Reading UTC Prospectus

Something new is happening…

Introducing Reading’s UTC

Our partners

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Building skills for the future

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Experience more, achieve more

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Courses 8 Progression opportunities

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Register your interest

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Welcome

Welcome 2

University Technical Colleges (UTCs) are the best-known model of Technical Academies.

They are schools that specialise in subjects that need modern, technical, industry-standard equipment – such as engineering and construction – and teach these disciplines alongside business skills and the use of ICT. Each UTC is sponsored by university and industry partners and responds to local business needs. They provide young people with the knowledge and skills they need to progress at 19 into higher or further education, an Apprenticeship or employment.

Reading’s UTC

Reading’s UTC was recently approved under the Government’s UTC nationwide programme with the aim to fulfil demand for highly qualified people in specialised roles within cutting edge technological companies.

Key technologies that underpin our economy, here in the centre of the Thames Valley and across the country, are moving forward faster than mainstream education can keep pace with. As such, Reading’s UTC primary focus will be delivering first class learning in Computer Science, Communications Technology and Software Engineering to 14–19 year olds.

We will be working with a number of world class technology companies and educational institutions who will not only contribute to the development and delivery of an innovative curriculum but will also provide industry-standard resources for the school.

Having direct input of market-leading enterprises and guidance and support from our partners, students are ensured to be learning the technology of the future.

With sights set on dynamic flexible careers in a fast-changing world, as well as excellent university places, we realise the importance and value of a well-rounded education.

Alongside their specialised option, students will study core curriculum subjects and have

the opportunity to take foreign languages and humanities subjects. This will allow them to be fully equipped to make a strong contribution both in the workplace and the community as a whole.

We fully appreciate that moving to a new school is a big decision to make, for both parents and students. We will endeavour to make this move as straightforward as possible by liasing and working with existing schools, setting up taster days and being on hand to answer all queries.

For those who are in Years 7, 8 or 9 and are thinking about their future, please fill out the registration form at the back of this guide. We will keep you informed about all developments and upcoming events. Until our website has been fully developed, information on the UTC will be shared on the Reading College website – www.reading-college.ac.uk/utc

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Our partners

With world population growth now through the seven billion mark, and global challenges with water and energy supply, climate change, environment, trade and finance, the next generation of young people will need to be more aware, more personally skilled and more technically capable than ever before.

Reading is home to national and global companies who are already working on potential solutions for future communication, transport, sustainable environments and the control of precious resources. These companies are helping us shape a curriculum that will open doors of employment opportunity, whilst sponsorship by our local university and colleges will help ensure we target the highest of standards.

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In building and supporting our school’s curriculum, the following major organisations have already committed to help create and support the UTC: •

Microsoft

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Network Rail

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Peter Brett Associates

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BT

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Cisco

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Research in Motion (BlackBerry)

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University of Reading

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Oxford & Cherwell Valley College

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Reading College

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Reading School

These employers will help to create a curriculum with a difference by running ‘employer challenges’ – project-based learning activities based on real world situations. This could include designing train controlling software for Network Rail, or developing software applications for Microsoft.

CASE STUDY Andrew Green Network Rail Apprenticeship

Andrew works at Network Rail and has just completed his three year Apprenticeship. To become a signalling and Telecommunications Technician, he had an initial residential year of training at the company’s national training centre in Gosport – partnered with the Royal Navy – and then two years working at the Reading depot.

“It’s a fantastic opportunity that not enough people are aware of. You can start an Apprenticeship after completing your GCSEs, but it was not until after I’d finished my A levels that I heard about it. I didn’t want to just keep on studying in the classroom.

I wanted something more practical and for me an Apprenticeship was ideal.”

Building skills for the future

To ensure students can meet the demands of employers locally and nationally in this rapidly changing environment, the UTC will provide the following specialised curriculum areas:

Computer Science

Software Engineering

Communications Technology

Computer science engineers are involved in many hardware and software aspects of computing, from the conceptual design of microprocessors, personal computers, and supercomputers, to detailed circuit design and research areas like nanotechnology (to build fast, tiny and powerful computers that can work on the scale of atoms). This field of science and engineering not only focuses on how computer systems themselves work, but also how they can integrate into the wider environment and wider applications. Computer engineers need a wide technical training that spans electronic engineering, software design and hardware– software integration skills.

By developing software of higher quality, the systems we depend on and that enrich our lives can be made more affordable, maintainable, and faster to build. It’s called ‘engineering’ because creating that quality needs a systematic approach to analysis, design, implementation, test and maintenance. Software engineers need good mathematics and computer science background knowledge and a highly creative but structured approach. Current examples of software engineering include the emergence of social networks and mobile phone ‘apps’ – but what is coming round the corner?

Communications is a diverse field of engineering where students need to know about electronics and civil, structural, and electronic engineering.

Ultimately, telecom engineers are responsible for providing the method for customers to have telephone, video and the whole expanding range of broadcasting and high-speed data services.

Students will learn how to design and oversee the installation of telecommunications equipment using computerised switching systems, copper and fibre optics cabling, microwave and satellite communication and much more.

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Experience more, achieve more At Reading’s UTC, students will have the opportunity to accomplish more than they would at a secondary school, both in and out of the classroom, and be fully prepared for their next step, be it higher education, an Apprenticeship or employment.

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Practical learning skills in relevant subjects Our industrial partners will provide high quality work experience and provide real‑world project-based learning in subjects that are in demand by employers.

This type of learning will let students see how real businesses function and how the skills developed will be applicable in the workplace. Microsoft and other companies will also provide work-place mentors who will meet students faceto-face and virtually to support studying and help raise ambitions and horizons.

The BTEC qualifications we will use are ideal for making the most of practical learning and the work‑related projects that our technical expert teachers will deliver. Learning in this way builds confidence and provides substantial knowledge for future interviews.

