Progression and the Diploma

For: 14 19 local authority staff Diploma practitioners involved with progression Senior staff in consortia 2010 Diploma curriculum Progression and the Diploma

Contents Introduction...3 Part 1: 14 19 progression...4 14 19 entitlement...5 Diploma entitlement...6 Part 2: Diplomas and progression...7 Progression into Diplomas...7 Progression within Diplomas...9 Progression from the Diploma...13 The role of information, advice and guidance...15 Part 3: Progression at each Diploma level...17 Foundation Diploma...17 Higher Diploma...19 Advanced and Progression Diplomas...22 Part 4: Planning for progression...26 Checklist for planning progression...26 Part 5: Resources...27

Introduction Access to Diplomas will enable young people to pursue a coherent, personalised programme of study that increases their motivation and their opportunities for successful participation and progression. This guidance draws together key information about progression into and from the Diploma. It is designed to help 14 19 staff in local authorities, senior staff in consortia responsible for planning the curriculum offer and Diploma practitioners who are involved in planning and delivery of progression opportunities at a local level. To support Diploma progression, effective information, advice and guidance (IAG) helps young people to be fully aware of their options for further study or employment. Part 1 outlines the need to ensure all 14- to 19-year-olds have access to the full range of educational routes, in the context of raising the participation age from 2013. Part 2 gives an overview of the progression routes into, within and beyond Diplomas. It also explains the vital role of IAG in helping students to make the right decisions at each stage. Part 3 focuses on specific Diploma levels, showing the routes available and any particular progression issues. Part 4 is a planning checklist to help you bring together your current good practice, further develop partnerships and plan for progression. Part 5 gives useful web addresses that have been referenced in this guidance. Progression and the Diploma Introduction 3

Part 1: 14 19 progression The Diploma is one of the four overarching learning and progression routes that can lead to further or higher education, or skilled employment. The other routes are apprenticeships, Foundation Learning, GCSEs and A levels. Together, they create a streamlined and coherent qualifications system for 14- to 19-year-olds. Students can progress through a variety of routes and combine elements from different qualifications to follow their personal learning journey. These are the routes available: Diploma GCSE Foundation Learning Diploma GCSE/ A level Foundation Learning Further education Higher education Apprenticeship post-18 Apprenticeship Employment Employment with training Employment with training Consider options age 14 Consider options age 16 Consider options age 17 Consider options age 18 Functional skills and personal, learning and thinking skills Other options include a gap year and volunteering Adapted from The 14 19 Reforms and You, DCSF the Department for Schools, Children and Families (DCSF-00326-2009) Progression and the Diploma Part 1: 14 19 progression 4

Part 1: 14 19 progression 14 19 entitlement Every young person deserves equal access to the full range and richness of learning opportunities. This is set in the context of raising the participation age: in 2013 all young people in England will be required to continue in education or training to the age of 17, extending to age 18 in 2015. To achieve this goal, there are four clear priorities: A high-quality learning route for every young person that enables them to participate, achieve and progress Integration of all services of young people, so that they can make the most of their opportunities and choices Stronger local partnerships and consortia arrangements Establishing the right delivery arrangements at a local, regional and national level (from DCSF Delivering 14 19 Reform: Next Steps www.dcsf.gov.uk/14-19/ documents/delivering_14-19_reform. pdf (DCSF-00805-2008). Progression and the Diploma Part 1: 14 19 progression 5

Part 1: 14 19 progression Diploma entitlement From 2013, all 14- to 16-year-olds will have a statutory entitlement to take any of the first 14 Diploma lines of learning, and 16- to 19-year-olds will have an entitlement to take all 17 Diploma lines. Local authorities will therefore need to take a strategic approach to progression and Diploma delivery as part of their strategic 14 19 plan. This will involve working with key stakeholders at a local level including representatives from higher education institutions. A higher education institution in strategic partnership with a local authority The University of Hertfordshire is involved in the strategic planning for 14 19 progression routes, as a member of the county s seven strategic area partnership groups. These groups involve a wide range of partners and stakeholders to provide joined-up planning for the implementation of the Diploma entitlement. They provide a distinct higher education presence as part of the planning activity, ensuring that progression routes through to higher education are in place. Progression and the Diploma Part 1: 14 19 progression 6

