundred years. Those who study it bring with them a high degree of enthusiasm and excitement for what is a powerful and culturally significant medium, inspiring a range of responses from the emotional to the reflective. Students will investigate how film works both as a powerful form of representation and as an aesthetic medium. Exploring narrative and visual culture, this AS suits all students and can benefit those who use analytical skills such as in English, History of Art, and History. Course Content Component 1: American film: This component assesses knowledge and understanding of three American films, one each from Hollywood 19301960, 1961-1990, and a contemporary American independent film. 90-minute exam, 35% of the qualification. Component 2: European film: This component assesses knowledge and understanding of two British films and one non-English language European film. 90-minute exam, 35% of the qualification.

Core study areas Area 1. The key elements of film form: cinematography, mise-en-scène, narrative, editing and sound. How filmmakers use these elements, and how students interpret them in relation to relevant contexts and other critical approaches and debates, underlies the formal study of film. In turn, these formal studies have a direct impact on learners’ own work as screenwriters. Area 2. Meaning and response: how film functions as both a medium of representation and as an aesthetic medium. Area 3. The contexts of film: social, cultural, political, historical, and institutional, including production. Board: WJEC. Studied over two years with exams at the end of Year 2. Worth up to 20 UCAS points. Who can give me more information? Mrs Ellis p.ellis@sherborne.com

Component 3: Production: Coursework is a crucial part of this specification and is integral to learners’ study of film. Students will apply their knowledge and understanding of how films are constructed to their own screenwriting (1500 words) or make their own filmed scenes (3 minutes). This enables learners to create high-quality screenplay work as well as provide an informed filmmaker’s perspective on their own study of film. 30% of the qualification.

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Art and Design: FINE ART Why study Art and Design: Fine Art? Art at this level gives pupils the opportunity to build on their creative and technical skills to a far more sophisticated level than at GCSE. Studying A Level Art develops qualities of self-discipline, independence of thought and the ability to form insights into the world around us. We encourage visual curiosity, experimentation with a wide range of media and, perhaps more importantly, we encourage pupils 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 The first year of the course is predominantly experimental and involves an introduction to the various disciplines taught within the department. This gives pupils the opportunity to see the possibilities inherent in the techniques learnt. Painting, drawing, mixed media, fibre art, print making, ceramics, sculpture, installation and photography are all areas within the Fine Art specialism. Alongside developing skills, pupils come to understand how ideas, feelings and meanings connect to images and artefacts at a personal level, and how they are socially constructed over time through genres, styles and traditions. They improve their aesthetic understanding and critical judgement. An important part of A Level Art, therefore, is an understanding of context and subjective responses to it. Will I enjoy it? For those with visual curiosity, who enjoy experimentation with a broad range of media and have an open mind, this is a course from which to gain great fulfilment. To encourage and nurture a love of the subject, we organise educational trips to London and abroad in conjunction with History of Art (recent destinations include New York, Paris, and Rome). We hold regular workshops and lifedrawing classes and there are lots of other opportunities to bring out the best in our pupils, whatever their enthusiasms.

What else should I consider? The creative industries are some of the fastestgrowing contributors to the UK economy and A Level Art is an excellent pathway to a career within this sector. This includes all forms of Art and Design: Illustration, Fine Art, Graphics, Fashion, Film, Animation, Architecture, Spatial Design, Interior Architecture, to name a few. A Level Art is widely accepted by universities for degree courses, but it is often expected that pupils complete an Art and Design Foundation Diploma after A Levels to create specialised portfolios before moving on to the top Fine Art undergraduate degree courses. Sherborne Girls regularly sends pupils to Central St Martins, Camberwell, and other top-ranking art colleges. Assessment Examination board: AQA Component 1: Personal Investigation (60%) Pupils develop work based on an idea, issue, concept or theme leading to a finished outcome or a series of related finished outcomes. Practical elements should make connections with some aspect of contemporary or past practice of artists, designers, photographers or craftspeople and include written work of between 1,000 and 3,000 words to support the practical work. Component 2: Externally Set Task (40%) Pupils respond to a stimulus, provided by AQA, to produce work that evidences their ability to work independently within specified time constraints, developing a personal and meaningful response that addresses all the assessment objectives and leads to the production of a finished outcome or series of related finished outcomes. Please note: pupils taking A Level Fine Art will be charged a studio fee of £20 per term. Who can give me more information? Mrs Mason c.mason@sherborne.com

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FRENCH Why study languages? A language A Level complements a whole variety of subjects. Many students study a language at university, either as a major or minor subject. More and more students take advantage of university placements in Europe as part of their programme. Languages are needed for all sorts of careers – and having a language to a high level may well give pupils an edge in the jobs market. Why study French? More than 220 million people speak French on all five continents. French is a major language of international communication. It is the second most widely learned language after English and the sixth most widely spoken language in the world. French is also the second most widely taught language after English, and is taught on every continent. The OIF, an international organisation of Frenchspeaking countries, is made up of 77 member states and governments. French is both a working language and an official language of the United Nations, the European Union, UNESCO, NATO, the International Olympic Committee, the International Red Cross and international courts. Proficiency in French is essential for anyone considering a career in any international organisation. After English and German, French is the third most widely used language on the internet. An ability to understand French offers an alternative view of the world through communication with French speakers from all over the world and news from the leading French-language international media (TV5, France 24 and Radio France Internationale). France is often considered the language of culture. A French lesson is a cultural journey into the worlds of fashion, gastronomy, the arts, architecture and science. Learning French also offers access to the works of great French writers such as Victor Hugo or Marcel Proust and famous poets like Charles Baudelaire or Jacques Prévert, in the original text. It means being able to hear the voices of actors Alain Delon or Juliette Binoche, and the pleasure of being able to understand the words of French songs sung by an Édith Piaf or a Charles Aznavour and even sing them yourself.

Course Content A Level French builds on the skills of listening, speaking, reading and writing that pupils have acquired at GCSE or equivalent. Through the study of the topic areas, they develop language skills and their understanding of people and culture in French-speaking countries. Effective language learning skills are crucial, and we put a strong emphasis on the daily learning of new vocabulary and practising various grammar structures. Regular listening and reading are also vital in the language learning process, as the more pupils are exposed to authentic texts and audio sources, the better their command of the language will become. During the course pupils study two works, which may be novels or films, such as L’Etranger (Albert Camus), No et Moi (Delphine de Vigan) or Sac de Billes (Joseph Joffo). The oral examination includes a discussion of an individual research project. This provides an opportunity to identify and research an area of interest related to the French-speaking world. Assessment Examination board: AQA At A Level language skills and cultural knowledge are assessed by external examinations at the end of the two-year course. • Paper 1: Listening, Reading and Writing (including translation tasks) 40% • Paper 2: Critical response to literary texts/ film 30% • Paper 3: Oral exam, including discussion of research project 30% Who can give me more information? Mrs Blewitt s.blewitt@sherborne.com

GEOGRAPHY Why study Geography ? Geography is an interesting and diverse, broadbased academic subject. The course covers both Physical and Human environments and the complex interaction of processes that shape our world. Geography combines well with both the Arts and Sciences, and is highly regarded by universities because it opens up a wide range of options for degree study. Employers and universities regard Geography as a robust academic subject rich in skills, knowledge and understanding. Course content Pupils study three Physical topics: • E cosystems • C old Environments • Water and Carbon. You will study three Human topics: • C hanging Places • U rban Environments lobal systems and Governance. • G They take part in two field trips: the first is a residential trip during which they collect data to support the course content. This trip also introduces them to a wide variety of data capture techniques that they use in their independent investigation.The second trip is a day trip to explore a more local destination as a case study for the Changing Places topic. During the course pupils answer a range of styles of question. Some questions are worth between four and six marks and can be based around the interpretation of a map, graph or photograph. Nine-mark questions require longer responses in which pupils are required to develop ideas by including case study material. 20-mark essay questions are more synoptic in nature, with pupils bringing different aspects of the course together, often making links between the Human and Physical content. Will I enjoy it? As well as studying a variety of topics and themes, pupils learn about them in relation to a range of locations across the globe. In lessons pupils learn in a variety of ways, including the use of videos, techniques such as GIS, and by referring to a range of secondary source material such as photographs and census data.

