Presentation on theme: "Four key pathways Functional Skills Foundation Learning Tier Progression Pathways GCSEs, A Levels The DiplomaApprenticeships."— Presentation transcript:
Four key pathways Functional Skills Foundation Learning Tier Progression Pathways GCSEs, A Levels The DiplomaApprenticeships
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 Introduction of an entitlement to all 17 Diplomas for 16 – 18 year – old learners from Diplomas
What does a Diploma look like? NameLevelEquivalency Foundation Diploma 1 5 GCSEs Higher Diploma 2 7 GCSEs Apprenticeship Advanced Diploma A-levels Advanced Apprenticeship Progression Diploma 3 2 A-levels
Diploma grading scale Foundation (level 1) Higher (level 2) Advanced (level 3) A* A B C D E U A B C U A B U
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, learning and thinking skills work experience functional skills: ICT functional skills: English project additional and/or specialist learning qualification A A B B B B C C B B B B B B B B
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 learning 240 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 learning 240 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 learning 200 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 learning 420 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 learning 180 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 learning 540 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 B B Project certificate B B ASL certificate B B 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 B B Functional 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 Route Chyou 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 14 th 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 learning 240 GLH functional skills (120 GLH) project (60 GLH) minimum 10 days work experience personal, learning and thinking skills (60 GLH) principal learning 240 GLH 5 mandatory units Introducing the creative and media world Introducing production skills Introducing performance skills Introducing creative and media skills in a local community context Using creative and media skills in a local community context ASL 120 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 GCSE Maths GCSE Science GCSE Religious Education GCSE (short course) ASDAN certificate in community volunteering Level 1 certificate in French Drama 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 childrens 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.
22 Progression Illustration: Marta Higher Diploma in IT generic learning 200 GLH functional skills (80 LH) project (60 GLH) minimum 10 days work experience personal, learning and thinking skills (60 GLH) principal learning 420 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 individual qualification listed within the Diploma catalogues
23 Progression route: Marta has taken a IT and Telecoms Professional Apprenticeship, and is working in the IT department of a large insurance companys head offices. She is part of a team which manages the offices 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 GCSE Maths GCSE Science GCSE Additional Science GCSE General KS4 courses Martas 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 lets 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 Families 29 November 2007