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Sixth Form Curriculum Information SHERBORNE GIRLS 2026-27

A DIFFERENT KIND OF CO-EDUCATION AGES 3-18

Contents Entry into the Sixth Form Guide to Making Good Choices

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Subjects Biology Business Chemistry Computer Science Design and Technology: Product Design Drama and Theatre Economics English Language and English Literature English Literature BTEC Enterprise and Entrepreneurship Fine Art French Geography History History of Art Mathematics and Further Mathematics CTEC Media TV and Film Pathway Modern Languages Music Music Technology Photography Physical Education Physics Politics PSHEE Psychology Religious Studies Sociology Spanish BTEC Sport Textiles

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Academic Enrichment Option

SHERBORNE GIRLS S IX T H FO R M

Entry into the Sixth Form

It is important that you choose Sixth Form options that you find interesting and inspiring, because this will help you to learn. However, it is also crucial that you choose subjects that match your strengths, talents and unique set of skills. You also need to base your options choices on a strong foundation of knowledge and understanding to perform well in the Sixth Form and beyond. Entry Criteria: In order to be automatically eligible to study in the Sixth Form you need to:

continue with the subject at A Level unless you have a solid A grade in either the supporting (I)GCSE or in that specific subject component if you have completed the Dual Award Science (I)GCSE. A further exception is Mathematics, for which you must have an A* or A, or a 7, 8 or 9, in Mathematics (I)GCSE to progress onto the A Level course. Indeed, because you can achieve an A grade in Maths (I)GCSE with as little as 60%, pupils who have a relatively weak A grade in (I)GCSE Maths are advised to seek specific advice about whether continuing onto A Level is a sensible option for them.

° Achieve an average of a 4 (a C grade) across all of your (I)GCSEs ° In order to transfer automatically to a subject at A Level you need to achieve at least a grade 7 (an A

Notes:

grade) in the subject at (I)GCSE

• Pupils fluent in a second language may explore the possibility of taking an A Level in this language in addition to their three subject choices. If this is relevant to you, please discuss this possibility with Dr Stone before making your options choices.

° No additional criteria are required to gain a place on a BTEC course. In the case of subjects which have not been taken at (I)GCSE, we will take into consideration your performance in other relevant supporting subjects. For example, if you wish to study Business at A Level and have 7s or above in supporting subjects like English or Maths, that would certainly serve as a ‘green light’ for you to take Business at A Level.

• It is perfectly fine to study Business and Economics together. Similarly, Business and E&E BTEC or Economics and E&E BTEC work well in combination.

Grades 1-4 (C grades or lower) are not a viable basis from which to start an A Level course. If you have a 4 or anything less you will need to reconsider your options and choose a different course. If you have a 5 or 6 at (I)GCSE (a B grade) and wish to study that subject at A Level, we will discuss this possibility with the relevant Head of Department to determine whether or not you have a strong enough foundation to be successful on that A Level course. In many cases (but not all) this will be deemed to be the case. However, for heavily factual subjects like the Sciences it is unlikely that you will be allowed to

At the time this booklet was edited (July 2026) we were mid-way through a review of subjects offered across the Sherborne Schools. We would ask for your understanding if the review therefore affects the nature of subjects offered or the School offering them.

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Guide to Making Good Choices For lots of reasons it is really important that you pick three subjects that are appropriate, sensible and realistic. Broadly, there are three main topics you should explore when you start to consider which A Levels and BTECs are right for you. These are: 1. The Future - This relates to transition to university Post-18 pathways and the world of employment beyond that. In particular, an awareness of informed choices, a guide to A Level subjects considered essential, or important for certain university courses, is crucial. 2. The Package - You should view your A Level/BTEC choices as parts of a meal. Individually, they’re OK, but when combined sensibly you produce something special. Additionally, not everything goes well with everything else! It is also important to realise that, by following the A Level/BTEC route into Higher Education, you are opting to become a specialist. Therefore, you should pick subjects that support each other. Don’t pick subjects that are varied simply to ‘keep your options open’ or to provide ‘balance’- much better to pick three things that are right for you, will reinforce each other and add weight to your UCAS application. 3. Yourself - everyone is unique. This means that there will be subjects that you are better at, subjects that you truly enjoy, and subjects that you would do well to leave behind at (I)GCSE. In order to pick subjects that fit well with your aptitude and character you need to reflect on your own strengths and limitations (be honest!) and also to know what the A Level/BTEC courses involve.

