SIXTH FORM PROSPECTUS
2018-2019
CONTENTS 01
03
Introducing The Sixth Form 05
The Sixth Form 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 24
University Courses 27
The Supra Curriculum 28
Course Directory Contents
36
Arts and Media 46
Classical Civilisation, History, History of Art 58
and Philosophy 74
Languages and Literature 86
Science and Mathematics 88
Social Sciences 90
Extended Project Qualification 102
Examination Boards 103
Enrichment Opportunities 104
Scholarships 106
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 Sixth Form Award, which we have launched this suit your own particular interests. We are committed
year, encompasses every aspect of Sixth Form life and to delivering a truly holistic education, and it is this
the girls will work towards achieving it throughout active participation in all areas of school life which gives
their 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 are looking forward to seeing all that in activities which take place outside the school. This
the girls accomplish as part of it. For visuals showing could be through Young Enterprise; our links with local
the Award strands and the potential activities, please universities or social and sporting visits to boys’ schools.
see page 2 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
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St Mary’s Calne Sixth Form
THE ST MARY’S CALNE 03
SIXTH FORM 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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St Mary’s Calne Sixth Form
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St Mary’s Calne Sixth Form
WELCOME FROM THE HEAD GIRL’S TEAM
Although moving into the Sixth Form might seem that there’s something for everyone. We are also
daunting at first, we believe that the friendly encouraged to take the initiative and start something
atmosphere, great support system and fantastic new ourselves – there are lots of clubs run by girls in
Boarding Houses at St Mary’s Calne create a unique the Sixth Form, such as Dissection Club and Debating
learning experience that helps to make the transition Society. Many of us enjoy volunteering at a local
into Sixth Form smooth and enjoyable. specialist school for children with autism, ADHD and
other learning difficulties, which is both a fun and
What’s boarding like? rewarding experience.
Our boarding system is horizontal, meaning we live in a
house with our whole year group, which allows strong Do you get to go on many school trips?
friendships to develop. Both Sixth Form Houses are Whatever subjects you enjoy and choose for A Level,
inter-connected to easily integrate the two years, helped there are lots of trips on offer to a diverse range of
by our UVI-LVI Form mentoring system and frequent places around the globe, which are a really fun way
weekend activities involving both year groups, such to expand our learning beyond the curriculum – the
as our barbecue at the start of the year. We each have Classicists have been to Pompeii, the Biologists to Costa
our own room and en suite bathroom, and very much Rica and the Artists to Berlin, to name but a few!
enjoy the spacious kitchens and common rooms on
each floor – the only downside to such luxury is that What’s the support system like?
university accommodation might come as a shock! The increased level of academic depth at A Level comes
with increased support: our small class sizes and six
What do you do on weekends? hours of contact time each week per subject allow
For the UVI Form, there are no formal lessons on for a strong focus on the individual and our personal
a Saturday, while the LVI Form benefit from the progress. Beyond the classroom, each evening at least
‘Motiv8’ programme, which includes Yoga, Cultivating two Academic Tutors are on duty in each house, which
Emotional Balance, Critical Thinking, and Extended are rotated throughout the week to ensure that everyone
Project Qualification (EPQ) lessons. These sessions has the opportunity to ask for help in their given subject,
provide the opportunity for individual research and outside of lesson time. More specifically, each girl is
group discussion, beyond the curriculum, helping us allocated an individual Tutor, relevant to their subject
to discover new interests and develop the skills that and university choices, whom they meet with each week
will be necessary when we make the transition to to discuss both academic and pastoral matters – they are
university. In the afternoon, some of us have sports always available for a chat should we need it. The same
matches and there are optional craft sessions put on in is true of our House Staff who are extremely willing and
house. For the UVI Form, the Sixth Form Bar is open able to deal with the highs and lows of Sixth Form life.
on Friday and Saturday evenings, where snacks, soft
drinks and alcohol are served. On Sunday, there is Do you feel prepared for university and life
always a number of different activities on offer, from after school?
shopping, cinema trips and socials, to bubble football We regularly get a taste of university life through our
and trampolining. Additionally, cooking supplies and Sixth Form Lecture Programme on Tuesday nights,
pamper packs are provided for those who prefer to stay as well as through frequent opportunities to cook for
and relax (or work!) in house. ourselves, such as during our Friday night Supper
Clubs. Many girls in the LVI Form enjoy taking part in
What extra-curricular activities do you have? in the Young Enterprise competition, where we design,
From Cookery, Foreign Film Club and Fencing to manufacture, promote and sell our own product –
Photography and Model United Nations, the large another very valuable experience for the future.
number of clubs and societies on offer means Head Girl’s Team
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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.
