St Mary Calne Prospectus 2016_Single Page

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St Mary’s Calne Sixth Form
Languages and Literature

• L’extrême droite • Los festivales y las tradiciones
L a montée du Front National; les leaders du Front L os festivales, las fiestas, las costumbres y las
National; l’opinion publique. tradiciones.

Theme 4: L’Occupation et la Résistance Theme 3: La inmigración y la sociedad multicultural
Theme 4 is set in the context of France only. española
This theme covers political culture. Theme 3 is set in the context of Spain only.

• La France occupée • La inmigración históricamente y contemporáneamente
La collaboration; l’antisémitisme. Los orígenes de la inmigración; los musulmanes en
Al-Ándalus; la influencia de los inmigrantes del norte
• Le régime de Vichy de África y América Latina.
M aréchal Pétain et la Révolution nationale.
• La integración y el multiculturalismo
• La Résistance L os beneficios y los retos del multiculturalismo; las
J ean Moulin, Charles de Gaulle et les femmes de la actitudes hacia las comunidades de inmigrantes.
Résistance; la résistance des français.
Theme 4: L a dictadura franquista y la transición a la
New A Level Spanish Themes: democracia
Theme 1: La evolución de la sociedad española
Theme 4 is set in the context of Spain only.
Theme 1 is set in the context of Spain only. • La dictadura franquista
• El cambio en la estructura familiar
L a Guerra Civil y el ascenso de Franco, la vida
La evolución de las actitudes hacia el matrimonio, cotidiana bajo el franquismo: la opresión política, la
las relaciones y las familias. censura, las divisiones en la sociedad.
• El mundo laboral • El paso de la dictadura a la democracia
La vida laboral en España y las actitudes hacia el E l papel del Rey Juan Carlos en la transición; el
trabajo; las oportunidades de trabajo para los jóvenes; Gobierno de ySuárez; el impacto de ladictadura en la
la igualdad de género. sociedad actual.
• El impacto turístico en España
El impacto económico; las oportunidades que ofrece New A Level German Themes:
el turismo; el impacto socio-ambiental. Theme 1: Gesellschaftliche Entwicklung in Deutschland

Theme 2: La cultura política y artística en el mundo de T heme 1 is set in the context of Germany only.
habla española This theme covers social issues and trends.
Theme 2 is set in the context of Spanish- • Natur und Umwelt
speaking countries and communities. Umweltbewusstsein; Recycling; erneuerbare Energie;
nachhaltig leben.
• La música • Bildung
Los cambios y las tendencias; el impacto de la Bildungswesen und die Situation von Studenten;
música en la cultura contemporánea. Sitzenbleiben, Berufsausbildung.
• Die Welt der Arbeit
• Los medios de comunicación Das Arbeitsleben in Deutschland und die
L a televisión y las telenovelas: los medios de Arbeitsmoral; deutsche Geschäfte und Industrien.
comunicación escritos y en internet; el impacto en la
sociedad y la política.

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St Mary’s Calne Sixth Form
Languages and Literature

Theme 2: P olitische und künstlerische Kultur im • Ereignisse vor der Wiedervereinigung
deutschen Sprachraum Der Zusammenbruch des Kommunismus; der Fall
Theme 2 is set in the context of German- der Berliner Mauer.
speaking countries and communities. This
theme covers artistic culture (through music • Deutschland seit der Wiedervereinigung
and festivals and traditions) and political and Migrations von Ost nach West; Arbeitslosigkeit in
artistic culture (through media). der früheren DDR; Auswirkungen auf Schulen in
Deutschland.
• Musik
Wandel und Trends; Einfluss der Musik auf die Assessment
populäre Kultur.
The A Level course promotes the development of
• Die Medien linguistic competence and cultural awareness through
Fernsehen, Digital-, Print- und Onlinemedien; integrated skills, practised and tested largely in the
Einfluss auf Gesellschaft und Politik. target language.

• Die Rolle von Festen und Traditionen (For all three languages)
Feste, Feiern, Sitten, Traditionen.
Paper 1: Listening, Reading and Translation
Theme 3: Immigration und die deutsche multikulturelle (40% of the qualification)
Gesellschaft
Theme 3 is set in the context of Germany only. Written Examination: 2 hours
This theme covers social issues and trends. Translation from target language into English

• Die positive Auswirkung von Immigration Paper 2: Written Response to works and translation
B eitrag der Immigranten zur Wirtschaft und Kultur. (30% of the qualification)

• D ie Herausforderungen von Immigration und Written Examination: 2 hours and 40 minutes
Integration Translation from target language into English
Maßnahmen von Gemeinden und örtlichen
Gemeinschaften; Ausgrenzung und Entfremdung aus Paper 3: Speaking (30% of the qualification)
der Sicht von Immigranten. Internally conducted and externally assessed
Total assessment time: between 21-23 minutes,
• D ie staatliche und soziale Reaktion zur Immigration
Rechtsextremismus; politische Annäherung an which includes a single period of 5 minutes’
Gastarbeiter, Immigranten und Asylbewerber; die formal preparation time.
öffentliche Meinung. To include discussion on a theme chosen by
the examination board, and presentation of
Theme 4: Die Wiedervereinigung Deutschlands student’s Independent Research Project.
Theme 4 is set in the context of Germany
only. This theme covers political culture.

• Die Gesellschaft in der DDR vor der
Wiedervereinigung
Arbeit; Wohnungswesen; kommunistische Prinzipien;
das Verhältnis zum Westen.

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St Mary’s Calne Sixth Form
Languages and Literature

What makes a good A Level Modern
Languages student?

If you’re not sure about something, ask your teacher
to go over it again, or ask one of our conversation
teachers to help you. Never just leave it, and think
you’ll eventually get it – you are wasting precious
time. Take part in lessons – join in with discussions,
ask questions, answer questions. Research things for
yourself – when you are studying a particular topic,
go onto one of the recommended websites and see
what else you can find out. Download apps to your
phone/tablet and do the same. Actively seek to read
material in the language(s) that you are learning, for
example in magazines and on websites. Widen your
knowledge of French and La Francophonie, or Spain
and Hispanoamerica, or German and German speaking
countries – you do not have to research solely the
topics which you are currently studying. Watch the
news and films in the language you are studying; read
books; find a pen friend and, most importantly, go to
the country for a period of time - either to stay with a
family or to take part in work experience or to attend a
course. (We are happy to give you recommendations).
Take advantage of any opportunities that come your
way: Theatre trips; visits to Art Galleries, trips abroad;
pen friend schemes; debating competitions... Be open-
minded and be prepared to give everything a go.

Mrs Zoe Ross – Head of Modern Foreign
Languages
[email protected]

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St Mary’s Calne Sixth Form
Science and Mathematics

SCIENCE AND
MATHEMATICS

“Look up at the stars and
not down at your feet.
Try to make sense
of what you see, and
wonder about what
makes the universe exist.
Be curious.”

(Stephen Hawking)

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St Mary’s Calne Sixth Form

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St Mary’s Calne Sixth Form
Science and Mathematics

BIOLOGY

“Biology is truly a land of unlimited possibilities. What makes a good A Level Biology student?
We may expect it to give us the most surprising
information, and we cannot guess what answers it Biology nurtures an enquiring mind, with a curiosity
will return in a few dozen years….They may be of a and thirst for understanding. Students are expected to
kind which will blow away the whole of our artificial work hard, participating and engaging in discussions
structure of hypothesis”. and reading widely around the subject to develop
(Sigmund Freud, Beyond the Pleasure Principle, 1922) critical analysis skills. A keen biologist will develop
scientific explanations through the use of theories,
Aims of the Course models and ideas, posing scientific questions and
arguments. Experimental and investigative activities
• T o enthuse and inspire our students through exciting carried out using appropriate methodology will help
and inventive teaching and discussion. answer the questions posed, whilst detailed analysis
and evaluation may provide supporting evidence.
• To develop a life-long passion for Biology. Ethical issues are considered, alongside the role of the
• To develop an understanding of biological processes scientific community in validating new knowledge and
informing decision making.
and their importance to the health and wellbeing of
organisms and environments. As well as reading books from the reading list,
• To develop an understanding of how human students are encouraged to explore further resources
activities impact on natural resources. by signing up with the Wellcome Trust “Big Picture”,
and contributing to ‘Journal Club’. Interest in Biology
can be enhanced through participating in university
outreach days, such as those run by Bristol University
Biochemistry Department. A student aspiring to read
Medicine or Veterinary Medicine at university should
take part in the Medlink or Vetlink programmes run by
the University of Nottingham.

