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14-19 Diplomas

14-19 Diplomas. South London Learning Partnership. Aims. To raise awareness of the nature and structure of Diplomas To understand the Government’s strategy for the introduction of Diplomas To explore the Diploma curriculum and its assessment regime

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14-19 Diplomas

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  1. 14-19 Diplomas South London Learning Partnership

  2. Aims • To raise awareness of the nature and structure of Diplomas • To understand the Government’s strategy for the introduction of Diplomas • To explore the Diploma curriculum and its assessment regime • To consider modes of introducing Diplomas for schools, colleges and training providers

  3. Quick Quiz: True or False? • Diplomas are a vocational qualification • All schools and colleges must deliver all Diploma lines by 2013 • Diplomas have three elements – generic, principal and additional learning • Diplomas are a nationally-prescribed & centrally-driven initiative • Diplomas rely on competence assessment? • They are mainly aimed at young people wanting to enter employment

  4. Overview of Current Developments

  5. The Departments • Department of Education and Science (DES) - 1964 • Department for Education (DfE) – 1992 • Department for Education and Employment (DfEE) – 1995 • Department for Education and Skills (DfES) – 2001 • Department for Children, Schools and Families (DCSF) – 2007 • AND Department for Innovation, Universities and Skills (DIUS)

  6. 14-19 Entitlement • Every young person in a school or college to have an entitlement to pursue any of the Diploma lines at an appropriate level for them, wherever they are in the country • This New National Entitlement will be in addition to the existing National Curriculum and will be in place from 2013 and is part of the Education and Inspections Act 2006

  7. Diplomas

  8. 14-19 Reforms • The 14-19 reforms are designed to encourage more young people to continue learning for longer and gain the qualifications they need to progress into further and higher education or employment. • The reforms should give young people the opportunity to choose the right mix of learning which motivates, interests, and challenges them, and which gives them the knowledge, skills and attitude they need to succeed in education, work and life.

  9. 14-19 reforms • DCSF’s Key Message • “Diplomas are new - not just new qualifications but new study programmes, a new approach to teaching and learning and new employer endorsed curriculum designed to give all 14-19 year olds a fully rounded education, equipping them with the qualities, skills, knowledge and understanding they need for entry to both higher education and employment.”

  10. Diploma Levels • Advanced (Level 3) • Higher (Level 2) • Foundation (Level 1) • Non-Diploma Foundation Learning Tier (Entry-Level 1)

  11. Diploma Structure • Principal Learning • Sector Related • Mandatory • Generic Learning • functional skills in English, mathematics and information and communication technology (ICT) • personal, learning and thinking skills • work experience (10 days) • a project offering the chance to show potential, and breadth and independence of learning • Additional and/or Specialist Learning • As given in the Diploma Catalogues

  12. Personal, Learning and Thinking Skills (PLTS) • Independent enquirers • Creative thinkers • Team workers • Self-managers • Effective participators • Reflective learners • PLTS will not be separately assessed but will be integrated into the assessment criteria for principal learning. PLTS will be recorded in the Diploma transcript

  13. Work Experience • Each learner at each level of the Diploma must do at least 10 days of work experience • For older learners, in some cases, part-time work could provide some, or all, of the required experience, with appropriate structured recording of skills development • Work experience will not be assessed

  14. Work Experience Work experience will: • support the development and recognition of work-related learning • build on pre-16 work experience • develop sector skills when set in relevant settings • develop general employability skills in other settings • enhance the overall learning experience • allow flexibility around how evidence of attainment is achieved

  15. Projects - Levels 1 & 2 At levels 1 and 2 the project will: • encourage independent learning • be sector-relevant • provide the opportunity to draw on and integrate learning from all Diploma components

  16. Projects - Levels 1 & 2 Through the project, learners can: • demonstrate their full potential, interests and creativity within set parameters • focus in more depth on specific aspects of their specialist area • broaden their sector-related learning by engaging in an investigative piece of work on, for example, environmental, social, economic, political and/or other issues related to their principal learning

  17. Projects - Levels 1 & 2 Through the project, learners can: • develop their ability to learn independently and carry out an enquiry • apply functional skills and personal, learning and thinking skills • adapt their applied and generic skills and learning to other contexts such as business, social or community enterprise or democratic participation

  18. Extended Project – Level 3 At level 3 the project will: • encourage critical, reflective and independent learning • be sector-relevant • provide the opportunity to draw on the complexities of all Diploma components and develop the connections between them

  19. Extended Project – Level 3 Through the project, learners can: • demonstrate their full potential, interests and creativity within set parameters • focus in more depth and breadth on their sector-related learning by engaging in an investigative piece of work on, for example, environmental, social, economic, political and/or other issues related to their principal learning • have significant input into the choice and design of the project and take responsibility for an individual task or for a defined task within a group project

