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Four key pathways
Functional Skills
Foundation Learning Tier
Progression Pathways
GCSEs,
A Levels
The Diploma Apprenticeships
• Developing and delivering the Diploma programme is central to the qualification offer.
• Offers a once in a generation opportunity to tackle the historic divide between academic and vocational learning.
• A flexible structure which allows space for young people to choose options.
• Expansion of the Diploma programme in order to develop 3 new diplomas in Science, Humanities and Languages in 2011.
• Introduction of an entitlement to all 17 Diplomas for 16 – 18 year – old learners from 2013.
Diplomas
What does a Diploma look like?
Name Level Equivalency
Foundation Diploma 1 • 5 GCSEs
HigherDiploma
2• 7 GCSEs• Apprenticeship
Advanced Diploma 3• 3.5 A-levels• Advanced Apprenticeship
Progression Diploma 3 • 2 A-levels
Diploma grading scale
Foundation(level 1)
A*
A
B
U
Higher(level 2)
A*
A
B
C
U
Advanced(level 3)
A*
A
B
C
D
E
U
Qualification model: components
generic learning
functional skills:English, maths, ICT
personal, learning and thinking skills
work experience (min. 10 days)
project
additional and/or specialist learning
complementary learning, adding breadth or depth
progression pathways
choice
principal learning
sector-related
mandatory
newly-developed, unitised qualification
50% applied
Marking and grading
All components are required to achieve Diploma grade
principal learning
unit 1
unit 2
unit 3
unit 4
unit 5
unit 6
= contributes to overall Diploma grade
generic learning
functional skills: maths
personal, learningand thinking skills
work experience
functional skills: ICTfunctional skills: English
project
additional and/or specialist learning
qualification
AA
BB
BB
CC
BB
BBBB
BB
Curriculum design examples
• the Diploma within the KS4 curriculum
• progression through the Diploma
• whole school approach
Foundation Diploma in construction and the built environment• 600 guided learning hours (GLH)
generic learning240 GLH
3 x functional skills qualifications at level 1 (120 GLH)
level 1 project qualification (60 GLH)
10 days work experience
personal, learning and thinking skills (60 GLH)
principal learning240 GLH
7 mandatory units• design influences• applying design principles• using tools• methods and materials• value and use of the built environment• maintenance of the built environment• modern methods of construction
additional and/or specialist learning
120 GLH
Level 2 Certificate in Occupational Health and Safety• Health and Safety Act• hazards and risk• protective equipment
(example)
Qualification model: components
Higher Diploma in society, health and development• 800 guided learning hours (GLH)
generic learning200 GLH
3 x functional skills qualifications at level 2 (80 GLH)
level 2 project qualification (60 GLH)
10 days work experience
personal, learning and thinking skills (60 GLH)
principal learning420 GLH
9 mandatory units• principles, values and personal development• working together and communicating• safeguarding and protecting individuals• growth, development and healthy living• needs and preferences• antisocial and offending behaviour• supporting children and young people• patient centred health• the social model of disability
additional and/or specialist learning
180 GLH
BTEC First in Public Services• public service skills• citizenship, the individual and society• community and cultural awareness
(example)
Qualification model: components
Advanced Diploma in creative and media• 1080 guided learning hours (GLH)
generic learning180 GLH
functional skills at level 2 x 3 (prerequisite)
extended project qualification (120 GLH)
10 days work experience
personal, learning and thinking skills (60 GLH)
principal learning540 GLH
6 mandatory units• using creative and media skills in the context of a global community• digital technology in the commercial world• analysing the influence of genre• issues – a personal response• self-promotion – selling your ideas• creativity in business enterprise
additional and/or specialist learning
360 GLH
GCE A-level in Applied Art and Design (additional)
Level 3 qualification in Media Techniques(specialist)
or
(examples)
Qualification model: components
• Work is taking place with the DDPs and QCA, the HE sector and other key partners to identify clear pathways.
