SIXTH FORM 2025
“Flying starts from the ground. The more grounded you are, the higher you fly.”
WELCOME
I am delighted you are considering Thomas’s College for your Sixth Form.
You will be at the forefront of our innovative and ground-breaking education and one of the first to use our state-of-the-art classrooms and facilities.
As a new sixth former in our new College you will have the opportunity to shape and develop our education, and your own.
The Sixth Form years are some of the most important in your secondary school career. It is a time to crystallise your learning, hone your skills, develop your passions and really take flight. The next steps of University, Art or Music Foundation, degree apprenticeship, travel or work experience are close on your horizon. The Thomas’s College Sixth Form team will guide you through the Middle Sixth (Year 12) and Upper Sixth (Year 13) with a dedicated staff, small class sizes and perhaps the most important quality of all: the passion and drive to succeed that you will experience in an entrepreneurial and dynamic ‘start-up’ environmentfully backed by the history and heritage of a Thomas’s education.
Will le Fleming, founding Master
THE SIXTH FORM CURRICULUM
Year 12 (Middle Sixth) and Year 13 (Upper Sixth)
At Thomas’s College, Year 12 and Year 13 are known as Middle Sixth and Upper Sixth. Unlike other schools, our Year 11s (Lower Sixth) are also part of the Sixth Form experience. They complete their first set of qualifications - a mix of GCSEs and Thomas’s Qualifications (TQs) - at the end of Year 11 just like external candidates. Everyone therefore starts the Middle Sixth in Year 12 on exactly the same terms.
There are three elements to our Middle and Upper Sixth curriculum: major subjects, minor subjects and the Thomas’s Core. The mix of majors and minors is similar to the approach in US universities, which guarantees remarkable breadth while ensuring you get the depth and rigour you need. It is the best preparation available for university and other outcomes and avoids the excessive narrowness that can limit the UK educational experience at the Sixth Form stage.
The Thomas’s Core includes sport, activities, volunteering, careers and life skills. Overall our Sixth Form curriculum offers the most complete, rounded and future-ready learning to be found anywhere.
Majors
All students choose three or four majors. Majors are studied for two years and lead to A Levels or Thomas’s Qualifications (TQs). You’ll find more information on our ground-breaking TQs below.
Minors
There is a remarkable programme of minor subjects available to complement your majors. Minors are studied for one year in Middle Sixth only. In some cases you may be able to combine two even shorter courses together into a one-year programme of study, giving you even more breadth. There are several minors that allow you to keep up with practical learning - using your hands, craft and skill, which are so important to complement verbal, numerical and written studies.
Some minors lead to formal qualifications - AS levels, GCSEs or TQs. Others provide continuous assessment towards a final grade or simply valuable learning experiences.
All students are expected to complete at least one minor course, though those choosing four majors are recommended to take only the shortest minors, and may decide to focus only on their four main subjects in discussion with the Sixth Form team. Many students doing three majors might complete two or three minors.
Thomas’s Core
• The Core includes:
• Life Skills
• Games and Sport
• Careers and further study guidance
• Outdoor education
• Volunteering
• The Thomas’s Project
The Thomas’s Project is another unique element of our provision. You’re taught all the skills you need for independent study later on, whether that is at university, college or on a degree apprenticeship.
You learn how to research, how to reference, and how to understand your own strengths and weaknesses in order to manage your time. Then you use these skills to create a substantial independent project of your own. Your project can either be submitted for a nationally recognised Extended Project Qualification (EPQ) or for another TQ.
The Middle and Upper Sixth Curriculum
Three or four majors
Studied for two years and leading to A Levels or TQs
French German
Spanish Latin Greek
Classical civilisation
Politics
Drama & Theatre Studies
Mandarin
Spanish Latin Greek Philosophy
Minors
Studied for one year and leading to a range of qualifications
Majors (two years of study)
Maths
Further Maths
Biology
Chemistry
Physics
Computer science
Physical Education
Music
Thomas’s Core
Life skills
Games and sport
Careers and futures
Outdoor education
Volunteering
Thomas’s Project, leading to an EPQ or TQ
Psychology
Philosophy
English Literature
Geography
History
Economics
Art & Design
Design & Technology
Minors (one year of study in Year 12 only)
Computer science and coding
Biology
Physics
Economics and business
A range of short courses, such as: Oracy
Creative writing
Anthropology
Practical household and maintenance skills
App development
NB The Programme varies year-by-year. This is an indicative list.
