Our curriculum.

  • Real-World Skills for Real-World Success

    Our practical curriculum builds vocational skills aligned with employer needs, preparing students for further education, apprenticeships, or work. Sessions develop teamwork, communication, and problem-solving for real-world success.

  • Connecting Core Subjects to Career Pathways

    We re-engage students in English and maths by linking them to real-world projects and workplace scenarios, showing their relevance to future goals. This approach builds skills, interest, and motivation.

  • Project-Based Learning for Engagement and Growth

    Our project-based curriculum inspires creativity, critical thinking, and collaboration. With real-world tasks and tangible outcomes, students stay engaged, deepen learning, and gain a sense of achievement.

  • Tailored Pathways with Employer-Led Insights

    Our unique, employer-led curriculum, developed with industry experts, aligns with local labour market needs. Tailored to individual goals, it helps students navigate clear pathways to education or employment.

Our Session Structures

    • Why: Setting clear and measurable learning objectives at the beginning of a session helps students focus their attention and understand the purpose of the lesson (Locke & Latham, 2002; Sweller, 1988). It also aligns the session with overall learning goals.

    • Application: We start each session by clearly outlining the objectives (e.g., "By the end of this session, you will be able to explain, demonstrate, or apply..."). We use visual aids or written prompts to make these objectives easily accessible throughout the session.

    • Why: Regularly assessing understanding during a session through formative checks ensures that misconceptions are identified and addressed promptly. Research shows that formative assessment strengthens learning and supports long-term retention (Black & Wiliam, 1998; Hattie & Timperley, 2007).

    • Application: We incorporate short, low-stakes assessments like Q&A, mini-quizzes, or quick reflective activities throughout the session. This allows us to gauge understanding, adapt instruction as needed, and reinforce key concepts.

Our Schemes of Learning

    • Why: Cognitive research supports the importance of activating and reinforcing prior knowledge to build strong retrieval pathways in long-term memory (Anderson, 1984; Roediger & Butler, 2011). A scheme of learning should be designed so each lesson builds on the previous one, using recaps and activities to scaffold understanding.

    • Application: Each session in the scheme of learning will begin with a recap of prior content (e.g., quizzes or group discussions) and explicitly show how it connects to the current lesson. This fosters continuity and embeds learning over time.

    • Why: Research shows that active learning and multimodal approaches enhance engagement and retention (Bruner, 1966; Paivio, 1986). A scheme of learning should include diverse activities, such as group problem-solving, visual tasks, and role-playing, to cater to different learning styles and ensure deep processing of content.

    • Application: The scheme will alternate between individual and collaborative tasks, include ICT-enhanced activities for digital skills, and provide opportunities for applying knowledge to realistic workplace scenarios. For instance, students will create presentations, engage in debates, or complete practical tasks linked to real-world applications.

Our Activity Sheets

    • Why: Activities that mirror real-world applications help students see the practical value of their learning, increasing motivation and promoting the transfer of knowledge to new contexts (Lave & Wenger, 1991; Kolb, 1984). Authentic tasks create meaningful connections between theory and practice.

    • Application: We design activities that replicate workplace scenarios or practical challenges. For example, students role-play job interviews, create project plans, or analyse case studies related to their field.

    • Why: Breaking down activities into manageable steps (scaffolding) allows students to build confidence and competence gradually, aligning with Vygotsky's Zone of Proximal Development (Vygotsky, 1978). Scaffolding supports learners as they progress toward independent mastery.

    • Application: We structure activities with increasing levels of difficulty. We start with guided examples, move to collaborative tasks, and conclude with independent applications. For instance, in a construction application lesson, students might first observe a demonstration, then practice with peer support, and finally complete a task individually.

Our curriculum topics.

Our milestones of achievement.

Our programme provides a practical and engaging alternative pathway for students who require a different approach to their education. We focus on supporting re-integration into mainstream schooling, particularly in core subjects that are vital for future success and opportunities. At the same time, we deliver essential skills that prepare students for life beyond school.

Our behaviour management.

Our behaviour flowchart emphasises that behaviour is a form of communication. By modelling clear, consistent examples, we guide students towards understanding and adopting appropriate behaviour. This approach reflects workplace standards, preparing them for future personal and professional success.

At SkillED Innovation, we simplify classroom expectations with one golden rule: RESPECT. Clear, concise rules improve behaviour, as supported by research (Marzano & Marzano, 2003) and neuroscience (Willis, 2007), which show the brain thrives on predictability. Respect creates a positive, inclusive environment, reflecting workplace dynamics and fostering empathy, accountability, and success in learning and life.