Other questions to ask include: ° How comfortable are you with Maths? There’s quite a lot of it in some subjects… ° What is your (I)GCSE target in that subject? ° Does coursework play to your strengths? ° Are you organised? Are you the kind of person who likes working in Art/DT/Music at weekends? ° Do you read? Some subjects have a lot of reading associated with them; not just English! ° How much work is expected outside of the lessons? ° What kinds of skills are assessed? Do you need to analyse, evaluate, explain, argue etc? ° Are there any marks for contemporary knowledge or things that have happened recently in the news? If yes, this means you’ll need to be regularly watching the news or reading a periodical like The Economist. ° How much practical work is there? ° How much theory do you need to learn? How difficult is this? ° What do people say is the hardest part of this subject? When picking options, do: ° Think about your strengths and aptitudes ° Pick subjects that go together ° Look at your Centigrade feedback (if applicable) ° Find out what each subject involves ° Find out what employers look for ° Pick things in-line with your (I)GCSE Target Grades ° Choose subjects that are assessed in a way you’re comfortable with and that play to your strengths ° Check that your A Level/BTEC choices meet university course requirements

A LEVEL SUBJECTS

BIOLOGY

Why study Biology? Biology is a well-respected academic subject that cultivates a wide range of transferable skills. Pupils learn biological facts but also how 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. 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 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.

What else should I consider? 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. Assessment Examination board: AQA Specification Code: 7402 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. Who can give me more information? Miss Brown bex.brown@sherbornegirls.group

BUSINESS Why study Business? Business is an exciting modern A Level subject that balances academic theory with an appreciation of the ‘real world’ in which businesses function. The business environment is constantly changing with the introduction of new technology such as AI or the political and economic landscape influencing business, for example the recent tariffs imposed or changes in UK taxes. In studying Business we help students seek to understand how business might be affected by and adapt to such external challenges. Business A Level teaches many skills that are essential for other subjects at university or in the workplace. Employers look for people who are analytical and can make judgements and Business helps build a foundation in these critical skill areas. The surge in demand for business and economics related subjects nationally, both at A Level and degree level, reflect the relevance of the material covered in the A Level course.

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. Theme 1 Marketing and People

Theme 2 Managing Business Activity

Theme 3 Business Decision Making and Strategy Theme 4 Global Business

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. Core Maths is often very helpful. 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. There is a mathematical element to the course making up 20% of marks because we will analyse financial and numerical data.

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$¥ Assessment Examination board: Edexcel Specification Code: 9BSO

Three 120-minute examinations

Paper 1 - examines themes 1 and 4 (35%) Paper 2 - examines themes 2 and 3 (35%) Paper 3 - is synoptic and is based on a pre-released case study (30%) 20% of marks are for quantitative skills (numeracy) Who can give me more information? Mr Copp alasdair.copp@sherbornegirls.group Mrs Manning clare.manning@sherbornegirls.group

SHERBORNE GIRLS S IX T H FO R M

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.

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. Assessment Examination board: OCR Specification Code: H432 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 30 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. Who can give me more information? Mr Angelosanto antonio.angelosanto@sherbornegirls.group

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.

Subject content All fourteen subject areas listed are covered for A Level. 1 Fundamentals of programming

The course is an academic Computer Science source and therefore lends itself well with good mathematical and problem/puzzle-solving skills. Pupils 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, and pupils should complete the Codeacademy Python course prior to starting in September. This is particularly the case for non GCSE prior-knowledge. As pupils continue into the Upper Sixth, they will further study database systems in depth using MySQL and functional programming (Haskell). The Non-Examined Assessment (Project) is started towards the end of the Lower Sixth and pupils will be expected to identify their project and work hard on this during the summer in preparation for the end of the Upper Sixth. Pupils 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 at Sherborne Boys has its own well-resourced and dedicated rooms, which are available to those pupils 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. Pupils 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 pupils 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 prosperous career.

* Taught at Sherborne Boys

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

10 Fundamentals of databases 11 Big Data 12 Fundamentals of functional programming 13 Systematic approach to problem solving 14 Non-exam assessment - the computing practical project. Assessment Examination board: AQA Specification Code: 7517 Paper 1 This paper tests a pupil’s ability to program, as well as their theoretical knowledge of computer science from subject content 1- 4 opposite. It is assessed by an on-screen exam lasting three hours. Pupils answer a series of short questions and write/adapt/extend programs in an Electronic Answer Document. One larger program is given to the pupils to study as preliminary material. Paper 2 This paper tests a pupil’s ability to answer questions from subject content 5-12 opposite. It is assessed by a written exam lasting three hours. Pupils answer a series of short and extended answer questions. Non-exam Assessment (Project) Additionally, there is a non-exam assessment which assesses a pupil’s ability to use the knowledge and skills gained through the course to solve a practical problem. Pupils will be expected to follow a systematic approach to problem solving. Who can give me more information? Dr Wild david.wild@sherborne.org

