StMaryCalne_SixthFormProspectus2020_1JD

SIXTH FORM PROSPECTUS 2020-2022

CONTENTS 01 03 Introducing The Sixth Form 05 The Donaldson Award 06 Welcome from the Head Girl’s Team 08 Sixth Form Life 10 Sixth Form Facilities 11 Pastoral Care 12 The Company System 14 Higher Education and Careers 15 Leadership 17 Outreach 18 Extra-Curricular and Socials 20 Alumnae 22 Sixth Form Curriculum 25 University Courses 26 Course Directory Contents 34 Arts and Media 44 Classical Civilisation, History, History of Art 56 and Philosophy 72 Languages and Literature 84 Science and Mathematics 86 Social Sciences 88 Extended Project Qualification 100 Examination Boards 101 Enrichment Opportunities 102 Scholarships 105 The Scholars’ Programme University Destinations Location

01 St Mary’s Calne Sixth Form INTRODUCING THE SIXTH FORM The Sixth Form is the most exciting stage of your way. The inter-disciplinary skills which you develop education and here at St Mary’s we believe that we throughout the Sixth Form years will allow you to go provide you with a stimulating environment in which out into the world and help change it for the better. you will excel. For us, the Sixth Form is about looking ahead and we are here to help guide you as you make Beyond the classroom, St Mary’s Sixth Formers are some very important decisions about your future. We characterised by their ‘can do’ attitude and take part in have a very strong Sixth Form of 120 students and our a vast array of extra-curricular opportunities. Our Sixth supportive community, in which everybody is valued Formers are as at home on the sports fields as they are as an individual, means that you can expect the highest performing on stage in the theatre or at a musical event; level of care and support. their talents know no bounds! We encourage you to take the initiative and set up clubs and societies which The Donaldson Award, which we launched last year, suit your own particular interests. We are committed encompasses every aspect of Sixth Form life and the to delivering a truly holistic education, and it is this girls will work towards achieving it throughout their active participation in all areas of school life which gives final two years of their school career. It captures the Sixth Form its richness and vibrancy. To this end, the essence of what it means to be a St Mary’s Sixth you will find that there are opportunities to take part Former and we look forward to seeing all that the girls in activities which take place outside the school. This accomplish as part of it. For visuals showing the Award could be through Young Enterprise; our links with local strands and the potential activities, please see page 2 universities or social and sporting visits to boys’ schools. and page 3. Whilst the only way you can fully capture the spirit Learning in the Sixth Form is stimulating and fun, of our Sixth Form is by visiting (and we encourage as we aim to foster your intellectual curiosity and you to do so as you will be warmly welcomed) this creativity. Smaller class sizes mean that you will have prospectus aims to give you an insight into Sixth Form the opportunity to explore in real depth your chosen life. We truly believe that the Sixth Form experience subjects - far beyond the confines of the syllabus - and at St Mary’s is inspirational, transformative and you will engage in exciting academic debates as you enjoyable. We do everything possible to make sure develop a higher level of thinking and an increased that you are empowered to be your very best. Upon independence of thought. You should expect to be leaving St Mary’s, you can be confident that you will challenged to take intellectual risks within a supportive be capable of succeeding in whatever you choose to environment and you should not be afraid of failing in do and that you will be ready to embrace the exciting the pursuit of both academic and personal excellence. challenges that lie ahead. The development of the qualities outlined above will allow you to apply confidently for your chosen courses Miss Lianne Aherne - Director of Sixth Form, at the world’s leading universities and you will be Higher Education and Professional Guidance supported in your applications by an experienced [email protected] team of dedicated teachers and tutors every step of the

02 St Mary’s Calne Sixth Form

THE ST MARY’S CALNE 03 DONALDSON AWARD St Mary’s Calne Sixth Form The Award Strands Potential Activities within the Strands LEADERSHIP Mentoring, Sports Leadership, Young Enterprise, School Council, running subject societies and prefect roles. Motivating others to engage and achieve. SCHOLARSHIP Subject societies, debating, EPQs, MOOCs, Critical Thinking and the Scholars’ Programme. Fostering a love of learning. GLOBAL Lecture Programme, MUN, cultural activities, AWARENESS international trips/exchanges and Eco Group. Understanding that we have responsibilities as global citizens. SKILLS FOR LIFE Learning a new skill, basic cookery, public speaking, RADA, team-building, money matters, playing in sports Expanding interests teams, fitness and DofE. and honing expertise. GIVING TO THE Volunteering (eg at Springfields Academy), fundraising, COMMUNITY charitable endeavours, taking part in school events, prefect duties and writing for school publications. Embracing an outward-facing perspective. HIGHER Networking events, Inspiring Women Conference, EDUCATION university conferences, mock interviews. AND CAREERS Preparing for the next stage.

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05 St Mary’s Calne Sixth Form WELCOME FROM THE HEAD GIRL’S TEAM Sixth Form at St Mary’s is undoubtedly a big step up from experience of a wider variety of subjects in a relaxed and life in the Fifth Form. There are lots of new privileges and pupil-led atmosphere. We recently started the school increased freedom, as well as the great support system magazine, Kaleidoscope, which has been a valuable that runs throughout the school. Although the Sixth Form learning experience and given us a forum to express might seem daunting at first, the friendly atmosphere, our views. There is also a chance to volunteer at a coupled with the fantastic Boarding Houses, create local specialist school for children with autism, ADHD a unique learning experience that helps to make the and other learning difficulties, which is both a fun and transition into Sixth Form a smooth and enjoyable one. rewarding experience. Many girls in the LVI Form enjoy taking part in the Young Enterprise competition, where we Our horizontal boarding system means that everyone design, manufacture, promote and sell our own product – in each year lives together, forming strong friendships. another very valuable experience for the future. Particularly in the Sixth Form, where sport, music and evening activities are shared, with the Sixth Form Bar There are some amazing trips in Europe and beyond, being a highlight for most, there is an opportunity which allow for development of subjects and interests in a to bridge the gap between year groups. The Houses real-world environment. We all love seeing the classroom themselves are also amazing; everyone has their own projected into reality. There are annual subject trips room, with an en suite bathroom – the only downside to to Florence and Paris, but also larger trips such as the this is that university accommodation will come as a bit of lacrosse tour to America and the History trip to Russia. a shock! Beyond subject trips, we are also encouraged to visit places such as Nepal and the Amazon, and the Sixth The weekends are a time for relaxing, whilst learning Form enrichment scholarships are highly coveted as they vital life skills. For the UVI Form, there are no formal provide funding towards these ventures. lessons on a Saturday, while the LVI Form benefit from the ‘Motiv8’ programme, which includes Yoga, Cultivating The increased level of academic depth at A Level comes Emotional Balance, Critical Thinking, and Extended with increased support: our small class sizes and six Project Qualification (EPQ) lessons. These sessions hours of contact time each week per subject allow provide the opportunity for individual research and for a strong focus on the individual and our personal group discussion beyond the curriculum, helping us to progress. Beyond the classroom, each evening at least discover new interests and develop the skills that will be two Academic Tutors are on duty in each House to help necessary when we make the transition to university. In should you need it. More specifically, each girl is allocated the afternoon, many will have sports matches, be that an individual Tutor, with whom they meet each week to lacrosse or tennis, whilst those who remain at school have discuss both academic and pastoral matters – they are the option to take part in craft sessions such as jewellery always available for a chat; the same is true of our House making and a social event in the evening. Sundays for Staff who are extremely willing and able to deal with the most are a day of recuperation after a busy week, but highs and lows of Sixth Form life. there is always an opportunity to go on trips, ranging from a roller disco, cultural visits to Bath and Oxford and We regularly get a taste of university life through the Sixth everything in between. We get to help shape the weekend Form Lecture Programme on Tuesday nights, as well as programme so there is always something for everyone. through frequent opportunities to cook for ourselves, such as during our Friday night Supper Clubs. The incredible In the Sixth Form, we are encouraged to take the initiative. opportunities, and close-knit community mean that the Many of us have started our own clubs and societies Sixth Form years really are some of your best in school this year, from Physics and Geology, to History of Art and we leave feeling prepared to meet the challenges of and French, allowing us both to share and develop our university life and beyond head on. passions as well as giving girls in younger years an Head Girl’s Team

06 St Mary’s Calne Sixth Form SIXTH FORM LIFE “There is a tangible spirit which is Life in the Sixth Form at St Mary’s is distinctly different characterised and marks a new beginning; there is a tangible spirit which is characterised by an infectious enthusiasm to by an infectious make the most of all of the new opportunities which enthusiasm to make are available. St Mary’s is an exceptional school the most of all of the and the Sixth Form offers a stimulating, vibrant and challenging environment for learning. We have high new opportunities expectations of all of our Sixth Formers and aim to which are available.” foster a life-long curiosity and excitement for your chosen subjects as well as the necessary skills to (Miss Lianne Aherne) succeed in a rapidly globalising world. Our timetable is created around your preferences so the combination of options for study is almost endless! By the time you enter the Sixth Form, you are studying the subjects that you love and you have taken responsibility for your learning. This is not simply about the accumulation of knowledge and knowing how to pass exams - it is so much more than this. Our Sixth Formers have enquiring minds and we enjoy facilitating academic debate within the St Mary’s framework of Connected Teaching and Learning.

