NewsletterSpring 2018

Letter from Dan Dean 2

Volunteering Abroad 2

BTEC Art & Design Trip 3

A Blast from the Past! 4

Meet the Teacher 5

Politics Trip 6-7

BTEC Media visit Henfold Assault Course 7

Fashion visit the V&A 9

Oxbridge Update 10

Paris Photography Trip 10

Performing Arts Show 11

Physics in Action Day – London 11

Progression Guidance 12

ROSE Student 13

The Student Union 15

Dates for your Diary 16

Adult Education 2017-2018 16

Over 30 students were involved in Esher College’s latest production, a reinterpretation of Shakespeare’s A Midsummer Night’s Dream. The play, which had performances running over a three-night period from 17 to 19 January, was a dark tale relieved by the inclusion of the comic mechanicals.

The College Production team used the original text and explored the play’s themes and plot to focus on the darker moments of the piece, inspired by the cinematic style of ‘Game of Thrones’, before finally returning to Shakespeare’s original world where peace and harmony are restored—unlike the infamous book and TV series! Our talented cast of first year student singers and dancers performed an eclectic mix of musical numbers, specially arranged for the show.

Backdrops of mediaeval writing and costumes were created by the theatre technician, Malcolm Hart, whilst second year students led the production as assistant directors, choreographers and technical crew. Featured in the photograph above are, as Bottom, Megsy Knowles, an A Level Drama and Theatre Student,

previously from Putney High School; as Puck, Cleona Leitch, a Performing Arts BTEC student, previously from Esher Church of England High School.

Cleona said, “I really enjoy acting and singing and chose to do the College production because there was plenty of opportunity for both, which was perfect. I have been in many plays at primary and secondary school and it feels right for me to carry on doing what I love, which is performing. I really enjoyed being part of the College Production: it was fun, and it was challenging. I had never played a character with such a twisted mind before, but playing Puck was a challenge I rose to with enthusiasm, getting to grips with the psychology really well. It was also enjoyable working with such an amazing group of people. We all came together as a team to give a very well-known play the fresh performance it deserved. Working with this team created strong friendships along the way, and we were always able to have a laugh, too.”

Cathy Hudson

& much more!

College Production

to two important dates at the start of next academic year. For prospective students, enrolment takes place between 28th and 30th August and students will receive an individual appointment for one of these dates. For returning students, start of 6.2 takes place on Monday 3rd September. Please ensure that holidays do not clash with these dates.

Dan Dean Principal

Dear Parents, Students and Friends

I hope that 2018 has started well for you all.

For staff and students at the College, the New Year begins with a focus on progress across all courses. In the majority of cases, 6.1 and 6.2 students have sat formal examinations at the start of term and the outcomes of these will largely form the basis of individual conversations with teachers at Progress Review meetings. For A level courses, in particular, this provides an important marker of progress towards the exams sat at the end of the two-year course and the student/teacher dialogue will concentrate on how best to improve examination outcomes. The first reformed A level courses were examined in the summer and the achievements of Esher College students were, on the whole, outstanding. A full breakdown can be found on the website.

It is something of a relief that the A level reform process is now complete and we can say goodbye to the confusion of two different types of A level course on offer at the same time. However, the process of BTEC reform has yet to be

Letter from Dan Dean completed and we continue to monitor

developments. It should be noted that the reformed versions of both A level and BTEC qualifications are intended to be a little more challenging than their predecessors. The College will continue to take an inclusive approach to entry and prospective students can find detailed guidance on the expected GCSE profile for different types of study programme in the Admissions section of the website.

Successful progression to higher education, apprenticeships and employment is high on the list of College priorities. As one cycle of UCAS applications draws to a close (we processed 698 applications this time round), preparations for the next are about to begin. Higher Education Day gets this process underway and, amongst other activities, it gives students a unique opportunity to discuss degree-level options with over 90 universities and other higher education providers. More vocationally-related possibilities are considered at events in the summer term and through the 6.2 extension programme.

Dates for your diary can be found on the back page of this newsletter, but I thought it would be worth drawing your attention

Volunteering Abroad

On Thursday 16th November the Volunteering Abroad group went to Norbury Park to complete a day of volunteering with the Surrey Wildlife Trust. The students met early at the park before setting off to an area of woodland set aside for the Trust. They learnt how to safely use bow saws to coppice young trees and make these into faggots (bundles of wood) that are used to direct water flow and prevent flooding around river banks. The

Wildlife Trust often have to buy these so every bundle made saved the Trust some money. The students worked hard to produce as many as they could in one day and were rewarded with toasted marshmallows at the end! It was great to see them use their team work and motivational skills in preparation for their trip to Nepal in July 2018.

Blue Turner

Volunteering Abroad

BTEC Art & Design - Trip to Kilve in North SomersetThe second year BTEC Art & Design course is focused on building strong portfolios for applications to a wide range of creative courses.

In early November, as part of this preparation, students from the Diploma and Subsidiary Diploma courses undertook a three - day residential drawing course in the dramatic landscape of the Quantock Hills and Bristol Channel.

Videos and slides of a range of artists’ work in response to nature and landscapes provided inspiration for the students prior to the practical sessions. They then experimented widely with alternative approaches to drawing and making, using found objects and

materials to create sculptures, and sustained observational drawing and painting direct from nature.

Enduring some hostile weather, our students worked outside in three half-day sessions, returning to the residential centre to continue experimenting and developing substantial painted and sculptural work until 9 o’clock at night!

The work produced now provides the primary source materials for two substantial assignments, which will form the basis of application portfolios in the spring term.

Tim Foxen

For Sport, the first term has been a positive and eventful one. Esher’s two netball teams have particularly stood out. The girls have been super motivated so far this season and this has shown on the court in both training sessions and matches.

Esher’s 1st team won three of their five Surrey sixth form league games, beating Reigate (19-8), Claremont (34-26) and Woking College (21-14) along the way. Meanwhile the 2nd team

have won all five of their SSFL games, winning matches against Reigate (34-27), Claremont (41-28), Godalming (21-29) Strodes College (30-17).