• The pathways will be used to help inform the development of appropriate information, advice and guidance material to help learners, providers and parents to understand which qualifications are best suited.
Diploma Progression
Administration for complex qualifications
12
Learner chooses Diploma offer based on qualifications on catalogues
Learner is registered for ULN
Achievement recorded on Diploma aggregation
service
Achieves project and functional skills qualifications
Achieves principal learning qualification
Achieves additional/specialist learning qualification(s)
Diploma award and transcript from Diploma
awarding body
Achieves all components necessary for Diploma
Calculates grade
Administration for complex qualifications
etc.
Certification and the transcript
13
Principal learning
certificate
BB
Project certificate
BB
ASL certificate
BB
Transcript
• overall Diploma grade• principal learning units and overall grade• description of personal, learning and thinking skills and record of their achievement• project grade and title• functional skills• additional and/or specialist learning grades• confirmation of completion of work experience
Diploma certificate
BBFunctional skills certificates
Certification and the transcript
Ian is a very able student, and has an interest in technology, intelligence activities and strategic computer games. He would like to get a solid grounding in ICT skills, so that he can later pursue his interest in military intelligence, or computer game design. He attends a Catholic technology college in Darlington.
Learning at KS4 - Level 2 IT Diploma, (including 1.5 GCSEs as ASL) and 3 other GCSEs
Work experience – placement at Darlington College at Catterick garrison, learning about the Torch Hub and IT training for military personnel
Project – designing teaching aid animated presentations in Macromedia Flash to be used for KS3 science lessons, which were put up on the school website.
Ian – Information technology – L2
Post 16 learning:Ian will be progressing to the level 3 Diploma in IT, with GCE AS mathematics and GCE AS Spanish as ASL. He thinks he will probably carry on with mathematics to A2, and would like to study some aspect of IT or computer science at university, but has not decided how he would like to specialise.
Chyou – Engineering – L3 Chyou is a very able student. She attends a girls' grammar school. She
wants to become an archaeologist, but her parents want her to specialise in something more scientific (researcher, engineer), and have urged her to take courses that keep her options open.
Diploma Choices:
• Additional/Specialist Learning : GCE A level in Physics and GCE AS level in Ancient History
• Work Experience: A placement with a public body that protects historic sites, shadowing a Regional Science Advisor, and assisting her colleagues in the engineering sector with their consulting work for this organisation.
• Extended Project : An investigation with the title “Reconstructing History – The Lighthouse at Alexandria”, detailing the history and archaeology of the structure, and including plans for how it might be rebuilt using current engineering techniques and appropriate materials.
Progression RouteChyou does not want to choose between engineering and archaeology but cannot find a higher education course that allows her to combine the disciplines to her satisfaction as an undergraduate. She is thinking instead of pursuing a Joint Honours Degree in Physics and Archaeology. She hopes to be able to request to study modules from the Engineering course during her first year.
Lauren
18
Lauren is a key stage 4 student taking the Foundation Diploma. Lauren is quiet and a bit shy. She has always enjoyed art and design and technology lessons and since she was given a digital camera for her 14th birthday she has photographed anything that moves. The Foundation Diploma in creative and media at key stage 4 gives her the opportunity to explore her new-found passion while learning about the creative and media world. She wants to understand better the way ICT and photography work together. Lauren attends a specialist language college which has links with her local church. In her spare time, she frequently volunteers within her local community.