Pupils have the opportunity to discuss many vital issues that affect the world today, including climate change, migration, poverty, pollution and the use of global resources. Geography enhances essay-writing skills as well as the ability to carry out extended research and effectively identify and select relevant information. Michael Palin believes that ‘Geography is the subject that holds the key to our future’. Pupils should consider Geography if they enjoy learning about people and societies, cultures and environments. It is a good choice for developing a wide range of skills and is a broad-based academic discipline that has cache among universities. What else should I consider? Geography prepares pupils for a career in sustainability and green issues, urban regeneration and planning, energy supply, retail location, managing the effects of hazards and climate change, law, human rights, international relations, politics and welfare, among many other fascinating professional areas. It is preferable that pupils have studied Geography at GCSE and that they have a grade 6 or above in English, Mathematics and Science. Assessment Examination board: AQA Specification code 7037 Pupils take two examinations: Paper 1 Physical Geography (40%) Paper 2 Human Geography (40%) The third component is an individual fieldwork investigation that is worth 20%. Who can give me more information? Mrs Morray-Jones e.morrayjones@sherborne.com

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GERMAN* Why study German? 1. German is the most widely spoken language in Europe. More people speak German as their native language than any other language in Europe. It is also the third most popular foreign language taught worldwide and the second most popular in Europe and Japan, after English.

Course Content A Level German builds on the skills of listening, speaking, reading and writing that pupils have already acquired at GCSE or equivalent. Through the study of topic areas, they develop language skills as well as their understanding of people and culture in German-speaking countries.

2. Germany has the third largest economy in the world and is the economic powerhouse of the European Union. From cars to machinery and industrial equipment, from pharmaceuticals to household goods, German businesses are major exporters. The competitiveness and desirability of German products creates a need for German speakers. Numerous employers both within the UK and in other countries around the world fill their vacancies with candidates who can speak this hugely important business language. Adding German to a pupil’s CV will give her a significant advantage when it comes to jobhunting.

Effective language learning skills are crucial and there is a strong emphasis on the daily learning of new vocabulary and practising various grammar structures. Regular listening and reading are also vital in the language learning process, as the more pupils are exposed to authentic texts and audio sources, the better their command of the language will become.

3. German-speaking countries have a rich cultural heritage. Germany is often referred to as the land of “Dichter und Denker” – of poets and thinkers. And rightly so, because German contributions to the arts and human thought have been nothing short of profound. Philosophy and the sciences would also be unthinkable without the contributions of German speakers. The philosophies of Kant, Hegel, Marx, Nietzsche and numerous others have had a lasting influence on modern society. The psychologists Freud and Jung forever changed the way we think about human behaviour. Scientists from the three major Germanspeaking countries have won dozens of Nobel prizes in physics, chemistry, and medicine. Knowing German makes it possible to access the works of these people in their original language. Anyone interested in these fields automatically expands their understanding by knowing German.

The oral examination includes a discussion of an individual research project. This gives pupils an opportunity to identify and research an area of particular interest.

Pupils study a film in the first year of A Level (Goodbye, Lenin) and read and analyse a literary text in the second year (die Verwandlung by Franz Kafka). Both are fantastic works full of interesting ideas to unpick and discuss.

Assessment Examination board: AQA Assessment is by external examinations in the second year: • P aper 1: Listening, Reading and Writing (including translation tasks) 40% • Paper 2: Critical response to literary texts/film 30% • Paper 3: Oral Examination, including discussion of research project 30% Who can give me more information? Mrs Blewitt s.blewitt@sherborne.com

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HISTORY Why study History? History is ideal for those with an interest in the people and politics of the past; those who want to find out why some countries develop through peaceful change while others experience revolutions. It provides a chance to develop important skills of source criticism, essay-writing, critical understanding and interpretation. Will I enjoy it? The course is popular among pupils who enjoy debating, questioning and thinking, re-enacting, reading and watching films about the past. Studying History helps us understand human beings and their motivations: it helps us discern how we got to where we are now. Pupils are able to compare the different ways societies have dealt with universal human problems, such as who has power, how countries should be ruled and how individual human actions can affect millions.

Assessment Examination Board: OCR Three papers: • British period study and enquiry – 1 hour 30 minutes • Non-British period study – 1 hour • Thematic study – 2 hour 30 minutes • Topic-based coursework essay – 3000-4000 words Who can give me more information? Mrs Elliott s.elliott@sherborne.com

Course Content A Level History covers Early Modern British History as well as Modern European History. For the British History unit we investigate Early Tudor Britain: 1485-1558. This includes an enquiry topic: the Mid-Tudor Crisis of 1547-1558. Pupils also study the Cold War in Europe 1991-1995 and, as an in-depth study, Russia and its Rulers 1885-1964 with a focus on Alexander II. Pupils complete a topic-based coursework essay in U6, offering a chance to deepen their knowledge of one of these areas. During the two-year course pupils attend at least one major lecture where they have the opportunity to listen to leading academic historians such as David Starkey. There is also the opportunity to listen to lectures at Sherborne School, Sherborne History Society and the Chalke Valley History Festival. We also offer international trips, such as a recent visit to Berlin, to further enrich A Level study.

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HISTORY OF ART

Why study History of Art? A Level History of Art provides a grand tour of two millennia of art and architecture across the continents and cultures of the globe, spanning the breadth of European, Middle-Eastern, Asian and African societies. Course content The course is structured in three core areas: visual analysis, thematic study, and the study of arthistorical periods. Pupils study critical texts in relation to all components of the syllabus (except visual analysis), ranging from biographical to theoretical. These pieces of literature form a core ingredient of the assessment. • In the Visual Analysis component, pupils learn how to analyse European art and architecture from the Classical period to the present day, developing the skills and terminology required to describe works of art and architecture in accurate detail • In the Thematic component, pupils consider works of art and architecture from different parts of the globe from specific perspectives, comparing and contrasting different cultural approaches to two themes: ‘war’ and ‘identities’ • In the Art Historical component, pupils make a detailed study of a specific period in European and/or American art history, considering works in depth with regard to their social, philosophical, and cultural influences, and examining their role and influence in society. Two periods are chosen from a possible five: the Italian Renaissance (1420-1520); and British and American contemporary culture (1960-2015). Good GCSEs in humanities subjects in which writing skills are acquired and examined, such as English Literature, RS, and History, is a significant advantage. Previous experience of visual culture – such as visiting art galleries, museums, and sites of architectural heritage – is also a great help.