Part 2: Diplomas and progression This section looks at key considerations in planning provision to support progression. The Diploma requirements develop knowledge, skills and understanding in students that will enable them to move to the next stage of their career pathway. I m convinced the Diploma provides a well-structured pathway to employment, further and higher education. It has the full support of leading employers. Jane Burke, group HR director, Shearings Group Progression into Diplomas Learner characteristics has an interest in the subject likes to learn in an applied way is enthusiastic about the idea of doing some of their learning in different contexts Diploma Indicators of success prior attainment either through national curriculum levels or through qualifications previously taken Points to consider when planning are: flexibility around entry points equality, diversity and inclusion a valid programme of study. Flexibility around entry points It is the student s stage, rather than age, which is most important. For example, some students may not be ready to move on to a Diploma at age 14, but with learning support and increased maturity they may be ready to do so at 16, 17 or 18. This means that consortia need to consider how they can best provide a personalised approach when planning collaborative provision. Curriculum planners will also need to allow for students starting Diplomas with different experience. Knowledge of the individual student is important when recruiting to the Diploma. While prior achievement is one of the indicators, interest in the chosen line of learning can also lead to improved motivation and achievement. Progression and the Diploma Part 2: Diplomas and progression 7

Part 2: Diplomas and progression Equality, diversity and inclusion Diplomas are designed to support the aims of diversity and inclusion. Strong collaborative structures that include representatives from all centres in a consortium, for example special schools, will ensure that the contribution of these providers, as well as the needs of students with additional requirements, are included in provision planning from the outset. It is also important to make sure that students are accessing Diplomas based on their aptitude and interests, rather than on any stereotypes about particular lines of learning. For example, young people s aspirations should be nurtured and not restricted by stereotyped expectations about gender roles. Partnership planning that actively challenges all providers to demonstrate inclusive approaches to engaging students in atypical lines of learning is one strategy that local authorities and consortia can use to challenge stereotyping. Providing effective IAG, that also informs parents of the choices available, can help ensure that each student makes the best choice for themselves. A valid programme of study In planning the Diploma curriculum it is important to check that all of the requirements of the Diploma are met and that together they comprise a valid programme of study for each student. The Qualifications and Curriculum Development Agency (QCDA) has developed a resource called the Diploma validator, a web-based tool that helps providers to check that students programmes, including additional and specialist learning (ASL), meet the requirements of the Diploma. A Diploma learner study plan is a document used to provide an overview of all the requirements of a student s Diploma for easy reference by the student and their advisers, parents, tutors and exams office staff. The consortium exam policy must identify an individual who is responsible for completing and checking Diploma learner study plans before returning them to the exams office by the end of October in the first year of Diploma study. This study plan will help centres to ensure that practical arrangements for the assessment of the requirements for every student s Diploma are planned and nothing is overlooked. A programme of study that has been validated by the Diploma validator can be imported into the Diploma learner study plan template. Information on the Diploma validator and the Diploma learner study plan can be accessed at www.qcda.gov.uk/26548.aspx. I chose construction and the built environment because when I m older I might want to run my own construction company, and I want to improve my skills and knowledge. The practical work is very exciting, like using tools and designing buildings, and I am also carrying on with my English, mathematics and ICT. Foundation level student, construction and the built environment, Bolton local authority consortium Progression and the Diploma Part 2: Diplomas and progression 8

Part 2: Diplomas and progression Progression within Diplomas In following Diploma learning, students can develop the knowledge, skills, understanding and attributes needed by employers and further and higher education. The sort of attributes needed by employers and by further and higher education include creativity, selfconfidence, initiative and independence. A student following a Diploma will have the opportunity to follow each of the requirements which together contribute to a rounded and challenging student experience. The individual Diploma requirements are presented in the diagram below: Principal learning Additional and specialist learning Requirements that enable progression within all Diplomas Progression Functional skills Generic learning The project Work experience Personal, learning and thinking skills Progression and the Diploma Part 2: Diplomas and progression 9

