What could your child achieve at Sedbergh? Our academic programme provides a well-rounded, challenging, and supportive academic environment that nurtures pupil’s unique talents and aspirations. Small class sizes and expert teaching, ensure that every pupil benefits from personalised attention that aims to build a lifelong love of learning.
Sedbergh is focused on providing the highest quality academic education for all its pupils.
The academic year runs from early September to early July and is divided into 3 terms: Michaelmas Term (September to December), Lent Term (January to Easter) and Summer Term (end of April to early July).
Our Senior School curriculum begins at Year 9.
Our curriculum is created with three priorities in mind:
To provide pupils with the knowledge they need to understand their world and to make strong, well-informed decisions.
To provide for a wide range of interests and talents so that pupils may study subjects they enjoy and will flourish in.
To ensure they gain the highest qualifications which are most valued by universities around the world.
The School’s main intake into Sedbergh is at Year 9, when pupils are 13 years old. This provides one year of education before pupils start exam courses. Sedbergh runs a unique and inspiring curriculum called 9 Inspire which was created by Sedbergh staff with support from some of the of leading Prep School headteachers in the UK.
9 Inspire is designed to instil confidence and cultivate a genuine passion for learning. It allows pupils the opportunity to look beyond the constraints of traditional subject titles and encourages a blend of both skill and topic-based learning. At its core, 9 Inspire aims to equip pupils with indispensable, sought-after skills such as teamwork, project management, and problem-solving, while at the same time emphasising the importance of our school values of humility, ambition, resilience and kindness.
Key benefits of the 9 Inspire curriculum:
The GCSE is a two-year, UK, academic programme encompassing 10 subjects. Students begin in Year 10 at 14 years of age (as of 01 September) and finish in Year 11.
At Sedbergh School all pupils study English, maths, physics, chemistry and biology with additional subjects chosen from our broad range of GCSE subjects. Pupils are taught in classes which are set (streamed) by ability enabling all our pupils to make the maximum progress. Extra lessons are easily arranged as all our teachers live on site or in close proximity to the School.
For international pupils aged 15 years old we are able to consider them for a 1 year GCSE option.
British A Levels have long been the “Gold Standard” of education because of their breadth and rigour. For this reason, they are the most widely accepted exams in top British universities and widely respected throughout the World. Pupils typically select 3 or 4 subjects and can mix A level and BTEC subjects. Unlike Baccalaureate programmes, pupils can choose any combination of subjects according to their aspirations and interests, for example:
A Level Subjects
Art, Biology, Business, Chemistry, Classical Civilisation, Computer Science, Digital Media, Drama and Theatre, Digital Technology, Economics, English, French, Further Maths, Geography, Geology, History, IELTS, Latin, Maths, Music, Physical Education, Physics, Psychology, Religious Studies, Spanish
BTEC Subjects
Agriculture, Business, IT, Sport Foundation Diploma (1.5 A Level equivalent), Sport Diploma (2 A Level equivalent)
Why Choose a Pre A Level Course at Sedbergh?
Fiona joined Sedbergh School after first attending the International Summer School, using it as a stepping stone to understand British education and boarding life. This initial experience helped her build confidence in her English, become familiar with teaching styles, and experience living away from home before committing to Sixth Form.
Moving from a German school system to A Levels brought academic differences. Fiona noted a shift towards more independent learning, discussion-based lessons, and deeper subject specialisation. While this required adjustment, she found that smaller classes and supportive teachers made it easier to ask questions and adapt quickly.
Boarding played a key role in Fiona’s transition. Living in the boarding house environment (Sedbergh is full boarding, so she is surrounded by supportive pupils 7 days a week) helped her integrate socially, improve her English through daily interactions, and build friendships with both British and international pupils. She emphasised that the community made her feel welcomed and supported from the start.
Over time, Fiona has developed greater independence and confidence—both academically and personally. Her experience highlights how a structured introduction, strong pastoral care, and an inclusive boarding environment can make the transition to a British Sixth Form both manageable and rewarding for international pupils.
