Past AEP Examples
-
Extends high achievers
-
Motivates underachievers
-
Tackles barriers to learning
-
Supports independent learning
-
Learner needs centred
-
Deep learning opportunities and resources
-
Bespoke learning programmes
-
Improves wellbeing and confidence
Please note that though it might be valuable to contextualising these projects we cannot divulge the SEN details. Please accept that these achievements were celebrated by the students, parents and brokering parties alike as having resolved a variety of issues and assisted in the short/medium and long term development of the child /young adult in question.
KS2
1 day / week 1:1 Alternative Provision
Duration 8 weeks
​
Cooking, making music /singing/ drumming
made a scale model of a car using laser layers. Finished very carefully.
KS3 - 4
Multiple sessions.
Initiated by parent at own expense, eventually funded by school SENCO
​
Range of activities including music, cookery, textiles, sewing and knitting.
Interested in animals, childcare, making gifts for people.
KS3 Yr 9 School refuser
2hrs Per week 1:1 8 weeks Alternative Provision
Session 1
The student chose to make one of our Downhill Racer buggy kits from a range of activities available. He decided to design the wheels himself using CAD CAM with a little assistance. The way this is done enables him to separate out and paint the wheel rims white. This is done beautifully and he shows great attention to detail. Leaves after 110 mins with permission from school.
​
Session 2
He makes the body. Again, shows attention to detail. He sculpts the body carefully using a hand sanding machine - not essential but he requested to do this. Leaves at 2hrs on the dot having enjoyed himself and worked solidly.
​
Session 3
He needed to stop his wheels 'squeeking' so, after some discussion, decided to lubricate with graphite dust from a pencil. He then became interested in the process of making graphite dust. This is where he departed from the typical linear learning process of making the car - and embarks on a cyclical 'empiracle' learning style (trial and error) of making a tool to make graphite to lubricate the cars wheels.
This is why T&S is so valuable to him.
He began to wonder how much graphite he can make and how fast he can make it.
So he started to independently experiment with various methods - asking politely for various resources and following a logical process of decision making. At one point he realised that his graphite dust was contaminated with wood dust from the pencils, all of which is grey in colour. After a series of questions by our staff he concludes to separate the woodfrom the graphite by floating the dust in water because the wood will float! He also found that soap helped to break down surface tension.
​
Fingers grey with pencil dust he used various tools safely and responsibly including a cordless drill. He cut, assembled and modified scraps of material to cobble together a jig to hold the drill.
Our staff designed a Laser cut tube to hold the pencil vertically over the sanding drum - all with his input and direction.
​
By 2 hrs he is making loads of graphite powder from artists graphite sticks that we buy for him at the local shop. Leaves after 2 1/2 hours. He has been polite with good manners and a sense of humour. He has a hands-on, purposeful kinasthetic learning style where he independently manages and learns authentically, at his own pace and at a deeper level than would have been likely during the same project taught in school. ( I know!)
On the Leuven Scale for Well-being he scores 5/5 and the same for 'engagement'.
​
KS3
Yr 9 Student brokered by a children's residential home
2hrs Per week 1:1 Alternative Provision
​
Made a 2x scale downhill racer with suspension and full Ackerman steering! This was designed in laser cut layers and assembled by the student. The steering geometry was a study from the www on the correct geometry for the wheelbase. This has real application in every car on the road and looks so cool!
​
KS3
Yr 8 / Yr 9 Student brokered by local school SEN coordinator
2days Per week 1:1 Alternative Provision for 2 years duration
Multiple projects, photography, videography, audio recordings and eventually video directing. Designed props, wrote scripts and formed his own video production brand.
​​
KS4
Yr 10 Student at risk of exclusion brokered by a local school senior management
2 days Per week 1:1 Alternative Provision for 3 weeks duration
Made a loud speaker based on a Monster Truck. Focus on finishing techniques and electronics.​​
KS4
Yr 10 - 11 Student long term provision supporting GCSE
3 days Per week 1:1 Alternative Provision for 18 months
This lad was a local rough diamond - a country lad in the heart of Suffolk who's hobbies included camping out and hunting various game. School was too academic for him. We got him through his English and Maths plus a huge variety of projects based on his on his interests. He went on to the local Ag college do his dream career of being a game-keeper. He was a real gentleman at heart.
KS5
Post 16 Student 1 Day per week with mentor support. Brokered by youth training agency.
2 Years duration
Incredible skills in modelling weapons using aluminium foil. Car enthusiast so he got into modelling scale cars using CAD CAM and laser cutting. This involved designing each layer as a cut through the vehicle. The assembled model was ultra detailed which he then painted with great care. We put him in touch with a local model maker.
KS5
Post 16 Student 2 hrs per week with mentor support for 6 weeks brokered by youth training agency.
​
Student showed good understanding of CAD CAM which meant we could quickly design and cut the parts for a jeep kit simply by measuring a printed image.
​
Generated a machine gun in 3D then 3D printed in PLA.
​
Student added plenty of detail manually. Steering working, wheels turning - all to spec as required by student.
KS5
Post 16 Student 2 days per week for two years with mentor support then a year as technical support to T&S . Brokered by local youth training agency.
​
Student had excellent understanding of CAD CAM, electronics and control. Self taught techie. Vast technical vocabulary, multilingual - spoke English and Computerese, could fix anything electronic or electrical. Excellent independent learning skills. Student was able to help support other learning groups in technology as part of his development plan. He designed a product for a local business to inspect the interior of air conditioning systems. He also learned to use Solid Works software to design and make a 3D printed gearbox for our award winning aircraft.
​
The student competed in a national STEM challenge three years consecutively and won his category of payload carrying aircraft. In doing so he also achieved Silver and Gold CREST awards. He returned for a third year 'work experience' in providing tech support to T&S as part of his provision.
​
And yet . . he had struggled in school.
We call him our 'avatar' - and there are more out there like him that our nation needs in a range of technical capacities across the Uk.
​
​​​