Part 2: Diplomas and progression Principal learning Principal learning gives the context for all Diploma study, developing and applying the knowledge and skills specific to the line of learning. It allows students to explore further progression routes and career paths as part of their learning and it provides opportunities for teaching personal, learning and thinking skills (PLTS). Additional and specialist learning ASL is a very important progression feature of Diplomas and it is vital that a broad range of ASL is available. ASL allows students to choose options that reflect their abilities, interests, learning styles, ambitions and aspirations. It can provide relevant, complementary learning that increases students breadth and depth of study. Students choice of ASL can widen or limit their subsequent options, so good IAG is needed before they make their choices. Certain combinations of ASL with principal learning have been identified as being particularly suitable for progression to specific industry sectors or university courses. Diploma development partnerships (DDPs) can offer guidance on appropriate specialist learning for their line. DDP websites contain information to support consortia in planning an ASL offer that is coherent with the vision for their Diploma. Further information can be found via the UK Commission for Employment and Skills (UKCES) website (www.ukces.org.uk/sector-skillscouncils/about-sscs/list-of-sscs/). Higher education institutions provide indicative entry requirements for their courses. These tell students and their advisers if specific ASL qualifications are needed for a particular course, and can be accessed via the UCAS website (www.ucas.com). In many cases, these will be existing qualifications, but it is also important to refer to the Diploma catalogue on a regular basis to see if new qualifications have been added. The ASL catalogue sits within the National Database of Accredited Qualifications (NDAQ). All Diploma qualifications can be accessed on the NDAQ website (www.accreditedqualifications.org.uk/ diplomacatalogueselection.aspx). Further specific guidance on ASL is available at www.qcda.gov.uk/26519. aspx. Progression and the Diploma Part 2: Diplomas and progression 10

Part 2: Diplomas and progression We welcome Diplomas because we believe they provide an option that has been missing so far for our young people. Their combination of theoretical and applied learning suits many young people s learning styles and motivates them to achieve. We are currently offering eight Diploma lines for around 300 pupils, with five new ones to be introduced from September 2010. Bolton operates a borough-wide consortium with Diploma Development Groups for each line of learning. Linking with the consortium are three geographically located clusters where schools and wider partners prepare for the new curriculum by developing aspects such as IAG, functional skills, PLTS, collaborative timetabling, transport, projects, the virtual learning environment and Common Application Process. The clusters have also developed a timeline and curriculum plans which have come together at borough-wide consortium level to provide a collaborative offer. This cluster approach will ensure that the full entitlement is locally accessible by 2013. The offer is published on the area-wide prospectus and is supported by a well-developed IAG framework for key stages 3, 4 and 5. We are also developing IAG to begin earlier, from years 6 and 7, to acknowledge the Raising of the Participation Age. Vanessa Casaru, South Cluster coordinator, 11 19 School Improvement Team, Bolton local authority Progression and the Diploma Part 2: Diplomas and progression 11

Part 2: Diplomas and progression Personal, learning and thinking skills PLTS are integrated within the curriculum and play an important role in the Diploma. All Diplomas develop these skills, which include creative thinking, reflective learning and teamwork. These skills equip students for successful further and higher education, employment and life-long learning. Employers and further and higher education providers have said that they value such skills, and students need them to be successful in any future career path. Functional skills Students develop functional skills (English, mathematics and ICT) across all their Diploma learning, giving them a sound basis for progression to further study, training and employment routes. Functional skills are an integral part of all Diplomas and will be available to students in all four qualification routes from 2010, with an entitlement to develop functional skills to age 19. Although prior attainment of functional skills at one level will be an indicator of success in a Diploma at the next level, centres should be flexible in their approach to applicants who may not have had the opportunity to achieve this. The project The project develops skills that are excellent preparation for future progression. Students 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. The Advanced and Progression Diplomas feature the extended project. This is a very important tool in supporting progression to higher education because it develops and demonstrates the kind of research, independent learning, extended writing and study skills required to progress at degree level. Work experience Each level of the Diploma requires a minimum of 10 days work experience. Work experience develops students employability skills and supports their overall learning experience. It contributes to their Diploma programme of study by providing opportunities to develop and apply knowledge, skills and understanding in an actual workplace. It can also help to inform future training and career decisions. Work experience is great! I am using real tools and machinery alongside experienced professionals. I like speaking to people who are working in the sector. A few weeks ago I assisted a vet who was delivering a calf and witnessed the expertise and skills involved. Higher Diploma student, environmental and land-based studies, The ContinU Trust, Worcestershire Progression and the Diploma Part 2: Diplomas and progression 12