Mrs Jan McKernan – Head of Biology
[email protected]

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St Mary’s Calne Sixth Form
Science and Mathematics

The Course

The students will be studying the WJEC Eduqas GCE A Level in Biology (a two-year course).
In LVI Form, they study the following components:

Component 1 Basic biochemistry and cell organisation
Component 2 Biodiversity and physiology of body systems

In UVI Form, the students will be studying the following components (knowledge covered in LVI Form may be
assessed within any of the three components at A Level).

Component 1 Energy for life

Component 2 Continuity of life

Component 3 Requirements for life

Assessment overview: all content assessed in three written papers

Paper 1 Energy for life (2 hrs, 100 marks, 1/3 of qualification)

Paper 2 Continuity of life (2 hrs, 100 marks, 1/3 of qualification)
Paper 3 Requirements for life (2 hrs, 100 marks, 1/3 of qualification)

There is also a Practical Endorsement (assessment of practical competencies)
which is reported separately and does not contribute to the final grade.

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St Mary’s Calne Sixth Form
Science and Mathematics

CHEMISTRY

Aims of the Course What makes a good A Level Chemistry
student?
• To inspire – encouraging curiosity and making
students eager to learn through innovative teaching. A chemist needs to have an innate curiosity. Chemistry
underpins our understanding of the Universe and
• T o inform – developing each student’s knowledge and has made the greatest contribution to humankind of
understanding of the nature of matter and the world any subject because those who went before asked
around them. themselves “how does that work?”. A positive and
resilient attitude is essential for success, an important
• To challenge – providing students of all abilities with component of which is the ability to turn ‘getting it
appropriate opportunities to develop their practical wrong’ into a learning experience. All chemists require
and intellectual skills. a sound grounding in mathematics and students should
be confident in their ability to manipulate numbers.
Students are encouraged to read extensively and are Chemistry is a beautiful, expressive language, which at
provided with full resources enabling them to do so. its essence is the distillation of human knowledge into
The compulsory Sixth Form Journal Club develops symbols and equations.
critical thinking skills and a wider appreciation for
current issues and advances in the chemical, biological, Students should be eager to tackle a challenge or two,
physical and medical fields. curious about what they might learn and ready for
sustained hard work. With a positive outlook and a
Additional activities include evening lectures, day trips to strong work ethic anything is possible… even Chemistry!
industry and laboratory days at the University of Bristol.
Bristol ChemLabS is a UK Centre for Excellence in Mrs Caryn Harward– Head of Chemistry
Teaching and Learning and here the girls are challenged [email protected]
to think as scientists while gaining access to some of
the best undergraduate teaching laboratories in the
UK. There are also summer camps and a number of
residential courses based at British universities available,
and those girls considering applying for a Medical or
Veterinary Science university place are encouraged to
sign up for the Medlink or Vetlink courses run at the
University of Nottingham every December.

We encourage students to join the Royal Society of
Chemistry (RSC), which provides access to a wealth of
information and resources for potential chemists. Girls
can opt to take part in the RSC Chemistry Olympiad or
the Cambridge University Chemistry Challenge.

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St Mary’s Calne Sixth Form
Science and Mathematics

Course Content and Assessment

We follow the OCR specification.

Module 1: Development of Practical Skills in Chemistry
Module 2: Foundations in Chemistry
Module 3: Periodic Table and Energy
Module 4: Core Organic Chemistry
Module 5: Physical Chemistry and Transition Elements
Module 6: Organic Chemistry and Analysis
Assessment overview
Paper 1: Periodic Table, Elements and Physical Chemistry
Paper 2: Synthesis and Analytical Techniques
Paper 3: Unified Chemistry

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St Mary’s Calne Sixth Form
Science and Mathematics

COMPUTER SCIENCE ‘NEW COURSE FOR 2016’

Aims of the Course Course Content

An A Level in computing should encourage students: AQA Paper 1
• T o develop an understanding of, and the ability to This paper tests a student’s ability to program as well as
the theoretical knowledge of Computer Science from
apply, the fundamental principles and concepts the following topics:
of computer science, including abstraction, • fundamentals of programming
decomposition, logic, algorithms and data • fundamentals of data structures
representation. • theory of computation.
• To enhance the ability to analyse problems Assessment:
in computational terms through the practical A 2½ hour on-screen examination. 100 marks in total.
experience of solving such problems, including Worth 40% of the A Level.
writing programs; to do so, to enhance the capacity Questions:
for thinking creatively, innovatively, analytically, Students must complete a range of programming tasks
logically and critically. based on seen and unseen material.
• T o develop the capacity to see relationships between
different aspects of Computer Science. Paper 2
• T o develop mathematical skills (Boolean algebra; The paper tests a student’s ability to answer questions
comparison of complexity of algorithms; number on the following topics:
representations and bases) to a high standard. • fundamentals of data representation
• To develop the ability to articulate the individual • fundamentals of computer systems
(moral), social (ethical), legal and cultural • fundamentals of computer organisation and architecture
opportunities and risks of digital technology. • consequences of uses of computing
• software development
This is a new and exciting opportunity to study Computer • fundamentals of communication and networking.
Science at Advanced Level. The subject will sit well with Assessment:
Mathematics in particular and with the other Sciences. A 2½ hour examination. 100 marks in total. Worth 40%
of the A Level.
“Computer Science Questions:
is no more about Students must answer a range of short and extended
computers than answer questions.
astronomy is about
telescopes.” Non-exam assessment (NEA)
The NEA assesses a student’s ability to use the
(Edsger Dijkstra) knowledge and skills gained through the course to
solve a practical problem.
Assessment:
NEA project. 75 marks in total. Worth 20% of the A Level.
Students must produce a project that either meets
the needs of a particular end user or investigates a
particular aspect of how computers can be used to
explore solutions to problems.

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St Mary’s Calne Sixth Form
Science and Mathematics

Who should study Computer Science?

Students following this specification do not need
to have any prior knowledge of Computing or
of ICT. However, the new course will have an
increased mathematical component and so a
good mathematical ability is vital. The course is
not about learning to use tools or just training in
a programming language. Computational thinking
is a kind of reasoning used by both humans and
machines. Thinking computationally means using
abstraction and decomposition. The study of
computation is about what can be computed and
how to compute it. Computer Science involves
questions that have the potential to change how we
view the world.

After studying A Level Computer Science students
can go on to a career in medicine, law, business,
politics or any type of science and, of course,
Mathematics and Computer Science.

Mrs Anne Thornton - Director of IT
[email protected]

Mr Giles Mason - Teacher of Computer Science
[email protected]

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St Mary’s Calne Sixth Form
Science and Mathematics

MATHEMATICS/FURTHER MATHEMATICS

Aims of the Course Assessment

• T o develop an understanding of Mathematics and Mathematics is a subject which combines well with
mathematical processes - promoting confidence. Sciences, Humanities and Languages. Mathematicians
do it because it is there, and they enjoy it. If you are
• To develop the ability to reason logically, and to good at it, you can do a lot in quite a small space
recognise incorrect arguments. of time, which may make Further Mathematics an
attractive proposition. This extra A Level is certainly a
• T o appreciate the connections between different valuable commodity for anyone who wishes to study
aspects of the subject. Mathematics, Economics, Finance, Physical Sciences,
Engineering, Medicine, Veterinary Science or Computer
• To appreciate the ability of Mathematics to answer Science at university.
questions posed within the context of the ‘real world’.

