01
NCFE Functional Skills English
Planned through explicit teaching, checking for understanding, supported practice and application.
Curriculum
Keep learning moving, even when the route changes.
Alternative provision should protect a young person’s future options. We start from what the learner knows, what they can currently access and where they need to get to, then plan academic learning, personal development and practical experience around that journey.
Academic and qualification pathways
Adapt the route. Protect the ambition.
Pathways are chosen from assessed starting points, prior learning, SEND, attendance and the learner’s likely next setting. We do not narrow ambition simply because access to education has been disrupted.
02
NCFE Functional Skills Maths
Planned through explicit teaching, checking for understanding, supported practice and application.
03
GCSE support
Planned through explicit teaching, checking for understanding, supported practice and application.
04
AQA Unit Award pathways
Planned through explicit teaching, checking for understanding, supported practice and application.
05
Science
Planned through explicit teaching, checking for understanding, supported practice and application.
06
PSHE and life skills
Planned through explicit teaching, checking for understanding, supported practice and application.
07
Vocational and practical learning
Planned through explicit teaching, checking for understanding, supported practice and application.
08
Personal development and enrichment
Planned through explicit teaching, checking for understanding, supported practice and application.
Personal development
CRACLL turns personal development into planned learning.
Confidence, resilience, ambition, communication, leadership and life skills are taught through mentoring, enrichment, practical challenge, responsibility and reflection, then revisited through pupil and staff review.
Confidence
Knowing what you can do, recognising progress and becoming more willing to attempt what once felt out of reach.
Resilience
Responding to setbacks without giving up, using strategies that help and learning how to recover after difficulty.
Ambition
Developing goals that matter, seeing wider possibilities and understanding the steps needed to move towards them.
Communication
Expressing needs, listening well, handling disagreement and communicating effectively in learning, relationships and everyday life.
Leadership
Taking responsibility, making sound decisions, influencing others positively and contributing to the group or community.
Life Skills
Building the practical judgement, independence and everyday skills needed for adulthood, work and community life.
How learning is delivered
Small groups only matter if they change what the teacher can do.
Smaller groups allow staff to notice misconceptions earlier, adapt language and pace, give more feedback and understand what is affecting engagement. The expectation for planning, challenge and progress remains high.
Clear starting pointsDiagnostic and baseline information is used to identify what pupils know and where access is breaking down.
Explicit instructionNew material is broken down, modelled clearly and checked before pupils are expected to work independently.
Responsive adaptationLanguage, chunking, pace, visual support, sensory considerations and scaffolding are adjusted to need.
Practice and applicationPupils need enough successful practice to build fluency, followed by application in unfamiliar or exam-style contexts.
Visible progressWork, assessment, attendance, engagement and personal targets are reviewed against the plan rather than judged by impression.
Transition built inCurriculum decisions consider what the learner will need next in mainstream school, specialist provision, college, training or employment.
Curriculum discussion
Need to know how a learner’s current pathway can continue?
We can review current attainment, qualification routes, curriculum gaps, SEND adaptations and the learner’s intended next setting before a placement begins.