Sixth Form Booklet 2023/24

Subjects and Courses 23-24

Welcome from our Head of Sixth Form

I am delighted to welcome you to the warm, welcoming and inclusive environment of St Joseph’s College Sixth Form. We provide an environment in which all of our students are encouraged to challenge themselves academically and experience the broad range of extra and super-curricular activities offered. Before entering the teaching profession, my first career was in publishing, where I worked in dynamic and highly competitive environments for a wide number of national publications, ranging from the Daily Mirror to Harper’s Bazaar. Having attained my PGCE in 2011, I again returned to studying and gained my Master’s degree in English Literature in 2015. In the 10 years I have been at St Joseph’s College, I have worked as an English and Digital Media teacher, Assistant Head of Upper School and Assistant Head of Sixth Form. I have been Head of Sixth Form for the past two years.

The range of academic pathways on offer at St Joseph’s ensures that every student is able to access the next stage of their academic career or apprenticeship with the appropriate qualifications. Our aim is always to facilitate the students’ next steps whilst ensuring that they engage fully with all of the opportunities available to them at the College. Our College motto, Fides, Labore et Tenacitate, (Faith, Hard Work and Tenacity,) creates the core of our ethos and guides our students to success in all areas throughout their time at St Joseph’s.

Mrs Katherine Simpson-Jacobs Head of Sixth Form

AS AND A-LEVELS

For many students, traditional A-level courses are the natural route to university. From the wide range of courses available, we ask students to choose four subjects at the beginning of Lower Sixth with a view to refining this to three subjects a in January. This approach allows students to experience a range of courses before making their final choices. All A-level students will be entered for the AS-level public examinations at the end of Lower Sixth. This is to ensure that students remain focused throughout the first year of study, the results from these examinations will help to inform progress and aid predictions for UCAS applications in the Christmas term of Upper Sixth.

VOCATIONAL COURSES

Universities widely accept vocational courses and a number of students prefer the focus of continuous coursework in conjunction with examinations to the linear assessment of A-level with its greater focus on final examination at the end of Upper Sixth. These targeted Level 3 vocational qualifications include BTEC Business Studies, BTEC Sport Coaching and Development, BTEC Engineering and CTEC Digital Media. These courses are equivalent to A-levels and are recognised by the majority of universities. Students will be allowed to mix A-level and vocational courses if they have requisite grades at GCSE.

HOMEWORK AND STUDY EXPECTATIONS

Students will be given homework and/or additional research tasks every lesson and they must utilise their timetabled study periods effectively. All students should complete a minimum of two hours additional study in each subject per day to be working at the required level for Sixth Form.

SAT

St Joseph’s College is a test centre for the SAT admissions test. Students can sit this test as part of their application to universities in the USA.

EXTENDED PROJECT QUALIFICATION

The EPQ is an exciting opportunity for students to practise their project management skills and to design, implement and write up a research project of their choosing.

The flexibility to tailor a project to the interests and aspirations of each student makes it a highly personalised piece of learning. The popularity of the qualification amongst universities is demonstrated by the reduced offers provided by many universities to those students completing them. This is one of the reasons why we encourage all students to take the EPQ.

MATHEMATICAL STUDIES

As an alternative to the EPQ, Mathematical Studies is also offered to those students who wish to extend their Mathematics beyond GCSE but without committing to the full A-level.

OTHER PATHWAYS

Some students joining Sixth Form wish to improve GCSE Mathematics and English Language grades and lessons are provided to support this. For some international students, we offer the opportunity to undertake a three year A-level programme with the opportunity to improve English language skills and secure strong IELTS scores alongside initial studies in their first year.

For students wishing to study BTEC courses, the expectation is that they would hold five GCSEs at grade 4 or above (the equivalent of the previous C grades). For students wishing to study A-level courses, we would expect that four of their GCSE grades would be at grade 6 or above for them to successfully complete their courses.

Our Sixth Form offers a rich diversity amongst our student body, with different academic routes being taken, a good mix of girls and boys, and an international feel, with overseas students being part of our strong boarding community. Our class sizes remain small, so students receive individual attention to support their progress.

Each student is known and cared for personally, with their progress tracked individually. We are able to offer an environment that has a safe, friendly, family feel with a real sense of community.

Whilst academic progress is of course central to our aims, we wholeheartedly embrace a more holistic approach to Sixth Form life and are keen to encourage opportunities for wider skills development, including leadership, team-working, communication and empathy for others. As students enter our Sixth Form, they have the opportunity to make a valuable contribution to College life and to the wider community. This helps to prepare them for the decisions and responsibilities they will face in the future. Students leave our Sixth Form as well-rounded young adults with an excellent perspective on both themselves and the world in which they will live and work.

Together with extra responsibility comes increased freedom; our Sixth Formers gain some experience of independence before they leave us. Arrangements in the Sixth Form are designed to mirror this: students have their own kitchen area (the Hub), a silent study area (the Reading Room), the outside space of the Quad and Serenity Garden and a common room (the Atrium), as well as full use of the central College Library.

Much attention is paid to helping students bridge the gap between the guided study of GCSEs and the self-discipline that is necessary to succeed at Sixth Form level. The friendly support and cooperation of tutors and subject teachers ensures that there is a smooth transition.

This booklet is designed to give you information on all the courses on offer. We would be delighted to welcome you to explore our Sixth Form for yourself on one of our Open Days or Snapshot Mornings.

Please note: Should there be insufficient demand, a course may not be delivered.

Head of Lower and Upper Sixth

After graduating from Brunel University, I worked in industry as a Website Developer for Deloitte UK in London. My desire to teach led me to apply for my PGCE in Computer Science in 2001 and I spent the next 15 years teaching at Northgate High School in Ipswich. In September 2017 I joined the College and it was one of my best decisions. Joining the College community led me to have many opportunities. I was promoted to Head of Technology within a few months and have enjoyed working with the students and staff. As a Sixth Form tutor for over a decade, with lots of experience, I was delighted to be appointed to my current position. The Sixth Form Centre is a welcoming and enjoyable place to be. It is an honour to work with so many incredible young people and to be part of their Sixth Form journey.

Mrs Frost

Head of Lower Sixth

Education has always been at the centre of my career; before entering the teaching profession, I lectured at Queen’s University and thoroughly enjoyed sharing my passion for History with undergraduate and postgraduate students alike.

