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

14-19 PATHFINDERS: THE SECOND YEAR483. Thus the purpose of the TLGs is to translate and, occasionally, suggest policyand its practical application and conduct research into implementation. For example, theCurriculum Framework Group has developed approaches to tackling practical problemsin post-16 collaboration such as timetabling, travel and funding. The Unified GuidanceGroup has surveyed 1000 students on guidance structures and ILP software and decidedon the development of an ILP system. The Off-site Education Group has developedcommon administration protocols, reporting and recording procedures to be followed byall centres which 'host' students from other centres. The Specialist Courses Group iscurrently undertaking an audit of work related learning experience in all centres.484. The structure of the TLGs evolves and it is likely that in 2004/5 the currentstructure will be revised – as some of the TLGs will have achieved what they were set upto do. There may be fewer TLGs established in the future, with more shorter-term, ad-hocgroups (e.g. subject groups working on interactive e-learning materials).. This will havethe effect of increasing the number of teachers involved in the organisation, maintenanceand development of the Pathfinder and is part of its the capacity-building focus.485. Through their involvement in the TLGs headteachers, deputies and a core ofstaff in each institution are actively involved in the planning, organisation and evolutionof the Pathfinder. Thus there are groups of teachers in each centre with a strongcommitment to the Pathfinder and knowledge of how it operates and why. We gained astrong sense of ownership of the Pathfinder and Partnership and no sense from anyonethat we met that the Pathfinder was something being imposed either from ‘above’ or‘outside’. The unity of purpose and commitment to collaboration was striking.486. Post-16 collaboration within the Pathfinder is well advanced because of thepioneering work of the Kingswood Partnership. There is a post-16 prospectus availableacross the Partnership and effectively a common post-16 timetable. Students apply forcourses through their own school and, when it is seen which courses are in demand,subjects are finally grouped into option blocks and best-fit timetabling undertaken.144