Esher Netball 1st team P 5 | W 3 | D 0 | L 2 | F:97 | A:120Esher Netball 2nd team P 5 | W 5 | D 0 | L 0 | F:135 | A:102

Vicki Corp

1st team

Back row (L-R): Scout Bainbridge-Curlewis, Casey Leverett, Niamh Hegarty, Rhiannon Tanner, Ruby Cairns, Caroline Berry, Freya Massey

Front row (L-R): Emily Smith, Hannah Millar, Chloe Stewart, Mollie Kelly

2nd team

Back row (L-R): Emilia Watkin, Ebony-Brooke Burrell, Isabelle Rooker, Molly Leigh-Sevier-Neil, Ana Vincent, Lucie Bozzard-Hill, Emily Weedon

Front row (L-R): Jamie Matthews, Eleanor Wastle, Alexandra Kerr, Madeline Ryan, Lauren Giddens

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Netball Update

We have been in contact with former Esher student, Rhys Clarke, to find out what he’s been doing since leaving College. Rhys left Esher in 2017 with an A* in A Level Graphic Communication, a Distinction in BTEC Science and a D in A Level Biology.

What have you been up to since leaving Esher College?

“After leaving Esher in June I applied for a job at Frimley Park Hospital as a Theatre Support Worker. I was thrilled to get offered the job and started my new role in October 2017.”

How did you know that you wanted to go into the Healthcare Industry?

“Whilst I was at Esher College I started volunteering at the North West Surrey One-to-One group and I really enjoyed it! One-to-One is an independent charity which organises social activities for adults with learning disabilities in Spelthorne, Runnymede and Elmbridge boroughs in Surrey. Members range from ages 18 upwards. It was there that I realised that I absolutely loved helping people and wanted to continue to help people in the future.”

What made you decide to go into employment rather than going on to further education?

“I thought about going to university to train to become a nurse but I wanted to get experience within the Healthcare

Industry first. I needed to make sure it was definitely something that I wanted to do and that I would love it as much as I thought I would. You need to know that you can keep your cool in stressful situations, have the ability to separate yourself from outside stress, have a positive attitude and to love what you are doing. All this is so important because you are dealing with people’s lives and you need to know that you can handle it. Whilst I was volunteering at One-to-One, and after I had decided that I would like to go into nursing, it was suggested to me that I could become a Healthcare Assistant within the NHS. A Healthcare worker involves working with nurses and assisting them and it has given me an insight into what it would be like to be a nurse.”

What does your job involve?

“My job involves three 12-hour shifts a week, which start at 7.30am. After I arrive at 7am the first thing I do is to check that everything is working and clean. I also need to ensure that all of the sets of equipment are there for each of the surgeons who are on duty throughout the day. During the morning team meeting the surgeon and the anaesthetist discuss with the team the procedures for the day and any specific details regarding patients, for example, any disabilities. I then have to go and collect the patients, take them to theatre and make sure that they are comfortable and calm. I have to put all of the monitor equipment on them, when they are in theatre, before opening the sets for the scrub nurse – the scrub nurse assists the surgeon during the operation. Throughout the operation we continually make sure that all sets are present and various data is updated and recorded. Once the patient has been cleaned, I then count the swabs and record everything to make sure that nothing has been left inside the patient! Part of my job is also knowing where everything in the theatre is so that I can access it at any given moment, should it be required!”

What do you most enjoy about your job?

A Blast from the Past!

Moving Image AwardsCongratulations to former Media student, Harvey Planer, who was shortlisted for Best Short Film at the Moving Image Awards 2017. The Moving Image Awards, designed in partnership with the British Film Institute, recognises and rewards the UK’s most talented young film-makers. Every year, students undertaking WJEC qualifications in Film and Media are invited to submit their work for consideration by a panel of judges. Another two of our former students, Beth Gerrard and Isabella Gutierrez, also gained ‘Highly Commended’ and were invited to attend the awards ceremony.

Denice Brock

“I absolutely love my job! I love the fact that it is so varied; every day is completely different, which means that there is never a dull moment! On my first day I was in theatre during multiple C-Sections, which was both amazing and absolutely fantastic! You also never know what is going to happen next so it really keeps you on your toes!”

What would you like to do in the future?

“In the future I would like to go into nursing. I’d like to train to become a scrub nurse, which will enable me to assist in operations. I am hoping to get a NHS Bursary, hopefully from the Frimley Park NHS Foundation Trust, so that I can carry out my training in a familiar environment. “

How did Esher College help you?

“I had no idea what I wanted to do before going to Esher but after I started I realised that I loved biology. Studying BTEC Science, in addition to biology, has really helped me with the practical element of my job. On the BTEC course you get a really good understanding of working in a lab and that transfers well to theatre too. Esher also gives you a bit more freedom, which encourages you to become more independent and responsible. The teachers I had were fantastic and incredibly supportive. They made sure that I was always on track and that I always understood what we were studying. BTEC Science enabled me to gain a greater understanding of physics, chemistry and biology. I also got lots of support from my teachers, who were great to talk to about jobs and also helped me with my references.”

What advice would you give to your sixteen year old self?

“Start revising earlier than you think you need to – it really will help you. Try and note things down and prepare revision material as you go along. Don’t think that the mocks don’t count as they can really boost (or knock) your confidence. Have a positive attitude to your work. People said it to me, but it really is true!”

Name – Lianne Purvis Position at Esher College – Teacher of PE and Extension Studies Co-ordinator When did you start teaching at Esher College? – 2015

What inspired you to go into teaching?

When I was growing up I always went to every sports-related after school club, because I love sport. For most of my childhood and teenage years, I played netball and swam competitively. I loved being part of a team and enjoyed being competitive. Through this I realised how much sport has helped me in life and taught me skills that I can carry into any situation. Because of this experience, I strongly believe that sport is the most transferable subject, which is what inspired me to pursue it as a career.

Why have you chosen to work in a Sixth Form College?

I chose to work with this age group as I think it’s one of the most influential times for young adults. It is very frustrating to see so many students drop out of sport during this time, given that it can help so much with improving physical health and maintaining a healthy mind-set. Knowing that I can make a difference in preventing this and promoting opportunities in sport is always rewarding. It’s also great to see the students develop and create a future for themselves.

What is the best thing about your job?