But apart from my love of the subject, I felt that my skill set and passions lay in the holistic development of young people. With this in mind, I completed my PGCE in History at the University of Cambridge and I have never looked back! Having worked in the Sixth Form at my previous school, I was delighted to gain the opportunity to work in the vibrant and evergrowing Sixth Form at St Joseph’s College. The range of academic and extra-curricular opportunities on offer at our College ensures that every student has the chance to enrich their overall school experience. The community spirit at St Joseph’s College makes it a joy to work at and I look forward to being part of your exciting adventure with us here in the Sixth Form.

Head of Upper Sixth

Dr Rice

Introducing our Futures Adviser

My role as Futures Adviser at St Joseph’s College is to prepare students for all their professional plans beyond school. I effectively add value to the service we can offer our students over and above their academic studies by helping to give them further enrichment opportunities and effective contact with the world of work.

A large number of our students will go to university and I assist in choosing courses and helping them with the application process. I am also very experienced at supporting people to choose the correct career paths for them beyond further education. I assist students in securing full or part time employment, as well as voluntary work, which is particularly helpful for those looking at apprenticeships as an extra option instead of, or alongside, university applications. Building on my own career experiences, I help students steer successfully through job selection processes, however straightforward or complex they may be.

Following my own graduation, I worked in industry for 25 years, running various human resources and recruitment businesses in the UK and abroad. My wife and I have two children, both of whom were lucky enough to study at St Jo’s. Our younger son left in 2020. Thanks to the College, both secured superb A-level results and both loved every moment of their eight years here. I myself have been at St Joseph’s for six years. I am a fully qualified careers adviser and love adding value and helping any student (and parent) looking for extra guidance.

David Kemsley

Student Futures Adviser

Art (Fine Art) A-level

OCR (H601)

Why choose this course?

Are you aspiring, enthused and creative? Ever fancied having your own studio space to work in to continue your passion during study periods? Then A-level Fine Art could be for you.

This is a practical, making and creating course which uses a vast range of specialist materials and art techniques. It is 60% practical portfolio and 40% practical exam.

The course embraces the current and emerging technologies as well as the traditional routes of art, craft and design, such as drawing, painting, printmaking and sculpture. It provides exciting opportunities for students to make personal journeys of discovery, learning why art and design matter and gaining experience of the working practices of individuals and organisations in the creative and cultural industries.

By providing students with the freedom to experiment and take risks, we encourage them to develop their own style of expression. Students have a dedicated Sixth Form Art Studio where each of our emerging artists has their very own space in which to work during the course.

COURSE CONTENT AND ASSESSMENT

Component 01 (H601/01)

A coursework portfolio exploring Fine Art, based upon themes developed from a range of starting points. The Personal Investigation has two integrated elements: a portfolio of practical work and a related study, exploring context. Students will produce two elements: (i) a portfolio of practical work showing their personal response to a starting point, brief, scenario or stimulus, devised and provided by a combination of the students’ interests guided by the department; (ii) a related study - an extended response (minimum of 1000 words).

Component 2 (H601/02) The externally set assignment incorporates two major elements: supporting studies and practical work. After a period of preparation, students have 15 hours of controlled time to develop their ideas into a final realisation. The early release paper will be issued on 1 February and will provide learners with a number of themes, each with a range of written and visual starting points, briefs and stimuli.

ENRICHMENT OPPORTUNITIES

Working with artists, visits to galleries and museums in London, Cambridge and further afield in Europe.

PROGRESSION ROUTES

A-level Fine Art complements other courses such as Photography, Mathematics, Physics, English Literature, Psychology, Textiles, Engineering and History. Beyond A-level, students can apply their skills and knowledge to degree and diploma courses such as Fine Art, Architecture, Fashion, Graphic Design, Marketing and Advertising.

Further career opportunities include specialised police professions, specialised insurance, curator, graphic designer, interior designer, fashion designer.

Art & Design students also develop skills which are favoured by universities and employers such as:

• Presentation skills and peer reviewing

• Interpersonal skills and communication

• Self-esteem and confidence building

Biology A Level

Why choose this course?

SECTION

COURSE ASSESSMENT

ENRICHMENT OPPORTUNITIES

TOPICS WITHIN THE SECTION

PROGRESSION ROUTES

Business Studies A-level

Edexcel

Why choose this course?

Business Studies is a highly transferable subject which opens up many routes into employment and supports the study of Business at university, where Business Management degrees are popular. Furthermore, to those students seeking to enter the world of work after A-levels, it provides valuable grounding in key terms and areas that will affect them during their careers.

The course aims to encourage students to develop a range of essential soft skills for higher education and the world of work through content which is relevant to any citizen in the 21st century and through practising communication skills. Through exciting and relevant topics, such as marketing, human resources and finance, students will understand the broad nature of business whilst focusing on some key areas, including language and the creation of balanced arguments with clear and seasoned judgements.

COURSE CONTENT COURSE ASSESSMENT

The course comprises four themes:

Theme 1 Marketing and people

Theme 2 Managing business activities

Theme 3 Business decisions and strategy Theme 4 Global business

Three two-hour written examinations at the end of the course, with 100 marks available on each. Papers 1 and 2 are each worth 35% of the total qualification.

Paper 3 is worth the remaining 30%.

Paper 1 Marketing, people and global business. Questions will be drawn from themes 1 and 4. The paper comprises two sections, A and B. Each comprises one data response question broken down into a number of parts, including one extended open-response question.

Paper 2 Business activities, decisions and strategy. Questions will be drawn from themes 2 and 3. The paper comprises two sections, A and B. Each comprises one data response question broken down into a number of parts, including one extended open-response question.

Paper 3 Investigating business in a competitive environment. Questions will assess content across all four themes. For paper 3, questions will be based on a pre-released context document. The paper has two sections, with both comprising a data response question broken down into parts, including one extended open-response question.

ENRICHMENT OPPORTUNITIES

Revision sessions are available to support students and Enterprise provides an opportunity for them to engage in practical business activities.

PROGRESSION ROUTES

Degrees and HNDs in Business and Management Studies, Accounting, Finance, Marketing, Human Resource Management, Economics, Psychology etc.

Business Studies is particularly useful for studying with another subject for a combined/joint degree e.g. Business and French, Business and Finance etc.

Business BTEC Level 3 National Extended Certificate

Why choose this course?

