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Pupils perceptions of an alternative

curriculum: Skill Force
a

Susan Hallam , Lynne Rogers , Jasmine Rhamie , Jacqueline

a

Shaw , Emilce Rees , Heather Haskins , Jenny Blackmore &

Jonathan Hallam

Institute of Education , University of London , UK

Published online: 08 Mar 2007.

To cite this article: Susan Hallam , Lynne Rogers , Jasmine Rhamie , Jacqueline Shaw , Emilce
Rees , Heather Haskins , Jenny Blackmore & Jonathan Hallam (2007) Pupils perceptions of an
alternative curriculum: Skill Force, Research Papers in Education, 22:1, 43-63
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Research Papers in Education

Vol. 22, No. 1, March 2007, pp. 4363

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Pupils perceptions of an alternative

curriculum: Skill Force
Susan Hallam*, Lynne Rogers, Jasmine Rhamie and Jacqueline
Shaw with Emilce Rees, Heather Haskins, Jenny Blackmore and
Jonathan Hallam
Institute of Education, University of London, UK1
Research
10.1080/02671520601152078
RREd_A_215134.sgm
0267-1522
Original
Taylor
102007
22
Professor
[email protected]
00000March
and
&
Article
Papers
Francis
SusanHallam
(print)/1470-1146
Francis
2007
in Ltd
Education (online)

Alternative curricula at Key Stage 4 have been implemented to help young people who may be
disaffected from school to re-engage with learning. Skill Force is one example of an alternative
curriculum. Skill Force is a Ministry of Defence (MoD) sponsored youth initiative which offers 14to 16-year-old students a key skills based vocational alternative to the traditional curriculum. This
research explored pupils perceptions of participation in Skill Force and the perceived impact on
their motivation, attitudes to school, attendance, exclusions, behaviour, and attainment. Seven
hundred and ninety-five Skill Force students completed a questionnaire which explored aspects of
their experience using open questions and rating scales. Visits were made to six projects where interviews were undertaken with students. The qualitative data were used to provide in depth insights
and support the questionnaire data. The findings demonstrated that the programme was successful
in meeting the needs of many disaffected students, improving their motivation, confidence, communication and social skills. It reduced exclusions, improved behaviour, attendance, attitudes towards
education and attainment and also provided students with a range of practical, vocational qualifications. The discussion considers the implications for mainstream education.

Keywords: Alternative curriculum; Disaffection; Exclusion; Pupils perspectives; Truancy

Introduction
Alternative curricula at Key Stage 4 have been implemented to help disaffected young
people re-engage with learning, view mainstream education and training more positively, and open up clear progression routes to post-16 education, training or employment. They are one of a series of initiatives introduced to improve attendance at
school, reduce exclusion and improve attainment. Non-attendance and exclusion
*Corresponding author. Institute of Education, University of London, 20 Bedford Way, London
WC1H OAL, UK. Email: [email protected]; [email protected]
ISSN 0267-1522 (print)/ISSN 1470-1146 (online)/07/01004321
2007 Taylor & Francis
DOI: 10.1080/02671520601152078

Downloaded by [Arizona State University] at 21:21 09 May 2015

44 S. Hallam et al.
have become the focus of a range of Government initiatives as there is evidence that
there are relationships between poor attendance at school, for any reason, and
academic performance (DfES, 2001b, 2002). In the long term persistent truants and
those who are excluded from school tend to have lower status occupations, less stable
career patterns and greater unemployment in comparison with others sharing similar
backgrounds (Hibbett & Fogelman, 1990). Some, but not all may be involved in
delinquency (Audit Commission, 1996; Cullingford, 1999). Once out of mainstream
school returning to it can be problematic. Of those students excluded from school,
many simply do not return to mainstream education (DfE, 1995; Bentley, 1998).
Reducing exclusion and improving attendance are therefore crucial for the individual
pupil and for society as a whole.
Attempts to improve attendance at school since national statistics have been
available have shown gradual improvement. In maintained secondary schools
between 19951996 and 20022003 the percentage of authorized absence has
changed from 8.4% in 19951996 to 6.92% in 20032004 (measured as a per cent
of half day sessions missed). Unauthorized absence has remained fairly stable at
around 1% in most years. In primary schools unauthorized absence has varied from
.5% in 19961997 to .41% in 20032004 while authorized absence has varied from
5.71% in 19971998 to 5.08% in 20032004 (DfES, 2002, 2004a). The causes of
non-attendance are many and complex (Hallam & Roaf, 1995; Hallam, 1996). Pupils
may not attend because of: illness or anxiety; holidays, special occasions, outside
activities; family circumstances (helping at home, family needs or desires, extreme
family pressures); issues within school (the environment, school requirements, school
circumstances, attitudes towards school, relationships with teachers and peers, exclusion, perceived irrelevance of the school curriculum); and attractions outside school
(peer pressure, excitement of truanting, employment opportunities). As pupils
progress through school, attendance levels fall and there are indications that the irrelevance of the curriculum for some young people in Years 10 and 11 is a major
contributor to absence from school (Bayliss, 1999).
Schools have direct control over absences created by excluding students from
school. After a long period of stability, the number of students excluded from school
increased dramatically during the 1990s from 2910 in 19901991 to 12,458 in 1995
1996. In the mid-1990s the DfEE set up a series of projects which had the reduction
of exclusion and indiscipline as their principle aim. They were successful in raising
awareness of the importance of reducing exclusion and succeeded in slowing the rate
of increase to 2% during 19961997. By 19971998 there was a further 3% reduction
to 12,700 which continued to 10,404 in 19981999 (DfEE, 2000) and 8323 in 1999
2000. Since then exclusion rates appear to have stabilized although at a slightly higher
level than in 19992000, for instance 9290 in 20022003 (DfES, 2004b). The highest rates of exclusion are for boys, pupils with special educational needs and some
minority ethnic groups. There is also a positive relationship between eligibility for free
school meals and exclusion rates. However, schools with the highest rates of exclusion
do not always have high rates of free school meal eligibility but they do tend to have
higher proportions of pupils with special educational needs and low levels of pupil