Art
Design
Drama Music
Dance
YOUR JOURNEY
A typical student might complete:
• Three majors - say Latin, History and Music, or Biology, Chemistry, Maths
• Two minors - say Philosophy and the history of space science
• One Thomas’s Project - in say US history, Art or Economics
They will typically end up with:
• Three A Levels
• One EPQ
• One or two TQs supporting university-style thought
It is a uniquely broad offering that nevertheless enables students to gain the specialist qualifications they need.
Types of qualification
One of the many things making the Thomas’s College Sixth Form unique is that all students get to choose what qualification they end up with at the end of their course.
Most students will take all majors to A Level but some may take three A levels and a TQ in their majors or, more rarely, two A Levels and one or two TQs.
Minors may lead to TQs as well as other national qualifications and the same choice applies to the Thomas’s Project, which ends in either a TQ or an Extended Project Qualification (EPQ).
Whatever the outcome of each course, you will benefit from meaningful choice and a sense of personal ownership over how you have chosen to be assessed.
What are Thomas’s Qualifications (TQs)?
Thomas’s Qualifications (TQs) have been designed and developed to meet the emerging needs of academically able, socially aware and globally minded students. They are unique to Thomas’s. While we will look to gain external recognition and ratification for TQs, so that they can be included, for example, on UCAS forms, most students will gain their recognised qualifications via a mix of A Levels and AS Levels.
What students gain from TQs, alongside their traditional qualifications, is future-ready learning: exactly the additional skills and evidence of creative thought that the most competitive university and other outcomes require.
TQs enable Thomas’s College students to practise while at school the type of assessment and challenge they will face in tertiary education and the workplace, allowing them to get ahead in the transition from school study to real-world learning.
There are four types of TQ assessment. Students choose which type of assessment suits them best in any particular course, in discussion with teachers and tutors.
TQ1: extended writing
TQ1 is an extended piece of writing across a minimum of two separate disciplines.
Students will work with teachers to develop an argument of their own that links and connects different things they have learned. As part of this they will be taught how to research and summarise and how to use AI to support not replace learning. The end result is a 5,000 word fully sourced and researched essay. This is the most common format for the Thomas’s Project (for those not completing an EPQ) and may be used to assess other subjects studied. The TQ1: extended writing teaches you how to find things out and share your ideas.
Examples of TQ1: extended writing could include:
• How does the Latin language shape communication and science today?
• Will robots ever be able to write poems?
• How did sea navigation change the world?
• How has the science of painting shaped the art of painting?
• Is it ever ethically sustainable to engineer embryos to save lives?
• How do global differences in attitudes to LGBTQ+ people impact lives?
TQ2: creative artefact
TQ2 is the creation of an artefact and portfolio to explore a creative idea.
Students will make something. It could be 2D or 3D art, a technology or design project, a film, a music video, a piece of music, a poem, a play, a piece of choreography. They will also produce a portfolio, showing how they researched their area of interest, how they developed their idea, what they sought to communicate and how people responded. The TQ2: creative artefact teaches you how to make things with purpose that express meaning.
TQ3: informative exhibit
TQ3 is the creation of an informative exhibit and portfolio to explain a complex subject.
Students will create an exhibit explaining a topic. Their exhibit, which might be a physical poster or interactive digital page, will concisely introduce the topic, explain what is interesting about it, cover the key points of understanding, and explore questions and further study. They will also produce a portfolio explaining their research and their choices. The TQ3: informative exhibit teaches you to form and communicate deep understanding.