Working with students on a mature level - it’s great to be able to have conversations around the subject with students who are enthusiastic and eager to learn. Seeing their hard work pay off makes everything worthwhile.

What are you most proud of?

Predictable I know, but… probably my sporting achievements in swimming. I reached quite a high level when I swam competitively. I competed both on a Regional and National level throughout school and university. I was strongest at long distance, finishing within the top 20 in South East England on a couple of occasions.

When you were younger, what teacher inspired you the most? How did they?

Probably my Maths teacher. I was never the most academic one in the class but his door was always open when it came to helping students. His innovative thinking meant that he taught in creative ways which changed the way I viewed Maths. I started to really enjoy it and then went on to pursue it at A Level. He also taught me the importance of perseverance and that nothing is impossible if you put your mind to it.

What words of wisdom would you pass onto your sixteen-year-old self?

Where to start… I could probably write a book!... Live in the moment, create meaningful experiences and learn from every opportunity. Social media isn’t everything.

Meet the Teacher

College Africa Trust (ECAT)

Moving Image AwardsEsher College offers all of its students, and indeed their parents, a very special opportunity to get involved in our own College charity, the Esher College Africa Trust (ECAT).

ECAT is a fully incorporated UK Charity, No. 115651, that began as a link in the l980s, when our students first started raising funds for AIDS orphans at a school in rural Zimbabwe. The objective was to pay their school and exam fees, thus helping these orphans to remain at school and acquire the qualifications necessary to secure their futures.

We believe it is of real benefit to our own students to have a direct link to a school where the students have a

completely contrasting life experience. All the funds we raise end up at the Zimbabwean school and, over the years, many letters have been received to testify that our financial support has genuinely positive, and often life-changing, outcomes.

The actual number of orphans we can support depends on the amount of money we manage to raise. The last few years have been increasingly challenging, with a disadvantageous exchange rate and the Zimbabwean government’s insistence on increasing fees. Our objective is to sustain support at the current level. We hope that you will want to become involved and help us achieve this goal.

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ECAT Week – w/c 12th March

The Student Union will be organising a week of events from Monday 12th March as the focus of their fundraising activities. Any support that you are able to give would be much appreciated. You can find more information about the charity on the College website at www.esher.ac.uk together with details on how to make a donation.

On Friday 6th October, around 70 first year Politics students took a trip to Parliament and Europe House in London. We had a guided tour of the Houses of Parliament, learning that world leaders often enter the Palace of Westminster through the gate used by the Queen – and that Donald Trump would like to enter these gates in a horse-drawn golden carriage! The tour went on to the Robing Room, the Queen’s personal dressing room, and the Central Lobby, where you can go to speak to an MP whenever you wish. The tour included the chamber of the House of Commons where we learnt about the different roles within it – the MPs, the Speaker, and the Chief Whip (and his excessive expenses). Furthermore, we discovered that any member of the public has the opportunity to go into the viewing gallery to observe the debates occurring in the Commons, and we heard about the many public disturbances in the viewing gallery, including public nudity and tins of paint thrown over MPs. In the House of Lords we sat on the benches briefly, then took a quiz about the voting system and its impact, and we were given free Charles II badges. We concluded the visit with a useful workshop on voting systems.

After adjourning for lunch, we walked to the lesser known Europe House which is the representation of the European Union in London. In Europe House, we learnt more about the EU and its impact on the UK, and many students grew indignant about our withdrawal from the EU. As part of the seminar, we also had a go at forming our own parties and took it in turns to present our party and its political priorities. We then voted on which party was the best. Overall, it was a very immersive and interesting trip for those who took part, and an excellent opportunity.

Rosa Armstrong

In September, we were very fortunate to have Dr Christopher Dillon from King’s College London give us a talk about the period from 1933-39 in Nazi Germany. Being an expert on pre-war concentration camps, Dr Dillon, told us all about the Nazi prison system and the ways in which the regime used terror to intimidate and control the German people. He also gave us an overview of the historiography of the Nazi pre-war period and an insight into how interpretations changed from immediately after the war, during the cold war and then into the 80s and 90s. This was especially useful as it tied in with our current coursework and helped give me ideas of ways I could improve my work. Getting the opportunity to have a tailored talk by and ask questions of an academic historian helped us gain a better understanding of the Nazi period. It also taught us ways in which we could criticise and analyse professional historians’ works.

Charlie Jackson

Dr Christopher Dillon presented an interesting and informative talk on Nazi Germany’s concentration camps. What was most notable was how he responded to many historians’ stances on whether ordinary Germans supported the Nazis. His attacks on both main sides of the debate (from Shirer who “obscured the role of what ordinary Germans were doing” to Gellately) provided so many useful counter arguments for our coursework. His direct attacks on oral and contemporary history called

into question the reliability of evidence historians, like Johnson, used to support their arguments. He provided useful evidence about prisons and concentration camps, such as the fact that in 1939 there were 167,858 people in prison and 75,000 people in concentration camps. His stance on the “institutionalised terror” which was enabled by judges, raised the possibility that ordinary Germans did have a key role in enabling the Nazis to maintain political dominance. However, historians like Gellately had gone too far in saying that the majority of Germans supported the Nazis. His direct criticisms of Johnson and Gellately were highly relevant and supported by evidence.

Frankie Golding

History Talk Politics Trip

How Our Teens Access the News

In December 2017, Esher locals, leafing through The Sunday Times over a skinny latte, might have thought twice about their consumption habits: social media consumption that is. Back in June, Lizzie Cat came in to run a workshop with students, talking about her role as a freelance journalist but also taking the opportunity to learn from them. She set herself the challenge of accessing news the way that some students do, for the period of a week. Talking to our Media A Levellers, she gained insights into their use of Snapchat, Instagram and, YouTube and, with a bit of a tutorial on how to use Snapchat, she was on her way. Despite her reservations, she learnt that whilst they use social media platforms, this is not without a critical eye. What didn’t make the final edit was the fact that many of the students also have ‘news apps’ on their phones and receive live updates to keep abreast of current affairs. This has been particularly evident post-Brexit. Still, students were not unhappy about the ‘edited’ version of their discussion; as they are only too aware, a story is not always the whole story. The full article ‘My Week on a Teen News Diet’ can be viewed online at http://bit.ly/2n6Q6yR.