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Pupils perceptions of an alternative curriculum 45

attainment (DfES, 2004b). The nature of the National Curriculum in Key Stage 4
and the lack of opportunity for some pupils to acquire qualifications which are valued
for employment purposes may be implicated in leading to the disaffection that leads
to exclusion.
There have been concerns about the relevance of the curriculum for some pupils
since the raising of the school leaving age in 1972 (Pring, 1995). In 1982, the Lower
Achieving Pupils Project was set up to improve the motivation and attainment of
those pupils in the last two years of school who were not expected to perform well in
public examinations (Harland et al., 1988). Since the introduction of the National
Curriculum and common assessment procedures at 16 the irrelevance of the Key
Stage 4 curriculum to some pupils has become more transparent and its links with
disaffection have been made clear (Kinder et al., 1995, 1996, 1999a, b). The Government has responded by enabling and encouraging schools to offer more choices at
Key Stage 4 (Statutory Instruments, 1998; DfEE & QPID, 1998; QCA, 1998a, b).
Options included changes to the content of the curriculum, the mode of study, the
context in which teaching and learning take place and the means of assessment.
Cullen et al. (2000) identified three main types of alternative curricula, satellite
programmes, where separate provision is made for a group of identified pupils with
problems with little relationship to or impact on the normal curriculum; extension
programmes where individualized approaches are adopted to compensate for
perceived weaknesses in the breadth of content or style of delivery of the National
Curriculum; complementary programmes which provide an opportunity for all Key
Stage 4 pupils to follow externally provided vocationally oriented options that cannot
be offered as part of the normal school curriculum. Skill Force began as a satellite
programme but is now being offered as a complementary programme available to all
pupils in some schools.
Skill Force aims to reduce exclusion and improve attendance among participating
students by improving their attitudes towards education and enabling them to gain
qualifications. The aim of participation is to enhance students career aspirations and
encourage them to either continue with full time education, take up apprenticeships
or be in full time employment. Skill Force is a Ministry of Defence sponsored youth
initiative the development of which is supported by the Department of Education and
Skills. It offers 14- to 16-year-old students a key skills based vocational alternative to
the traditional curriculum. The considerable experience and skills of former service
personnel and others are used to deliver a range of alternative curriculum activities
designed to increase motivation in young people in approximately 100 schools in the
UK. Skill Force started as a pilot scheme in Newcastle and Norfolk in 2000. At the
time of the research it had 23 teams spread throughout the UK employing over 100
staff. The scheme was initially run by a small team within the Ministry of Defence in
London who were supported by four regional directors individually responsible for
the North, Midlands, Scotland and South areas. It now operates independently of the
Ministry of Defence.
The core of the Skill Force programme is the provision of alternative curricula for
Key Stage 4 students, although some Key Stage 3 students have been included. Skill

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46 S. Hallam et al.
Force also operates in primary schools, works with gifted and talented students and
works with pupils in Years 12 and 13 on the Duke of Edinburgh Award. Skill Forces
core programme offers a wide range of activities which focus on team building, problem solving and raising self-esteem through the teaching of programmes such as the
Duke of Edinburghs Award scheme. Skill Force is delivered by instructors with
appropriate military and civilian qualifications mainly selected for their experience of
working with young people. Students selected for Skill Force typically drop two
GCSE subjects which equate to around two half days of instruction a week. The
programme takes place within school hours and operates under school rules. The
Skill Force curriculum was devised in conjunction with senior teachers and developed
within schools to provide a course based around work-related learning that future
employers would recognize. A wide range of qualifications are offered which are
focused on skills which are perceived to be useful particularly in relation to future
employment. They include Award Scheme Development and Accreditation Network
(ASDAN), the Duke of Edinburghs Award, Junior Life Saver Award, Basic Skills
Challenge, Wider Key Skills Level 1, Young Navigator Award, Residential
Challenge, Junior Sports Leader Award, OCR Level 1 (Certificate in Preparation for
Employment). The wide range of qualifications taken is designed to enable the pupils
to demonstrate success. For Skill Force students who are unlikely to attain GCSEs at
either levels AC or AG these provide an opportunity to gain qualifications.
The stated mission of Skill Force is to reawaken enthusiasm for life through education; build self-worth, and through that families and communities; and reduce
truancy, exclusion, unemployment and criminal records.
The specific aim of the programme is to develop citizenship and improve the
employability of the students helping them achieve their full potential by: improving
students behaviour and attitude to learning; reducing truancy and exclusions; remotivating students within schools; and providing students with vocational qualifications
that employers recognize and value. This paper reports the findings of an evaluation
of Skill Force focusing on the perceptions of its impact on the participating students.
Methodology
Questionnaires were developed to be administered to students participating in 20 of
the 23 Skill Force projects. Three projects were excluded as they were undergoing a
period of considerable change and it was felt inappropriate to include them. Questionnaires were administered by Skill Force personnel and all students attending the
sessions where they were administered completed the questionnaires. Skill Force
personnel also attempted to contact former students. The questionnaires included
open questions and rating scales designed to assess the impact of Skill Force on motivation, confidence, attitudes to school, behaviour, attendance, academic performance and future aspirations. The actual statements used with the rating scales are
presented with the findings. Three teams were unable to return questionnaires, in the
first because the LEA refused permission for them to be administered, in the second
a fire in the Skill Force office destroyed the data and a third set of data were lost in

