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Addressing in/equalities: a re-imagined curriculum for low-attaining youth

Addressing in/equalities: a re-imagined curriculum for low-attaining youth This paper aims to report on a project re-imagining of a Level 1 English-model broad vocational curriculum for low-attaining youth. The project, funded by Rothschild, has sought to develop a knowledge rich and engaging curriculum, which is more consistent with notions of social justice than contemporary low-level vocational curricula.Design/methodology/approachThe project utilised a participatory, action-research model of curriculum development informed by a theoretical framework drawing on concepts of social justice.FindingsThe findings suggest that a broad, project-based curriculum, supported with a wide range of extra-curricular activities (enrichment) is effective in supporting secure and sustainable transitions into further education and/or meaningful employment for low attaining young people.Originality/valueThis paper extends understandings about curricula approaches in low-level vocational education. There is a paucity of research into the curriculum at the lowest mainstream levels. Students engaging with education at that level are similarly under-researched. This paper seeks to fill that gap. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Qualitative Research Journal Emerald Publishing

Addressing in/equalities: a re-imagined curriculum for low-attaining youth

Atkins, Liz
Qualitative Research Journal , Volume 22 (3): 14 – Jul 13, 2022
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References (35)

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
1443-9883
DOI
10.1108/qrj-01-2022-0011
Publisher site
See Article on Publisher Site

Abstract

This paper aims to report on a project re-imagining of a Level 1 English-model broad vocational curriculum for low-attaining youth. The project, funded by Rothschild, has sought to develop a knowledge rich and engaging curriculum, which is more consistent with notions of social justice than contemporary low-level vocational curricula.Design/methodology/approachThe project utilised a participatory, action-research model of curriculum development informed by a theoretical framework drawing on concepts of social justice.FindingsThe findings suggest that a broad, project-based curriculum, supported with a wide range of extra-curricular activities (enrichment) is effective in supporting secure and sustainable transitions into further education and/or meaningful employment for low attaining young people.Originality/valueThis paper extends understandings about curricula approaches in low-level vocational education. There is a paucity of research into the curriculum at the lowest mainstream levels. Students engaging with education at that level are similarly under-researched. This paper seeks to fill that gap.

Journal

Qualitative Research Journal – Emerald Publishing

Published: Jul 13, 2022

Keywords: Curriculum; Low-attaining; Transitions; Further education; Enrichment; Social justice

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