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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.
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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 newly
St Mary’s site whilst also being able to remain fully refurbished fitness suite and indoor swimming pool in
involved in all aspects of school life. Our horizontal your 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. The changes in learning style in the Sixth
lounges as well as the tutorial area provide you with the Form foster more independent studies with some
perfect environment in which you can learn to manage aspects becoming increasingly research focused. You
your work-life balance as you embark on your Sixth Form will have an initial library induction, following which the
studies. In the UVI Form you will move into the Helen librarians, Dr James and Mrs Fuller, will be very happy
Wright House and here you have your own dining area to help you hone your research skills, whatever your
with an individual Sixth Form menu for breakfast, break individual needs. They will take you through the range
and lunch. Our Sixth Form communal kitchens are fully of online resources available here at St Mary’s: from
equipped with a wide range of the latest gadgets and in Encyclopaedia Britannica to the journal articles available
the evenings you are able to hone your cookery skills as from JSTOR or EBSCO or The British Medical Journal,
you learn to cook for yourself. There is always the option of or help you explore the Arts with Digital Theatre and
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
The Sixth Form Bar in the UVI Form Boarding House is History Magazine. The librarians are always delighted to
open on a Friday and Saturday evening. It is an inclusive discuss newly published books, and like to keep abreast
and sociable space where the Sixth Form can come along of current reading, both fiction and non-fiction, to ensure
and relax with their friends. The bar is stocked with a wide those items available on the shelves reflect the reading
range of drinks and snacks and has developed into a popular appetite of the St Mary’s Calne community.
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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St Mary’s Calne Sixth Form
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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.
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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 of 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)
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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 and the recent focus of these
our UVI Formers gain places on competitive courses at has been leadership skills.
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.
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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. A sample
programme is outlined below:
Speaker Title of Lecture
The Resistible Rise of Donald Trump
Dr Adam Smith A Cultural Affair
Historian & Broadcaster The Science of Bubbles
Cybersecurity: keeping ahead of the bad guys
Vanessa Arelle Obstacles of a Successful Climate Agreement: Can We Avoid Disaster?
Art Collector & Entrepreneur An Interview with Charlotte Dujardin: The Girl on the Dancing Horse
On Top of the World
Dr Helen Czerski The Mystery of Henry VIII’s Will
Physicist, Oceanographer & Broadcaster I Can and I Am
(S)Hamlet
Dr Miranda Mowbray
Data Scientist Aspire, Explore, Discovery
Professor Michael Finus
Environmental Economist
Charlotte Dujardin CBE
British Dressage Rider
Tori James
Adventurer
Dr Suzannah Lipscomb
Historian & Broadcaster
James Shone
Charity Founder
Dr Paul Prescott
Associate Professor, English &
Comparative Literary Studies, Warwick
Dame Professor Carol Black
Principal Newnham College, Cambridge
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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.
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St Mary’s Calne Sixth Form
OUTREACH
St Mary’s has always been an outward-facing school
and our Sixth Formers are just the same, recognising
that they are part of both the local and global
community; they take their responsibilities as global
citizens seriously. The Sixth Form is a time for you to
develop a broader awareness and understanding of the
world around you and how you play a part in shaping
it. We hold the concept of service in high regard
and are deeply committed to helping you become
compassionate and resilient leaders; we believe that
you have the potential to bring about positive change.
Charity is at the heart of our Outreach Programme and,
as a Sixth Former, you can expect to play a significant
part in this, whether it be mentoring younger girls
within the school or helping to raise money for one of
the chosen school charities. It is our expectation that
in the UVI Form you will dedicate an hour a week to
giving back to the school community and beyond in
imaginative and collaborative ways. A large number of
our Sixth Form, for example, take part in a mentoring
programme with the local Springfields Academy and
run workshops at local primary schools.