  20. Extended Project – Level 3 Through the project, learners can: • develop and apply decision-making and problem-solving skills • develop and apply skills creatively, demonstrating initiative and enterprise • extend their planning, research, critical thinking, analysis, synthesis, evaluation and presentation skills • apply functional skills and personal, learning and thinking skills • engage in a business or social community venture/enterprise, and/or take part in a local, regional or international team project

  21. Projects - Volumes • At levels 1 and 2 the project requires 60 glhs of directed study. Further supervised study, including research, will also be required • At level 3 the project requires 120 glhs of directed study. Further supervised study will also be required up to an additional 60 glhs

  22. Diploma volumes in glhs Level 3 Generic Levels Level 2 Principal Additional Level 1 0 200 400 600 800 1080 Guided learning hours (glhs) Diploma Volumes

  23. Diploma Volumes

  24. Regulatory Criteria • Published by the Qualifications and Curriculum Authority (QCA) • Intention to achieve consistency in design and comparability across lines of learning and awarding bodies • E.g. External Assessment (set and marked by awarding bodies) • Level 1 – 30 glhs out of the total 240 glhs • Level 2 – 60 glhs out of the total 420 glhs • Level 3 – 120 glhs out of the total 540 glhs

  25. Regulatory Criteria • Diplomas will be unitised • At levels 1 and 2 units may be either 30 or 60 GLH. • At level 3 units may be 30, 60 or 90 GLH. • Principal learning will be a qualification in its own right, assessed both externally and internally • Following the pilot, units will have a maximum shelf life of five years

  26. Grading Diploma Grades • seven, including fail at level 3 – Advanced Level • five, including fail at level 2 – Higher Level • four, including fail at level 1 – Foundation Level • A*, A, B, C, D, E – Fail • A*, A, B, C – Fail • A*, A, B – Fail

  27. Partnership Models • Urban • Rural • 14-19 Partnership based • Consortia based • Entitlement focused • Sector focused

  28. Day 1 Day 2 Day 3 Day 4 Day 5 Core Core Options Options Core Core Core Diploma Diploma Core Core Core YA YA Core Core Core Engage Engage Core Core Core Other Other Core

  29. Work School Work preparation Occupationally specific Placing Diplomas Occupationally related Location of experience Vocationally related Work related Work relevant Occupational detail in standards

  30. Awarding Diplomas • Awarding Bodies are recognised as Diploma and/or Component awarding bodies (DABs/CABs). • CABs offer and award units and qualifications that contribute to the Diploma • DABs award the full Diploma • must offer and award one or more units and/or qualifications that contribute to the Diploma they are recognised to award • will offer all levels within each line of learning they award • award the grade for the Diploma

  31. Diploma Catalogue Facts – Noted by OCR • For each Level 2 Higher Diploma there are 11 choices for functional skills in English, with the choice doubling for each Level 1 Foundation Diploma, where functional skills can be either at the same or a higher level than the Diploma.

  32. Diploma Catalogue Facts – Noted by OCR • No Specialist Learning has yet been approved for any level of the Society, Health and Development Diploma. • The Creative and Media Diploma offers the biggest number of specialist options at all levels with 49 specialist options for the Level 3 Advanced Diploma, 83 for Level 2 and 80 for Level 1.

  33. Diploma Catalogue Facts – Noted by OCR • There are between 587 and 642 Additional Learning options available for Level 1 Foundation Diplomas; between 780 and 842 Additional Learning options available for Level 2 Higher Diplomas; and between 574 and 613 Additional Learning options available for Level 3 Advanced Diplomas.

  34. Diploma Catalogue Facts – Noted by OCR • The ‘biggest’ qualification (as measured by glhs) in the Diploma Catalogue is a City & Guilds Level 3 Certificate in Furniture Production. This is a 520 glhs. • The smallest qualification, using the same measure, is a specialist qualification in the Level 1 catalogue for the Foundation Diploma in Creative and Media. This is a 5 glhs qualification offered by ABRSM (Associated Board of the Royal Schools of Music).

  35. Diploma Gateway 1 • Category 1:  successful - recommended to go through for 2008 delivery with no conditions; • Category 2:  recommended to go through for delivery from September 2008 with conditions that will need to be met within 3 months;   • Category 3:  not ready for September 2008 but with conditions which, if met, would mean they would be ready for September 2009; • Category 4: will need to reapply to a subsequent Gateway

  36. Diploma Gateway 2

  37. 14-19 Diplomas South London Learning Partnership

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