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THE ENGLISH DIPLOMA SYSTEM FROM 14+: A DESIGN FRAMEWORK FOR CONSIDERATION BY TOMLINSON

THE ENGLISH DIPLOMA SYSTEM FROM 14+: A DESIGN FRAMEWORK FOR CONSIDERATION BY TOMLINSON. Dr Ann Hodgson and Dr Ken Spours November 2003. TOMLINSON 14-19 TERMS OF REFERENCE. To make recommendations for:

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THE ENGLISH DIPLOMA SYSTEM FROM 14+: A DESIGN FRAMEWORK FOR CONSIDERATION BY TOMLINSON

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  1. THE ENGLISH DIPLOMASYSTEM FROM 14+:A DESIGN FRAMEWORK FOR CONSIDERATION BY TOMLINSON Dr Ann Hodgson and Dr Ken Spours November 2003

  2. TOMLINSON 14-19TERMS OF REFERENCE To make recommendations for: • “a strengthened structure and content of vocational programmes, and greater coherence in learning programmes for all young people throughout their 14-19 education; • assessment arrangements for 14-19 year olds that are appropriate to different types of course and styles of teaching and learning, with the overall amount of assessment manageable for learners and teachers alike; and • a unified framework of qualifications that stretches the performance of learners, motivates progression and recognises different levels of achievement.” Dr Ann Hodgson Dr Ken Spours

  3. TOMLINSON 14-19WHAT IS THE GROUP PROPOSING? A new diploma framework: • high-status diploma qualifications covering the whole learning programmes, rather than existing individual qualifications; • Different types and levels of diploma; • 4 levels of diploma: entry, foundation, intermediate and advanced; • combining specialist, general and (supplementary learning); • more stretching than existing qualifications; and • fewer written examinations than now; and assessment by teachers, lecturers and trainers would be given more importance than now. Dr Ann Hodgson Dr Ken Spours

  4. TOMLINSON 14-19CURRENT KEY DEBATES • Concepts of general and specialist and what should be offered pre-16 • Labelling diplomas or not • Progression 14-19 and recording achievement of diplomas • The role and content of the Core • Actual design of diplomas (e.g. component, volume, grading etc) • Achieving reduction in the assessment burden • How much diplomas use existing qualifications Dr Ann Hodgson Dr Ken Spours

  5. ENGLISH DIPLOMA SYSTEMMAIN DESIGNPRINCIPLES • Whole system inclusion - bottom and top • Progression - climbing frame approach • Learning space - quality of learning • Skill building - supporting independent learning • Coherent learning programmes • Choice, flexibility and specialisation • Different forms of breadth • Assessment for learning • Transparent and easily understood • Manageability Dr Ann Hodgson Dr Ken Spours

  6. Specialist/Named (Domain/Broad Vocational/Occupational) MULTI-LEVEL SYSTEM OF DIPLOMAS General Advanced Intermediate General (Broad Vocational/Occupational) General Foundation (Broad Vocational/Occupational) Personalised Entry Diplomas awarded post-16 Dr Ann Hodgson Dr Ken Spours

  7. THEDIPLOMASYSTEM • Unified system of inter-locking and multi-level diplomas - four levels • Two different types - general and specialist • Common template for each diploma based on a Core/Main Study model • Diplomas absorb free-standing qualifications - existing, re-engineered and new • Guidance defines learner routeways through the Diploma System • Learner achievements recorded on a Diploma Transcript Dr Ann Hodgson Dr Ken Spours

  8. Advanced 2 Advanced 1 Intermediate Intermediate Foundation Foundation Entry Entry Pre-entry INTERLOCKING DIPLOMAS ADV. INTER. FOUND. ENTRY Dr Ann Hodgson Dr Ken Spours

  9. A COMMON DIPLOMA TEMPLATE • Core + Main Study = Learner Programme • All diplomas: • Have a minimum volume of 120 units (1 unit=10 hrs teaching/learning support) • Have requirements at more than one level • Contain a Core • Give rise to a Diploma Transcript recording courses up to and beyond the minimum requirements Dr Ann Hodgson Dr Ken Spours