• To find enjoyment from developing skills and
techniques and using them to solve problems.

Course Content Examinations

In Pure Mathematics, the main strands that are Course textbooks will be provided for all girls.
developed are those of algebraic structure, and the A scientific calculator will be needed for all
analysis of functions and graphs. Later comes the study mathematicians. We generally use Casio calculators
of three-dimensional geometry through vectors, and which cost in the region of £10 - £20. It is recommended
the methods of solution of differential equations. In (but not essential) that Further Mathematicians also
Further Mathematics, numerical methods, hyperbolic have a graphical calculator for the UVI Form which
functions, complex numbers, matrices and polar co- costs around £50. Please contact the Mathematics
ordinates are also studied. Department for advice on the choice of calculator.

In Mechanics, the laws of motion are developed and are
then used to solve problems involving bodies in motion.
Forces and friction are studied, considering systems in
equilibrium, and when equilibrium is broken.

The Probability and Statistics is based on sound
knowledge of the GCSE syllabus. Representation
of data is developed further and bivariate data is
considered quantitatively. Probability concepts lead to
the consideration of theoretical distributions and are
used in hypothesis testing.

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St Mary’s Calne Sixth Form
Science and Mathematics

What makes a good A Level Mathematics
student?

A student of Mathematics will do well if she enjoys
the process of problem solving and is prepared to
complete plenty of questions independently. Unlike
most other subjects, Mathematics does not require
much extra reading, as the course and its development
is very much based around the course textbooks.
Instead, the practising and mastery of various skills is
required. The course (and this is especially so with
Further Mathematics) is constructed in such a way
that the later modules build on the work completed
in previous ones – it is thus particularly important to
master the early topics. There is no getting away from
the fact that Mathematics is a challenging subject but
universities are aware of this and it is, therefore, one
which is highly valued by them.

Dr Stephen Drape – Head of Mathematics
[email protected]

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St Mary’s Calne Sixth Form
Science and Mathematics

PHYSICS

The A Level Physics course is designed to answer those The Options
questions about how the world works on both a macro • A strophysics (the study and interpretation of the
and a micro level. As in the words of Confucius, “I hear
and I forget. I see and I remember. I do and I understand”, universe).
the course is based on practical work and investigation. • Medical Physics (the application of physical principles
All girls who take the course will be expected to
participate in practical work and there will be a practical and techniques in medicine).
endorsement element to the final assessment. • Engineering Physics (the extension of core units by

Course Content considering applications in areas of engineering and
technology).
Girls studying Physics follow the AQA specification. • Turning Points in Physics (the appreciation, from
The AQA specification consists of seven core topics historical and conceptual viewpoints, the significance
with one optional topic. The optional topic is chosen of major paradigm shifts in Physics).
by the girls studying the course. In addition there are
12 practicals which are assessed over the two year Assessment
course which the girls need to pass in order to gain the
practical endorsement. Assessment of the course consists of three papers of 2
hours in length. Each paper will test a different section of
The Topics the specification and there will be a mixture of multiple
• P articles and Radiation: building on models of the choice, short and long questions.

atom studied previously, this topic introduces the idea Paper 1
of fundamental particles and wave-particle duality. 34% of final mark
• Waves: ideas touched on in IGCSE such as refraction • Particles and Radiation
and diffraction are looked at in more detail and dealt • Waves
with in a more mathematical way. • Mechanics and materials
• M echanics and Materials: forces, energy and • Electricity
momentum are revisited and situations with additional • Periodical motion
complexity are considered.
• E lectricity: analysis of d.c. circuits is continued along Paper 2
with a qualitative look at superconductivity. 34% of final mark
• Further Mechanics and Thermal Physics: earlier ideas Knowledge of Paper 1 topics plus
of forces and motion are applied to non-linear motion • Thermal Physics
along with ideas about ideal gases which were first • Fields and their Consequences
met at IGCSE. • Nuclear Physics
• Fields and their Consequences: ideas of gravitation,
electrostatics and magnetic field theory are developed Paper 3
building on earlier work on electromagnetism. 32% of final mark
• Nuclear Physics: radioactive decay studied before is • Practical skills
looked at in a quantitative way and Einstein’s equation • Data Analysis
E = mc2 is introduced. • Optional Topic

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St Mary’s Calne Sixth Form
Science and Mathematics

What makes a good A Level Physics “Studying Physics
student? at A Level is

Physicists typically have excellent numerical, practical challenging but
and analytical skills, which are valuable for any fun at the same
university course or career. The course is challenging time. You carry
and students should already be competent in both out lots of exciting
Physics and Mathematics, as well as being prepared to
work hard. experiments
that help you to
Students wishing to pursue Physics or Engineering at understand the
university are advised to include Physics, Mathematics concepts more
and Further Mathematics among their A Level subjects.
Career paths include Physics-based industries, such as clearly.”
medical imaging, aerospace, artificial intelligence and
satellite technology, but there are other industries where (Ziwen)
physicists play an important role, such as management,
meteorology, veterinary medicine, design and
broadcasting - to name but a few. An A Level in Physics
is also a respected and valuable qualification for many
non-scientific courses and careers as it demonstrates
an ability to reason at a high level and apply a variety of
techniques to solving problems.

A good A Level Physicist is curious about the world
around them and keen to apply techniques and models
learnt to new situations. They are strong problem solvers
and enjoy grappling with puzzles. They have an excellent
grasp of mathematics. They will be interested in keeping
up with the latest news from sources such as CERN, New
Scientist and the Sixty Symbols website. Our best A Level
Physicists will be keen to participate in the British Physics
Olympiad set by Oxford University in order to stretch their
understanding and problem solving skills.

Mrs Amanda Kingsland – Head of Physics
[email protected]

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St Mary’s Calne Sixth Form
Social Sciences

SOCIAL SCIENCES

“A creative economy is the
fuel of magnificence.”

(Ralph Waldo Emerson,1803-1882)

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St Mary’s Calne Sixth Form
Social Sciences

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St Mary’s Calne Sixth Form
Social Sciences

ECONOMICS

Economics is all around us and it dominates and Course Content and Assessment
shapes our daily lives, whether we are aware of it or
not. As economists, we are intrigued why people act We use the AQA specification and the girls cover
the way they do and we try to understand the decisions the following in the LVI Form:
that people make. We examine how all these little
decisions, made by individuals, add up to make huge The Operation of Markets and Market Failure:
changes in the world. We seek to understand the world Students discover how the market forces of demand
in order to be able to solve its problems. and supply determine which goods firms produce and
the prices at which they are sold. Students explore how
Aims of the Course a market system works; why it may fail and whether the
government should intervene.
• T o develop a secure understanding of a range of
economic ideas. The National Economy in a Global Context:
Students examine the key government targets of steady
• To explore how economic ideas can be used to economic growth; low unemployment; stable inflation
illuminate issues in everyday life. and healthy foreign trade. Students explore the policies
that governments use to meet these targets and the
• To solve economic problems by analysing a range of difficulty of meeting them all simultaneously.
possible solutions and evaluating their relative merits.
The A Level (which is a two-year course) consists
• T o develop a wide range of skills that will be a great of the following papers:
asset in a rapidly changing world.
Markets and Market Failure:
In addition to the content covered in the LVI Form,
students discover the economic principles underlying a
range of issues, including the growth of firms; the labour
market and the distribution of income. They analyse and
evaluate possible government responses to such issues.

The National and International Economy:
In addition to the content covered in the LVI Form,
students analyse and evaluate government policies and
macroeconomic performance in national, regional and
global contexts. They discuss how individual economies
are becoming increasingly interdependent through trade
and globalisation.

Economic Principles and Issues:
This unit integrates all the content of the A Level
course. Students will be expected to select appropriate
economic ideas and skills and use them to gain insight
into a particular case study.