The BTEC course is designed to offer a more practical approach to the study of Business. It is largely assignment-based, although there is a significant element that is assessed by set tasks and examinations. BTEC Business Level 3 National Extended Certificate is the single A-level equivalent and the BTEC Business Level 3 National Diploma is the double A-level equivalent. The double unit effectively doubles the four units (two mandatory and two optional) covered in the single, and consists of eight units (six mandatory and two optional).

Business BTEC provides a coherent introduction to the business sector. It is normally taken alongside other Level 3 qualifications.

COURSE CONTENT COURSE ASSESSMENT

The assignments are based on business scenarios and students are asked to investigate business activities, going on to analyse the success of the activities and in some instances make recommendations. Links are made throughout the course with real-life business situations. The four units undertaken are: Unit 1 Exploring business Unit 2 Developing a marketing campaign Unit 3 Personal and business finance Unit 8 Recruitment and selection process

Of the four units, two are externally assessed. External assessment contributes 58% of the final grade. The styles of external assessment used are:

Examinations – all learners take the same assessment at the same time

Set tasks – learners take the assessment during a defined window and demonstrate understanding through completion of a vocational task.

Other units are internally assessed and subject to external standards verification.

PROGRESSION ROUTES

BTECs are vocational courses designed to prepare learners for the workplace or further education. BTEC Business is a course which complements other A-level or Vocational Level 3 subjects, and gives students a good understanding of the world of business. The course also provides students with a path into university and employment in a business environment.

Chemistry A-level

OCR

Why choose this course?

Chemistry helps you to develop research, problemsolving and analytical skills. It helps you to challenge ideas and demonstrate your thinking through logic and step-by-step reasoning. Chemistry also helps you to develop teamwork and communication skills.

COURSE CONTENT

MODULE TOPICS WITHIN THE MODULE

1 Development of practical skills in chemistry

Foundations in chemistry

3 Periodic table and energy

practical skills will be covered through practical tasks throughout the course

compounds, molecules and equations; Amount of substances; Acid-base and redox reactions; Electrons, bonding and

in the Periodic table; Group 2 and the halogens; Qualitative analysis; Enthalpy changes; Reaction rates and equilibrium

Core organic chemistry Hydrocarbons; Alcohols and halogenoalkanes; Organic synthesis; Analytical techniques

5 Physical chemistry and transition elements Reaction rates and equilibrium; pH and buffers; Enthalpy, entropy and free energy; Redox and electrode potentials; Transition elements

Organic chemistry and analysis Aromatic compounds; Carbonyl compounds; Carboxylic acids and esters; Nitrogen compounds; Polymers; Organic synthesis; Chromatography and spectroscopy

COURSE ASSESSMENT

PAPER & DESCRIPTION

Paper 1 Periodic table, elements & physical chemistry Modules 1,2,3 & 5

Paper 2 Synthesis & analytic techniques

1,2,4 & 6

Paper 3 Unified concepts Modules 1 - 6

Practical endorsement: students will cover set

tasks in which their skills will be assessed

and in examination

% OF A-LEVEL

15mins 37%

15mins

30mins 26%

ENRICHMENT OPPORTUNITIES

There will be opportunities to hear key speakers

PROGRESSION ROUTES

take part in national

as

Chemistry Olympiad.

Chemistry is a mandatory A-level for those who intend a career in medicine, dentistry and physiotherapy and useful in the study of nursing, psychology, medical sciences, human biology, biological sciences, sport science, agriculture, horticulture, forestry and associated undergraduate courses.

Digital Media CTEC

OCR LEVEL 3 EXTENDED CERTIFICATE IN DIGITAL MEDIA (5844)

Why choose this course?

The creative industries are an important growth area in the UK, bringing significant cultural and economic benefits. The Level 3 Cambridge Technical Extended Certificate in Digital Media offers a range of units to reflect the breadth of employment opportunities within the media sector. Skills include:

• Analysis and evaluation of markets, audiences and media institutions

• Understanding of production processes

• Understanding of relevant legislation

• Development of a website and other media products

• Planning and pitching a media product

COURSE CONTENT

The course provides an ideal foundation for students as it gives them an understanding of media through a wide range of products, processes and technologies. This leads to the application of practical and creative skills which will transfer easily into the workplace or media courses at university.

COURSE ASSESSMENT

The course comprises a number of compulsory and optional units including:

• Create a media product

• Interactive media products

• TV and short film production

• Social media and globalisation

• Photography for digital media products

• Create a digital animation

• 3D digital modelling

• Create audio-visual promos

ENRICHMENT OPPORTUNITIES

• The creation and use of sound in media

• UK broadcasting

• Advertising media

• Plan and deliver a pitch for a media product

• Media products and audiences

• Pre-production and planning

Media-based trips and visits are undertaken, including creative advertising agencies and Media City in Manchester; work experience; involvement with College magazine; writing articles; film production and animation projects; filming content to be streamed during the Rugby Festival.

PROGRESSION ROUTES

These include work placements in media companies and degree courses in a wide range of media courses.

Drama and Theatre Studies A-level

OCR H495

Why choose this course?

A-level Drama and Theatre is a course designed to be practical, engaging and creative. It will provide opportunities to interrogate drama, explore a range of dramatic genres and techniques as a practical art form, and work independently to create your own performances, making informed artistic choices. Theory and practical work will be integrated throughout the course and all texts studied will be explored practically as well as theoretically.

CONTENT ASSESSMENT

Practitioners in practice (40%)

You will create your own devised performance based on, and influenced, by the work of others. This must include:

• The study of two practitioners

• The study/exploration of an extract from a play.

In addition to the performance, you will complete an accompanying research report and portfolio with evidence of the process you went through creating your performance.

40 marks

80 marks

Exploring & Performing Texts (20%)

You will perform an extract from a play to a visiting examiner during Upper Sixth. Performance lengths will vary according to the size of the group. The time range is between 15 and 45 minutes. You can work in a group of up to 8 performers.

You will complete an accompanying concept pro forma document which outlines your intentions for the performance.

Analysing performance (20%)

This is a written exam that will be completed at the end of Upper Sixth. The exam is 2¼ hours long. There are two sections (A and B).

You will be asked about exploring a theme and how this can be bought out in a performance of two set texts from a list set by the exam board. The questions will focus on the process of creating and developing a performance, working as a director, performer and or designer, as well as the performance characteristics of the text.

Section B: You will be asked to analyse a theatrical performance you have seen. The question will focus on a specific aspect of the performance.

Deconstructing texts for performance (20%)

This is a written exam that will be completed at the end of Year 13.