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St Mary’s Calne Sixth Form
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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 Iceland.
Sport is an integral part of Sixth Form life and we do There are lacrosse tours to America, ski racing in Flaine
expect you to be active. Whatever your sporting ability, and Music tours to Poland, as well as expeditions both
we are confident that we offer something for everyone. within the UK and abroad. We could go on!
We have an extensive fixture list and the Sixth Form take
on significant leadership roles in both individual and The weekends in the Sixth Form are flexible and it is up
team sports. We aim to participate at the highest level and to you how you decide to use them. One thing you can
St Mary’s students enjoy competing whenever possible. be certain of is that you will never be bored! You are
We also offer a specific programme for the Sixth Form that able to organise your own transport for day trips to the
includes the use of our newly refurbished Sports Complex, local area and many girls enjoy exploring Bath, Bristol
indoor swimming pool, fitness suite and group exercise and Marlborough. There is also a Sixth Form weekend
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
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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)
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St Mary’s Calne Sixth Form
Farida Adewale, Head Girl, 2017-2018
What did you study at A Level and what are you going on to do
when you leave St Mary’s?
I studied Chemistry, Maths and French and also took an EPQ
in Chemistry/Ethics. I am going to study Chemistry at Lincoln
College, Oxford.
Is being in the Sixth Form very different to being in the
lower forms?
Yes, you get greater independence and are treated like a young
adult. Teachers trust us to work – we are not given set prep
times but left to our own private study. In the Sixth Form you
also get privileges such as breakfast and lunch in house. At
weekends, House Staff are very relaxed with us and trust us to
make our own arrangements, whether that might be going into
town or to the cinema. Leadership roles are also a key factor
in the Sixth Form – for example, I am Captain of the 1st Netball
Team. I really enjoy motivating the team and also making sure
that it’s not just about winning or losing – it’s about enjoying the
sport, teamwork and what we can learn from each match.
What will you miss the most?
Definitely my friends! I was at a day school before coming here.
At first, the boarding experience was a little overwhelming –
but I have made such close friends and we have grown up and
matured together like a family. I am sure we will keep in touch.
What is your most memorable experience?
For me, it has been the trips. The most recent trip to Paris was
the most fun. The accompanying staff were so helpful and
allowed us to explore Paris for ourselves. I loved being able
to practise my French and we also visited some of the filming
locations from the award-winning French film, The Intouchables,
which was fantastic.
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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
Extended Project Qualification, Mandarin,
Grade Requirements GCSE Computer Science, GCSE Geology, GCSE Italian,
It is expected that you will achieve a Grade 7 at GCSE in GCSE Photography, Advanced European Computer
the subjects that you wish to continue to A Level. Driving Licence, a MOOC (Massive Open Online
A Level Courses which you have not studied at GCSE Course) and AS Maths over two years.
have their own requirements which are outlined below:
Motiv8
New A Level Subjects We have a unique Saturday morning programme
Classical Civilisation - GCSE English at Grade 6 or for the LVI Form which focuses on providing girls
above. Economics - GCSE Maths and English at Grade 6 or with a range of life skills that will equip them for
above. Politics - GCSE English at Grade 6 or university and beyond. The programme is designed
above. History of Art - GCSE English at Grade 6 or above to motivate the girls and inspire them to look beyond
and either History/Geography/RS at Grade 6 or above. the curriculum and to conduct their own independent
Psychology - GCSE Maths, English and Biology at Grade 6 research. The eight key areas are: Careers,
or above. Community Service, Current Affairs, Critical Thinking,
Debating, Extended Project Qualification (EPQ), CEB
If you are joining us for Sixth Form from another school and Yoga, and Universities.
we require that you achieve at least six Grade 7s and
above at GCSE Level.
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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.
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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.