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Pupils perceptions of an alternative curriculum 47

the post. The findings for the students are based on questionnaire data collected from
17 centres, 56 schools and 795 students. Of the students responding to the questionnaire 12% were former students, 88% were current and ongoing students. Thirtythree per cent were in Year 9, 51% in Year 10 and 12% in Year 11. Four per cent did
not provide information about their year group. The proportion of respondents varied
between schools. In some schools there were very high response rates; in others they
were much smaller.
Six projects were selected for follow up visits based on their ability to represent
different types of development of the programme. During these visits interviews were
undertaken with students in Years 10 and 11. In most cases these were undertaken in
small groups of up to four students. Where possible boys and girls were interviewed
separately. In a few cases interviews were undertaken with pupils and their parents
together. Overall, 62 interviews were undertaken.

Findings
Operation of the programme
The teams offered a range of activities and demonstrated considerable creativity in
utilizing local amenities and taking advantage of available opportunities. The
curriculum typically included residential trips, sports, outdoor pursuits, community/
environmental projects and classroom work. Students learnt practical life skills, e.g.,
number handling including understanding pay slips and bank statements, writing
cheques, checking change. All students learnt first aid. They had visits from a range
of professionals, e.g., police, those working with drugs. They undertook outdoor
pursuits, for instance, camping, caving, rock climbing, orienteering, sailing. They
were involved in a range of sports activities, for instance, hockey, football, tennis,
and in some cases tournaments were set up between other schools involved in Skill
Force. Community and environmental work was sometimes included, e.g., making
hedges, cutting down trees, tidying the landscape. The questionnaire asked students
to list the activities they had undertaken. Table 1 gives the percentage responses. As
some students included more than one activity and others did not respond the
percentages do not add up to 100%. They represent the percentage of the sample
responding in that category. As these were responses to open questions it is likely
that students reported the aspects of the programme which were most memorable
for them.
The activities typically involved problem solving and record keeping was important. In a typical overnight trip students reported that they were given ration packs
which they had to spread over 24 hours. They learnt to cook their own food and
put up tents. They were allowed to take whatever they wanted with them but they
had to carry it themselves. They walked 15 miles in two days. First aid was a
component of all courses and was valued by the students. Teams related activities
to the local community. One team was planning to teach the students sign language
to increase their understanding of the issues around disability. The Open College

48 S. Hallam et al.
Table 1.

Type of activities reported by students

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Type of activity
Sport
Camping
Residential trip
Orienteering
Football
Trips
Walking
Rock climbing
Bowling
First aid
Team building
Literacy (reading, writing, spelling)
Taking qualifications
Canoeing
Popular/ fun trip
Ice skating
Games
Visits to museums, historic sites, etc
Adventure courses
Rounders
Basketball
Cycling
Information technology
Health promotion
Caving
Speed boat /sailing
Swimming
Army rescue
Work in the community
Snow dome
Cricket
Gardening
Archery
Hockey
Open college placements
Rugby
Housework
Tennis

Percentage reporting being

involved in this activity
33%
32%
30%
30%
27%
27%
27%
26%
25%
23%
20%
16%
15%
13%
13%
12%
12%
9%
7%
7%
6%
6%
6%
6%
5%
5%
5%
4%
4%
4%
3%
3%
3%
3%
2%
2%
1%
1%

Network also offered students experiences in a range of activities including office

work, childcare, gardening. All activities were documented and contributed to the
ASDAN folder.

Pupils perceptions of an alternative curriculum 49

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Selection of students for the programme

Most students learnt about the programme in relation to their option choices for Year
10. There were a limited number of Skill Force places in each school and more
students wanted to participate than there were places available. This meant that
students had to be selected. Skill Force teams tended to take an active role in the
selection of students, some teams undertaking one to one interviews with prospective
students, others devising taster sessions to help students make an appropriate
choice. Success was perceived as more likely when there was a mix of students and
where those with poor behaviour were at risk of exclusion rather than already exhibiting extremely challenging behaviour. In order to attend, students were dis-applied
from some curriculum subjects to participate, for instance, French, science, design
and technology.
Students perceptions of Skill Force
Students were asked to indicate their level of agreement to a range of statements
exploring their attitudes towards Skill Force. In response to the direct question did
you enjoy Skill Force, 95% said yes, 1% indicated that they enjoyed it sometimes, 1%
said they did not enjoy it and 3% did not respond. Eighty-eight per cent of students
either agreed or strongly agreed that they were excited about joining Skill Force. The
proportion who disagreed or strongly disagreed with this statement (6%) reflected
those students who did not join of their own volition. Nine per cent indicated that
they did not want to join Skill Force. Eighty-eight per cent of students reported that
Skill Force was important to them, and 71% indicated that they would be sad when
they left Skill Force. Eighty-seven per cent agreed or strongly agreed that they had got
a lot out of Skill Force while 76% said that they would prefer to be in Skill Force all
the time. Seventy-five per cent stated that Skill Force was their favourite subject,
while 66% indicated that being in Skill Force had made a positive difference in their
lives. Sixty-eight per cent suggested that all students should have the opportunity to
join Skill Force. Details of the responses to the statements are given in Table 2.
The responses to the open questions and the interviews supported the questionnaire data. For many students Skill Force was what they enjoyed most at school, for
example:
Its my best lesson because you do everything in it. Not just writing, sports and that. You
do an action plan of what youve done, where youve been, how much it cost and then
produce a review. Written work is linked with the trips. I loved the sailing. My mum came
to see me and was thrilled. (Hearing impaired student)

Being given responsibility for organizing activities was valued as was being able to
work to their own level and at their own pace. The activities themselves were valued
and the opportunity to engage with the real world:
Its more like real life than in school. You learn more about the adult world. (Student)

An open question asked students what they liked best about Skill Force. Table 3
gives the percentages of students mentioning particular activities.