The exam is 1¾ hours long. There are two questions in the paper

In question 1, you will be given an extract from a set text you have studied from a list set by the exam board. The question will ask you to annotate how you would direct a specific aspect of that theme.

The second question will focus on the process of creating and developing a performance as well as the performance characteristics of the text.

ENRICHMENT OPPORTUNITIES

50 marks

10 marks

30 marks

30 marks

30 marks

30 marks

Students will have the opportunity to participate in the annual College musical, and the Senior School play as well as taking on roles such as Performing Arts Prefect, to aid the development of younger learners as well as increasing their own depth of knowledge and experience. Trips to the theatre are an integral part of the course, and opportunities for overseas visits, such as the Performing Arts trip to New York, are an exciting addition to this A-level.

PROGRESSION ROUTES

This course will prepare learners for the further study of Drama or Performing Arts at Higher Education level as well as developing transferable skills desired by all sectors of the industry. Our specification will help create independent learners, critical thinkers and effective decision makers – personal attributes that can make them stand out as candidates. OCR’s A-level in Drama and Theatre ignites and engages learners’ creativity and passion. Having separate performance and design components for the non-exam assessment allows learners to follow their own interests in depth. It also empowers them to experiment and take risks with their work while developing their own style.

Economics A-level

EDEXCEL (9EC0)

Why choose this course?

Economics has been one of the fastest growing A-levels nationally for a number of years. The course supports a wide variety of future pathways, demonstrating analytical skills for those focusing on essay subjects and extended writing skills for scientists. The subject is highly topical, with one day’s news becoming the next day’s economics lesson. It also provides life skills by understanding the world we live in today, allowing us to take a reasoned opinion on Government policy decisions.

COURSE CONTENT

The A-level in Economics has four themes over the two year course:

LOWER SIXTH

Theme 1

Introduction to the markets & market failure

• The nature of economics

• How markets work

• Market failure

• Government intervention

Theme 2

The UK economy – performance and policies

• Measures of economic performance

• Aggregate supply and demand

• National income

• Economic growth

• Macroeconomic objectives and policy

COURSE ASSESSMENT

UPPER SIXTH

Theme 3

Business behaviour and the labour market

• Business growth

• Business objectives

• Revenues, costs and profit

• Market structures

• The labour market

• Government intervention

Theme 4

A global perspective

• International economics

• Poverty and inequality

• Emerging and developing economies

• The financial sector

• Role of the state in the macro economy

• Paper 1 & 2 follow the format: Section A comprises a range of multiple-choice and short-answer questions. Section B comprises one data response question broken down into a number of parts. Section C comprises a choice of extended open-response questions; students select one from a choice of two.

• Paper 3 assesses everything taught over the whole two years of the course. The paper comprises two sections. Each section comprises one data response question broken down into a number of parts, including an essay question.

ENRICHMENT OPPORTUNITIES

The department is supported by a lively student-led Economics Society with a remit for exploring aspects of Economics from beyond the specification and inviting visiting speakers. The College also participates in a virtual share trading competition, in some years having over 40 students trading. The department is reinstating an annual trip to London to visit the Bank of England and other institutions within the financial district.

PROGRESSION ROUTES

Economics is a popular degree at university, and can be studied on its own, or combined with a variety of other subjects. The study of Economics at A-level can also lead into other degree subjects such as Business and Finance. Possible careers include: Civil Service, insurance, management, accountancy and finance.

Engineering BTEC

Pearson BTEC Level 3 National

Extended Certificate in Engineering

Pearson EDEXCEL

Why choose this course?

This course provides an attractive alternative to the traditional A-level for students who prefer to have more practical elements in engineering. The fundamental philosophy of this course is that you actively experience the engineering environment, including electrical and electronics engineering. You will also learn how to apply Mathematics and Physics in an engineering environment. BTEC courses encourage students to work independently, with teachers there to guide and facilitate learning. Some lessons are still delivered in a more traditional way due to their content, however great emphasis is put on independent, guided tasks.

COURSE CONTENT

Unit 1: Engineering principles – externally assessed

This unit will develop your mathematical and physical scientific knowledge and understanding to enable you to solve problems set in an engineering context.

Unit 2: Delivery of Engineering processes safely as a team –internally assessed

In this unit you will examine common engineering processes, including health and safety legislation, regulations that apply to these processes and how individual and team performance can be affected by human factors.

Unit 3: Engineering product design and manufacture – externally assessed

In this unit you will examine what triggers changes in the design of engineering products and the typical challenges that engineers face, such as designing out safety risks. You will learn how material properties and manufacturing processes impact the design of an engineering product.

COURSE ASSESSMENT

Some units are mandatory and externally assessed. Optional units are internally assessed in the BTEC qualification in this specification. All assessment for the BTEC qualifications in this specification is criterion referenced, based on the achievement of specific learning outcomes. Each unit within the qualification has specified assessment and grading criteria which are to be used for grading purposes. A summative unit grade can be awarded at pass, merit or distinction.

EXTRA-CURRICULAR ACTIVITIES:

• STEM-related assignments and briefs

National and international competitions

Visits to local engineering companies

Visits to the Design, V&A and Science Museums

Study days at supporting universities

PROGRESSION ROUTES

Progression from this qualification is either to an employer or higher education for engineering sector courses, such as degrees in Engineering, Electronics Engineering, Computer Science or Mathematics. This qualification also supports progression to job and apprenticeship opportunities in the engineering sector, which can range from world-class companies such as Rolls Royce and Dyson to embarking upon a career in the Armed Forces.

Jobs that are available in these areas include: aerospace engineer, automotive engineer, contracting civil engineer, control and instrumentation engineer, maintenance engineer, mechanical engineer, nuclear engineer.

English Literature A-level

AQA (7711)

Why choose this course?

The study of Literature allows us to understand the world in which we live now, worlds which have come before and worlds which hopefully, will never come. The ability to understand and empathise makes us human and literature offers a door into worlds we may never explore otherwise. To communicate with concision, clarity and compassion will make the paths students walk in the future less daunting, and this course will push students to think perceptively about humanity, culture and the strength of words.