07 St Mary’s Calne Sixth Form The seven most important attributes we wish to develop Collaborative Learners who: in our Sixth Form leavers in order for you to be ready for • Work effectively with their peers the academic and wider challenges beyond school are: • Work well with others • Show tolerance and understanding of others’ views Proactive Learners who show or have: • Value the contribution of others in a group • Initiative • Are empathetic • Ability to work independently • Discerning research skills Robust Learners who are: • Active reading and listening skills • Self-motivated • A desire to develop scholarship, depth and rigour • Ambitious • A willingness to ask for help • Determined and persevering • Resilient Creative Thinkers who are: • Resourceful • Inventive • Entrepreneurial Reflective Learners who: • Original • Show self-awareness and assessment of their own • Willing to think outside the box • Imaginative learning • Demonstrate the ability to be self-reflective and Inquisitive Learners who: • Show curiosity self-evaluative • Have a thirst for knowledge • Take responsibility for their own learning • Analyse, not just accept • Respond positively to feedback • Investigate patterns and connections • Evaluate We value, just as highly, the learning that takes place • Question during your experiences outside the classroom. You will notice that the Sixth Form does not have a uniform and Confident Learners who: this allows you to express your individuality. Our Sixth • Challenge assertions Formers are keen to share their enthusiasm in their areas • Are risk takers of interest with the wider school community and ours • Are adventurous is an extra-curricular programme that would rival that • Take the lead of many universities. The Sixth Form at St Mary’s is not • Are receptive to new ideas and approaches simply about deepening the interests that you have already developed but also about taking part in new things and challenging yourself to get involved in all that we have to offer. Your suggestions for activities are highly valued.

08 St Mary’s Calne Sixth Form SIXTH FORM FACILITIES We are incredibly proud of our first-class Sixth Form In the Helen Wright House there is a Sixth Form Boarding Houses which aim to facilitate the transition ‘breakout’ room which is a flexible space which can be to university life by developing your independent living used as a quiet space for private study or be transformed skills. Your accommodation is ideally located so that you into a welcoming classroom in which we host visiting have your own distinctive Sixth Form space within the speakers. You also have the option of using the state-of- St Mary’s site whilst also being able to remain fully the-art fitness suite and indoor swimming pool in your involved in all aspects of school life. Our horizontal free time. boarding system means that you board with your whole year group and are able to experience Sixth Form Libraries life together. You will certainly notice the increased The libraries at St Mary’s Calne offer a wide range independence that being in the Sixth Form affords you of resources, not only to support and extend each and we have specifically designed the two Sixth Form individual academically, but also to provide tempting Houses to meet your needs. titles to encourage continued reading for pleasure. As the libraries are open not only throughout the school As you enter the LVI Form you will become part of the day but also at evenings and weekends, all the resources Florence Dyas House which opened in September can be accessed whenever needed, whether that be 2014. The individual spacious en suite study bedrooms, in lessons, in the Boarding House, or from within the communal kitchens, laundry rooms, private gardens and library itself. In the Sixth Form we aim to foster more lounges as well as the tutorial area provide you with the independent study and learning becomes increasingly perfect environment in which you can learn to manage research focused. You will have an initial library your work-life balance as you embark on your Sixth Form induction, following which the librarians, Dr James and studies. In the UVI Form, you have your own dining area Mrs Fuller, will be very happy to help you hone your and an individual Sixth Form menu for breakfast, break research skills, whatever your individual needs. They will and lunch. Our Sixth Form communal kitchens are fully take you through the range of online resources available equipped with a wide range of the latest gadgets and in here at St Mary’s from the journal articles available from the evenings you are able to hone your cookery skills as JSTOR or EBSCO to the British Medical Journal, or help you learn to cook for yourself. There is always the option you explore the Arts with Digital Theatre and of heading to the main school dining room for supper too! Grove Art Online. Additionally, the library has copies of recent periodicals, such as The Economist and BBC As you move into the UVI Form, you will gain Sixth Form History Magazine. The librarians are always delighted to Bar privileges. The bar is open on a Friday and Saturday discuss newly published books, and like to keep abreast evening and is an inclusive and sociable space where the of current reading, both fiction and non-fiction, to ensure Sixth Form can come along and relax with their friends. those items available on the shelves reflect the reading The bar is stocked with a wide range of drinks and snacks appetite of the St Mary’s Calne community. and has developed into a popular venue enjoyed by all. Our school site is fully enabled for Wi-Fi and we have several computer rooms which you can use throughout the school day and beyond.

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10 St Mary’s Calne Sixth Form PASTORAL CARE St Mary’s has a reputation for outstanding pastoral care and you will find the Sixth Form community both nurturing and supportive. Whilst you will notice the increased independence and freedom, you can also be assured that you are surrounded by staff who are committed to ensuring that you fulfil your potential; the Sixth Form team is a very experienced one. House Staff help to create a home-from-home in the Sixth Form Boarding Houses and, along with your teachers, are always on hand to offer salient advice when it is needed. You will also be assigned a Tutor who will meet with you, individually, once a week to monitor your progress in all areas of school life and check up on your wellbeing. We recognise that every student is different, so you can expect a programme of guidance and support that is specific to you. Rest assured that you will be in the best possible position when it comes to making your university application in the autumn of the UVI Form. Living with your year group also enables a profound sense of community and allows strong friendships to develop. The atmosphere in the Sixth Form promotes a belief that you can achieve whatever you put your mind to and it really is a time in which you can look forward and embrace your future possibilities and potential. Ours is a diverse community in which everybody is encouraged to be themselves. There is a strong commitment to helping each other and this translates into a happy and purposeful environment in which successes are readily shared and celebrated.

11 St Mary’s Calne Sixth Form THE COMPANY SYSTEM The Company System gives girls in the Sixth Form the chance to act as leaders and role models to the younger years in the school. There are numerous competitions and charity events throughout the school year from the Inter-Company Shout and Music Competition to Inter-Company bake offs. Girls are able to organise big or small events not only learning valuable skills in the process but also enabling them to talk about leading events in their UCAS applications. The weekly Company Meetings give the Sixth Form girls the opportunity to speak in front of a relatively large group of people without the pressure of a specific competition. The interaction with the younger years allows the girls to act in a pastoral way to the younger girls, giving them advice on everything from A Level choices to extra-curricular opportunities. “The support network really encourages independence and confidence which then impacts upon your work, your sport and your friendships and overall makes you a better person.” (Sophie)

12 St Mary’s Calne Sixth Form HIGHER EDUCATION AND CAREERS At St Mary’s we offer an exceptional programme of You are then able to interact with them in a range of Higher Education support for our students. We are here seminars, in which you can seek their advice on how to to help you take ownership of your future and make your be successful in the world of work. own informed decisions about what you want to achieve and how you are going to get there. There is a wealth We run informal lunch time seminars twice a term where of expertise amongst our staff and your Tutor will help you can learn more about specific professions and we guide you through the university application process. recently held what we hope will become an annual We encourage you to attend university Open and Taster fixture, a CGA networking dinner in London which offers Days to help you decide on your chosen courses and girls the opportunity to meet with young alumnae from a if you are applying to Oxbridge or specialist courses particular field, such as Fashion and Interior Design. such as Medicine or Veterinary Science, then you will have additional support including subject enrichment Our extensive network of alumnae regularly come back sessions, discussion evenings and practice interviews. and talk to the Sixth Form about their experiences at We offer tailored guidance for girls applying to US university to give insights into the wide range of career universities through our partnership with A-List paths that they have followed. We have strong links with Education, as this application process is very different to a number of universities, whose academics visit the UCAS in the UK. school to give talks on their specific areas of research. We run a number of different workshops throughout We have a proven track record of success and each year your time in the Sixth Form to help make you ready for our UVI Formers gain places on competitive courses at life beyond Calne. a wide range of universities - both in the UK and abroad - so you should be confident that we will help you get to We are deeply committed to supporting students so where you want to be. that you are able to adapt to change and hone the skills that you will need to succeed in a rapidly globalising The Sixth Form have their own individual Careers world. The key to success, throughout the Sixth Form, Programme, which includes a number of events is ensuring you maintain an open dialogue about throughout the year focusing on exploring the your aspirations with your teachers so that we can be opportunities which are available to you once you have proactive when meeting your needs. left St Mary’s. Our Inspiring Women Conference (held in the Spring Term for the LVI Form) allows you to quiz Above all, we aim to equip you for the next phase of a panel of eminent women, who have excelled in their your life so that you are able to make informed choices respective fields, about any aspect of their careers. that suit you.

13 St Mary’s Calne Sixth Form Another highlight is our Tuesday night Sixth Form Lecture Programme via which we invite speakers into school to present on a broad range of interesting topics which aim to broaden your outlook beyond the curriculum. Below is the 2019-2020 Lecture Programme: Speaker Title of Lecture A Lecture To My Younger Self Dr Jessamy Hibberd - Psychologist, Author Mary Tudor: England’s First Queen and Commentator Harry Baker: I am 10,000 Dr Anna Whitelock - Historian and Lasers in the Jungle Academic Deeds Not Words: The Story of Women’s Rights, Then and Now Harry Baker - World Slam Poetry The Pre-Raphaelite Landscape Champion, Maths Graduate and Full-Time Testimony from a Holocaust Survivor Poet Activism and Art How can people in poor countries make use of new Professor Mathias Disney - Professor technologies? of Remote Sensing, Department of The rich threads of histories and cultures within English Geography, UCL Literature Exploring the wonders of our blue planet Dr Helen Pankhurst CBE - Women’s Rights Activist, Academic and Author Professor Christiana Payne - Professor of History of Art, Oxford Brookes Uri Winterstein - Holocaust Educational Trust Juno Dawson - Bestselling Novelist, Screenwriter and Journalist Dr Marianna Koli - Dean for Education in Business and Economics, New College of the Humanities, London Ayo Onatade - Freelance Crime Fiction Critic and Commentator Dr Helen Scales - Writer, Marine Biologist and Broadcaster

14 St Mary’s Calne Sixth Form LEADERSHIP We believe that every Sixth Former should have the opportunity to develop their leadership skills and there are a myriad of ways in which they can do this. We are unusual in that every single student in our Sixth Form has the opportunity to be a member of the wider Head Girl’s Team and, therefore, has her own particular area of responsibility. Girls meet regularly with the Director of Sixth Form and Headmistress to discuss ways in which they think they can effect positive change in the school. Each Sixth Former has their own unique set of qualities and skills and, as they learn how to put these to good use, they begin to develop the attributes that will allow them to go on and succeed after leaving St Mary’s. We also have an active School Council which is run by Sixth Formers and this has been a very effective way of introducing student-led initiatives. You can be confident that the staff will support and encourage you with your ideas and we often learn a lot from listening to your views! Being a Sixth Former means that you are a role model for the rest of the school and a particularly rewarding aspect of Sixth Form life is interacting with the younger girls - further developing St Mary’s strong sense of community. Nowhere is this more tangible than during our fiercely competitive Inter-Company events. Many of our high profile events are organised by the Sixth Formers themselves and they always rise to the challenge. Through hosting suppers; helping to plan Awards evenings; planning the Lily Ball or putting on a Fashion Show, they learn about the importance of efficient logistics and planning; how to think on their feet and, perhaps most importantly, how to win over and manage their peers.

15 St Mary’s Calne Sixth Form OUTREACH St Mary’s is an outward-facing school where girls in the Sixth Form volunteer in the wider community on a weekly basis for a significant period. Many choose to support students at our neighbouring academy which specialises in enabling young people with ASD to learn effectively. We continue to develop links in the local community, and to this end a variety of placements are possible, including ones in a local hospital, primary schools, residential care homes and the community library. Through planning and leading activities, in addition to supporting others, girls develop a broader awareness and understanding of the world around them and themselves. We hold the concept of service in high regard and are deeply committed to helping the girls become compassionate and resilient leaders. Charity is an important feature of our Outreach Programme, and all Sixth Form students can expect to play a significant role in raising funds in addition to motivating and mentoring younger girls in this area. Sixth Formers frequently team up to organise events and activities for chosen charities and many complete individual challenges in addition. Girls have in the past secured grants from the Calne Foundation Trust which has enabled them to travel overseas to carry out extended charity project work.

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17 St Mary’s Calne Sixth Form EXTRA-CURRICULAR AND SOCIALS One of the things that makes the St Mary’s Sixth Form some specialisation in activities such as pottery, distinctive is the broad range of extra-curricular activities clock-making, decorative arts and time for independent that is on offer to you. We strongly believe that the study in the studios. happiest students are those who get fully involved in our rich programme. Whether it is skiing or book club, Pilates In the Sixth Form at St Mary’s, you will be eligible to go on or photography, there is sure to be something in which a number of trips and often these provide the highlights you enjoy participating. There is so much for you to get of a student’s time here. Art Historians visit Florence and involved with that it will be difficult to choose! Paris; Classicists head to Pompeii, Greece and Rome whilst the Geographers head to Dartmoor and Tenerife. Sport is an integral part of Sixth Form life and we There are lacrosse tours to America, ski racing in Flaine do expect you to be active. Whatever your sporting and Music tours to Poland, as well as expeditions both ability, we are confident that we offer something for within the UK and abroad. We could go on! everyone. We have an extensive fixture list and the Sixth Form take on significant leadership roles in both The weekends in the Sixth Form are flexible and it is up individual and team sports. We aim to participate at the to you how you decide to use them. One thing you can highest level and St Mary’s students enjoy competing be certain of is that you will never be bored! You are whenever possible. We also offer a specific programme able to organise your own transport for day trips to the for the Sixth Form that includes the use of our newly local area and many girls enjoy exploring Bath, Bristol refurbished Sports Complex, indoor swimming pool, and Marlborough. There is also a Sixth Form weekend fitness suite and group exercise classes. programme that includes many activities including socials with boys’ schools. If you want something to happen, then Drama in the Sixth Form is equally diverse and many we work hard to ensure that it does. students will get involved. We have a fantastic theatre that is home to many productions and a group of Sixth “Pupils excel in a Formers perform at the Edinburgh Fringe each summer. wide variety of The Sixth Form also write a play for the staff to perform extra-curricular during the Autumn Term and this is a highlight for the rest activities both of the school community! individually and But the extra-curricular activities don’t stop there – collectively.” music is also a fundamental part of Sixth Form life and St Mary’s Sixth Formers are renowned for their impressive (ISI Report 2017) talents in this arena. We have a large number of choirs, orchestras and ensembles that perform regularly, within school and in the local and national community, as well as on international tours. At St Mary’s, we enjoy taking Art seriously. Most evenings, there are activities which offer

