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Alternative Provision: Curriculum
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Authors
Date
2025
Educational Level
ISCED Level 3 Upper Secondary Education
ISCED Level 4 Post-secondary Non-tertiary Education
ISCED Level 4 Post-secondary Non-tertiary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This study focuses on the effectiveness of Action Research in improving the integration of students with Special Educational Needs and Disability (SEND) within mainstream education settings, particularly in the realm of Alternative Provision. It reflects on how structured workbooks can aid in the transition of students from Alternative Provision back to mainstream lessons while addressing their educational needs.
Aims: The primary aim of the research is to evaluate how structured learning materials can facilitate the academic transition of students with SEND from Alternative Provision to mainstream education. Additionally, the study intends to analyse the effectiveness of the Action Research approach in enhancing teaching strategies for this specific demographic.
Methods: The research employs an Action Research methodology, which involves multiple cycles of planning, implementing, and reviewing practices with a specific focus on learning strategies tailored for children transitioning back to mainstream education. Ethical consent was obtained from all participants to ensure anonymity in data publication. The study includes key literature reviews that inform the two action research cycles and help refine the research focus over time.
Findings: The findings indicate that Alternative Provision workbooks are most beneficial when designed to align closely with mainstream lesson structures, facilitating continuity in learning experiences. However, there are indications that these workbooks are less effective for sustained teaching within mainstream secondary school settings, suggesting a limitation to their long-term utility.
Implications: The outcomes of this research highlight the importance of structured curricula that accommodate the transitional needs of students with SEND. Other educators may find value in the concept of aligning teaching materials with mainstream pedagogical practices, particularly for transitional phases, while also recognising the need for distinctive strategies for longer-term integration within mainstream settings. The study emphasises the potential benefits of Action Research in developing tailored educational interventions.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND), mainstream secondary school, alternative provision, curriculum, transition