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Design and Technology: PRODUCT DESIGN* Why study Design and Technology: Product Design? A Level Design and Technology: Product Design is a broad and engaging subject established to provide a vehicle to develop your creativity and innovation and to build an understanding of the built world around us. It is centred around identifying problems and creating solutions. It will help you develop confidence in analysing situations, thinking critically, and finding creative solutions to challenges. These problem-solving skills are highly transferable and applicable to a wide range of fields and industries. The subject involves practical, hands-on learning experiences that go beyond traditional classroom activities. You will get to work with various materials, tools, and technologies, enabling you to develop practical skills and gain a deeper understanding of the design and manufacturing processes. Product Design integrates elements of Science, Technology, Engineering, and Mathematics (STEM). It provides you with the opportunity to apply scientific and mathematical principles in practical contexts, fostering interdisciplinary learning. This can be particularly appealing to you if you are interested in STEM subjects and looking for a hands-on and creative approach. What is the course content? • An understanding of materials and manufacturing technology What is it that makes carbon fibre composite suitable for the hull and the foils of yachts such as the AC40 and how is it formed? • An appreciation of how technology is applied to enhance design decisions You will learn to use Computer-Aided Design to enhance your design development and consider the benefits and concerns relating to the application of robotics and AI in the workplace. • An appreciation of the foundations of design and where technology is going to take us You will look back at the 20th-century design movements to appreciate their influence and then consider the materials that NASA is developing to be delivered to the Martian surface where they could transform into structures in response to its surface environment. The NEA – an extended, assessed project Over the two years, you will work with a client to develop a product to meet their needs, developing strong design communication skills in the process.

You will take the design right through to production, developing a fully functional prototype to test with them. The staff in the Department will support you in doing so, and the NEA is a vehicle to practically reinforce the theory you have studied. How is the course assessed? • The NEA is an extended research, design, develop build and test project and its assessment and external moderation can deliver up to 50% of your overall A level marks [9DT0/02]. • The other 50% of the marks come from an examination of you understanding and application of the theory. This is assessed in a single, 2 ½ hr terminal exam [9DT0/01]. What else should I consider? There is a significant benefit to having studied D&T GCSE prior to taking on this A Level, as the GCSE introduces excellent foundation skills and knowledge, but it is not a requirement. Naturally, a pupil choosing to take on the A Level without the GCSE foundation would benefit from additional studies across the summer and in the Lower Sixth Form year to catch up. Pre-course material Our pupils develop a deep interest in technology. The Internet is awash with creative blogs and online magazines that bring the latest thinking, innovation, and design right into your email inbox. You should subscribe online to the architecture, interiors, and design magazine: https://www.dezeen.com/ All students would benefit from sketching and drawing household items across the summer to develop confidence and fluidity in their design communication. The simple tutorials on www.youtube.con/@simplydesignsketching could prove very useful in this regard. Specification details The Department delivers ‘Edexcel Advanced GCE D&T – Product Design’ Specification Code: [9DT0]

Who can give me more information? Mr Chillingworth [HoD] peter.chillingworth@sherborne.org

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 which will long withstand the threats of AI. 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, and to work in a variety of forms throughout the course. 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 and designing. 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, create their own piece of theatre based on a topic that interests them and reimagine a classic text for a modern audience. They will learn about theatre history and key practitioners, and how to use these to inspire their own innovative style. They can be assessed as an actor or a designer. Assessment is of written essay skills and practical acting and design 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 and enrich key interpersonal skills which have a far-reaching impact way beyond the academic.

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, if desired or an Arts Award Gold. Drama GCSE is not obligatory, but in these circumstances some past co-curricular involvement 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: Eduqas Specification Code: A690QS One written examination (40%) • One question on set text 1 (Home I’m Darling by Laura Wade) • Two questions on set text 2 Small Island by Helen Edmondson • One question on The Book of Dust by Bryony Lavery Three practical pieces (as actor or designer) • One reimagination of a classic text plus 1500 words coursework (20%) • One piece of devised work and one piece of scripted work based on the same stimulus plus 3000 words coursework (40%) Who can give me more information? Mrs Scott katy.scott@sherbornegirls.group

SHERBORNE GIRLS S IX T H FO R M

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 supplyside 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 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. 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. There are a range of mathematical concepts in the course that make up 20% of marks. These are no more than GCSE level skills. We do recommend GCSE grade 6. If you are considering Economics at university level please discuss the maths level needed. Assessment Examination board: Edexcel Specification Code: 9EC0 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? Mr Copp alasdair.copp@sherbornegirls.group

SHERBORNE GIRLS S IX T H FO R M

ENGLISH LANGUAGE AND LITERATURE

Why study English Language and Literature? If you love reading, writing, and understanding how language really works - but don’t necessarily want to follow the ‘traditional’ route of studying Shakespeare or poetry - the combined English Language & Literature A-Level is an ideal choice. This A-level gives you the pleasure of engaging with rich and exciting texts – novels, drama and nonfiction - without requiring the Shakespeare or poetry components found in many other specifications. Instead, you’ll explore a diverse range of voices and genres that speak directly to modern life and contemporary issues. At the same time, you’ll gain a practical, analytical toolkit through the study of linguistic frameworks. By learning how writers structure language, shape meaning, and influence audiences, you develop skills that are valuable not only for English but for any subject or career that relies on communication, persuasion, or clear thinking.