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St Mary’s Calne Sixth Form
Social Sciences

What makes a successful Economics “Learning about how
student? the economy works
and linking it to my
The students who are most successful at Economics home country of
are those who have a keen interest in the world around Nigeria has helped
them; are stimulated by new ideas and have a natural me to understand it
curiosity to learn. They constantly seek to make better.”
connections to prior learning; to other subjects they are
studying and to current affairs. (Tomi)

They are prepared to think for themselves - students
who merely seek to recall and recite facts are likely to
struggle and lose interest, whereas those who challenge
assertion and strive to attain a conceptual understanding
will be amazed by the stunning insight, elegant solutions
and practical power of the subject.

Successful economists tend to be comfortable with
calculations and candidates will be assessed on the
quantitative skills applied in the context of economics.
This includes an understanding of ratios, fractions,
percentages, revenue and profit and other factors.
Students without at least Grade B in Mathematics
GCSE are likely to struggle with these calculations.
Furthermore, successful Economics students
demonstrate the ability to think logically and to explain
their reasoning clearly. Finally, to be successful in
Economics, the ability to write discussions in continuous
prose is essential.

Mr Mark Cleaver – Head of Economics
[email protected]

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St Mary’s Calne Sixth Form
Social Sciences

GEOGRAPHY

Aims of the Course

• T o acquire and apply knowledge and understanding Through the study of Physical systems (01) learners will
of physical and human processes; their interactions develop an understanding and appreciation of Landscape
and outcomes over space and time, through the Systems, contextualised through glaciated landscapes
study of places and environments. and Earth’s Life Support Systems, which encompasses the
water and carbon cycles vital to our planet.
• T o acquire and apply a range of geographical and
transferable skills necessary for the study of Geography. Learners will explore Human interactions (02) through
the study of Global Connections and the governance
• To develop an understanding of the of human rights or sovereignty on a global scale, and
interrelationships between people and their Changing Spaces; Making Places, which gives learners
environments and of the opportunities, challenges an insight into the nature of places and the fluidity of
and constraints that face people in different places their meanings and representations.
and environments.
Geographical debates (03) allows teachers and learners to
• To appreciate the dynamic nature of Geography: explore in depth disease and tectonic hazards, there are
how places, environments and issues change and debates to appeal to all with the implications on people
how people respond to these changes. and the environment being at the heart of this component.

• To understand how decisions are made concerning the The Investigative geography (04/05) component allows
use and management of resources and environments, learners to undertake an independent investigation
and understand the nature, significance and effects of linked to any aspect of the specification to satisfy their
peoples’ values and attitudes, including their own in intellectual curiosity. This component is designed to
relation to geographical issues and questions. encourage learners to deepen their knowledge and
understanding of their chosen topic whilst developing
• T o clarify and develop their own values and attitudes a number of geographical and study skills relevant
in relation to geographical issues and questions. to Higher Education or within the world of work.
The geography investigation will be based on studies
• To acquire a deeper understanding of the completed on a residential fieldtrip and this is likely to
connections between different aspects of Geography. be to Iceland in 2017.

Course Content The content is studied, as appropriate, at a variety of
scales from local to global and will be contextualised
The OCR A Level in Geography has been designed to through case studies and exemplars where appropriate.
give learners the knowledge, understanding and skills
necessary to become engaged global citizens. Through
the study of dynamic and contemporary content,
learners can understand and interact with issues which
affect people and places at a range of scales from local
to global – and all that is in-between.

Components within the OCR A Level in Geography will Geography education should encourage learners to
consist of: develop a sense of wonder about the world. Geography
• Physical systems (01) is potentially the most relevant subject for any learner
• Human interactions (02) in the 21st century and the OCR A Level in Geography
• Geographical debates (03) aims to drive a passion and love of this dynamic subject
• Investigative geography (04/05). through its exciting and engaging content.

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St Mary’s Calne Sixth Form
Social Sciences

Assessment What makes a good A Level Geography
student?
From September 2016, LVI Form A Level Geographers
will be following the new OCR A Level. This course was Geography is a subject which encompasses
selected by the department because it presents: both practical and non-practical elements. Good
geographers should be keen to explore both of
• exciting content studied through a choice of topics these modes of study beyond the classroom. Our
giving rich learning opportunities best students are avid readers of subject specific
publications, such as The Geographical, the
• c hoice of geographical debates to study giving learners Geography Review, and National Geographic. Articles
a deep understanding of the contemporary challenges therein are up-to-date, topical, and written in a manner
of the 21st century designed to engage young people. In addition, there
are also many online opportunities. The BBC and SKY
• opportunities for learners to gain vital geographical, News websites have downloadable apps which allow
fieldwork and life skills students to tailor updates to their own interests. On a
more specialised level, organisations such as NASA
• an independent investigation giving learners resilience have their own subscription services whereby students
in self-sufficient study can be alerted to major global events, often with
exciting imagery attached. Geography, as a subject,
• a simple assessment structure with clear and also opens up more practical experiences to its
progressive study pathways. students. Universities are increasingly keen on seeing
evidence of practical learning beyond the classroom
Content Overview Assessment Overview and there are many opportunities available for
proactive students. Often, students can arrange their
• Landscape Systems Physical Systems (01) own work experience in a geography-related industry,
• Earth’s Life Support 66 Marks such as town planning departments or architects’
22% of total A Level offices, but there are also many other organisations
Systems 1½ hour written paper offering excellent opportunities. The National Trust,
•Geographical Skills for example, offer work experience at most of their
sites, or students can volunteer over the summer on
• Changing Spaces; Human Interactions (02) conservation projects.
Making Places 66 Marks
22% of total A Level Mr Daniel Curran – Head of Geography
• Global Connections 1½ hour written paper [email protected]
• Geographical Skills

Optionally - Study 2 of 5 Geographical debates (03)
• Climate Change 108 Marks
• Disease Dilemmas 36% of total A Level
• Exploring Oceans 2½ hour written paper
• Future of Food
• Hazardous Earth
• Geographical Skills

• Independent Investigation Investigative Geography (04/05)
60 Marks
20% of total A Level
Non-examination assessment

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Social Sciences

GOVERNMENT AND POLITICS

Aims of the Course

• To develop knowledge and an informed advantages and disadvantages of the EU membership
understanding of contemporary political structures for the UK and EU responses to key European and
and issues in their historical context, both within the global issues.
United Kingdom (UK) and globally.
The United States
• T o develop a critical awareness of the changing Politics: Parties, elections, pressure groups and race
nature of politics and the relationships between relations.
political ideas, institutions and processes.
Government: The American Constitution, the
• To develop knowledge and an informed understanding Presidency, Congress and the Supreme Court.
of the influences and interests which have an impact
on decisions in government and politics. Assessment

• T o develop knowledge and an informed Students will sit their A Level Government and Politics
understanding of the rights and responsibilities of examinations at the end of the UVI Form. At the time of
individuals and groups. writing there are no specimen papers but the students
will need to:
• To develop the ability to critically analyse, interpret • be able to comprehend and interpret political
and evaluate political information to form arguments
and make judgments. information
• c ritically analyse and evaluate the areas of politics
• T o develop an interest in, and engagement with,
contemporary politics. studied in order to construct arguments and
explanations, leading to reasoned conclusions
Course Content • identify parallels, connections, similarities and
differences between aspects of the areas of politics
At the time of writing, no draft specifications were studied
available from any examination boards. However, it is • construct and communicate arguments and
likely that the course will cover the following topics: explanations with relevance, clarity and coherence,
using appropriate political vocabulary
The United Kingdom • m ake necessary connections between the areas of
Politics: An investigation into political participation and politics studied.
democracy: elections, political parties and pressure
groups of the UK. This course will appeal to someone who enjoys
debating current affairs and politics generally; who
Government: Considering the effectiveness of the likes engaging in a subject which affects daily life and
institutions of the government of the United Kingdom: someone who wants to study a subject which can be
Parliament, Cabinet, and the roles of the Prime Minister combined with a wide range of other subjects. Students
and the judiciary. preparing for A Level Government and Politics will
develop communication skills and be able to evaluate
The European Union different political ideas and systems. You will learn how
The origins and development of the EU, the aims and
institutions of the EU – the European Commission,
the European Parliament, debates over the EU, the

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Social Sciences

to analyse and question information. It will enhance
your critical abilities.

