Engaging students at their level
All of our students come to us with issues affecting their learning (mental, social, emotional, or physical health issues, learning difficulties (including Autism and Asperger’s), challenging life circumstances, refusal to attend school, and/or excluded or at risk of exclusion). Each student has their own needs. Some may be able to join your own small group (10 max), while others may benefit from 1:1 lessons. Our programmes are designed to maximise engagement for unwilling, wary, or challenged students.
We provide a re-engagement service of education provision from KS2-KS5, where learners are introduced to highly participatory lessons online. These interactive lessons cultivate relationships quickly, enhance student motivation, and build confidence through a variety of rich-media applications and assessment for learning (AFL).
We teach to our student’s capabilities; not to their age. If older students need KS3 catch-up before starting their GCSEs, then our teachers will guide them into their GCSEs gently. As students progress, they can move up from KS3 to GCSE or from foundation to higher courses. Likewise, if they are having real difficulty, we can move them into a lower level course. We run an academically dynamic provision that allows for movement based on students’ needs, abilities, and best outcomes.
When it is not possible for students to be reintegrated into mainstream school, Apricot will prepare them for qualifications in all exam boards. We provide curriculum for Entry Level Certificates, Functional Skills, GCSEs, and A Levels. Beyond core courses, we are often used to broaden and enhance your own academic offering to students.
Engagement from the start
- Our lessons take place in an environment that is personal, safe, and comfortable.
- Teaching staff support and listen to their students at every point in their journey.
- Students stay curious. Lessons have little surprises, a hint of intrigue, and some mysterious unknowns. Students love being detectives.
- Variety of activities within lessons is standard.
- Student autonomy is encouraged.
- Students feel that what they are learning is relevant to their lives.
- Students see results from their hard work.
Keeping students engaged
The anonymity of the online environment provides opportunities for participation that are safe and this has been a significant contributing factor to our successful work with anxious students and those who lack confidence in their abilities. It enables us to improve educational outcomes for those otherwise reluctant to learn – affording them rapid progress.
I wasn’t afraid to answer questions and risk getting them wrong because I knew no one could see me.
Learning programmes are broken down into small chunks, allowing students to achieve quickly and regularly. And the ability to recognise their achievements regularly is highly motivating for them.
Our teachers are accustomed to addressing complex needs and challenging behaviours. Our work with PRUs, BESDs, hospital services, inclusion services, and schools and academies has exposed our teachers to a diverse scope of reasons for non-attendance and lack of achievement. They are experienced in engaging reluctant learners and in compensating for the gaps left by long periods of absence from education. Consequently, rapid catch-up and progress keeps student engagement at its highest.