The Sixth Form at Sevenoaks is large, Every student in the Sixth Form at Sevenoaks ‘ Sevenoaks is best cosmopolitan and exciting, comprising over is encouraged to be curious, creative, critically 400 students from more than 40 countries aware, and to develop his or her talents to around the world. All of our Sixth Formers the full. Life is fast-paced and dynamic, and known for pioneering pursue the International Baccalaureate expectations are high. Diploma Programme, which the school has delivered for over 40 years. The IB Diploma At the same time, we try to cultivate in our the IB and for being a represents, in the school’s view, the best pupils the habit of reflection, and the school’s preparation for university and the world international outlook promotes understanding strongly international of work. and open-mindedness. The IB has rapidly established itself as the Our strong pastoral ethos supports expert gold standard of world education. The IB is teaching, and a broad range of co-curricular school – not just in its not just an exam board, however; it embodies opportunities complements the academic a philosophy of education based on a few courses on offer, preparing our students for basic principles: leadership in an increasingly complex world. intake but in its outlook ’ l students should be both literate and Katy Ricks The Good Schools Guide numerate, scientifically adept as well as linguistically able, and not abandon key subjects at the age of 16;
l education is about more than passing exams; it involves promoting creativity in the arts, well-being through sport, and compassion through service in the community;
l schools have a responsibility for advancing a clear set of values, including international-mindedness, integrity and honesty, and tolerance towards others. introduction
2 the ib at sevenoaks | introduction the ib at sevenoaks | introduction 3 an overview ‘ IB Diploma Programme students are more likely to earn
Narrow specialisation post-16 is unique to the Universities really like the IB; by maintaining UK. This specialisation acts against the values its standards, free from state interference, the first-class honours degrees of a broad education and is an impediment to IB has succeeded in achieving a consistency a versatility and understanding. of assessment unparalleled elsewhere. Its 45-point scale enables universities to than A-level students ’ Sevenoaks School therefore decided to make more nuanced offers to candidates Higher Education Statistics Agency report, 2017
m introduce the International Baccalaureate than are possible under other schemes. IB Diploma over 40 years ago. students start their undergraduate careers with numeracy, literacy and language Designed to promote a global perspective, competency, a broad understanding of a o understanding and communication, the range of disciplines, and strong employability The IB Diploma International Baccalaureate Diploma skills such as teamwork and problem-solving. comprises six
l Programme’s values and identity have They are experienced at managing a varied subjects chosen remained consistent. The IB Diploma workload and can question, reflect and from the circle encourages students to value conflict think critically. illustrated right: resolution, to respect cultural heritage and the environment and to develop an attitude of As a consequence, the offer and acceptance responsibility to the wider community. rates for IB students are notably higher than those for other post-16 qualifications, Worldwide, the IB Diploma is now taken and in the US, it is a sought-after passport by over 160,000 students from nearly to top universities. dip 140 countries. Sevenoaks has been a flagship school for The breadth of the Diploma Programme the IB for many years. The IB provides what encourages an interdisciplinary style of parents, universities and employers want – ib learning. Students develop expert knowledge access to top universities, very impressive in the topics that most interest them, but are students and well-rounded, resourceful also encouraged to look beyond the traditional employees – but just as importantly, it boundaries between academic disciplines, encourages inquiry, reflection and delight in think critically across the curriculum and to learning. Students leave us with a modern and appreciate and analyse multiple perspectives. international worldview and a desire to shape and to improve the world. Despite this breadth, the six courses are all Ofqual-rated as being comparable at least Tim Jones
THE to A-levels in their depth, and this strength of breadth and depth is one of the reasons why IB students are very effectively prepared for university and for the future workplace.
4 the ib at sevenoaks | the diploma the ib at sevenoaks | the diploma 5 THE IB LEARNER PROFILE
The Learner Profile serves as a compass for the dignity of the individual, groups and for all aspects of the IB, making it a communities. They take responsibility for coherent experience. It offers a vision of the their own actions and the consequences that ‘whole student’ and is focused on ten key accompany them. characteristics of ‘lifelong learners’. Open-minded IB learners strive to be: They understand and appreciate their own cultures and personal histories, and are open Inquirers to the perspectives, values and traditions They develop their natural curiosity. They of other individuals and communities. They acquire the skills necessary to conduct inquiry are accustomed to seeking and evaluating a and research and show independence in range of points of view, and are willing to grow learning. They actively enjoy learning and this from the experience. love of learning will be sustained throughout their lives. Caring They show empathy, compassion and respect Knowledgeable towards the needs and feelings of others. They explore concepts, ideas and issues They have a personal commitment to service, that have local and global significance. In so and act to make a positive difference to the doing, they acquire in-depth knowledge and lives of others and to the environment. develop understanding across a broad and balanced range of disciplines. Risk-takers They approach unfamiliar situations and ‘ It’s all about Thinkers uncertainty with courage and forethought, They exercise initiative in applying thinking and have the independence of spirit to explore skills critically and creatively to recognise new roles, ideas and strategies. They are the IB here and and approach complex problems, and make brave and articulate in defending their beliefs. reasoned, ethical decisions. Balanced Sevenoaks shows Communicators They understand the importance of They understand and express ideas and intellectual, physical and emotional balance information confidently and creatively in more to achieve personal well-being for themselves everyone else than one language and in a variety of modes and others. of communication. They work effectively and willingly in collaboration with others. Reflective how it’s done ’ They give thoughtful consideration to their Principled own learning and experience. They are able T atler Schools Guide They act with integrity and honesty, with a to assess and understand their strengths and strong sense of fairness, justice and respect limitations in order to support their learning and personal development.
6 the ib at sevenoaks | the IB LEARNER PROFILE the ib at sevenoaks | the IB LEARNER PROFILE 7 THEORY OF KNOWLEDGE EXTENDED ESSAY
In Theory of Knowledge (TOK), students l Perennial philosophical problems The Extended Essay is are introduced to some of the complexities Can we know if God exists? Are humans and problems associated with knowledge. predictable? Do our senses give us the most substantial We look at what we believe to be true, the the truth? reasons we have for holding these beliefs written assignment that and whether or not the reasons for holding While Theory of Knowledge helps to develop them are good reasons. It is a wide-ranging rigour and logical analysis it goes well students will complete course, and deals with: beyond what a traditional course in critical thinking might involve. The aim is to introduce during the Diploma, and it l Subject-related issues students to a whole range of ideas and allow Is there such a thing as the scientific them to see their own perspectives, beliefs is undoubtedly one of the method? What makes a great piece of and opinions in the light of the perspectives, art? How reliable are history books? beliefs and opinions of others. most rewarding the scope, level of research and structure of l Personal and contemporary issues The course is not assessment-driven, so argument that the Extended Essay inspires. How can I know what is right? To what the focus is really on the experience of The Extended Essay is a unique opportunity extent can we trust the media? How am I the learner, and teaching students to be for students to engage in independent Examples of recent Extended Essay influenced by my culture? critical in their approach to all the subjects. research. Each student chooses a topic that titles include: Through TOK activities and discussions interests them and writes an in-depth 4000- students develop, communicate and word study. l To what extent is Harringay Gentrified? test their own ideas in debate, with the aim of understanding their own cultural The scholarly apparatus that the essay l How significant is the effect of a constant assumptions. demands – citations, bibliography, abstract horizontal air resistance on projectile path? – is a very effective preparation for university In addition to the TOK classes, students at dissertations. It helps to develop expertise l In what ways and to what effect do Sevenoaks are given TOK-specific lectures in researching, writing and developing a Emily Brontë and Homer portray their and activities, but students soon find that sustained argument. protagonists, Heathcliff and Odysseus, in TOK is not simply a classroom-based Wuthering Heights and the Odyssey? experience; it provides the tools to engage Teachers provide a structured approach to critically in an ever-changing world. the process, taking time to guide students l To what extent does our understanding through their first intuitive ideas about what of the risk factors of Alzheimer’s Disease they would like to explore, then on to the assist prevention? initial reading and research stage, and finally to the point where the students develop clear l Wie zeichnet sich die neue research questions which they explore in Schuldverarbeitung und considerable depth. Vergangenheitsbewältigung der Geschehnisse des Dritten Reiches in der It is a distinctive feature of the IB Diploma, and Literatur in Bernhard Schlinks Roman Der universities regularly comment positively on Vorleser aus?