Government and Politics can be combined with almost
any other subject at A Level. It enables students to offer
a wider range of subjects for university entrance and
would support any university application. You do not
need to have studied any particular subject (such as
History) at GCSE in order to take this course; it is more
important that you should have a lively and enquiring
mind and an interest in current affairs.

What makes a good A Level Government
and Politics student?

Although it helps to have an interest in history -
particularly of Britain and in current affairs - a ‘good’
Government and Politics student is one who has
an interest in the society around them, as this is
the product of - and in turn, helps form - political
activity. Political ideas, ideologies and policies are
fundamentally simply different concepts of what a
good society should look like.

To help girls with their studies of politics, the library
has built up a wide stock of books and journals (most
pertinently The Economist and The Week), and these,
along with frequent browsing of the news and politics
sections of the BBC website, are the ideal means of
broadening knowledge and developing independent
ideas. For a prospective A Level student, the following
works on recent (ie post-war) British history are
particularly recommended: Andrew Marr’s A History of
Modern Britain and Richard Vinen’s Thatcher’s Britain.

Mrs Samantha Handy – Head of History,
Government and Politics
[email protected]

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Social Sciences

PSYCHOLOGY

Aims of the Course What makes a good A Level Psychology
student?
The chief aim of the course is to develop students’
interest in and enthusiasm for the study of psychology. A good student will seek to do the following: read
Other aims: widely eg popular psychology books in addition to
• To appreciate the scientific nature of psychology text books; explain and make the connection between
the psychology taught in lessons with newspaper
and to engage in contemporary debates through an articles and issues in current affairs; watch films
understanding of research. and documentaries linked to psychology; subscribe
• T o develop and demonstrate a deeper appreciation to the BPS Research Digest https://www.bps.org.
of the skills, knowledge and understanding of uk (sent fortnightly - free); read psychology articles
psychology. in publications and magazines; make and take
• To develop essential knowledge and understanding opportunities to work with different groups of people,
of different areas of the subject and how they relate eg helping on a summer camp for disabled children;
to each other. helping with riding for the disabled or becoming a
mentor for pupils at Springfields Academy, Calne.
Course Content
Mrs Ammy Davies-Potter – Head of Psychology
We follow the Edexcel specification and the content [email protected]
includes:
“We must learn
• Social, cognitive, biological Psychology to live together as
• Research methods and learning theories along with brothers or perish
together as fools.”
practical skills including handling qualitative and
quantitative data (Martin Luther King)
• Clinical and child Psychology
• Issues and debates.

At A Level the course is assessed through three papers,
each of 2 hours in length.

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St Mary’s Calne Sixth Form
Extended Project Qualification

EXTENDED PROJECT QUALIFICATION

(EPQ - Level 3)

Aims of the Course

Opportunities offered to students choosing the EPQ The student will develop an idea for a project that
they wish to carry out and discuss their ideas with
• To make a significant contribution to the choice a supervisor who will meet regularly with them to
and design of an extended project and take offer guidance and support. Students will also attend
responsibility either for an individual task or for a a series of lessons in which they are taught the skills
defined task within a group project. needed to undertake a piece of research. The majority
of projects culminate in an extended piece of writing
• To develop and improve their own learning and of approximately 5,000 words. As they develop their
performance as critical, reflective and independent research they will maintain a Production Log which
students. documents the challenges and successes that they
have encountered as part of their research journey. This
• T o develop and apply decision-making and problem- log also provides the student with an opportunity to
solving skills. show how they managed their project. Finally, students
will prepare and give a presentation about the project
• To extend their planning, research, critical thinking, product and process (including a question and answer
analysis, synthesis, evaluation and presentation skills. session) before they evaluate the project process.

• T o develop and apply skills creatively, demonstrating Recent EPQs at St Mary’s Calne have included the
initiative and enterprise. following:

• To use their learning experiences to support their To what extent did Leonardo da Vinci influence
aspirations for higher education and/or career Raphael’s Madonna of the Pinks?
development.
‘Mobutu Sese Seko was a modern incarnation of King
• T o transfer skills developed as part of their extended Leopold II in the Congo’. Do what extent do you agree
project to other areas of study. with this statement?

Course Content When Genetics is not the Answer: To what extent is
Royal Jelly exposure responsible for the Epigenetic
The EPQ is an excellent way in which you can Modifications that underlie polyphenism in female
demonstrate your ability to pursue independent study honeybees?
and manage a research project. It helps you develop
the analytical and research skills which are necessary
for success as an undergraduate and provides you
with the opportunity to explore an area of academic
interest that lies beyond the confines of the A Level
specifications, including topics that are completely new
to you. It is worth the equivalent UCAS points of half an
A Level and the range of grades available range from
A* to E. Some top universities will make alternative
offers to students who have undertaken an EPQ.

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Extended Project Qualification

Assessment Objectives What makes a good EPQ student?

All candidates are required to meet the following You will need to have a particular passion for the
Assessment Objectives. The Assessment Objectives are subject that you have chosen to explore. You should
weighted as indicated below: be curious and inquisitive and relish the challenge
of working independently as the EPQ requires you to
Objectives Weighting be self-directed in your learning. You will need to be
well-organised, flexible in your approach to problem
AO1 Manage 20% solving and enjoy the ‘cut and thrust’ of academic
debate. The ability to think laterally and creatively
Identity, design, plan, and carry out will help you as you develop your arguments, as will
a project, applying a range of skills, adopting a critical approach which enables you to
strategies and methods to achieve challenge the information that you are coming across
objectives. during your research.

AO2 Use Resources 20% Miss Lianne Aherne – Head of Sixth Form
[email protected]
Research, critically select, organise
and use information, and select
and use a range of resources.
Analyse data apply relevantly and
demonstrate understanding of any
links, connections and complexities
of the topic.

AO3 Develop and Realise 40%

Select and use a range of skills,
including, where appropriate, new
technologies and problem-solving,
to take decisions critically and
achieve planned outcomes.

AO4 Review 20%

Evaluate all aspects of the extended
project, including outcomes in
relation to stated objectives and
own learning and performance.
Select and use a range of
communication skills and media
to present evidenced project
outcomes and conclusions in an
appropriate format.

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Examination Boards

Examination Boards

Subject Examination Board

Drama and Theatre Studies Edexcel
Fine Art OCR
History of Art AQA
Music Edexcel
Classical Civilisation To be confirmed
History AQA
Religious Studies Eduqas - WJEC
English Literature
Latin OCR
Greek OCR
French OCR
German Edexcel
Spanish Edexcel
Biology Edexcel
Chemistry Eduqas - WJEC
Computer Science OCR
Mathematics AQA
Further Mathematics To be confirmed
Physics To be confirmed
Economics AQA
Geography AQA
Government and Politics OCR
Psychology To be confirmed
Extended Project Qualification Edexcel
AQA

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St Mary’s Calne Sixth Form
Enrichment Opportunities

ENRICHMENT
OPPORTUNITIES

“I am very clear about
the ethos of St Mary’s: it
is predicated on breadth.
However, we balance
this with high levels
of achievement in the
specialised environment of
the UK A Level syllabus.”

(Dr Felicia Kirk, Headmistress)

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St Mary’s Calne Sixth Form
Enrichment Opportunities

COOKERY

We have a bespoke Sixth Form cookery course which
has been developed in conjunction with Vaughan’s
Kitchen, a Cookery School which runs across
several evenings in their kitchens in Devizes during
the Autumn Term. The objectives of the course are
outlined below:

• To have working knowledge of basic culinary
techniques and terms

• T o Increase confidence cooking a range of dishes
• T o be aware of kitchen safety in regard to food and

equipment
• To understand more about the importance of

nutritional balance for health and wellbeing.

