Sixth Form Study
Welcome to UTC Reading’s Sixth Form
Our Sixth Form is different to the standard post-16 experience. We prepare our students for the world of work through an exciting employer-led curriculum designed to give students sought-after qualifications in Computer Science and Engineering. A high percentage of our leavers go straight into in-demand apprenticeships.
Working directly with industry experts and experienced tutors, our varied STEM-focused curriculum is delivered both in school and online, and allows students to combine A Levels with BTECs in a small learning environment where they are really known.
But that’s not all. Unique to UTC Reading’s Sixth Form is:
SPECIALISED AND VARIED CURRICULUM
A choice of A Levels and BTECs in a wide variety of subjects including 3D design with Architecture, which is unique in Reading
WORLD-CLASS EMPLOYER CONNECTIONS
We partner with some of the biggest companies in IT and Engineering to offer face-to-face learning, project days and mentoring
GOLD STANDARD CAREERS SUPPORT
We recently achieved the sought-after Gold Careers Mark for our excellent careers guidance, heavily supported by our employer partners
Whichever route you take, you will have 15 hours of classroom time per week. In addition you will also have sessions for PPD and also have access to the training and development options.
As a Sixth Form student, you will have approximately 17 hours of contact time scheduled over the week. Outside of this you are expected to work independently either in the UTC in our independent workspaces or you can work outside of the UTC if you wish. This is an important step in preparing you for the world of work in how to manage your time and working independently.
THE SPECIALISM PATHWAY
If you choose the Specialism Pathway, you will choose one of the courses below as your main programme of study.
The entry requirements for this pathway are five Grade 5’s at GCSE, including English and Maths.
THE HYBRID PATHWAY
If you chose the Hybrid Pathway, you would choose one of the technical qualifications below (worth the equivalent of one A Level) and then you will choose two A Levels from the section below.
The entry requirements for this pathway are five Grade 5’s at GCSE, including English and Maths. To study A Level Maths or Sciences, we require Grade 6 at GCSE. To study A Level Further Maths, we require Grade 7 at GCSE. To study 3D Design with Architecture, we require previous study of an Art or Design subject
THE A LEVEL PATHWAY
If you chose the A Level Pathway you would choose up to three of the subjects from below to make up your programme of study.
If you have chosen the Hybrid Pathway you will choose two of these subjects.
The entry requirements for this pathway are five Grade 5’s at GCSE, including English and Maths. To study A Level Maths or Sciences, we require Grade 6 at GCSE. To study A Level Further Maths, we require Grade 7 at GCSE. To study 3D Design with Architecture, we require previous study of an Art or Design subject
STEP INTO SIXTH FORM PROGRAMME
We offer our Step Into Sixth Form Programme which includes the following for students who have not met the entry requirements for the Level 3 study courses listed above
The Step Into Sixth Form Programme includes:
GCSE Science (choose one or two Sciences)
PERSONAL AND PROFESSIONAL DEVELOPMENT
CAREERS AND FUTURES
TRAINING AND DEVELOPMENT
APPLY FOR
Year 10
APPLY FOR
Year 12
Georgina Craven
Executive Director of SEND (SENCo)
Georgina is an experienced SEND leader with over thirteen years specializing in supporting neurodiverse learners and leading SEND provision. Beginning her career as an LSA, she progressed through roles including Senior LSA, Teacher of Biology, Director of SEND, and now Executive Director of SEND. A qualified teacher with a Marine Zoology degree from Newcastle University, Georgina also holds a Master’s in SEND, specialising in SEMH and Autism, alongside the National Award for SEN Coordination and accreditation as an Access Arrangements Assessor. She has contributed to SEND practice at both school and local authority level, including sitting on EHCP panels and leading school‑wide implementation of SEND technology systems. As a Therapeutic Thinking trainer, she champions inclusive, neuroaffirming practice rooted in the social model of disability and strongly believes in celebrating the strengths that neurodiversity brings to education and the wider world.
Our Partners
