OAKMEAD COLLEGE OF TECHNOLOGY PROSPECTUS. Ambitious for all our Community

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1 OAKMEAD COLLEGE OF TECHNOLOGY PROSPECTUS Ambitious for all our Community

2 Welcome to Oakmead College of Technology Dear Parents and Students I am delighted to give you this chance to find out more about Oakmead College of Technology and the opportunities we can offer. Our staff have high expectations of all our students and emphasis is placed on hard work and discipline. In partnership with parents, we aim to empower individuals to take responsibility for their own learning and we pride ourselves in providing a stimulating and caring environment in which students can develop their own particular talents. We have an innovative curriculum which includes accelerated streams and personalised learning routes, built upon the needs and interests of individual students. Our year 7 and 8 Transition school combines the strengths of primary and secondary education, through a competency based curriculum. A wide and varied menu of extra curricular enrichment, provides the opportunity for new experiences and the development of commitment, responsibility and leadership As a Full Service Extended School we are fully committed to the personal welfare and development of students. We extend our facilities and resources to families within our community and see Oakmead as a central resource for life long learning. Through our Technology specialism we ensure that all our young people have an understanding of the role of technology in an interactive, fast moving world. Our thriving and nationally recognised sixth form continues to grow and provides a wide range of Advanced Level studies and vocational courses, which enable students to continue their post-16 education in a supportive and familiar setting. Students who attend Oakmead are therefore able to complete their education with us, which opens up a number of exciting opportunities for learning pathways across the age range. We want our students and their families to be happy with the quality of education available to them at Oakmead. You are very welcome to visit us and see the diverse range of opportunities that are available here. We look forward to meeting you. Dr Annetta Minard

3 Oakmead as a Specialist Technology College Through technology we aim to ensure that everyone in Oakmead College of Technology: Learns effectively and maximises technological resources to help them progress. Acquires the attitudes, values, qualifications and technological skills necessary for them to be successful in an ever-changing, technological world. Learns how new technologies and developments provide sustainable resources and environmental protection. Success through Technology As a Technology College, we aim to: Further raise standards of student achievement, using technology. Bring the benefits of being a Technology College to a wider audience, strengthening the links with the local community and industry and sharing our resources. Increase the motivation and self-esteem of our students and the whole of our wider community, to ensure life-long learning for all. Deliver an enhanced, specialist technological curriculum, strongly focused upon Mathematics, Science, Technology and ICT. Encourage all within our community to be environmentally aware and friendly in day to day living. Use technology to develop independent learning and self-directed study. Sustainability At Oakmead we place great importance on taking responsibility for our world. We are constantly developing the principles of sustainability through everything we do, from recycling waste paper to growing our own vegetables for use in school meals. We aim to ensure students develop a clear awareness of their impact on the planet and how they can contribute to recycling, reusing materials and reducing waste. We want our students to understand that sustainability is about seeking a better life for everyone, now and in the future, without destroying our most precious resource the planet. We aim to show that this means caring for the things we most depend on ourselves, each other and the environment, so that we can avoid problems like climate change and poverty.

4 The Curriculum Years 7 and 8 - The Transition School We recognise that the move from primary school to secondary school is a big one for both students and parents, and our aim is to make this experience as easy and as pleasant as possible. We make sure that all staff are aware of each student s ability and achievement, so that teaching and learning take place at the appropriate level, with all work carefully differentiated according to students needs. We recognise that the requirements of the secondary curriculum and its organisation may be very different from those in primary school. We do our best to ensure that these differences are taken into account by staff, in the structure and organisation of their lessons and particularly in the way in which they welcome and treat our new Year 7 students. Project Based Learning In Year 7 we continue with some features of the primary curriculum in order to enable students to settle into secondary school effectively. For eight lessons a week students are taught through cross-curricular Project lessons, all with the same teacher, who is also the students mentor. The focus of these lessons is skills-based, targeting literacy, numeracy and thinking skills, incorporating aspects of the curriculum for geography, history, RE, citizenship and PSHE. In Year 8 a similar curriculum is followed, with four hours a week of Project lessons, and more time is given to the core subjects. Students do, however, continue with the skills based aspect of the humanities subjects.