This course is ‘hands-on’ and learning will be facilitated
through practical sessions. Each evening the girls
prepare a main course for their supper and a pudding
to take back to school with them.

A typical four week programme is outlined below:

Week 1 Introduction to course: taste and
flavour; knife skills; kitchen safety;
Week 2 a ‘balanced’ menu; importance of
seasoning.
Week 3
Main courses: Meat, fish and chicken
Week 4 plus accompanying sauces and
roasted vegetables.

Sauces; to include two pasta sauces
and a roux sauce.

Slow cooking: Casseroles and stews
and getting creative with herbs and
spices.

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CRITICAL THINKING

In many areas of life, it is important to be able to think Aims of the Course
both critically and creatively. This course will challenge
you to think more broadly about issues; to develop • To give girls the opportunity to develop their critical
new and creative ideas, as well as to assess arguments thinking skills which are central to the process of
effectively. Critical Thinking is a fundamental academic arriving at reason-based judgment.
competency akin to reading and writing. All subject
teachers aim to develop their candidates’ critical • To improve critical thinking skills by attending to
thinking ability - the ability to interpret, analyse and them explicitly and in ways which enable girls to
evaluate ideas and arguments - but they do this in the transfer them to other academic studies and to
process of teaching their particular subject. In Critical everyday life.
Thinking lessons, you will be able to concentrate on
developing your thinking skills more widely. • To stimulate creative and lateral thinking.

Critical Thinking is useful for candidates taking a
wide variety of A Level subjects as well as being an
essential skill required for further and higher education.
It is valuable for many professions: law, medicine,
journalism, the civil service and those aspiring to
any kind of leadership position. Critical Thinking
is particularly highly regarded in a wide range of
professional areas, including architecture, design,
business and management.

This course forms an important part of our
preparation for your application to Oxbridge and
other leading universities.

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Enrichment Opportunities

DEBATING ENGINEERING
EDUCATION SCHEME
“It is better to debate a question without settling it
than to settle a question without debating it.” The Engineering Education Scheme pairs four of our
(Joseph Joubert) LVI Form students with an engineering company based
locally. Over the course of a year the students work to
Debating at St Mary’s combines discussing the big find an engineering solution to a problem faced by the
questions in life with a welcoming atmosphere that company. Weekly meetings with an engineer from the
encourages everyone to get involved. As a society we company and a residential workshop allow them to
have a mixture of informal debates throughout the design, build and test their solution, before presenting
year, as well as taking part in competitions. Previously the final product to a panel of engineers. The process
we have participated in the Bristol University Schools’ is hard work but extremely rewarding - they learn
debate and we have also got to the second round of about the engineering process, problem solving and
the English Speaking Union’s Mace debate. the benefits of true team work. Students completing
the scheme receive a Gold Crest Award.
Topics we have looked at previously include:

• should we have non-custodial sentences for non-
violent criminals?

• the EU referendum
• should we only allow people who pass a simple

current affairs test to vote?
• the death penalty
• Saturday school
• are governments ever justified in using force against

their citizens?

Debating is the best place to learn not just how to
debate, but how to debate well - and win!

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Enrichment Opportunities

FINANCIAL
CAPABILITY

Leaving education and starting to live independently
brings many challenges for young people, as they need
to learn to juggle the many bills which have to be paid
as well as dealing with banks, utility bills and mobile
phone companies - often for the first time. This course
builds on the work completed in the Fourth and Fifth
Forms and aims to equip pupils with the financial skills
they will need to manage their own finances whilst
at university and beyond. It includes workshops on
student finance, budgeting, insurance, pensions, pay
slips, mortgages, saving, borrowing and taxation.

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Enrichment Opportunities

MINDFULNESS

The term mindfulness refers to the ability to direct The feedback from pupils who took the course last
the attention to experience as it unfolds, moment by year was very positive:
moment, with open-minded curiosity and acceptance
(Kabat-Zinn, 1996). It enables those who have learnt “Mindfulness has helped me to focus more and to be
it to go on to practise it and to be more able to be more aware of the things that go on around me.”
with their present experience, and respond more
skilfully to whatever is actually happening. Mindfulness “The Beditation practice helps me to get to sleep at
contrasts with the state of mindlessness - which is the night and it clears my mind.”
one in which much of life is lived for many people -
moving through experience rarely noticing the present “The lesson on Befriending Difficulty helped me to
moment, ruminating on the past or worrying about the learn to respond to difficulty rather than to react to it.”
future and making premature and unhelpful judgments
coloured by ingrained preconceptions and mental “I have learnt where my body harbours stress and how
patterns. Living mindlessly is often accompanied by to relax with a .b.”
a sense of stress as one’s experiences constantly fall
short of one’s expectations, and joys and pleasures are “Mindfulness has helped me deal with stress.” (7/11
ephemeral (Williams and Penman, 2011). breathing)

All pupils will be taught the .b MiSP which has been “Mindfulness has helped me focus, de-stress, be present
designed to give pupils a taste of Mindfulness. When in the here and now and to sleep better.”
practised regularly it has been shown to be capable
of improving mental health and wellbeing, mood, “Mindfulness has enabled me to be more appreciative
self-esteem, self-regulation, positive behaviour and of the good things in my life.”
academic learning. It can aid concentration and focus
both during examinations and tests, whilst performing
on stage and on the sports field. Evidence has shown
that pupils can experience greater wellbeing, feel
happier and more fulfilled. Some of the lessons have
been designed to help pupils to work with difficult
thoughts and deal with them in a more positive
way. Ultimately pupils learn how to cope better with
everyday stresses such as exams, relationships, sleep
issues and family problems.

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Enrichment Opportunities

MODEL UNITED NATIONS SOCIETY

“If the world MUN (Model United Nations) is a school, college
talks about it, and university-based organisation and is a simulation
we talk about it.” of the work of the United Nations. Students form
delegations and represent the policies of their given
country on such issues as Human Rights’ violations,
the exploitation and use of natural resources, the use
of child soldiers, cyber security, the reform of the
Security Council, and disputes between neighbouring
countries. Real UN procedure and etiquette is
followed and girls learn how to draft resolutions and
present them in committees at conferences.

MUN provides a unique opportunity for young people
to investigate the background to, and origin of, many of
the problems and issues in the world today.

St Mary’s girls can attend up to ten conferences around
the country and abroad. The school has already been
entered for two this year (2016-17) with more planned for
the following year. Each one requires the girls to research
both their committee’s particular issues as well as the
position their country would adopt on that issue. Working
independently on their research beforehand and then
collaborating effectively in committee, making alliances
with other countries and having to compromise their own
position, means the girls must develop a wide-ranging
skillset which will stand them in excellent stead for
future life; inquiry, critical thinking, research, negotiation,
communication, collaboration, the ability to listen to
others and be empathic to their views yet still remaining
principled, all whilst gaining a deep insight into world
affairs and problems and their concomitant solutions.

Not only do the girls gain and develop fabulous
transferable skills but they also become more rounded,
worldly people with a broader understanding and
perspective of the world in which they live. This kind
of enrichment is invaluable and considered to be
extremely beneficial by universities and employers alike.

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Enrichment Opportunities

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St Mary’s Calne Sixth Form
Enrichment Opportunities

PERSONAL DEVELOPMENT AND WELLBEING

At St Mary’s we have a holistic approach to our pupils’ Aims of the Programme
learning and recognise that to succeed academically
we must address each pupil’s Personal Development • To develop skills of enquiry and communication,
and Wellbeing needs. To achieve this, we run a make effective transitions and develop positive
bespoke course for our Sixth Formers designed to relationships.
meet the needs of each pupil at this important stage.
This course includes sessions on identifying signature • T o develop emotional wellbeing, self-reliance and
strengths, managing risk, making sound financial resilience when facing difficulties, coping with
decisions, developing resilience and acquiring skills pressures and resolving conflict.
and strategies to cope with the increasing pressures
that young people face today. It is supplemented by • To equip each pupil with the knowledge and skills to
talks and workshops from external specialists and make informed choices to manage risk, stay safe and
includes seminars on Nutrition, Sexual Health and the enhance and enrich their own and others’ lives.
risks associated with Alcohol Abuse.
• T o provide opportunities for pupils to reflect on their
own values, attitudes and identity.

