Education Brief

UTC2 Sheffield - Human Sciences & Computing

UTC2 Sheffield

Human Sciences and

Computing

EDUCATION BRIEF

2015

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2015

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UTC2 Sheffield - Human Sciences & Computing 2015

UTC 2 Sheffield – Human Sciencess & Computing

Contents

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Page No. Index

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1.0

2.0

3.0

4.0

5.0

6.0

7.0

15.0

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Education Brief Section

Vision and Ethos

Innovative ICT Vision

Curriculum Overview

Learning Pathways

The Curriculum Specialisms

Literacy, Numeracy, ICT and Functional Skills

Assessment Reporting and Monitoring

Learning and Teaching

Staff Induction/Development/Distributional Leadership

Progression and Entry Pathways

Extending and Enriching the Curriculum

UTC2 Organisation

The UTC2 Day

Student Support

The Four Learning Companies

Transition and Induction

Working with Schools and the wider Community

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1.0 Vision and Ethos

1.1 Promoting ‘world class’ standards

Our vision for UTC2 Sheffield (UTC2) is to engage a unique cluster of world class companies, service providers, colleges and universities to create an outstanding educational experience where real workplace practice drives an integrated curriculum to deliver tangible business, inward investment and public health benefits. UTC2 will develop, inspire and nurture young people to have the skills, passion, empathy and talent to accelerate success in Human Sciences & Computing, their application and their development for the Sheffield City Region.

1.2 Inspiring and equipping young people for world class companies

UTC2 Sheffield will be regarded as a centre of excellence and stretch all learners to realise their full potential, drawing on world class models of best practice to ensure each and every learner is fulfilled in their academic and personal ambitions. The skills and expertise of The Sheffield College, as lead sponsor, Sheffield Hallam University the University of Sheffield,

Sheffield Chamber of Commerce, Sheffield Teaching Hospital, Sheffield City

Council and the partner employers will be harnessed to build a strong community of learners with a passion for learning, endeavour and engagement. These partners will provide the appropriately challenging and relevant project/work-based learning opportunities and suitable mentors / role models to support the development and delivery of the academic and vocational curriculum. Although there will be a clear vocational focus to the student experience, the achievement of academic excellence will be a key driving force, ensuring students are equipped for fulfilling careers across the whole spectrum of work related to the improvement of human performance and the use of computer related technologies, without narrowing progression opportunities to University or the individual’s employability within other commercial sectors.

1.3 Pursuing academic and technical excellence

Whatever their ability and previous attainment, every student will have challenging individual targets and clear learning pathways. A strong emphasis will be placed on the added value that the UTC2 will provide to each student through project-led learning.

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Alongside academic achievement and individual success, UTC2 will place a strong emphasis on learning outside the classroom and enable all of its students to develop responsibility and to experience real-life opportunities, so as to fully equip each individual for employment with an all-round learning experience. Young people studying at UTC2 will be made to feel as though they are working in a working environment, where the personalised application of scientific analysis is key to success but within a safe educational setting. Students from UTC2 will be expected to work through employer-led projects, which will both drive and be supported by, their vocational and academic curriculum. This will increase their confidence, social awareness and employability, whilst raising the profile of UTC2 in order to attract interest in the growth and development of the Human

Sciences & Computing specialisms.

All learning in UTC2 will be practical and applied wherever possible; it will be used, for example, to develop exciting and challenging learning programmes in all aspects of the curriculum. The Sponsors recognise that young people have a wide range of talents and interests which UTC2 will strive to develop to ensure that each individual student is fully engaged and is able to develop their skills to maximise their educational outcomes.

There will also be high expectations regarding all aspects of personal development, both in terms of behaviour and conduct and personal, physical and emotional well-being.

UTC2 Sheffield will have a strong, clear ethos that looks to continuously improve everything that it does so as to ensure that UTC2 really does transform learning for the young people who attend there.

Whilst the learner will be at the heart of all that UTC2 does, it will also be outward facing and embrace the needs of the region it serves.

1.4 Promoting ‘deep employer engagement’

UTC2 Sheffield will accelerate the implementation and success of the emerging public health agenda in the City region and respond to:

 the critical need to ensure better maintenance of good health throughout the population;

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 the drive to deliver health care closer to an individual’s home wherever possible;

 the opportunities to develop significant intellectual capital through research relating to elite athletes, mass participation in activity and devolved healthcare;

 the opportunity to use Sheffield’s unique strengths across these sectors to develop commercial growth and attract inward investment;

 the clear potential to use emergent technology to support and improve human performance in all its guises.

UTC2 will build upon the City Region’s successful base of companies specialising in computing and related disciplines.

Regional growth and demographic change are certain to demand an increasing number of skilled young people in these sectors. They must be equipped to contribute immediately to the success of their employers and able to grow their skills set to ensure that the companies are well equipped to exploit international market opportunities and technological advancement.

The Sheffield City Region has a unique combination of strengths relating to the improvement of human performance. These include the Sheffield

Teaching Hospital, Sheffield Hallam University, the English Institute for

Sport and the National Centre for Sports and Exercise Medicine. UTC2 will engage closely and deeply with employers to create a workplace driven learning experience. Projects, linked to the vocational qualification specification, are being developed with employer partners and will be the key feature of the curriculum offer.

1.5 Pursuing personalised learning –‘stage not age’

Learning approaches will take into consideration the stage that each student has reached on entry to the Academy with a particular emphasis on developing each student as an individual learner; in this way the aspirations, ambitions and needs of the whole student will be supported and nurtured.

The UTC2 leadership will ensure that creativity, innovation, problem/project-based and enquiry-led learning feature strongly within the curriculum delivery. A curriculum model will be developed to incorporate a

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UTC2 Sheffield - Human Sciences & Computing 2015 framework for personalised learning and thinking skills. UTC2 staff will inspire and enable the young people to solve work-based problems.

Students at the UTC2 will be highly motivated young people who through careful nurturing will have the capacity to develop:

 resilience

 high self esteem

 team working, collaboration and leadership skills

 sound judgement and decision-making skills

 strong empathetic relationships with others

 self-motivation and responsibility

 independent learning skills

 a ’can do’ attitude

 creative and innovative problem solving skills

 entrepreneurial and enterprising skills

 drive and ambition

 the ability to manage own learning and information

1.6 Innovative Curriculum securing ‘real and virtual’ workplace learning

A curriculum will be developed with an emphasis on innovative learning and teaching so that exciting and stretching opportunities exist for every student. This will transpire through choice of subject, style of learning and teaching supported by excellent ICT as well as extensive extra-curricular and out of school activities that will be developed as part of the extended school provision.

UTC2 will create a learning environment that places high value on learning and achieving through actions. Students will work beyond the confines of a traditional learning environment with direct access to real and virtual workplace learning at all times. We will develop innovative and creative approaches that respond directly to the way in which young people learn best and learning will be free from the constraints imposed by a traditional school day.

UTC2 will use new and emerging technologies to support learning and teaching and enable all learners to have access to appropriate and engaging multi-media facilities. ICT will be embedded within the fabric of the UTC2 as a support for learning and teaching and as an enabling tool for

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UTC2 Sheffield - Human Sciences & Computing 2015 information and learning to be appropriately accessed and shared by all in the learning community.

The curriculum is designed to enable all students to become:

 employees of first choice within the health and sport sectors;

 successful learners who enjoy, achieve and respond positively to employer–led challenges;

 comfortable working beyond the confines of traditional learning environments, accessing real and virtual work place environments;

 confident individuals who have gained and can apply key work place competencies;

 secure in their understanding of the potential to develop their knowledge and skills into commercial benefit;

 excellent communicators, able to listen actively and articulate clearly and at an appropriate level of complexity;

 responsible and ecologically aware ‘global citizens’ who make a positive contribution to society;

 focused on business enterprise, entrepreneurship, personal development, functional skills, competencies linking different curriculum areas, progression and enrichment opportunities, and a blend of general and applied learning.

1.7 Enterprise

The collaboration in Enterprise education between school, colleges, universities and the business community in Sheffield has been ground breaking and led to the award to the Sheffield College of the Peter Jones

Enterprise Academy which offers Level 2 and Level 3 qualifications in enterprise and is now the northern hub. The overall effort provides significant bedrock of experience on which to build an enterprise culture in

UTC2 and embed enterprise in the curriculum.

1.8 Learning Pathways

UTC2 will support the students to be at the heart of the learning community, actively participating in shaping and determining their own learning pathway. It has well established links with a number of industrial partners and will use these links to ensure that UTC2 has an employer-led and employer-supported curriculum. The development of the curriculum,

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UTC2 Sheffield - Human Sciences & Computing 2015 courses and learning and teaching strategies will involve staff at the

Universities, the UTC and our industrial partners. UTC2’s wide range of collaborative industrial partners will:

 provide mentors and student champions, course materials, teacher placements, work shadowing/experience opportunities for students,

 help in developing, running and assessing projects and work-based problems,

 provide engineering workshop facilities, including access to live engineering activities and via a virtual learning environment,

 engage in research, enterprise and marketing activities with students

1.9 Work closely with other Academies, UTC Sheffield and the Baker Dearing

Trust, committed to the recommended curriculum framework.