Example topics could include:
• Dark energy
• Human morality
• The anarchy experiment in 20th century Spain
• The invention of cinema
TQ4: public presentation
TQ4 is the creation and delivery of a public presentation and portfolio to inform and argue a case.
Students will research, write and deliver a talk to their peers. They will also produce a portfolio explaining their research and their choices. They will analyse what worked well and how to improve and create a plan to help develop their oracy. The TQ4: public presentation teaches you how to present yourself and your ideas in the world.
What is the Thomas’s Project?
The Thomas’s Project gives everyone a chance to complete a TQ or a similar, national recognised qualification - the Extended Project Qualification (EPQ) - even those who complete A Levels or AS Levels for all their majors and minors.
For the Thomas’s Project, you get taught all the skills you need for independent study later on, whether that is at university, college or on a degree apprenticeship. Then you use these skills to create a substantial independent project of your own. Your project can either be submitted for a nationally recognised Extended Project Qualification (EPQ) or for a TQ.
Information on TQs is above. The EPQ is similar. For an EPQ students may produce a dissertation (similar to TQ1: extended writing) or an artefact (similar to TQ2: creative artefact).
EPQs require substantial commitment and you have to meet four separate assessment objectives. They are worth slightly more than half an A Level, so carry substantial benefit for university applications. Some universities may make two offers to candidates for their A Level scores: one without the EPQ and one including the EPQ. A standard offer might be AAA but the second offer (with the EPQ) could be AAB plus a good grade in the EPQ.
Like TQs, the EPQ encourages independence and university-ready learning. Much of the work is completed independently. This means that research, structure and composition of the project is down to you - as is meeting deadlines!
How do the additional qualifications beyond A Levels help me?
We have included TQs in all subjects and a TQ or EPQ in the Thomas’s Project because these new qualifications reflect our student-led and skills-based approach to education. They strengthen the breadth and range of the Sixth Form curriculum, affording opportunities for additional study, development of passions and ultimately life beyond our leafy campus.
Most students will graduate with the A Levels, AS Levels and EPQ they need for their future courses, and the TQs that will help them make the most of the opportunities they go on to encounter. They will help you be ready to thrive in the changing world of study and work.
The Red House home to our Sixth Form centre
THE SIXTH FORM CENTRE
Sixth Form life is centred on our dedicated and free-standing Sixth Form Centre for study, discussion and relaxation: Red House.
Red House features a cafe and a delightful variety of spaces. While Sixth Form at Thomas’s College includes Year 11, who join senior tutor groups and have access to privileges of their own, Red House is devoted to MIddle and Upper Sixth.
Beyond the facilities of Red House itself, it is set amid our delightful wooded garden, and there is plenty of opportunity to sit with friends under a tree and work collaboratively in the sunshine.
Red House is home to our dedicated Sixth Form team. The Director of Sixth Form and Outcomes leads the team and has responsibility for pastoral welfare and academic progress. Assistant Directors and the senior tutor team will get to know you as individuals and do everything possible to ensure you have a brilliant time that sets you up perfectly for what comes next.
Heads of Careers and Futures and Enrichment and Projects are on hand to provide a programme of advice and guidance. Sixth Form is all about finding your own authentic passions: they will help you along the way and act as sounding boards where needed. We also have a dedicated counsellor supporting applications to US universities.
CO-CURRICULAR LIFE
At Thomas’s College we recognise that all forms of optional activity, whether that is in sport, music, drama, art, the outdoors, or the widest range of clubs and societies, are vital to your experience in Sixth Form.
Sport and games, volunteering and experiences outdoors are part of our Thomas’s Core. Everyone has the chance to be active, to spend time outside, and to help out others - all on their own terms. Choice is central at this age and we work with all students to find the Core pathway that suits them. Many students enrol in Gold DofE, which is internationally recognised for the benefits it brings. Others combine their own interests and activities in different ways so that they are living fulfilled lives.