18 St Mary’s Calne Sixth Form Olympian, Laura Tomlinson MBE ALUMNAE Girls become members of the CGA (Calne Girls’ Association) on entering the school, and are thereafter considered Calne Girls for life, irrespective of how long they might stay at St Mary’s. By the Sixth Form, the real benefits of this exclusive membership become apparent, as girls are asked regularly to participate in a whole raft of activities that involve alumnae. Throughout the academic year, we host a series of CGA talks, networking events and careers initiatives, where old girls covering a wide range of professions, are invited to inspire and enlighten current pupils with tales of their life choices and career successes, and in many cases, our speakers go on to offer girls mentoring and work experience. With over 3,500 members worldwide, the CGA networking opportunities are endless. Members are able to access a careers directory on the CGA website, where they can seek professional advice, university guidance, gap year travel tips and social connections from other members. Our alumnae include award-winning writers, journalists, CEOs of multinational companies, renowned artists and actresses, doctors and scientists and even Gold Medallist Olympians. As an old girl, you will be regularly contacted with school updates, alumnae news and a plethora of invitations including reunions, so whether the venue is a Chelsea nightclub or the Delscey Burns Theatre – your CGA membership ensures that Calne Girls will stay connected. Actor, Belinda Stewart-Wilson (right)

19 St Mary’s Calne Sixth Form Hannah Barber, Head Girl, 2018-2019 What did you study at A Level and what are you going on to do when you leave St Mary’s? I studied French, Latin, Greek and AS Maths and I will be reading Classics at Worcester College, Oxford, following a gap year when I will be doing voluntary work in South East Asia, organised by Youth With A Mission (YWAM) in Perth, Australia. What will you miss the most about St Mary’s? My friends! We’ve developed such a strong bond and there’s a really special atmosphere when we’re just having fun in House together, as well as a real sense of community in the school as a whole. What was your most memorable experience? I‘ll remember the little things, like Company events, especially the entertaining and highly competitive Company Shouts! Another highlight was playing the drums in a professional orchestra for the school’s musicals Anything Goes and Cabaret; that was a really amazing experience. How does the Sixth Form differ from lower down the school? You get a lot more freedom, such as not needing to wear uniform anymore. The weekends are very relaxed and we have much more independence; sometimes we might choose to go into Bath or Marlborough for a meal or shopping. Lessons are also different, more like university style, with much smaller class sizes and more focus on you as an individual. We are definitely treated more like adults but the fun and friendly atmosphere isn’t lost, for example when we all enjoy cooking together during Supper Club. What advice would you give to girls going into the Sixth Form? Throw yourself into it! I’ve got involved with Music ensembles, Sports teams and more. There is so much on offer – make the most of it while you’re here!

20 St Mary’s Calne Sixth Form SIXTH FORM CURRICULUM In light of the recent A Level reforms and the A Level Options admissions criteria of universities which will continue Art, Biology, Chemistry, Classical Civilisation, Computer to base their offers on three A Level grades, we are Science, Further Maths, Drama, Economics, English entirely clear that studying three subjects is the best Literature, French, Geography, German, Greek, option for the vast majority of our girls. Even so, it History, History of Art, Latin, Mandarin (this will be the may be appropriate for some girls to study four Cambridge Pre-U course), Maths, Music, PE (Sports A Levels, and we shall consider this on an individual Science), Physics, Politics, Psychology, Religious Studies basis. We are therefore asking girls to choose three and Spanish. A Levels to study, plus another course from our supra curriculum. Our Supra Curriculum In order to maintain breadth in the Sixth Form, girls Grade Requirements are encouraged to pick up electives from the Supra Pupils are required to have achieved six Grade 6s at Curriculum. Electives that have been popular in the past GCSE to progress into the Sixth Form. It is expected include: EPQ, Mandarin, Advanced European Computer that you will achieve a Grade 7 or above at GCSE in the Driving Licence and AS Maths. The exact provision will subjects that you wish to continue to A Level. A Level be decided in discussion with the girls. Courses which you have not studied at GCSE have their own requirements which are outlined below: Motiv8 We have a unique Saturday morning programme New A Level Subjects for the LVI Form which focuses on providing girls Classical Civilisation - GCSE English at Grade 6 or above. with a range of life skills that will equip them for Economics - GCSE Maths and English at Grade 6 or above. university and beyond. The programme is designed Politics - GCSE English at Grade 6 or above. History of to motivate the girls and inspire them to look beyond Art - GCSE English at Grade 6 or above and either History/ the curriculum and to conduct their own independent Geography/RS at Grade 6 or above. PE (Sports Science) research. The eight key areas are: Careers, and Psychology - GCSE Maths, English and Biology at Community Service, Current Affairs, Critical Thinking, Grade 6 or above. Debating, Extended Project Qualification (EPQ), CEB and Yoga, and Universities. If you are joining us for Sixth Form from another school we require that you achieve at least six Grade 7s and above at GCSE Level.

21 St Mary’s Calne Sixth Form Subject Combinations Which Subjects? In the LVI Form it is our expectation that the majority of girls will study three subjects to A Level. To provide This will depend on many factors. Some girls will additional breadth we would expect all girls to study be guided by potential future career paths, and it is one additional option from our supra curriculum. important that time is spent exploring this. There are There are other compulsory courses which all girls implications, for example, for those girls considering follow so it is important for them to talk to their Tutor Medicine, Veterinary Science, Engineering, Architecture about overall workload, ie everything which they do and Law. Two subjects that support each other should regularly and which takes up some of their time. be at the core of the choices made (eg two sciences, two arts subjects or two languages) enabling the We consider our approach to be a good balance acquisition of common skills and ensuring a stronger for most girls since Sixth Form studies involve the university application. As always at St Mary’s, there need for considerable private study outside the is help and advice for each girl to ensure the best timetabled lessons. combination is chosen to suit her talents and strengths and to decide which of those subjects she plans to take Currently, A Level subjects are each delivered via to A Level. six hour-long lessons per week. If any subject group at A Level consists of three girls or fewer, the normal expectation is that the teaching delivery will be via five hour-long lessons per week and where there is just one student studying the subject, they will be taught the course over four hours per week. This takes account of the fact that, in these circumstances, the girls receive more individual attention, with the result that contact time is effectively increased and this enables the students to progress more rapidly.

22 St Mary’s Calne Sixth Form SIXTH FORM CURRICULUM - UNIVERSITY COURSES The following is a very brief summary of A Level requirements for different courses at university. Course A Level Requirements Architecture Chemistry A combination of Arts and Sciences is very useful including Art, Maths Classics and Physics. You will also need a strong portfolio of drawings. Economics Engineering Many universities will require Maths alongside Chemistry. Geography Whilst Latin is not always essential it would help your application as History you need to demonstrate a capacity for language learning. History of Art Law Maths. Also useful are Economics, Politics and Geography. Mathematics and Maths, Further Maths and Physics are likely to be required. Chemical Computer Science Engineering will require Chemistry. Medicine or Veterinary Science Some universities will require a Science A Level in addition to Geography. History. Also useful are English, RS, Politics and Economics. No specific requirements but History of Art would be strongly advised. Most combinations of subjects will be acceptable but it is important that you are able to demonstrate your powers of analysis and the ability to express yourself clearly. A humanities subject is likely to be of benefit as it will be essay-based. Maths is essential and Further Maths would be highly beneficial as would supporting subjects such as Physics. For Maths you may also be required to take the STEP paper. At least two Sciences are essential - Biology and Chemistry and perhaps Maths or Physics. At Oxford, however, they do welcome a subject from the humanities. A broad range of work experience is also necessary to strengthen your application.

23 St Mary’s Calne Sixth Form Modern Languages For French, German and most Spanish courses you will be required to Music have an A Level in your chosen language. Physics Psychology Music. You may also be required to submit a portfolio of work, and have obtained grade VII/VIII main instrument. Maths, Physics and Further Maths may be useful. Often requires a science as well as a minimum grade in English and Maths at GCSE. Studying Psychology A Level will be very useful. For the latest information, you should always check the relevant Admissions pages on university websites. What about entry to universities? experience of their Supra Curriculum option and extra- curricular activity. Girls are encouraged to be aware Admissions Tutors at leading universities are clear that of the profile created by their choices of academic the entry to most courses will continue to be through subjects, as well as wider studies and activities, and will three very good grades at A Level. They are firmly be guided on how to present those choices in the most against the idea of breadth at the cost of depth. High positive way. achievers are advised to pursue at least two traditional subjects at A Level. The best Sixth Form programme will have a balance of rigorous academic study in three or four subjects complemented by the broader