What else should I consider? Studying this A-level helps you become a confident and critical reader, an adaptable and skilled writer, and someone who understands how language shapes the world. It’s a course for curious, thoughtful students who want the best of both literature and language, and who are excited by the idea of understanding texts deeply while crafting their own. Subjects to combine with English: The combined English Language & Literature A-level combines especially well with Drama, History of Art, Psychology, Sociology, Classical Civilisation and MFL. Assessment Examination board: Pearson Edexcel Specification code: 9EL0 Who can give me more information? Ms Donnellan hannah.donnellan@sherbornegirls.group

Will I enjoy it? An important feature of this course is its focus on original writing. You will produce your own creative and non-fiction texts, supported by reflective commentary and research. This becomes a portfolio which exhibits your voice, creativity, and technical control. This can support university applications, creative courses, or future work involving content creation, media, journalism, or communications.

ENGLISH LITERATURE

Why study English Literature? Studying English Literature at A Level brings immense pleasure, stimulates curiosity, improves writing skills and sets pupils up as informed readers and critical thinkers 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, pupils study: two Shakespeare plays; a 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 providing 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 or join the Cecil Society. Will I enjoy it? Yes! Without exception, the A Level cohort at Sherborne Girls love this subject. We are frequently told by pupils that English Literature has become their favourite subject.

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: CAIE Specification Code: 9695 This is a linear course, assessed through four twohour 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 Preand Post- 1900 Poetry and Prose. Who can give me more information? Ms Donnellan hannah.donnellan@sherbornegirls.group

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BTEC ENTERPRISE AND ENTREPRENEURSHIP* Entrepreneurs are essential to our society because they build the economic engines that help our economy grow. The qualification is equivalent to one A Level and carries the same UCAS points for university entry. The BTEC National Extended Certificate is an academic, practical, and vocational course where you will learn by completing projects and assignments based on realistic workplace situations and activities in addition to several externally set tasks and exams. What is the course content? Unit One: Enterprise and Entrepreneurship Gain an overview of the importance of both Enterprises and Entrepreneurs to the local and national economy. You will also look at the risks, opportunities, and constraints in setting up a venture, assess the feasibility of a range of potential enterprise opportunities and develop and present one idea for a local enterprise. Unit Two: Developing a Marketing Campaign Marketing is a dynamic field central to the success of any business. You will gain an understanding of market research, explore different stages of developing a campaign and design one for a given product/service. Unit Three: Business and Personal Finance Personal finance involves understanding why money is important. The Business Finance introduces you to accounting terminology, the purpose and importance of business accounts, and the different sources of finance available to businesses. Unit Four: Social Enterprise Social enterprises are becoming increasingly significant in the business world. Learners will have the opportunity to produce a plan to run a social enterprise.

* Taught at Sherborne Boys

What else should I consider? A difference between A Level and BTEC is the timing of assessment. Traditional A Levels have the bulk of their assessment at the end of a two-year course, while BTECs have assessments throughout. It is not uncommon for BTEC pupils to have completed the course by April of their second year - leaving them time to focus on A Level preparation. Some pupils enjoy a format in which their understanding is assessed at the end of the course - some do not. When choosing your Sixth Form options, it is important to consider your preference for assessment. Assessment The course comprises four units (or subjects) that cover the broad range of the enterprise sector. Two units are assessed internally through a portfolio of evidence: written assignments, presentations, or practical demonstrations. The third unit is projectbased - pupils have three hours to design a marketing campaign in controlled conditions. The final unit is assessed externally via a traditional twohour exam. Pre-course material We recommend reading a range of Enterprise literature, including autobiographies and books focused on the rise of different companies: Amazon, Nike, and Tesco. There are also a range of business podcasts you can listen to over the holiday. We recommend listening to ‘How I Built This’ - available on all streaming platforms, in which, the world’s bestknown entrepreneurs discuss how they built their iconic brands. Who can give me more information? Mr O’Donnell chris.odonnel@sherborne.org

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FINE ART

Why study 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 institutions. Assessment Examination board: AQA Specification Code: 7202 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. Who can give me more information? Mr Lloyd dylan.lloyd@sherbornegirls.group

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 and many take advantage of university placements abroad as part of their programme. Languages are needed for all sorts of careers – and mastering a language to a high level often gives pupils an edge in the jobs market. Why study French? More than 220 million people speak French on all five continents and it is therefore 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. 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. 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 also 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 Frenchspeaking 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 will study a film, such as ‘Au revoir les enfants’, and novel, such as ‘No et Moi’ (Delphine de Vigan) or ‘L’Etranger’ (Albert Camus). 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 Specification Code: 7652 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? Mr Morrow philip.morrow@sherborne.org

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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: • Ecosystems • Coastal Landscapes • Water and Carbon. You will study three Human topics: • Changing Places • Urban Environments • Global systems and Governance. Pupils also 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. Ninemark questions require longer responses in which pupils are required to develop ideas by including case study material. Twenty-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 cachet 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 elizabeth.morrayjones@sherbornegirls.group

