We believe that by combining the best pedagogical approaches with technology provides for better opportunities to genuinely co-design and personalise the education experience.
But how can we combine the experiential learning opportunities within schools with that of the real world and virtual learning communities to give pushed-out learners a greater chance to succeed in life? We regard our approach to learning design as ‘ways in’ rather than alternative and currently we are working with a number of professionals working within Alternative Education to develop a new model of blended learning which gives alternative accreditation, opportunities for real world learning (through Facework), access to teachers through the Hero platform underpinned by a rigorously assessment method.
How do we create successful learning designs?
Inclusion Trust approach to learning designs are based on 3 core principles:
- Co-constructed with learners to link the acquisition of competencies and skills to the young person’s existing world, needs, interests, FE and employment destinations and their aspirations.
- Authentic learning has a real world and personal authentic value, which reaches beyond the currency of “national standardised” outcomes and that is also recognised and accredited by industry and trade.
- Learning a culture of learning is embedded in all aspects of the what we do based on defining, refining and improving the academic, social and emotional achievements
We characterise these principles by:
Hooking them in’ through innovative activities that will appeal to the existing world, passions and interests of the learners and giving them a real voice and choice about what they learn; when they learn; how they learn, where they learn.
Connecting and establishing trusted relationships for young people to communicate, collaborate and interact with experts (as well as specialised resources) that exist within school, real-world and online settings.
Placing emphasis on excellence and ‘real-world’ learning that goes beyond the school walls, school day and academic terms, to provide a richer learning experience for all learners.
Committing to learning rigour by working with educators and youth specialists to define the learning experience through agreed relevant competences, skills and accredited standards.
We prescribe exact and innovative instructional practices and we implement disciplined methods that strive for the highest quality learning relationships to support young people in acquiring core competences and skills, and the achievement of qualifications that help them make a fulfilling transition to adulthood.