24 St Mary’s Calne Sixth Form

25 St Mary’s Calne Sixth Form COURSE DIRECTORY Arts and Media 26 Extended Project Qualification 84 Drama and Theatre 28 Fine Art 30 Examination Boards 86 Music 32 Enrichment Opportunities 88 Classical Civilisation, History, History of Art 34 and Philosophy 36 Critical Thinking 90 Classical Civilisation 38 History 40 Debating 90 History of Art 42 Religious Studies Financial Capability 91 44 Languages and Literature 46 School Magazine 91 English Literature 48 Latin/Greek 50 Cultivating Emotional Balance 92 Modern Languages 56 Model United Nations Society 93 Science and Mathematics 58 Biology 60 Personal Development and Wellbeing 93 Chemistry 62 Computer Science 64 Physical Education, Sport, Exercise and Wellbeing .. 94 Physical Education (Sports Science) 68 Mathematics 68 RADA 96 Further Mathematics 70 Physics Science Journal Club 96 72 Social Sciences 74 The Duke of Edinburgh’s Award 98 Economics 76 Geography 78 Young Enterprise 99 Politics 82 Psychology

26 St Mary’s Calne Sixth Form Arts and Media ARTS AND MEDIA “Art is not the application of a canon of beauty but what the instinct and the brain can conceive beyond any canon…An idea is a point of departure and no more. As soon as you elaborate it, it becomes transformed by thought.” (Pablo Picasso)

27 St Mary’s Calne Sixth Form Arts and Media

28 St Mary’s Calne Sixth Form Arts and Media DRAMA AND THEATRE Aims of the Course What makes a good A Level Drama student? • To develop students as confident and independent A good Drama student has a great enthusiasm for the interpreters and practitioners of Drama and Theatre world of theatre, film and performance. A hunger to read through practical exploration and performance or new plays and research current theatre practitioners are design. important to a student’s development on the course, as is a desire to explore some of life’s big life themes • To develop knowledge and understanding of a range and issues through the medium of Drama. Drama at of theatre styles, practitioners, writers and texts. A Level is very diverse and encompasses elements of Psychology, Philosophy, Politics, History and Literature. • To develop girls’ ability to respond critically to a range A Drama student should enjoy going to the theatre and of drama texts and to theatre in performance. half termly visits to see live theatre in a wide number of different styles are provided as part of the course. Course Content and Assessment A good Drama student can exhibit skill in either acting or design; it is possible to be assessed on either Component 1: in practical modules. They are energetic, collaborative Devised performance and open minded. Students who take the course will Marked on a written portfolio of evidence and the final have a huge amount of say in the type of work that practical realisation – design options are available. they would like to create. They will regularly be given the chance to take part in workshops with visiting Component 2: practitioners and theatre professionals as well as having Text in performance the opportunity to tour a production to the Edinburgh • One group performance. Fringe Festival in the summer of the LVI Form. Girls • One monologue or duologue. will need to arrange extra rehearsal time outside of lessons, although this is in the run up to Marked on the practical outcome (design options are performances only. Due to the amount of allocated available). lesson time during the week, we are able to keep extra rehearsals to a minimum. Drama students are Component 3: not afraid of trying new things and thinking outside the Written exam box. Most importantly, Drama students have a lot of fun! • Live Theatre Evaluation • Page to stage – ideas on staging an extract from a set Drama students at St Mary’s go on to study a wide range of subjects at university. A large proportion of text (set text 1 – That Face by Polly Stenham). A Level Drama students are admitted to Russell Group • Performance concept – writing on the concept for Universities, including Oxford and Cambridge, to study subjects which range from the Arts to Law a whole play (set text 2 - Antigone by Sophocles and Languages.  (Punchdrunk Theatre Company) taking influence from a key drama practitioner.

29 St Mary’s Calne Sixth Form Arts and Media This course offers the chance to develop the following key life skills in lessons that are both practical and academic: • Creativity • C ommunication and presentation • C ollaboration and team work • R esearch and problem solving. Whilst LAMDA lessons are a good way to complement A Level Drama and Theatre, they do not substitute the breadth and depth of study or group work that you get from A Level. You do not necessarily need to have taken GCSE Drama to complete A Level, although enthusiasm and a strong grade in GCSE English are a must. Mr Duncan Ellis – Director of Drama [email protected] “Drama is life with the dull bits cut out.” (Alfred Hitchcock)

30 St Mary’s Calne Sixth Form Arts and Media FINE ART Aims of the Course Equipment/Gallery Visits • To develop intellectual, imaginative, creative and As part of the requirements of this subject, it is highly intuitive capabilities. recommended that girls will need to own a digital camera and memory card. There will be an annual • To develop investigative, analytical, experimental, studio fee cost of £90 towards materials, in addition to practical, technical and expressive skills, aesthetic having the opportunity to attend a residential trip during understanding and critical judgement. the course. A kit can be purchased at the beginning of the course for £90. Gallery cultural visits are a standard • To foster independence of mind in developing, feature and several will take place during the course. refining and communicating their own ideas, their It is expected that the student will engage in additional own intentions and their own personal outcomes. visits of their own accord in their own time, especially when completing a Summer Project to aid the transition • To provide an experience of working with a broad between UV Form and LVI Form. range of media. Assessment Course Content In the final Summer Term, students mount an exhibition The A Level course is taken over two years, with of a refined selection of work completed in both the first year providing an important stepping stone components. This is marked by members of the Art Staff from GCSE, with transition supported by a Summer in school and then moderated by a visiting examiner. Project. There are a series of Life Drawing Classes • Personal Investigation: 60% which includes a written in the Autumn Term with both male and female models to develop key observational skills which ‘Related Personal Study’ element are complemented by visiting artist workshops and • Externally Set Task: 40% trips. Within the two components of the A Level, the Personal Investigation and Externally Set Task, there The Sixth Form course at St Mary’s is a logical is an opportunity to explore a wide range of skills and continuation from GCSE and girls will have the concepts in Art focusing on a broad range of themes opportunity to explore and develop their skills in Painting, and artistic methodology and practices. As part of Printmaking, Sculpture, Textiles, Ceramics, Photography the Personal Investigation, there are two internally set and Digital Media. Students who have been successful and assessed projects which will allow the individual in the Fifth Form will easily adapt to the Sixth Form to explore and develop their own studio practice. course. Confidence in drawing is essential and to develop In the Summer Term of the LVI Form they will this skill further, Life Drawing will take place outside of choose an area for more detailed exploration in the lesson times once a week, in addition to an optional UVI Form. They will also submit a visual essay of a Contemporary Art Lecture during the Autumn Term. minimum 1,000 words on an Art topic relating to their Regular time spent working in the studios in the evenings own practice. In February of the second year, the and weekends is the expectation. Externally Set Task begins, culminating in a 15-hour examination in May. Girls who have studied A Level Art have gone on to pursue a range of subjects at Degree Level at a number of prestigious UK and American universities. This has

31 St Mary’s Calne Sixth Form Arts and Media included Fine Art, Illustration, Graphic Design and Architecture at Art Schools - such as Central Saint Martins, Leeds, Edinburgh, The Ruskin, The Bartlett and Kingston – as well as a range of other subjects at several top universities. What makes a good A Level Art student? A successful student at A Level will regularly attend galleries, museums and exhibitions in their free time to expand their visual knowledge of all forms of the arts and develop their own critical engagement and appreciation. They will also aim to keep a reflective journal to document these visits; this will include both transcriptions of artworks and written notes and this will form a key basis for their Related Study. High achieving students will be strong, self-directed learners and will make additional drawings, paintings, take photographs and experiment widely in their own time to supplement the work which they are doing in class. Beyond the classroom, they will also develop their artistic interests by attending lectures and seminars on Art and related topics, as well as furthering their knowledge by reading articles, exhibition reviews and publications related to their chosen areas of interest. In addition, many students arrange summer holiday courses to advance their specialist areas of study at selected universities and Art Schools. Mrs Kimberley Appleyard Pallot – Director of Art [email protected] ‘Alien’ By Clara Wade