CONTENT ASSESSMENT

Paper 1: Love through the ages

Shakespeare – Othello

Selection of Pre 1900 Poetry

Unseen Poetry

The Great Gatsby

Paper 2: Texts in shared contexts –modern times

The Handmaid’s Tale Feminine Gospels – Carol Ann Duffy

A Streetcar Named Desire

Unseen Prose

Non-exam assessment: independent critical study – texts across time

Independent comparative critical study of two texts, at least one of which must have been written before 1900

Written exam – 3 hours Open book (not Othello)

In addition to the performance, you will complete an accompanying research report and portfolio with evidence of the process you went through creating your performance.

75 marks 40%

ENRICHMENT OPPORTUNITIES

Written exam – 2 hours 30 minutes Open book 75 marks 40%

One extended essay – 2500 words plus bibliography

50 marks 20%

PROGRESSION ROUTES

• Experience live productions at a range of theatres

• Attend student seminars and workshops at prestigious institutions

• Opportunities to attend author events

• University visits/visiting speakers

• Attend stage-to-screen productions

English Literature is a highly regarded A-level that can take students in many directions of study. It is an obvious choice for English degree courses, but is also an excellent option for those considering arts and humanities subjects, languages, Business, Psychology and Law degrees.

French A-level

Why choose this course?

The new A-level in French builds on the knowledge, understanding and skills gained at GCSE. It develops a range of transferable skills including communication, critical thinking, research skills and creativity.

Students have the opportunity to develop a greater understanding of the culture and society of any French-speaking countries that interest them, and not just in France herself.

MAIN THEME SUB -THEMES

Social issues and trends

Political and artistic culture

Aspects of French-speaking society: current trends

Aspects of French-speaking society: current issues

Artistic culture in the French-speaking world

Aspects of political life in the French-speaking world

TOPICS

The changing nature of family, the “cyber-society”, the place of voluntary work

Positive features of a diverse society, life for the marginalised, how criminals are treated

A culture proud of its heritage, contemporary francophone music, cinema: the 7th art form

Teenagers, the right to vote and political commitment, demonstrations, strikes, who holds the power?, politics and immigration

Grammar structures will be covered and students will be asked to use them actively and accurately in each skill Independent research project

Grammar

Students will choose a subject or a key question which interests them and relates to a country or countries where French is spoken Literary texts and films Two books or one book and one film will be studied. The choice of books and films links with the themes and will help to develop knowledge and understanding of culture and society

PAPER SKILLS

ENRICHMENT OPPORTUNITIES

% VALUE CONTENT

Listening

of

concepts

words

issues covered in the two

PROGRESSION ROUTES

An A-level in French offers an enhanced range of employment prospects and preparation for life as a global citizen. It will be personally rewarding and is a qualification highly regarded by universities and colleges. French A-level is compatible with other subjects as part of modular or joint honours degree courses, and may be studied alongside Engineering, Law, Science, Business, Education, Journalism, Leisure and Tourism, Art and Design and Media subjects. On average, salaries are £3k to £5k higher for those with a language.

Geography A-level

OCR (H481)

Why choose this course?

Through exciting topics students will understand the nature of physical and human geography whilst unpicking the debates surrounding challenges facing the world today.

CONTENT ASSESSMENT MARKS AND WEIGHTING TIME

Physical systems

Earth’s life support systems: the water and carbon cycles vital to our planet. Landscape systems: either coastal landscapes, dry land landscapes or glaciated landscapes.

Human interactions

Global connections: trade or migration and the governance of human rights or sovereignty on a global scale. Changing Spaces; Making Places, which gives learners an insight into the nature of places and the fluidity of their meanings and representations.

Geographical debates

An in-depth study of two of the most challenging, dynamic and fascinating issues of the 21st century. Issues may include climate change, disease, food security, oceans, or tectonic hazards.

Investigative geography

An independent investigation linked to any aspect of the specification to satisfy students’ intellectual curiosity. Geographical skills include both quantitative and qualitative methods and will be integrated within the content taught.

Examination

1 hour 30 minutes

Examination 66 22% 1 hour 30 minutes

Examination 108 36% 1 hour 30 minutes

Non-examination assessment 60 20%

ENRICHMENT OPPORTUNITIES

Fieldwork is a requirement at A-level. We typically undertake fieldwork in the Lake District in the Lower Sixth and at Flatford Mill in the Upper Sixth. The independent investigation allows for an in-depth study of an area of interest.

PROGRESSION ROUTES

Geography aims to encourage learners to develop a range of essential skills for higher education and the world of work through content which is relevant to any citizen of the planet in the 21st century.

History A-level

OCR (H505)

Why choose this course?

History A-level offers students the opportunity to investigate historical questions in depth. It is designed to develop students’ interest in and enthusiasm for history and an understanding of its intrinsic value and significance. The course covers a variety of topics across time periods and ranges from political to social history. Students develop their analytical thinking, their research skills, and their academic writing.

CONTENT

Unit 1: British period study and enquiry

Either England 1485–1558: the Early Tudors (Enquiry topic: Mid Tudor Crises 1547–1558)

This is a source-based study of British History and Politics which looks at domestic and foreign affairs under the reign of the Tudor Monarchs. It explores the challenges faced such as the religious upheavals and subsequent rebellions which took place.

or Britain 1930-1997 (Enquiry topic: Churchill 1930-1951)

This is a source-based study of British History and Politics which looks at domestic policies as well as an in-depth look into Churchill as PM. The various Conservative and Labour Governments and Britain’s position in the world during this particular period will also be examined.

Unit 2: Non-British period study Democracy and Dictatorships in Germany 1919–1963

This study looks at the establishment and development of the Weimar Republic: 1919–Jan 1933, The establishment of the Nazi Dictatorship and its domestic policies Feb 1933–1939, the impact of war and defeat on Germany 1939-1949, Divided Germany: The Federal Republic and the DDR 1949–1963.

Unit 3: Thematic study and historical interpretations

Unit 4: Non-exam assessment - Topicbased essay

Britain and Ireland 1791-1921

This unit focuses on the relationship between Britain and Ireland during a period that witnesses significant political and social change. The political affairs of the House of Commons and House of Lords are key features of this unit.

The topic-based essay is an independently researched essay of 3000–4000 words in length. This unit is a non-exam assessment. The work will be marked by centres and moderated by OCR.

EXTRA-CURRICULAR ACTIVITIES:

This course will include a visit and guest lecture at the Houses of Parliament and a field trip to the Battlefields in Belgium. The department is also planning a field trip to Northern Ireland.

