Collaborative Approaches to 14-19 Provision - Communities and ...

14-19 PATHFINDERS: THE SECOND YEAR372. In another school we observed the teaching of an RE lesson using the LondonLearning Network online resources which gave a flavour of the ways in which the LewishamVLE would work.373. The VLE is expected to work through what is described as blended learning - that iscombinations of on-line and face-to-face learning, although purely distance learning on-linecourses may also be developed.374. As part of the preparation for the development of the VLE the pathfinder used aconsultant to survey the state of ICT provision across Lewisham schools. It was discoveredthat this was patchy and that the use of MIS was particularly idiosyncratic. About sixdifferent systems were being used across the schools - one was still using an MS-DOS basedsystem for some work. It was recognised that this patchwork of approaches would posedifficulties for the implementation of a comprehensive, holistic VLE across all schools.375. Another feature of the pathfinder is the involvement of young people in the shapingof 14-19 provision. This builds upon a tradition of such involvement in Lewisham, whichhas a Young Mayor. A Young People's Forum has been established, with representationfrom each of the schools and colleges. The forum has discussed a range of issues includingcurriculum and choice, new technologies and partnerships and information, advice &guidance. We attended a meeting at which the forum received a presentation on the VLEwhich was followed by a lively discussion in which a wide range of views from the deeplysceptical to the enthusiastic were expressed about the potential of the VLE.376. The 2002 AWI reported that quality of advice and guidance provided at that time bythe local careers company and school staff on post-16 opportunities was inconsistent. One ofthe issues for attention in their report was to “enhance the quality of guidance for post-16options and ensure all school-leavers receive a basic entitlement of comprehensive andimpartial advice”. Since that report some of the responsibility for advice and guidance haspassed to the Connexions service. There was some evidence that schools were receivingvarying levels of service from Connexions. Despite this a meeting of careers teachers whichwe attended appeared reasonably confident that the advice and guidance systems in their115