Case Study 3

Alternative Curriculum

Broker

A number of programmes are run across the BBEA area.

Business partner(s)

  • Local Schools and Colleges
  • Local Education Authorities
  • CfBT
  • Thames Careers Guidance
  • Social Services
  • Other public and private bodies

Programme objectives

To unlock the potential of students who find it hard to learn in the traditional school environment. Students may lack motivation, have poor attendance records, be more suited to vocational areas of work, be victims of bullying or may just need a different perspective on life, provided by different role models.

Time frame

Over two academic years

Participant(s)

  • Usually Years 10 and 11

    Often students are identified in year 10 with some preparation work and move on to an individualised programme in year 11.

Methodology

Pupils are offered a variety of different learning opportunities appropriate to the young person.
Partnership working is a crucial element of alternative curriculum projects, therefore EBP project staff will work closely with partners involved.
The programme is likely to include:

  • Extended work placements
  • Team building events
  • Key skills course
  • College ‘taster’ days
  • Vocational courses
  • Residential courses
  • Other outdoor activities


Outcome/expected benefits

Benefits to students:

  • Enable individual needs to be met
  • Help to increase self confidence, improve social skills
  • Help students to improve attendance and motivation
  • Help students gain a more positive attitude to work, education and training
  • Give a clearer aim and direction, post –16

Government targets met through delivery

  • Raising standards of achievement
  • Improving pupil motivation and attendance
  • Preparing young people for the world of work

Case study written by student Lisa Dudman from a Reading School who is currently on the accessing Potential programme. The project is partly funded by the European Social Fund and is currently in operation in central Berkshire and West Berkshire. If the application for future funding is successful this will be extended across Berkshire.

    Before joining the scheme I was not really enjoying school life, I felt it was a chore to get to school in the morning and most days I did not go, because either I could not be bothered or I just did not want to get out of bed so I didn’t.

    So if my Mum finally managed to get me out of bed sometimes I didn’t go to school then either because I did not want to, so I would just go down the river for the day with friends and just sit there or sometimes we would go into town and just potter about not doing anything constructive.

    When Mrs Greenup presented me with the application form to the scheme I really didn’t have any expectations as Mrs Greenup had already asked me if I wanted to go to Cred, but I declined so I thought it was just another thing like that.

    But Now!

    I am on the scheme and I personally think it is great fun. I enjoy all the activity days and I enjoy the responsibility to help others and myself and I practically enjoyed the activity day we just had at Scours Lane. It made me realise that team work is such a big part of life and that is what all the teachers and key workers have been trying to explain for such a long time. And that life is not one big joke and if we are going to get anywhere in life then we need teamwork to help us.

    I also enjoy going to college, we are studying a child’s development and how the toys they play with could make any difference to the way the child will develop. I have also learnt what it is like to be in a college environment and what the tutors will be like. I think that I am really going to enjoy college when I go in September, especially if they make you feel as welcome as Sue does.

    Work experience is also really fun as well. I am learning so many things from it and it has inspired me to become a chef or working in the hotel industry. Some of the things I have learnt are cutting things so they are the same size. I can now prepare salads in the correct way and I can do garnishes to a reasonably professional standard.

    I have learnt so much over the time I have been on the scheme and it has made me change the way I look at things. I feel that I am so much more responsible and I feel that people will respect me so much more because I have a much better attitude to school and the way the work environment will be like.

    The benefits of the scheme are that I feel you find a whole new you and that you mature so much; you meet so many different people and we are all treated to the same standard as adults, and I feel that you can only act as to how you are being treated.

    I can’t speak for the other people on the scheme but I for one have really enjoyed the experience of the AGM and if I was still gong to be at school for another year I would definitely love to go on the scheme for the duration and I would certainly recommend the scheme to other people that are having trouble with school because it makes you feel so aware of the life that you want to lead when you leave school.

    The Best Moments of the Scheme
    The best moments of the scheme would have to be the special agent day because it was really enjoyable to do something and not feel pressured to do so. I also enjoyed being with all the key workers because they bring out the adults that we can all be if we are not brought down be peer pressure that we have some time or other experienced in school life. Another best point would have to be the college work that we have been doing because it has given us a chance to prove that we are capable of doing something worth while.

    Thank you for allowing me to experience the scheme and I hope you will continue to do the scheme in the future to let other people in the community experience what I have experienced.

    Lisa Dudman

 

Previous Case study | Case Study index | Next Case Study