PROGRESSION ROUTES

History provides the skills and intellectual grounding that will open many doors. Whilst particularly suited as preparation for any Arts degree, history students are also successful in the sciences having acquired advanced analytical skills. History leads to many careers particularly; law, journalism, research, public relations, management, teaching, Civil Service, museum and archive work.

Mathematics/ Further Mathematics A-level

A-level Maths: Edexcel (9MA0)

A-level Further Maths: Edexcel (9FM0)

Why choose this course?

Favoured by Russell Group universities, Mathematics complements many other A-level subjects and is vital in various careers. The course covers processing, interpreting and analysing information, and develops logical thinking and problem-solving abilities.

COURSE CONTENT

You will have met at GCSE level many of the topics to be studied at A-level, but these will be extended and studied in greater depth. Exciting and powerful new techniques, such as calculus, are developed in Pure Mathematics and are applied to the real world through the study of Mechanics and Statistics. Further Mathematics, a separate A-level which may be taken additionally, follows a similar structure, with a broader range of topics. If you are considering taking Mathematics at A-level, you will be expected to gain a GCSE grade 7 or above in the GCSE Mathematics higher tier or equivalent. Students who obtain a grade 8 or 9 are encouraged to consider A-level Further Mathematics. Students wishing to study Further Mathematics will complete the A-Level Mathematics course in Lower Sixth and then the Further Mathematics course in Year Upper Sixth. As a result, this will comprise two option blocks.

COURSE ASSESSMENT

Three examination papers with a mix of question styles, from short, single-mark questions to multi-step problems, will be taken at the end of Upper Sixth.

It is expected that students will plan considerable time to review lessons and complete homework. The Mathematics Faculty monitors the progress of each individual student by using a variety of assessed homework and end of topic reviews.

COURSE ASSESSMENT

PAPER PAPERS 1 AND 2 –PURE MATHEMATICS

PAPER 3 – STATISTICS AND MECHANICS

ENRICHMENT OPPORTUNITIES

The Mathematics Faculty enters students into a number of external group competitions, including the UK Senior Mathematics Team Challenges, together with individual competitions. There are opportunities for students to act as Mathematics Ambassadors, helping younger students in the College.

PROGRESSION ROUTES

Mathematics

much sought-after qualification for entry

full-time courses in higher education or

These include Science, Computing, Engineering,

Geography

Business. Having A-level Mathematics

a fantastic indicator to any prospective employer

you are able to think logically, work hard and have excellent numeric competency.

Mathematical Studies (Core Maths)

LEVEL 3 QUALIFICATION

Why choose this course?

Level 3 Mathematical Studies (Core Maths) is a relatively new qualification designed for students who do not have the time or feel confident enough to undertake A-level Mathematics, but enjoy the subject and are keen to continue their studies and gain a valuable qualification, which is recognised by employers and universities.

It helps to develop students’ mathematical skills and thinking and supports courses such as A-level Psychology, the Sciences, Business Studies and Geography as well as technical and vocational qualifications.

In addition to the UCAS points this qualification offers (equivalent to an AS), some universities make lower offers to students who are studying this course, in their other subjects.

It uses many of the number topics from GCSE, such as ratio and percentages, but applies them to real world issues currently in the news.

SOME TOPICS THAT WILL BE EXPLORED ARE:

• Understanding Income Tax and exploring changes being suggested by the Government

• The impact of a virus pandemic

• Interpreting and critically evaluating statistical data

• Financial issues such as mortgages, APR on loans or credit cards and pay slips

• Making sensible estimates in a wide range of real-world contexts

COURSE CONTENT

The course focuses on mathematics in a real-world context, there is no geometry (including trigonometry) content and very little algebraic content.

This qualification is not a substitute for careers or university courses that require A-level Mathematics, but it does give you a valuable post-16 mathematics-based qualification.

There are two examinations and a calculator may be used in both. There is no coursework, but a pre-release data sheet is provided three months before the examination on a current news topic which will form the basis of some of the questions in the examination.

• Delivered over four lessons per fortnight, making it manageable alongside A-level courses

• Studied in one year, so students can focus on their ‘main’ subjects in Upper Sixth

• Equivalent to an AS level and carries useful UCAS points accordingly

• Increasingly, universities may make a reduced offer on a student’s ‘main’ subjects, such as AAA being reduced to AAB, for example

Music A-level

EDEXCEL

Why choose this course?

The Edexcel qualification has a straightforward structure with three engaging components, assessed through practical performances, compositions and one externally examined paper. The key content of musical elements, contents and language are taught through the Areas of Study and set works to show real examples of how these are used within different types of music. Students investigate, analyse and evaluate music and its features. Building on this, and by using practical methods, they are encouraged to take a more holistic view of their knowledge, performance and compositional skills. The set works enable students to conduct in-depth studies into different musical styles and genres, and place these within a wider context. Students will learn to perform, compose and appreciate different types of music, developing critical and creative thinking, cultural, aesthetic and emotional awareness, and the ability to make music individually and as part of a group.

CONTENT

Component 1: Performing (Component code: 9MU0/01)

Component 2: Composing (Component code: 9MU0/02)

Component 3: Appraising (Component code: 9MU0/03)

Non-examined assessment: externally assessed, 30% of the qualification, 60 marks. A public performance of one or more pieces, performed as a recital.

Non-examined assessment: externally assessed, 30% of the qualification, 60 marks.

A total of two compositions, one to a brief set by the examining body and one either free composition or also to a brief.

Two-hour written examination: 40% of the qualification, 100 marks. Knowledge and understanding of musical elements, contexts and language. Application of knowledge through the context of six areas of study, each with three set works.

• Vocal Music

• Instrumental Music

• Music for Film

• Popular Music and Jazz

• Fusions

• New Directions

ENRICHMENT OPPORTUNITIES

The teaching method for this course includes a combination of group work (listening and analysis), individual teaching (composing techniques) and personal study/practise. Instrumental/singing lessons are taken individually. Regular public performances are encouraged and an involvement in a variety of ensembles is a vital aspect of this subject, as is listening widely to music in a variety of styles/genres.

PROGRESSION ROUTES

This course provides a suitable foundation for the study of music or a related area through a range of higher education courses, progression to the next level of vocational qualifications or employment. Career options include the following roles or fields: performer, composer, teacher, music publishing, music retail, arts administration, broadcaster, writer, music journalist, lecturer, critic.

In addition, the specification provides a coherent, satisfying and worthwhile course of study for learners who do not wis h to progress to further study in this subject.

Photography A-level

OCR (H603)

Why choose this course?

