Whole School Curriculum Intent
At the GPUTC our curriculum model and our sequence of learning is designed to:
- Recognise and build on students’ prior learning, embedding age-appropriate subject knowledge.
- Provide high quality learning experiences for all, inside and outside the learning spaces.
- Create outstanding STEM ambassadors, through exposure to outstanding employer engagement.
- Build interpersonal skills, including resilience, creativity, critical thinking, and resourcefulness.
- Develop respectful, considerate, compassionate, and inclusively minded young adults.
Every child is recognised as a unique individual. We celebrate and welcome differences within our school community. The ability to learn is underpinned by the teaching of basic skills, knowledge, concepts, and values. We constantly provide enhancement and enrichment opportunities to engage learning and believe that a student's school experience should be a happy, investigative, and enquiring time in their lives where there are no limits to curiosity and there is a thirst for new experiences and knowledge.
The vision for teaching and learning
The UTC’s approach to learning and teaching is applied, practically and explicitly set within the context of the UTC’s technical specialisms wherever possible, within both core and technical learning. Teaching and learning is collaborative. Activities with staff and teams of students allows there to be continuous support for each individual’s learning and achievements. Employer-led challenge projects are at the centre of the UTC’s curriculum and they provide the framework for exploring and developing knowledge, skills and behaviour, within the technical learning programme which enables students to apply their core learning in practical contexts. In addition to this, there is also a commitment to the enrichment programme and the development of technical, employability and personal skills.
Rationale for the curriculum
The curriculum provides a broad, general education alongside strong technical learning and skills. The focus on applied and contextualised learning provides an alternative to the traditional approaches available in schools and one that is co-designed and implemented with employers, Peterborough College and ARU to match the wide range of needs and to facilitate a corresponding range of progression routes. The approach to learning is holistic and integrative with employer-led challenge projects at the centre of student learning.
The definition of the Expeditionary Learning (EL) philosophy is ‘Learning by Doing’ and it places a strong focus on students personal responsibility.
The EL Vision
When students and teachers are engaged in work that is challenging, adventurous and meaningful, learning and achievement flourish.
The EL Mission
To create classrooms where teachers can fulfil their highest aspirations, and students achieve more than they think possible, becoming active contributors to building a better world.
The EL Approach
Our approach is grounded in respect for teachers and school leaders as creative agents in their classrooms. We build their capacity to ignite each student’s motivation, persistence and compassion to propel growth and success in school, college, career and life. Our definition of student success combines academic achievement, character and high quality work. We believe that academic success is built on strong character qualities of collaboration, perseverance, responsibility and compassion, and that character is shaped through engaging and challenging academic work.
GPUTC students develop key technical skills within STEM and also the employability skills required by today’s employers. When students leave GPUTC, they are “work-ready” and as a result, they are the employees and students of choice for employers, universities, colleges and other providers. These skills have been identified in collaboration with the Skills Builder Partnership (https://www.skillsbuilder.org/).
The core skills in question are seen below.