UTC Sheffield is now fully established and will have merged with UTC2 before the latter has opened. This will enable good practice across every element of the student experience and wider management issues. Further afield, the Baker Dearing Trust offers a networking opportunity so UTC2

Sheffield can share good practice.

2.0 Innovative ICT Vision

UTC2 will use new and emerging technologies to support learning and teaching and enable all learners to have access to appropriate and engaging multi-media facilities. ICT will be embedded within the fabric of the UTC as a support for learning and teaching and as an enabling tool for information and learning to be appropriately accessed and shared by all in the learning community, and more widely with partner employers and organisations wherever possible.

ICT will be deployed to support the vision and ethos of UTC2 to support the following aims and aspirations in particular:

 building a strong and motivated learning community through sharing of resources, including resources created by learners themselves

 exploiting the potential of ICT to join together learning in different places and in co-operation with different partners, in support of projectbased and work-based learning

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 ensuring that learning in UTC2 takes place in a business-like environment

 equipping students with the knowledge, skills and experience needed to use new technology as it is deployed in the workplace, and to cope with the rapid pace of technological change

 enabling the personalisation of individual learning pathways within the overall learning offer of UTC2

 ensuring that opportunities for online assessment, both formative and summative, are maximised where these best support student progression and attainment

 enabling seamless transition between formal and informal learning contexts, so that learning can take place and resources accessed in

UTC2, in the workplace, on site visits, at home and in the community without disruption

 to build on learner motivation, ambition and individual talents and attainment

 to develop learners who are resilient, self-starting and self-reliant

 to help foster collaboration and team-working skills

 to develop an understanding of safe and sensible online habits and routines

2.1 ICT Principles

 teaching content, assignments and personal and collaborative course work will be channelled and managed through an online environment

 the online environment will support access to appropriate resources by both students and staff from locations outside the UTC2, as well as within it



ICT provision within the UTC will be sufficient to allow students to complete any course assignments within the UTC2.

 the nature of the technical environment and its relation to both learning and the workplace is subject to on-going change and therefore service design will avoid lock in to particular technologies or ways of doing things

 the manner of working and the IT service requirements will be based first and foremost on supporting business-like relationships between students, their parents, staff and employers and between users and content

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 there are requirements that are special to the ‘business’ of education that must be satisfied and which should be accommodated within the business IT environment. These include an MIS system such as SIMS, timetabling software, processes relating to exams and coursework and responsibilities for safeguarding

 institutional data will be appropriately segmented from student personal data, though this is unlikely to require separate networks

 whilst a VLE-like service will be central to such activity, it will not be assumed to be the only platform for organizing content and activity; for example project management tools, employer platforms or cloud services may be hubs for some activities

 this online environment will enable the collection of learner activity data, learning analytics that will enable to UTC2 to provide better tailored leaner support

 the online environment will also support sharing and collaboration with

UTC Sheffield, other secondary schools in the Sheffield City Region and with The Sheffield College, both Sheffield universities and with other training and education providers

 the use of technology in the analysis of human performance and the development of improvement plans will be at the heart of the specialist curriculum - the ICT infrastructure will integrate data capture, analysis and modelling software with testing, performance improvement and monitoring equipment

 with a view to supporting teaching and learning across Sheffield and beyond, digital content produced by UTC2 and its staff will be licensed openly for reuse

 every student and staff member should be responsible for their personal wireless computing equipment that enables their access to tasks, resources and services anytime anywhere; on account of the technical work to be undertaken, this is likely to be a laptop

 students and staff may use any personal access device (such as a phone, tablet or games console) on UTC2 premises within the bounds of the

Acceptable Use Policy

 in particular, project management, collaborative working and communication tools, based on ‘Agile’ and ‘Web 2.0’ paradigms, are expected make major contributions to the development of 21st Century personal and organizational skills

 administrative IT will require applications suited to the statutory and business requirements of UTC2, and will be procured from specialist

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UTC2 Sheffield - Human Sciences & Computing 2015 suppliers; attention will also be paid to such as CRM and marketing tools appropriate to the competitive environment



ICT facilities, both hardware and software, will support personalised learning and provide support for those students with Special Education

Needs



ICT systems within UTC2 should leverage shared services solutions where these are applied, e.g. finance and payroll systems

 the ICT strategy will take account of the possibility that IT service management may provide a realistic and attractive work experience or enhancement activity for students with an interest in IT

2.2 User Implications

 a recommended suppliers menu, including support and finance deals, will be available to assist student choice of personal computing; local suppliers will be involved in such offers subject to value for money consideration.

 staff will be equipped with a laptop computer owned or leased by UTC2, though they may opt to use their own

 all students and staff will be provided with an email account and storage space

 irrespective of curriculum, regular training will be provided to students and staff on personal IT management and acceptable use

2.3 Service Implications



UTC2 will provide a pervasive local wireless network with internet connectivity that will enable the proposed ways of working

 like SCC schools, the UTC2 will consider a range of options for its connection to the wider world, potentially in conjunction with YHMAN

(YHGfL) and JANET interconnects; connections with the SCC schools

WAN may also be of value to partner schools

 staff will be operating a mixed economy with some applications provided by global players (e.g. Google, Microsoft) and industry specialists (e.g. Autodesk)

 tiered storage options (e.g. Public cloud, private data centre, possibly onsite) will be required to offer fit for purpose service levels (especially disaster recovery

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 relevant parts of the UTC2 network will be accessible by staff and students from home or other locations, easily and without additional cost. This will include students accessing course material, their own assignments and their own performance records; teachers accessing their lesson plans and resources, student performance data and reports, student assignments and access by parents

 restrictions on device usage or internet access for reasons of e-safety will not be such as to undermine the aims and aspirations of the UTC2

ICT vision

 the ICT infrastructure will support the operation of controlled access to the building and classrooms, attendance monitoring, and a cashless system for services such as catering and printing.

2.4 Premises Implications

 ample, appropriately placed power points but not necessarily with network access sockets

 consideration will be given to providing a suitable mobile recharging facility, such as a charging centre or a docking arrangement, which reduces the need for power point use and trailing wires

 computer labs and fixed desktops in study areas will not be needed for regular student or class use, with the possible exception of high end workstations with specific software and/or bandwidth demands, and possibly facilities for language teaching

 each teaching and group working area will be equipped with data projection and wired to be able to produce 3D projection, with most such areas having a minimum of entry level H232 videoconferencing

 there will be minimal requirement for an onsite server room

 as part of the building design an ICT-rich presentation area will be considered for showcasing student work

2.5 Staffing Implications

 the job specifications for all teaching and support staff will mandate an appropriate level of IT fluency, taking account of this strategy

 there will be a strong ICT focus within the CPD strategy for UTC2 staff

 a mission critical service will be required; any external service agreement will take account of the significant dependency of the organization on IT continuity ranging from admin IT to digital modelling

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3.0 Curriculum Overview

3.1 Distinctive Features



UTC2 offers students a greater range of learning opportunities with a working day and a six term year which will provide opportunities for extended in-depth learning. There is a strong focus on employability and career prospects through employer led and supported projects, which will drive the curriculum, together with extra-curricular, sporting activities, the arts and volunteering.



A blended curriculum which enables students at Key Stage 4 to progress within UTC2 or to plan pathways which include FE, HE, training, employment and facilitated apprenticeships.



UTC2 adopts a flexible approach to Key Stages 4 and 5 to ensure progress for all students according to stage not age and to ensure every child fulfils their potential both in academic success, and as young people developing to successfully take their place in adult society.



Core curriculum of maths, English, science, computing, languages; and with the additional options to study history, the English baccalaureate can be offered.



The development of ‘Employability Skills’ e.g. problem solving and teamwork, is central to the curriculum and key to ensuring the student’s future success in the world of work.



The key specialisms of UTC2 – Human Sciences and Computing are enriched by the developments in Science, technology, Engineering and

Maths (STEM).



The Curriculum fully embraces the practical implementation of STEM in the 21 st century related to sustainable development, the emerging industries and the new and developing employment opportunities both local and national which require these vocational skills.



Students will undertake a significant period of work related learning at

Key Stages 4 and 5 through both the projects which lie at the heart of the curriculum, underpinning and supported with further enrichment and enhancement through sponsors and employer partners.



Students will drive a large majority of their learning in both Key Stage 4 and 5 through employer led projects which will be supported and enriched by interaction with employers and universities.



A key strength of the UTC and curriculum is the support of the key employer partners as an effective group, proactive in the design and delivery of the curriculum through their employer led projects and work

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UTC2 Sheffield - Human Sciences & Computing 2015 based problems. These include access to live human performance and care related activities; and via a virtual learning environment where engagement in research, enterprise and marketing develops a wider range of essential skills and provides a strong foundation on which to build their future careers.