8 the ib at sevenoaks | THEORY OF KNOWLEDGE the ib at sevenoaks | EXTENDED ESSAY 9 subject choices
In order to obtain the Diploma students must 5. Mathematics Analysis and Approaches; take one subject from each of Groups 1-6, Applications and Interpretations. choosing three at Higher Level (HL) and three at Standard Level (SL). 6. Arts Music, Theatre, Visual Arts.
Subjects are covered in sufficient depth and A second subject chosen from Group two, three breadth to provide balance and flexibility. or four can be taken instead of an Arts subject. The choice of HL subjects allows students to pursue areas of personal interest, to play In addition, students are required to complete to their strengths, and to meet specialist a course in Theory of Knowledge (TOK), to requirements for university entrance. write an Extended Essay of 4000 words on a subject of their choice, and to complete The IB also provides the opportunity for a programme of activities in the areas of students to specialise in the Humanities, in the Creativity, Action and Service (CAS). Sciences or in Languages by allowing them to choose a second subject from Group 2, 3 or 4 Assessment instead of an Arts subject in Group 6. Each subject is graded on a scale of 1 (minimum) to 7 (maximum). The award of 1. English English Literature, including the Diploma requires students to meet selected texts from World Literature; or, certain standards and conditions including a combined with Theatre to form a Literature minimum total of 24 points and satisfactory and Performance course (SL only). completion of the Extended Essay, Theory of Knowledge and CAS (Creativity, Action and 2. Languages A modern language, or Latin, Service). The maximum score of 45 points or Classical Greek. includes three points for exceptional work in TOK and an excellent Extended Essay. ‘ Students who have come to us with 3. Individuals and Societies (Humanities) Classical Civilisations, University Entry
ect choices ect Economics, Geography, History, The IB Diploma is fully recognised as an entry an IB education are among the Philosophy, Psychology. qualification to all British universities,
j including the most prestigious, as well as 4. Experimental Sciences Biology, those in the US and elsewhere in the world. world’s best and are immediately Chemistry, Physics. ready for the rigour and depth of our most demanding courses ’ ub S Director of Admissions, KCL
20 the ib at sevenoaks | creativity, action, service the ib at sevenoaks | subject choices 11 English and world literature literature and performance S tandard Level only
English Literature is a mandatory element Now a well-established alternative to There is one externally assessed coursework of the IB Programme. As such, all students Standard Level English, this course combines essay, based on the student’s own pursue it and have a choice of opting for either the study of Literature with aspects of Theatre. performance of extracts from a Shakespeare Higher or Standard Level. It suits students who wish to combine English play, combining literary with theatrical with Drama, or who would like to approach analysis. The IB English course is dynamic, varied and the study of texts from a performance exciting. The most distinctive element is the perspective. Internal assessment takes the form of a international nature of the course: a significant devised theatre performance transformed number of texts are studied in translation. Lessons involve a mixture of conventional from a poetry or prose text studied in class,
ONE literary study and performance work, with together with an oral presentation explaining, Higher Level students study 13 texts in emphasis on the potential and actual inter- justifying and evaluating the performance. all. Standard Level candidates study ten relationship between the two. Previous texts. The programme is flexible, covering experience of Drama is not essential. Literature and Performance offers an a comprehensive range of authors and alternative to the Literature syllabus, while literary traditions, from classical texts to As well as exploring practical approaches to enjoying the same prestige and status with contemporary novels, poetry, plays and performance, students study a minimum of both the IB and universities. literary non-fiction. five texts: Please note this course cannot be taken with Departmental prescription ensures that l two works of poetry English or Theatre. Higher Level candidates study Shakespeare, and students cover a full range of genres l one prose work and periods, so preparing them for English
ROUP literature courses at university. l one Shakespeare play
Candidates develop many skills during the l one further work of poetry or prose, for course, enhancing their facility to write theatrical transformation. G sophisticated essays, acquiring knowledge of specific texts, developing the quality of oral presentations, as well as honing the skills of literary insight and response. 1Assessment involves a mixture of written and oral coursework and terminal exams, including Unseen Appreciation, and an in-depth study of a particular genre.
Ultimately, students who take IB English will benefit from an appreciation of literature which is both rigorous in its depth and international in its breadth and perspective.
12 the ib at sevenoaks | group one the ib at sevenoaks | group one 13 MODERN LANGUAGES
The study of a foreign or classical language Language A: Language and Literature The following modern language courses is a compulsory part of the IB programme at (SL or HL) is for a fluent language user. may be offered subject to demand and/or either Higher or Standard Level. Both levels Students who complete this course will availability of resources on a year-on-year give the opportunity to increase competence receive a Bilingual Diploma as they will also basis. The school reserves the right not to in the written and spoken language, and also study English A1. This course is for a offer a course in any one year. These classes to develop knowledge of the culture and student who: would normally be funded privately, unless five civilisation of the target-language country l is a native or near-native speaker; (s)he will or more pupils opt to take that course. through reading both literary and non-literary be bilingual in reading and/or writing texts, and working with native language l and/or: has lived and been taught outside A1: Language and Literature Language B assistants in weekly conversation lessons. the country where the language is spoken. Standard Level Higher Level Standard Level Higher Level T Mandarin Mandarin Italian Mandarin The extensive range of languages offered Language B Russian Spanish Hindi enables students for whom English is not their (SL or HL) is for a language learner who: mother tongue the opportunity to continue l has learned the target language for two or Spanish to develop their first language by pursuing a more years, eg to (I)GCSE or equivalent native speaker programme. This is a specific l and/or: has lived and been taught outside Viability of Timetabled IB Classes objective of the IB. the country where the language is spoken In the event of there being insufficient demand l is not fluent in the language. for a class (fewer than five pupils), and where There are three distinct courses offered to the school will need to employ additional part- reflect each student’s existing knowledge Ab initio time staff, tuition will be offered on a private of the language and to provide them with an (SL only) is for a beginner who: basis (ie the costs will be met by the parents). academically stretching programme. The l has little or no previous experience of The payment of fees for private tuition will not school places students in the appropriate the language. lead to any reduction in the normal school fee. course based on the following criteria: ROUP The following modern language courses Private Tutoring are normally offered and taught as part of It may also be possible to organise private the Sixth Form curriculum. However, their tutoring for the following languages, either for G wo provision is subject to the condition that public examinations or for personal interest: five or more pupils opt to take that course. Arabic, Portuguese and Swedish. Other Sometimes SL and HL sets may be combined. languages may be available on request. 2A: Literature Language B A ab Initio Standard Level Higher Level Standard Level Higher Level Standard Level French French French French Italian German German German German Mandarin Mandarin Russian Spanish Russian Spanish Spanish
14 the ib at sevenoaks | group TWO the ib at sevenoaks | group TWO 15 CLASSICAL LANGUAGES (Latin and/or Classical Greek)
Pupils are encouraged Set authors and texts change from year to year, but have recently included sections of: to become aware of the l Virgil’s Aeneid l Homer’s Odyssey place of classical texts in l Greek tragedies by Sophocles l The Annals of Tacitus the history of European as well as more generic topics such as: literature and ideas l Latin love poetry l Women in the ancient world l Attitudes towards racial difference l Heroes and Villains Studying Latin or Classical Greek within the IB Diploma gives students a number Higher Level students read longer extracts of transferable skills and enables them to within these topics and face a more explore their interests in literature, history and challenging unseen passage than Standard language. Within both Higher and Standard Level students. Level, students read a range of authors and texts, so that, whilst developing their There is also a short internally assessed linguistic abilities, they also improve their element to the course. This involves research critical appreciation of the cultural contexts, on a topic of the student’s choice, which could philosophical ideas and literary qualities be religion, mythology, art, archaeology, daily contained in these works. life or history, and the creation of a collection of primary sources on that topic, annotated Pupils are encouraged to become aware of and evaluated by the student – this is often our the place of these crucial texts in the history of candidates’ favourite part of the course. European literature and ideas, and to consider the essential differences and similarities The Classics department also offers a between Classical civilisations and their study trip to Rome for Lower Sixth students own. Moreover, the nature of the process of studying Latin or Greek, usually in the May translating from Latin or Greek develops their half term; this popular trip enables students problem-solving skills. to appreciate the context of their studies and bring the history and literature that they have Students are assessed on their understanding been studying to life. of the prescribed set texts and their cultural background, as well as their ability to translate an unseen passage.