Will I enjoy it? History of Art is a humanities subject, so it requires many of the same skills as subjects such as English Literature, Religious Studies and History, along with the specific skills applicable to the study of visual culture. Enthusiasm to undertake close visual study of works of art and architecture is essential for the A Level. Pupils should also be able to read texts in a critical manner and be able to formulate their own arguments into clearly structured essays that are fluently expressed. Likewise, an enjoyment of the world of ideas and concepts is crucial to getting the best out of the A Level. A strong interest in and appreciation of visual culture, in all its diverse forms across the globe, is an essential ingredient for success and enjoyment of this A Level. What else should I consider? Taught at Oxford, Cambridge, Edinburgh and many of the Russell Group Universities, those students who have studied A Level History of Art are very well prepared for an undergraduate degree in the subject. A Level History of Art also facilitates entry into other humanities undergraduate degrees including Classics, English Literature, History, Theology, and Philosophy. Assessment Examination Board: Edexcel Assessment is via two three-hour written exams. There is no coursework component, but part of the exam requires pupils to comment on works of previously unseen art and writing. Who can give me more information? Mr Casely j.casely@sherborne.com

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LATIN Why study Latin? ‘Latin is the maths of the humanities but Latin also has something that Mathematics does not and this is the history and mythology of the ancient world. Latin is maths with goddesses and gladiators and flying horses or flying children.’ So says Llewelyn Morgan, Professor of Classics at Oxford. Latin is a historically significant language that is embedded in many modern languages. Its study not only gives important insights and shortcuts to other languages but also leads to a greater understanding of how language works. Most importantly, Latin gives pupils the chance to experience the literature and culture and society of the ancient Romans. 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 people of the past. Through the different genres of classical texts, pupils examine ideas and artistry within their historical, political and cultural contexts. At the end of the Sixth Form, they truly learn exactly what it is that the Romans did for us! Course content The A Level course builds on the GCSE, giving pupils a more sophisticated understanding of the language. This enables further study of prose and verse literature, through which they gain a deeper understanding of the life and culture of the ancient world. There are separate papers in language and literature. For the language component, both prose and verse authors are studied (Livy and Ovid). For the literature, we study two from Cicero, Tacitus and Livy as our prose authors and two from Virgil, Catullus and Ovid as our verse authors. Will I enjoy it? Of course. Pupils build on their GCSE knowledge to get up close and personal with Latin authors, finding out so much about how they led their lives, whom they mixed with, and what they thought of their political leaders. It is often surprising how similar the daily trials and tribulations of an ancient

Roman are to what we face today. It is a challenging subject, but highly rewarding and it complements many other subjects, whether with its gritty determination to demand grammatical rigour or the frequent examples of the inspiration it provided authors, playwrights and poets of later years. Carol Ann Duffy, Shakespeare, The Hunger Games – all of them took inspiration from the Romans (who in turn were inspired by the Greeks). What better way to make a university application stand out than by having an A Level in a classical language? What else should I consider? Latin complements almost every other subject, from the sciences through any modern language to Theatre Studies, English and Religious Studies. It is highly valued by universities and can be useful to pupils intending to study courses such as Medicine, Law, Modern Languages, English Literature or Language, and 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, Durham, Exeter and Falmouth. Pupils need to have studied the GCSE in order to take Latin at A Level. Assessment Examination Board: OCR Specification code H443 Four end-of-course examinations: • • • •

Unseen Translation: 100 marks / 1 hour 45 minutes / 33% Comprehension: 50 marks / 1 hour 15 minutes / 17% Prose Literature: 75 marks / 2 hours / 25% Verse Literature: 75 marks / 2 hours / 25%

Who can give me more information? Mrs Blewitt s.blewitt@sherborne.com

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MANDARIN CHINESE

Why study Chinese? 1. China is the factory of the world. Since the opening of the Chinese economy in the 1980s under the then leader, Deng Xiao Ping, China has become a manufacturing hub and powerhouse with many household names and goods produced there. 2. China has one of the richest and longest histories on earth. The Chinese have long been the explorers, the inventors, the thinkers and poets to counter the achievements of the ancient Greeks and Egyptians and Islam. 3. In order truly to understand the people, traditions and culture of China, it is necessary to understand the characters and concepts of the Chinese language. With its ever-growing economy and industrial intellect, there will be many job opportunities for Chinese speakers in future. Course Content A Level Chinese builds on the skills of listening, speaking, reading and writing that pupils acquire at GCSE or equivalent. Through the study of the topic areas, they develop language skills and their understanding of the people, concepts and culture in Chinese-speaking countries. Effective language learning skills are crucial and there is a strong emphasis on the daily learning of new vocabulary and practising various grammar structures. Regular listening and reading are also vital in the language learning process: the more pupils are exposed to authentic texts and audio sources, the better the command of the language will become. Pupils study a film in the first year of A Level (Beijing Bicycle, Wang Xiao Shuai) and read and analyse a literary text in the second year (A Pigeon Called Feng, Cao Wen Xian). Both are fantastic works full of interesting ideas to unpick and discuss.

The oral examination includes a discussion of an individual research project, providing an opportunity to identify and research an area of particular interest. Assessment Examination board: EDEXCEL Assessment is by external examinations in the second year: • Paper 1: Listening, Reading and Translation 40% • Paper 2: Written Response to Works and Translation 30% • Paper 3: Speaking 30% Who can give me more information? Mrs Liu-Plant y.liuplant@sherborne.com Please note that this is Mandarin and not a Cantonese course.

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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 desirable in any career. Our teachers are fully committed to providing a broad mathematical education and our ‘open-door’ policy for providing support is extremely popular. Course content The A Level Mathematics course provides a study of mathematics in three main areas: Pure Mathematics (algebra and functions, proof, coordinate geometry, calculus and trigonometry); Statistics, and Mechanics. The course includes the use of technology to analyse large data sets. It enables pupils to develop mathematical knowledge, problem solving, mathematical reasoning and modelling skills. Will I enjoy it? Pupils who enjoy a challenge, who have found the Mathematics studied so far both interesting and relatively quick to pick up, and who find satisfaction in working on a problem from different angles without getting frustrated, will enjoy this A Level. It is hard work and pupils should expect to make mistakes or feel stuck at times. But the most satisfying thing about Mathematics at A Level is the pursuit of the right method, spotting the links between the topics, and the profound sense of accomplishment from making a breakthrough. What else should I consider? Mathematics is the language of most sciences and trains pupils to be logical problem solvers, with skills that are highly valued by both universities and employers. It is a requirement for a large variety of Science or Economics-based courses at university, and it is listed as desirable for a significant number more.

While Mathematics is rightly seen as a challenging course at A Level, pupils achieving at least a grade 8 at GCSE or IGCSE, with a real interest in the subject, have every opportunity to attain the highest grades. A Level Further Mathematics We provide an option to study both Mathematics and Further Mathematics. This counts as two A Levels (Further Mathematics cannot be studied alone). The Further Mathematics course includes compulsory Core Mathematics modules (Complex Numbers, Differential Equations, Proof, Matrices, Vectors, Coordinate Systems and Series) and there are two options that are chosen in line with the interests and aptitude of the students. These are selected from Further Pure 1 and Further Pure 2, Further Statistics, Further Mechanics and Decision. Assessment Examination board: EDEXCEL 100% Examination, assessed at the end of the course. A Level Mathematics: three exams, each 2 hours with equal weighting: two Pure Papers and one combined Statistics and Mechanics. A Level Further Mathematics: four exams, each 1 hour 30 minutes with equal weighting: two Core Papers and two options papers Who can give me more information? Mr Collins g.collins@sherborne.com

Core Mathematics (Academic Enrichment Option) Level 3 Mathematical Studies (Core Maths) is a new qualification designed for pupils who have achieved a grade 4 or above at GCSE. It helps develop pupils’ mathematical skills and thinking and supports courses such as A-level Psychology, Sciences, Business Studies and Geography as well as technical and vocational qualifications. The main focus of the course is to show how Mathematics is relevant in the real world. Compulsory content covers personal finance, analysis of data, estimation and critical analysis of data and models. Sherborne Girls also offers the optional Statistical Techniques section as it ties in with the other A Levels offered at School. This covers topics such as Normal Distribution and Correlation and Regression. This course helps girls realise how Mathematics can be useful in everyday life. It provides them with tools to make informed decisions in a wide variety of situations. It is especially popular among pupils with an interest in the way the world works, wondering how to interpret the incredible amount of information and data that is at our fingertips. Core maths is equivalent to an AS qualification and carries the same number of UCAS points. The true benefit of taking it is in its usefulness alongside other A Level and university courses, particularly subjects such as Psychology, business-related courses, sports and social sciences, and natural science courses. The course is taught over one year, for two lessons a week, with minimal work outside the classroom. Assessment: AQA 100% Examination assessed at the end of the course. The exams will be taken at the end of the L6 year. Two exams, each 1 hour 30 minutes: one covers the compulsory element and the other covers statistical techniques.

