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

Abstract

Purpose

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/approach

The project utilised a participatory, action-research model of curriculum development informed by a theoretical framework drawing on concepts of social justice.

Findings

The 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/value

This 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.

Citation

Atkins, L. (2022), "Addressing in/equalities: a re-imagined curriculum for low-attaining youth", Qualitative Research Journal, Vol. 22 No. 3, pp. 364-377. https://doi.org/10.1108/QRJ-01-2022-0011