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. 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: 14851558. This includes an enquiry topic: the Mid-Tudor Crisis of 1547-1558. Pupils also study the USA 18031890 and, as an in-depth study, Russia and its Rulers 1855-1964 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 Tracy Borman. There is also the opportunity to listen to lectures at Sherborne Boys, Sherborne History Society and the Chalke Valley History Festival. We also offer international trips to further enrich A Level study. Assessment Examination board: OCR Specification Code: H505 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 – 3,000-4,000 words Who can give me more information? Mrs Elliott sarah.elliott@sherbornegirls.group

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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 (14201520); 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, Religious Studies, and History, are 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? Our students apply for courses at Oxford, Cambridge, Edinburgh and many of the Russell Group Universities. 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 Specification Code: 9HT0 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. Who can give me more information? Mr Casely jonathan.casely@sherbornegirls.group

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MATHEMATICS AND FURTHER 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 GCSE Mathematics 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. 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 grade. 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 A Level Mathematics Examination board: Edexcel Specification Code: 9MA0 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 Examination board: Edexcel Specification Code: 9FM0 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 Blewitt damian.blewitt@sherbornegirls.group

MEDIA CTEC

Why study Creative Digital Media? Coursework and self-directed projects are a large part of the BTEC. In many ways, you are the director so it’s excellent preparation for life after school. The Television and Film course at Sherborne Boys offers the pupils the opportunity to explore their creativity through the medium of digital film making. Creative Digital Media (TV and Film) is offered at National Subsidiary Diploma Level 3, which is equivalent to an A Level course, both in terms of the time required to study for it (720+ hours of lessons over two years) and also the weighting it receives by universities. As with the other BTECs on offer, Creative Digital Media is a modular course, offering a range of different options in Digital Film and Video Production, and Digital Content Production. The whole class will follow a programme of options within that discipline and will finish with a specialist BTEC qualification in this field. The Creative Digital Media (TV and Film) BTEC comprises three compulsory modules and four additional units from a range of options. All of the mandatory and optional units are internally-assessed coursework projects.

The optional modules consist of a variety of coursework projects, each of which explores a diverse range of TV and Film production and digital production techniques. Depending on your creative interests, you have the option of completing units in Film and Video Editing, Music Video Production, Single Camera Production (narrative filmmaking), Factual Film making (documentaries), Advertising Production or Social action and Community Media Production (Campaign Film Making). All of this work will be completed using industry leading specialist editing software. We have invested in the Adobe Creative Suite so the pupils learn the editing package Premiere Pro, they can also develop skills in Adobe After Effects as well as using high-end Canon and JVC digital cameras, DJI gimbals, dollies, jib arms, Steadicams, Go Pros and they can fly the drone too, for added drama to their work. The programme of study covers a range of media production composition and editing techniques designed to give you both an understanding of the versatility of these programmes, but also the opportunity to use them to create and complete projects of your choice. Overall, you will be asked to undertake four such projects, with the mandatory units built into the programme of study. These then contribute to your overall grade. A Creative Digital Media BTEC offers a different style of approach to Sixth Form: the flexible, unit-based structure provides you with much greater control and choice over what you learn. Similarly, the emphasis is shifted more towards the practical applications of what you learn, rather than the content itself. Because of this, all of the assessment takes place through coursework, which reinforces the hands-on approach to learning and lends itself towards the holistic development of the creative, interpersonal and thinking skills you will need to succeed either in employment, or in a related discipline at university.

The BTEC course offers clear higher education pathways and employment opportunities. Students who complete the course can go on to specialist courses at Ravensbourne University London, Bournemouth University, Falmouth University, Loughborough University and Oxford Brookes, amongst many others, and study: script writing, filmmaking, media production, digital film production, journalism, television, animation,games design, creative writing, editing and post production and other specialist courses. The course provides the platform for further professional study in a wide variety of creative disciplines, as well as the opportunity for employment in the creative sector. The course is the ideal steppingstone to the Creative Digital Media sector, a sector that currently contributes £92bn to the UK’s economy and provides 3.12 million jobs. The course covers a range of units adding up to 60 credits over the two years. Three mandatory units cover 20 credits, with the remaining 40 covered by the optional units. Mandatory units • Pre-Production Techniques for the Creative Digital Media Industries • Communication Skills for Creative Digital Media Production • Research Techniques for the Creative Digital Media Industries Optional units • Film and Video Editing Techniques • Single Camera Techniques • Multi-Camera Techniques • Film Studies • Factual Programme Production Techniques for Television • Corporate and Promotional Programme Production • Music Video Production • Advertisement Production for Television • Social Action and Community Media Production • Presentation Techniques for Broadcasting Assessment Examination Board: Edexcel Qualification Number: 500/7842/2 Who can give me more information? Mr Senneck oliver.senneck@sherborne.org

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

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. Language qualifications are well regarded by universities and highly valued by employers. 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. 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 level 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.

