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

14-19 PATHFINDERS: THE SECOND YEAR512. Interestingly, however, the Course Menu was described to us as a ‘tool for seniormanagers in the schools’ and it was for each individual school to decide how to use it withintheir options system. Thus there was no commitment to provide an entitlement for every 14year old in Southampton to have a choice from all the options. This was largely justified onpragmatic grounds – it would not be possible for travel reasons for some students to accesssome options.513. There was no overall approach to transport – one school, for example, provides aminibus to take students to other sites, in another the headteacher was adamant that studentsshould make their own way, seeing this as an important element of independent learning.514. Elements of common timetabling have been agreed with the allocation of twoafternoons per week to the Course Menu options which have also been integrated into theoptions blocks515. In curriculum there is a strong emphasis on vocational GCSEs and there has beensome staff development related to these through LEA-established subject panels and throughthe specialist schools. There is also a wide range of pre-NVQ courses available at the FEcollege, building on earlier Increased Flexibility-funded work. However, there was anabsence of alternatives to GCSE at level 2 although the Pathfinder leaders argued that ifvocational GCSEs are taught ‘properly’ they can provide a viable alternative for students whoprefer different learning and teaching styles.516. A further feature of the Pathfinder was an emphasis on accelerated learning at 14-16,supported by the colleges. There are opportunities for accelerated learning of AS courses –courses offered include Critical Thinking and Psychology. This focus on accelerated learningaims to promote not only progression generally, but also boost progression to Southamptoncolleges from Southampton schools and so address the outflow of students from the city post-16. Twelve of the fourteen secondary schools within the city have also expressed interest inan accelerated KS3 and three workshops have been undertaken for school staff. For example,one school is enabling its students to take early GCSEs English, Maths, Science, History and151