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Possibilities for additional access opportunities in Sheffield universities and colleges in terms of expert teaching and bespoke facilities and equipment.

3.2 Pursuing technical and academic excellence 14-19

3.2.1 The UTC2 curriculum will be coherent and flexible, able to meet individual learner needs, encourage progression and actively and dramatically change the employability of the learners. UTC2 will promote an understanding of the local, national and international market place. The culture will be aspirational and ‘can do’, promoting entrepreneurship and the contextual focus will be the ‘work place and personal effectiveness’. Access to the latest technology and its application in health care, human performance management and computing will inform all aspects of learning. There will be a consistent and explicit focus on applied learning, encouraging students to take increasing responsibility for their own learning. A key feature will be deep employer engagement providing the students with ‘real life’ problem solving opportunities. The curriculum will be innovative, challenging and built on a pedagogic model with a focus on the development of knowledge and skills which will enable students to take charge of their learning; becoming independent, enquiring learners.

3.2.2 The curriculum is designed to enable all students to become:

 successful learners, who enjoy, achieve and respond positively to challenges of real employment

 comfortable working beyond the confines of traditional learning environments accessing real and virtual work place environments

 confident individuals who have gained and can apply key work place competencies

 secure in their understanding of business ‘start up’ and entrepreneurial risk

 responsible and ecologically aware ‘global citizens’ who make a positive contribution to society.

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Aware of, committed to and learning how to manage their own health and wellbeing to become healthy, resilient people.

3.2.3 The features of the curriculum include using creative approaches to teaching and learning by exploiting the opportunities presented through the specialisms of Human Sciences & Computing. UTC2 will use new and emerging technologies to support learning and teaching; and enable all learners to have access to appropriate and engaging multi-media facilities.

Learning will be meaningful and purposeful with its application rooted in the work place and ideas translated into practical solutions. All students will follow a curriculum that has been created to ensure their personal development is enhanced. Public exams will be taken when students are ready to take them rather than at the end of each key stage. In addition, there will be an emphasis on a wide range of enrichment activities at all levels so that students experience a broader curriculum. GCSEs, A Levels, professional qualifications and a range of accreditation, matched to the learner, will be used up to the age of 19 and beyond.

3.2.4 All students will have an individualised curriculum and Individual Learning

Plan (ILP) which will be at the core of the curriculum, providing an agreement of expected behaviours and expectations between the student and the UTC, to include:

 agreed targets for improvement

 frequency of review and reporting mechanisms

 pastoral curriculum

 accredited community service opportunities

 support and mentoring services

 independent advice and guidance

 guidance and support on pathways from UTC2 into further education, higher education, apprenticeship or employment

3.2.5 The student will be at the heart of this process, actively participating in shaping and determining their own learning pathway. Learners at UTC2 will be provided with the opportunity to actively engage with the curriculum they are studying.

3.2.6 The development of the Key Stage 4 and 5 curriculums will provide real opportunities for students to practice the skills they will need when they

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UTC2 Sheffield - Human Sciences & Computing 2015 enter employment and higher education. The curriculum provision will promote diversity, opportunity and inclusion for all learners at UTC2. A formal link will be established with Sheffield Hallam University (including the Advanced Wellbeing Research Centre); Sheffield Eagles; Sheffield

Sharks, Sheffield University (including the Medical Advanced

Manufacturing Research Centre); the National Centre for Sports and

Exercise Medicine; the English Institute for Sport; Sheffield Teaching

Hospital; and the Sheffield College.

3.2.7 All learners will be involved in enterprise activities on a regular basis primarily through the employer led projects, but also through specific enterprise focused events organised both in house and by external agencies. Developing enterprising skills and qualities such as risk taking, organisation, independent learning, team working, problem solving, innovation, creativity, financial awareness will be part of the UTC2 student entitlement. The students will be supported in developing personal qualities and leadership skills essential for the world of work. Students will have opportunities to demonstrate leadership, initiative, determination, confidence and responsibility.

3.3 Applied learning and the ‘Project Driven Curriculum’

3.3.1 The focus on applied learning encourages:

 real life investigations and active enquiry

 learning in different environments, including virtual

 interaction with workplace champions and mentors

 learning through doing – promoting creative and enterprising behaviours

 linking understanding and learning activities to job roles

3.3.2 The ethos and vision for UTC2 has employer led projects at its heart.

Employer led projects will be designed in the first instance to deliver the primary technical qualifications relating to health care, sports and exercise science and computing. Thus, projects will be agreed with employers to ensure all units of the qualification(s) are addressed in a measurable way.

Each project will be given a time frame of between 4 and 12 weeks.

Students will normally be undertaking between two and four projects at

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UTC2 Sheffield - Human Sciences & Computing 2015 any given time. The intention is that as much of the learning as possible within that time frame is driven by these projects.

3.3.3 The table below sets out some of the ways in which learning will be driven by the projects:

Project description

Learning delivered directly through the project, i.e. technical skills developed directly in order to deliver the outcomes demanded by the project.

Learning motivated by the project, i.e. skills or understanding required in order to develop the technical skills into a finished outcome; or the communication skills to explain a health assessment to a vulnerable person.

Learning which draws upon materials within the project as a vehicle for learning.

The design and development of each project

Each project will require the technical skills essential developing the required outcomes of that project and, in some cases, creating a product.

The project will motivate students to learn about the psychology of individuals in relation their own health and the way they interact with technology; the mathematics behind the statistics and models; and the English language skills necessary to communicate effectively across a wide range of subjects and contexts.

The English language lessons will include an analysis of the language used within the project brief, whilst the chemistry lessons may focus on the chemistry of the human body, the nutrition it needs or the drugs it may be prescribed.

3.3.4 Projects run in coherent succession so as to enable students to develop their understanding of the human body through engagement with athletes and development of scientific understanding and then apply this through

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UTC2 Sheffield - Human Sciences & Computing 2015 engagement with those managing their health actively and those receiving secondary care. This development will also help overcome the challenges of engaging 14 year olds in the human performance curriculum.

The architecture of learning will support this model by providing freedom for students to utilise some of their time flexibly in support of these projects. The learning experience will come across to the fullest possible extent as a fluid growth of knowledge and understanding in support of the projects where stark differentiation of subject time is minimised. It is accepted that such differentiation will be essential to a degree, particularly in the early stages of a student’s time in the UTC2, but the image of students packing their bags at the end of an hour’s subject lesson and physically moving to an hour of another subject will be increasingly unfamiliar as the academic year progresses.

3.3.5 Learning will be put into its physical context to the fullest extent possible through a range of activities and events. A strong emphasis within the projects will be experience in real work environments, but other visits and experiences will be used to broaden the scope of projects and the learning that can be driven through them. The delivery of core subjects will be approached from a problem solving perspective and will draw on the experience of employer partners in order to exploit the project to the full.

Delivery of the projects by students will drive them to develop critical skills around employability and enterprise, business and ICT. Whilst these topics will not appear individually on the timetable, they will be intrinsic elements of the learning experience and endeavours will be made to deliver qualifications in these topics almost entirely through the projects. To achieve this, these skills will need to be supported across the entire curriculum, including core subjects; and will benefit from employer input.

Furthermore, the projects will be set in the context of the UTC2 House

Structure which will be constructed on the basis of four Performance

Squads. The outcomes of each project will be converted into points relating to the improvement in health or performance accrued through that project. Performance Squads will also be able to gain points through their own human performance and, potentially, those they are working with through enrichment and volunteering programmes. These points will be converted into to a reward system.

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The projects will be carefully sequenced to ensure a coherent learning pathway for every learner. Projects will vary in the extent of the involvement of employers. Whilst it is anticipated that employers will be deeply involved in the design of projects, their involvement in the delivery can be much more flexible and varied. Some will be very ‘hands on’, spending significant time in UTC2 working with students and/or hosting student in the workplace, whilst others will consist of little more than a few short visits to set, review and assess the project outcomes, with a continuum in between.

3.3.6 The continuing development and expansion of curriculum projects through the employer reference group and links with the South Yorkshire STEM

Strategy group will provide on-going sustainability.

3.3.7 Leadership and management focus:

 management and planning of projects will be a key role

 production, collection and assessment of evidence in support of formal qualifications will be complex, but a critical task

 maintenance of dynamic and productive links with a wide range of employers will be a critical function

3.3.8 Teaching focus:

 inter-disciplinary in approach – learning activities longer than the traditional one hour lesson. Project driven learning emphasises learning activities that are long-term, interdisciplinary and student-centred

 project driven learning will prepare students for the thinking and collaboration skills required in the workplace

 teaching role – largely one of facilitating and coaching

 very flexible, able to adapt the learning experience dynamically to support students in their interpretations of the project brief

 team teaching - with employers – strengthening the skill and expertise base of the UTC2

3.3.9 Learning focus:

 promotion of independent and collaborative learning

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 the core purpose of project based learning is that real-world problems capture students’ interest and provoke serious thinking as the students acquire and apply new knowledge in a problem solving context

3.4 Work Experience and the Project Driven Curriculum

3.4.1 A number of approaches to work experience will be supported by the project driven curriculum. These projects will provide on-going opportunities to integrate work experience through the specialist learning, enrichment / project support sessions, including a structured programme of employer visits and interactions. Notwithstanding this, some work experience opportunities will be offered in their own right, particularly through the student sponsorship scheme and in preparation for progression opportunities to employment.

3.4.2 Employability Skills and the Project driven curriculum

Delivery of these skills will be through the project driven curriculum and

UTC2 will support each student in developing these skills which are key to their future success. Employability skills are welcomed by employers, but have been difficult to assess through traditional methods. These skills include:

 independent enquiry

 creative thinking

 reflective learning

 team working

 self-management

 effective participation

The development and promotion of these skills and assessment of their effectiveness and progress is a key objective for the UTC2 in order to create a workforce ‘fit for purpose’ for the 21st century.

4.0 Learning Pathways

UTC2 will support its students to be at the heart of the learning community, actively participating in shaping and determining their own learning pathway. It has well established links with a number of industrial partners and will use these links to ensure UTC2 has an employer-led and

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UTC2 Sheffield - Human Sciences & Computing 2015 employer-supported curriculum. The development of the curriculum, courses, learning and teaching strategies will involve staff at the universities, colleges, the UTC and industrial partners. The UTC’s wide range of partners will:

 provide mentors and student champions, course materials, teacher placements, work shadowing / experience opportunities for students

 help in developing, running and assessing projects

 provide access to facilities, including access to live human performance improvement activities and via a virtual learning environment

 engage in research, enterprise and marketing activities with students

The UTC2 will have approximately 600 students on role and will serve students aged 14 – 19. The number on role will be broken down into the following groups:

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Year

10

Course

Human Sciences

Computing

Level

2

2

12

11

13

Human Sciences

Computing

Human Sciences

Computing

Human Sciences

Computing

2

2

2

3

3

2

3

3

Number

80

40

80

40

20

100

10

50

120

60

Total

120

120

180

180

2015

5.0 The Curriculum Specialisms

Human Sciences and Computing

The Human Sciences Specialism – provides students with the knowledge and skills from across the breadth of this diverse sector from pure biology to sports engineering; from the analysis of elite performance to the monitoring of chronic conditions in the home. This prepares students for an apprenticeship at 16 or 18 and/or for progression to FE or HE. This pathway contributes to the requirement for thousands of new healthcare practitioners with a wide range of scientific knowledge, ICT development and analysis skills and a strong human empathy over the next 5 years in the

Sheffield City Region. Towards the end of their time at the UTC students will be able to sub-specialise in order to concentrate their strengths towards either the technological or the human aspects of this spectrum, but, by this time they will have a very strong foundation in all critical elements of the curriculum, particularly science.

24


5.1 Curriculum at Key Stage 4

At Key Stage 4, students will be able to plan pathways to FE, HE, training and employment. Individualised learning programmes will be possible from Foundation Stage or Level 2 (GCSE’s) to Level 3 (Vocational and A-

Levels). All students will study a common core curriculum plus an option.

Teaching time at Key Stage 4 will be planned to support delivery of the projects whilst ensuring that relevant core and technical qualifications are achieved. Where students have accelerated their pace of learning they may begin units of qualifications at Level 3. All students will have full access to their entitlement of the core subjects of English and maths with some students rapidly advancing to follow programmes of learning in AS

Maths as well as GCSE. Science will also be considered a core subject for students. The English Baccalaureate will be available as a curriculum pathway.

Curriculum subjects and qualifications will be selected to enable as many

UTC2 students as possible to achieve well against the Progress 8 measure.

On entry to year 10 all learners will follow an induction programme which introduces them to the concept of project based learning.

National curriculum requirements will be met and students will be offered every opportunity to develop and demonstrate subject knowledge, understanding and skills.

The core skills of literacy, numeracy and ICT will be integrated and coordinated across all project activities to ensure students are able to improve their skills beyond national expectations. Schemes of work will be developed to ensure these subjects are integrated and monitored effectively. Any student with a reading age significantly below their chronological age will follow a reading recovery programme to enable them to be fluent readers.

The development of English and mathematics will be fundamental to learning for all students in Key Stage 4 to ensure all learners are fully equipped with the essential basic and; indeed, higher order skills required for success at Key Stage 5, further and higher education and employment.

Programmes within the curriculum will be tailored to suit individual and

25

UTC2 Sheffield - Human Sciences & Computing 2015 group needs and will be flexible enough to respond as and when learners are ready to progress or when they require additional support. This approach will also apply to the concept of targeted learning. This recognises not all students will progress at the same pace or will have the same specific learning needs. Opportunities will therefore be built into the learning weeks which specifically respond to key areas of need with small groups or individual learners. This will provide opportunities for extension for gifted and talented learners as well as opportunities for additional support.

UTC2 recognises the importance of Social, Moral Spiritual and Cultural education in preparing students for life in modern Britain. It will actively:

Enable students to develop their self-knowledge, self-esteem and self-confidence.

Enable pupils to distinguish right from wrong and respect the civil and criminal law.

Encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely.

Provide pupils with a broad general knowledge of public institutions and services in England.

Assist pupils to acquire an appreciation of and respect for their own and other cultures in a way that promotes tolerance and harmony between different cultural traditions.

Encourage pupils to respect the fundamental British values of democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs.

Preclude the promotion of partisan political views in the teaching of any subject in the school.

Take such steps as are reasonably necessary to ensure that where political issues are brought to the attention of students, they are offered a balanced presentation of opposing views.

The curriculum will be organised to provide a rich experience for learners beyond this core. UTC2 will operate a significantly longer school day and year than is normal (six terms). This will enable UTC2 to offer students a greater range of learning opportunities for extended, in depth, learning through the project driven curriculum, additional enrichment, volunteering,

26

UTC2 Sheffield - Human Sciences & Computing 2015 consolidation and sporting activities. Work placement opportunities and employer led projects will be central to their learning where they will be able to translate learning activity, core competencies and skills into work activity alongside employees who act as their mentors.

Model for Key Stage 4

 One and a half days – 30% Specialist Learning



One day – 20% Project Support

 4 hours English – Literature and Language



6 hours Science



4 hours Maths



2 hours Modern Foreign Language



2 hours PE



1 GCSE option: choice from: History (psychology/sociology if these are ebacc subjects), Physics, Physical Education, Computer Science



English Baccalaureate necessitates choosing History as the option choice

5.2 Curriculum at Key Stage 5

UTC2 will continue to work in partnership with other local providers to ensure a varied range of post-16 courses in the local area to meet the wide range of needs and interests of its students. These courses will include:

Foundation courses, level 2 qualifications, A-Levels and large vocational qualifications, as well as other appropriate qualifications to maximise future opportunities in further or higher education and employment.

The UTC2 post-16 programme will provide enrichment opportunities which will enhance student achievement. University and college partners will provide teaching in some year 12/13 courses at the UTC, or on the universities / college campus; this will help students to achieve high levels of performance, experience additional access opportunities to expert teaching and facilities, and will also provide first-hand knowledge of higher education teaching and life.

Project based activity will remain the key area of the curriculum, affording students the potential to learn through employment based situations and challenges; and to work in multi-disciplinary teams just as they will in the work place. Work placement opportunities will be central to their learning where they will be able to translate learning activity and core competencies and skills into work activity alongside employees who will act as their mentors.

27


Students will be supported to develop the essential range of life, personal, employment and enterprise skills. Post 16 students will take on responsible roles within the UTC and will become role models for younger students within vertically-grouped performance squads, supporting younger students through peer mentoring and coaching. Students will be expected to practise independence, resilience, a healthy lifestyle and maturity. Post 16 students will participate as leaders within the school council and in local and international activities.

5.3 Personalised Learning

The UTC2 staff will consistently use Assessment of Learning, regular assessment and target setting to raise students’ attainment and expectations. Regular reporting and target setting with students will take place and they will be supported by learning mentors. Students will work with peer mentors, coaches and teachers to set their own learning targets and modify learning styles and approaches to maximise attainment within realistic time frames and learning targets. Building on the assessment principles students will be encouraged to become effective at setting realistic targets, adapting their learning style and modifying their approach to problem solving to become an independent learner capable of coaching others. This will be promoted and encouraged by the project driven curriculum.

5.4 Pupil Premium

Pupil Premium funds will be used in UTC2 to support improving outcomes for our students in the following ways, which are highlighted as good practice by the Educational Endowment Foundation:



Smaller class sizes in all curriculum areas (less than 25 students).



Study strategy workshops for targeted parents.



Learning Manager and Professional Learning Mentor targeted student support sessions and home visits.



Peer Mentoring for Y10/11 students from Post-16 students



1:1 tuition for Y11 students identified as needing support in English or

Maths.



Reading and spelling support programmes and trackers.

28




Additional Enrichment lesson activities including cultural, arts, music, sport,

DofE and technical skills development.



Booster additional lessons in English, Maths and Science.



Revision sessions for students who are examined are held at regular intervals throughout the year. Sessions are provided within the UTC day, evenings and during holiday times.



Breakfast club provision from 8am.



Providing free revision guides to Pupil Premium students to support exam preparation.



Additional personal ICT provision to support independent learning/research.



Additional specialist student and staff new technology resources supporting the technical specialist areas of Engineering and CDM (e.g.

LJCreate learning resources).



Engaging consultants and examiners from awarding bodies to support raising student attainment in key curriculum areas.



Aspirational interventions with employer/university mentors.



Providing regular visits to employer sites, universities and museums to raise aspiration and achievement free of charge to Pupil Premium students.



Social & emotional learning activities.



Increased parental involvement: PARS insight parental e-gateway, Parent

Voice forum.



Staff additional training (L&P time) in the use of effective feedback (AFL) and collaborative learning.



Accelerated reading programme and phonics development software.



MyMaths online resource used to set homework, review lesson outcomes and guide students through activities.



Targeted Summer Schools.



Enhanced Spring/Summer term Transition support programme for new Y10 students and parents.



Recruitment resources to support vulnerable students in applying to the

UTC.



Providing high quality business dress free of charge to Pupil Premium students.

29


Effectiveness of strategy:



The performance and progress of those receiving Pupil Premium will be measured using the UTC Progress Tracker, a reporting system updated and published to parents/carers six times every academic year. Progress

Tracker reports on the effort and academic progress of every student. It is based upon the 4 I, Model, whereby detailed and high quality information allows students needing support to be identified. Intervention is then put in place and impact measured. Within this system, a particular emphasis is placed on those receiving Pupil Premium and specific reports on that group are produced.

6.0 Literacy, Numeracy, ICT and Functional Skills

Literacy will be embedded and taught across the whole curriculum. Key concepts and the underpinning language will be taught explicitly within each subject area. All schemes of work will promote reading, writing, spelling and oracy to develop students’ self-confidence, ability to learn and achieve. Early intervention and additional support strategies will be employed at transfer to the UTC2 where weakness in literacy will be identified.

Numeracy will be motivated by the project driven curriculum and taught within mathematics, science, the specialist learning and project support time and across the wider curriculum. All subjects will promote skills of data-handling, basic arithmetic and the development of a mathematical vocabulary to support competency across the curriculum

ICT will be motivated by the project driven curriculum, to which it will be core, and taught within the specialist learning and project support time; and as discrete skills and processes across all curriculum areas.

Functional skills and the content of the national curriculum PHSE and

Citizenship will be motivated by the project driven curriculum and taught across the whole curriculum and in group tutorials. Accredited

Volunteering courses and community engagement activities will provide opportunities for applied learning in these subjects

7.0 Assessment, Reporting and Monitoring

30


UTC2 Sheffield recognises that the project driven curriculum will bring particular challenges for assessment and monitoring of student progress. It will commit sufficient resource to ensuring this is prioritised and student achievement ensured. Each project will have clearly defined outcomes, not just at the end, but for each week within the project.

Initial assessment



Upon receipt of students’ applications UTC staff will communicate commence with other providers, feeder schools, parents and other supporting agencies to gather information about students’ prior academic achievement, progress and learning needs. In addition, the

UTC will assess all students in year 10 within the first few weeks to identify their current starting points prior to receipt of FFT data following census information being sent. A range of assessment methods will be used. Students in year 10 all undertake a YELLIS (Year

11 Information System) assessment to measure developed ability and provide results that outline detailed GCSE exam predictions. Post-16 students arriving in year will 12 provide their GCSE results from the preceding summer exams and these will be used in conjunction with the

ALPS (Advanced Level Performance Systems) to set targets for students against the top performing 25% of schools and colleges nationally.



All KS4 students will undertake foundation GCSE papers in core subjects

(English, Maths and Science) to further support assessment of students’ starting points. Finally, all students in year 10 will undertake a computerized test utilising Lucid software to assess their learning needs with a particular focus on identifying dyslexia and reading and spelling ages.



Using the information above, target grades will be set for students within their first half term. After FFT data is made available early in

January it will be used to review these targets to ensure students are working towards achievable but aspirational targets across all subjects.

Monitoring Progress – Progress Tracker

31




UTC2 will monitor progress on a 6 weekly cycle, this ongoing monitoring and reporting on progress is called ‘Progress Tracker.’ Progress Tracker reports on the academic progress and effort of every student in every year in order to drive learning and achievement through rigorous ongoing assessment, dialogue with parents and targeted intervention.



Progress Tracker will ensure that students, parents/carers, SLT,

Curriculum Directors, subject teachers and Learning Managers are well informed about individual students, groups and departments performance against their targets. Critically, the Progress Tracker will highlight where intervention is required promptly and accurately before attainment is affected.



Progress Tracker will use the ‘4 I Model’ throughout its implementation:

Information gathering, Identify, systematic Intervention, Measured

Impact.



At each Progress Tracker cycle staff will predict what level/grade each student will achieve at the end of the appropriate key stage or course.

Departments will ensure that attainment grades are generated through the rigorous and consistent use of assessment criteria which will subsequently be standardized in faculties. Curriculum Directors will ensure that predictions are accurate and intervention is targeted appropriately.



Alongside attainment grades staff will also input students effort grades

E1 (high) to E6 (low). E5 or 6 will be issued only if a wide range of previous strategies have been implemented. At the beginning of every cycle students will start at an E1 effort grade which will subsequently be adjusted based on performance in that cycle.



Staff will identify and report any homework or coursework and attendance issues as early as possible. If students fall behind with coursework/homework submissions this will be highlighted in Progress

Tracker. In both cases, appropriate intervention and support strategies will be put in place promptly and efficiently.

32




UTC2 Staff will use Learning and Performance time to standardize their data input, highlight the focused intervention for students over the next

6 week cycle and then as the cycle progresses, measure the impact of the previous Progress Tracker interventions and start the process again.

Reporting



Aggregated reports on Progress Tracker data and its implications for overall UTC2 performance will be reviewed by Departments, Faculties,

SLT and the Governing Body, each at an appropriate level of detail.

Reports will be broken down into specific groups which will include at least:

Gender

Ethnic Background

Pupil Premium

Students with Special Educational Needs

Those with an EHC Plan

Looked After Children

8.0 Learning and Teaching

Central to the vision for UTC2 Sheffield is a process of engaging every single member of staff in continually improving the quality of teaching and learning at the UTC. A process of staff development centred on whole UTC teaching and learning development sessions will have two main purposes:

 to develop a common understanding of what constitutes excellent teaching and learning by combining insights from sources such as

Collaborative Learning and the Accelerated Learning Model, the

Professional Standards for Teachers in England and the new OFSTED

Framework for inspection

 the long term aim of this process will be to build capacity within the

UTC2 to ensure that all members of the extended leadership team are trained as learning coaches. This training will also be available to other members of staff as part of their professional development. Coaching will be available to all UTC2 staff who request it as well as being a requirement for any who are identified as being in need of additional support through the subject review

33


8.1 Monitoring learning and teaching

All subject areas will undertake a subject review led by a senior manager and their subject leader on two occasions each year. In the first cycle of subject reviews the review teams may be supplemented by external advisers. The aim is to build capacity within the UTC2, through paired observations.

The teaching ethos within the UTC2 will be such that teachers frequently have others observing the teaching and learning within their sessions, both informally and formally. Formal lesson observations will be unannounced.

Those delivering outstanding teaching and learning will be recognised and celebrated.

9.0 Staff Induction/Development/Distributed Leadership

All staff working at UTC2, including employers, will have to undertake a formal induction process which will cover Safeguarding and specific child protection procedures. Key UTC2 policies will be introduced during the induction process including Health and Safety procedures within UTC2.

At all levels in UTC2 leadership will be characterised by:

 a determination to put students first because their attainment and wellbeing is the first priority

 a relentless focus on raising attainment through improving all aspects of

UTC2 work

 demonstrating the highest standards of professional ethics

 encouraging individuals and teams to take the initiative in innovating and developing their practice through support and challenge within the context of the project driven curriculum

 a willingness to take personal responsibility for performance and outcomes

 monitoring all aspects of UTC2 performance including making the greatest possible use of data

UTC2 will emphasise the contribution that staff development makes both to UTC improvement and individual development. In conjunction with the

Sponsors and employers, training needs will be identified and met. UTC2

Sheffield’s philosophy of valuing training and development will apply

34

UTC2 Sheffield - Human Sciences & Computing 2015 equally to teaching and non-teaching staff. All staff undertaking external training will be expected to demonstrate that the outcomes of the training have been disseminated to other appropriate staff and applied to their work in the UTC.