• To promote pupils’ spiritual, moral, social and cultural
development, increasing their self-confidence.

• T o develop the ability to know, articulate and
manage their own emotions and to empathise with
those of others.

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Enrichment Opportunities

PHYSICAL EDUCATION

Aims of the Course

• To build upon past knowledge and skills in a wide
variety of activities to enable a higher level of
performance in both team and recreational sports

• T o encourage participation in a broad range of
sports

• T o give girls the opportunity to assist with coaching
and organising clubs and practices for younger girls

Course Content

All girls in the Sixth Form, with staffing and facilities
being the only limitations, choose from the following
options:

BAathdlmetiincsto* n Netball*
Basketball Spinning
Fitness Swimming*
Hockey* Tennis*
Lacrosse* Volleyball
Mountain Biking Zumba

*A large number of LVI and UVI Form girls regularly
play in school teams.

There are a number of girls currently in the Sixth
Form who represent Wiltshire; the South West region;
their County or Great Britain in sport. You may take
advantage of the many sports clubs on offer to work
with younger girls and help them develop their skills,
or just enjoy developing your own. You will also
gain full membership of the school’s Sports Centre,
allowing you access to the swimming pool, fitness
suite and fitness classes on offer.

8899

SSt tMMarayry’s’sCCalanlneeSSixixththFFoormrm
Other Courses

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St Mary’s Calne Sixth Form
Enrichment Opportunities

RADA - SPEAK OUT! SCIENCE JOURNAL
CLUB
This is a unique course in Advanced Communication
Skills for the Individual; RADA (Royal Academy of Science Journal Club takes place every three weeks for
Dramatic Art) in association with St Mary’s Drama and Sixth Formers studying science subjects. An accessible
Theatre Department. paper from a scientific journal is sent to the students
in advance and is discussed at length during the
This course is the first and only one of its kind in any meeting. We explore the scientific methods that have
school in the UK. Created specifically for the UVI been used, the scope of the research and the possible
Form at St Mary’s Calne, it offers professional training, future implications. Once a year we invite a scientist
delivered by RADA trained teachers and professionals; who has recently published (and whose paper we
employing theatre-based expertise to enhance and have read) to come and discuss their research and the
develop essential career and life skills. The techniques new developments in their field. Besides a portfolio of
required for a wide range of public performance in academic literature that they have read and discussed,
careers, such as Law, Business, the Media, Medicine journal club allows the students to gain a far better
and the Arts, are explored in detail. Now in its fifth understanding of the nature of science and scientific
year, this is a pioneer course which focuses fully on research before applying for university courses.
inspiring and developing the communication and
presentation skills of the individual. Developed by
St Mary’s Drama Department, in conjunction with
RADA in Business (RADA Enterprises), the course
takes its inspiration from RADA business training
given to eminent professionals, in fields ranging
from government and Law to the worlds of Marketing
and Corporate Finance. The primary focus of the
course is to enable each student to realise her full
potential as a first rate communicator. It is delivered
in three weekend (one day) Master Classes (at non-
exeat weekends) and twelve weekly sessions of 1½
- 2 hours. Autumn Term: 8 sessions; Spring Term: 4
sessions. The course concludes before Spring Half
Term; ending with a final individual presentation to a
panel of professionals at RADA in London. Students
are expected to make four professional presentations
during the course. The cost of this course is in the
region of £500.

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Enrichment Opportunities

SIXTH FORM FITNESS

Dance fitness is a class that makes you feel amazing!
It is a mini workout with friends where you can laugh
at yourself and others and have all-round good fun.
Music choices vary from cheesy classics to up-to-date
favourites, with requests where possible. It is great to
de-stress and let loose, even for just 30 minutes. Show
some salsa style or just wiggle in a way that would
make Beyoncé proud. Anything goes!

The High Intensity Interval Training (HIIT) sessions
run from 15-20 minutes in the Florence Dyas Boarding
House. Try a mini circuit with hard-core work and
then a nice quick rest period; grit your teeth and just
go for it! Movements vary session by session, mixing it
up to get the best and quickest results when it comes
to improving your fitness levels.

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St Mary’s Calne Sixth Form
Enrichment Opportunities

THE DUKE OF WINE TASTING

EDINBURGH’S AWARD SOCIETY

The Duke of Edinburgh’s Award is available at Silver The Wine Tasting Society meets once a week in
and Gold levels in the Sixth Form. It is offered to all the Sixth Form Bar to taste wines along a particular
girls on a purely voluntary basis, whether or not they theme. Wines may be from a particular region such
have participated in DofE before; new participants, with as Bordeaux, from lesser known producers such as
little or no previous experience, are strongly advised to Château Musar in Lebanon, or varieties produced from
opt for Silver. It is hoped that participants will: a particular grape such as Shiraz / Syrah. The Society
has received outside speakers and there are visits
• d evelop their interests with enthusiasm and planned to British vineyards.
commitment, pursuing them to a high standard

• learn to work in a team, seeing the best in others
and coping with their own and other people’s
strengths and weaknesses

• learn the value of good organisation, planning and
time management in achieving goals

• meet varied challenges, including the physical
challenges of expeditions; thus, building confidence
and self-esteem

• d emonstrate increasing self-reliance, initiative,
problem solving and leadership skills

• broaden horizons through varied experiences and
contact with people outside school

• b e of service to others in school and in the
community.

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Enrichment Opportunities

YOUNG ENTERPRISE

Members of the LVI Form have the opportunity “I am so proud of what
to participate in the Young Enterprise Company we have achieved
Programme, in which a team of pupils set up and run together. We have
a real business over the course of the year. They elect learnt that through
a Board of Directors and raise share capital before determination,
designing, producing and marketing a product of their
choice. At the end of the year, they present a report perseverance and team
of their accounts to their shareholders and enter a work, we can overcome
competition against companies from other schools.
any obstacle. I have
Taking part in the Young Enterprise is a wonderful really enjoyed helping
addition to a girl’s experience at St Mary’s. Firstly, she to run a business and I
learns many practicalities of the business world, from have developed many
designing a product to conducting market research skills which I know will
and recording financial transactions. Secondly, she help me in the future.”
develops many enterprise skills, including team
working, creativity and problem solving. Finally, the
shared experience of working with friends to create
a product that they really believe in can be a truly
amazing journey.

In recent years, girls have created celebrity recipe
books, treasure hunt games and a range of beauty
products made using beeswax. They have enjoyed
great success, winning awards at both County and
Regional level.

(Felicity)

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St Mary’s Calne Sixth Form

SCHOLARSHIPS

At St Mary’s, we place the highest value upon the ideals
and virtues of scholarship. To be a scholar brings with
it important responsibilities and we expect our award
holders to:
• e nhance and enrich the school community and its

daily life
• show dedication and commitment in the area(s) in

which they have won an award, without detracting
from their capacity to be involved in other aspects of
the school
• act as role models for their peers and encourage
others to aspire to excellence
• be ambassadors for their particular subject(s).

We offer scholarships and exhibitions to talented girls
for entry into the Sixth Form.

All Academic Scholars participate in the Scholarship
Programme - a series of challenging and enriching
academic sessions led by members of staff and outside
guests. It aims to stretch the most able students across
a broad spectrum of subjects and disciplines; to foster
excitement and ambition and to nurture and satisfy their
intellectual curiosity.