32 St Mary’s Calne Sixth Form Arts and Media MUSIC Aims of the Course Course Content • To engage actively in the process of music study. E DEXCEL A LEVEL MUSIC • To develop performing skills to demonstrate an Component Overview Value understanding of musical elements, style, sense of continuity, interpretation and expression. Component 1 8 minutes’ performance 30% • To develop composing skills to demonstrate the Performing Solo or ensemble 30% manipulation of musical ideas and the use of musical 40% devices and conventions. Component 2 2 compositions • To develop as effective, independent learners and as Composing critical and reflective thinkers with enquiring minds. 120-minute exam • To reflect critically and make personal judgements on Component 3 relating to set works their own and others’ music. Appraising and wider study • To engage with, and extend appreciation of, the diverse heritage of music in order to promote personal, social, intellectual and cultural development. What makes a good A Level Music student? A successful student should have achieved at least Grade 6 performance standard for A Level. ABRSM Grade 5 theory and GCSE music are both highly advisable for all candidates. Girls will be self-motivated, demonstrating regular progress in their chosen instruments/voice. They will also be a leading member of instrumental and/or vocal ensembles relevant to their chosen instrument. Regular performance participation in concerts is also seen as being key to success. A student who is immersed in the subject may also wish to direct her own ensemble and write or arrange music for a variety of ensembles. In other areas, girls will want to demonstrate their commitment to the subject by widening their knowledge of repertoires by regularly attending some of the many excellent professional concerts held at venues in Bath, Bristol and London. There is also much wider reading to be done and a list can be obtained from the Director of Music. Mrs Rebecca Cavill – Director of Music [email protected]

33 St Mary’s Calne Sixth Form Arts and Media Area of Study Set Works Vocal Music • J S Bach, Cantata, Ein feste Burg, BWV 80: Movements 1, 2, 8 • Mozart, The Magic Flute: Excerpts from Act I no. 4 (Queen of the Night), 5 (Quintet) • Vaughan Williams, On Wenlock Edge: Nos. 1, 3 and 5 (On Wenlock Edge, Is my team ploughing? and Bredon Hill) Instrumental Music • Vivaldi, Concerto in D minor, Op. 3 No. 11 • Clara Wieck-Schumann, Piano Trio in G minor, Op. 17: Movement 1 • Berlioz, Symphonie Fantastique: Movement 1 Music for Film • Danny Elfman, Batman Returns: Main theme (Birth of a Penguin Part II), Birth of a Penguin Part I, Rise and fall from grace, and Batman vs the Circus • Rachel Portman, The Duchess: The Duchess and End titles, Mistake of your life, Six years later, and Never see your children again • Bernard Herrmann, Psycho: Prelude, The City, Marion, The Murder (Shower Scene), The Toys, The Cellar, Discovery, Finale Popular Music and Jazz • Courtney Pine, Back in the Day: Inner State (of mind), Lady Day and (John Coltrane), and Love and Affection • Kate Bush, Hounds of Love: Cloudbusting, And Dream of Sheep, and Under Ice • B eatles, Revolver: Eleanor Rigby, Here, There and Everywhere, I Want to Tell You, and Tomorrow Never Knows Fusions • Debussy, Estampes: Nos. 1 and 2 (Pagodes and La soirée dans Grenade) New Directions • Familia Valera Miranda, Caña Quema: Alla vá candela and Se quema la chumbambà • Anoushka Shankar, Breathing Under Water: Burn, Breathing Under Water and Easy • Cage, Three Dances for two prepared pianos: No. 1 • Kaija Saariaho, Petals for Violoncello and Live Electronics • Stravinsky, The Rite of Spring: Introduction, The Augurs of Spring, and Ritual of Abduction

34 St Mary’s Calne Sixth Form Classical Civilisation, History, History of Art and Philosophy CLASSICAL CIVILISATION, HISTORY, HISTORY OF ART AND PHILOSOPHY “The farther backward you can look, the farther forward you are likely to see.” (Winston Churchill)

35 St Mary’s Calne Sixth Form Classical Civilisation, History, History of Art and Philosophy

36 St Mary’s Calne Sixth Form Classical Civilisation, History, History of Art and Philosophy CLASSICAL CIVILISATION Aims of the Course Assessment • To give students the opportunity to study elements All units are tested by written examination. You do not of the history, literature, philosophy, politics, have to have studied for a GCSE in a Classical Subject religion, and social history of the Classical world. to choose Classical Civilisation A Level, and it may This is done by reading literature in translation appeal to those who wish to begin something new. If and by looking at material evidence and, you are interested in ancient societies or if you enjoyed wherever possible, we visit museums and attend the background parts of your Latin studies earlier in performances of Greek plays to reinforce our the school; if you like mythology or Drama, this course studies and take trips to classical sites abroad. could be for you. It goes well with English, History of Art, Theatre Studies, History and Art, but could provide • To develop awareness of the similarities and a contrast with scientific subjects as well. It really goes differences between the Classical World and well with anything and girls in the past have regularly later times, and thus to gain a sensitivity to past combined it with arts subjects, the sciences and the societies whose spiritual, cultural and moral values creative subjects. and priorities contrast with those of the modern western world. At university, there are many courses for those who wish to take their classical studies further, such as • To teach students to research into and evaluate Classical Studies, Ancient History, Ancient and Modern evidence, and to develop critical skills and History, Archaeology, and Mediterranean Studies, as responses when confronted by different types of well as options in English, Drama, History and History literature and evidence. of Art courses. There is a new Classical History and Civilisation course at Oxford. Classics is definitely a Course Content growing subject and is highly regarded for the variety of disciplines it offers. We currently have several ‘old A Level Classical Civilisation girls’ studying Ancient History, Archaeology, and (New specification from September 2017) Classical Studies at university. Paper 1: The World of the Hero Graduates of such subjects have the same range of (focus on Homer’s Iliad and Vergil’s Aeneid) career opportunities as all graduates of arts subjects, 40% - 2 hours 20 minutes from business to law, the arts to journalism. Paper 2: Culture and the Arts Each year a trip is arranged to a place of Classical (focus on Greek theatre) interest. The cost is usually in the region of £650. 30% - 1 hour 45 minutes The girls are encouraged to attend to develop their knowledge and interest, but it is not compulsory. Paper 3: Beliefs and Ideas (focus on Greek religion) In the Sixth Form we encourage girls to buy their own 30% - 1 hour 45 minutes. books so that they can annotate them. These will include set texts and dictionaries (if needed). The cost should not exceed £100 and may well be less.

37 St Mary’s Calne Sixth Form Classical Civilisation, History, History of Art and Philosophy What makes a good A Level Classical “The trips in the Civilisation student? Sixth Form are The most successful students in this subject area are amazing. They are those who wish to develop their interest in the ancient exciting, interesting world. There are no specific requirements other than to engage in class and to follow up the lessons with and culturally keen independent study. This may be an extension enriching and of the work covered in class or a personal research they develop our topic. Wider reading will also be encouraged through understanding of a specific reading list and it is really helpful if girls can what we study attend the theatre to see Classical plays; visit museums and exhibitions and take up opportunities to see in class.” classical sites at home and abroad. This gives a much wider appreciation of the culture which underpins the (Aisha and Theodora) texts they are reading. Mrs Elizabeth Rothwell – Head of Classics [email protected]

38 St Mary’s Calne Sixth Form Classical Civilisation, History, History of Art and Philosophy HISTORY Aims of the Course • To excite and challenge girls in the study of History - a LVI Form - A utocracy, Reform and Revolution: Russia, subject rated by Cambridge University as one of the 1855-1917 most respected A Levels. This course examines the role of the • To study a variety of historical periods in order to Tsar and both attempts at reform under foster awareness and understanding of societies, Alexander II and the resulting backlash of significant events and individuals. repression under Alexander III. The year finishes with the failure of Tsar Nicholas II • To develop the skills of analysis, critical thinking and the Bolshevik takeover of power. and synthesis whilst encouraging tolerance and appreciation of different viewpoints. UVI Form - The Soviet Union, 1917-1964 Here the girls look at the implications of the • To understand the nature of historical evidence and Bolshevik takeover of power and the ensuing methods used by historians to analyse and evaluate it. Civil War. We study the rise of Stalin and the repressive nature of his rule, before finishing • To be able to express ideas confidently and effectively with the role played by Khrushchev as leader through debate and argument. of the USSR until 1964. Course Content Unit 2: Depth Study Religious Conflict and the Break with Rome The girls will study two periods of History and complete This unit provides the opportunity to study a period of an individual Non-Examined Assessment (coursework) major change in depth, focusing on key ideas, events from a choice of two in the final year. The girls will also and developments. be taking two examinations at the end of the UVI Form for a full A Level. The focus of the depth study is on historical knowledge, understanding and source analysis. Unit 1: Breadth Study Tsarist and Communist Russia This option allows students to study, in breadth, issues LVI Form - The Break with Rome; c1529-1547 of change, continuity, cause and consequence in this In this course the girls will have the period through the following key questions: opportunity to study the motivation for • How was Russia governed during this period? change, looking at the role played by • How effective was opposition? the church and calls for reform from • How and in what ways did the economy develop and Humanists. We continue by studying Henry VIII and his failure to obtain a divorce. change? The year ends with the dissolution of the • What was the extent of social change? Monasteries and the impact this had upon • How important were ideas and ideology? politics, religion and society. • How important was the role of key individuals and groups and how were they affected by developments? The focus of the breadth study is on historical knowledge, understanding and interpretation of historians’ views.