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MODERN LANGUAGES Please refer to individual subject pages for French, German, Spanish and Mandarin Chinese.

Why study Modern Foreign Languages? The study of one or more foreign languages has obvious practical benefits for communication with foreign-language speakers in the world of work as well as for leisure and travel. The satisfaction and pleasure derived from being able to speak and understand foreign languages proficiently are considerable, and certainly worth the effort. 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. Languages are also rewarding to learn for their own sake, because they open pupils’ minds to other cultures and encourage them to think more deeply about the different ways in which human beings communicate with each other. Language qualifications are well regarded by universities and highly valued by employers. Will I enjoy it? Communication in a variety of forms – speaking, texting, blogging, tweeting – is central to all our 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 A Level foreign language course. They are skills that require hard work, but the rewards are great. The ability to understand and communicate effectively in a foreign language brings a great sense of empowerment as a global citizen. They are skills that enrich life at the same time as being great fun. Learning about the different cultures around the world (which is an important part of any language course) increases pupils’ enjoyment of travel in foreign countries and helps them to think more critically about their own culture. We encourage engagement with foreign language websites, YouTube videos, radio and TV to achieve foreign language immersion and add an extra dimension to pupils’ learning. 44

What else should I consider? All foreign language courses have as their main aim the use of the language. Pupils will enjoy participating in class and be committed to language-learning strategies such as learning vocabulary and frequent independent listening and learning. They should also be keen to talk as often as possible with native speakers, especially our foreign language assistants, with whom they have an additional timetabled lesson. The most successful pupils have an analytical approach to language study: they should be interested in studying how language works and in comparing similarities and differences between 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 apps and songs – to make the foreign language an integral part of daily life. 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 a variety of other disciplines. Traditional language degree courses – especially those at Oxford and Cambridge – place more emphasis on literature. Linguists also do well in subjects such as History of Art, Politics, History, Economics, Law, Philosophy, and Theology. Who can give me more information? Mrs Blewitt s.blewitt@sherborne.com

Language Proficiency Diplomas The Modern Languages Faculty offers teaching for four European language proficiency diplomas, three of which are examined at the Exeter University Foreign Language Centre. Our nearest centres for German are the Goethe Institut in London and Cardiff University Modern Languages Department. All four diplomas are based on the levels of the Common European Framework of Reference for Languages (CEFR-L) and recognised worldwide by businesses and universities. They can be taken at different exam levels within the CEFR-L. Teachers tend to aim the class for Level B1, but pupils will be entered for and examined at the level they reach. Exams are available once a year, so pupils can take an exam in L6 or U6. The French DELF and Spanish DELE diplomas are usually open to those who have studied the language to GCSE and who want to continue, aiming for Level B1. The Italian PLIDA diploma is offered as a beginners’ course. A GCSE in a modern language or Latin is preferable but not essential. Students will aim for Level A2, taking the exam at the end of L6. The German Goethe-Zertifikat may be taught at Sherborne School. Lessons are open to students who have a GCSE in German and classes will aim for Level B1. Those who want to complete a diploma in one year and take an exam in L6 can do so, and will be entered for the CEFR-L Level that they have reached. Pupils are able to take a higher level the following year if they wish. The Hanyu Shuiping Kaoshi (HSK) is an internationally recognised official examination designed to assess the standard of non-native speakers’ language skills, and is particularly useful for those wishing to study or work in China. It is open to those girls who have studied Chinese at GCSE level. Our nearest test centre is in Oxford. For those thinking of applying for citizenship or planning a career that takes them abroad, a diploma provides an official assessment of language knowledge, making it a great addition to their CV.

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MUSIC

Why study Music? Studying Music A Level is the ideal preparation for further musical study at college or university. It is also suitable for keen musicians with a deep interest in learning more about the discipline. 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 on a weekly basis. This gives us a vast amount of expertise and experience to draw upon. Girls studying Music at A Level have the full use, benefits and inspiration of our splendid new Music School situated in the Merritt Centre. Among the state-of-the-art facilities are a suite of twelve Apple Mac computers, a Rock Room, a recording studio and, of course, the stunning Gransden Hall, already celebrated for its flexible performance space and superb acoustics. Course Content The A Level course provides a great opportunity to develop skills in the following areas: performing, composing, studying, listening and analysing. Pupils need to be keen performers, instrumentally, vocally or both. The ability to play a keyboard instrument is a great advantage. The Performance element is coursework and includes either solo or ensemble performing or a mixture of the two. Studying traditional harmony enables pupils to compose in various pastiche styles and to develop their compositional expertise. Set works are drawn from an anthology of classical, popular, film and world music styles and pupils develop skills in listening and analysis.

Will I enjoy it? For those who love music, enjoy listening to a wide variety of genres and styles and have a real interest in ‘how music works’, this A Level course is an excellent option. Through the performing and composing aspects, pupils have the chance to continue their growth as original, expressive and creative individuals. Assessment Examination Board: EDEXCEL • C omponent 1: Performing 30% • Component 2: Composition 30% • Component 3: Appraising 40% What else should I consider? Music sits well with any other academic subject, in the humanities or sciences. It is a good pathway to Higher Education at a conservatoire or university, either for a continuation of musical study or as preparation for any other academic, vocational or performative discipline. There are many career opportunities connected with music available, including performing, teaching, publishing, librarianship and work with broadcasting and recording industries. Who can give me more information? Mr Jenkins j.jenkins@sherborne.com Mrs Whitney s.whitney@sherborne.com

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MUSIC TECHNOLOGY* Why study Music Technology? This course involves the composition of popular music (electronic, dance, rock and pop) and/or film music,sequencing, and recording work in the music studio. The software used throughout the course is Logic Pro X and Ableton Live, both on Apple iMac computers. The Course The course is designed to allow pupils to expand on their knowledge of music production, composition, DJing skills or, for those new to Music Technology, an opportunity to learn about electronic and popular music. Key features • Flexible specifications with different options to suit different types of musicians, whether classical, jazz, DJ or rock. • An opportunity to get to know your way around the state-of-the-art recording facilities within the music studio. • An opportunity to get to know how electronic music is arranged and composed. • An opportunity to study popular music (rock, hip hop, electronic) from the 1950’s onwards.