the ib at sevenoaks | group two 27 16 the ib at sevenoaks | group TWO classical civilisation ECONOMICS S tandard Level only
This is an exciting course, devised in part Topics vary from year to year, but have Economists occupy an important position they can accrue and deploy scarce resources, by Sevenoaks School teachers, which gives recently included: in society, advising political, social and what makes them choose to operate in students an introduction to the literature, l Classical epic (Homer and Virgil) business leaders on how best to achieve one market rather than another; and what history and culture of the ancient world, l Greek tragedy their goals. Whatever the challenge in today’s governments might do when free markets without the study of the Latin or Greek l Athenian vase-painting working world – in fields as varied as sport let us down. Macroeconomics looks at the languages. l Roman religion and diplomacy – having an economist’s economy top-down by examining how whole l Alexander the Great toolkit seems to be a prerequisite. Economics economies operate, in particular by looking There is no requirement to have studied Latin, examines decision-making under scarcity at the main macroeconomic indicators you Greek or Classical Civilisation before starting There is also a short internally assessed by scrutinising the links between everyday might read about in the newspapers (growth, the course (though it is not a disadvantage element to the course. This involves research human activities (the work we do, the things unemployment, inflation and trade) and the to have done so) – the only requirement is an on a topic of the student’s choice, which we buy) and national and global economic ways in which governments can influence interest in the ancient world. could be religion, mythology, art, archaeology, forces. By studying economics, you will these indicators. International Economics daily life or history, and the creation of a learn to develop models of behaviour to finds itself highly topical in the age of Brexit The course covers a variety of areas and collection of primary sources on that topic, predict how people will act, and then to and Trump, as it examines trade policies,
THREE therefore provides opportunities for the annotated and evaluated by the student – this deploy those models in real world situations. exchange rates and the extent of economic development of a number of skills, including is often our candidates’ favourite part of You will also develop an appreciation of integration between different countries. literary interpretation, source analysis, the course. the impact on individuals and societies of Development Economics gives students an historical understanding and the appreciation economic interactions between nations, and appreciation for the specific challenges faced of art and architecture. All texts are read in The key aims of the course are: an awareness of development issues facing by less developed countries as they pursue English translation, so it is possible to cover a l To provide students with a clear nations as they undergo the process greater prosperity: how they can measure broad range of topics, both Greek and Roman. understanding of the influences of the of change. their development and how – through their Classical world on modern Western own domestic actions and by the intervention culture; Approximately 130 students study economics of foreign countries and NGOs – this process l To consider the essential differences and in each year of the Sixth Form and we have a can be influenced. The widely reported similarities between Classical civilisations well-established department with a deep pool acceleration of global inequality makes this and their own; of resources. There is no presumption of prior final paper very engaging. l To encourage students to develop knowledge and no requirement for students to
ROUP their ability to analyse texts and present have studied economics before. Throughout the course two key questions are clearly reasoned and logical arguments posed: is this the most efficient way of doing both orally and on paper. The Economics course covers things, and is this the fairest way of doing Microeconomics, Macroeconomics, things? To develop their appreciation of the G 3 The Classics department also offers a study Development Economics and International subtleties of these questions, students will trip to Rome for Lower Sixth students studying Economics; these are studied as an integrated take an active interest in current affairs and Classical Civilisation, usually in the May half whole rather than as discrete topics. have the chance to participate in various trips, term; this popular trip enables students to external competitions and extension classes. appreciate the context of their studies and Microeconomics examines economic bring the history and literature that they have decision-making from the bottom up by been studying to life. looking at the incentives and puzzles faced by individuals, firms and governments: how
18 the ib at sevenoaks | group Three the ib at sevenoaks | group Three 19 geography
Geography is a dynamic scientific methodologies. Geography takes advantage of its position to examine relevant subject firmly grounded in concepts and ideas from a wide variety of disciplines. This helps students develop life the real world and focuses skills and have an appreciation of, and respect for, alternative approaches, viewpoints on the interactions between and ideas. individuals, societies and At Standard Level (SL) and Higher Level (HL), pupils study a syllabus that has optional physical processes in both geographic themes and a common SL and HL core. The syllabus requires the development time and space of certain skills, attributes and knowledge. Although the skills and activity of studying geography are common to both SL and HL students, HL students are required to acquire Nature of the subject a further body of knowledge, to demonstrate Geography seeks to identify trends and critical evaluation and to further synthesise the patterns in these interactions. It also concepts in the HL extension. investigates the way in which people adapt and respond to change, and evaluates Syllabus outline actual and possible management strategies The great challenges of the 21st century are associated with such change. geographical in their formulation, analysis and consequences, and they transcend the Geography describes and helps explain the physical/social divide. similarities and differences between different places. These may be defined on a variety of SL students study two optional themes – scales and from the perspectives of a different Urban Environments and Oceans and Coastal range of actors, with varying powers over Margins. HL students study three optional decision-making processes. themes – Urban Environments, Oceans and Coastal Margins and Extreme Environments. Within the Group 3 subjects, Geography The Urban Environments theme considers is distinctive in its spatial dimension and urban places as sites of intense social occupies a middle ground between social interaction and as focal points of production, or human sciences and natural sciences. wealth generation and consumption; they The Diploma Programme Geography course exhibit diversity in patterns of wealth and integrates physical, environmental and deprivation, which can result in conflict; human geography, and ensure that students issues of sustainability, wherein cities need acquire elements of both socio-economic and to be managed to minimise harmful social
30 the ib at sevenoaks | group three the ib at sevenoaks | group Three 21 and environmental impacts are explored. The HL students study the HL extension Oceans and Coastal Margins theme provides Geographic Perspectives – Global an introduction to the physical characteristics Interactions, and further examine, evaluate and processes of the oceans with particular and synthesise the prescribed concepts, reference to the atmosphere-ocean linkage. which by their nature are complex, Issues arising from oceans as resource bases contestable, interlinked and require holistic are also considered; the coastal margins treatment. This provides further depth at HL. emphasis is on physical geography and The theme focuses on the global interactions, coastal land use, value and management. The flows and exchanges arising from the Extreme Environments theme considers cold disparities that exist between places. This part and high altitude environments and hot, arid of the syllabus is divided into issues of power, environments. This theme examines essential places and networks; human development landscape characteristics, the natural and diversity, global risks and resilience. processes operating in them, the way in which people have responded to the opportunities Fieldwork they offer, how they have adapted to extremes Fieldwork plays an important role in the of weather and climate, and the challenges study of geography. All students have an these environments pose for management opportunity to do geographical enquiry and sustainability. focusing on sustainable city management and coastal margin management. Both SL and HL Both SL and HL students study the core students complete a fieldwork study, leading Geographic Perspectives – Global Change. to one written report based on a fieldwork The theme provides an overview of the question, information collection and analysis geographic foundation for the key global with evaluation, for the internal assessment. issues of our time. The purpose is to Lower Sixth geographers have the opportunity provide a broad factual and conceptual of an amazing trip to Morocco (Marrakech, introduction to the geography of population High Atlas Mountains, Essaouira coast and dynamics, climate change and resource Saharan desert fringe) during the first ten days consumption issues. of the Easter holidays.
