This book reports the outcomes of a research project which involved
developing and implementing a research-informed curriculum for
low-attaining further education students. Key aims of the
curriculum were to ameliorate some of the social and educational
disadvantages faced by the students, and to support secure and
sustainable transitions to employment or further education. The
book begins by outlining the characteristics of the
lowest-attaining young people and considering the challenges they
face. Subsequent chapters describe the educational and geographic
contexts, the curriculum, and the pedagogical approaches adopted.
It moves on to describe the outcomes of the project, drawing on
narratives of individual students and staff to illustrate the
benefits of a broader curriculum which acknowledges earlier
disadvantage. The book concludes with a discussion of how the
curriculum could be adapted in different contexts and considers the
implications of such change in terms of policy, practice, future
research and social justice.
General
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