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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
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St Mary’s Calne Sixth Form
THE SUPRA CURRICULUM
Please find below a brief guide of each of the options basic Mandarin. There is also the opportunity to take the
available as part of our supra curriculum to help you HSK (Chinese Proficiency Test).
with your decision making:
GCSE Italian
Extended Project Qualification Italian GCSE will teach you all you need to know to
Is there a topic that you have always been interested in succeed in the GCSE exams (Listening, Reading, Writing
or inspired by but haven’t had the opportunity to explore and Speaking) – the content covered will be very similar
in detail? Are you looking for ways to demonstrate to the MFL IGCSE(s) you are currently studying (family,
your commitment to scholarship? Would you like to hobbies, home town, holidays, food and drink etc). We
undertake your own individual research project? If the use the Edexcel Italian GCSE. Because of the fast pace of
answer to any of the above is ‘yes’ then the EPQ is for the course we would strongly recommend that you only
you. It is an excellent way of demonstrating that you start Italian if you are already expecting to do well in
are a self-motivated student who is willing to go ‘above your current language. Please talk to Mrs Ross if you are
and beyond’ in order to develop your understanding unsure whether this would be a good option for you.
of a topic that appeals to you. The EPQ will allow
you to develop your research skills as you conduct a AS Level Maths
project from start to finish. The emphasis of the EPQ is If you are keen to study Maths but don’t wish to take
on the journey rather than the final outcome and you the full A Level, you can study AS Level Maths over
will develop a wide range of skills which will help you two years. This will be particularly helpful for certain
make a successful transition to undergraduate study. A Level and degree courses. We follow the Edexcel
You will have the opportunity to research widely, think specification.
critically, hone your time-management and reflect on the
challenges you encounter along the way. We follow the MOOCs
AQA specification. Massive Open Online Courses (MOOCs) offer
university-led courses without the need to complete
Mandarin a full programme of study and are becoming
The Chinese economy is becoming stronger and increasingly popular. If there is a topic or subject
stronger, and being able to speak and understand area that you are interested in exploring you may
Chinese will create a lot of job opportunities later on find a MOOC from the enormous number on offer
in life. China is one of the world’s oldest and richest throughout the year. MOOCs can offer students the
continuous cultures, at over 5000 years old. Mandarin opportunity to study high quality courses online
Chinese is the mother tongue of over 873 million people, with prestigious universities, often at no cost. They
making it the most widely spoken first language in are ideal for independent study and you can select
the world (one fifth of the planet speaks Chinese!). courses from any institution offering them. MOOCs
Mandarin will allow a glimpse into this fascinating world, do not lead to formal qualifications and there are no
and will enable you to understand and be understood in entry requirements. Video-based, they offer interaction
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St Mary’s Calne Sixth Form
either through peer review and group collaboration edge developments. Please talk to Mr Mason for more
or automated feedback through objective, online information.
assessments. They can be used to show commitment
to a subject before a university application and can be GCSE Geology
included in the personal statement, allow discussion at Research from ESTA (The Earth Science Teachers’
interview or can be added to a CV. Association) suggests that students who study Geology
perform better in STEM subjects than peers who don’t
Advanced ECDL study Geology, due to their increased exposure to
If you have completed the ECDL and want to develop scientific and mathematical concepts and problem-
your higher level computer skills or if you are already solving skills. We believe that GCSE Geology will give
a ‘power user’ the Advanced ECDL is the qualification students an added advantage when studying STEM
for you. It will allow you to use the advanced features subjects at A Level and lead to high attainment. GCSE
of software applications to enhance the quality Geology is suitable for students with a good Maths
of your work, improve productivity, demonstrate and Science ability who enjoy writing concise written
professionalism and save time in the creation and responses to questions – due to 50% being assessed on
production of complex documents. Each module can a computer-based examination and the other 50% being
be studied individually and is certificated. However, assessed synoptically in short-answer questions with an
completion of all five modules gains a BCS Level 3 ITQ exam resource. Geology offers students the opportunity
Certificate which is the equivalent of an A Level. The to study an exciting new subject, with a wide range of
course modules include: topics that encompass all three ‘core’ Sciences, and the
• word processing using MS Word 2010 Advanced opportunity to participate in fieldwork with all of the
• spreadsheets using MS Excel 2010 Advanced unique benefits that this brings.