Transferable skills Students will build up other skills including health and safety, entrepreneurship and financial literacy, and so have the ability and knowledge to either set up their own small business or be a real asset to a larger company.

Applying communication and number skills in practical problem-solving for work will also bring to life the functional English and Mathematics modules students learn in their core studies.

Subject flexibility Post 16, students already have achievements they want to build on.

The modular structure of our curriculum means we can build a timetable that will fit individual demands, enabling students to make the most of their chosen programme.

Personal timetable and qualification aims will be built around interests, attainment and career aspirations. English and/or Mathematics will be an essential part of the programme for all students who have not yet attained Level 2 or GCSE C in both.

Career progression support Our teachers will be very closely linked to the industries that they serve and can direct students to a wide range of suitable job roles. They will also know the Apprenticeship programmes and university courses that are valued by industry, and can help with the application process.

More time Closing at 3pm or even earlier means most secondary schools have to limit the amount of technical and vocational learning they can offer. Our teachers will work on throughout the afternoon allowing students longer access to our specialist facilities and to complete work with tutor support.

Strong values We are strongly committed to building up a sense of principled values in the local community. Getting involved with community projects, experiencing what motivates teams and individuals and grappling with the ethical challenges that businesses face will help create a set of strong values and beliefs.

Extra-curricular activities Being at school should be an exciting time of a young person’s life and we will help our students to try out new things and pursue interests.

Everybody will have a tutorial and enrichment programme that supports development of personal and learning skills, encourages continued involvement in games and the arts and promotes volunteering and good citizenship.

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Courses

Our technical programmes will make use of BTEC qualifications in Information Technology and Engineering. Components of these qualifications include Computer Systems, Software Design and Development, Computer Networks and Network Management, Object-Driven and Event-Driven Programming, Web Server Scripting, Digital Graphics and Computer Animation.

The detailed choice of specialist topics and pathways is being designed with our industrial partners and will be continuously refined and updated to keep pace with development.

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14–16 years old – Key Stage 4 All students will study the core curriculum subjects of Mathematics, English, Sciences, PE and Personal and Social Education.

In addition, one option will be chosen from each pool below.

GCSE Option 1 GCSE Option 2 Arts enrichment option Specialist option

History Geography Modern Language Art & Design Music Drama Computer Science – IT BTEC Level 2 Diploma with extension work in Software Engineering Communications Technology – Engineering BTEC Level 2 Diploma with extension work in Software Engineering Combined Engineering and IT BTEC Level 1 programme

Very able students may also choose a further option from the following: • C onversion of your Arts enrichment choice to a GCSE • Second Modern Language GCSE

16–19 years old – Key Stage 5

Two year Level 3 programmes

Students will be able to create a tailored study package to suit their needs. Below are just a few examples of the choices that will be on offer.

Leading to employment or university BTEC Level 3 Diploma (equivalent to 2 A levels) BTEC Level 3 Extended Diploma (equivalent to 3 A levels)

One year Level 2 programme Leading to Level 3 programme or Apprenticeship BTEC Level 2 Diploma (equivalent to 4 GCSEs grade A*–C)

GCSE English or Mathematics

BTEC Level 3 Extended Diploma (equivalent to 3 A levels)

A level 1 A level 2 A level GCSE English plus 1 AS level

One year Level 3 programmes Leading to employment or Advanced Apprenticeship BTEC Level 3 Subsidiary Diploma (equivalent to 1 A level) BTEC Level 3 Subsidiary Diploma (equivalent to 1 A level)

Extended Project (equivalent to 1 AS level) GCSE Mathematics

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Progression opportunities

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Once students have completed their programme, they will be able to consider a number of progression routes, depending on their final qualification.

They could continue their studies with a university degree in subjects such as Artificial Intelligence, Computer Science, Cybernetics, Robotics Technology or Electronic Engineering, all of which are available locally at the University of Reading.

Alternatively there is a wide range of Apprenticeships and Advanced Apprenticeships. These will allow students to gain qualifications and learn practical skills in the workplace whilst earning money.

Or direct entry into employment is another option.

The high‑technology industries in the local area have a rapidly growing demand for staff and are looking for employees with qualifications in Computer Science, Software Engineering and Communications Technology. These sectors include: •

Aviation

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Armed Forces

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Automotive

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Process Control

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Railway and Signalling

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Robotics

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Software Design Programming

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Telecommunications

CASE STUDY

CASE STUDY Lawrence Walton Network Rail Graduate Engineer Training Scheme

Lawrence is halfway through his four-year graduate scheme, which will enable him to turn his university degree into fully qualified status as a Chartered Civil Engineer. It’s been a varied and challenging career-building programme, with half a dozen distinct placements and projects completed already in just two years.

After a business induction and a period working with the maintenance teams out of the Reading delivery unit, Lawrence provided civil engineering expertise in a project team at Paddington, moving existing railway and signalling infrastructure to clear the way for work in the new ‘Crossrail’ project – Europe’s largest civil engineering project. That project will take new tunnels through the centre of London and provide a direct rail link from west to east with stops right throughout the capital.

Since then he’s had opportunities to work with the company’s most senior engineers, to input on key safety projects and to contribute to design work on the new Reading Station project.

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Register your interest

Student’s name Date of birth Current school Parent’s name Address

Telephone E-mail

Please complete the registration form and return it to: Reading’s UTC Admissions c/o Reading College Kings Road Reading RG1 4HJ We will use your contact details to keep you informed of events and developments related to the school.

Whilst premises are being prepared and equipped, we shall be working in partnership with Reading College, the University of Reading and our industrial partners to provide open events and interviews in the town.

Please register my interest in a place at Reading’s UTC and keep me informed of relevant events and developments.

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