What else should I consider? All foreign language courses have as their main aim the use and development 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. Courses involving another subject and a language often have more attractive entry tariffs at UCAS due to the high demand for linguists. Traditional language degree courses - especially those at Oxford and Cambridge - place more emphasis on literature. Linguists are also well placed to study subjects such as History of Art, Politics, History, Economics, Law, Philosophy, Liberal Arts and International Relations. Who can give me more information? Mr Morrow philip.morrow@sherborne.org

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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. Pupils 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, alongside contemporary production,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 fusion 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. 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. Assessment Examination board: Edexcel Specification Code: 9MU0 • Component 1: Performing 30% • Component 2: Composition 30% • Component 3: Appraising 40% Who can give me more information? Mr Cracknell mark.cracknell@sherbornegirls.group

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 1950s 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 3: History of Recorded Music (25%) Alongside the practical coursework, pupils 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 pupils will have hands-on experience with mixing and mastering music. Assessment Examination board: Edexcel Specification Code: 9MT0 Who can give me more information? Mr Lehnert michael.lehnert@sherborne.org

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. Pupils will create an original composition, totalling no more than three minutes. Pupils will develop the skills to create and manipulate sounds in imaginative and creative ways, learning how to create music in Ableton Live.

* Taught at Sherborne Boys

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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.

• Digital 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

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 twenty-first 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.

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.

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.

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.

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

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%)

Assessment Examination board: AQA Specification Code: 7206

Who can give me more information? Mr Lloyd dylan.lloyd@sherbornegirls.group

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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 theoretical areas that link science, psychology and social concepts to practical performance. Pupils learn and apply knowledge in the following areas: Paper 1 • Factors affecting participation A. Applied antatomy and physiology B. Skill acquisition C. Sport and Society Paper 2 • Factors affecting performance A. Exercise physiology and biomechanics B. Sport physiology C. Sports and society, and technology in sports

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: AQA Specification Code: 7582 Paper 1 • Factors affecting participation in physical activity and sport (35%, two hour exam) Paper 2 • Factors affecting optimal performance in physical activity and sport (35%, two hour exam) Paper 3 • Non-exam assessment - practical NEA performance (30%) Who can give me more information? Mrs Gritt joanna.gritt@sherbornegirls.group

Socio-cultural issues in physical activity and sport • Sport and society and the role of technology 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

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 subatomic 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. 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. 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! Assessment Examination board: AQA Specification Code: 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 Practical skills assessment is carried out throughout the course. Who can give me more information? Mr Crabtree martin.crabtree@sherbornegirls.group

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POLITICS

Why study Politics? Few subjects are as contemporary or relevant as Politics. In a world of tension between populist nationalism and supra-national liberalism, we are seeing the United Kingdom’s post-Brexit reality, in addition to the changing geopolitical power balance involving the United States, Russia and China. The vibrant political environment in the United Kingdom and the never-ending election cycle in the United States offer a perfect backdrop against which to study the governmental institutions and political processes of each country. Course content The Edexcel course is divided into three topic areas, 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

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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. All of which is through a comparative lens.

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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 nationalism

At all times and in all topics we will draw on the most contemporary examples. Assessment Examination board: Edexcel Specification code: 9PL0 Who can give me more information? Mrs Elliott sarah.elliott@sherbornegirls.group

PSHEE

The teaching of PSHEE (Personal, Social, Health and Economic Education) is an important part of your education. A two year programme has been developed to allow you to explore your Personal Development and Social and Vocational Awareness. Throughout the Sixth Form you will cover a range of content in off-timetable mornings, from breast checks to the equality act to student finance and understanding tax. We aim to carefully consider how the programme can best set you up for the world you are entering into beyond Sherborne Girls. In our teaching there is an emphasis on not only informing the girls, but also encouraging open conversations in an environment in which the girls feel comfortable and safe. We engage in discussions and questioning with a focus on being open to the views of everyone and respecting how we are all different. As well as sessions from specialist teachers you will also benefit from carefully selected visiting speakers; It Happens Education on consent, and Dorset and Wiltshire Fire and Rescue on safe driving to name a few recent events. We also hold workshops on important topics with Sherborne Boys to understands the male perspective. Our aim is to continually monitor our curriculum to ensure that it allows us to react to local and wider world issues as we hear of them in the news and written press. We appreciate that our students have varying needs and concerns and we want to provide them with a toolkit to put their thoughts at ease as well as ask questions and engage in intellectual discussions.