Course structure Unit 1: Multi Track Recording (20%): An opportunity to record a band or an ensemble and then mix it down and, using best production techniques, produce a recording of the highest quality. All songs will be from the popular music context and not include any genres outside of pop, rock, EDM or electronic music. Some of the songs recorded in previous years include those by The White Stripes, Adele, Coldplay, The Stokes and Led Zeppelin. Unit 2: Composition (20%): An opportunity to arrange a piece of music or a song for different instruments and voices, using the facilities within the music studio and/or the classroom suites. Students will create an original composition, totalling no more than 3 minutes. Students will develop the skills to create and manipulate sounds in imaginative and creative ways, learning how to create music in Ableton Live. Unit 3: History of Recorded Music (25%): Alongside the practical coursework, students will develop their knowledge and understanding of recording and production techniques of popular genres (rock, pop, dance and electronic music) through the following: • Recording and production techniques for both corrective and creative purposes • Principles of sound and audio technology • Development of recording and production technology Unit 4: Producing Music (35%): The creation of a recorded piece of music based on editing, mixing and production techniques. This will develop an understanding of sound, audio technology and expand upon recording and production techniques. This part of the course will focus on the practical ways music is produced where students will have hands-on experience with mixing and mastering music. Who can give me more information? Mr Davey benjamin.davey@sherborne.org

* Taught at Sherborne School

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Art and Design: PHOTOGRAPHY

Why study Photography? Photography falls within the same specification as A Level Art & Design Fine Art and is structured in a similar way. The obvious difference is that, instead of producing work in the medium of pencil or paint, images are produced using some form of lens-based media: i.e. photographs using digital or traditional 35mm film. Photography teaches pupils ‘how to see’ and adds significantly to their understanding of the visual, digital world we all inhabit. Developing such skills is an essential part of 21st Century life and will enhance skills in other subjects by teaching pupils what it means to wrestle with ideas, experiment with a wide range of photographic processes and outcomes, and critically evaluate their own successes and areas for development. Course content The A Level Photography course provides the opportunity to explore a broad range of photographic techniques and processes. These include traditional black-and-white darkroom techniques, and digital photography, studio lighting and creative post-production software techniques with still and moving images. The course is designed to teach pupils the fundamental technical and experimental skills needed to produce successful photographs and lens-based media outcomes, and ultimately prepare them to make final resolved works using any technique or process they wish. Pupils are taught: • The SLR and DSLR cameras: technical investigation into how to use a single lens reflex camera • Composition: compositional skills needed in creating exciting images through the lens • Darkroom: the technical process of chemical film development, photograph printing and experimentation • Studio: technical investigation into how to use continuous, strobe and creative lighting setups 50

• D igital Post Production: image organisation, editing, enhancement, manipulation and presentation using industry-standard software, Adobe CC including Bridge, Lightroom, Photoshop and Premier Pro • Engagement with the work of contemporary photographers and historical movements Will I enjoy it? For pupils who enjoy taking photographs, being visually creative and are interested in exploring new ways to express ideas and meanings, Photography A Level is a great course. It is well suited to those who enjoy a project and coursework-based approach to learning, are inspired by other artists, and love visiting exhibitions and working with other pupils to bring projects and ideas to life. What else should I consider? There is no requirement for pupils to have studied Photography or Art before. It is a good choice for pupils who intend to study Photography with Art at art school. It is also a good creative subject to add to any A Level subject combination. It is accepted by most university courses and provides a foundation for a vast and growing range of careers in the creative industries. Assessment Examination board: AQA All assessment takes place at the end of the course and consists of: • Personal Investigation (60%) – Portfolio of practical work – 1,000-3,000 word written element • Externally set assignment: 15 hours (40%) Who can give me more information? Mrs Mason c.mason@sherborne.com

PHYSICAL EDUCATION

Why study Physical Education? Studying A Level Physical Education (Sports Science) gives pupils a fantastic insight into a remarkable world of performance sport and participation sport. The course is studied through a range of contexts and considers the different factors concerning health and exercise and their impact on society. It is a fascinating and challenging course in which pupils learn about the science behind performance as well as the other factors that affect sports performance potential. Course content Physical Education is split into 3 theoretical areas that link Science, Psychology and social concepts to practical performance. Pupils learn and apply knowledge in the following areas: Physiological factors affecting performance • Applied anatomy and physiology • Exercise physiology • Biomechanics

What else should I consider? A Level Physical Education complements a variety of courses in both humanities and the sciences. It is a respected and recognised A Level by universities in the United Kingdom. There is a wide range of Higher Education courses available that involve the study of Physical Education and Sports Science. Assessment Examination board: OCR Assessment is in two parts: Theory is assessed in the form of three 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%). Who can give me more information? Mr Garnsworthy r.garnsworthy@sherborne.com

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 Will I enjoy it? Physical Education suits pupils who are: • Interested in Sports Performance • Interested in Nutrition and/or Dietetics • Fascinated by the Human Body, Biomechanics and Human Movement • Studying other sciences • Interested in Physiotherapy

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PHYSICS Why study Physics? Whatever a pupil’s ambition, A Level Physics can help them realise it. In Physics, they gain a qualification that is highly regarded by universities and employers – not just for the knowledge acquired but also the analytical skills developed alongside the ability to think logically. From the smallest sub-atomic particles to the nature of black holes, Physics provides a deeper understanding of how the universe works. Lessons are a mix of theory and practical and while there is a mathematical element to it, pupils do not need to study A Level Mathematics to complete the A Level Physics course. A good Maths grade at GCSE is nonetheless desirable. Course Content Physics is the most fundamental of the experimental sciences. 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 and Quantum Phenomena. Pupils have the opportunity to learn about historical scientific discoveries alongside cutting-edge science. In the second year, we develop these ideas 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. The course is completed with an Astrophysics module. Practical work is at the heart of Physics and we offer opportunities to develop key practical skills throughout the course. The A Level course has a separate practical endorsement based on assessments completed in class. The final grade is based only on marks secured in final written examinations.

Will I enjoy it? Yes! How can anyone not enjoy discovering how the world operates? A Level Physics gives pupils the opportunity to explore questions often introduced at GCSE, but seldom explored in detail. London, the Diamond Light Source in Oxfordshire and the Joint European Torus experimental fusion reactor at Culham. Work in the classroom is supported with lectures by visiting speakers and trips to places of scientific interest. Recent trips have included the Fleet Air Arm Museum at Yeovilton, the Science Museum in London, the Diamond Light Source in Oxfordshire and the Joint European Torus experimental fusion reactor at Culham.

Assessment Examination Board: AQA Specification 7408 The course is assessed by three 120-minute papers at the end of U6: • Paper One (34%) covers the material taught in year one (electricity, quantum phenomena, mechanics and waves) • Paper Two (34%) covers the material taught in year two (further mechanics, fields, thermal physics and radioactivity) • Paper Three (32%) covers the astronomy module, practical skills and data analysis

What else should I consider? Nuclear physics, medical physics and civil engineering provide popular career paths for physicists. Many more become involved in other disciplines of science and engineering such as meteorology or technology and communications. However, a physics qualification is highly valued in a wide range of careers such as law, banking, finance, actuarial science, theatre and lighting design, and journalism. The opportunities are limitless! Who can give me more information? Mr Grierson j.grierson@sherborne.com

Practical skills assessment is carried out throughout the course.

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POLITICS Why study Politics? There has never been a better or more vital time to study politics in this country and around the world. The consequences of Brexit and COVID-19 continue to dominate the political landscape in the United Kingdom, alongside the Government’s ‘Levelling Up’ agenda. We have just seen a hotly contested and controversial Presidential election in the United States, the consequences of which are resulting in a pivot once again in America’s world view and its role in international relations. This course is set amongst the rise of populism and nationalism, in addition to globalisation and the influence of supra-national government. Course Content The AQA course is divided into three components, each intensely relevant to our lives. They are as follows: • Government and politics of the UK: When looking at the government of the UK, we study the constitution, parliament, the prime minister and the executive, and the relationships between branches of government. When studying the political landscape of the UK, we discuss political participation, political parties, electoral systems, voting behaviour and the impact of the media • Government and politics of the USA: Our work on the government of the USA begins with the US Constitution, followed by the three branches of government enshrined by their separation of powers: the legislature – Congress, the executive – Presidency and the judiciary – Supreme Court. In studying politics in the USA, we will look at the electoral process, the political parties, civil rights, and the role of pressure groups and lobbyists, including the media

• Political ideas: We will investigate the core political ideas that underpin most political systems in the world, such as conservatism, liberalism and socialism. We will also learn about non-core political ideas, such as feminism, anarchism, multi-culturalism and nationalism At all times and in all topics, we will be able to draw on the most contemporary of examples to illustrate our studies, such as Brexit, the campaign for Scottish independence, the government’s response to COVID-19, the aftermath of Trump’s America, the recent Presidential election, the Black Lives Matter movement and the international response to climate change. Who can give me more information? Mrs Elliott s.elliott@sherborne.com

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PSYCHOLOGY Why study Psychology? Psychology A Level offers an engaging and effective introduction to the enormous field of psychological academic study. Pupils study theories and concepts that help explain human behaviour and experience. They learn how to apply a variety of experimental and nonexperimental research methods to gather evidence to support these theories. Those who excel in Psychology tend to have a relatively strong scientific background, competence in Mathematics and an inherent curiosity about human behaviour. The course develops skills valued by universities and employees, such as the ability to explain complex concepts clearly and concisely in writing, to think logically and critically, and to piece together arguments based upon a range of often apparently conflicting research evidence. Pupils need an open mind and the skills to listen and then question concepts and evidence carefully.

