At UTCC we offer an exciting STEM Curriculum at both key stage 4 (GCSE-age 14-16) and key stage 5 (BTEC/A Level - 16-18). 

We offer our students a unique opportunity to achieve traditional qualifications while also getting a headstart in developing the skills required for exciting and rewarding careers in the 21st century. Students can progress through these key stage 4 and 5 years, spending 4 years with us or joining at sixth form entry stage.

Our GCSE curriculum has a strong emphasis on Maths and English which compliments science and technical subjects. BTEC and A Level students are also offered a wide choice of STEM courses. Students will study either a BTEC or A Level portfolio of accredited qualifications including Core Maths, the Extended Project (EPQ) and Challenge Projects. 

GCSE, AS and A Level qualifications are being reformed. The new subjects are being introduced gradually, with the first wave being taught from September 2015. A brief overview taken from information provided by Ofqual can be found in the documents below:

GCSE, AS and A Level Reforms

Grading new GCSEs from 2017

At UTCC "learning" happens in a variety of ways, through traditional lessons, teacher-led seminars and practical activities, all supported by our employer-driven Challenge Projects. 

At UTC Cambridge Students work on 'Challenge projects' these are industry based activities which provide opportunities to develop presentation, team and problem solving skills.

At UTC Cambridge, the week models the workplace more than a traditional school or college. Attendance is compulsory 8:30 to 16:30 daily. Whilst many students choose to undertake consolidation, further study or research outside of these hours there is no official “homework”. All students’ timetables include some “private study” time in which particular areas of interest can be explored and investigated in greater depth.






“UTCC comes across as a very engaging and interactive college where everyone is clearly very passionate about the subjects they are involved in” 

Gavin Walker, Mathworks