22 the ib at sevenoaks | group Three the ib at sevenoaks | group Three 23 history phi losophy
At its core the subject Modern History The study of Philosophy appeals to those who Candidates are required to study (Higher and Standard Level) like to think about things other people take for philosophical questions and problems is about argument, and Students study a core of twentieth-century granted. The aim of the course is to enable a grouped into themes; to explore in detail one history, focusing on the Rise and Rule of student to think and write like a philosopher: major text in Philosophy; and to respond lessons and written Single-Party states and the Cold War. In with clarity, originality and depth. philosophically to different stimuli. addition, Higher Level students examine key assignments aim to capture processes and concepts in nineteenth-century Elements of the course history, such as nationalism, revolution and The Core theme asks what it means to be the vibrancy of historical ideology, and state formation in Germany, Italy human, and offers different perspectives on and Russia. issues such as the self, personal identity debate and consciousness. Medieval History (Higher Level only) Other themes include Ethics, the Philosophy The study of History helps to create The core of the Medieval course is built around of Religion, and Political Philosophy. Higher thoughtful, inquisitive and reflective students. the study of the monarchies of England and Level candidates study the Core and two At its core the subject is about argument, France from the mid-eleventh to the mid- optional themes; Standard Level candidates and lessons and written assignments aim to thirteenth centuries, and Muslims and Jews study the Core and one optional theme. capture the vibrancy of historical debate. from 1095 to 1492. In addition, the students examine Medieval Wars and Warfare, All candidates study one classic text from a By studying a range of topics across Dynasties and Rulers, and Key Military list that includes Descartes’ Meditations, Mill’s geographical areas and time spans, IB Leaders such as Genghis Khan and Richard I. On Liberty and Nietzsche’s The Genealogy History not only develops the skills of written of Morals. communication, analysis and evaluation, To complement these courses the department but it also helps to produce well-rounded arranges regular speakers from top All students complete a coursework essay individuals who have a sense of their own universities and runs a weekly extension exploring the philosophical implications of place in time. class. Trips, which are open to all Sixth Form a non-philosophical stimulus (perhaps song Historians, also feature heavily, with Berlin and lyrics or a cartoon; a movie script or a piece The course will help students to develop a Russia alternating as destinations. of art). Higher Level candidates also develop nuanced understanding of the complexities of their understanding of Philosophy as an the past which we believe to be invaluable in activity in an additional paper. helping to make sense of the world today.
The department offers Higher Level students a choice of either a Modern or Medieval History course. A Standard Level course in Modern History is also available.
24 the ib at sevenoaks | group Three the ib at sevenoaks | group Three 25 psychology
A fascinating subject Beyond the core students explore two options in greater depth: covering vast areas such Option 1: Abnormal Psychology as social psychology, Abnormal Psychology focuses on diagnosing, explaining and treating humans suffering from criminal psychology, psychological disorders such as depression. This option begins with a consideration of mental disorders, memory, what is ‘normal’ and ‘abnormal’ behaviour and then looks into the issues related to diagnosis perception and the and treatment, particularly gender and cultural issues. influence of genes on Option 2: Human Relationships intelligence The Human Relationships option starts by considering whether altruistic behaviour actually exists, and if so, why some people Psychology is the study of behaviour, the risk their lives to save others. It then looks at brain and mental processes. Its purpose personal relationships focusing on attraction is to understand, predict and sometimes and communication, and what may cause even manipulate behaviour. It is a diverse once close relationships to end. subject covering vast areas such as social psychology, cultural psychology, mental Students plan and carry out one psychological disorders, how the brain works, human experiment. An example might be an relationships and the influence of genes investigation into the accuracy of eyewitness on intelligence. reports after a car crash.
The core of the course explores behaviour Students have access to a large selection of from biological, cognitive and sociocultural Psychology textbooks as well as a dedicated approaches, and attempts to integrate IB website. To broaden their understanding, these to produce a holistic understanding there is a Psychology discussion group led by of human behaviour. students, and we also invite visiting speakers.
Some of the core topics include: localising brain functions using split brain research, comparing models of human memory, and why people often conform to the behaviour of the group they belong to against their own judgement.
the ib at sevenoaks | group three 35 26 the ib at sevenoaks | group Three biology
Both Higher Level and Standard Level courses The Standard Level course may be the in Biology relate various aspects of scientific only Biology a student studies, and has theory to international collaboration and therefore been designed to provide a good technological developments. understanding of human physiology, the environment, and the implications of science The six unifying biological concepts are: in society, including genetic engineering, l Cell Biology and the ethical issues surrounding the use of l Molecular Biology therapeutic stem cells. l Genetics
our l Ecology The practical work and development of l Evolution and Biodiversity practical skills are essential and integral parts l Human Physiology of both courses. An essential aspect of the
f practical course is the design of an individual The courses are regularly updated; they investigation, which aims to develop students’ include up-to-date science and address analytical and evaluative skills. This aids current issues, as Biology as a subject is problem solving and makes students more constantly changing. adept at critical thinking.
The Higher Level course provides an excellent qualification for entry into university courses such as Biological Sciences, Medical and Veterinary Sciences and Neurobiology. ROUP
4G
28 the ib at sevenoaks | group four the ib at sevenoaks | group four 29 CHEMISTRY
Higher Level Chemistry a study of the trends in physical and chemical properties within the Periodic Table. Students is a rigorous course that learn about the key factors which influence how and why chemical reactions take place provides a very good and how changes in conditions can affect the rate and yield of a reaction. grounding for the study In the sections on acids and bases and redox of physical or biological reactions, students learn about the differences between strong and weak acids. Organic sciences at university Chemistry is introduced through the study of hydrocarbons and extended to look at the relationships between significant The IB Chemistry course is divided into three functional groups. sections: Core, additional Higher Level and Option. Throughout the course the emphasis All Higher Level students study the Further is on understanding rather than rote learning. Organic Chemistry and Modern Analytical Chemistry options. Standard Level students The Core is made up of 11 topics in Physical, study one option from: Inorganic and Organic Chemistry. Students l Materials study the nature of the atom. This leads on to l Biochemistry l Energy and Medicinal Chemistry
Higher Level is a rigorous course that provides a very good grounding for the study of physical or biological sciences at university, whereas the Standard Level course provides a basic grounding in Chemistry which may be useful to students who wish to concentrate on other sciences at university or who just have a general interest in Chemistry.