Clubs and societies are central to the life of our whole school, whether that is through the house system or for the whole school. Here the benefit of joining and helping to set up a new school is most clear. We are wholly geared towards working with you to found societies that may flourish for a year or two, or may last decades! Whatever your passion, we’ll help you find or lead a group to explore it.
Our provision in the arts is broad. We have a dedicated design centre, a spectacular working art gallery and studios, and performance spaces for drama and music across the campus, including our performance and recital halls and main studio.
For sport, we have a fully equipped onsite gym and dance studio and multi-use sports area, as well as grass court games. A short hop in one of our dedicated minibuses allows us to offer a dazzling range of activity, including football, rugby, hockey, cricket, tennis, swimming, athletics, horse-riding, archery, golf, squash, dry slope skiing, snowboarding and cycling.
Whether you are the mainstay of the first team or just want to have fun with friends and stay active, you will find the activity that is right for you.
RESPONSIBILITY IN THE SIXTH FORM
We regard student leadership as essential to the Sixth Form experience. Being at the top of a school, helping to set the tone and provide opportunity, is a unique experience in life: neither at university, where there are post-grad students, nor in most adult walks of life, is there a position quite equivalent to the role Sixth Formers play in school.
Students of all ages have access to leadership opportunities at Thomas’s, but the Middle and Upper Sixth see the greatest degree of autonomy and responsibility.
The key student leadership structure is as follows:
• Two captains of school and a student leadership team
• House and boarding captains and mentoring teams
• Sport, music, art, dance, design and drama captains
Our pastoral system is integrated with our house system, giving remarkable opportunities to act as student mentors to the younger students in your house. This is something that Sixth Formers do every day, but there are key roles in the mentoring teams for those who feel passionate about giving back in this way.
In addition to these roles, we believe in making opportunities available for students to develop their interests and real-world skills. In most aspects of school activity, from marketing to estates, IT to teaching, you can apply to become a Student Officer and gain valuable internship experience. We also have a wide range of Officers supporting work in EDI, partnerships, digital development and more besides. If you have a passion, we’ll work with you to create an opportunity.
Students have to apply and interview for all leadership roles. Some roles are advertised in the summer before starting the Middle Sixth and run for 12 months throughout the Middle Sixth Year. Others are advertised during the Lent term of Middle Sixth and run for 12 months from the start of the Summer Term in Middle Sixth to the end of the Lent term in Upper Sixth.
All leadership roles are available on an equal basis to those joining the school and those already at the school. Student leadership positions are based on emerging leadership capability, resilience and capacity to create a positive and inclusive school culture.
CAREERS, FUTURES, PARTNERSHIPS
Our ambition at Thomas’s College is to offer the best preparation for a changing future available anywhere. Our dedicated Head of Careers and Futures is responsible for a broadranging programme of activity connecting you with the world outside in a host of interesting and innovative ways.
From visiting speakers to careers festivals, we connect you with the opportunities available now and give you the best sense of the ones that don’t yet exist.
Partnerships are also crucial: with other young people in all types of schools and with charities, community groups and businesses in Richmond and across London and the country. Our group of schools is uniquely well placed to ensure students from Thomas’s College and a range of local school partners have access to a broad range of entrepreneurial and workplace experiences.
A TYPICAL DAY IN THE MIDDLE SIXTH
The day starts at 8.50am with registration, which leads on to tutor and assembly time as part of our Core Programme. Taught lessons start at 9.30am and conclude at 4.30pm.
Clubs happen all the time. We have an extended morning break and long lunch, both giving time for club meetings, and some clubs happen before and after school. The school day ends at 5.45pm, giving plenty of time for activities or to get some independent study done.
In the Middle and Upper Sixth, you will have plenty of freedom available during the day. Many students have around a day per week of free time spread across their timetables to work independently. Others take more classes and fit their study around them.
It is impossible to understand the difference between regular school and Sixth Form until you have experienced it. You come in to your own base and cafe, which feels so different from travelling from lesson to lesson all day. The type of study is shared and discursive, with teachers guiding your learning alongside you. The whole experience is more like the start of university than the end of school. Our wonderful campus, and separate buildings in landscaped grounds, gives you the best preparation to embrace the increased freedom of a Sixth Form programme.