Are you motivated, aspirational and creative? This is a practical, making and creating course which uses a vast range of specialist materials and photography techniques. It is 60% practical portfolio and 40% practical exam.

A-level Photography embraces the current and emerging technologies, including animation and games design, moving image and 3D digital design, as well as the traditional routes of photography, such as working in the darkroom, studio lighting, location photography, and digital imaging using Photoshop.

It provides exciting opportunities for students to take a personal interest in why photography matters and to gain experience of the working practices of individuals, organisations and the creative and cultural industries.

By being given the freedom to experiment and take risks, students are encouraged to develop their own style. The course also provides insight into the world of fashion photography and photojournalism.

CONTENT ASSESSMENT

Component 1 (H603/01)

A coursework portfolio exploring photography based upon themes and ideas developed from a range of starting points. There are three major elements which students will be assessed upon: supporting studies, practical work and a personal investigation. The Personal Investigation has two integrated elements: a portfolio of practical work and a related study which explores the context in which their chosen practical area of study exists.

Component 2 (H603/02)

Externally set assignment incorporates two major elements: supporting studies and practical work. Students will respond to the externally set question from an early released paper.

Candidates are given a minimum of three weeks in which to plan and prepare. Candidates are then given 15 hours controlled time to develop their ideas into a final outcome/realisation.

ENRICHMENT OPPORTUNITIES

Working with artists, visits to galleries and museums in London, Cambridge and further afield in Europe.

PROGRESSION ROUTES

A-level Photography complements other courses such as Fine Art, Mathematics, Physics, English Literature, Psychology, Textiles and History. Beyond A-level, students can apply their skills and knowledge to degree and diploma courses such as photography, architecture, fashion, graphic design, marketing and advertising. Further career opportunities include specialised police professions, specialised insurance, curator, graphic design, ICT, graphics and journalism. Photography students develop skills which are favoured by universities and employers, placing them head and shoulders above other applicants.

Physics A-level

OCR (H556)

which is useful

COURSE ASSESSMENT

PAPER MARKS DURATION

OF A-LEVEL

practical

be

ENRICHMENT OPPORTUNITIES

PROGRESSION ROUTES

Engineering, theoretical physics, computer

as

Psychology A-level

Why choose this course?

A-level Psychology course involves the scientific study of the human mind and behaviour. You will gain an understanding of childhood attachment and its impact on adult life; and causes and treatments for phobias and OCD. You will study group behaviour and how it can be influenced within society; gender and aggressive behaviour; as well as gaining a fascinating insight into the brain and its functions.

COURSE CONTENT

course content includes:

ENRICHMENT OPPORTUNITIES

are numerous opportunities for enrichment within the course, including attending relevant lectures by international psychologists, such as Philip Zimbardo and Elizabeth Loftus. Previous trips have included visits to the Royal Bethlehem Hospital and the Freud Museum in London.

COURSE ASSESSMENT

at the end of the

years.

PROGRESSION ROUTES

The subject instils skills in research, data-handling, analysis, communication and organisation that go well beyond the value of

material covered. It is, of course, relevant to those interested in Psychology at degree level, but also popular amongst students who plan to follow other paths. As a university degree, Psychology is a popular and exciting subject to study. Graduates enter a wide range of employment

vast.

teaching, advertising, sport development, social work and nursing.

Sociology A-level

AQA (7192)

Why choose this course?

Sociology covers a wide range of topics and we select a number of these on the course. It helps students gain a greater understanding of social issues and how society operates. This subject will give individuals a greater appreciation of issues which appear in the news.

Topics include the family, where we discuss issues such as divorce, roles in the family and family structure. Education is another area and we analyse the functions of schools and the various influences on educational attainment. Crime has considerable news coverage and students have the chance to investigate the explanations of crime. The course also includes discussions on social class and inequality as well as the research methods used by sociologists.

COURSE CONTENT

The course content includes:

• Families and households

• Education with methods

• Beliefs in society

• Crime and deviance

• Research methods

ENRICHMENT OPPORTUNITIES

There will be opportunities to get involved in leading some sociology-based enrichment for younger students, as well as attending a joint Psychology and Sociology trip. Regular extension reading is provided to students with opportunities to discuss this with the teacher.

COURSE ASSESSMENT

Assessment is entirely based upon examinations taken at the end of the two years. PAPER MARKS % OF A-LEVEL

Paper 1 Education 80 33.3%

Paper 2 Options 80 33.3%

Paper 3 Crime and deviance with theory and methods 80 33.3%

PROGRESSION ROUTES

The subject instils skills in research, data-handling, analysis, communication and organisation that go well beyond the value of the material covered. Sociology complements a variety of A-level subjects and is also a popular degree course. Sociology can be of specific use for the following careers: teaching, the Civil Service, law, management, police, and social work.

Spanish A-level

AQA

Why choose this course?

The new A-level in Spanish builds on the knowledge, understanding and skills gained at GCSE. It develops a range of transferable skills including communication, critical thinking, research skills and creativity. Students have the opportunity to develop a greater understanding of culture and society in any Spanish-speaking country that interests them, not just Spain.

MAIN THEME SUB -THEMES

Social issues and trends

Political and artistic culture

Aspects of Hispanic society

Multiculturalism in Hispanic society

Artistic culture in the Hispanic world

Aspects of political life in the Hispanic world

TOPICS

Modern and traditional values, cyberspace, equal rights

Immigration, racism, integration

Modern day idols, Spanish regional identity, cultural heritage

Today’s youth, tomorrow’s citizens, monarchies and dictatorships, popular movements

Grammar structures will be covered and students will be asked to use them actively and accurately in each skill Independent research project Students will choose a subject or a key question which interests them and relates to a country or countries where Spanish is spoken Literary texts and films Two books or one book and one film will be studied. The choice of books and films links with the themes and will help to develop knowledge an understanding of culture and society

Grammar

PAPER SKILLS EXAM DURATION % VALUE CONTENT

Listening and responding to spoken passages from a range of contexts and sources (all questions in Spanish), reading and responding to a variety of texts written for different purposes (all questions in Spanish), translation of 100 words into Spanish and translation of 100 words into English

Two critical appreciation essays (approx 300 words each) on the concepts and issues covered in the two books or the book and film studied

Discussion of one of the sub-themes based on a stimulus card, presentation and discussion of Individual Research Project

ENRICHMENT OPPORTUNITIES

• A four-day trip when students will use their language in the classroom and on cultural activities and visits

• An exchange programme with a partner school in Spain when students can live the language

• Cultural day trips, combining theatre or gallery visits, dining out and bespoke activities to enhance the experience.