50 S. Hallam et al.

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Table 2.

Percentage responses to attitudinal statements about Skill Force

I was excited about joining Skill

Force
I did not want to join Skill Force
Being in Skill Force is
important to me
It will be sad when I leave Skill
Force
I have got a lot out of the Skill
Force scheme
I would prefer to be in Skill
Force all the time
Skill Force is my favourite
subject
Being in Skill Force has made a
positive difference in my life
I think that all school students
should have the opportunity to
join Skill Force

Strongly agree

Agree

Undecided

Disagree

Strongly
disagree

39% (305)

49% (390)

6% (47)

5% (38)

1% (7)

4% (34)
31% (242)

5% (42)
49% (388)

11% (83)
8% (63)

41% (327)

30% (236)

9% (68)

12% (96)

6% (50)

41% (327)

46% (360)

4% (31)

5% (37)

2% (14)

52% (409)

24% (189)

7% (55)

11% (87)

6% (45)

50% (394)

25% (196)

9% (68)

5% (40)

2% (17)

30% (236)

36% (283) 14% (111)

12% (96)

4% (34)

37% (293)

31% (240)

10% (78)

11% (83)

9% (71)

18% (140) 60% (473)

9% (74)
2% (18)

Notes: Figures in brackets are actual number of responses. Not all students responded to the statements so
percentages may not add up to 100%.

Students were asked what could be improved in Skill Force. Table 4 sets out the
percentage of responses made with regard to different activities. Overall, a very small
percentage of students wanted to see changes made.

Table 3.
Activities including sports
Trips
Residential trips
Instructors
The balance of work and fun
The out of classroom activities
Learning new skills
Learning new things
Health benefits
Working in teams
The people
Range of qualifications
Career opportunities
Becoming more confident

Activities that were reported as being liked best

47%
43%
23%
19%
17%
15%
14%
14%
14%
13%
12%
12%
8%
6%

Pupils perceptions of an alternative curriculum 51

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Table 4.

What could be done to improve Skill Force

More activities and trips

More Skill Force
Less academic work
More sport
A more positive attitude from other students
Better instructors
More of a particular sport
More girls
More challenges/work/academic work/computer work
Better facilities and equipment
More residential trips
More activities shared with boys and girls
More single gender activities
More female instructors
More independence

9%
8%
8%
4%
4%
4%
3%
3%
3%
3%
1%
1%
1%
1%
1%

Motivation and attitudes towards school

A series of statements in the questionnaire explored the effect of participating in Skill
Force on motivation and attitudes towards school. Eighty-eight per cent of students
reported making a real effort to attend all Skill Force activities, 95% agreed or
strongly agreed that they enjoyed the Skill Force activities, 84% indicated that Skill
Force made education fun and 67% reported that being in Skill Force helped them
to feel more positive about their time in school. Table 5 sets out the percentage
responses. Even students not committed to the Skill Force scheme seemed to enjoy
the activities.
On the trips the students developed strategies to entertain themselves, for instance,
creating catch phrases or words. On one trip the word was goatthey had to try and
include it in sentences as often as possible. On another trip they all spoke with

Table 5.

Percentage responses to statements about motivation and attitudes towards school

Strongly
agree

I make a real effort to attend all Skill

Force activities
I enjoyed the Skill Force activities
Skill Force makes education fun
Being in Skill Force has helped me to
feel more positive about my time in
school

Undecided

Disagree

Strongly
disagree

54% (429) 34% (268)

4% (31)

4% (34)

3% (20)

49% (386) 46% (361)

52% (406) 32% (252)
29% (232) 38% (301)

2% (14)
4% (31)
12% (91)

Agree

3% (21)
1% (6)
6% (50) 3% (23)
15% (117) 4% (31)

Notes: Figures in brackets are actual number of responses. Not all students responded to the statements so
percentages may not add up to 100%. Percentages have been rounded to the nearest whole number.

52 S. Hallam et al.
American accents. These in jokes lasted in the classroom after the trip and created
a sense of belonging.

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Impact on team working and social skills

Students were asked to indicate their level of agreement with a series of statements
relating to their social behaviour. Seventy-three per cent of students agreed or
strongly agreed that participating in Skill Force had taught them to respect other
people more, 80% indicated that their communication skills had improved, 88%
reported that the experience had helped them to work together with other people as
a team and 62% reported spending time with different friends since joining Skill
Force (see Table 6 for details).
Mutual respect was a key element of the programme and was very important to the
students. In some cases the respect learned in Skill Force transferred to the mainstream classroom.
You learn respect. Thats helped in school. Teachers used to shout at me and Id shout
back. Now Ive respect and I stay quiet. I used to complain I was picked on. You learn to
calm down in Skill Force. (Student)

Social skills and getting on better with others improved:

When we first started everyone was in little groups. Everyone was fighting. No-one liked
each other. Now everyone gets on with everyone well. (Student)

Self-esteem, confidence and emotional well-being

Students were asked to respond to a series of statements relating to their confidence
and emotional well-being. Seventy-eight per cent of students reported feeling more
confident as a result of participating in Skill Force, while 73% said that they felt more
confident about participating in school activities. Sixty-nine per cent indicated that
being in Skill Force made them feel more grown up. Less positively, 23% reported
Table 6.