Course content The course covers the fundamentals of Psychology as well as several applied topics. Although there is no coursework, pupils have the opportunity to practise different research techniques in class and analyse their findings using descriptive and inferential statistics. 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

Options

Assessment Examination board: AQA

9 Relationships

• Paper 1: Introductory Topics in Psychology. compulsory content 1-4 above. 2-hour written exam (33.3%) • Paper 2: Psychology in Context, compulsory content 5-7 above. 2-hour written exam (33.3%) • 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. 2-hour written exam (33.3%)

Option 1 10 Gender 11 Cognition and development Option 2 12 Schizophrenia 13 Eating behaviour 14 Stress Option 3 15 Aggression

Who can tell me more about this course? Mr Gent r.gent@sherborne.com

16 Forensic Psychology 17 Addiction 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, in both understanding the actions and behaviours of groups, culture and individuals, and helping us understand ourselves. The subject asks much of pupils, but it undoubtedly rewards endeavour and provides a challenging but enjoyable addition to any A Level programme. What else should I consider? Psychology fits well with many other A Levels including Biology, Geography, Business Studies and Religious Studies. Pupils need good Science and Mathematics GCSE grades. A degree in Psychology offers opportunities in fields such as clinical work, for instance psychiatry, therapy and counselling; business, in particular human resources and market research; and career paths in Educational Psychology, Occupational Psychology, and Forensic Psychology.

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RELIGIOUS STUDIES

Why study Religious Studies? A Level Religious Studies is a highly engaging subject, and classes involve a considerable amount of discussion and debate. To get the most out of the subject, pupils must be willing to participate in these discussions, sharing their own ideas and listening to and respecting the views of others. Through this, they develop skills of critical evaluation and analysis, which are practised verbally and in essay-writing. Where can it lead? A Level Religious Studies provides excellent transferable skills, such as essay writing, confidence in debating and the ability to appreciate other viewpoints. These skills are incredibly helpful in a range of university degrees involving critical thinking and discussion, including Humanities, English, Psychology and PPE. Universities highly value applicants with a good grade at A Level in RS. Religious Studies or a related subject at degree level can lead to a range of challenging and rewarding jobs, using either direct knowledge gained from the subject or the attendant skills. Possible jobs from a Religious Studies or Philosophy degree include: lecturing, teaching, advice worker, archivist, work within ‘third sector’ organisations, counselling, community development worker, and police officer or youth worker.

Course content In Philosophy of Religion pupils study philosophical issues and questions raised by religion and belief. These include arguments regarding the existence or non-existence of God, the nature and influence of religious experience and the problems of evil and suffering. They explore philosophical language and thought through significant concepts and the works of key thinkers in the philosophy of religion. Religion and Ethics are characterised by the study of ethical language and thought, with exploration of key concepts and the works of influential thinkers. Ethical theory is also applied to issues of importance, such as euthanasia, business ethics, and sexual ethics. Developments in Religious Thought provides an opportunity for the systematic study of Christianity. This includes the exploration of religious beliefs, values, teachings and practices that shape religious identity, as well as sources of wisdom and authority. Also central are the ways in which religious traditions have developed over time, and religious responses to challenges and significant contemporary social issues, such as feminism and evidence for the existence of the historical Jesus.

Will I enjoy it? RS provides a wonderful opportunity for pupils to crystallise thinking and establish their views on a variety of topics. In our experience, many people say that beliefs, especially on philosophical matters like ethics or religion, depend on upbringing. In this course, pupils question their beliefs and become accustomed to critiquing their views and those of others. Subject matter: the questions that RS investigates are the most profound questions that we can ask. It investigates the deepest aspects of what it means to be human. Are we simply animals that have evolved, or do we have a spiritual dimension that will survive the death of our bodies? Does God exist, and if so, what does God expect of us? What can we know about the world we live in, and is certainty important? Is there one moral code for all people to live by, or is right and wrong ‘simply’ a matter of culture?

Assessment Examination board: OCR Three examination papers, equally weighted. • Philosophy of Religion • Religion and Ethics • Developments in Religious Thought Who can give me more information? Mr Melligan j.melligan@sherborne.com

Dispute: if there are answers to these questions, they are not obvious! Philosophy requires pupils to suspend belief and disbelief while thinking. It asks them to avoid being too quick to jump to conclusions. It involves hard thinking, careful deliberation and personal growth: all attributes that are highly valued in universities and by employers.

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SOCIOLOGY

Why study Sociology? Sociology is the study of human social relationships and institutions. Sociology’s subject matter is diverse, ranging from crime to education, from the family to the state, from the divisions of race and social class to the shared beliefs of a common culture. Unifying the study of these diverse subjects is sociology’s purpose: understanding how human action and consciousness shape, and are shaped by, surrounding cultural and social structures. This A Level will help students to analyse critically sources of information and to base reasoned judgements and arguments on evidence. A Level Sociology helps students organise and communicate their knowledge and understanding in different and creative ways, and to appreciate the significance of theoretical and conceptual issues in sociological debate. Throughout the course they will evaluate sociological methodology and a range of research methods through active involvement in the research process. This will help develop skills that enable us as individuals to focus on personal identity, roles and responsibilities within society. You will consider questions including: To what extent does our gender, ethnicity or class affect our life chances? What is the role of institutions in society – do they perform positive functions, or simply work in the interests of the powerful and against the powerless? How and why has British society changed over the last 50 years?

Course content (AQA Specification): Over the course of two years you will study topics such as: • Education • Crime and Deviance • Families and Households • Stratification and Differentiation (e.g. inequality in social class, gender, ethnicity and age) • Theory and Methods Assessment You will sit three two-hour examinations at the end of the two year course. Who can give me more information? Mrs Elliott s.elliott@sherborne.com

SPANISH

Why study Spanish? A Level Spanish enables pupils to become confident in the use of the language while learning about many aspects of the culture of both Spain and the Hispanic world. Ludwig Wittgenstein, a well-known twentieth century Austrian philosopher, expressed the value of learning foreign languages when he said: ‘The limits of my language are the limits of my world.’ Learning a language is one of the best ways for pupils to broaden their horizons. Course content Year 1: Aspects of Hispanic society: current trends • Modern and traditional values: family changes; attitudes to marriage and divorce; the influence of the Catholic church • Cyberspace: the influence of the internet; smart phones in our society and social networks • Gender equality: women in the workplace; feminism, male chauvinism and the changes of LGTB rights Artistic culture in the Hispanic world: • The influence of celebrities: music stars, cinema, TV and models • The regional identity of Spain: customs and traditions; gastronomy and languages • Cultural heritage: civilisations that contributed to the cultural heritage of Spain and the preColumbian heritage of Latin America; Spanish and Latin American artists and the role of architecture in Spain; the diversity of Hispanic music and dance Cultural topic: The film, Pan’s Labyrinth by the Mexican director Guillermo del Toro.