30 the ib at sevenoaks | group four the ib at sevenoaks | group four 39 physics
Physics is the most fundamental of the The IB Physics course is divided into three Experimental Sciences in that it seeks to sections: subject-specific Core, additional explain the basic features of the natural world Higher Level, and an option topic. primarily in terms of the interactions between matter and energy and the underlying The Core introduces basic ideas and concepts laws thereof. from different areas of Physics (eg mechanics, thermodynamics etc); these ideas are explored This is reflected in both the Standard in more depth and breadth in the additional Level and the Higher Level programmes, Higher Level material. with students also being made aware of the connecting domains of physical laws, Standard Level physicists take the Astrophysics experimental skills and some of the social and option as it completes an all-round historical aspects of physics. understanding of the subject, allowing students to study the enormous scale of the universe alongside the atomic scale of the atom. Higher Level physicists take the Engineering option, which ventures into rotational mechanics, fluid dynamics and resonance, providing lots of practical applications and an excellent basis for university courses based around physical sciences.
Higher Level Physics is an excellent and essential course for any student intending to study Physics or a Physics-related course at university, such as Natural Sciences (Physical) or Engineering. It also provides good support for other courses such as more general science courses, Mathematics, Economics and Medicine. Standard Level Physics is suitable for students with an interest in or curiosity about the natural world.
32 the ib at sevenoaks | group four the ib at sevenoaks | group four 33 mathematics
Mathematics is offered via two subjects, both All courses include an internal assessment of which are available at Standard Level (SL) that will allow students time to engage and Higher Level (HL), with all four courses and understand the ideas, concepts and involving a significant exploration that applications they are studying, as well contributes to the final assessment. as learning important investigational and modelling techniques. In addition the use Mathematics: Analysis and Approaches of a graphical calculator is essential in all ive This course is designed for students who courses. SL students across both subjects enjoy developing their mathematical fluency will complete two externally assessed written and realise the thrill of problem-solving papers and the internal assessment, HL f
and generalisation; students fascinated by students will complete three papers and the exploring real and abstract applications internal assessment. of advanced mathematical concepts. HL comprises a core syllabus including work on At appropriate times in the Lower Sixth, it is advanced calculus, trigonometry and complex usually possible to change Maths courses, numbers whilst the SL course includes the but before a request is made full consideration topics of logarithms, trigonometric identities must be given to the implications of the and integration. It is aimed at students who change for university applications. will pursue further studies with substantial mathematical content. Pupils wanting to study Mathematics: Analysis and Approaches at Higher Level are expected to Mathematics: Applications gain a 9 at IGCSE and an A at Additional Maths and Interpretations in Year 11 or equivalent. Those wanting to study ROUP This course is intended for students with Analysis at Standard Level are expected to gain an interest in developing their mathematics an 8 or 9 at IGCSE and grade A-C at Additional for describing our world and solving Maths.
G practical problems; students interested in utilising technology in addition to exploring Pupils wanting to study Mathematics: mathematical models that can be applied in a Applications and Interpretations at Higher practical context. The HL aspect of the course Level are expected to gain an 8 or 9 at IGCSE 5comprises a core syllabus that includes and an A or B at Additional Maths in Year 11 topics in statistics, matrices and algorithmic or equivalent. All others are advised to join the methods whilst the SL version includes Applications Standard Level course. correlation, finance and modelling.
the ib at sevenoaks | group five 43 34 the ib at sevenoaks | group five music ‘ The first year The IB programme in Music is designed Candidates also undertake a musical to promote greater awareness and investigation in the form of a media script
of university X understanding of both the power and variety exploring the relationship between two of musical experiences for those who have a musical genres. Standard Level candidates general interest, as well as for those intending choose either Performance or Composition. was easy to continue their study of music further.
SI Candidates are exposed to a broad spectrum Through the study of music of various cultures
of music, ranging from that of Western each student develops an awareness both of compared to the traditions to that of non-Western regions general aspects of style and social context and cultures. and more specific technical features. In all areas there are some specific works to be IB. I think the IB was The Music department’s busy programme of studied. Candidates are free to perform concerts in school and of concert trips outside whatever music they choose. The composition will complement performance and listening portfolio is made up of two harmony and a real challenge… opportunities during the course and aim to counterpoint exercises, one structured promote the importance of the living aspect arrangement and one free composition. of music in all styles. It is therefore essential a great basis for that candidates opting for music are prepared Importance is attached to individual to throw themselves wholeheartedly into development during the course as well as the activities which the department lay on. specific standards. The structure of the the rest of the ROUP These include the school Choral Society and programme and the weighting of assessment an ensemble appropriate to the candidate’s reflect the fine balance between emphasis on musical ability. theoretical study and creativity.
challenges G At Higher and Standard levels the creative, practical aspects of musical experience are in life ’ balanced with the more theoretical and academic. The syllabus is split into three main elements: a study of music in society from 1550 to the present day, which incorporates 6the study of two set works; Performance; and Composition.
44 the ib at sevenoaks | group six the ib at sevenoaks | group six 37 THEATRE
The Theatre course is At both levels, the course places great emphasis on the interdependence of these supplemented by regular aspects, as well as on the cooperative nature of theatrical activity and the development of professional theatre independent research skills.
visits to both mainstream Three externally assessed components: and more experimental l Solo Project (HL only): a solo performance based on theories and productions techniques of a chosen practitioner
l Director’s Notebook: The IB Theatre student, at both Higher a creative document explaining a and Standard Levels, engages in an hypothetical directorial concept for a integrated study of many aspects of theatre, chosen published play both practical and theoretical. These include the study of play texts and theatre l World Theatre Research Presentation: traditions from different cultures, the practical an individual presentation and application of performance skills and demonstration of a world theatre culture. production techniques, and the evaluation of live theatre performances. One internally assessed component:
l Collaborative Theatre Project: an original, group devised performance with a portfolio analysing the process and evaluating the outcome.
There are no written examination papers for IB Theatre. The course is supplemented by regular professional theatre visits to both mainstream and more experimental productions, enabling students to see theatre practices and techniques in action and to broaden their theatrical experience.
38 the ib at sevenoaks | group six the ib at sevenoaks | group six 39 VISUAL arts
The Visual Arts course The Process Portfolio is the equivalent of a sketchbook that traces the students’ helps students to become development through experiment, observation and reference to contextual articulate, independent, sources. These sketchbooks are refined and annotated digitally and students are strongly forceful artists recommended to use an iPad for this aspect. Ultimately, the Portfolio is a visually exciting showcase of the creative process. The course is aimed at developing the students’ practical and conceptual skills The course ends in a celebratory exhibition so that they can become powerful and of selected studio work. Diversity and independent artists. After an initial term of independence are key qualities. In recent structured investigation and experimentation years, the exhibition has been staged in a across a wide range of processes, students large London gallery. set out on individual creative paths in response to a given theme. Some candidates go on to study subjects such as Architecture, Fine Art & History of Art Students select cultural references and while other HL candidates pursue subjects in media that reflect their own interests and unrelated fields. passions. Disciplines range from traditional painting to ambitious sculpture, installations, Examples of students’ work can be seen at photography and digital approaches. www.sevenoaksschoolart.org
Students develop a specialist language for responding to and analysing works of art. The Comparative Study offers a forum for students to select works of art of particular personal interest and investigate their appearance, cultural and historical contexts and their function.