Internal Academic Scholarships will be awarded
to selected pupils after the GCSE results have been
published in August. External Academic Scholarships
will be awarded based on the girl’s performance in the
scholarship exams. Scholarships for Art, Drama, Music
and Sport may be awarded to internal or to external
candidates for the duration of the Sixth Form. In addition
to the full Academic Scholarships, up to two exhibitions
may be offered to internal or external candidates.

For further information on the nature of each specific
Scholarship and the dates for scholarship examinations
and practical assessments, please request a copy of the
Scholarship Prospectus.

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St Mary’s Calne Sixth Form

THE SCHOLARS’ PROGRAMME

There is a vibrant community of academic scholars • L eft v. Right – using a detailed infographic from
who contribute to the fortnightly Scholars’ Programme. informationisbeautiful.net to provoke discussion,
They wholeheartedly engage with sessions that are the girls explored the differences in beliefs, political
designed to stretch and challenge the girls and to inspire ideas, economic principles and views about
independent thought and research. Furthermore, the society between left and right political groups. They
sessions help girls to develop and showcase the skills explored how this differs for different countries
that will help them to shine in their university interviews (especially comparing the UK and US), drew on
and to flourish in their future studies. their knowledge from history (including comparing
Communism and Fascism) and discussed the causes
Here are some recent examples of Scholars’ and consequences of where a person stands on the
Programme sessions: political spectrum.

• “ Einstein’s riddle” – the girls were given the task • G ame Theory - Game theory is the science behind
of solving a grid puzzle that was allegedly devised strategic thinking, and the girls learnt about it
by Albert Einstein as a boy, and it is often said that by examining situations such as the ‘Prisoners’
only two per cent of the population can solve it. Dilemma’ and the ‘Ultimatum Game’. They used
By processing the information taken from a series payoff matrices and tree diagrams to represent and
of clues, presenting the information effectively solve different problems. In pairs, they then solved a
and embarking on a lengthy process of deductive challenging game theory problem which had been
reasoning, a number of the girls were able to reach posed at an Oxbridge interview.
the correct final answer.
The Scholars’ Programme is of particular relevance to
• 2 00 years that changed the world – the girls Sixth Form girls because it is designed to help them
started by ranking a number of countries by their sparkle in their university applications. Moreover, we
‘development’, before discussing what ‘development’ are keen for Sixth Form scholars to seize the initiative
means and using the Gapminder world chart to and to take ownership of the Scholars’ Programme.
refine their initial answers. We then watched a video Current scholars are doing this by designing and
presentation by Dr Hans Rosling to understand how leading their own sessions for the Junior Scholars’
the world has developed economically and socially Programme (LIV to LV Form).
since the industrial revolution. This led to a wider
discussion on how statistics can be used to improve
our understanding of the world in which we live and
thus to boost global development.

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St Mary’s Calne Sixth Form

UNIVERSITY DESTINATIONS

Leavers of the Sixth Form at St Mary’s are highly successful which Higher Education path to follow. You can be
in securing competitive places on courses at a wide range assured that, whether you apply to university during your
of leading universities, including the Russell Group and UVI Form Year or as a Post Qualification Applicant whilst
Oxbridge, as well as at leading American Universities. In on your Gap Year, we will be here to support you every
addition, several students each year will decide to study a step of the way. The destinations of our 2013 - 2016 Leavers
Foundation Diploma in Art and Design before deciding are shown in the table below:

Destination Course
University of the Arts London
University of Bath Fashion, PR and Communication
Bath Spa University
University of Birmingham Childhood and Youth Studies
Bournemouth University Creative Writing
University of Brighton Geography | Music |Sport and Exercise Sciences
Bristol University Archaeology
Education Studies
University of Cambridge Accountancy and Mathematics | Ancient History | Anthropology | Biology | English
Cardiff University French | French and German | French and Italian | French and Russian | History of
Durham University Art | Music | Sociology | Theatre and Film | Veterinary Science | Zoology
Classics | Human Sciences and Political Science |Mathematics |
University of Edinburgh Veterinary Medicine
Law and Sociology | Medicine | Politics and Philosophy | Psychology
University of Exeter Chemistry | Classics | History | International Relations | Law | Modern Language
and Culture | Philosophy | Psychology | Spanish
Goldsmiths, University of London Biological Sciences | Biomedical Sciences | Business Studies | History | History
Imperial College London of Art | Philosophy and Politics | Russian Studies and English Literature | Social
King’s College London Anthropology
Anthropology | Biomedical Sciences | Geography | History | Human Biosciences
International Relations | Modern Languages | Politics | Politics and International
Relations | Psychology | Theology and Religion
Politics and Sociology
Mathematics | Biotechnology with Management

Biochemistry | Biomedical Science | Classical Studies with English | Film Studies

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St Mary’s Calne Sixth Form

Destination Course
University of Leeds English and History | Geography | German and Russian | Mechanical
Engineering | Medicinal Chemistry | Zoology
London School of Economics Law | Management | Social Anthropology
Loughborough University Chemical Engineering
The University of Manchester Chemical Engineering |Drama and English Literature | Economics | History of Art
Law with Politics | Medical Biochemistry | Philosophy | Physics
Newcastle University Earth Science | Geography | Medicine | Physical Geography | Sociology
University of Nottingham Nutrition | Politics and International Relations
University of Oxford Biological Sciences | Chemistry | Civil Engineering | Classics | English Language
and Literature | French and German | French and Philosophy | French and
Oxford Brookes University Spanish | German and Spanish | History | Mathematics | Mathematics and
Statistics | PPE
Queen Mary University of London Anthropology/Sociology | Business Management and Japanese Studies |
University of Southampton Business and Marketing Management | Geography | Psychology | Real Estate
University of Sheffield Management
University of St Andrews Computer Science with Business Management and Accounting
St George’s University of London Finance and Economics
University of Sussex Medicine | Urban Studies and Planning
University College London Biochemistry | History | Mathematics
Physiotherapy
University of York Business and Management Studies | Economics
USA: Columbia University, New York Applied Medical Sciences | Economics | Geography | History of Art | Politics
Georgia Tech and East European Studies
New York University English | Environmental Sciences | Psychology
Rhode Island School of Design (RISD) Comparative Literature and Society
Chemical Engineering
Liberal Arts
Architecture

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St Mary’s Calne Sixth Form

LOCATION

St Mary’s is located in the market town of Calne From M4 Westbound
which is situated in the heart of the beautiful Wiltshire
countryside. This means that you are able to enjoy the Leave the M4 at junction 16 and, at the roundabout,
outdoor space whilst also being able to use the local take the second exit onto the A3102 towards Calne.
facilities which are within a short five minutes’ walk Remain on the A3102 for 12 miles into Calne.
from the school. At the roundabout junction with the A4, turn left on to
Curzon Street. Continue for a further 0.5 miles and you
There is much to explore in the local area and the will find us situated on the left hand side.
towns of Bath, Chippenham, Marlborough and Swindon
are all easily accessible via excellent transport links. From M4 Eastbound
London can be reached in 90 minutes via the car or
train. The freedom afforded to you in the Sixth Form Leave the M4 at junction 17 and, at the roundabout, take
means that you will be able to visit these places and the fourth exit on to the A350 towards Chippenham.
enjoy all that they have to offer - further enriching your Continue into Chippenham and at the roundabout
time with us. continue ahead on to the B4158, Malmesbury Road.
At the next roundabout, take the third exit on to the
A420, New Road. From the right hand lane, bear
left under the railway bridge. At the Bridge Centre
roundabout, take the third exit signposted Calne.
Follow signs to Calne A4.

As you arrive in Calne, continue ahead at the
roundabout junction with the A3102 on to Curzon
Street. Continue for a further 0.5 miles and you will find
us situated on the left hand side.

By Train

The nearest station is in Chippenham. We are a short
taxi ride from the station. For further information on
train times and fares, please call National Rail Enquiries
on 08457 48 49 50, or visit: www.nationalrail.co.uk