• database using MS Access 2010 Advanced
• presentation using MS Power Point 2010 Advanced GCSE Photography
• improving productivity using IT skills. If you wish to keep developing your creative talents
outside of Fine Art, then Photography GCSE may be the
GCSE Computer Science thing for you. This is a new course running for the first
Due to the breadth of optional subjects, you may not time this year and we are likely to be taking the WJEC
have opted for Computer Science at GCSE. Through specification, which has an emphasis on creativity, risk
the Supra Curriculum there is still the chance to take taking and technical and analytical skills. Photography
it. It would be a perfect partner if you are studying supports students who wish to develop their critical
Maths and Science A Levels as the skills and knowledge thinking and problem solving, applicable to university
learnt on the course will be hugely advantageous if you and future careers in or out of the arts. Photography
are considering a related degree. The advancements may offer a highly creative and hands-on alternative
in Maths and Science subjects is being facilitated by to other subjects you may be studying at A Level. The
computer modelling and analysis to speed up cutting- course is delivered over two years.
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St Mary’s Calne Sixth Form
27
St Mary’s Calne Sixth Form
COURSE DIRECTORY
Arts and Media 28 Extended Project Qualification 86
Drama and Theatre 30
Fine Art 32 Examination Boards 88
Music 34
Enrichment Opportunities 90
Classical Civilisation, History, History of Art 36
and Philosophy 38 Critical Thinking 92
Classical Civilisation 40
History 42 Debating 92
History of Art 44
Religious Studies Financial Capability 93
46
Languages and Literature 48 Cultivating Emotional Balance 94
English Literature 50
Latin/Greek 52 Model United Nations Society 95
Modern Languages
58 Personal Development and Wellbeing 95
Science and Mathematics 60
Biology 62 Physical Education, Sport, Exercise and Wellbeing .. 96
Chemistry 64
Computer Science 66 RADA 98
Physical Education (Sports Science) 70
Mathematics 70 Science Journal Club 98
Further Mathematics 72
Physics The Duke of Edinburgh’s Award 100
74
Social Sciences 76 Young Enterprise 101
Economics 78
Geography 80
Politics 84
Psychology
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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)
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St Mary’s Calne Sixth Form
Arts and Media
30
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.
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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
• Collaboration and team work
• Research 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
(maternity cover)
[email protected]
“Drama is life with the
dull bits cut out.”
(Alfred Hitchcock)
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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 a studio fee cost of £90
• To develop investigative, analytical, experimental, towards materials, in addition to having the opportunity to
practical, technical and expressive skills, aesthetic attend a residential trip during the course. Gallery cultural
understanding and critical judgement. visits are a standard feature and several will take place
during the course. It is expected that the student will
• To foster independence of mind in developing, engage in cultural and gallery visits of their own accord in
refining and communicating their own ideas, their their own time, during holidays for example.
own intentions and their own personal outcomes.
Assessment
• To provide an experience of working with a broad
range of media. In the Summer Term (usually two weeks before Half
Term), students mount an exhibition of the work
Course Content completed in both components. This is marked by
members of the Art Staff in school and then moderated
The A Level course is taken over two years, with by a visiting examiner.
the first year providing an important stepping stone • Personal Investigation: 60% which includes a written
from GCSE. There is an opportunity to explore a
wide range of skills and concepts in Art focusing on ‘Related Personal Study’ element
modern and contemporary artistic practices. There • Set Task: 40%
are two internally set and assessed projects which will
allow the individual to explore and develop their own The Sixth Form course at St Mary’s is a logical
studio practice. In the Summer Term of the LVI Form continuation from GCSE and girls will have the
they will choose an area for more detailed exploration opportunity to explore and develop their skills in Painting,
in UVI Form. They will also submit a visual essay of a Printmaking, Sculpture, Textiles, Ceramics, Photography
minimum one thousand words on an Art topic relating and Digital Media. Students who have been successful
to their own practice. This personal investigation in the Fifth Form will easily adapt to the Sixth Form
will conclude in the Autumn Term. In February, the course. Confidence in drawing is essential and to develop
controlled assignment is set and then culminates in this skill further, Life Drawing will take place outside of
a 15-hour exam in May. lesson times once a week, in addition to an optional
Contemporary Art Lecture during the Autumn Term.