5 Year 9 The Key Stage 4 Foundation Year In Year 9 we build on the learning and personal development experienced by students in the Transition School and ensure that the curriculum each child experiences fully supports his/her learning and development. It is the year where we can make sure every child is prepared for Key Stage 4 and the exams and courses which will shape their future. In order to do this, there is a real focus on developing the skills all children and young adults need to be successful self-motivation, team-working, independent learning and reflection. In addition any literacy and numeracy issues a child might have are addressed through extra help and even one to one tuition. There are a number of collapsed days throughout the year which will develop these important skills, with different subjects working together to deliver them. In this way students learn that these skills are transferable from subject to subject. To make sure that each student s needs are provided for, there is every opportunity for them to work at the pace most appropriate to their ability. In this way some students complete a Foundation or Higher Project in Year 9, gaining the equivalent of a half GCSE. Many students start GCSE courses in the core subjects of English, Maths, Science, Design and Technology and ICT, allowing those who progress well to take GCSE exams at the end of Year 10, freeing up time for higher or different study in Year 11. Students who are having difficulty with these core subjects will have more time to develop their understanding and skills to ensure optimum success in Year 11. Year 9 is, of course, the year when students choose options, subjects they will study in Years 10 and 11, and part of their curriculum will focus on making good decisions and experiencing tasters in options that will be new to them. Included in this will be Career Education and the independent information, advice and guidance needed to plan their future routes through to further and higher education and training.

6 Key Stage 4 Again, we personalise our curriculum in Key Stage 4 to suit individual needs. All students study the core subjects of English, Maths, Science, Design and Technology and ICT though when they take the exam in each subject depends on individual need and ability. Options in Key Stage 4 are vocationally related for most students, who will follow BTEC and OCR National courses in their chosen area. The number of qualifications taken will depend on the ability of the student and the level of support required to meet individual needs. Our prime aim in Key Stage 4 is to ensure that all students, irrespective of ability, attitude or background are able to achieve the best they can with English, Maths, Science, Design and Technology, ICT and at least one other subject as a minimum expectation. Many students will achieve much more than this, with 10, 11 and 12 GCSEs, or GCSE equivalent, being the norm. Sixth Form Oakmead College of Technology Sixth Form provides young people in the Bournemouth area with a flexible, high quality Post-16 education. Our outstanding results have put us in the top 5% nationally for Post-16 providers for adding value to student performance. OFSTED judged our sixth form, as Good in all areas. Sixth Form success is based on individual support and guidance to increase students chances of obtaining the best qualifications. Progress is closely monitored through a mentoring system, which seeks to respond to students personal, social and educational needs. Our Sixth Form is committed to ensuring that students leave Oakmead equipped with the skills that will prepare them to succeed in a technological society. They will be computer literate and will develop the confidence and initiative to manage and adapt to future changes in the world of work. We provide differentiated work based, academic and vocational training routes with qualifications suited to individual ability and interests. Our intention is to fully prepare students for employment, further study or university entrance.

7 Student Support Oakmead s Student Support system endeavours to give all students the skills and experiences, knowledge and attitudes that enable them to be happy and positive members of our College community, preparing them to become confident and responsible members of the wider society outside the College. RAISE (Restorative Approaches in a School Environment) RAISE is a key component in Oakmead s pastoral and behaviour management systems. It stands for Restorative Approaches in a School Environment and is based on restorative justice conflict resolution. The rationale is that problems between students, and between students and staff, are best resolved by talking them through and reaching agreement between all parties, mending relationships and restoring a positive working atmosphere. Our RAISE room, staffed throughout the College Day by fully trained mediators, is where these meetings take place. It is, in addition, a hub for all the welfare support services students may need to access. It is the base for our Educational Social Worker and is able to provide support for students who may require improved self esteem, confidence building and counselling services. Learning Support The purpose of Learning Support is to work with all students who may be vulnerable to exclusion due to emotional, behavioural and/or attendance issues. A student-centred approach with a personalised curriculum keeps students in education while relieving some of the pressures they might face in mainstream classes. There is close liaison with appropriate support agencies such as the Educational Welfare Service, the Educational Psychological Service, the Behaviour Support Service, the Youth Offending Team and Social Services. The Pupil Support Centre The Pupil Support Centre is the hub for Special Educational Needs provision at Oakmead. The Centre provides for a wide range of needs physical disabilities; behavioural, emotional and social needs; those with learning difficulties and those with particular gifts and talents. Through early and accurate identification of needs and careful support and intervention, the aim is to ensure access for all students to all opportunities on offer. One to one and small group support, as well as regular contact with parents to discuss and monitor each student s progress, ensures appropriate progress for everyone. Mentoring Individual student mentoring at Oakmead College of Technology is part of our support for all students. We recognise that students are individuals who will benefit from mentoring targeted at particular needs at particular times in their college career. On entry to Oakmead students are profiled in order to determine these mentoring needs, and each student is allocated a mentor who will meet with them regularly throughout the year. Mentors build trust and respect with the student and their parents or carers, and at their meetings discuss any problems or issues and look at possible solutions. Essentially the mentor will ensure that everything is done to help individual students to the best possible levels of success, academically, socially and personally, liaising where necessary with subject teachers, home and outside agencies.