40 the ib at sevenoaks | group six the ib at sevenoaks | group six 41 CREATIVITY, ACTION, SERVICE
For many students this is Activity Duke of Edinburgh’s Award The aim of the Activity strand is to promote One of the great strengths of the school is the most enjoyable area of lifelong healthy habits related to physical that so many of our students take the Duke well-being. Pursuits may include individual of Edinburgh’s Gold Award. Students new to school life – it is here they and team sports, aerobic exercise, dance, the Sixth Form do not have to have previously outdoor recreation, fitness training, and completed Bronze or Silver. spend a good deal of their any other form of physical exertion that purposefully contributes to a healthy lifestyle. Clubs and Societies From Tae Kwon Do to PPE to Kit Car Club cas time and make many of Service there should be something for everyone their friends The aim of Service is for students to and, if there isn’t, then students have understand their capacity to make a the opportunity to set up something new meaningful contribution to their community themselves. This is an area where Sixth CAS is at the heart of the Diploma and society. Through service, students Formers are encouraged to take a leadership Programme. It complements a challenging develop and apply personal and social role and mentor younger students. academic programme in a holistic way, skills in real-life situations involving providing opportunities for collaboration, decision-making, problem-solving, initiative, Trips self-determination, accomplishment responsibility and accountability for their There are approximately 70 residential trips and enjoyment. actions. Service is often seen as the most (and over 150 day trips) on offer each year. transforming personal experience, Each year language trips head off to Spain, It is hoped that students will develop skills, promoting students’ self-awareness, France, Germany, Belgium, Italy, China and attitudes and dispositions through a variety offering diverse occasions for interactions Russia. There is a Geography field trip to of individual and group experiences that and experiences, and opportunities for Morocco, a History trip to Moscow and St provide them with opportunities to explore international-mindedness. Petersburg, an Economics trip to Prague and their interests and express their passions, many more. The Biology department has personalities and perspectives. Students will address authentic community even been as far as Madagascar! There is a needs, and the community will benefit major sports tour every year, and there are Creativity through reciprocal collaboration. The music and drama tours, art study trips and Creativity in CAS provides students with the ‘community’ may be the school, local, service trips. opportunity to explore their own sense of national and/or international communities. original thinking and expression. Creativity Model United Nations will come from the students’ talents, It is in these areas that students develop One of the highlights is the trip to the MUN interests, passions, emotional responses many of the attributes that are vital in later conference at The Hague, attended by over and imagination; the form of expression life: leadership, the ability to work as part of a 3500 students from around the world. The is limitless. This may include visual and team, confidence and resilience. Sevenoaks delegation is recognised as being performing arts, digital design, writing, film, one of the most formidable of all the schools culinary arts, crafts and compositions. that attend.
42 the ib at sevenoaks | creativity, action, service the ib at sevenoaks | creativity, action, service 43 CO-CURRICULAR MUSIC
Music at Sevenoaks School is housed in the musicians who wish to enjoy the more intimate school’s magnificent performing arts centre, art of chamber music, we have a thriving The Space. This boasts a 400-seat concert programme and the school has enjoyed much hall, the Pamoja Hall, as well as a Recital success in the national Pro Corda Festival. Room. The school organises and hosts a range of classical, jazz and popular concerts, For many, the highlights of the first two terms including school concerts, professional are two concerts which focus on the jazz, rock orchestra and choir performances, and events and pop music at Sevenoaks School. The entirely organised and performed by students. school has several Jazz Bands, around which the concerts are built, and also a popular About 700 instrumental music lessons music choir, Voices, who have sung in Berlin’s take place each week. There is a flourishing famous Philharmonie. Symphony Orchestra of over 80 students. Recent performances have included There is also a number of independently Symphony No 1 by Sibelius and Schubert’s formed rock groups who populate the school’s Symphony No 8 (Unfinished). charity concerts and raise a large amount of money for Sixth Form projects every year. There is a Choral Society of over 100 which has performed works such as Handel’s Messiah and Mozart’s Requiem. For those
‘ The opportunities to play music at the school have been mind-blowing – everything from jazz to classical and rock to pop is played here ’ Sevenoaks student
the ib at sevenoaks | creativity, action, service 13 44 the ib at sevenoaks | creativity, action, service CO-CURRICULAR DRAMA
We try to maximise Senior performers grow into theatre makers rather than just actors. Students also take student ownership and key responsibilities in design and production roles. A reliable source and training ground responsibility, enabling for such students is the Space Technical Team, mentored by the building’s professional students to get much more technicians. Students operate lighting and sound for all projects, and often for visiting out of each project professional shows as well. Alongside the main productions, which A strong spirit of ambition and are mounted in the 230-seat Sackville experimentation runs through Drama at Theatre, a number of smaller studio projects Sevenoaks School. In the first year after are hosted in the Ordovsky-Tanaevsky the opening of The Space, a 50-strong cast Drama Studio. These include many student- brought The Odyssey alive as a promenade directed plays, experimental work, SSC journey around the building, taking its and IB practical assessments, plus Trinity/ audience on a journey with Odysseus as he LAMDA showcase evenings. The Sackville retrod the steps of his epic adventure. Theatre Company appear each summer at the Edinburgh Fringe Festival, with student Every two years the department takes a directed or devised work from their time in the production on tour to schools in Germany Sixth Form. during the Michaelmas half term. The Sackville Theatre is also an emerging There is drama for every age group and each venue for small and middle-scale professional year four major productions are mounted. theatre, programmed for the school and local We place particular emphasis on the process community. We have been lucky to host a undertaken to mount a production. We diverse range of international theatre, often try to maximise student ownership and part of a national or international tour. responsibility, enabling them to get much more out of each project.
14 the ib at sevenoaks | creativity, action, service the ib at sevenoaks | creativity, action, service 47 sport
We have a strong tradition The sports programme provides students with opportunities for developing the fundamental of sporting achievement characteristics of commitment, loyalty, selflessness, determination, cooperation, and excellence with annual leadership and an appreciation of the role and value of the individual and the team. success at county, regional In the Sixth Form, a range of sporting activities and national level are offered to students at a competitive, recreational and club level. Sevenoaks offers 19 representative sports including rugby, Sevenoaks School enjoys a wealth of sporting football, cricket, hockey, netball, tennis, sailing activities, which form a major part of life at and shooting, amongst others. the school. The opportunities for students to participate in sporting activities are extensive We have a very strong club programme which as we promote a positive, lifelong approach includes a range of activities such as dance, to sport coupled with excellent facilities climbing, aerobics, fencing and martial arts, and coaching. in which students of all levels are welcome to participate.
Sevenoaks has a strong tradition of sporting achievement and excellence with annual ‘ One of the success at county, regional and national level. Over 80 students each year represent county level and above in a range of sports, including top 10 sporting some 20 international sportsmen and women.
