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The Integration of an alternative curriculum: Skill Force

Rogers, Lyn, Hallam, Susan, Shaw, Jacquelene and Rhamie, Jasmine (2009) The Integration of an alternative curriculum: Skill Force British Journal of Special Education, 36, (3), pp. 131-139. (doi:10.1111/j.1467-8578.2009.00436.x).

Record type: Article


The introduction of alternative curricula in the UK
for students in the secondary phase is one of a
number of strategies designed to improve attendance
at school, reduce exclusion and improve
attainment. Skill Force is a charitable youth initiative
that offers 14- to 16-year-old students a key
skills based vocational alternative to the traditional
curriculum. In this article, Lynne Rogers,
Susan Hallam and Jacquelene Shaw of the Institute
of Education, University of London, and
Jasmine Rhamie of the University of Southampton
set out to explore the views of Skill Force instructors
and team leaders, school staff and Skill Force
Regional Directors. These participants perceived
the critical factors in the successful integration of
Skill Force to be: effective introduction of the programme
to pupils and parents; careful selection of
students; clear introduction of the programme to
staff; integrated discipline policies; strong support
from senior management; good communication;
and a willingness to resolve practical difficulties.

Full text not available from this repository.

More information

Submitted date: January 2008
Published date: September 2009
Keywords: curriculum, vocational education, attendance, discipline, attainment


Local EPrints ID: 69801
ISSN: 1467-8578
PURE UUID: 62897989-e434-445d-ad44-740f72e2f4eb

Catalogue record

Date deposited: 04 Dec 2009
Last modified: 19 Jul 2017 00:06

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Author: Lyn Rogers
Author: Susan Hallam
Author: Jacquelene Shaw
Author: Jasmine Rhamie

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