Becky Voller

BTEC Media visit Henfold

All the BTEC Media students went to Henfold Lakes Assault Course in October for a busy day of team building, communication and problem solving. All of the students were taken out of their comfort zones and encouraged to experiment, make mistakes, and figure out their own way of doing things – skills essential for success on the BTEC course. Everyone entered into the activities with good spirits and came away very tired, but all with a great sense of accomplishment and some new friends.

Lucy Beeharry

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Congratulations to the four winners of the English Department Essay Competition:First Prize: Georgia HoltSecond Prize: Catherine JamiesonJoint Third Prize (£10 each): Tom Langham and Ben WilliamsThe winning students were invited to a prize giving ceremony on Wednesday 18th October, along with their parents and friends, where they were invited to read a small section of their essays. Published below is the winning essay by Georgia Holt.

English Competition

Is [thinking about your condition the very worst thing you can doi] or should literature reconnect us with feelings that might otherwise be too unbearable to studyii?

Feelings, in British culture, have always been something to hide away. This contrast between supressing and expressing emotions is an on-going problem faced by humans. Literature, as an art form, is one of the ways that the latter option can be facilitated. Prominent authors who aimed to ‘reconnect’ themselves with difficult feelings in the face of a society asking them to not ‘think about [their] condition’ were Charlotte Perkins Gilman, Franz Kafka and Joseph Conrad.

In The Yellow Wallpaper (1892) by Charlotte Perkins Gilman, the female narrator is told by her husband that the ‘rest cure’ is the way to help her overcome her “illness”, likely to be the hydragyric diagnosis of hysteriaiii. The narrator spirals into madness as she is locked away from any kind of stimulation, growing to imagine a hunching woman trapped in the pattern of the yellow wallpaper of her bedroom- that the narrator at first hates and then grows to obsess over. She eventually sees the wallpaper woman as an ally in her confinement and even as a projection of herself. It is her isolation from anyone with whom she can share her emotions that contributes to her descent into psychosis. Gilman was cuttingly criticising society when she, a woman, so openly condemned the widely-accepted rest cure; frequently prescribed by male doctors to female patients, arguing against confining people physically and mentally in a way to help them restrain their emotions. The combination of poor mental health and a culture that prevented (and still prevents) emotions from being expressed is explosive and makes The Yellow Wallpaper such an interesting, stimulating read. Kafka, like Gilman, was plagued with poor mental health yet channelled his feelings into his twisted, vulnerable writing. Gilman did this subtly by savagely condemning the rest cure, however Kafka did this more openly in his works such as ‘The Trial’ and famously ‘The Metamorphosis’ (1915), where the protagonist, Gregor Samsa, crawls under his bed and ‘his head sank down completely, and his last breath flowed weakly from his nostrils’ after being spurned by his family for turning into a beetle. As an insect, Samsa is physically unable to express his emotions or thoughts about his strange, tragic predicament, and so is left alone and abandoned by each member of his family one by one. This directly echoes Kafka’s own experiences of feeling inadequate in his own family where his ultra-masculine father seemed permanently disappointed in his feminine, quiet, introverted son. Writing was a way for Kafka to inoffensively vent his depression as a survival mechanism. In The Yellow Wallpaper, the narrator too falls into an abyss of self-loathing and then dies (although it is purely death of the mind). These two works exemplify how literature is one of the best ways for people to express their feelings under poorly veiled

characters, giving writers some sort of way to deal with their feelings in a way that is more acceptable to society than open discussion. Studying this further, some of the most common emotions investigated are disgust, anger and hopelessness.

Disgust with society is explored in Joseph Conrad’s Heart of Darkness (1899), as his bleak portrayal of imperial Africa and its inherent racism both attracts and repels him. Conrad demonstrates in a passing moment in the noveliv how feelings, especially in the androcentric world of imperialism, are rarely discussed. Near the start of the novel, a man ‘hanged himself’. When Marlow asks ‘why, in God’s name?’ the only response is ‘who knows?’. Conrad could be implying how the man told no one about the internal problems he was experiencing and had no one to turn to in such a militaristic, hyper-masculine environment. The fact that no one has even tried to find out the motive also shows how people are concerned with self-survival rather than on supporting others as the culture is still very much centred around individualism. Like Gilman in The Yellow Wallpaper, Marlow (the mask for Conrad) slowly deteriorates as he spends longer alone (physically and mentally), focussed on one thing, the preternatural figure of Kurtz, a prime ivory collector on the company’s remotest outpost. This obsession combined with the claustrophobic, strange environment and the lack of a suitable companion leads Marlow simultaneously down the Congo and the stairs towards insanity and possibly towards the fate of the hanging man at the start of the story. Rather than not think about the mistreatment of ‘natives’ that he witnessed first hand on his stationing in Congo- as was the norm for people to do at the time- Conrad confronts the ‘unbearable’ injustice that his society was becoming rich from, the exploitation of occupied territory’s resources and people. Rather than have the conventional laissez-faire approach to the underlying evil of western empires, Conrad confronted them head on through his controversial books, contributing to a change in attitudes to imperialism and personal feelings of guilt and responsibility. It is only through literature that he was able to address these problems, as such vocal opposition, without literature as a mouthpiece, would doubtlessly have isolated him from society; hence why literature is one of the only ways that we can ‘reconnect’ with our most difficult feelings in a society where you are expected to deal with them alone.