Part 2: Diplomas and progression Other points to consider when planning are: progressing at different rates full and partial achievement. Progressing at different rates Students develop at different rates and achievement may vary across a Diploma programme. The aim must be to ensure that each student achieves at the highest levels possible across Diploma requirements, and that programmes are delivered to reflect individual abilities and aspirations. Consortia need to consider how they can best provide this personalised approach. Collaborative provision and curriculum planning will enable some flexibility in the rate of individual Diploma progress, and allow those who have completed only part of the Diploma to progress successfully. Full and partial achievement Students who complete the full requirements of a Diploma receive a certificate. This includes a transcript that details their achievement in each requirement. Those who successfully complete only part of the Diploma receive a progress statement. This progress statement details what has been achieved so far and gives a summary of what the student needs to do if they want to complete the outstanding aspects and so achieve the full Diploma. Once the student has successfully completed any outstanding requirements their achievements will be aggregated and they will receive a certificate. Individual learning plan Many centres support students through the use of an individual learning plan. In discussion with their teachers, students set personal targets and record their progress. It is an ongoing tool for progression, reminding students of what they have achieved and their goals. It moves with the student between settings and, hopefully, into further study and employment with training. Progression from the Diploma Knowledge, skills and understanding developed across the full Diploma programme will help students to progress to a wide range of education and training routes. Local authorities and centres will need to take a strategic approach to planning Diploma progression that ensures students have access to a broad range of routes and effective, impartial IAG that raises their aspirations. This should ensure that students can make the right choices at this stage, and progress smoothly onto the appropriate pathway. Progression and the Diploma Part 2: Diplomas and progression 13

Part 2: Diplomas and progression The following routes are available to all Diploma students: Other Diploma Diploma Other learning Employment with training Other points to be aware of when planning progression from Diplomas: changing the line of learning taking another route apprenticeships employment in training. Changing the line of learning Students may wish to continue Diploma learning, but want to change to another line of learning once they have completed their course. Teaching staff will need to plan for groups with different prior knowledge of the sector they are changing to, and IAG staff will have a role to play in supporting student choices. Taking another route After each Diploma level, there will be a range of progression routes to choose from, including general qualifications and apprenticeships. More detailed information for specific options at each level is provided in Part 3 of this guidance. Apprenticeships Diplomas and apprenticeships share some common features. They both combine theoretical and applied learning, and provide young people with knowledge and skills that are of value in the world of work. Because of this, Diplomas provide a smooth progression route to both apprenticeships (from Foundation or Higher Diplomas) and advanced apprenticeships (from Higher or Advanced Diplomas). DCSF is working with the new Apprenticeship Service to map qualifications common to Diploma ASL qualifications and relevant Apprenticeship frameworks. Diplomas will allow young people to gain knowledge and skills relevant for apprenticeships and may enable them to complete an Apprenticeship programme more quickly. The NDAQ Diploma catalogue contains many qualifications that act as technical certificates in Apprenticeship frameworks. It may be possible to take these within the ASL requirement of the Diploma, so shortening the time required to achieve an apprenticeship. Local employers should be consulted on any particular ASL they would require for progression to apprenticeships. Progression and the Diploma Part 2: Diplomas and progression 14

Part 2: Diplomas and progression Employment in training Diplomas have been developed in partnership with more than 5,000 employers to ensure students gain the knowledge, skills and understanding needed to further a student s progression options. In particular, applied learning gives students the opportunity to develop their knowledge, skills and understanding through activity that reflects the work of that sector. By learning about a broad employment sector, and developing the necessary skills and understanding, students will be able to make better informed decisions about what they want to do next, which includes the option of progressing into employment with training. Employment in certain roles and sectors will require further training or education. This should be made clear in Diploma literature and IAG. This new qualification will offer young people of all abilities a stimulating and challenging learning experience. It is designed to develop young people who are articulate, questioning and able to work on their own initiative. Martin Narey, CEO, Barnardo s The role of information, advice and guidance Good quality impartial IAG can raise young people s aspirations and help them make informed decisions about education, employment and training opportunities. Increased flexibility in 14 19 pathways that include Diploma provision means more choice for students. Teaching and support staff need to provide timely, clear and impartial IAG that meets the national quality standards. The DCSF sets out how it intends to improve IAG quality, improving coherence and value for money in the new IAG strategy document, Quality, choice and aspiration A strategy for young people s information, advice and guidance http://publications.dcsf.gov.uk (DCSF-00805-2008). All members of the IAG workforce (including IAG advisers, tutors and subject staff) need to understand how Diplomas differ from general and vocational options, for example in their applied learning approach, and how the various requirements come together to form a coherent programme of study. Progression and the Diploma Part 2: Diplomas and progression 15

