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).


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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.

Item Type: Article
Digital Object Identifier (DOI): doi:10.1111/j.1467-8578.2009.00436.x
ISSNs: 1467-8578 (print)
Keywords: curriculum, vocational education, attendance, discipline, attainment
Subjects: L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LC Special aspects of education
ePrint ID: 69801
Date :
Date Event
January 2008Submitted
September 2009Published
Date Deposited: 04 Dec 2009
Last Modified: 18 Apr 2017 21:10
Further Information:Google Scholar

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