9.1 Performance Management

All teaching staff will undertake on-going performance management in line with the national requirements for teachers. The Performance

Management policy will ensure that there are regular reviews of progress towards the completion of actions identified by line managers as making key contributions towards the attainment of the UTC2 targets. This ongoing process will be fully integrated into the UTC2 line management structure and will ensure that all staff feel supported and challenged to further develop and understand their role and their level of accountability within the UTC2 structure. The achievements of staff performing to an outstanding level will be recognised and celebrated whilst those who perform below the required standard will be supported to improve.

10.0 Progression and Entry Pathways

10.1 There are two dimensions to progression - Progression within the UTC2

and progression after leaving the UTC2.

The overall objective of UTC2, which combines these two dimensions, is that the student is equipped with the skills and knowledge which will enable them to find, either directly or via further training and/or education, productive and progressive careers in the UTC’s specialism. This objective underpins the three principles on which the progression pathways are based. These are:

 an extensive exposure to the world of work in the sector

 a limited choice of subjects and paths at 16 and 18, and

 guidance forms part of both the learning experience and progression

The model will work in this way – progression both after UTC2 and at UTC2 begins at the point of induction where the student is introduced to the subject areas. This enables the student to engage in dialogue and coconstruct an Individual Learning Plan with some initial consideration of goals.

35


The plan is the subject of on-going dialogue and revision informed by the student’s incremental exposure to the world of work. This comes about both through formal learning and through the pedagogical leap which UTC2 will make in delivering employer involvement in learning.

10.2 The pedagogy of learning is delivered through a project based framework which:

 engages both large and small employers – some of our most successful companies are small or even micro-enterprises

 enables employers to participate in the creation, development and/or delivery of those projects to an extent which suits their circumstances and exploits their particular strengths

 promotes the creation of projects of varying scale which facilitate participation through groups of varying sizes

 links learning in human sciences and computing to the general curriculum through a combination of practical activity and input from a wide range of professionals from different backgrounds

 develops the range of PLTS and Functional Skills in an engaging way

 ensures teachers are developing their own skills through the co-creation and co-delivery of such projects with employer partners and expert practitioners. This will be a powerful means of CPD

 includes demanding practical context, for example, communication, team working, review, report writing and IT-enabled productivity

 includes learning in the workplace and input from the city’s two universities

The students’ progress will be the subject of a formal tutor led review at the key points of progression preceding 16 and 18 years. This will include consideration and be informed by the work and strong partnerships which

UTC2 has formed on all options as follows.

10.3

The UTC2 will work with university, employer partners, including the

Sheffield Teaching Hospital NHS Trust, and the NAS to establish a range of options for learners progressing from the UTC. These options will be available at 16 and 18 years and will include progression into HE, onto apprenticeship programmes and into conventional employment, supported by continuous professional development programmes. UTC2 will also ensure students have the option at 16 to transfer from UTC2 to traditional

36

UTC2 Sheffield - Human Sciences & Computing 2015 providers of Post 16 provision, including school 6 th forms, Sixth Form and

FE colleges.

Employers will have the opportunity of sponsoring students which will build a sense of progression into their entire experience at UTC2. Students will gain a sense of belonging to the company and the employer will gain added commitment to the success of UTC2 and its students.

10.4 Ensuring there is access to a high quality information advice and guidance is critical to making informed choice. The students will be informed by a range of experiences and formal information, such as the Sheffield

Economic master plan and the work of the Sheffield city region Local

Enterprise Partnership. This provides an evidence base which confirms the

Human Sciences & Computing sectors as being major employers, with the potential to attract world class, high growth companies to the region.

The project driven curriculum will provide a range of experience for each student across the breadth of the specialism which together will provide an unparalleled, first-hand knowledge of the career options available to them from which they can make an informed choice in relation to future career paths.

10.5

The sectors related to this UTC bid are key growers of new jobs until 2021 at least. There are growth opportunities for Healthcare technologies, through even stronger links between universities, healthcare providers, teaching hospitals, manufacturers, materials technology firms, and digital design. The UTC, alongside the NCSEM, will help to catalyse this opportunity. NHS Trusts experience difficulties in recruiting nurses, dieticians, sonographers, radiographers, speech and language therapists driven by the aging population, many dental roles, pharmacists and pharmacy technicians, and there have identified significant risks around health care scientists. They are currently developing the role of “”, which they plan to introduce in the next 12-18 months. Whilst many of these will recruited through internal transfer, there will inevitably be a need for a supply of young people.

The use of technology, central to the public health agenda, impacts on all professional courses (particularly medical imaging, radiotherapy, health technology, IT interventions, mobile devices). The Health Education

Yorkshire and Humber People Development Strategy 2013-18 identifies the

37

UTC2 Sheffield - Human Sciences & Computing 2015 importance of the increased use of technology in healthcare delivery and the provision of people skilled in its use. Recent change from BA to BSc

Nursing

Over the next 5 years 3,000 new entrants will be required to replace those leaving the sports and leisure industry.

The sports sector has a relatively high level of lowly skilled employees.

However, it is essential that, if the public health agenda is to be realised, this proportion is reduced and that these low skilled roles are replaced by those requiring scientific and technical skills.

The link between the worlds of work and education will be made immediately clear to every student, enhancing motivation, informing career choices and bringing relevance to every aspect of the education of each student. They will also acquire an exceptional range of employability skills, understanding deeply about behaviour in the workplace, how to make a good impression in a range of circumstances and the importance of planning, time management and teamwork.

10.6 Progression and Entry Pathways

Entry @ 14 Years

Students can enter UTC2 at the age (end Y9) and be placed on one of two entry pathways:

Level 1

At the age of 16

(end of Y11) students can progress within

UTC2 to the next

2 levels of specialism:

Level 2

Alternatively @ age 16 students may choose to progress to:

Level 2 Level 3; Y13 option to specialise in

Human Sciences

Intermediate

Apprenticeship

Level 2

Advanced

Apprenticeship

Level 3

A-Levels*

Level 3; Y13 option to specialise in

Computing

Progression @16 Years

Students can also enter UTC2 at the age of 16 and may choose to follow:

Progression from these Entry

Pathways @ 18+ years can lead to:

Level 2

Level 3; Y13 option to specialise in

Human Sciences

Other Training* Level 3; Y13

Employment option to specialise in

Computing

Advanced

Apprenticeship

Level 3

Higher

Apprenticeship

Level 4/5

Foundation

Degree

Degree

Employment

38


Access Code:

Within UTC Outside UTC

Students’ progress will be the subject of a formal tutor led review at the key points of progression preceding 16 and 18 years.

UTC2 will ensure that students have the option at 16 to transfer from UTC2 to traditional providers of Post 16 provision, including school 6 th Forms,

Sixth Forms and FE Colleges.

11.0 Extending and Enriching the Curriculum

UTC2 will offer a comprehensive programme of enrichment and personal development, supported by the universities, colleges, Local authority and industry partners.

All students will be required to participate in some of the opportunities available through the extended curriculum and indeed there will be a wide range of choice. The opportunities available will include; clubs, societies and organisations such as:

 a range of UTC competitions, sporting and non- sporting



Community Service – locally, nationally and including international projects

 displays, exhibitions, theatre, performances

 business and enterprise opportunities, such as Young Enterprise

 science, engineering and technology opportunities, such as Young

Inventors and Big Bang



Duke of Edinburgh Award scheme

 outdoor activities and pursuits



First Aid

 community and sports leadership awards



Youth Parliament and / or Student Council



Ambassadors and Learning Champions



Students as Researchers (SARs).

 charity and fund raising activities, amongst many others

12.0 UTC2 Organisation

39


12.1 Overview

UTC2, at its full capacity, will provide for 600 students; 240 in Year 10 and

Y11 and 360 in the sixth form. The specialisms: Human Sciences &

Computing will define the design of the building as well as being fundamental to the character and ethos of the new institution – providing a unique and innovative educational experience.

The UTC2 year will be broken into 6 terms adding up to 40 weeks. The day will be from 8.30am to 5.30pm in a five day week with an earlier finish on

Mondays (to allow team meetings and staff development) and Fridays.

UTC2 will have the capacity to open at other times when required.

12.2 Staff

UTC2 will use a systematic approach to modelling its staffing structure to ensure that optimum use is made of the resources available and that students have an excellent learning experience. The current Staff Structure is at the Annex.

123 Equality and Diversity

UTC2 seeks to provide a safe, supportive environment for all its staff and students in which everyone is treated with dignity and respect. The UTC welcomes individuals and groups from local, regional and international communities. UTC2 will value difference and diversity and will strive to create positive working relationships so that everyone can work and study to the best of their abilities, free from discrimination harassment or victimisation.

12.4 Student Attendance and Registration Arrangements

Regular attendance and punctuality are key elements in learners’ ability to achieve; procedures must be in place for the early recognition of poor punctuality and non-attendance and taking appropriate interventionist action.