  10. GENERAL AND SPECIALIST/NAMED DIPLOMAS • Different types of diplomas for different purposes • Both based on common diploma template • General Diplomas = Core + free choice • Specialist/Named diplomas = Core + required combinations of courses • Specialist Diplomas - broader or more specific titles (e.g. Humanities, Engineering, Art and Design, Electrical Engineering) Dr Ann Hodgson Dr Ken Spours

  11. THE CORE All diplomas contain: • A personalised Research Study(PRS)/Personal Challenge (PC) • Maths/Numeracy; English/Comm/ICT • Common Skills (e.g. problem-solving, research skills, personal development) • Guidance and Individual Learning Plan MAIN STUDY CORE Dr Ann Hodgson Dr Ken Spours

  12. THE CORE EXPLAINED • All diplomas have a Core but its size reduces at the higher levels • Four dimensions of the Core are common to all diplomas at all levels - PRS/PC, Basic literacies, Common Skills (CS), Guidance • There are additional core requirements in some diplomas (e.g. subjects in the Intermediate General Diploma or a Connective Course at Advanced Level) • Some dimensions influence curriculum design (e.g. CS) and some are directly assessed (PRS/PC) • The Core is delivered through a mix of PRS, Main Study and stand-alone courses Dr Ann Hodgson Dr Ken Spours

  13. ADVANCED DIPLOMA (GENERAL) MINIMUM REQUIREMENTS • 120 advanced units • 60 units at A1 • 60 units at A2 • Main Study - free choice • The Common Core (inc. PRS) + Connective Course (CC) + wider activities • Intermediate Level in Maths/Num, English/Comm and ICT PRS 20 20 20 Adv. 2 12 12 12 12 Adv. 1 C.C. 12 Maths/ Num English/ Comm ICT Int. Dr Ann Hodgson Dr Ken Spours

  14. ADVANCED DIPLOMA (SPECIALIST) MINIMUM REQUIREMENTS • 120 advanced units • 60 units at A1 • 60 units at A2 • Main Study (combination of A1 & A2 courses) • The Common Core (inc. PRS) + CC + wider activities • Intermediate Level in Maths/Num, English/Comm and ICT PRS 20 60 units at A2 Adv. 2 60 units at A1 Adv. 1 C.C. 12 Maths/ Num English/ Comm ICT Int. Dr Ann Hodgson Dr Ken Spours

  15. INTERMEDIATE DIPLOMA (GENERAL AND SPECIALIST) INTERMEDIATE MINIMUM REQUIREMENTS • 120 units • 70 units at Intermediate Level • 50 units at Foundation Level • Main Study - either free choice or combinations • The Common Core including Personal Challenge (PC) • Foundation Level in Maths/Num, English/Comm, ICT, Science 50 units PC 20 FOUNDATION 50 units Dr Ann Hodgson Dr Ken Spours

  16. FOUNDATION DIPLOMA (GENERAL AND SPECIALIST) FOUNDATION MINIMUM REQUIREMENTS • 120 units • 70 units at Foundation Level • 50 units at Entry Level • The Common Core including Personal Challenge (PC) • Entry Level in Maths/Num, English/Comm, ICT, Science 50 units PC 20 ENTRY 50 units Dr Ann Hodgson Dr Ken Spours

  17. ENTRY DIPLOMA ENTRY MINIMUM REQUIREMENTS • 120 units • 60 units at Entry Level • 60 units at Pre-Entry Level • The Common Core including Personal Challenge (PC) • Maths/Num, English/Comm, ICT, Science at an appropriate level 40 units PC 20 PRE-ENTRY 60 units Dr Ann Hodgson Dr Ken Spours

  18. PRS/Viva Work of the course External assessment TRIANGULATION OFASSESSMENT • Assessment based on courses not units • Minimum number of external examinations - in key subjects and at key moments • Most assessment is teacher judgement on work of the course (WoC) • PRS - the only coursework and major means of assessing common skills • Approval system and licence to offer WoC • Reinforced by Chartered Examiners and Inspectorate Dr Ann Hodgson Dr Ken Spours

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