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About the case study

The school, in collaboration with others, has developed a work-related programme that includes work in school, in college and in the workplace. Students choose a pathway to follow and have a number of options within that pathway. The number of pathways needed to meet the needs of all students is under debate.

The school

Bitterne Park is an 11-16 mixed comprehensive school with a roll of 1,360. It is situated in a mixed residential area north-east of Southampton. Around 20 per cent of students have special educational needs without a statement.

Since 1999, the percentage of students attaining five or more A*-C grades at GCSE has risen by 10 per cent. The headteacher identified the improvement as the culmination of three years of targeted effort: ‘We wanted to raise standards at key stage 4, to improve the school’s results, but also to better prepare the students for post-16 progression in terms of qualifications, attainment and having a 'can do' attitude.’

Rationale for the curriculum development

The school reviewed its key stage 4 curriculum in 1999. The aims were to:

• improve results
• ensure that students acquire the skills and attitudes to enable a successful transition to post-16 learning or employment
• motivate and inspire students in danger of disaffection
• provide vocational learning to a higher proportion of key stage 4 students.

Although the post-16 transfer rate to college was satisfactory, the subsequent drop-out rate during year 12 was high. Progression and improved links with the local FE college were a priority and the college was involved in the review.

The key stage 4 curriculum

The review led to the concept of curriculum pathways that reflect the different needs of three broad groups of students:

• those in need of study support (around a quarter of the cohort)
• those whose needs are met by a programme that includes vocational learning (also around a quarter of the cohort)
• those whose needs are met by a GCSE programme (around half the cohort).

The school recognises that students respond differently to a range of teaching styles. In year 9, a learning skills day highlights how important it is for students to recognise their preferred learning style. The information gained during this learning skills day enables the school to identify the three groups and match them with appropriate teaching approaches and assessment methodology. For example, some teaching approaches adopted by the college are seen as a good match for those students who prefer kinaesthetic learning.

Continued dialogue with post-16 providers ensures that appropriate post-16 progression routes are available. Information on progression is made available to students at the beginning of key stage 4.

The key stage 4 curriculum structure

View key stage 4 curriculum diagram

The vocational programme

The programme is in two parts. One part takes place in school and the other in college.

At school, students opting for a vocational programme complete units from an entry-level certificate in skills for working life to prepare them for employment in any vocational area. The units include:

• health and safety
• working together
• setting up an enterprise activity
• information technology.

They also choose from a range of college placements that enable them to do one or more of the following:

• experience taster courses
• work towards the more specialised units of the skills for working life qualification
• work towards an NVQ.

Students must apply for a place on the programme of their choice and have a careers interview. A contract setting out the responsibilities of all three parties is signed by the school, college and student. Following an induction day at college, the students spend half a day per week for two terms working on the vocational option they have chosen, for example construction trades, hairdressing or bakery.

The third term is spent on individual work placements in the vocational areas the students have found most interesting. Students also visit a range of different workplaces as part of their school-based programme.

The work-related programme in year 11 comprises:

• an 'induction to work' programme
• a careers interview
• a work placement for one day per week over several months
• time in school to enable students to reflect on their experience, set targets for their performance in the workplace and review progress.

Collaboration

The school has links with several colleges, each for a specific purpose. Southampton City College collaborates with a group of 12 schools to provide vocational courses. Originally, this collaboration was based on provision for the Vocational Access Certificate and Part One GNVQs, but the experience gained is now being used to develop high-quality provision for the successor qualifications - GCSEs in vocational subjects and the entry-level certificate in skills for working life.

Staff benefited from sharing teaching materials and ideas through a staff development consortium of local schools, and this will be extended to include college staff who teach GCSEs in vocational subjects.

Students from across the area who are starting a GCSE in a vocational subject attend an induction day at the college, one purpose of which is to emphasise progression opportunities within the subject.

Evaluation

Students who have been involved in the vocational partnership programme say that the benefits from their college experience are: 'you are treated like an adult' and 'you get a chance to work with new people'. They speak of how well the courses motivate them, demonstrated by the reduction in the incidence of poor behaviour by those involved.

Some students have been proactive in organising extended work placements for themselves during year 11. One student has benefited from the experience and confidence gained and set up a placement that will lead to post-16 progression to a modern apprenticeship.

Teacher commitment to the initiative and allocation of sufficient resources make the vocational programme successful. Each teacher accompanies each group of 15 students during their time at college.

Future developments

Although the stimulus for discrete pathways, including college links, was focused on lower attainers, the school is now developing further the concept of different pathways to suit different groups of students. The headteacher feels that three pathways is limiting and has suggested expanding the number, perhaps to five.

The school is running a course leading to an AS in government and politics during key stage 4 and has discussed with Eastleigh College how students will progress to the A2. This will be evaluated as a pilot for the further introduction of AS level courses, perhaps taught by college staff.

Some students currently take an NVQ level 1 in sport and recreation at Itchen College and discussions are underway to involve this college in the school's plans for specialist status in performing arts. The college's arts facilities could be used to allow students to start level 3 work during year 11. School and college staff could share the teaching.

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