In conclusion, literature should aim to ‘reconnect’ us with difficult feelings, yet in a sense, writers are only preaching to the converted. Those unlikely to be engaging in art, even on a critical level, are unlikely to value it, such as the character of John in The Yellow Wallpaper, who believe that ‘the worst thing’ is to confront our emotions. Kafka believed ‘a book should be an ice-axe to the frozen sea within us’v, but the book must be opened for the ice to break, hence why the problem of expressing and repressing emotions will forever remain.

i Quote from The Yellow Wallpaper by Charlotte Perkins Gilman, originally ‘John said the very worst thing I can do is think about my condition’, paraphrased for easier readingii Quote by Franz Kafkaiii Hysteria was a diagnosis given to women for any mental or physical illness that resulted in unusual behaviour ranging from depression to epilepsy. Women who complained against the treatment were seen as in greater need of the treatment than those who took it unquestioningly and this is further evidence of how emotions were, and still are, hidden away for fear of insanityiv Chapter 1v Quote by Franz Kafka

Our Fashion and Textile students are lucky to have a wealth of museums, galleries, and exhibitions on the doorstep. We encourage our students to take advantage of this and to make independent visits to broaden their knowledge of Fashion and their curiosity for the subject. Apart from the opportunity to gain inspiration from influential designers, these visits are also helpful for university and Art Foundation applications, showing how the students have a personal and genuine interest in fashion and textiles. This will reflect favourably on them when they are interviewed for degree courses. The fashion and textile industry is one of the largest in the country and many of our students will progress to higher education and from there into the industry.

The photograph shows a group of first year Fashion and Textile students visiting the exciting Balenciaga Exhibition at the V&A Museum. This is a perfect starting point for a current project which involves garment design, and pattern drafting and construction, and this is the first time students will have used their own individual designs from beginning to end. The department is always buzzing with students producing innovative work, and, along with the second year students’ work, these garments will be modelled at the End of Year Fashion Show.

Sheila MacDonald

Fashion visit to the V&A Graphic Communication student displays work in The Design MuseumCongratulations to our Graphic Communication student, Tom Whittam, whose work is currently on display at The Design Museum. Tom attended a workshop in September that was run by renowned graphic designer, Anthony Burrill. As part of the workshop Anthony picked his favourite piece to go on display; it has pride of place in the Design Museum’s Creative Workshop space. In Anthony’s words: ‘Tom’s design is loose and raw, the text bursts out of the confines of the poster and has a feeling of energy and spontaneity. My approach to design is more restrained, it’s this contrast I find interesting and inspiring. Although we both used the same basic elements to make our posters, the individual outcomes are very different. Working within restrictions, but still retaining your unique voice, is a key part of visual communication.’

Tom’s design is shown below.

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Special thanks to former Esher College student, Cormac O’Malley, for coming to talk to our 6.1 students about life as a student at Oxford University. Cormac, who is currently in his 4th year at Pembroke College studying Engineering Science, was keen to encourage more students from state school backgrounds to apply to Oxbridge. He talked to the students about the Oxbridge application process and how important it was to start thinking about their personal statements over the summer. He also talked about the interview process and how the College helped him arrange mock interviews prior to his interview at Oxford. He made the students laugh whilst recounting his own interview experience, which was clearly a great success as he went on to get a place! Cormac studied Maths, Further Maths, Physics and Economics whilst at Esher and he felt that the College was great preparation for making new friends at university. We wish Cormac all the best for his final year at university.

‘Life at Oxford University’ talk

We are very pleased to announce that six students have been offered places at Oxford and Cambridge Universities for this coming September. Orin Carlin, originally from Esher Church of England High School, has been offered a place to study Classics at St Anne’s College, Oxford; Alice Hawes, originally from Tolworth Girls’ School, has been offered a place at Hertford College, Oxford to study Law; Isobel Hawkins, originally at Esher Church of England High School, has been offered a place at Merton College, Oxford to study Biological Sciences; Harri Holmes Davies, originally from Hinchley Wood School, has been offered a place at Oriel College, Oxford to study Classics; Catherine Jamieson, originally from Bishop Wand School, has been offered a place to study History of Art at St John’s College, Oxford and Imogen Lindsley, originally from Coombe Girls’ School, has been offered a place at Clare College, Cambridge to study Natural Sciences.

Isobel said, “I’ve found the Oxbridge programme to be a rewarding and enjoyable experience, and the advice has been very useful. Having support from the Biology department has also been invaluable, particularly practice sessions and a mock interview, which helped prepare me for the actual process

of Oxford interviews. I’m very pleased to have been made an offer, and I would definitely encourage other students to apply, as it is a worthwhile experience!

Orin said, “I’m excited about having been offered a place at St Anne’s College, Oxford to read Classics. Studying History and Classics here has inspired me to learn more about ancient civilisations and even try Greek and Latin at university. Having come from a state school I was apprehensive and some told me not to set my sights too high. I’m glad I listened to my tutor who encouraged me to apply!”

Catherine said “I’m really happy and excited to have this offer, especially as it is for the college that I chose, and I’m very grateful to Shai for all the hard work she has put in to help, encourage and support us.”

Alice said “I am so excited to have received an offer from Oxford and would urge anyone who is considering applying to give it a go.”

Students at Esher who apply to Oxbridge have the opportunity to take part in the Oxbridge Support Programme. As part of the programme, the College offers students regular sessions helping with

the following areas: writing personal statements, interview techniques, and preparing for interviews. We also offer subject specific support within departments, where heads of the department or designated staff members run special extension programmes enabling students to explore their subject in greater depth, often outside the confines of the syllabus. In addition to support offered within the College, visitors and representatives from both Oxford and Cambridge visit and run workshops on interviews, the application procedure and life at the universities.

Mock interviews are also arranged and run within departments and by the senior team. In some cases, experts within the student’s chosen field volunteer their time to run mock interviews. We can’t thank them enough for their contribution to the students’ success. The students applying to Oxford have admissions tests and heads of departments and divisional heads run separate sessions to help them prepare. The Oxbridge programme at Esher College is run by our Oxbridge Co-ordinator, Shai Moghul.

For further details, please contact smoghul@esher.ac.uk

Oxbridge Update

On 9th November 2017 the Photography department ran their third annual trip to Paris Photo – an international photography fair and exhibition at the Grand Palais in central Paris. The Photography department teaches from a very industry-based standpoint, so an awareness of what the top international photographers are producing is an important part of the course.

We arrived in Paris safe and sound, if a little tired after an early start and having to negotiate public transport up to St Pancras on the day of a train strike! We enjoyed visiting Paris Photo twice during the trip this year – a short visit on the first afternoon, to work out our plan for the second, longer visit on the next day. The students were amazed by the sheer scale of the Grand Palais, and the amount of

Paris Photography Trip incredible work on show there, and were excited to make plans to visit again the next day.