When a student joins UTC2 a learning agreement will be signed. The learning agreement commits a student ‘To attend regularly and be punctual for all timetabled activities including additional activities’. The

40

UTC2 Sheffield - Human Sciences & Computing 2015 student also agrees ‘to comply with the UTC2 Code of Conduct and ‘to be courteous and considerate at all times’. Lateness is a discourtesy to the teacher and other students. Parents will be notified that students have signed the learning agreement and involved in the action taken if the agreement is broken. Registration will be electronic at the start of the day and electronic registers will be taken in every session.

13.0 The UTC2 Day

Teaching and learning in UTC2 will be arranged over a 5 day week timetable. The day will begin at 8.30am with registration and will end at

4.30pm or 5.30pm to provide 38 hours per week of direct learning and support activities.

13.1 The example Key Stage 4 and Key Stage 5 timetables below outline a typical day for the UTC2 student. They allow for a main focus on study of the specialist subjects with a day and a half at Key Stage 4 and two and a half days at Key Stage 5. There is a further full day of Project Support; and enrichment further enhances the specialisms, providing links with employers and a wide range of activities providing a strong foundation on which to build the distinctive characteristics of UTC2.

Model for KS4

• One and a Half Days - specialist learning, 30%

• One Day – Project Support and Enrichment, 20%

Plus:

• 4 hours English - Literature and Language

• 6 hours Science

• 4 hours Maths

• 2 hours Modern Foreign Language

• 2 hours PE

Plus:

• 1 GCSE option choice from: History, Psychology, Computer Science,

Performing Arts.

• English Baccalaureate necessitates choosing History as the option choice.

Example KS4 Timetable - Core timetable for all students

Monday Tuesday Wednesday Thursday Friday

41


8.30 – P1 Maths

9.20 – P2 English

10.10 -

VMG

10.30 -

BREAK

10.50 – P3 Physics

Specialist

11.40 – P4 PHSE/Citiz

12.30 Lunch

13.10 – P5 MFL

Lunch

Project

14.00 – P6 Chemistry Project

14.50 -

BREAK

15.10 – P7 Option

16.00 – P8

Project

Enrichment

English

English

Specialist Physics

Maths

Biology

Maths

Lunch

Option

Chemistry

Maths

English

Lunch Lunch

Specialist Biology

PE

MFL

Enrichment Enrichment

PE

2015

Model for KS5

• Two and a Half Days - specialist learning, 50%

• One Day – Project Support and Enrichment, 20%

Plus:

• 4 hours Option A

• 4 hours Option B

• 1 hour Option A Private Study

• 1 hour Option B Private Study

Options include: Maths, Biology, Chemistry, Psychology, History, English

Language & Literature.

Example KS5 Timetable – Year 12

Session Mon Tues

8.30- P1 Specialist Option A


10.10.

VMG

10.30-

Break


11.40- P4 Specialist Option B

12.30-

Lunch

13.10- P5 Specialist Option B

Weds

Specialist

Specialist

Specialist

Specialist

Specialist

Thurs

Option B

Option B

Option B

Option A

Option A

Fri

Specialist

Specialist

Specialist

Specialist

Specialist

42


14.00- p6 Specialist Enrichment Specialist Project Private study

14.50- break

15.10- P7 Project Enrichment Specialist Project Private study

16.00-P8 Enrichment Specialist Project

13.2 Class sizes are envisaged to be a maximum of 20 for specialist subjects, but this may vary slightly if some subjects require setting, or if the number of

Level 1 students is fewer than 20 in a given year group. Class sizes for core subjects in the pre-16 age group will be 30. Classes will rotate within particular year groups to maximise the use of staff time and enhancement and enrichment will fall on four different days for Y10, Y11, Y12 and Y13.

30% of curriculum time has been designated to specialist learning. 50% of curriculum time will be dedicated to specialist learning for Y12 and Y13.

A substantial amount of work will be project based and cross curricular.

Teaching spaces will need to be as flexible as possible to allow for a variety of teaching styles and methods, sometimes requiring classes of students to work together in a larger space.

Each year group will have an overall academic leader to oversee progress and plan intervention strategies based on Individual Education Plans. The

Leadership Team will have overall responsibility for monitoring student attainment, progress and for putting systems in place to improve attainment and results in public examinations.

An integral part of student experience will be easy access to a variety of information services. Comprising physical and virtual resource, the

Learning Resource Service will provide access to a range of facilities and information, specialising in using the latest Computing. Staff trained in

Information Skills will empower students to manage their own learning and reach their full learning potential.

13.3 Eating Arrangements

Food will be available for all students before the start of the UTC day, break and at lunchtime. All students in Years 10 and 11 will be expected to stay in UTC during these times but post 16 students will be allowed to leave the

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UTC2 Sheffield - Human Sciences & Computing 2015 premises at lunchtime. UTC2 will operate a healthy eating policy and all menus will be checked for their balanced nutritional content and water will available throughout the UTC. Indeed, the act of eating in the UTC will form part of the curriculum, where students monitor their own diet and its relation, in conjunction with exercise, on their physical and mental performance.

13.4 Physical Education

Physical education will be core to the curriculum at UTC2 and will be integrated within the vocational and academic curriculum, where students will use information gathered in monitoring their own physical performance to feed lessons across the curriculum. Whilst UTC2 will employ specialist Physical Education teachers, the curriculum will be delivered to a large degree through the UTC2 partnership with other occupants of the Olympic Legacy Park. This will include Sheffield Eagles

Rugby League team, Sheffield Sharks Basketball team, Sheffield Hallam

Sports Science researchers and Sheffield International Venues at the

English Institute of Sport and Ice Sheffield.

14.0 Student Support

The aim of the pastoral system at UTC2 is to:

 help students achieve to their full potential

 help ensure students are happy and safe at the UTC2

 work closely with parents /carers

 reward success

 relate the learning experience to business and the world of work

 organise learning support and mentoring

 liaise with external organisations, if required

 fulfil statutory duties in relation to safeguarding

 support academic tutors and teachers

 employ sanctions as required

15.0 The Four Performance Squads

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Every student will be a member of Performance Squad. The four squads will provide the pastoral support for students and will also act as a vehicle for enterprise, competition and personal development. Through these squads, students will learn the language of the related business sectors and the relationships between learning and financial gain, and between human performance and positive outcomes. The Sheffield Universities and employers will actively engage as partners in championing the progress and development of each student as he/she moves through UTC2 ensuring each has a committed mentor and guide outside the UTC as well as amongst the UTC2 staff.

The four Performance Squads will facilitate the project driven curriculum activities that promote the skills of communication, time management, planning of self and others, teamwork and enterprise. Most especially, the learning companies will enable students to develop skills of employability and enterprise in a real work environment and be the core engagement vehicle between UTC2 and the wider commercial community.

Furthermore, the projects will be set in the context of the UTC2 Performance Squads.

The outcomes of each project will be converted into points relating to the improvement in health or performance accrued through that project.

Furthermore, points will be allocated to individuals for their own improvements in performance, physical, vocational and academic, awarded through comparison with personal goals, set in conjunction with tutors, rather than for elite performance. These points will be used in a competitive sense to motivate students both individually and in teams.

They will form the basis of individual and collective rewards. Students will be supported to develop the essential range of life, personal, employment and enterprise skills.

Post 16 students will take on responsible roles within UTC2 and will become role models for younger students within the vertically-grouped

Performance Squads, supporting younger students through peer mentoring and coaching. Students will be expected to practice independence, resilience, a healthy lifestyle and maturity. Post 16 students will participate as leaders within the UTC2 council and in local and international activities.

16.0 Transition and Induction

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Once learners have been offered and accepted a place at UTC2 they will be invited to participate in a specifically tailored transition programme which will support learners in making the transition to the new ways of working which will be expected of them. A similar programme will be developed for learners who join UTC2 at 16. While the transition programme will help learners to understand just how different the UTC will be, there will also be a period of induction to ensure that new entrants in years 10 and year 12 are afforded the best opportunities for success. This will involve an early assessment of their individual needs, opportunities to work in the specialist areas of UTC2 and an introduction to the team work approach that characterises all learning activity. They will be assigned to one of the four

Performance Squads to meet their pastoral needs.

UTC2 Sheffield is committed to providing a seamless transition onto its courses and to this end its induction procedures will span several months with a series of activities to ensure applying students are able to make informed choices about entry to UTC2 at age 14 and at age 16.

The main aims of the UTC2 induction process are to:

 help provide accurate pre-course advice and guidance to prospective parents, carers and students

 provide a realistic taste of the curriculum to be studied and styles of curriculum delivery such as employer led projects

 ensure parents, carers and students understand the demands of studying at the UTC

 allow students the opportunity to meet other prospective students and staff prior to starting their course

 ensure students are aware of the UTC policies and procedures

 ensure students feel safe and understand how they should access support as required at the UTC

17.0 Working with Schools and the wider Community

Partnerships are at the heart of UTC2 Sheffield. Although an independent school, UTC2 will nurture its close and effective working relationships with its partner employers, the Local Enterprise Partnership, Sheffield Chamber of Commerce and Industry, Cutlers Company, the Universities, Sheffield

City Council, The Sheffield College and other schools and colleges. This is

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UTC2 Sheffield - Human Sciences & Computing 2015 reflected in the composition of its Governing Body, which includes representatives from each of these partners.