Sevenoaks School proudly fields 128 sports schools in teams and plays over 1000 fixtures per year, which highlights the level of commitment to coaching and opportunities available to all the UK ’ students attending the school. School Sport Magazine
48 the ib at sevenoaks | creativity, action, service the ib at sevenoaks | creativity, action, service 17 service COMBINED CADET FORCE (CCF)
Service is at the heart Through our local projects students may visit One afternoon a week students can also opt The aim of the CCF is to encourage cadets elderly people, teach Latin or modern foreign to join the Combined Cadet Force. Sevenoaks to develop powers of leadership and to give of the school. Sevenoaks languages to primary school children, or work School CCF consists of over 250 male and them experiences they are unlikely to find with disabled young adults – and there are female cadets in Army, Royal Air Force elsewhere. There is a lot of fun to be had, with School was one of the many more opportunities. and Royal Navy sections. This is one of the activities such as flying, gliding, shooting, options within the CAS part of the IB Diploma, obstacle courses, climbing, diving, canoeing, pioneers of school-based School Service enables them to become a and is often a new experience for students, sailing, intersection competitions, leadership peer or academic mentor, or perhaps involve and one which they all thoroughly enjoy. tasks, field days and camps. community service in themselves with our front of house team in The Space. England, creating its Through our global projects students can Voluntary Service Unit become involved in our PROMO trips to Mumbai, Rajasthan and Cambodia. Each year (VSU) in 1960 we raise money for a few nominated charities and support them in various ways. We always encourage and welcome new ideas. It remains one of the largest and most ambitious school service programmes, in Service can certainly be a transformative which some 400 students volunteer every experience for the volunteer, promoting week, involved in activities with a broad theme self-awareness and developing resilience, of Global, Local and School Service. accountability and independence. It is also an opportunity to use one’s education for good. Voluntary service is a popular co-curricular activity and a compulsory element of the Duke of Edinburgh’s Award Scheme and the International Baccalaureate Diploma. As a recommended experience to include in a UCAS application, it is believed to add value to an individual’s skills and CV. Service is so much more than a box-ticking exercise, however. Through Service our students will begin to understand their capacity to make a meaningful contribution to society, learn what it is to be socially responsible and recognise the need for sustainable service.
50 the ib at sevenoaks | creativity, action, service the ib at sevenoaks | creativity, action, service 51 LEADERSHIP OPPORTUNITIES pastoral support
All students at Sevenoaks School exhibit concerns, we have a team of Mentors and The Sixth Form is a vibrant All Sixth Formers undertake a programme leadership potential, and there are countless Learning Support Mentors from the Lower of Personal, Social and Health Education opportunities for students to develop these Sixth, who help pupils with work. Or perhaps and busy community, with (PSHE). This work covers a wide range of M skills over their two years in the Sixth Form. your strengths lie with coaching sport to topics from entrance into university and We consider all Sixth Form students to the younger years, or writing, directing and a high standard of organising life there, to investigating matters be ambassadors for the school, in their producing plays? The opportunities are there of personal health and well-being. behaviour, dress, and attitude, and as such we for you, and it is your decision as to which you behaviour, and students invite all Lower Sixth students to be Prefects. would like to pursue. Equally important are the twice-weekly quickly feel at home assemblies, where students are given an This role is crucial for the school, as the ethical dimension to their education through OR Prefects carry out vital and responsible roles short talks on a variety of topics. There is also each week to assist in the management of One of the strengths of Sevenoaks School a school counsellor, to whom students may students around the campus. Prefect roles is the pastoral system, which aims to guide talk in confidence about issues that may be
F include the supervision of younger years students through the challenges they face in bothering them. during lunch, breaktime and after school, their lives. Balancing academic study and co- while consistently setting a good example to curricular commitments can be difficult at first, We have a well-developed induction day, these younger years. so each student has a tutor, responsible for allowing students to get to know each other their pastoral and academic welfare, who sees and the details of the Sixth Form; an early Whether new to the school or not, these them every day. highlight is the Freshers’ Ball within the
TH opportunities are open to all within the Sixth first fortnight. Form, to ensure a representative mix of Day students are placed into small tutor individuals leading the student body. groups of 12-14 students, split between The integrated Sixth Form culture means that
X Upper and Lower Sixth, and thus integration stopping and asking questions of students If you enjoy discussion and representing between years is encouraged and experiences and teachers is a way of finding out answers the views of your year group, there is the can be shared. Boarding students are also and meeting new friends. Sixth Form Committee, or if you prefer the placed into tutor groups, and are treated in
SI management of your peers, there are Senior the same way as day students throughout the All Sixth Form students wear a school suit, Prefect roles. school day. making them appear smart and ready for work. The suit designs, for both girls and We also have committees for sports, Tutors are the first line of contact for parents, boys, mix functionality with style and there is boarders, and of course, food. For those who in matters pastoral, academic and co- a limited choice. By having a standard suit, we wish to assist with the younger years and their curricular, and are there to support students remove any concerns by students about their over their Sixth Form careers. appearance, so they can focus on much more important matters. the
52 the ib at sevenoaks | THE SIXTH FORM the ib at sevenoaks | THE SIXTH FORM 53 ‘ I am delighted that all your higher education students study the IB. University
is the natural extension of theIB Approximately 20 per cent of leaving All Sixth Form pupils at Sevenoaks in the last students receive offers from Oxford or few years have gone on to further education Cambridge, while over 90 per cent of either in the UK or abroad. Our extensive and together they provide the Sevenoaks applicants go to their first Higher Education (HE) programme is designed choice university. to prepare students for university entry and includes the following: essential lateral and creative Over ten per cent of our students attend international universities, including l Guidance from specialist advisers in Yale, Harvard, Princeton, MIT, Stanford, a range of subject areas, including thinking that employers look for ’ Columbia, University of Hong Kong, McGill, subject-specific discussion groups Trinity College Dublin and Bocconi, Milan. Director, Flexible Combined Honours, Exeter University l Beginners’ Guides to Degrees The Higher Education and Careers lecture series department is served by a large, experienced team of dedicated academic and l Individual HE advice and interviews, administrative staff. with written follow-up and aptitude tests The Director of Higher Education and her team are available to offer high quality information, l Weekly talks from UK, US and other advice and guidance on universities, as well university admissions tutors as information on careers, work experience and gap years. l Interview and Admissions Tests seminars and practice
In addition, there are HE and Oxbridge information evenings with admissions tutors; a Higher Education Day in June of the Lower Sixth, including Personal Statement guidance with subject-specific workshops; a SAT preparation course, help with US applications and a US colleges tour; an Old Sennockians’ University Fair and a Friends of Sevenoaks Careers Fair.
54 the ib at sevenoaks | THE SIXTH FORM the ib at sevenoaks | THE SIXTH FORM 55 university destinations and IB results On average, 20% of our students receive offers from Oxford or Cambridge universities each year, with the majority receiving offers from one of the top ten UK or US institutions.