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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. It is accepted as a science at most universities. Pupils study theories and concepts that help explain human behaviour and experience. They learn how to apply a variety of experimental and non-experimental 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 English Language. They also have 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

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, Sociology 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. In fact, there really isn’t a career where Psychology isn’t useful. Assessment Examination board: AQA Specification Code: 7182 • 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: Relationships, Schizophrenia and Forensic Psychology. 2-hour written exam (33.3%)

3 Attachment 4 Psychopathology 5 Approaches in Psychology 6 Biopsychology

Who can tell me more about this course? Miss Brown bex.brown@sherbornegirls.group

7 Research methods 8 Issues and debates in Psychology Our selected options are: Option 1 Relationships Option 2 Schizophrenia Option 3 Forensic Psychology

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RELIGIOUS STUDIES

Why study Religious Studies? As Socrates said ‘the unexamined life is not worth living’. A Level Theology, Philosophy and Ethics is a highly engaging and relevant subject, as such classes involve a considerable amount of discussion and debate to examine the fundamental questions of life. We explore over 2,500 years of thought from Plato and Hypatia through to Dawkins and Foot, challenging every viewpoint, accepting nothing as given and very much learning how to think, not what to think. Where can it lead? A Level Theology, Philosophy and Ethics provides excellent transferable skills, such as critical thinking, analysis, evaluation, confidence in debating and the ability to persuade and win arguments. These skills are incredibly helpful in a range of university degrees including; Humanities, English, PPE and Law. As a highly regarded academic subject, universities value applicants with a good grade at A Level in Theology, Philosophy and Ethics for any course. Theology, Philosophy and Ethics 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: The Civil Service, politics, law, education, social work and journalism as well as several other fields. 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 Christian 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? Religious Studies 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? 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. Assessment Examination board: OCR Specification Code: H573 Three examination papers, equally weighted. • Philosophy of Religion • Religion and Ethics • Developments in Religious Thought

Who can give me more information? Miss Hayter harriet.hayter@sherbornegirls.group

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: • Education • Crime and Deviance • Families and Households • Beliefs in Society • Theory and Methods Assessment Examination Board: AQA Specification Code: 7192 Who can give me more information? Mrs Elliott sarah.elliott@sherbornegirls.group

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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. 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 LGBT 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: A film. For example, Pan's Labyrinth by the Mexican director Guillermo del Toro or Volver by Pedro Almodóvar Year 2: • Multiculturalism in Hispanic society • Aspects of political life in the Hispanic world • Monarchies and dictatorships • Social movements

Cultural topic: A play. For example, La Casa de Bernada Alba by Federico Garcia Lorca or Las bicicletas son para el verano by Fernando Fernan Gomez. Pupils also dedicate time to an Independent Research Project in preparation for their speaking exam. 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 challenges 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. Assessment Examination board: AQA Specification Code: 7692 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? Mr Morrow philip.morrow@sherborne.org

BTEC SPORT*

BTEC Sport enables pupils to experience the multifaceted subject as they apply their knowledge to personal development, elite performers, coaches, and practical scenarios. BTEC Sport serves as an excellent foundation for those interested in pursuing a university degree in fields such as sports science, sports management, healthcare, or exercise and health. Moreover, it seamlessly complements further studies in disciplines like biology, human biology, physics, psychology, nutrition, sociology, and more. The course provides a holistic educational experience that prepares you for a range of pathways within the sports industry and related fields. What is the course content? There are three mandatory units of study for BTEC Sport Nationals: Anatomy and Physiology; Fitness Training and Programming for Health; Professional Development in the Sports Industry. The final unit is chosen by the Physical Education staff and aims to suit the needs of the learners studying BTEC Sport each year. The choices include Sports Psychology, Practical Sports Performance and Coaching for Performance. What else should I consider? To enrol in this course, it is recommended that pupils who have previously studied GCSE Physical Education have achieved a grade 6 or higher. However, prior completion of the GCSE syllabus is not mandatory, and individuals with a strong foundation in science will still be able to access the course material. BTEC Sport often compliments pupils pursuing scientific disciplines or other vocational courses.

Assessment It includes a range of assessment types and styles suited to vocational qualifications in the sector. There are two externally assessed units that equate to a third of the course each. Each assessment is taken under exam conditions, then marked by Pearson and a grade awarded. Learners are permitted to resit external assessments during their programme. Some external assessments include a period of preparation using set information. There are two internally assessed units that equate to a sixth of the course each. These assessments are coursework style projects. Assessments can be selected for the most appropriate styles according to the learning set out in the unit. This ensures that learners are assessed using a variety of styles to help them develop a broad range of transferable skills. For example, learners may: • Write up the findings of their own research • Use case studies to explore complex or unfamiliar situations • Carry out projects for which they have choice over the direction and outcomes Pre-course material • The Sports Gene: Inside the Science of Extraordinary Athletic Performance by David Epstein (Author) • Bounce: The Myth of Talent and the Power of Practice by Matthew Syed • The Science of Sport Podcast Who can give me more information? Ms Dennis louise.dennis@sherborne.org