Another early start on the second day meant that the students had a whole morning of free time to explore and experience central Paris and grab some lunch – with some students even making it down the Seine to the Eiffel Tower. Once we entered the Grand Palais to see the exhibition we had around 5 hours before we met again – though even with this time and a plan in place, it was still not enough time to fully appreciate all of the amazing photographic work on show. There were over 180 galleries and countless publishers and book sellers exhibiting at the fair, each showing a variety of their greatest works. We are always blown away by the amount of outstanding photography on show at Paris Photo and this year was no exception.

On our last morning, the students were given a lighting workshop by London – based fashion photographer Nick Treviss before heading off around the 10th arrondissement to shoot using the techniques they had learnt. We travelled back on Saturday afternoon on the Eurostar with all students saying they were tired but inspired, which is surely the aim of every successful photography trip!

Fiona Thornton

This past term our further mathematicians have participated in several UKMT maths challenges.

On 1st December, the individual challenge saw our students attempt 25 tricky problems in an hour and a half. An impressive nine students were awarded gold certificates, with 22 achieving silver awards and 19 bronze. Mattea Goalen achieved a sufficiently high score to qualify for the British Maths Olympiad and a further ten students qualified for the senior kangaroo challenge, including two 6.1 students.

In the team challenge a group of four students travelled to Kingston University to participate in the West London heat of the Senior Team Challenge. Across three rounds they worked on a set of ten tricky problems as a group. The second round saw the team split into pairs for a crossnumber challenge – one pair solved clues going across, the other solved those going down. The problem? Most of the clues depended on answers from the other teams! Finally there was a shuttle relay round, where the team worked again in pairs but this time against the clock, with every problem relying on the answer to a previous one. The team repeated last year’s tremendous achievement of being the top placed non-selective institute, coming 6th overall.

Bob Woollins

Physics in Action Day – LondonIn December, 39 year 1 Physics students went to London for a “Physics in Action” day. They heard a series of exciting lectures, complete with demonstrations and audience participation on cutting edge Physics research topics.

These lectures included a researcher from the local National Physics Laboratory, Teddington, demonstrating how temperature may be measured with sound and his work on the most accurate thermometer ever made. We learnt how particle accelerators can be used for treating cancers through to smashing atoms to uncover the secrets of the universe and how the lines between biology and physics are blurring as we become more synthetic, and our man-made world becomes more lifelike, with buildings that heal themselves on the horizon.

This day was inspiring and helped the students see the numerous fields of physics and possibilities for their own further studies and careers.

Carolyn Francis

BTEC Performing Arts students presented their show ‘People, Places and Passions’ on 17th November. Students performed twenty different song and dance numbers from West End musicals. All the students involved performed a solo or a duet plus an ensemble number. Gail, Performing Arts Head of Department, wishes to commend all those students who choreographed some of the numbers.

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In the autumn term, the Learning Resource Centre ran a book review competition to encourage our students to read more for pleasure. There were two major prizes to be won, but every entry received a free gift. Students were required to borrow a book from the main LRC, read the book and write a short review.

The draw was made by the Assistant Principal, Dan Hards, on 1st November. Annabel Walker won the first prize of a £30 gift voucher for her review of The World is Blue by Sylvia Earle. Bethany Foo won the second prize of a £15 voucher for her review of And the Mountains Echoed by Khaled Hosseini.

The photos on the right show Annabel Walker receiving her prize from Jo Canessa, Librarian and LRC Manager, and Bethany Foo holding her prize.

LRC Competition

Performing Arts Show

UKMT Senior Maths Challenges

Progression Guidance The Progression Guidance Department aims to ensure that all students receive the most appropriate help and advice about their career and higher education options after Esher College. The Progression Guidance area is accessed from the first floor Orange zone, just down the corridor from the Maths Department. Here you will find a large careers library showcasing university prospectuses, information on apprenticeships, information boards detailing university open days, and full-time and part-time jobs, computers to conduct research and complete application forms, a private interview room and, from 9 am-3 pm every day, at least one member of the PG team.

The department is now headed by Nicola Wilberforce, who is succeeding Diane Graham as Director of Progression Guidance during this academic year. Nicola is a long-standing member of staff, and a former Esher College student herself, who has held a number of positions at Esher including Head of Biology and Oxbridge Co-ordinator. The Progression Guidance Co-ordinator is Sally Leyshon, who is in the department every day except Wednesday. Jane Derrick, the Elmbridge Careers Adviser, is at Esher College on Fridays. This year Wider Skills Week is being co-ordinated by Jayne Taylor. The team is completed by Shai Moghul, Oxbridge Co-ordinator and Sara Kirby, Art Foundation Co-ordinator. Much of the group tutor-led personal development programme (PDP) is concerned with aspects of Progression Guidance, and therefore all teaching staff and tutors play an important role in the extended Progression Guidance team.

Students can see a designated member of the Progression Guidance team to discuss their future progression options at any point during their time at Esher College. Drop-in sessions are from 9.30-10.30am and 2-3 pm every day but Wednesday. Booked appointments can be made at other times by calling in to the PG area or emailing Sally (SLeyshon@esher.ac.uk) who also makes bookings for students to see Jane on Fridays for specific employment and apprenticeship guidance. Useful reference resources are available on the College

Services section of the College Portal and this area will be further developed in future.

Progression Guidance Events

In addition to all the help and support offered on a daily basis, the Progression Guidance Department organises several key events throughout the College year.

Higher Education Parents’ Evening – 13th and 14th March 2018

Presentations to parents on the following Higher Education topics:

• The Esher College Progression Guidance system

• How to apply through UCAS

• Student finance

• How to choose the right course and university

Higher Education Day - 22nd March 2018

Higher Education Day is unique to Esher College and we believe that no other school or college offers their students such a high quality in-house programme. Representatives from over 100 different universities come to College and set up their stands to create an ‘HE fair’ in the sports hall and drama studio, hoping to tempt our students to apply to their institutions in future. In the morning students attend two different subject-orientated seminars, chosen from over 50, and led by university staff. These seminars give a taste of what it is like to study a particular subject at university, what entry grades are necessary and what studying that particular subject might progress on to in future. During the afternoon students will tour the HE fair, quiz the university representatives on the stands, and pick up prospectuses to take away and study at their leisure. They will attend sessions given by university representatives on how to choose a university and what undergraduate student life is really like. Students also have the opportunity to explore and research all the various options for progression using the Kudos online tool.