Percentage of pupil responses to statements about social and communication skills

Strongly
agree

Skill Force has taught me to respect

other people more
Skill Force has helped me to improve
my communication skills
Skill Force has helped me to work
together with other people as a team
I spend time with different friends
since joining Skill Force

Agree

Undecided

Disagree

Strongly
disagree

35% (272) 38% (301)

9% (71) 13% (101) 3% (23)

38% (299) 42% (333)

6% (49)

9% (69)

2% (18)

50% (393) 38% (301)

3% (27)

4% (30)

2% (15)

32% (253) 30% (233)

12% (91) 16% (123) 9% (67)

Notes: Figures in brackets are actual number of responses. Not all students responded to the statements so
percentages may not add up to 100%. Percentages have been rounded to the nearest whole number.

Pupils perceptions of an alternative curriculum 53

Table 7.

Percentage student responses to statements about confidence and emotional well-being

Strongly
agree

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Since joining Skill Force I feel

more confident that I used to be
Skill Force has helped me to
become more confident in taking
part in school activities
Being in Skill Force makes me feel
more grown up
I get teased by my school friends
because I am in Skill Force

Undecided

Disagree

Strongly
disagree

42% (223) 36% (282)

7% (57)

9% (70)

4% (30)

39% (309) 34% (266)

7% (55)

10% (82)

4% (33)

33% (259) 36% (282)

9% (67)

15% (121)

5% (40)

12% (98)

Agree

11% (89)

11% (83)

16% (126) 48% (375)

Notes: Figures in brackets are actual number of responses. Not all students responded to the statements so
percentages may not add up to 100%. Percentages have been rounded to the nearest whole number.

that they were teased by their friends because they were participating in Skill Force.
Table 7 sets out the details.
The questionnaire data were supported by findings from the open questions and
the interviews:
Its improved my confidence. One of the biggest things we had to do was presentations in
front of the whole class. Im usually shy, but I did the presentation no problem. (Hearing
impaired student)

Participating in Skill Force gave some students a sense of identity which assisted
them in dealing with peers in school:
They laugh at you in this school, but not in Skill Force. In this school if you dont dress
right, or youre different, you get laughed at. Some people in this school dont like it,
they like you to look how they look. Its hard being at school cos you can get bullied if
you look different but when youre in Skill Force they dont take the mick out of you.
They accept you for who you are and what you look like. So if anyone gets bullied it
helps being in Skill Force. I would advise it to anybody else who wants to do it.
(Student)

Relationships between Skill Force staff and students

One of the particular strengths of the Skill Force programme was the relationships
that staff developed with students. Table 8 sets out the responses of pupils to statements about the way they interacted with Skill Force staff. Eighty-seven per cent of
students agreed or strongly agreed that the Skill Force staff were easy to get on with,
84% reported that they took time to explain things carefully, 76% agreed that the Skill
Force instructors took more time to get to know them than their teachers and 84%
agreed that the instructors treated them like adults.
Pupils confirmed these responses in the interviews. Skill Force staff were reported
to treat students with respect:

54 S. Hallam et al.
Table 8.

Percentage responses to statements about Skill Force staff

Strongly
agree

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The Skill Force instructors are easy to

get on with
Skill Force instructors take time to
explain things carefully
Skill Force instructors take more time
to get to know you than school
teachers
Skill Force instructors treat you like
an adult

Agree

Undecided Disagree

Strongly
disagree

55% (433) 32% (249)

4% (31)

5% (38)

2% (17)

48% (376) 36% (283)

4% (28)

7% (53)

2% (19)

49% (388) 27% (212)

5% (39)

8% (61)

8% (66)

51% (399) 33% (257)

5% (38)

7% (57)

2% (18)

Notes: Figures in brackets are actual number of responses. Not all students responded to the statements so
percentages may not add up to 100%.

Skill Force staff and teachers are nothing like each other. If you treat the Skill Force staff
with respect then they treat you like adults with respect. Teachers arent like that. (Student)

The instructors were reported to take time to explain things and offer support:
They explain things clearly so you know what youre supposed to do so you can get on with
it. (Student)
They encourage you and always tell you that you CAN do things. (Student)

Their approach to discipline was seen to have a calming, positive effect:

There arent so many discipline issues cos they let us know whether were going too far or
not. They dont shout. They just tell us to calm down and that, whereas other teachers just
shout at us. (Student)

The development of positive relationships with students enabled Skill Force

personnel to be able to adopt a counselling or mentoring role with students. They
were able to take on a role as confidants. The trust which developed and the way
students were treated with respect, non-judgementally and as adults facilitated them
in sharing their problems with Skill Force staff. In some cases Skill Force were able
to offer support to students to prevent problems escalating. Skill Force personnel
were able to give students a new start. Their approach was perceived as positive,
supportive and practical.
Perceived impact on behaviour and exclusions
Sixty-six per centsome 521 studentsreported that their behaviour had improved
in school since being in Skill Force. A further 101 were undecided about this. Fiftyeight per cent reported that they were told off less frequently in class and 57% said
that they had fewer detentions. Forty per cent reported that they had been excluded
fewer times and 55% reported that they got on better with their teachers. The details
are reported in Table 9.