19
Lauren: Foundation Diploma in creative and media
generic learning240 GLH
functional skills (120 GLH)
project (60 GLH)
minimum 10 days work experience
personal, learning and thinking skills (60 GLH)
principal learning240 GLH
5 mandatory unitsIntroducing the creative and media world
Introducing production skillsIntroducing performance skillsIntroducing creative and media skills in a local community context
Using creative and media skills in a local community context
ASL120 GLH
City & Guilds Level 1 Award in Darkroom Printing (30 GLH)
Level 2 award in Photo Image Presentation (30GLH)
Art and design GCSE (short course) (60 GLH)
20
Progression route: Lauren has been able to pursue her interest in photography whilst developing her inter-personal and social skills. Her confidence has massively increased over the two years and she now wants to take a BTEC Certificate in Photography together with ICT and business studies GCSE. She is also enthused by ‘moving pictures’ and thinks that film studies would be something that she would like to know more about for the future.
Work experience
AND... principal learning; functional
skills; personal, learning and thinking skills
Project
English GCSEMaths GCSEScience GCSEReligious Education GCSE (short course)ASDAN certificate in community volunteering
Level 1 certificate in FrenchDrama GCSE
General KS4 courses
Two week placement (and some isolated Saturdays subsequently) with a photographer where the bulk of commissions are for family portraits, weddings and passport photos. Sometimes old negatives or movie footage are brought in for transposing onto a CD or DVD and Lauren learnt about the processes involved. She was also able to act as receptionist from time to time, taking bookings and welcoming clients. Later on, she shadowed the senior partner at two weddings where she was permitted to make suggestions about the composition of some group portraits.
Lauren decided that she would like to make her own film and needed to find a suitable context. Early in the course, she learnt about a plan to start a children’s class locally to teach children circus skills. She decided to investigate the arguments for using people as opposed to animals in circuses and produced a short animated film sequence to convey her ideas.
21
Marta
21
Marta is a student in key stage 4 taking the Higher Diploma. For as long as she can
remember her favourite school subject has always been ICT, so she jumped at the chance
to do the Higher Diploma in IT. It allowed her to concentrate on what she enjoyed most. She
does not want to continue in full-time education after 16, so she decides to take an
apprenticeship which will allow her to continue learning about IT. She does not yet have a fixed idea about what sort of IT-related career she will
eventually have, but she knows that an apprenticeship will provide her with a wide
range of career options.
2222
Progression Illustration: MartaHigher Diploma in IT
generic learning200 GLH
functional skills (80 LH)
project (60 GLH)
minimum 10 days work experience
personal, learning and thinking skills (60 GLH)
principal learning420 GLH
mandatory units
• The Potential of Technology• Exploring Organisations• Effective Communication• Skills for Innovation• Technology Systems • Multimedia • Managing Projects
additional and/or specialist learning
180 GLH
Level 2 Diploma in ICT Systems Support (210 GLH*)
* ASL may exceed the GLH requirement by up to 50% for an individualqualification listed within the Diploma catalogues
2323
Progression route: Marta has taken a IT and Telecoms Professional Apprenticeship, and is working in the IT department of a large insurance
company’s head offices. She is part of a team which manages the office’s intranet and deals with users’ computer problems.
Work experience
AND... principal learning; functional
skills; personal, learning and thinking skills
Project
Marta worked for two and a half weeks in the research centre of a large telecoms company. She provided general administrative assistance to a research team developing the technology to call out the emergency services automatically when elderly people who live alone need help but cannot reach a telephone.
English GCSEMaths GCSEScience GCSEAdditional Science GCSE
General KS4 courses
Marta’s project was about website design because she was considering the possibility of a career as a website designer. She chose to investigate the problem of why web pages display differently in different types of browsers. She researched the display features of the most popular browsers and experimented with some HTML code she had written to see what display errors occurred and how they could be overcome by changing the coding in various ways. She presented her project in the form of a website which provided advice on how to create web pages which display correctly in most types of browsers.
By 2015 every young person will be in some form of education or training until the age of 18. But let’s be absolutely clear, this is not about forcing young people who want to work while they train to stay at school. The Education and Skills Bill will galvanise the entire system, changing expectations so that young people stay on in learning beyond 16, not just because it is compulsory but because they can see the benefits.
Ed Balls, Secretary of State for Children, Schools and Families29 November 2007