39 St Mary’s Calne Sixth Form Classical Civilisation, History, History of Art and Philosophy UVI Form - The Establishment of the Church of England: broaden Science A Level studies to include a humanities 1547-1570 subject. Its academic rigour and intellectual flexibility enables those who have studied it to go on to careers in In the second year of study, the girls will many spheres; for example, law, journalism, finance and look at both the rise of the Protestant Church administration. under Henry VIII and Edward VI, as well as the restoration of Catholicism under Mary I. It is recommended that students considering this course We finish with the role played by Elizabeth I should have taken the GCSE History course which in establishing the Church of England. provides a good foundation for A Level History. Whilst the school supplies some books, girls are expected to Unit 3: Non-Examined Assessment buy books for the Tudor and Russian History courses The girls will have a brief introductory course at the end which currently cost in the region of £80. In addition to of the LVI Form on two topics before they choose which this, depending on the topic they choose for the NEA, side to focus on for the NEA (coursework). They will the students may need to purchase books on the topic, then research their chosen topic and write an extended though the library is well stocked with academic books piece of work which will be handed in during the UVI available to all girls. Form year. This unit offers an exciting opportunity for girls which will foster their independent learning skills and What makes a good A Level History student? prepare them for the demands of undergraduate study. History offers the opportunity to learn independently The girls can choose to focus on either: - not only through reading - but through group tasks Imperial Spain 1479-1598 or Crisis in the Middle East: The and presentations where leadership and team skills are Arab-Israeli Conflict 1914-2004. developed. A successful History student would be keen to research both for all her written work and lessons which Assessment can include presentations for her peers. She should be able to read widely around the subject, using reading lists which A Level Examined work are provided or finding books independently. She should be This will be sat at the end of the UVI Form. keen to investigate essay topics through extensive individual study. She should be interested in exploring the differing Unit 1: 2½ hour paper worth 40% of the whole A Level interpretations of historians on key debates and be willing Unit 2: 2½ hour paper worth 40% of the whole A Level to offer ideas and arguments in discussion. Any student Unit 3: Non-Examined Assessment worth 20% of the intending to read the subject at university should also arrange to go in her own time to lectures and exhibitions whole A Level. This will be submitted before which extend her understanding of History and challenge the examination period. her thinking. She should also be interested in developments in History highlighted in the media. History combines well with many other A Level subjects such as English, Religious Studies, Politics and Modern Mrs Samantha Handy - Head of History and Politics Languages, which would support any university [email protected] application in these subjects. Equally, it can be combined with Mathematics for those considering Social Science at university. It will also appeal to students who want to

40 St Mary’s Calne Sixth Form Classical Civilisation, History, History of Art and Philosophy HISTORY OF ART Aims of the Course Course Content • To develop students’ historical, theoretical and critical One of the main aims of the course is to enable understanding of painting, sculpture and architecture. students to research and investigate art through Students will be expected to engage actively and first-hand experiences. An annual study trip to either independently with all three forms of artistic Florence or Paris will form the lynchpin of the expression which they will research and investigate A Level, and trips in both the UVI and LVI Form will partly through first-hand experience. be of immediate relevance to all that is studied over the two years and examined at the end. The scope of • To facilitate the understanding of the relationship the course is broad and a range of case studies will between society, culture, technology, politics and art. be examined in order to provide the in-depth and Students will develop a profound grasp of the ways contextual knowledge of a variety of key movements, in which art has been used and interpreted by past periods, themes and types of art represented by and present societies. This historical perspective will influential artists. This focus on historical change and foster awareness of the contributing factors that shape the examination of the inter-relationship between artistic production and students will become familiar movements and periods will also depend on the with the art historical terms, concepts and issues on exploration of art historical terms and concepts via which such exploration depends. the study of prescribed critical texts. There will also be an opportunity to examine the ways in which • To understand how visual language is used by exhibition and gallery curatorship has influenced the artists to communicate ideas. This necessitates reception of works of art. the acquisition of the hermeneutic skills used to analyse and interpret both the formal features and Crucial to all aspects of the course will be the formal iconography of art objects and buildings. analysis of the visual properties of painting, sculpture and architecture as well as the materials, techniques • To learn, with the help of technical vocabulary unique and processes involved in their production. The to the discipline of History of Art, how to make critical relationship between the form, style and function of judgements about art whilst also learning how to painting, sculpture and architecture will also contribute substantiate their structured arguments with evidence. to such analysis as a tool for rigorous interpretation. • To develop awareness and understanding of Global Over the two years, students will focus on the in-depth Art and Architecture and its comparative relationship and contextual study of two contrasting periods: with the Western Tradition. Italian Renaissance 1420-1520 and Modernism 1900 - 1939, alongside the rigorous study of two themes: Nature and Identities, which will connect art to societal, cultural, political, technological and religious phenomena. All four units will involve the study of critical texts.

41 St Mary’s Calne Sixth Form Classical Civilisation, History, History of Art and Philosophy Assessment There is no practical element to History of Art and students will be assessed in the form of written essays under examination conditions. Part of this extended written response will include the testing of the ability to apply knowledge and art historical understanding to the analysis of unseen works of art. Course work does not form part of the assessment. What makes a good A Level History of Art student? It is not necessary to possess practical skills in art and design to flourish in History of Art: what is more important is the ability to respond to painting, sculpture and architecture with visual empathy and intellectual curiosity. However, a strong sense of the past is required and previous study of History at GCSE can certainly be an advantage. Success is dependent upon a keenness to visit museums and galleries independently and to keep abreast of current exhibitions, relevant news items and documentaries. A willingness to read widely and a desire to travel whilst expanding broader cultural and historical knowledge will also prove enormously beneficial. For those interested in any aspect of the visual, whether it is the restoration of historic buildings or fashion, film and advertising, History of Art offers new and exciting opportunities combined with academic challenge. Dr Penelope Wickson – Head of History of Art [email protected]

42 St Mary’s Calne Sixth Form Classical Civilisation, History, History of Art and Philosophy RELIGIOUS STUDIES (RELIGION, PHILOSOPHY AND ETHICS) Aims of the Course • To develop an interest in and an enthusiasm for a Theme 3: Exploring significant social and historical rigorous study of religion and philosophy. developments in religious thought • To stimulate enquiry and to develop understanding of This will allow pupils to consider attitudes philosophy and theology. towards wealth, migration, feminism; the challenges from secularism, pluralism and • To develop the academic discipline of a critical and modern science. analytical approach to philosophical and textual study. Theme 4: E xploring religious practices that shape • To develop skills in presenting a clear, balanced, religious identity reasoned and persuasive argument. P upils will investigate religious diversity • To appreciate the range of different answers offered by demonstrated in baptism, Eucharist and philosophers and theologians to the ‘big’ questions in Christian festivals. They will explore how life, eg Is there a God? Do we have free will? How do I religious identity derives from the Ecumenical know what is right and what is wrong? Is God male? movement, religious experience and Christian responses to poverty and injustice. Course Content Component 2: Philosophy of Religion; 4 themes The Eduqas Religious Studies A Level specification Theme 1: Arguments for the existence of God has three components: A study of religion, which is Pupils will learn a range of arguments and Christianity; Philosophy of Religion and Religious Ethics. These are taught over two years by three how to evaluate them in the light of recent experienced teachers. philosophical enquiry. Component 1: A Study of Christianity; 4 themes Theme 2: Challenges to religious belief P upils will explore the ‘problem of evil’ Theme 1: E xploring religious figures and sacred texts Pupils will explore through a study of set texts, and evaluate religious and non-religious responses. The contributions of Freud Jesus’ birth and resurrection; different views and Jung will be considered as well as the of Jesus and the early church; the Bible as a challenge of New Atheism. source of wisdom and authority in worship and daily life. Theme 3: Religious experience P upils will explore and evaluate different types Theme 2: Exploring religious concepts and religious life Pupils will investigate various issues relating of experiences including visions and miracles. to the nature of God, sacraments and the Theme 4: Religious language atonement; the concept of Just War in the Is it possible to talk meaningfully about light of key moral principles. God? Pupils will explore different theories and concepts relating to this key question. Philosophers studied will include Aquinas, Ramsey, Tillich and Wittgenstein.

