In I-College we support and develop the whole child to deliver a holistic education, we build intrinsic motivation and hand responsibility of learning to the learner in an environment without constraints or limits, building resilience, confidence and skills for life together with a passion for lifelong learning and development.
In Year 7 the students study within the I-College which are;
- MFL – French and German
- Design Technology
From Year 9 onwards:
In the I-College learners can study:
- GCSE English Language – Compulsory
- GCSE English Literature – Compulsory
- GCSE Mathematics – Compulsory
- GCSE Core and Additional Science – Compulsory
- GCSE Business Studies
- GCSE Geography
- GCSE Statistics
- GCSE Citizenship
Students then leave the I-College to attend lessons in two elective subjects.
PE is run as a compulsory programme tailored for the I-College students.
Students follow a full PSHRE programme.
Learning in the I-College takes place in a number of ways, the most recognisable would be the Master Class:
These support conceptual learning through Teacher Led instruction, tasks and activities as would be seen in a traditional lesson. These sessions allow for collaboration and sharing of thoughts and research.
The teachers can spend this time evaluating understanding so that interventions and additional support can be provided.
The Master Classes may front load an open ended task or activity with crucial information or instruction or provide follow up conceptual learning following student foundation learning or enquiry.
Workshops are independent learning times in Key Stage 4 the students make decisions for their learning depending on their learning priorities and deadlines. These sessions are student directed and led. Students are able to progress and develop independently, tasks can be set via Google Classroom that establish foundations of learning and the internet can then be a limitless resources for the students to develop learning, intrigue, depth of thought. It allows them to form opinions and research a wealth of examples to support their points.
In workshop time, the students would be engaged in:
- Foundation Learning – Flipped learning whereby students independently learn the basics.
- Collaborative Work – embedding learning through short and long term activities and projects, opportunities to work together is crucial and allows for Peer support, often students can be found at a white board running their own Master Class or students will co-ordinate themselves to read English Literature texts.
Students may spend this time completing Conceptual tasks – This allows for students to study subject content in depth and develop skills of extended writing, analysis and evaluation.
Workshops provide opportunities for the students to make decisions about how they spend their time. During this time the students learn how they learn best when trial and error and mistakes are to be encouraged. Teachers facilitate these sessions giving feedback and support.
In Year 7 teachers have control over how this time is spent – over the course of Years 7 and 8 sessions are added to the timetable and open ended tasks are set to enable students to make decisions about how they should spend their time in readiness to be most effective in Year 9 onwards.
Teaching and learning space is designed around our I-College styles and the students’ Learning Objectives.
Each year group have their own space, each student has an allocated desk space which they personalise for themselves – in line with our culture such ownership prompts accountability and responsibility.
Within the I-College we have breakout areas for Masterclasses – These resemble a traditional classroom space.
Group work areas for collaboration and peer support – seating and table areas which would resemble a common room.
Independent Learning space – on students’ allocated desks or in quiet study areas which are small rooms and spaces for quiet working and study.
Development of Learning Skills
Learning Skills are developed through a fine and individual balance of teacher led and student directed time that is flexed and evolved over the course of 5 years.
Our PSHRE programme has a bespoke design allowing us to focus on learning, resilience, study styles and time-management at key points in the year.
Open Ended tasks are introduced in Year 7 and their use developed over time to ensure that students manage themselves to meet deadlines in order that they hand in quality outcomes that reflect their best abilities.
Teachers and Learning Coaches monitor work rate and quality, together with termly assessments whereby we monitor progress and plan any needed interventions.
As a team we are educating the whole child as opposed to delivering a series of subjects, within this we ensure robust and timely interventions early, as opposed to troubleshooting in the year of exams, we intend to do this by:
- Embedding a culture of Higher Order Thinking through Blooms Taxonomy and Growth Mindset.
- High expectations for work rate and outcomes for all.