* Taught at Sherborne Boys

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TEXTILES Why study Textiles? Textiles is a vibrant, imaginative and exciting subject that invites students to explore ideas creatively and confidently. Our Textile Design course is for those who really enjoy Fashion or Textiles and who feel they are creative and motivated. Textiles is taught in the art department in well-equipped studios led by specialist staff who help students flourish. Course content We follow an art focused approach to Textiles, Fashion and Design. The scope of the course is broad and taught by enthusiastic and supportive staff. The aim is to develop your artistic and design skills by working with a wide range of textile processes and materials to create expressive and exploratory work. You will draw inspiration from the world around you, using photography and drawing to start your investigations. Researching influential artists, photographers and designers is fundamental, and you will explore influences from history and different cultures around the world. Stage 1 The first stage of the course will be a stimulating introduction to a wide variety of creative techniques. Working on your first component you will work on a set project encouraging you to experiment with a large variety of techniques including surface pattern, dyeing, free machine embroidery, using alternative materials, digital design, print and constructed textiles. Your second project will be more personal and encourage you to think about what areas of the subject you are most interested in. Your work will build into an in-depth portfolio reflecting your own personal style and interests, supported by visits to galleries, museums and exhibitions that inspire and develop your ideas. Stage 2 The second part of the course encourages you to develop your own interests and the areas of textiles that excite you most. This is through a project designed by you, called your Personal Investigation Project. The Personal Investigation, PI, is an independent project that builds on the skills you have learnt in the first year. It will commence in March of the L6th and gives you time to create ambitious final outcomes

such as garments, installations or textile art pieces. There is a written element to this part of the course of 2000–2500 words. This is followed finally by an AQA externally-set assignment project. This is a project where the titles are set by the exam board, culminating in a 15 hour timed exam period. Your work will be displayed in our professional Wirth Gallery as well as during our annual fashion show. Your PI is worth 60% of your A level and the ESA is worth 40%. Both components are marked internally and moderated by an external examiner. Where can textiles take you after SG? This can lead to Textile/Art/Fashion-related degree courses such as Fashion Design, Printed and Constructed Textiles, Fine Art or Art Foundation courses. Our pupils have also gone on to study Fashion Journalism, Fashion Buying/Marketing/Promotion, Fashion Styling, Interior Design and Interior Architecture. Assessment Examination board: AQA Specification Code: 7204 Who can give me more information? Mr Lloyd dylan.lloyd@sherbornegirls.group

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ACADEMIC ENRICHMENT OPTION Core Mathematics

Language Proficiency Diplomas

AQA Level 3 Certificate in Mathematical Studies (Core Maths) is a qualification designed for pupils who have achieved a grade 4 or above at GCSE.

The Languages Department offers five one-year language proficiency diplomas, three of which are assessed at the end of the Lower Sixth Form at the University of Exeter. German is assessed at the Goethe Institut in London and Japanese is assessed internally.

It helps develop pupils’ mathematical skills and thinking and supports courses such as A Level Psychology, Sciences, Business 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 pupils 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 three 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.

The diplomas in French, Spanish, German and Italian 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 A2 or B1, in French, Spanish and German. Pupils will be entered for and examined at the level they reach. The French DELF, Spanish DELE and German Goethe-Zertifikat diplomas are usually open to those who have studied the language to GCSE and who want to continue developing their skills but without doing an A Level. 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 or A1, taking the exam at the end of the Lower Sixth Form. The German Goethe-Zertifikat may be taught at Sherborne Boys. All of these language qualifications are recognised internationally and are run by the French, Spanish, Italian and German governments as official proof of language skills. As well as being an excellent addition to a pupil’s CV if wanting to work or study abroad, they are also excellent evidence of language aptitude for those applying to study languages at university. The SEG Japanese course is a beginners’ course and is internally assessed. Girls can choose whether to enter for solely the listening and speaking qualification, or for the reading and writing certificate as well. 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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Beginners’ Japanese language course Beginners’ Japanese is taught through the Lower Sixth form on Thursday and Friday afternoons. Pupils will be taught by the School’s Japanese tutor, Mrs Shoko Middleton. Girls will have the opportunity to be entered for an Entry Level Award in Speaking and Listening in Japanese only, if they feel that they are not particularly confident, or, for those wishing to push themselves further, they can additionally be entered for an Entry Level Award in Reading and Writing in Japanese. The course is offered through the Skills and Education Group Awards, a UK-based national skills body. The lessons are packed with fun activities for girls to familiarise themselves with Japanese language and culture, culminating in being awarded a qualification. A whole range of topic areas will be covered, including those most commonly encountered in a day-to-day basis whilst travelling in Japan. Assessment is carried out by Mrs Middleton in the form of a portfolio over the course of the Lower Sixth Form. This means that there is no oneoff final assessment at the end of course.

NOTE: There may be an additional cost for this enrichment language course.

Sherborne Girls Bradford Road Sherborne Dorset DT9 3QN United Kingdom +44 (0)1935 818224 admissions@sherbornegirls.group

sherbornegirls.group PA RT OF THE SHERBO RNE SCHO OLS G ROUP Sherborne Schools Group is a charitable company limited by guarantee, registered in England and Wales, No. 4002575 and registered with the Charity Commission for England and Wales, No. 1081228