Part 2: Diplomas and progression IAG also has an important role in challenging stereotyping and helping young people make choices based on their potential abilities and their interests. Staff advising young people need to make sure they are prioritising the students needs in the information that is given. market information which consortia can use to help inform their students. Strategy for IAG Successful IAG strategies should include: a clear shared vision an effective online local area prospectus individual learning plans (paper-based or electronic) opportunities for Diploma practitioners and other members of the IAG workforce to undertake continuing professional development (CPD) Integrating IAG in the Diploma Principal learning, ASL, the project and the work experience requirements of the Diplomas all allow students to research information about their potential career path. Career exploration activities in a line of learning context can help students understand the changing world of work and the full range of progression routes available in that sector. Employers engaged with Diplomas may also be able to give students information and advice about progression opportunities in their sector. All staff involved in IAG need to be aware of changing options and opportunities for students, and know where to refer them for further information. For example, the IAG workforce site (www.iagworkforce.co.uk) includes useful sources of national labour protocols across each consortium to address access to, and transfer of, student information review and evaluation, including student feedback allocation of sufficient curriculum time to careers-related activities for students to research, reflect on and plan their progression. The Common Application Process, to be implemented across the country for the year 11 cohort by September 2011, will be one way in which all young people can apply for education and training opportunities. It will enable better targeting of IAG as well as supporting the September Guarantee (the guarantee of an offer, by the end of each September, of a place in learning for every 16- and 17-year-old). Progression and the Diploma Part 2: Diplomas and progression 16

Part 3: Progression at each Diploma level Foundation Diploma Progression into the Foundation Diploma Learner characteristics has an interest in the subject likes to learn in an applied way is enthusiastic about the idea of doing some of their learning in different contexts Foundation Diploma Indicators of success level 1 value equivalent to 5 GCSEs grades D G level 3 or 4 in English and mathematics at key stage 3 combination of qualifications at Entry level and level 1 as part of Foundation Learning aptitude in subjects related to the line of learning, for example science and design technology for the Diploma in engineering Building on Foundation Learning Foundation Learning will increase students participation, achievement and progression through personalised programmes of engaging and rewarding learning. It is one of the progression routes into the Foundation Diploma and it is a national route of learning for 14- to 19-year-olds and adults working predominantly at Entry level and level 1. The personalised programmes are focused on progression and can be achieved in bitesized chunks. In practice, many providers will see Foundation Learning as sitting alongside qualifications such as GCSEs, Foundation Diplomas and the Higher Diploma. Progression and the Diploma Part 3: Progression at each Diploma level 17

Part 3: Progression at each Diploma level Progression illustrations QCDA has worked with DDPs to create a series of progression illustrations that highlight how different parts of the overall Diploma package can come together to create a particular progression route or learning outcome. Each progression illustration is an example of how the flexibility of the Diploma can be exploited, demonstrating how it can be personalised to create a learning experience that meets the needs of the individual student (www.qcda.gov.uk/25663.aspx) (QCDA-09-4173). Gemma s story Gemma chose the Foundation Diploma in society, health and development, and responded enthusiastically to applied learning. She enjoyed her work experience in a residential home, and this informed her project. More information about Gemma s choices can be accessed at (www.qcda.gov.uk/25822.aspx). Beyond the Foundation Diploma Higher Diploma (in the same or a different line of learning) GCSEs Foundation Diploma Apprenticeships Other qualifications at level 1 or 2 Employment with training post-16 Progression and the Diploma Part 3: Progression at each Diploma level 18