PROGRESSION ROUTES

An A-level in Spanish offers an enhanced range of employment prospects and preparation for life as a global citizen. It will be personally rewarding and is a qualification highly regarded by universities and colleges. Spanish A-level is compatible with other subjects as part of modular or joint honours degree courses, and may be studied alongside Engineering, Law, Science, Business, Education, Journalism, Leisure and Tourism, Art and Design and Media subjects. On average, salaries are £3k to £5k higher for those with a language.

Sport Coaching and Development BTEC

BTEC NQF LEVEL 3 Extended Diploma (3 A-levels) & BTEC Diploma (2 A-levels)

Why choose this course?

This vocational subject has many practical elements which can lead on to gaining extra coaching qualifications and the types of assignments that can be beneficial for students deciding on going to university or straight into a career within the sports industry.

Units covered vary from developing coaching skills and sports psychology to physiology, allowing students the flexibility to branch into a variety of areas as they decide what they wish to specialise in.

• Work-related activities help to develop students’ behavioural skills

• Classroom style teaching

• Project work

• Practical performance

• Creative thinking

• Presentation skills

More employers and higher education institutions than ever before are choosing BTEC-qualified candidates for their academic knowledge and practical skills.

COURSE CONTENT

• Careers in the sport and active leisure industry

• Health, wellbeing and sport

• Developing coaching skills

• Applied coaching skills

• Research project in sport

• Sport development

• Self-employment in sport and physical activity

OPTIONAL UNITS

• Sports psychology

• Nutrition for physical performance

• Anatomy and physiology in sport

• Sporting injuries

• Functional sports massage

• Fitness testing

• Fitness training

• Technical and tactical skills in sport

• Rules, regulations and officiating in sport

COURSE ASSESSMENT

Both the three and two A-level equivalents are assessed by coursework through presentations, reports, essays, exhibitions, discussions, group work and individual assessments. Students will earn a Pass, Merit or Distinction for each unit and the overall grade for the course will be assessed on the level of achievement in all units. Students who perform exceptionally throughout the course will be awarded a Distinction star grade.

PROGRESSION ROUTES

This course will prepare you for a career in the sport industry or act as a stepping stone to a higher education course at university. Our students progress to a number of leading universities for sport each year. St Joseph’s College also has a dual career partnership programme with Ealing Trailfinders RC and Brunel University London for top flight rugby players. The Extended Diploma is equivalent to three A-levels. Lessons will typically take place in the morning allowing a detailed afternoon of individual and team training in one of our focus sports, whilst also providing opportunities to develop coaching and teaching skills with the Sports Department.

Additional A-levels may be taken in conjunction with this subject.

Textiles A-level (Fashion and Garments)

OCR (H604)

Why choose this course?

Are you creative and resourceful? Do you dream of designing your own clothes and seeing them featured on a catwalk?

Then A-level Textiles could be for you.

Textiles A-level is a practical course that will enable you to develop your skills and practical understanding of printed and digital textiles, fashion design and accessories. It is 60% practical portfolio and 40% practical exam.

The course embraces new and traditional approaches to textile design, including digital designing, fabric printing, monoprinting, relief printing, screen printing, tie-dye, batik, spraying, transfer, fabric construction, stitching, appliqué, patchwork, padding, quilting, embroidery, weaving, knitting, felting and mixed-media applications. During the course you will also learn how to design your own label, from initial concepts through to fashion photoshoots, exploring make-up to complement the garments you have made.

You will also explore a diverse range of artists and influential designers, including Dior, Chanel, Vivienne Westwood, Mary Quant and McQueen to inspire your creations.

By exploring socio-economic influences, you will be encouraged to take risks and develop your own unique style.

CONTENT ASSESSMENT

Component 1 (H604/01) A coursework portfolio exploring Textiles design based upon themes and ideas developed from a range of starting points. There are three major elements which students will be assessed upon: supporting designs, practical work and a related study. The related study incorporates two major elements; theory and practical work.

Component 2 (H604/02)

An externally set assignment incorporates two major elements: supporting studies and practical work. Students will respond to the externally set question from an early released paper during the Lent term. Candidates are given a minimum of three weeks in which to plan and prepare. Candidates are then given 15 hours of controlled time in which to develop their ideas into a final outcome/realisation.

ENRICHMENT OPPORTUNITIES

Working with artists, visits to leading galleries and museums, including the Sainsbury Centre and the V&A, London. There are also further exciting opportunities to study and explore culture, art and fashion trends when visiting international locations, including Rome, Amsterdam and Paris.

PROGRESSION ROUTES

A-level Textiles complements other courses, such as Photography, Digital Media, Fine Art, English Literature and History. Many of our creative students continue their passion by applying to diploma and degree courses at the London College of Fashion.

IELTS and EAL

Why choose this course?

St Joseph’s College EAL department provides specialised IELTS lessons for students with English as an Additional Language. IELTS is an internationally-recognised test which shows the overall language ability of people who want to study or work in English-language environments. At St Joseph’s College, we work on the Academic English test, which is most suitable for students applying for university or college.

The lessons are not just focused on the exam, but also on building cultural knowledge of the English-speaking world and improving our students’ overall ability in academic English. Integrating festivals and using a variety of authentic material in our classes mean that our IELTS course is relevant to the world today.

Small classes allow our students to build good relationships with their teachers and we also arrange one-to-one sessions to support students in the run up to IELTS exams or to help with more specific English for other subjects.

We work together with Cambridge University Assessment to administer pre-tests throughout the year, so that students are able to take the real exam when they are best prepared for it. St Joseph’s College is an official IELTS test centre.

CONTENT ASSESSMENT

IELTS exam

Listening

Reading

Writing

Speaking

Taken at an external test centre, usually all on one day.

Multiple dates and venues are available throughout the year.

A range of topics covered in academic English. This can include listening to a university lecture and answering questions; writing a description of graphs and charts and speaking about their own life and experiences.

40 questions, approximately 30 minutes

40 questions, one hour

Two tasks, one hour

Three parts 11-14 minutes

ENRICHMENT OPPORTUNITIES

• Day trip to London to see a West End show with bespoke lessons before and after

• Local trips in East Anglia to visit sites of cultural interest

• Classic film club