Parents and carers are invited to attend the HE fair during the final evening session, with or without their student, and attend a further selection of parents’ talks.

Employment Seekers’ Information Evening - 26th April 2018

This evening will give parents and students the opportunity to explore options other than higher education. A representative from the National Apprenticeship Service will explain the Apprenticeship system followed by representatives of large local companies describing their apprenticeship and school leaver schemes. Hints on how to apply and dates and deadlines will also be explained. This evening completes the information gathering for students to help them decide what path to take on leaving College.

After Esher Day – 5th July 2018

Students choose either a programme focusing on university applications or a programme focusing on employment. Students aiming for higher education will attend workshops on searching and researching their HE options using various online resources, analysing and evidencing relevant skills, and writing personal statements. Students aiming for apprenticeships and employment will take part in a series of activities focusing on making applications, teamwork, CV building and interview skills.

Wider Skills Week 9th - 13th July 2018

During Wider Skills Week Esher College students take part in over fifty different trips or courses, including visits overseas, for example a History trip to Munich or the Classics trip to Greece; sports activities such as sailing, horse riding and football coaching; or general courses including cooking for students, fun with physics, creative writing, photography, song-writing, and counselling skills. Students also have the opportunity to organise work experience for the week if they prefer.

Nicola Wilberforce – Director of Progression Guidance

Sally Leyshon - Progression Guidance Co-ordinator

Shai Moghul - Oxbridge Co-ordinator

Sara Kirby – Art Foundation Co-ordinator

Jane Derrick - Elmbridge Consortium Careers Adviser

Jayne Taylor - Wider Skills Week Co-ordinator

This is the 13th year that Splendid Productions has performed their play at Esher College to all our Year 1 and Year 2 students and then provided a workshop to explore the performance style of a theatre practitioner for our Year 2 students. This year’s production was based on Kafka’s story ‘Metamorphosis’ and it has inspired a lot of animated discussion for our students analysing live theatre, many of whom had never watched a Brechtian style of performance before. A wonderful opportunity for our Drama and Theatre A level students.

In October, a group of 25 Politics students followed the trip to the Houses of Parliament by a visit to the Noel Coward Theatre to watch their current production: ‘A Labour of Love’. The play, starring Martin Freeman and Tamsin Greig, follows the transformation of and power struggles within the Labour party from 1992 right up to the most recent election in 2017.

Set in the MP’s office for a Labour stronghold in an ex-minors’ town in the North Midlands, the plot focuses on David Lyons, the local Labour MP and his assistant, Jean Whittaker. The play follows a cyclical narrative which begins in the aftermath of the 2017 elections. Despite the relative success of the Labour party, in that their defeat was much more marginal than had been predicted, Lyons has lost his seat. The audience is then taken back to 1992, using a montage of political broadcasts from the news in the interim, to his first day in office as the Nottingham MP, following the retirement of Jean’s husband due to lung cancer acquired as a result of years of mining.

A youthful Lyons has just been transferred, along with his snobbish wife, from London and has a lot to learn in order to secure the support of the local electorate. In the following years, with a great deal of help from Mrs Whittaker, he manages to do so. The play shows the optimism of Labour at the height of their popularity in 1997, to their more pessimistic years following disastrous campaigns, such as the 2015 election. However, despite the success of the rest of the party Lyons and Whittaker always manage to maintain Labour power in their constituency until 2017. The play not only follows the politics of these years but also follows the tentative chemistry between the two lead characters which results in their admission of love for one another at the end. Additionally, in an attempt to modernise Labour and attract more support, Whittaker takes over as the Labour representative for Nottingham.

‘A Labour of Love’ was a useful representation of the strength of Labour over recent decades, highlighting the changes in their popular support. In our course we will focus on three general elections, two of which were represented in the play, so this offered an interesting insight from a differing perspective into their effects. I found the production incredibly funny and enjoyed their interpretation of the politics of the era. I would recommend this play to anyone, especially those who are interested in politics and looking for an entertaining way to learn more.

Hannah-Rose Morley

Splendid Productions

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A Labour of Love

Featured ROSE student this term…

Name: Rocco Skert

Sport: Kick Boxing

Congratulations to Rocco Skert who has been awarded ROSE of the Month. The Roll of Sporting Excellence (ROSE) has been developed as a way of recognising the high level athletes we have here at Esher College.

Rocco is a committed Kick Boxer who is competing at National and International Level. Showing a strong start to the season, Rocco competed in the Federazione Italiana Kickboxing Regionals in Italy on 19th November. He put on an impressive performance in the quarter finals where he won against a highly skilled rival with whom he has competed many times over his playing career. He then went on to make it to the semi-finals but unfortunately lost against a very experienced fighter. Rocco is continuing to work hard in training and feels confident going into his next competition! We wish you all the best for the future Rocco!

On Wednesday 13th December, BTEC Health and Social Care students had the pleasure of hosting their annual Christmas party. Guests were invited from Moore Place care home in Esher and The Royal Cambridge care home in East Molesey. We also had a few special guests, including parents of Esher College staff. The Health and Social Care students laid the tables beautifully and guests were served tea, sandwiches and cakes whilst being entertained by Christmas music from the College Choir, a jazz duo, and a woodwind quartet. Father Christmas also put in an appearance and presented all the guests with a Christmas present.

This year the Physics department entered some of our most able second year students into two competitions run by The British Physics Olympiad.

In October, eight students participated in the Physics Challenge. This involved completing a one-hour test paper containing challenging questions set over a range of A Level topics in an array of interesting and unfamiliar contexts. The students prepared themselves by attempting past paper questions which helped them to develop their problem - solving skills. Three of our students did particularly well, and achieved merit awards. Well done to Max Bateson, Naomi Burrows and Mattea Goalen, a fantastic achievement.