The top UK university University success is achievable because destinations for our students are: our students are confident, articulate, very well-taught, and enjoy a high reputation for Bath Manchester academic achievement. Indeed, their exam results are outstanding. Bristol Newcastle Cambridge Nottingham IB Results at Sevenoaks Sevenoaks students’ results are among the Durham Oxford highest in the world. The maximum Diploma Edinburgh Southampton score is 45. The average worldwide score is Exeter St Andrews currently just under 30. Our students’ average Diploma score at Sevenoaks is close to 40. Imperial UCL KCL Warwick All IB students join a genuine international Leeds York elite, and universities around the world know that these students will provide something LSE special. Every year, a significant number of students achieve the maximum 45 points for the IB Diploma, and well over half The top international university gain Diplomas with 40 or more points. At destinations for our students are: Sevenoaks, over 90 per cent of our leavers gain places at their first choice university. Barnard College Northeastern Research shows that IB students have a greater chance of attending one of the top Chicago Northwestern 20 UK universities than students who study Columbia HKU traditional A-levels, and they also have a Cornell UCLA greater likelihood of earning a first-class degree compared to their A-level peers. Duke UPenn The 2017 report from the Higher Education Georgetown USC Statistics Agency (HESA) also identified that ‘ Sevenoaks students are Harvard Yale IB students are more likely to be employed McGill in graduate-level jobs and earn, on average, more than their A-level counterparts, currently studying at every one particularly in professional, scientific and technical careers. of the top 20 US Colleges ’* Wendy Heydorn, Director of Higher Education *Source of Top 20 US colleges is the Wall Street Journal
56 the ib at sevenoaks | THE SIXTH FORM the ib at sevenoaks | THE SIXTH FORM 53 Trends in university applications What qualification would you say is a better preparation to thrive at university?
For the last ten IBSCA University Admissions OfficersR eport 2017: Highlights years, an educational report has been How well do you think each of A Levels ‘ The latest commissioned these exam systems develops International Baccalaureate among university the following qualities in Diploma Programme (IBDP) annual University admissions officers. students at present? This year’s survey Scottish Highers 18% has been developed Admissions Officers collaboratively Encouraging independent Developing in-depth Developing workplace skills Encouraging creativity between the inquiry subject expertise International report shows that… Baccalaureate (IB), 3% IB Schools and Scottish 8% Colleges Association Highers A Levels the IB Diploma (IBSCA) and ACS International Schools. IBDP Detailed here are Programme is some of the findings 51% Nurturing an open mind Developing Encouraging a global outlook Developing intercultural Rate them all equally from the report when self-management skills skills comparing the 20% clearly the best IB to other Sixth Form Don’t know qualifications. qualification to prepare young 25% Find out more: people for further Visit our school website: www.sevenoaksschool.org/highereducation Follow the HE department on Twitter: @Sevenoaks_HE study and work ’ Read more in our Parent Pages: www.sevenoaksschool.org/parents/higher-education of university admissions T enth annual report, ACS International Schools, IB and IBSCA officers look more favourably on an applicant who has completed the EPQ or IB Extended Essay.
58 the ib at sevenoaks | THE SIXTH FORM the ib at sevenoaks | THE SIXTH FORM 59 Frequently asked questions
How does the points system work? universities will even offer credit in particular
s Each of the six subjects is graded out of subjects for IB students who have done well. seven. The Extended Essay and Theory The IB Diploma is the international standard of Knowledge are combined to give up to in education and North American universities three core points. The total Diploma score is have been working with IB students since Q therefore a maximum 45 points. its inception.
How does the IB compare to A-levels? Can I study more than three Higher A The International Baccalaureate Diploma Levels/more than six subjects? is a complete programme of study, and All of our Sixth Form students follow a six-
F overall is more comprehensive and rigorous subject Diploma with three Higher Level than A-levels. The IB has not suffered from subjects. We think that the Diploma is properly grade inflation and therefore is more able weighted in its normal form and is already a to distinguish between good and excellent challenging enough course. We support the students. All universities recognise the IB as at IBDP in its promotion of a broad curriculum least an equivalent qualification, and in many and suggest that if a student does have a little ‘ More schools should cases indicate a preference for it. extra time or energy, he or she contributes further to the co-curricular programme or Is the IB accepted and well understood some other aspect of the Diploma. If a adopt the International by universities? student wishes to attend some extra lessons UK universities are well aware of the IB, and out of intellectual curiosity, this is usually fine, despite IB students only representing a small although they will not be entered for Baccalaureate instead of percentage of overall UCAS applications, all the examination. of them will provide IB minimum requirements A-levels to tackle the UK’s alongside their A-level requirements. Does the IB include coursework? Yes, around 20 per cent for each subject and In addition, research is revealing that of then three core points awarded for Theory of engineering skills shortage ’ those students who meet the minimum Knowledge and Extended Essay coursework. application requirements, IB students have President of the Institute of Engineering and Technology, 2016 a slight edge in terms of receiving offers. How many students gain top grades? Research has also shown that high-achieving A number of Sevenoaks students gain IB students are more likely to receive 2.1 or the maximum 45 points each year, with a first class degrees than their equally high- substantial number gaining between 40 and achieving A-level peers. 44 points. Our average points score is 39. Universities and programmes understand North American universities, with their the challenge of the IB and therefore ask for a broad curriculum, are more attuned to the IB wide range of grades. Students do not need philosophy and IB students find themselves 45 or 44 points to earn places at the UK’s at an advantage in North America. Some best universities.
60 the ib at sevenoaks | THE SIXTH FORM the ib at sevenoaks | THE SIXTH FORM 57 Frequently asked questions
Can you take three sciences? and the focus on independence in the IB Because of its emphasis upon breadth, the internal assessment, students have more International Baccalaureate Diploma does incentive to specialise and develop a much not allow a student to take three sciences. UK deeper understanding of material than a rote- medical schools do not require three sciences: learning, tick-box specification will allow. The Chemistry and one other Science (generally nature of the open-ended, concept-based IB Biology) or Maths are standard subject examinations rewards those who’ve moved requirements. deeper into the material in a way that A-levels’ focus on assessing content doesn’t. Does the IB allow you to opt for Medicine at university? The IB is perceived to be harder than Absolutely – in the last two years, other qualifications.I s this true? Sennockians have received well in excess of Doing well in any qualification is difficult, and 50 offers to read medicine. Today, medical the point of good assessment is to reward the schools are not only seeking academic rigour students who through talent, commitment and in Sciences and Maths but are increasingly hard work achieve high grades. The IB is no looking for a mix of skillsets – both academic different. There are more subjects, so in this and personal. By continuing to study sense it is a greater challenge. languages and humanities, the IB enables students to further develop their written and The value of an IB Diploma, however, has been verbal communication skills, enhances their retained over the last 40 years: there has been ability to critically assess information and no grade inflation, no continual tampering and nurtures a more multifarious view of situations, subsequent reversals with assessment, and enhanced by their study of TOK. The CAS no introduction of new higher grades. When ‘ The IB develops the programme is simply superb in enabling teaching 16-year-olds about life and how to students to contribute to the school and wider be successful, are we going to tell them that community whilst helping the students to avoiding difficulty, when you know the ‘easier’ students top universities reflect on their actions and impact. route is measurably less valuable, is the right thing to do? Does the IB’s breadth mean there is want, and future leaders less depth? OFQUAL, the UK’s school-leaving qualifications regulator, ranks individual IB the workplace needs ’ subjects, their content and their assessment, as being as demanding as the supposedly The Independent more in-depth A-levels. There is a small difference in UCAS tariff points based only on the number of hours of instruction per subject. Indeed, with the Extended Essay
62 the ib at sevenoaks | THE SIXTH FORM the ib at sevenoaks | THE SIXTH FORM 63
the the ib at sevenoaks the ib at sevenoaks Sevenoaks Kent TN13 1HU +44 (0) 1732 455133 www.sevenoaksschool.org