Part 3: Progression at each Diploma level Students completing the Foundation Diploma may wish to progress to the Higher Diploma and they can therefore further benefit from their experience of applied learning. They can, of course, continue Diploma learning, but change to another line. Higher Diploma Progression into the Higher Diploma Learner characteristics has an interest in the subject likes to learn in an applied way is enthusiastic about the idea of doing some of their learning in different contexts Indicators of success Higher Diploma level 2 Value value equivalent to 7 GCSEs at grades A* C equivalent of level 4 or 5 in English and mathematics GCSE at grades D G Foundation Diploma in the same or a different line of learning combination of qualifications at level 1 as part of Foundation Learning level 1 functional skills Flexibility in starting points It is worth remembering that entry into the Diploma is possible at different ages, to make sure students can start at a point that is right for them. At Higher Diploma, it is likely that those entering key stage 4 (usually aged 14) may need to be at national curriculum level 4 or 5. Specific information for centres offering the Higher Diploma post-16 is available on the QCDA website. Progression and the Diploma Part 3: Progression at each Diploma level 19

Part 3: Progression at each Diploma level Joe s story Joe chose the Higher Diploma in business, administration and finance as he would like to work in the world of international business. Joe s project and work experience allow him to explore the role of languages in the world of business. His ASL includes GCSEs in French and Spanish. More information about Joe s choices can be accessed at www.qcda.gov.uk/25892.aspx. The Diploma has been very useful to me. It has given me key skills that will help in the world of work, such as using the Photoshop computer application and talking to employers. I believe the course will help me in the future because of how closely I have been involved in real-life situations, like working with a graphic artist to produce a comic on health issues. Higher level student, creative and media, The Halesowen Education Trust consortium, Dudley Progression and the Diploma Part 3: Progression at each Diploma level 20

Part 3: Progression at each Diploma level Beyond the Higher Diploma Advanced Diploma (in the same or a different line of learning) Progression Diploma (at Advanced level, but without the ASL) A/AS levels Higher Diploma Apprenticeships/advanced apprenticeships Other qualifications at level 2 or 3 Employment with training Sector-specific progression tools from e-skills UK* We know how important it is that all learners at key stage 3 receive clear and accurate information about progression routes through the Diploma and other qualifications, so they can make fully informed decisions. We are developing an interactive progression tool that allows students to explore different IT qualification route choices and where they might lead. This will be hosted on the BigAmbition website (www.bigambition. co.uk). The site has all sorts of information and resources about the IT industry: videos, interviews, role models, careers information and competitions. The site was built with progression and informed decision making in mind, and employers, such as BT, IBM, Cisco, John Lewis and Accenture, continue to contribute to the site. They also offer Diploma learners a range of opportunities to find out more about IT in business, such as student insight days, hosted visits and events, and teaching and learning resources that reflect real IT projects and business cases. They all know that learners can only make the right choices about courses in school and qualifications if they have the most up-to-date and accurate information, and that s what they aim to supply. *e-skills UK is the sector skills council that heads the Diploma in IT Development Partnership Progression and the Diploma Part 3: Progression at each Diploma level 21

Part 3: Progression at each Diploma level Advanced and Progression Diplomas Learner characteristics has an interest in the subject likes to learn in an applied way Indicators of success 5 GCSEs (usually including English and mathematics) at grades A* C or equivalent Higher Diploma in the same or a different line of learning other level 2 qualifications may wish to follow a full Advanced Diploma with level 3 ASL qualifications selected from the Diploma catalogue would like to study a level 3 Diploma, but without the ASL requirement would like to take additional qualifications alongside the Diploma Advanced Diploma level 3 value equivalent to 3.5 A levels Progression Diploma level 3 value equivalent to 2.5 A levels Key points to consider at this stage are: progression or Advanced Diploma? entry to higher education. Progression or Advanced Diploma? A Progression Diploma is a level 3 qualification without the ASL element of an Advanced Diploma. This can allow students some flexibility to study other qualifications in different subjects at the same time, for example A levels or other level 3 qualifications. However, it can also be an option for those who do not want to study the full Advanced Diploma. Students will need IAG to make sure they can access their chosen pathway(s). Entry to higher education UK higher education institutions have welcomed Advanced and Progression Diplomas as routes onto undergraduate courses and UCAS has assigned both qualifications points on its tariff system. Since the ASL requirement of the Advanced Diploma comprises stand-alone qualifications, these attract UCAS points in the same way as if they were taken outside a Diploma. It is important to ensure young people have researched the entry requirements for specific courses at individual institutions. Where possible, consortia should develop progression agreements with higher education institutions to help progression from Advanced and Progression Diplomas. Progression and the Diploma Part 3: Progression at each Diploma level 22