Pupils perceptions of an alternative curriculum 55

Table 9.

Percentage pupil responses to statements about the impact of Skill Force on behaviour
and relationships with authority

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Strongly
agree
Since being in Skill Force my
behaviour has improved in school
Since being in Skill Force I get
into fewer arguments than I used
to
Since being in Skill Force I get
into fewer fights than I used to
Since being in Skill Force I get
told off fewer times in class
Since being in Skill Force I have
had fewer detentions
I get on better with my teachers at
school since I joined Skill Force
Since being in Skill Force I have
been excluded fewer times from
school
Since being in Skill Force I get
into trouble with the police less
often

Undecided or
not applicable

Disagree

Strongly
disagree

30% (236) 36% (285)

13% (101)

15% (119)

5% (43)

17% (132) 25% (198)

19% (151)

21% (169) 15% (114)

18% (145) 19% (150)

26% (206)

19% (146) 15% (119)

21% (162) 37% (292)

12% (93)

19% (151) 10% (80)

31% (241) 26% (206)

15% (122)

14% (112) 13% (99)

20% (160) 33% (261)

13% (106)

21% (171) 10% (81)

26% (208) 14% (111)

28% (218)

12% (95) 18% (144)

20% (159) 14% (110)

40% (316)

10% (76) 13% (102)

Agree

Notes: Figures in brackets are actual number of responses. Not all students responded to the statements so
percentages may not add up to 100%. Many students participating in Skill Force had not previously been
excluded from school or been in trouble with the police.

The approach to behaviour in Skill Force was based, in part, on rewards. If work
was not completed rewards were not delivered. In addition to the system of rewards,
the Skill Force staff adopt a non-confrontational approach to dealing with the
students. As one student reported:
They get you out of moods, by jokingif you want a fight, fight me. They let you go outside
and chill out for a bit. We can ask for time out and stand outside for a while. (Student)

Students acknowledged that they had changed as a result of Skill Force and
reported that the Skill Force activities gave them an opportunity for releasing tension,
for example:
My form teacher says Ive got better since joining Skill Force, better in lessons and Ive got
a better report. I like the lessonssports and thatit gets my energy outso its hard to
mess about in other lessons. (Student)

Impact on attendance
Students participating in Skill Force were asked to indicate the extent to which their
attendance had improved. Sixty-one per cent of students indicated that their

56 S. Hallam et al.
Table 10.

Percentage responses to statements about the impact of Skill Force on attendance

Since joining Skill Force I attend

school more than I used to
Since being in Skill Force I truant
less often than before

Strongly
agree

Agree

Undecided

Disagree

Strongly
disagree

35% (273)

26% (206)

18% (144)

11% (83)

8% (64)

22% (176)

21% (176)

32% (252)

11% (86)

12% (98)

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Notes: Figures in brackets are actual number of responses. Not all students responded to the statements so
percentages may not add up to 100%.

attendance had improved since participating in Skill Force. Forty-three per cent indicated that they truanted less often (see Table 10 for details).
The interviews revealed that in some cases attendance had improved because
students were attending Skill Force sessions but were not attending other classes,
although for some pupils motivation for attending Skill Force improved overall attendance, for example:
I struggled with work in school. I didnt get proper help. My behaviour was a real problem.
I was put in a different English group and I got on better after I started Skill Force. I
stopped going to lessons. I gave up. When I started going to Skill Force that helped. Then
I started going back to other lessons. Skill Force are different. You dont have to worry
about whether you should talk to them. If you want to say things you can. (Student)

In some cases Skill Force had produced a change in attendance where everything
else had failed, for example:
If it hadnt been for Skill Force I wouldnt have been in school. Mum would have been
taken to court. I didnt like it until I started Skill Force. They said that if you dont go to
your other lessons then you cant go to Skill Force. If you like Skill Force basically you stay
in your other lessons to go to Skill Force. With Skill Force it was a lot easier because my
mum could actually go to work and think XXXXs not going to be home in half an hour.
So she was able to go to work and not worry about me coming out of school and going
straight home. Because it aint the kids who get done for it, its their parents. And I didnt
want my parents to get done for it so I decided to come to school. (Student)

Another student reported improved attendance and improved relationships at home:

Dad had been getting letters threatening him with court because I wasnt going to school.
These stopped with Skill Force. I started talking to him about Skill Force, about problems.
We had more to talk about. We werent in each others faces. We started talking without
shouting. (Student)

Impact on school work and attainment

Students were asked to indicate the extent of their agreement with a series of statements about school work and attainment. Details are given in Table 11. Sixty per cent
of students indicated that they agreed or strongly agreed that they had made more
effort to concentrate in class since joining Skill Force. Forty-four per cent indicated

Pupils perceptions of an alternative curriculum 57

that they had made more of an effort to get their homework in on time, while 39%
indicated that they did get more of their homework in on time. Sixty-six per cent indicated that their school work had improved, while 62% indicated that their grades had
improved. Forty-six per cent reported improved computer skills, 68% the development of research skills and 85% skills that they would not have learned in school. The
interview data and those from the open questions elaborated on the impact of Skill
Force on academic work. Many students indicated that they had learned a great deal
from their involvement in Skill Force, for example:

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They should introduce Skill Force into other schools. I learnt through Skill Force more
than I did in 14 years at school, in the two years in Skill Force. (Student)

Students were encouraged to support each other in their academic work. One
reported outcome was improved listening skills. Another outcome was improved
concentration. Students also reported that they were not afraid to admit that they
didnt understand or ask questions:
Im not afraid to ask questions. If I know the answer I put my hand up. I didnt used to. If
Im not sure I sometimes put it up and have a go. (Student)

Some students reported improvement in their literacy skills. Overall, the students
were motivated to make more effort, for example:
Table 11.