The Local Authority has supported the recommended site for UTC2 and has committed to leasing the site to the UTC Trust.

UTC2 will form part of a true Olympic legacy

The Olympic Legacy Park will be home to UTC2 Sheffield as well as:



A 2-16 through school, for which funding has been secured and which will open (primary phase) in Sep 2015



The Sheffield Hallam University Advanced Wellbeing Research Centre



A Rugby Stadium, which will be funded by the Local Enterprise

Partnership, with a stand and hotel, which is being funded through private sources



A Basketball Stadium and multi-purpose training centre, which is being funded through private sources

The Olympic Legacy Park will form part of a Learning Boulevard running from the Woodburn Road Athletics Stadium on the edge of Sheffield City

Centre, to the Bawtry Rad Sports Centre, on the edge of Rotherham. The

Boulevard will incorporate the English Institute of Sport, Ice Sheffield and the Sheffield Arena.

The educational advantage of this site is that it is positioned amidst a number of its key partners, including Sheffield Hallam University, which will make it easier to develop partnership working. The development of UTC2 on the Olympic Legacy Park will act as part of a catalyst for further regeneration within the surrounding area with significant economic benefits for the wider City Region.

Sheffield's two universities will play a central role in raising the aspirations of UTC students, ensuring rigour within the curriculum and developing productive progression routes in conjunction with employers

17.1 Industrial and Business Partners

Employers and their representative groups will play a central role in the

UTC, unlike that found in any schools in the City Region. They will drive the curriculum, the ethos and the strategic priorities for the school.

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UTC2 Sheffield enjoys outstanding support from employer partners, including Sheffield Teaching Hospital NHS Foundation Trust, Barnsley NHS

Trust, Sheffield International Venus, Westfield Health and others. This extensive and purposeful involvement allows us to offer our young people the widest possible menu of exciting opportunities including master classes, workshops, visits, work experience, specialist challenges across the breadth of the specialism, sponsorship opportunities and mentoring as well as a deeper understanding of business and the world of work.

Continuing to strengthen and expand our strong links with local businesses will be vital to the growth and success of UTC2. Our talented and committed employers will continue to be involved in our development, will help to design our innovative project-based curriculum and inform the specialist pathways which will offer exciting future careers for our young people.

Partnerships will be underpinned by memoranda of understanding, which will clarify each party’s commitment, protect their interest and, through regular review, ensure sustainability of the UTC2 project driven curriculum.

UTC2 recognises the criticality of its partnerships to delivering and sustaining its vision and will dedicate appropriate resource to their management and development.

17.2 Local Secondary Schools

UTC2 will work collaboratively with local secondary schools, sharing strengths from each other’s specialisms and amenities and also facilitating the successful introduction of employer initiatives and entrepreneurial challenges. The Principal will sit on the Local Authority’s Secondary Head teachers' Forum and play an active role in the development of shared practice across the city. Other senior staff will be members of and contribute to the numerous operational groups that exist within the city’s network of secondary schools, including those that are developing the curriculum and leadership panel meetings.

17.3 Post 16 Providers

Close links will be established with the other Sport, Health and Science specialist schools and academies, as well as The Sheffield College. The

48

UTC2 Sheffield - Human Sciences & Computing 2015 strong existing relationships with employers and the University of Sheffield and Sheffield Hallam University will provide on-going local, regional, national and international opportunities for strategic thinking and continued exciting innovation.

17.4 Teacher Training

The Sheffield Human Sciences & Computing University Technical College’s distinctive approach and dynamic project- driven curriculum and employerled pedagogy will be at the forefront of learning and teaching innovation and it will therefore provide an ideal environment for supporting Teacher

Education. We will continue to value our relationship with our two outstanding Universities, particularly the Institute for Education at Sheffield

Hallam University, and other local HE and FE organisations so that new teachers are developed and current teachers are provided with a range of continuing professional development (CPD) opportunities to include opportunities to shadow and learn from colleagues, to follow short courses, study at Masters level, develop action research and access to the latest research and resources. UTC2 aspires to be a Centre of Excellence offering research opportunity and continuing dynamic innovation amidst a culture of learning and problem-solving grounded in real business practice.

17.5 External Agencies

UTC2 Sheffield intends to create and foster relationships with agencies such as the Women in Science, Engineering & Technology (WISET), National

Apprenticeship Service, Sector Skills Council and other specialist partners from the world of business, using the Human Sciences & Computing specialisms to ensure that successful links with industrial partners and business are harnessed for innovation and mutual benefit. We will be active in linking our young people's activities with real openings in the world of work including employer challenges, specialist festivals, conferences, competitions and showcase opportunities.

UTC2 will be an important player in the development of local initiatives such as Move More, the BIG Challenge, Master Cutlers Challenge and

Young Entrepreneurs Club. Strong relationships will continue to be forged with a range of other key private and public sector partners as appropriate to support curriculum development and entrepreneurial challenge.

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17.6

UTC2 staff and students will seek to play a strong ambassadorial role, locally, nationally, and internationally to promote the work of UTC2, the

Sheffield City Region, and its key specialism. As well as delivering full time courses, it is anticipated that UTC2 will provide a spur to the growth in apprenticeship provision for the related sectors. Furthermore, there will be ongoing requirements for enhancing apprenticeship frameworks, which will involve close collaboration with the responsible Sector Skills Councils.

UTC2 will be able to develop its partnerships with employers to grow these programmes across the region, to the great benefit of employers. There will be strong links with the Health and Social Care Academy at The

Sheffield College.

UTC2 will inspire its students to care passionately about their contribution to their city. They will value education and recognise that lifelong learning and entrepreneurial challenge are critical to regeneration and growth.

UTC2 will strive to create the highest quality learning experiences promoting self-motivation, self-determination and personal achievement in individuals, ensuring its students have the skills, confidence and motivation to benefit from the distinctive and innovative education, training and employment opportunities on offer.

17.7

UTC2 will seek to contribute to the educational, social and economic development of the Sheffield City Region by working in partnership, wherever appropriate, with other local groups including its employer partners, sponsors and others including Third sector organizations’, professional sports clubs, governing bodies and other agencies to maximize integration, impact and positive outcomes for all.

A strong partnership will be developed between UTC2 and its partners at every level and in all areas of the life of the UTC. There will be excellent opportunities for the sharing of good practice, for sharing resources, for communicating the success and news about the UTC and its partners digitally online, through a number of communication broadcasting channels, many designed and driven by the students themselves. UTC2 will offer showcase opportunities and end of year shows to invite employers and the local community and will strive to promote its learning and business ethos at the heart of the City and as part of Sheffield's Advanced

Sport and Wellbeing Park.

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Education Brief - UTC Sheffield Olympic Legacy Park

UTC2 Sheffield

Human Sciences and

Computing

Blank page for printing purposes – please do not remove

UTC 2 Sheffield – Human Sciencess & Computing

Contents

Blank page for printing purposes – please do not remove

1.0 Vision and Ethos

2.0 Innovative ICT Vision

3.0 Curriculum Overview

4.0 Learning Pathways

5.0 The Curriculum Specialisms

6.0 Literacy, Numeracy, ICT and Functional Skills

7.0 Assessment, Reporting and Monitoring

8.0 Learning and Teaching

9.0 Staff Induction/Development/Distributed Leadership

10.0 Progression and Entry Pathways

11.0 Extending and Enriching the Curriculum

12.0 UTC2 Organisation

13.0 The UTC2 Day

14.0 Student Support

15.0 The Four Performance Squads

16.0 Transition and Induction

17.0 Working with Schools and the wider Community

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Education Brief - UTC Sheffield Olympic Legacy Park

UTC2 Sheffield

Human Sciences and

Computing

EDUCATION BRIEF

Blank page for printing purposes – please do not remove

UTC 2 Sheffield – Human Sciencess & Computing

Contents

Blank page for printing purposes – please do not remove

1.0 Vision and Ethos

2.0 Innovative ICT Vision

3.0 Curriculum Overview

4.0 Learning Pathways

5.0 The Curriculum Specialisms

6.0 Literacy, Numeracy, ICT and Functional Skills

7.0 Assessment, Reporting and Monitoring

8.0 Learning and Teaching

9.0 Staff Induction/Development/Distributed Leadership

10.0 Progression and Entry Pathways

11.0 Extending and Enriching the Curriculum

12.0 UTC2 Organisation

13.0 The UTC2 Day

14.0 Student Support

15.0 The Four Performance Squads

16.0 Transition and Induction

17.0 Working with Schools and the wider Community

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