In December, five students took part in the main British Physics Olympiad competition. This competition is aimed at the most capable A Level physicists

in the country and forms the first stage in the selection process for the team to represent Britain in the International Physics Olympiad. Once again, our students performed fantastically well. Josh Harper placed in the top 48% of candidates achieving a Bronze II award, Max Bateson secured a Bronze I, placing him within the top third, and Mattea Goalen scored within the top 21% and achieved a Silver Award.

Very well done to all the students who were determined enough to rise to the challenge of these difficult papers. It shows immense strength of character. From left to right in the photo are Joshua Harper, Max Bateson and Naomi Burrows. Unfortunately, Mattea Goalen, our star silver medalist was not available for the photo. We are very proud of you all.

Louise Perry

British Physics Olympiad and the A Level Physics Challenge

Annual Christmas Party

Much of the work performed by the Student Union this term has been focused towards the successful Freshers’ event, which went smoothly. We also recently collected money for Children in Need, encouraging people to wear yellow and make a donation. We were happy to raise £117.50 for this worthy cause. Another focus for us is helping to usher in a new security system for the College by communicating the process to students, ensuring decisions are taken with their best interests and safety in mind. Ben Williams - President

On 11th October 2017, we had our annual Freshers’ event at the Kingston Hippodrome. The theme was Space, as voted for by the students, and the event sold out and was very successful. There were many stand-out costumes, from orange space suits to Princess Leia. We had a photo booth and a great DJ throughout the night. Riona Roy - Events and Charities

The Esher College Africa Trust is our College’s own charity, supporting orphans who may also be suffering from AIDS by funding their education in a small school

in rural Zimbabwe. We were proudly able to raise £1,810 for ECAT from the 6.1 Freshers’ event, higher than ever before. With the great dilemmas Zimbabwe is suffering including a doubled increase of price on necessary goods, 96% of the population living on less than US $1 daily and, more recently the issues surrounding their president, we hope we can help to make a change to the children. We are aiming to increase the awareness of ECAT and the situation in Zimbabwe. We are planning to make an informative video for the students and aim to promote empathy for the children we are supporting and the brutal realities they face. Amy Benton - Events and Charities

On 22nd September, staff and students donned their jeans and raised money for Jeans for Genes day, a fundraising campaign for Genetic Disorders UK, the national charity that supports individuals and families affected by a genetic disorder. The money that we raised goes towards organisations and projects that transform the lives of children affected by genetic disorders and their families. For example, the money raised allows young carers some time off to have fun. The charity also

organises groups that allow those affected with the same disorder to meet and talk. Thanks to the contributions of the staff and students, we raised over a hundred pounds. Niamh Beatty- Equality and Diversity

Emily Wilmot and Lily Hedley represented the student body at the meeting with Caterlink management. Lily represented Health and Wellbeing and Emily represented Eco. We put forward our suggestions for reducing prices and promoting healthy eating as well as dealing with issues of crowding and congestion around the canteen and cafe. We encouraged the management to improve their marketing to reach the students. We suggested that Caterlink use the Student Union to promote, as our social media reach and use of the portal may be more appealing to the student body. We have arranged a follow-up meeting to discuss these ideas further and also share Student Voice feedback from our recent meeting. Lily Hedley - Health & Wellbeing

As a Student Union, we have many exciting plans to help benefit Esher as a College and a community. In the future we plan to arrange and conduct a themed ‘Parliament Week’ where we will host mock elections and develop Esher’s political understanding. On top of that, we are planning some upcoming fundraising events involving open mic, themed dress-up days and a battle of the bands competition that help showcase the amazing talent we have here at College. We increased our involvement in ECAT week, helping to grow the awareness of the situation in Zimbabwe and give more to the children there who deserve so much more. Christmas Jumper Day was also a great success and we raised over £200 for Save the Children. Emily Thomas - Vice President

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The Student Union

Spring Term 2018Thursday 22nd February Progress Review Evening (surnames A-F)

Thursday 1st March Progress Review Evening (surnames G-N)

Monday 5th March Progress Review Evening (surnames O-Z)

Tuesday 13th and Wednesday 14th March Higher Education Evenings

Thursday 22nd March Higher Education Day and Evening Convention

Thursday 29th March End of Term

Summer Term 2018 Monday 16th April Term begins

Thursday 19th April Progress Review Evening (by invitation only)

Thursday 26th April Employment Seekers Information Evening

Monday 7th May May Day Holiday

Monday 14th May 6.1 Exam Leave

Wednesday 23rd May 6.2 Exam Leave (pm)

Monday 28th May to Friday 1st June Half Term

Monday 11th June 6.1 students return to College for start of Year 2 Studies

Thursday 5th July After Esher Day

Monday 9th to Friday 13th July Wider Skills Activities

Friday 13th July End of Term

Dates for Prospective Students and Parents (September 2018 admissions) Tuesday 26th June Introduction Evening (parents)

Wednesday 27th or Thursday 28th June Introduction Days (students)

Start of Year 2018/19Tuesday 28th to Thursday 30th August Enrolment for new students

Monday 3rd September Start of 6.2 day

Dates for Prospective Students and Parents (September 2019 admissions)Monday 2nd July 2018 Open Evening

Dates for your Diary

Social MediaFor more information on what’s happening at Esher College, follow us on Facebook, Twitter and Instagram.

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@eshercollege

eshercollege

Monday 2nd July 2018, 4.30-8.00pmOpen to all - no need to book

Open Evening

for entry inSeptember 2019

Adult Education 2017-2018Thank you for your support during this academic year. We hope that many of you will join us again during Spring term 2018. There are still spaces available on the following courses:

Key Photographic Techniques KPT1 Mon 19 Feb – 12 Mar 18.30 – 20.30 4 weeks £59Mindfulness – An introduction MIN1 Mon 19 Feb – 03 Mar 19.00—21.00 3 weeks £47Excel Intermediate SSI1 Tue 20 Feb – 20 Mar 19.00—21.00 5 weeks £75Photographic Lighting PHL1 Tue 6 Mar – 27 Mar 18.30 – 20.30 4 weeks £59Aromatherapy – An introduction ARO1 Mon 12 Mar – 26 Mar 19.00—21.00 3 weeks £47

Information on courses starting in the New Year can be found on our website www.esher.ac.uk/adult-education or by calling Maureen or Leena on 020 8335 2544.