43 St Mary’s Calne Sixth Form Classical Civilisation, History, History of Art and Philosophy Component 3: Religion and Ethics; 4 themes Careers Theme 1: Ethical language and thought Religious Studies provides an excellent foundation in a M oral absolutism and relativism will be variety of skills, eg analytical thinking and debating and introduces topics and thinkers which will re-occur in explored in depth as well other ethical many other spheres of learning. If you are considering approaches. any of the following courses, then this subject may be for you: Theology, Medicine, Politics, Psychology, Theme 2: Deontological Ethics Philosophy, Law, Sociology, Classics, History and A quinas’ Natural Law theory will be English. examined as well as Kant’s Moral theory – Whilst the school provides some materials, girls are not only in their traditional formation but expected to annotate their own copies of textbooks; as they have been developed by recent the likely cost will be in the region of £40. In addition, philosophers. Their application to medical if suitable conferences are available, we aim to take the ethics will be explored. girls on a trip once a year; the average cost in the past for a similar trip has been in the region of £30. Theme 3: Teleological Ethics Situation ethics and Utilitarianism will be What makes a good A Level RS student? explored and evaluated in depth. Their A successful student of our Religious Studies course relevance and application to homosexual must have the ability to cope with abstract concepts and polyamorous relationships and to and be able and willing to discuss these in written and animal experimentation and nuclear oral form. As the student discusses these philosophical weapons will be considered. concepts, positions, arguments and theories, she must be prepared to accept open-ended conclusions and be Theme 4: Free will and determinism willing to have her own preconceptions challenged. In Concepts of predestination, free will, the course of these discussions, it is vital that students be attentive and respectful of others’ differing views determinism and libertarianism will be and respond appropriately. A successful student must explored and evaluated in terms of their learn how to evaluate the strengths and weaknesses influence on moral decision making and of philosophical and ethical positions, arguments and religious belief. theories by thoughtfully considering them in discussion with others. Rev Marc Thomas – Head of Religious Studies and Critical Thinking [email protected]

44 St Mary’s Calne Sixth Form Languages and Literature LANGUAGES AND LITERATURE “A word after a word after a word is power.” (Margaret Attwood)

45 St Mary’s Calne Sixth Form “The beginning is always today.” (Mary Shelley)

46 St Mary’s Calne Sixth Form Languages and Literature ENGLISH LITERATURE The A Level English Literature course is designed to “I’m really looking enable students to appreciate the power of literary texts forward to writing my and to relish the study of them. coursework on a title Aims of the Course that I create.” • To develop an interest and enjoyment in literary (Kirsten) studies through reading widely, independently and critically. • To gain insight into the traditions, genres and development of English Literature. • To develop confident, independent and reflective readers of a range of texts. • To reflect on responses to texts, informed by other readers’ interpretations with an awareness of contexts in which texts were written. • To explore comparisons and connections between texts and to appreciate the significance of cultural and historical influences upon readers and writers. Course Content We follow the OCR English Literature course which comprises: • Shakespeare • Drama and Poetry Pre-1900 • Comparative and Contextual Study based on the topic of Gothic Literature • Non-Examined Assessment on Post -1900 and Post- 2000 Poetry, Prose and Drama. Eight core texts will be studied and candidates are expected to read extensively to develop their knowledge and understanding of Literature.

47 St Mary’s Calne Sixth Form Languages and Literature Assessment What makes a good A Level English Literature student? A Level: There are two examined components and A successful student of English Literature will embrace one coursework component. Paper 1 (40%) reading rather than finding it a chore. It is important to focuses on Drama and Poetry pre-1900. Paper explore viewpoints and issues raised in critical essays; 2 (40%), ‘Comparative and Contextual Study’, the introduction of literary criticism is a key aspect of includes an ‘unseen’ exercise. The coursework study at this stage.  In class, being prepared to consider (20%) requires a study of three texts across and challenge the views of others, whilst offering the genres of Poetry, Drama and Prose. Task one’s own insight, is often a sign of a reflective and one offers a choice between a critical analysis engaged student. and a re-creative piece with commentary. Task two focuses on connections and comparisons Ms Sophie Dunkin – Head of English between two texts. [email protected] A student who chooses this course should have a natural inclination towards literary study; enjoy reading widely; relish thinking for herself and discussing what she has read. This subject encourages creative thinking alongside the analysis of language and ideas. Critical awareness is crucial for Advanced Level study, as is the consideration of different readings. Students should be willing to make effective use of the library and other resources and be able to work independently within a structured framework. English Literature combines very well with many subjects, including History, Classics, Modern Foreign Languages, Theatre Studies, Philosophy and Ethics, Art, Music and History of Art. Whenever possible, we take students to enjoy stage adaptations of set texts. The average cost, in the recent past (including transport), has been £60. Students are expected to have their own copies of the set texts - the cost of which will be added to the school bill.

48 St Mary’s Calne Sixth Form Languages and Literature LATIN/ GREEK Aims of the Course All units are assessed by examination with no coursework. Set texts are tested by questions on passages asking for • To develop good translation skills from Latin/ factual and critical responses and Unseen Translation is Greek texts into idiomatic and fluent English and to from Latin/Greek to English. There is an option to do Prose encourage a sophisticated appreciation of language Composition at A Level or Prose Comprehension. in general. The main qualification for these subjects is a fascination • Through knowledge of Latin; to improve with the ancient world. Latin and/or Greek will also appeal understanding of English itself and to explain to those who enjoy analysing language closely, and the linguistic structures which help in learning other problem-solving aspects of unseen translation. The broad languages. range of subject matter may appeal to some. Study of Latin/ Greek goes well with English, Modern Languages and • To read literature in the original language from a History as a humanity option and, in contrast to scientific variety of authors, epic and lyric poets, historians, and mathematical subjects, as well as with Classical tragic and comic playwrights, philosophers, Civilisation and History of Art – in fact with every subject. politicians and lawyers. You can continue Classical subjects at university studying • To help pupils to analyse the works they read orally Classics, Latin, Classical Studies, Ancient History, and on paper, by discussing the cultural context in Archaeology, Mediterranean Studies, Linguistics, and which they were written and styles of expression. Philosophy. Classics graduates have some of the best rates of employment after university of any subject • Through reading, to give the pupils a broad graduates, according to a recent study. Employers knowledge of certain aspects of ancient society, its recognise the broad range of education and skills history, social life, politics, religions, drama and ideas. acquired by classicists. Among past pupils who studied Classics, there are those who are now: journalists, actors, • To encourage the pupils to compare and contrast a film director, lawyers, archaeologists, business and ancient societies with our own. administrative employees, a social worker, academics, teachers, a BBC sports producer, a museum curator, • To appreciate the place of ancient literature and computer programmers. The range is vast. In recent culture in the European tradition. years, girls have obtained places to read Classics at Oxford and Cambridge University and several more are Course Content and Assessment reading Classics-related subjects at other Russell Group universities. A Level Latin/ Greek (New specification from September 2016) Each year, a trip is arranged to a place of Classical interest. The cost is usually in the region of £650. Paper 1: Unseen Translation The girls are encouraged to attend to develop their 33% - 1 hour 45 minutes knowledge and interest but it is not compulsory. Paper 2: Prose Composition or Prose Comprehension 17% - 1 hour 15 minutes Paper 3: Prose Literature 25% - 2 hours Paper 4: Verse Literature 33% - 25% - 2 hours