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

14-19 PATHFINDERS: THE SECOND YEARMain Developments393. Underpinning the developments which are described below has been the growth ofcollaboration and partnership within the pathfinder. The headteachers stressed that theoutstanding benefit to them of the pathfinder has been the new spirit of cooperation which ithad inspired and the opportunity for staff of the four schools to work together. It wasrecognised that the schools faced similar problems of achievement, participation andaspirations. The commitment of the heads to joint working is such that they meet fortnightlyat 7.30 am. Partnership working is also reflected in the growing involvement of employersand the collaborative working between the schools, colleges and Connexions.394. In addition to the developments described below this increased collaboration hasencouraged joint post-16 provision. For example, two teachers from one school travel toanother to teach AS Psychology. In 2004/05 it is anticipated that A level Maths will beoffered by one school to students in another through the medium of video-conferencing. Afurther development in 2004/05 will be the offer to all schools of German and French ASlevels, again through video conferencing.395. There has been significant progress in the key objective of increasing employerinvolvement in learning. While individual schools had some employer links prior to thepathfinder these varied across the schools and under the ambit of the pathfinder have beensubstantially expanded and deepened. For example, one school has a series of work-relatedactivities running through years 9 to 11. These include industry days facilitated by the EBP,preparation for work experience and days focused on post 16 opportunities. Pupils meetprofessionals, for example, from the NHS and the private sector, who speak to them abouttheir own education and careers. The pathfinder has helped to develop these and similaractivities and embed them in the curriculum in ways which will help schools to meet therequirements for work-related learning.396. Some specific examples of co-working with employers follow.397. The appointment of two business links coordinators, both recruited from the privatesector, has been key to the development of this co-working. The coordinators havedeveloped contacts with employers which have led to offers of work placements and visits to120