Many schools that are preparing to introduce Triple Science GCSEs may find it helpful to collaborate with other schools or other institutions to share expertise and explore how best to deliver the entitlement. This publication looks at some of the issues facing schools in doing this. It focuses on the benefits of collaborative working and the management and operational arrangements needed to make it work. Although the main driver for collaboration is to expand the science curriculum to include the Triple Science GCSEs, this will involve changes to the delivery of the whole science curriculum. It provides practical advice and examples of good practice drawn from a range of sources. It also draws on the lessons learned from partnership and collaborative delivery models developed through programs funded by the Department for Children, Schools and Family (DCSF, part-successor to the Department for Education and Skills, DfES), such as the Increased Flexibility for 14-16 Year Olds Programme (IFP) and 14-19 Pathfinders. The key common strand to all these initiatives is their recognition that successful 14-19 education and training can be offered through effective collaboration between schools, colleges and other partners planning and delivering learning opportunities, sharing resources, expertise and specialisms. This publication is aimed at school managers and teachers of science who are investigating ways of providing the Triple Science entitlement by working in partnership with others. Appended to this document are: (1) Duty of care requirements; (2) Improving school attendance; (3) Vetting arrangements; (4) Useful organizations; and (5) LSN science publications. (Contains 5 figures and 3 online resources.)