As an Alternative Learning Pathway, we recognise that the students in our care require more support. Students accessing the ALP experience a range of barriers to learning, which can result, in time, in difficulty accessing a mainstream curriculum, disengagement, lack of confidence, reduced options in later years etc. With this in mind, the focus of the pathway is basic skills building (literacy and numeracy in particular) to ensure students make progress and can access the curriculum in a meaningful way, going on to achieve success in KS4 and later life.
It is important that all students are supported and challenged to make outstanding progress, despite any learning difficulty. A focus on supported, engaging and meaningful learning experiences, whilst encouraging independent learning. Again, these experiences will have a strong focus in both Mathematics and English.
The learning process looks at past academic achievements and then uses these as a springboard. Lessons are interactive, concentrate on the individual learner and have a focus on culture capital, enhancing the learning experiences of the most vulnerable learners in our school.
Students accessing the ALP Pathway experience a range of barriers to learning, which can result, in time, in difficulty accessing the mainstream curriculum, disengagement, lack of confidence, reduced options in later years etc. With this in mind, the focus of this pathway is basic skills building to ensure students make progress and can access the curriculum in a meaningful way, going on to achieve success in KS4 and later life.
In the ALP curriculum, students also have the opportunity to develop fundamental literacy and numeracy skills in a smaller, primary-like environment, with a primary trained classroom teacher, whilst exploring some of the knowledge and skills needed to progress on to KS4 Humanities and Languages. The curriculum model has been designed to ensure options are not narrowed when it comes to KS4 choices. More importantly, the curriculum should help develop understanding of and inspire students’ curiosity about the past and the world around them (locally and globally).
The ALP Pathway itself runs for two years, at which point, where appropriate, students continue in to the Entry Level Pathways, or transition in to mainstream pathways. In the ELP, students receive additional support for core subjects.
By the time students have completed the proposed two years (Y7 & Y8) as part of the ALP group, they will be more able to access the learning in Y9. An important aspect of learning is the preparation of the students to be more independent.
Enrichment opportunities will enable the students to gain ‘Culture Capital’ with external visits being an integral part of the curricular expectations within the ALP. As the most vulnerable learners, this ‘hands – on’ learning approach will bring the areas of study alive, provoking more interest in both learning experience and progress.
We want our ALP students to develop literacy and numeracy skills so that they are functionally literate, are confident readers and are able to communicate effectively, both verbally and in writing.
Over the course of the two year programme, students will have frequently been given the opportunity to explore a wide range of good quality texts, in order to develop their literacy skills, but also to develop their emotional literacy, empathy and cultural capital through additional enrichment opportunities, using culturally rich topics, as well as through their broader curriculum (including humanities and languages, the Arts etc), and the additional opportunities to explicitly develop their social communication skills.
Literacy and Numeracy
To demonstrate progress against personalised literacy and numeracy targets relating to:
To demonstrate progress against personalised literacy targets relating to:
