Curriculum & Assessments

Learners who come to Youth Works have been on very different learning journeys.  Many of them have become disengaged with learning and arrive with a negative view of education.  Some have struggled with their learning and have been unable to positively engage with education, others have found mainstream school a frightening place and may not have attended school for a considerable amount of time.  Some of our learners have had a lot to deal with outside of school.

The first aim of our curriculum is to engage our learners and provide a positive learning experience, starting from a place where they feel comfortable and safe. 

​Our curriculum provides learners with qualifications in the functional skills of English, Maths and ICT, as well as a range of vocational and arts based subjects and with positive opportunities to learn and achieve. Functional skills are the essential skills needed to partake in learning and employment.

It builds learners’ confidence in their capacity to learn and work, developing resilience and a growth mindset. It also promotes learners’ spiritual, moral, social and cultural development, preparing them for the responsibilities and experiences of adult life.

Click HERE to view our Curriculum Policy

Click HERE to view our Young Persons Curriculum paper

​Individual learning plans

Some academic data for each learner is usually provided by their mainstream schools at the point of referral, but we also complete a series of baseline assessments with each learner once they start at our school.  These assessments are analysed and an appropriate learning plan is put in place to improve their academic performance.  We start with each learner at a place they are comfortable at and support them to progressively gain new knowledge and understanding, as well as acquiring and demonstrating new skills.

Subjects are taught in small groups of learners who are of similar ability rather than year groups. Individual learning plans may include therapeutic and groupwork interventions dependent on need.


City & Guilds functional skills

  • ​English – 5 levels of learning from Entry Level 1 to Level 2
  • Maths – 5 levels of learning from Entry Level 1 to Level 2
  • ICT – 3 levels of learning; Entry Level 3, Level 1 and Level 2.

From September 2023 we will be offering an iGCSE in English and/or Maths for those learners who are at a place where they feel confident to study for it.

In 2023/2024 we  are introducing an Entry Level Science qualification

City & Guilds employability skills

  • ​Employability skills – Award and Certificate at entry level 3 and level 1.

Areas of study include:

  • Skills for working in the construction industry
  • Skills for working in health, adult care, social care and child care
  • Skills for working in the hospitality and catering industry
  • Enterprise projects

Other vocational arts based qualifications

  • ​City & Guilds Hairdressing and Beauty – Entry Level 3 qualification
  • City & Guilds Introduction to Travel and Tourism business – Level 1 Award
  • City & Guilds Level 1 in Horticulture 
  • Customer service – Certificate at Level 1.
  • AQA units in Bike maintenance.
  • Arts Award – Bronze and silver​.

Our curriculum also covers Citizenship, PHSE and Sport & Fitness.

Citizenship helps to provide pupils with knowledge, skills and understanding to prepare them to play a full and active part in society, learners are challenged to think about their perspective on many important and relevant topics.

Our PSHE curriculum aims to develop the knowledge, skills and attributes learners need to keep themselves healthy and safe, and prepared for life and work as global citizens.

Our Sport and Fitness curriculum aims to engage our learners with sport and other physically demanding activities. It provides opportunities for pupils to become physically confident in a way which supports their health and fitness. Sport and fitness is closely linked to wellbeing.  We also aim to engage learners in physical activities that interest them and provide an element of risk and excitement.


​Initial and ongoing assessment of learning and social and emotional progress are an intrinsic part of the programme and include the following:

Initial assessment

  • Review of current attainment levels from previous school
  • ​​Initial assessment of functional skills
  • ​Feedback from the learner
  • ​​Feedback from the parent or carer

Assessment of developmental progress and soc​​ial and emotional well-being

  • ​​​Teen Star assessment
  • ​Boxall Profile
  • Strengths and Difficulties Questionnaire (SDQ)
  • ​​CORE assessment for those accessing therapeutic interventions
  • ​​​Secondary Insight Self-Esteem Indicator

Assessment of​ learning

  • ​Ongoing formative assessment recorded by the tutor​​ and through the learner’s individual learning plan
  • ​Self and peer assessment
  • ​Observation and assessment at end of units by designated assessor according to the accrediting bodies’ guidelines
  • Examinations

Refer a learner to the Community College


“Not only did my son sit his exams and pass with great grades, he has also been accepted for not one but three courses at Tresham. My little boy has turned into a great young man.” 
 – Parent of previous student