Cultural topic: the play, La Casa de Bernarda Alba by Federico García Lorca. Pupils also dedicate time to an Independent Research Project. Will I enjoy it? Pupils enjoy gaining a deeper knowledge of the Spanish language in context as they discover the ins and outs of several very different cultures. Pupils find themselves becoming more interested in finding out what is happening in the Spanish or Latin American news, and it makes more sense as they have a deeper understanding of the culture, history and society of the countries they study. This course disrupts the stereotypes and reveals the reality of Spain and Latin America. What else should I consider? Pupils become more confident in Spanish as they spend one-to-one time with our Language Assistant. They may decide to begin a career using Spanish or take Spanish at university, perhaps alongside another subject, bringing an array of options at the end of their studies. Assessment Examination Board: AQA Who can give me more information? Mrs Carvia-Meadows g.carviameadows@sherborne.com

Year 2: • Multiculturalism in Hispanic society • Aspects of political life in the Hispanic world • Monarchies and dictatorships • Social movements

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The Extended Project Qualification

Why study the EPQ? Pupils are encouraged to take an EPQ alongside A Levels. It is a 5000-word report on a subject of their choice (or a 1,500-word report plus the creation of an artefact) and a presentation on both the planning and management of the project, as well as the content of their report. There are so many reasons for doing an EPQ. From an academic point of view, it helps to develop confidence in independent research, time management and a whole host of other skills that are very useful at university. We make it easy to manage, since pupils have timetabled lessons to guide them through the process as well as a dedicated supervisor to discuss their ideas with and help them as they progress through the project. An EPQ is valuable – it is worth the equivalent of half an A Level – and more and more universities are making lower offers to pupils who achieve an A or A* in their EPQ. In addition, an EPQ lets pupils study something they love that is not on any examination syllabus. Here is a selection of EPQ titles from past years at Sherborne Girls, showing the range of topics covered: • How far did Dr Neil Aggett’s upbringing and life experiences influence his actions against Apartheid in South Africa between 1976-1982? • Should the UK government continue to subsidise electronic vehicles? • To what extent has Social Darwinism evolved and how is this concept presented in ‘The Age of Innocence’ and ‘Portrait of a Lady’? • How has the etymology of six English swear words developed? • Clothes against Conflict – creating three outfits for a fashion show (Artefact) • How far has Bogota in Colombia come since the late 1980s in terms of public safety relating to the drugs industry?

• Should Sarah Kane be considered the most controversial playwright in the style of ‘In-YerFace’ theatre? • 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 is the greatest effect domestication has had on dogs? • How ethical is cotton farming? Will I enjoy it? The Presentation Evening in the Michaelmas Term of U6 is always buzzing with pride and enthusiasm from the pupils, and admiration from their peers, teachers and parents. When former EPQ pupils have been asked if they enjoyed the experience, the answer is always ‘Yes’. Of course, there is hard work to be completed along the way but it is important to remember that pupils are exploring a topic of genuine interest and undertaking a university-level piece of research. What else should I consider? An EPQ can take a lot of time but is a chance to choose something totally and utterly specific and become the resident expert on this topic. Pupils develop and improve their performance as critical, reflective and independent thinkers. Universities and employers value the EPQ because they consider the skills that students develop to be extremely useful. Some universities adjust their standard A Level offer for certain courses to include the EPQ; others use EPQ results to distinguish between students who have the same A Level results. Pupils can refer to their EPQ in UCAS personal statements and at interview.

Assessment Examination board: AQA Three equally weighted parts: • Production Log • Essay or Artefact • Presentation Assessment Objectives Managing time and planning Use of resources Development and realisation Review

20% 20% 40% 20%

Who can give me more information? Mrs Allen r.allen@sherborne.com

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Co-Curricular opportunities There are many opportunities for pupils to stretch themselves in ways that are fun and enriching outside of lessons. The list below is representative of the range of activities that take place each year, but there are plenty of options for Sixth Formers to form new societies, with as much support from staff as they need. Science & Maths Chemistry Symposium Sherborne Girls Advanced Science Society BioMed Soc Dissection Club Biology and Chemistry Olympiads Astronomy Creatives Life Drawing Art Scholars School Productions Choir Madrigals Orchestra Gold Arts Award Mindfulness / Relaxation / Spirituality Tai Chi Focus Board Game Club Book Group Language / Public Speaking New Views Playwriting Turing Society Senior Debating Humanities Joint Pupil Pastoral Forum Geography Society Senior History Soc PPE Soc Business and Economics Soc Amnesty International Sport Football Touch Rugby Bouldering / Climbing Social Badminton 64

Some highlights: Model United Nations This is a pupil-run club that meets at School regularly and sends delegates to several interschool MUN conferences each year. “Taking part in Model United Nations is such a worthwhile opportunity; it teaches diplomacy, the ability to think on your feet, and gives huge confidence to someone who wants a good topic of conversation in an interview, as well as a lovely addition to a CV. Anyone with an interest in international affairs, or just someone looking for a nice group of friends and a biscuit every week is more than welcome to turn up and give it a go!” A L6 girl’s view on Model United Nations. Sixth Form Thinkers Sixth Form Thinkers is a dynamic, academically enriching society that meets fortnightly with pupils from the Gryphon Academy. Working in subjectbased groups, they prepare presentations, complete Oxbridge entrance exams, and listen to a series of short lectures about applying for the most competitive university courses. All L6 students are welcome; we expect the most able to attend. The Chemistry Olympiad The Chemistry Olympiad is a highly regarded national competition aimed at U6 Chemistry students. The Chemistry Olympiad consists of a two-hour examination that tests topics that are beyond the demands of the A Level specification. If a student successfully progresses beyond Round 1 by achieving a high enough score in the test, they will be invited to the regional and national stages of this competition. Students will be required to attend additional support and coaching lessons to enhance their Chemistry knowledge and understanding. This is a wonderful opportunity to explore and study chemistry to a level beyond the confines of A Level specifications. This is a definite ‘must’ for any Chemistry pupil wishing to apply for a Science-based undergraduate course.

The Turing Society All Sixth Formers from Sherborne Girls and Sherborne School are welcome to attend Turing Society meetings. This is a weekly forum for academic explanation and discussion. Each meeting, up to four pupils give a talk on any topic of their choice above and beyond what is presented by the curriculum. There are questions and interesting discussion. Afterwards there is time for a soft drink and socialising. BioMed Soc BioMed Soc is an opportunity for any senior pupils interested in biological or medical issues to meet and discuss current topics of interest. Activities include discussion, research, presentations, sharing knowledge and experiences, preparing for interviews, watching documentaries and discussing ethical issues. Anyone from U5 or Sixth Form is welcome. The group is always open to new ideas and there is a potential to get involved in leadership and organisation. Senior History Soc Senior History Soc runs several events during the term that help enrich pupils’ understanding of History. Activities include outside speakers, trips to local historical sites, cinema trips, local lectures, and joint meetings with Sherborne School. We also hope to put together a Senior History magazine in 2019-20. This magazine will be a student-led activity. Astronomy Club Where do we come from? Where do our atoms come from? How did the Universe start? How might it end? These are simple questions to ask that Astronomy Club will explore and discuss. We follow the Edexcel specification with the option of taking a GCSE after two years. Everyone is welcome. We may be making use of our observatory on some very cold, frosty nights so this activity is unsuitable for anyone with an allergy to hot chocolate.