Percentage student responses to statements about the impact of Skill Force on

schoolwork
Strongly
agree

Since joining Skill Force I make an

effort to concentrate more in class
Since joining Skill Force I make
more effort to complete my
homework on time
Since being in Skill Force I get
more of my homework in on time
My school work has improved
since I joined Skill Force
My grades have improved since
joining Skill Force
Skill Force has helped me to
improve my computer skills
Skill Force has taught me how to
carry out research
Skill Force has taught me
important skills that I would not
have learned in school

Agree

25% (200) 45% (358)

Undecided

Disagree

Strongly
disagree

9% (70)

15% (119)

4% (29)

16% (130) 28% (219) 18% (139) 21% (162) 17% (131)

15% (122) 24% (191) 21% (167) 21% (170) 15% (122)
25% (200) 41% (326)

9% (72)

6% (52)

24% (190) 38% (296) 14% (106) 16% (125)

2% (17)
6% (46)

19% (152) 27% (214) 16% (122) 22% (173) 13% (103)
26% (205) 42% (334)

11% (87)

14% (109)

4% (30)

51% (398) 34% (266)

6% (45)

5% (37)

2% (19)

Notes: Figures in brackets are actual number of responses. Not all students responded to the statements so
percentages may not add up to 100%.

58 S. Hallam et al.
Its different. Its made you think more about the work. Like you used to get a piece of
work and think I really cant be bothered to do this. But now you look at it and think it was
only a piece of work. You think of all the work youve done in your Skill Force folder and
think this aint nothing! So, yes its changed our attitude to work. (Student)

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Qualifications
Students were asked in the questionnaire to indicate the extent of their agreement
with statements about qualifications. Eighty-five per cent reported that they had had
the opportunity to gain extra qualifications through Skill Force, that the qualifications
were important and that they valued them (see Table 12 for details).
The data from the questionnaires were validated by the open questions and the
interview data. Eighteen per cent of students responding to an open question indicated that the main benefit of Skill Force was the qualifications. For these students
the qualifications demonstrated achievement. They were proud of what they had
achieved. The way that the qualifications drew on their experiences was important:
We write a diary on the trips as were going along. Just like Bridget Joness diary. We gather
pictures and stick them on bits of card. And it goes down as a challenge. Photographs go
in our folders. We do an action plan most of the time. This makes you enjoy the trip more.
Because you think about it. Once this trip is over youve got to write it up. You personalize
it. Usually you get teachers saying write this and write that but you get to write your own.
(Student)

Students participating in Skill Force were enabled to take a range of qualifications.

In two regions of Skill Force for which data were available, of 994 students in 63
schools, 12% had gained an ASDAN key steps, 53% an ASDAN Bronze and 27% an
ASDAN silver. Fourteen per cent had acquired a basic skills qualification, 38% the
Duke of Edinburghs Award, 67% a first aid award, 5% a Junior Sports Leader
Award, and 68% other awards. These data demonstrate that many students, who
previously had no qualifications and a poor record of attainment, had acquired several
vocational qualifications which they valued. Attainment in these vocational qualifications did not detract from the importance attached to GCSE examinations. Overall,
pupils felt that their performance in GCSEs was important or very important (86%),
but only 10% were very confident of doing well, 39% were quite confident. Their
Table 12.

Percentage student responses to statements about qualifications

Strongly
agree

I value the qualifications that I am

getting with Skill Force
Skill Force has given me the chance
to gain extra qualifications
The qualifications gained through
Skill Force are important

Agree

Undecided Disagree

Strongly
disagree

45% (356) 40% (318) 5% (41)

5% (41)

2% (15%)

48% (376) 37% (294) 4% (34)

6% (47)

2% (13)

46% (359) 39% (303) 6% (43)

5% (40)

2% (12)

Notes: Figures in brackets are actual number of responses. Not all students responded to the statements.

Pupils perceptions of an alternative curriculum 59

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Table 13.

Percentage pupil attitudes towards taking GCSEs

Very
important

Quite
important

Dont mind

Not
important

How important 67% (516)

is it for you to do
well in your
GCSEs?

19% (144)

8% (62)

1% (8)

Very
confident

Quite
confident

Not sure

Not at all
confident

10% (73)

39% (295)

39% (292)

9% (69)

How confident
are you that you
will do well in
your GCSEs

Possible examination results

14 GCSEs 5 or more
5 or more
at grades
GCSEs at
14 GCSEs
GCSEs at Not really
No GCSEs
DG
grades DG at grades AC grades AC
sure
Which of the
following
describes the
GCSE results
that you think
you will get?