BOARDING IN THE SIXTH FORM
Our boys’ and girls’ boarding is situated in beautiful and historic rooms on the top floor or the main building. We offer flexi and weekly boarding from Monday to Friday, allowing students the chance to live and learn independently while retaining a connection to family and social life outside school at weekends and in the holidays.
We have around 50 boarders, so everyone feels part of a close-knit groupa family away from home. At the end of the usual School day, many students head to activities or the library, spend more time in the Sixth Form centre, or make use of the brilliant boarding common room for chat and relaxation.
The facilities of the campus are available to boarders: the gym and sports areas, space for music and art, cinema shows in the Recital Hall, deckchairs in the gardens - it is a beautiful and fun place to spend time. Supper is served ‘family style’ and is an opportunity for the boarding community to eat together with their pastoral staff. Activities and events take place most weeks with celebrations for birthdays and achievements.
Our location means that even more facilities are available on the doorstep, from cycling, exercise and activities in Richmond Park to trips out to the theatre and cafes on our doorstep. Our grounds mean that we have a campus feel in the middle of one of the most beautiful parts of the city, with all the homeliness and security that brings.
The boarding houses are led by our Director of Boarding, supported by their dedicated boarding team, looking after all aspects of students’ welfare and development. They provide clear support and structure around issues such as personal devices, wellbeing, study time, healthy balance and personal responsibility.
ADMISSIONS
16+ Selection Process
We recommend that candidates and their families read the separate Admissions Guide available on our website to learn more about the detail of our admissions processes.
Our assessment process at 16+ assesses knowledge, skills and character, in a manner appropriate to this stage of students’ development. Candidates are welcome to apply for fee remission via a Scholarship, further detail is in our separate Admissions Guide and Scholarships Guide on our website.
Part 1 - Knowledge assessment (Viva Voce)
Candidates nominate the subject from our list of A-levels they are most passionate about. In this subject they will face a viva voce. Viva voces are spoken examinations. Candidates are asked questions for 30 minutes by a subject specialist. They may be asked to complete brief written tasks as part of the series of questions. Content mirrors the material they will expect to be studying in their existing courses.
In addition to these assessments, references are sought from the current school, including predicted GCSE grades.
Part 2 & 3 Skills and character assessment(questionnaire & interview)
The skills assessment tests playfulness of mind and creativity. At 16+ for entry into 2025 this is assessed via interview. Candidates choose one of three prompts and are given ten minutes to prepare their thoughts. They then discuss their ideas in a 20-minute interview.
Prompts change regularly. We do not publish sample prompts
Character is also assessed at a separate 20-minute interview. Candidates are asked to complete a questionnaire as part of their applications and this questionnaire forms the basis of the interview. It is important that candidates answer sincerely and in their own words and are able to expand on their answers at interview.
GCSE performance
All offers are conditional on achieving a set performance level at GCSE/iGCSE or equivalent. Depending on performance in Parts 1 to 3, candidates will typically be asked to secure a minimum score of between 50 and 56 points in their eight strongest GCSEs with a minimum of Grade 7 in the subjects they intend to study in Years 12 and 13, though some subject combinations may require higher specific grades to confirm suitability of study.
TRAVEL
As the College is so well served by public transport, we do not intend to run a bus or coach service. Richmond station is less than 10 minutes from Clapham Junction or Chiswick, less than 20 minutes from Kingston, and 25 minutes from High Street Kensington. Our own electric shuttle buses will transport pupils from the station to the College in less than 10 minutes. The map opposite illustrates the transport connections.
Travel Map
Thank you for your continued interest in the College. We are excited about the pace of the development and the warm reception we have received from families and neighbours. We have a new Instagram account @thomasscollege -please follow us for updates. If you have any questions, please contact us at College@thomas-s.co.uk or 020 7978 0905.