8 Careers, Education and Guidance At Oakmead we are committed to providing a planned programme of Careers Education, impartial advice and guidance for all students, starting in Year 7 and going on in to Sixth Form. Our careers programme ensures progression through activities appropriate to the stages of career learning, planning and development of individual students. Its purpose is: to develop students understanding of themselves and the influences on them; to investigate opportunities in learning and work; to give students the skills to make and adjust plans for their personal development and future career. The Vocational Centre The Vocational Centre is a hub for Vocational Learning at Oakmead College of Technology. The Centre building is the base for those students who are following a vocational curriculum, including work placements. Students study core subjects alongside vocational studies and work experience. Programmes are individually tailored to each student s needs and aspirations. The Centre also houses information relating to Careers and work-based learning for all students at Oakmead College of Technology and is the base for the College s Work Placement Coordinator. PSHEE At Oakmead College of Technology in Personal, Social, Health and Economic Education the students engage in a wide variety of activities to enable them to lead healthy, safe, responsible and fulfilled lives. The PSHEE curriculum allows students to make informed decisions and be aware of the associated risks. They explore similarities and differences between people, discuss social and moral dilemmas such as stereotyping, and use discussion to clarify their own values. Part of the PSHEE programme of study is Sex and Relationship Education, which commences in Year 7 and continues throughout the students education at Oakmead. Each year is tailored specifically to ensure that students are well informed at the stage that is appropriate to them. Parents/ carers can request that their children can be withdrawn from all or part of the sex education provided.

9 Citizenship Through our cross-curricular Citizenship programme, students engage in the process of learning how to become active, informed and responsible citizens. They study concepts including democracy and justice, rights and responsibilities and diversity in the United Kingdom, enabling them to formulate their own opinions and take responsibility for their own lives and their communities. Enrichment We see enrichment and extra-curricular activities as an important part of what we offer our students, helping them to develop interests and skills which will be part of life-long learning. Oakmead s Enrichment programme enables our students to enjoy a very wide range of extra curricular activities. From 2.20pm to 3.00pm every day we provide interesting enrichment workshops to suit all tastes and abilities, encouraging students to spend time with those from other year groups in a friendly and enjoyable environment. The following are a selection of the Enrichment sessions we offer: Computer Club Jewellery Design Radio Club Rugby Dance Dodgeball Cricket Fitness Club Gardening Astronomy Reading Homework Support Art Music Chess Social Club Rock Challenge Worms and Butterflies Golf Racket Club Badminton Trampolining Tennis Film

10 Fronter Virtual Learning Environment At Oakmead College of Technology we believe it is important to develop independent thinking and learning skills and Fronter, our Virtual Learning Environment (VLE), facilitates this by supporting the learning of our students. Students are able to: Revisit resources or activities completed in class to assist in the completion of homework or to work on extension activities. Formulate opinions and respond to fellow student s comments in online discussions on a variety of topics across the curriculum, which are relevant to their studies. Assess their own level of understanding in a module by taking online tests and following learning pathways which are automatically marked to provide immediate feedback and can suggest areas for further study. Electronically submit both class work and homework, and complete work missed in class due to unforeseen circumstances, such as illness. We are currently developing parental access, which will allow parents or carers to view their child s VLE account. This access can be used to support students and allow parent/carers to know what work their child needs to complete, while offering support where appropriate to aid their child s learning experience. How to Apply to Oakmead College of Technology The Local Education Authority is responsible for deciding up upon and administering the admission policy for the College. Parents have a right to express a preference for a place at Oakmead and should do so by completing the Education Authority form and returning it to their child s Primary School by the stated date. The Education Authority will then consider applications between that date and February. If the College receives more applications than places, then the following criteria for admission will apply in the following order: Special Educational Needs (essential placement according to Statement only). Children who are looked after by the Local Authority. Children living in the designated catchment area of the college who have an older sibling attending the college at the time of admission. Children living in the designated catchment area of the college. Children living outside the designated catchment area of the college who have an older sibling attending the college at the time of admission. Children living outside the designated catchment area of the college who live closest to the college as measured by the straight line distance calculated by the authority s geographical information system in use at the time of allocation. If you have any queries about admission, please contact the relevant Year Manager.

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