Plays and Musicals Everyone is welcome to audition for the school productions – they don’t have to be studying Drama. There’s always a mix of musicals, devising, large and small casts. It’s a great way to do something fun and creative in the evenings and make friends across the year groups and with the boys. There is also House Drama, House Dance and House Singing across the year to be involved with. Who can I talk to about activities? Mr McClary deputycocurricular@sherborne.com

Entrepreneurship At Sherborne Girls we recognise the importance of entrepreneurship within education and we wholly support the findings of the Rose Review Report released in March 2019, which identified the economic potential of female entrepreneurs and that harnessing women’s entrepreneurial talent could be one of the greatest opportunities for economic growth in the 21st century. Alison Rose’s review of Female Entrepreneurship identified many constraints women face in starting and growing businesses and in particular 55% more women cite fear as a barrier to setting up in business, along with a perceived lack of skills and experience. At Sherborne Girls we strive to address these constraints across the curriculum by encouraging all girls to develop creativity, communication, critical thinking, computational thinking and collaborative skills through our broad curriculum. Girls have opportunities to meet and hear from both male and female entrepreneurs on a regular basis and attend business conferences to develop essential entrepreneurial traits. We will be celebrating Entrepreneurship Week in November with a focus across our academic and co-curricular programmes on female entrepreneurs. Source: https://www.gov.uk/government/ publications/the-alison-rose-review-of-femaleentrepreneurship

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Co-Curricular

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.

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 while others opt to participate in a structured physical activity programme run by the Oxley Sports Centre.

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.

Mrs Dart j.dart@sherborne.com

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.

As you can see, there is something for everyone and we encourage all pupils to maintain a healthy level of physical activity while at Sherborne Girls. By involving them in a variety of sports and physical activities throughout their time at School, we establish habits that stay with girls for life.

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

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Co-Curricular

Drama, Music & the Arts Even if pupils do not study Drama at A Level, there are plenty of opportunities at Sherborne Girls to get on stage and perform or help behind the scenes. Our thriving Drama Department puts on productions throughout the year, with a major joint production at the end of the Michaelmas Term with Sherborne School. Girls 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.

Arts Award Gold If pupils are already taking part in some of the co-curricular Drama offered, they may want to work 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 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 for pupils to receive accreditation for the creative work they are already doing at School.

Speech & Drama

The Music never stops

Speech and Drama supports life skills, bringing with it confidence, self-expression, 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.

Music is in the lifeblood 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.

It ties in with Drama as a curriculum subject since, in the process of working on a variety of scripted pieces, we discuss issues such as theatrical style, specific playwrights, theatre practitioners, and periods in theatrical history. Above all, Speech and Drama is fun!

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, the renowned Madrigal Society is the perfect ensemble. There are regular performance opportunities, both in School and beyond, as well as overseas tours every two years.

“Arts Award allows girls to learn new skills, do some research into their favourite performer or director and pass on their learning to others. They keep a portfolio of evidence to be submitted at the end of the year where they can gain a nationally recognised award.”

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Co-Curricular

Adventure & Leadership Adventure & Leadership is integral to the development of pupils at Sherborne Girls. Alongside our excellent academic provision, all Sixth Form girls are encouraged to develop attributes that enable them to become effective leaders in later life. We provide 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 a clear thirst for adventure, Sixth Form girls are encouraged to take on many leading roles at 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, a Sports Captain or a Subject Ambassador, or to represent the school as a ‘Youth Advisor’ on

Sherborne Town Council. Not everyone aspires to high-profile leadership roles within the school, but the development of qualities such as intellectual enquiry, self-motivation and effective communication are critical to building the selfconfidence 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 their ambitions, Sherborne Girls aims to promote leadership qualities that stay with pupils for life. Combined Cadet Force (CCF) Girls in the Sixth Form, with previous experience of the cadets, have the option of joining the Sherborne School CCF where they will be expected to take a leading role in instructing junior cadets as part of the joint CCF cadre. They will deliver a military syllabus alongside their contemporaries at Sherborne School with the support of committed staff, many who have previous military experience. They can look forward to instructing in activities such as navigation, field craft, drill, weapons training, first aid, military history and seamanship. Other CCF highlights include field trips which provide memorable experiences including sleeping under ponchos, cooking rations, putting fieldcraft skills into practice, and sailing aboard Royal Navy vessels. The girls can also look forward to an annual black-tie dinner and opportunities to lead the junior

cadets in high profile events in the community such as the Sherborne town remembrance parade or biennial review. Adventurous Activities We have our own fantastic climbing wall, coupled with a bouldering facility. As one of the many physical activities on offer, the girls can take up climbing as a competitive sport or as part of a wider and more social climbing club. Sailing is a regular weekly activity: we have four dinghies on nearby Sutton Bingham reservoir suitable for beginners. For more advanced sailors, we team up with Sherborne School to race against other schools in the South West. Our 50m pool is ideal for teaching the basics of paddling and we have eight canoes in which girls can learn the basic skills. This is often a stepping-stone for pupils who go on to take up the challenge of kayaking in open water. For those who prefer dry land, cycling is an increasingly popular activity and girls can develop their stamina in our spin zone before progressing to the outdoors on one of our touring bikes. 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. 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, while 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, cycling and canoeing 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, a superb mountaineering expedition to the Picos de Europa in Northern Spain, and cycling in Northern France. 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 adventures.

The Friday Series

The Library

Sherborne Girls is committed to offering a rich and stimulating education to all of our pupils. 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.

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 pupils 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 – essential texts as well as secondary and tertiary sources. 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 A Level work, as well as study skills and referencing advice. The book collection also includes a great selection of fresh and prizewinning fiction. Staff are always available to recommend top reads. We also stock DVDs, both to support pupils’ 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.

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 UPDATE? 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.

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Co-Curricular

Boarding life

In L6, girls are in one of our five mixed-age Boarding Houses, where they will be one of the most senior girls. In U6, they 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. “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”

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 L6. Out of a year group of around 90, that is quite a high proportion, so they will by no means be the only newcomer. We invite them to spend some time with us in late June when GCSEs are complete: our post-exams activity programme provides an excellent opportunity to meet their new classmates well in advance of the Michaelmas Term. That way, when September comes, they will already have established strong friendships.

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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 in the classroom, through joint lectures and a vast selection of cocurricular activities, and of course many social events. Pupils will never be bored at the weekend. The Sixth Form social programme often 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 school bands making themselves heard, or a night at ‘The Stick’, Sherborne School’s Sixth Form social club, or socialising in ‘Queenie’s’, the café in our Merritt Centre. Whatever it is, girls have every opportunity to socialise with their year group and Sixth Form boys at Sherborne School.

Leiths

The Leiths Introductory Certificate in Food and Wine This course gives pupils one of the most important life skills anyone can have. Not only does it teach them how to cook good, healthy food, but it also gives a step up on the employment ladder should they wish to put their skills to use cooking for families, working in restaurants, delis or 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. 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 L6 and finishing at the end of the U6 Lent Term. Pupils 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 canapés. 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 that encompasses food tasting, kitchen method, time plans, tests and one piece of written coursework in the form of a menu-planning exercise. Girls 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 £1,900 for this course, spread over four termly payments of £475. Leiths Course Trainer Mrs Farris t.farris@sherborne.com

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

Sixth Form Information Booklet Sept 2021

Articles inside

A Social life

Leiths

Boarding life

Adventure & Leadership

Drama, Music & the Arts

Co-Curricular opportunities

Entrepreneurship

A sporting life

Spanish

The Extended Project Qualification (EPQ

Sociology

Religious Studies

Politics

Psychology

Physics

Physical Education

Photography

Music Technology

Music

Language Proficiency Diplomas

Modern Languages

Core Mathematics

Mandarin Chinese

Mathematics

History of Art

Latin

History

German

French

Geography

Fine Art

Film Studies (AS Level

English Literature

Economics

Design Technology: Product Design

Drama and Theatre

Classical Civilisation

Design Technology: Fashion and Textiles

Computer Science

Classical Greek

Chemistry

Business

Careers and Higher Education

The Sixth Form curriculum

Biology

Applying to the most competitive university courses

Subject Choices

Careers and Higher Education opportunities

Welcome to the Sixth Form