Regular time spent working in the studios in the evenings
and weekends is the expectation.
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
included Fine Art, Illustration, Graphic Design and
Architecture at Art Schools - such as Central Saint
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St Mary’s Calne Sixth Form
Arts and Media
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 Pallot – Director of Art
[email protected]
By Lucy Bradley
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St Mary’s Calne Sixth Form
Arts and Media
MUSIC
Aims of the Course Course Content
• To actively engage in the process of music study. E DEXCEL AS 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 6 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. 90-minute exam relating
• To reflect critically and make personal judgements on Component 3 to set works and wider
their own and others’ music. Appraising 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? EDEXCEL A LEVEL MUSIC
A successful student should have achieved at Component Overview Value
least Grade 6 performance standard for A Level.
ABRSM Grade 5 theory and GCSE music are both Component 1 8 minutes’ performance 30%
highly advisable for all candidates. Girls will be Performing Solo or ensemble 30%
self-motivated, demonstrating regular progress in 40%
their chosen instruments/voice. There will also be Component 2 2 compositions
a leading member of instrumental and/or vocal Composing
ensembles relevant to their chosen instrument. Regular 120-minute exam
performance participation in concerts is also seen as Component 3 relating to set works
being a key to success. A student who is immersed in Appraising and wider study
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]
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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)
• V aughan 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
• Beatles, 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
NB the set works marked with an * are studied at AS Level.
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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)
37
St Mary’s Calne Sixth Form
Classical Civilisation, History, History of Art and Philosophy
38
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.
39
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]
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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 - Autocracy, 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.
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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
42
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-
Art and Architecture and its comparative relationship depth and contextual study of two contrasting
with the Western Tradition. periods alongside the rigorous study of two themes
which will connect art to societal, cultural, political,
technological and religious phenomena. All four units
will involve the study of critical texts.
43
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]
44
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: E xploring significant social and historical
rigorous study of religion and philosophy. developments in religious thought
• To stimulate enquiry and to develop understanding of T his 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: Exploring religious practices that shape
• To develop skills in presenting a clear, balanced, religious identity
reasoned and persuasive argument.
Pupils will investigate religious diversity
• To appreciate the range of different answers offered demonstrated in baptism, Eucharist and
by philosophers and theologians to the ‘big’ questions Christian festivals. They will explore how
in life, eg Is there a God? Is there life after death? Do religious identity derives from the Ecumenical
we have free will? How do I know what is right and movement, religious experience and Christian
what is wrong? 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 P upils 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
Pupils will explore the ‘problem of evil’
Theme 1: Exploring 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
Pupils will explore and evaluate different types
Theme 2: Exploring religious concepts and religious life
P upils 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.
45
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 Philosophy and
Ethics may be for you: Theology, Medicine, Politics,
Theme 2: Deontological Ethics Psychology, Philosophy, Law, Sociology, Classics,
Aquinas’ Natural Law theory will be History and 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 Philosophy
relevance and application to homosexual and Ethics course must have the ability to cope with
and polyamorous relationships and to abstract concepts and be able and willing to discuss
animal experimentation and nuclear these in written and oral form. As the student discusses
weapons will be considered. these philosophical concepts, positions, arguments
and theories, she must be prepared to accept open-
Theme 4: Free will and determinism ended conclusions and be willing to have her own
C oncepts of predestination, free will, preconceptions challenged. In the course of these
discussions, it is vital that students be attentive and
determinism and libertarianism will be respectful of others’ differing views and respond
explored and evaluated in terms of their appropriately. A successful student must learn how to
influence on moral decision making and evaluate the strengths and weaknesses of philosophical
religious belief. positions, arguments and theories by thoughtfully
considering them in discussion with others.
Rev Marc Thomas – Head of Religious Studies and
Critical Thinking
[email protected]
46
St Mary’s Calne Sixth Form
Languages and Literature
LANGUAGES AND
LITERATURE
“The pen is mightier than
the sword.”
(Edward George Bulwer-Lytton)
47
St Mary’s Calne Sixth Form
48
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 enjoy 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.
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