Alternative Curriculum

The work of this department continues to increase as we become better known and more established as a key provider within the Education system through demonstrating an ability to engage with those pupils that are experiencing great difficulties at school. It became apparent that there was a tremendous need for a 'knot on the end of the rope' in terms of education as too many pupils were disengaging from the formal provision of education. The need to provide an alternative to those pupils for whom the restrictive nature of academic curriculum is too stifling is our motivation for this work. By using both teaching staff and youth workers we have been able to deliver an effective group of programmes.

The challenge for each year is to build upon the foundations of the previous year. These challenges include ensuring total compliance within the Education system in order to maintain our accreditation as an Alternative Provider, and providing for the educational needs of those excluded or in danger of exclusion. We aim to do this in a way that stimulates their development and prepares them for the transition into adulthood.

The work of this department began within our Family Centre as the integration of all ages created an atmosphere that was both calming and capable of developing the social interaction of the pupils we work with. However, as the work has developed, so we have increasingly been running out of space. Consequently we have sought and located a building which will be dedicated primarily to the work of this department.

Recent success in this department has seen considerable success in the alternative, but accredited, awards. Gold Asdan awards have been gained, the department accredited with Arts Award status and the first students in the city achieving silver award through us. Other GCSE, and GCSE equivalent awards such as Adult Literature and Numeracy awards and IT Awards are also offered and regularly achieved by students.

We primarily work with Key Stage 4 students although increasingly there is a demand for earlier intervention. The programme we have developed is capable of achieving at least three GCSE equivalent awards over a five term period. A pupil will access our provision from one term to the full five terms programme dependant upon the pupil's needs and the schools policies.

Ultimately our aim is for pupils to return into mainstream education having gained the necessary social skills to allow their reintegration, gained GCSE equivalent awards, and, where practicable, been entered for mainstream GCSE examinations at School.