College partnership section:

Working together

A Curriculum for Excellence will broaden and enrich the curriculum on offer for pupils of statutory school age S3 and above. In partnership with Edinburgh’s three Colleges : Jewel & Esk College, Edinburgh’s Telford College and Stevenson College Edinburgh City Council will enable school pupils S3 and above to access a challenging and relevant curriculum at college.

Download/ view online  Schools College partnership e Newsletters

• School college partnership newsletter January (pdf, 290kb)

Pupil feedback:

Good quality of teaching.’ Motor Vehicle

 ‘There was more variety within the college course.’ Sport & Fitness

‘Really good and practically based.’ Photography

‘Brilliant lecturers…good atmosphere.’ Sport & Fitness

 ‘We are treated differently to school…like an adult.’ Hairdressing.

‘Relaxed environment. ’ Media

 ‘Good to focus on one thing in depth.’ Early Education & Childcare

‘I like mixing with other schools.’ Motor Vehicle

 ‘You are made to feel more responsible for yourself.’ Dance

‘Helped me with my choice of career.’ Motor Vehicle

Partnership agreement:

A Service Level Agreement between CEC and the three colleges has formalised this partnership. The following outcomes have been identified and specific targets set.

Outcomes

Contribute to and increase the number of young people in positive post school destinations  in line with the single outcome agreement

Contribute to and increase the number  and range of appropriate accreditations available to young people

Ensure equity of opportunity for young people in all school settings

Increase the number of young people who successfully achieve accreditation in vocational learning in line with Curriculum for Excellence

Increase the number of school leavers using College as a stepping stone to Higher Education

Specific Targets (baseline 2008 – 09)

Significant increase in the proportion of winter leavers who complete their collegecourse

Significant increase in the proportion of winter leavers who gain accreditation for their college course

Significant increase in the proportion of winter leavers progressing onto a full time college course

Significant increase in the proportion of 3^rd and 4^th years completing the college course they started

Significant increase in the proportion of 3^rd and 4^th years gaining full accreditation for their college course

Significant increase in the proportion of 4^th year and 5^th year winter leavers who have had school college provision staying in learning or making a positive transition post school