Part 3: Progression at each Diploma level Networks into higher education The West London Lifelong Learning Network (WLLLN) is based at Thames Valley University (TVU). It helps widespread partnership activity between schools, further education institutions, employers and universities that want to establish long-term working relationships and develop progression pathways. For example: Hammersmith and Ealing College and Royal Holloway University London (RHU) are developing a progression agreement, so that the planning and delivery of learning is clear to all parties. Level 3 Diploma IT students are attending RHU during their studies. Uxbridge College, Leyton Sixth Form College and Westminster University are developing the extended project qualification for creative and media. Relationships between the colleges and university are developing and improving assessment practice, tutor planning and student self-directed management procedures. TVU, Hounslow Business Partnership and other local colleges and schools are involved in the first stages of forming a consortium with West Thames College for the Diploma in travel and tourism. WLLLN is working with the sector skills council to explore the possibility of setting up a pan-london awareness conference for practitioners, IAG staff and managers to build networks and collaborative working arrangements. Uxbridge College and Brunel University s School of Engineering and Design are working together in science, technology, English and mathematics. Recently 11 engineering Diploma students attended the university for a hands-on day full of experimentation, including flight and racing car simulation activities. Students were very enthusiastic about the challenges they were set, which helped to build their confidence in tackling the extended project. Progression and the Diploma Part 3: Progression at each Diploma level 23

Part 3: Progression at each Diploma level The University of Hertfordshire has delivered a range of student progression activities directly, including: IAG events to raise student awareness of Diplomas at all three levels: sessions were planned collaboratively with Diploma line leads in strategic partnership areas, and two recent events, hosted at the university, attracted more than 1,500 young people and their parents/carers higher education taster sessions for year 8 and year 9 in a range of lines of learning, for example society, health and development students have accessed state-of-the-art health simulation facilities, working with clinical and academic staff and undergraduates. This provides both a real-life context for their applied learning and an insight into further progression routes undergraduate ambassadors who engage with Diploma students during events, telling them about life in higher education and specific courses they might take. Progression and the Diploma Part 3: Progression at each Diploma level 24

Part 3: Progression at each Diploma level Beyond the Advanced and Progression Diplomas Higher education Advanced or Progression Diplomas Further education Advanced/higher apprenticeships Employment with training Wojtek s story Wojtek chose the Advanced Diploma in business, administration and finance. He is an active member of the local Polish Association, and during his project carried out a business feasibility study for them. His ASL includes text processing and investment qualifications. Find out how Wojtek progressed to an advanced apprenticeship in accounting at www.qcda.gov.uk/25862.aspx. Progression and the Diploma Part 3: Progression at each Diploma level 25

Part 4: Planning for progression To assist with planning, you might like to use or adapt the checklist below. Checklist for planning progression Have we mapped progression routes at consortium and local levels? Will students taking a particular line of learning be able to progress to the next level of Diploma in that line if they wish? Have we carried out an audit of current provision and likely local demand? Have we identified gaps between current provision and the 14 19 curriculum and Diploma entitlement? Have we identified actions, with responsibilities and timescales, to fill those gaps? Have we agreed collaborative delivery arrangements and information sharing, including timetabling, student support and transport arrangements? Have we put in place arrangements (typically a 14 19 partnership model) to promote cooperation between the local authority, 14 19 learning providers and relevant partners such as the IAG provider, as part of the Children s Trust? Are the systems and structures in place to plan provision at strategic (14 19 partnership), operational (consortium) and line of learning levels, for example regular meetings or working groups? Do they include a wide range of partners, for example schools, colleges, work-based learning providers, IAG providers, employers, higher education and the voluntary and community sector? Does our prospectus contain current and accurate information on all 14 19 providers and courses? Is it used effectively by young people, parents and professionals to aid individual progression planning, and by the local authority for the purpose of planning provision? Do we have an area-wide approach to IAG, and are we confident that it meets the national quality standards? Are we taking advantage of the support available to improve Diploma provision (as outlined on the Diploma Support website (www.diploma-support.org), including face-to-face support, communities, resources and tools, CPD events and CPD activities)? Do we have a clear picture of workforce skills and plans to develop staff skills as necessary to meet requirements? Progression and the Diploma Part 4: Planning for progression 26