2% (15)

22% (166)

12% (94)

14% (109)

7% (51)

41% (310)

expectations overall were low and many were not really sure about what they might
attain (for details see Table 13).
Future aspirations
Students were asked open questions about their plans for the immediate future. Some
reported aspirations in relation to qualifications and employment. Fifty-three per cent
reported that after completing their GCSEs they were going to get a job, 17% said
that they wanted to take AS and A levels, and 13% said that they were aiming to take
GNVQs or NVQs (4%). Some were aiming to be apprenticed (20%) while 15% indicated that they were intending to join the armed forces. A further 4% had a range of
other plans. A variety of proposed career paths were reported. The largest category of
students were those wishing to join a skilled profession, e.g., mechanics, plumbers,
bricklayers, electricians (32%). Small proportions indicated that they wished to
pursue careers in sports, as teachers or instructors, in other areas of education, as
foreign guides, or in the rescue services or art professions. Overall, the students had
a sense of purpose and direction in relation to their future lives. Table 14 sets out
student responses to statements about the impact of Skill Force on their employment

60 S. Hallam et al.
Table 14.

Percentage responses to statements about the effects of Skill Force on future

aspirations

Being in Skill Force will help me

gain a job
Since being in Skill Force I have
spent time thinking about what I
want to do when I leave school

Strongly
agree

Agree

Undecided

Disagree

Strongly
disagree

47% (372)

35% (279)

7% (54)

5% (41)

2% (16)

41% (326)

35% (275)

7% (58)

10% (79)

4% (29)

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Notes: Figures in brackets are actual number of responses. Not all students responded to the statements.

prospects. Eighty-two per cent agreed or strongly agreed that Skill Force would help
them get a job, and 76% reported that since being in Skill Force they had spent time
thinking about their future when they left school.
Discussion
While, overall, this research suggests that alternative curricula can be successful in reengaging disaffected pupils, there are limitations in relation to the sampling. Those
students who completed the questionnaires and took part in the interviews were those
for whom Skill Force had been a sufficiently positive experience that they were still
attending. Some students dropped out and the perceptions of those students were not
represented in the sample. What we can conclude is that for the majority of students
who maintained participation, Skill Force provided a positive experience which
succeeded in rekindling motivation and enabling them to develop a range of personal
and social skills.
Skill Force was successful in the eyes of the students for a range of reasons. Firstly,
the curriculum was practical and the written work which was required was seen by
the students as meaningful. They were given opportunities to express themselves,
write about their own experiences and draw on a range of other artefacts, for instance,
photographs. Secondly, they were offered the opportunity to gain qualifications. All
students attained a first aid qualification soon after beginning the course. For some
students this was the first formal educational success that they had achieved. The
other qualifications on offer were also seen as useful for their future employment. It
was clear that these students wanted to engage with what they described as the real
world and that they perceived the Skill Force curriculum more relevant in this
respect. The Skill Force personnel treated them as adults, allowed the pupils to call
them by their first names, and relationships with them were respectful. This
contrasted sharply with their interactions with teachers in school. The curriculum
delivery acknowledged their aspirations to adulthood and enabled them to demonstrate what they could do rather than providing them with opportunities which only
enabled them to demonstrate failure. In addition, many of the students were able to
develop relationships with the Skill Force personnel which facilitated them in talking

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Pupils perceptions of an alternative curriculum 61

about difficulties in their personal circumstances, for instance, there were examples
where students had been deterred from running away from home.
The delivery of the programme was flexible. It was adapted to take advantage of
local circumstances and also the needs of the pupils. There was consistent use of
rewards and consequences. Students were made aware that if their behaviour was
good and they completed their work a reward would follow. If they did not, there
would be no reward. The rewards were simple, perhaps undertaking a sporting activity or going for a walk. This contrasts with most current school regimes where there
are few rewards for low attaining students and consequences are seen in terms of
punishment. As the behaviour of each individual had consequences for the whole
group, there was considerable peer pressure. This reinforced the focus on developing
team work and social and communication skills, which the students often lacked at
the start of the programme.
Not all students responded well to the Skill Force programme and some dropped
out. Skill Force personnel believed that they were more successful with students at
risk of exclusion rather than those whose behaviour had already deteriorated beyond
that point. Other students who benefited were those lacking in confidence, perhaps
because they had been bullied, and those with poor attendance. The Skill Force
teams worked with students to build on their strengths and support them in overcoming their difficulties. The focus on team work was crucial in this process. This emphasis on learning to work with others contrasted with most of the students prior
experiences in school.
It was beyond the scope of the evaluation to follow up the students to explore the
extent of the success of the programme in the longer term. Certainly they had gained
confidence and a range of practical skills but how these would actually affect their
employment skills was unknown. While they had gained qualifications some of the
teachers were sceptical about the qualifications on offer and felt that they would not
assist the students in obtaining employment (Hallam et al., 2003). However, for the
students who had previously not experienced success, the qualifications gained were
highly valued.
Overall, the programme was successful in helping participating, disaffected young
people to re-engage with learning, and in opening up clear progression routes to
post-16 education, training or employment. The findings demonstrate the importance of providing an appropriate curriculum and motivational assessment procedures in stimulating enthusiasm for learning. This in turn led to re-engagement
with education and a reduction in indiscipline. The curriculum was seen to be relevant to the young peoples needs and aspirations and was delivered by what were
for them high status role models whose credentials were related to the real world.
In addition, relationships were developed which enabled staff to provide much
needed guidance and pastoral support. The message for policy-makers is clear. If
we wish to improve attendance and reduce exclusions from school we must develop
curricula, and ways of delivering them to meet the needs of all students not only
those who have academic aspirations. While Skill Force is aimed at those pupils
who are at risk of exclusion, there are many more students who would benefit from

62 S. Hallam et al.
a range of alternative curricula to enhance their motivation and appetite for learning who are currently under-performing in relation to a curriculum to which they
cannot truly relate and a school system which does not acknowledge their growing
need for independence and choice regarding their own futures. For those at risk of
exclusion, the benefits, to them and the state, of getting them back on track are
immense in the short- and long-term. The financial costs of providing such alternative curricula in the short-term need to be considered with these broader and longterm issues in mind.
Notes
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1.

Emilce Rees, Heather Haskins, Jenny Blackmore and Jonathan Hallam were at the time of the
research employed at the Institute of Education.

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