Curriculum changes and the Diploma Sandra Stalker January 2008

1. Curriculum changes and the Diploma Sandra Stalker January 2008

2. Diploma - benefits The Diploma offers significant opportunities to develop new ways of organising teaching and learning because it: • will be delivered within a partnership • requires extended periods of learning time, particularly in delivering applied learning • includes work experience and could include part-time paid employment for older learners • ensures generic learning is an important aspect throughout • includes a skills-based project at all levels.

3. The importance of the Diploma • Diplomas will: • offer high-quality, credible, industry-related learning • provide real opportunities for learners to practise the skills they will need when they enter employment and higher education. • promote diversity, opportunity and inclusion for all learners. • The Diplomas have: • a consistent and explicit focus on learning encouraging young people to take increasing responsibility for their own learning • coherent and engaging learning activities based on the experiential learning cycle.

4. How do all the elements fit together? Employer & Economy PLTS Functional Skills Project Principal Learning ASL Work Experience Specialised Theoretical Practical Broad Individual & Society

5. The Diploma: “a dream product” 5

6. What does a Diploma look like? 6

7. additional and/or specialist learning generic learning principal learning functional skills: English, maths, ICT sector-related complementary learning, adding breadth or depth mandatory personal, learning and thinking skills 50% applied progression pathways work experience (min. 10 days) newly-developed, unitised qualification choice project Qualification model: components 7

8. additional and/or specialist learning 120 GLH generic learning 240 GLH principal learning 240 GLH 7 mandatory units 3 x functional skills qualifications at level 1 (120 GLH) • 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 Level 2 Certificate in Occupational Health and Safety level 1 project qualification (60 GLH) • Health and Safety Act • hazards and risk • protective equipment 10 days work experience personal, learning and thinking skills (60 GLH) (example) Foundation Diploma in construction and the built environment • 600 guided learning hours (GLH) 8

9. additional and/or specialist learning 180 GLH generic learning 200 GLH principal learning 420 GLH 9 mandatory units 3 x functional skills qualifications at level 2 (80 GLH) • 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 BTEC First in Public Services level 2 project qualification (60 GLH) • public service skills • citizenship, the individual and society • community and cultural awareness 10 days work experience personal, learning and thinking skills (60 GLH) (example) Higher Diploma in society, health and development • 800 guided learning hours (GLH) 9

10. additional and/or specialist learning 360 GLH generic learning 180 GLH principal learning 540 GLH 6 mandatory units functional skills at level 2 x 3 (prerequisite) GCE A-level in Applied Art and Design (additional) • 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 extended project qualification (120 GLH) or Level 3 qualification in Media Techniques (specialist) 10 days work experience personal, learning and thinking skills (60 GLH) (examples) Advanced Diploma in creative and media • 1080 guided learning hours (GLH) 10

11. Curriculum opportunities • carry out investigations into a range of technologies, including social, ethical, legal and economic implications of the use of IT • use initiative to demonstrate creativity and enterprise • use IT in context, eg. to present business-relevant information Key themes • potential of technology • skills for innovation • managing projects Key processes • define key components of technological systems • identify business needs • describe the transformational effects of technology Range and content (eg. skills for innovation) • problem solving, data collection and analysis • personal attributes and self-awareness • use of reasoning skills The classroom experience Higher Diploma in information technology 11

12. Key themes • engineering and the environment • engineering the future • analytical methods Curriculum opportunities • study engineering in local, national and global contexts • innovative engineering designs and new technologies (based on DTI definition of innovation) Range and content (eg. scientific principles and applications for engineers) • the electrical properties of solids • kinematics and the laws of motion • inorganic chemical reactions • hydrostatic systems • radiation, particles, sound, light and waves Key processes • appreciate the applied nature of learning • evaluate job range and careers pathways • use maths to solve engineering challenges The classroom experience Advanced Diploma in engineering 12

13. Diploma curriculum guidance www.qca.org.uk/diploma 13

14. learning relevant to your future life a lively way to learn attractive credible Bringing your learning to life 14

15. Ian – Information technology – L2 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.

16. 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.

17. Alma – Creative and Media – L3 Alma is a good student, with artistic leanings and particular talent in working on practical projects. Prior learning: 8 GCSEs from A* – C Diploma choices: ASL: Advanced GCE in the History of Art. Extended project: Designing and marketing a small line of handmade accessories. Work experience: A placement for several weeks at an advertising firm, shadowing and assisting graphics designers and photographers in particular.

18. Alma intends to progress to an Art & Design Foundation Diploma at Birmingham Institute of Art and Design to gain further skills; she has a deferred entry place at University College Falmouth to study for a BA in 3D Design. Eventually she would like to design and market her own range of jewellery and crafted accessories.

19. DCSF announces new Diploma lines….. • Science • Languages • Humanities • “Diplomas will open up real opportunities for combining academic and practical options to allow every young person to make the most of their talents, whether they are progressing to further study, work or an apprenticeship…… We need the business and academic worlds to continue to back these qualifications and help make them a success…… I believe that Diplomas could emerge as the jewel of our education system.” • Ed Balls – October 2007