ABSTRACT
School timetables automatically place severe constraints on longer-term developmental work. At high school the idea of residential experience grew out of a mixture of contemporary studies and PSE following reorganization in 1982. The lecturer did not wish to teach school pupils or young people who were not specially interested in engineering as a career. The pupils gained in self-confidence and were sometimes only attending the college course, and not attending school. By choosing courses, they would learn to negotiate a short modular course of study using equipment and techniques not readily available in school. This involved joint planning to relate school and college courses, careful briefing of tutors and students, the construction of clearly defined modules with unit accreditation, and monitoring by school and college staff of student experiences and progress. In some instances, the pupil went alone to a school's nursery class.