Part 5: Resources 14 19 prospectus http://yp.direct.gov.uk/14-19prospectus/ 14 19 Strategy Health Check: a checklist to support 14 19 partnerships in evaluating progress www.idea.gov.uk/idk/core/page.do?pageid=8694652 14 19 Partnerships and planning www.dcsf.gov.uk/14-19/documents/14-19_partnerships_and_planning.pdf (DCSF-00170-2009) Delivering 14 19 Reform: Next Steps www.dcsf.gov.uk/14-19/documents/delivering_14-19_reform.pdf (DCSF-00805-2008) Delivering the 2013 Diploma Entitlement: guidance to local authorities and providers www.dcsf.gov.uk/14-19/documents/delivering_2013_diploma_entitlement_las.pdf (DCSF-00708-2009) Developing the 14 19 Prospectus and the Common Application Process www.dcsf.gov.uk/14-19/index.cfm?go=site.home&sid=57&pid=497&lid=586&ctype=text&ptyp e=single Diploma development partnerships www.diploma-support.org/whocanhelp/ddp Diploma Support www.diploma-support.org Equal opportunities in the Diploma www.qcda.gov.uk/15820.aspx From Here to Entitlement: A self-assessment toolkit for 14 19 Partnerships http://readingroom.lsc.gov.uk/lsc/national/nat-fromheretoentitlementversion2august32009- aug09.doc NDAQ Diploma catalogue for accredited ASL qualifications www.accreditedqualifications.org.uk/diplomacatalogueselection.aspx Nuts and Bolts guides www.dcsf.gov.uk/14-19/index.cfm?go=site.home&sid=53&pid=543&ctype=none&ptype= Contents Progression routes between apprenticeships and the Diploma www.qcda.gov.uk/26030.aspx Quality, choice and aspiration: A strategy for young people s information, advice and guidance http://publications.dcsf.gov.uk/eorderingdownload/iag-report-v2.pdf (DCSF-00805-2008) The 14 19 Reforms and You www.dcsf.gov.uk/14-19/documents/48365_reforms_guide_for_schools_p1-24.pdf (DCSF-00326-2009) UCAS course entry requirements www.ucas.com/students/choosingcourses/entryrequirements UCAS tariff tables www.ucas.com/students/ucas_tariff/tarifftables/#progression UK Commission for Employment and Skills (UKCES) www.ukces.org.uk/sector-skills-councils/about-sscs/list-of-sscs/ Progression and the Diploma Part 5: Resources 27

About this publication Who is it for? This guidance is for local authority staff, senior staff and practitioners in Diploma centres and consortia who are planning for progression routes into and from the Diploma. What is it about? This guidance brings together the key messages about progression routes into and from the Diploma. It is designed to help staff in local authorities, consortia and other practitioners develop their planning and delivery of progression opportunities at a local level. What is it for? Access to Diplomas will enable young people to pursue a coherent, personalised programme of study that increases their motivation and their opportunities for successful participation and progression. This guidance explains the opportunities available to students as they consider the opportunities available to them if they choose to follow Diploma learning. Related publications A series of progression illustrations covering phase one, two and three Diploma lines of learning are available at www.qcda.gov.uk. Information on ASL can be found at www.qcda.gov.uk. Details of training and support for the introduction of Diplomas can be found at www.diplomasupport.org. For more copies Email orderline@qcda.gov.uk or download from www.qcda.gov.uk/orderline Reference QCDA/09/4688 Contact information: Qualifications and Curriculum Development Agency 83 Piccadilly, London W1J 8QA Telephone 0300 303 3010 Textphone 0300 303 3012 Fax 0300 303 3014 info@qcda.gov.uk www.qcda.gov.uk