Our contact form.

We are now accepting bookings from schools, but places are limited. Please complete the form below, and we will get in touch to discuss your requirements and explore how we can support you and your students. Please note that a minimum commitment is one term, please see our FAQ’s below for any further information needed.

 FAQs

  • SkillED Innovation offers flexible, tailored programmes designed to meet the needs of students and schools. Our sessions run two days a week throughout the academic year at our dedicated site. Alternatively, for schools with larger groups (minimum of ten students), we can deliver our programmes directly on-site, ensuring convenience and continuity.

    By attending our sessions, students benefit from a focused, engaging environment that encourages active participation and skill development. For schools opting for on-site delivery, we collaborate closely with your English and maths departments to integrate key skills into our sessions.

  • SkillED Innovation is an alternative education provider specialising in supporting young people who have become disengaged from mainstream education. Schools can either send their students to our dedicated site, where we run programmes two days a week, or opt for on-site delivery at their school.

    For on-site delivery, all we require is a classroom and a screen for our presentations, making it easy to integrate our programme into your existing setup.

    Our tailored programmes are designed to re-engage students, helping them build skills and confidence while fostering a renewed commitment to their education.

  • We are highly experienced education professionals with extensive backgrounds in vocational training, culminating in leadership roles such as directorships and managing schools with over 1,000 students. Our expertise includes safeguarding, health and safety, and employer led curriculum. We stay up to date with current legislation and best practices to provide the highest standards of support and care.

  • The curriculum is designed for secondary school students who are disengaged from their current studies and need guidance on their next steps. These students often find that the traditional academic pathway doesn’t align with their goals and are more likely to transition into further education colleges to pursue vocational programmes. Our aim is to bridge this gap and prepare them for a successful move into vocational training and future career opportunities.

  • While students do not gain accredited qualifications through the SkillED Innovation programme, its success is measured by their improved performance in GCSE English and maths, often surpassing their initial predicted grades. The programme also ensures a smooth transition into further education or apprenticeships, driven by our employer and industry-led intelligence and curriculum.

    We call this goal "Gain and Sustain"—helping students not only secure post-16 opportunities but also maintain them. Too many young people lose their places due to misinformation, misguidance, or misunderstandings, and our programme is designed to bridge these gaps, equipping students with the skills and confidence to achieve lasting success.

  • The SkillED Innovation curriculum is a programme designed to run two days per week throughout the year. It includes opportunities for employer engagement, community projects, and graduation events. However, we understand that schools have varying needs, so the programme is highly flexible, allowing students to join at any point in the year and still gain meaningful education. This adaptability ensures that schools can effectively prepare students for further education or vocational pathways, no matter their circumstances.

  • To achieve the best outcomes, we maintain a maximum ratio of eight students per staff member. This approach enables us to foster a safe, supportive environment while delivering a personalised and high-quality experience for every participant. By keeping groups small, each student benefits from individual attention and tailored guidance, helping them to succeed.

    We are deeply committed to inclusivity, ensuring our programme is accessible to students of all abilities and backgrounds. Our mixed groups, comprising both male and female students, encourage collaboration and mutual understanding, preparing them for diverse real-world settings. With adaptive teaching methods at the core of our approach, we ensure that all learners, regardless of ability, actively engage and thrive throughout the programme.

  • If you choose to partner with us, we kindly request quarterly meetings to review our curriculum model, ensuring it aligns with your expectations for entry-level workers. Additionally, we would appreciate your permission to feature your logo on our website as a testament to our valued partnership.

    While there is no obligation, we warmly welcome any further support you may wish to offer, such as delivering guest lectures about your sector, conducting mock interviews with our students, or contributing through equipment donations or sponsorships. These gestures would significantly enhance our programme and amplify its impact on the students we serve.

  • Reach out to us using the contact form below or via the provided email, and we’ll arrange a quick 30-minute briefing introduction. During this meeting, we’ll explain how our programme operates, answer any questions, and discuss your school’s unique needs and requirements to ensure our services are the perfect fit for your students. We are also happy to come to your school for a face to face conversation, should you prefer that option.

  • Our cost model is straightforward, however it is modelled on the length of time needed (minimum of one term commitment), so get in contact and we will talk through the options and how we can best meet your requirements.