The term ‘pathway’ is used here to mean a programme designed to meet the needs of, and provide progression for, an identified group of students.
The concept of pathways within the 14-19 curriculum is not new. Schools and colleges have always provided for students of different abilities, aptitudes and interests, for example by offering a range of courses within each option block, or by using different types or levels of qualification to cater for different needs.
Recent curriculum development has been influenced by the expectation of a more flexible 14-19 curriculum and the need to develop the skills and aptitudes required in the twenty-first century economy. Some schools have made the provision of pathways within the curriculum more explicit by presenting key stage 4 option choices in this form - asking students to choose a curriculum pathway that comprises a constrained choice of subjects.
Several of the case studies on this website show a key stage 4 curriculum comprising three or four pathways. In reality, there will be a larger number as students choose within a pathway to take a broad programme leading to general qualification or to give an emphasis to languages, vocational work, science or business.
There are advantages and disadvantages to a ‘pathways curriculum’.
| Advantages of pathways |
Disadvantages of pathways |
Each pathway can be designed and presented as a coherent package.
Each pathway can be planned to meet needs of specific groups of students.
Students can be advised on an appropriate pathway.
Using pathways can maximise chances of success because each is planned to engage specific students in their work.
Pathways can concentrate on promoting different teaching and learning styles, including experiential learning.
Each pathway can have clear progression routes to FE, MA, HE, employment.
A curriculum divided into pathways can accommodate a range of provision, including varied pace, differing time allocations and off-site provision. |
At 14, not all students are clear about their future plans and some might be unsure about the most appropriate pathway.
Could inhibit movement or progression into different areas of learning if students change their minds about where their interests lie.
Different pathways might be perceived to be of differing value or status, so a hierarchy could exist or be implied.
Separate pathways might create mutually exclusive groups within a year group and restrict students from interacting with a range of their peers.
Some students on particular pathways might have limited access to some curriculum areas, including entitlement areas.
Pathways have to reflect group rather than individual interests and, where groups are small, they might not be viable. |
Schools can overcome some of the disadvantages, for example by:
- providing high quality advice and guidance (see ‘identifying student needs’)
- ensuring that students can access a range of subjects from each pathway
- enabling students to move between pathways at transition points
- ensuring that each pathway can lead to progression in other pathways/do not limit progression to other pathways
- presenting the pathways as ‘equal but different’
- avoiding labels and curriculum displays that reinforce a hierarchy
- stressing where the curriculum is common as well as where it varies
- emphasising the positive aspects of each pathway and the students for whom it is appropriate
- establishing pathways only when they provide equally viable alternatives.
Timetabling
An important issue arising from a pathways approach is whether students should be taught within a chosen pathway for their whole timetable. This is particularly an issue for vocational or work-based pathways that involve students working off school premises for some of their time. Schools have different views on whether to:
- timetable core lessons and common option blocks when all students are on site, to provide flexibility of subject choice and enable students to mix across the year group, or
- timetable the pathways separately so that vocational students can attend college or work with a training provider without missing lessons and without putting a constraint on the timetable.
Again, there are advantages and disadvantages to separate timetabling.
| Advantages of separate timetabling |
Disadvantages of separate timetabling |
Groups can follow separate pathways without affecting the timetable of others.
Groups can develop an identity and a work ethic appropriate to their pathway.
Teachers can ensure that work within school relates to work in other settings and that vocational aspects are stressed.
Students do not have to miss lessons and do not have work to make up. |
Students do not meet and mix with their peers on other pathways, nor do they have the opportunity learn from and with students with different abilities and interests.
A negative group identity or ethos might develop.
Students not following vocational programmes might miss out on work-related links with their curriculum. |
How schools decide on their approach depends on their assessment of the relative weight of these advantages and disadvantages, as well as other considerations such as:
- the availability of staffing for timetable, including part-time staff
- the timing of college/work placements
- the number and nature of students involved
- how core subjects are timetabled
- whether students from more than one pathway take subjects from the same option blocks
- school policy on setting within subjects
- the composition of tutor groups and what is taught in these groups.
Also see
> Individualising the curriculum
> Pace and progression
> Extended work-related learning programmes: guidance for schools
Case studies
> Developing a key stage 4 curriculum
> Curriculum design
> Progression
Other web links
> DfES: 14-19 pathfinders
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Page updated: 12 June 2008