The 14-19 Diplomas:

an overview of developments and implications for Initial Teacher Training

The 14-19 Curriculum Reforms consist of:• strengthened GCSEs and A levels

• expansion of Apprenticeships

• the new Diploma route

• a Foundation Learning Tier of qualifications

• functional skills in English, maths and ICT embedded in all learning routes

• a modified secondary key stage 3 curriculum

• a learning entitlement for all 14-19 year olds from 2013 (raise school leaving age to 18 by 2015)

• simplification of the qualifications routes

Key messages underpinning the

Reform Programme

• The importance of skills acquisition, including employability skills

• Simplification of the qualifications routes

• Confidence (and understanding) of employers and universities

The Diploma – how is it different?• Blends theoretical and applied learning to learners

aged 14-19

• Builds in progression routes – Mastery of the basics for all– Increased challenge at all levels

• Emphasis on skills development: not job specific training – employability and learning skills

• A composite qualification developed with employers and universities

• Offered by schools in partnership with colleges and other schools

National rollout of Diplomas: Lines of learning

Phase Employment sector/subject area Availability

Phase 1 Construction and the Built Environment (CBE)Creative and Media (CM)Engineering (Eng)Information and Technology (IT)Society Health and Development (SHD)

Sept 2008

Phase 2 Business, administration and finance (BAF)Environmental and Land Based Studies (ELBS)Hair and Beauty Studies (HB)Hospitality and Catering (HC)Manufacturing and Product Design (MPD)

Sept 2009

Phase 3 Public SectorRetailSport and LeisureTravel and Tourism

Sept 2010

Phase 4 Science Languages Humanities

Sept 2011

Diploma components

Skills, knowledge and understanding central to the chosen Diploma

At least 50% is applied

Employer designed and endorsed

Principal Learning Generic LearningAdditional/

specialist learning

Functional skills: English, Maths, ICT

Personal, learning and thinking skills

Optional units

Can broaden and deepen learning programme

Progression pathways

Work experience (minimum 10 days), Project

Diploma equivalence

Diploma Level Equivalence UCAS (max)

Foundation Diploma 5 GCSEs at L1 (grades D-G)

Extended Foundation Diploma 7 GCSEs at L2 (grades A*-C)

Higher Diploma 7 GCSEs at L2 (grades A*-C)

Extended Higher Diploma 9 GCSEs at L2 (grades A*-C)

Progression Diploma 2.5 A levels (grades A*-E) 300

Advanced Diploma 3.5 A levels (grades A*-E) 420

Extended Advanced Diploma 4.5 A levels, (grades A*-E)

TDA Diploma allocations to Initial Teacher Training

September 2008 - allocations to one of three strands of Diploma ITT provision came into effect;

Strand 1 core offer for all training to teach at KS4 and above

Strand 2 Diploma experience option

Strand 3

specialist training in Diploma lines of learning

Strand 1 & 2 requirements

Strand 1:

PGCE 11-16* & PGCE 14-19 (ICT and HSC)

Strand 2:

PGCE 14-19 (migration to IT and SHD)

*Maths, Business Studies, MFL, Science, RE, Geography

ITT Strand 1 requirements (all trainees)Core skills, knowledge and understanding of the 14-19

Diplomas and of the wider 14-19 reforms for all trainees:

• knowledge and understanding of the scope and range of 14-19 Diplomas;

• know where their national curriculum subject area fits into the 14-19 Diploma structure

• ability to prepare, deliver and assess teaching sessions which embed functional skills;

• ability to prepare, deliver and record teaching sessions which support the development of personal, learning and thinking skills (PLTS);

• sufficient understanding of the career routes and pathways available to 14-19 year olds;

ITT Strand 2 requirements - Diploma experience

Additional skills, knowledge and understanding of the 14-19 Diplomas for IT & SHD trainees (additional to core offer set out in Strand 1):

• experience of assessing work related learning;

• experience of teaching in a work related environment or simulated environment;

• understanding of collaborative working for 14-19 Diploma delivery;

• ability to relate school-based learning to real life experience within relevant industrial/commercial sector;

• enhancement of occupational currency (knowledge of normal working practices, specialist language and skills required in the vocational sector)

Managing the strand 1 & 2 requirements

• Understanding of Diplomas and wider 14-19 reforms

• Teaching functional skills and PLTS

• Diploma specific subject knowledge

• Experience of Diploma teaching and learning

• Enhancing occupational currency

Skills for teaching Diplomas (TDA 2007, 33 standards)

• belief in education & in the value of young people

• excellent communicator

• creative & reflective

• team worker

• good subject knowledge (degree & maths & English GCSE ‘C’)

• sector skills experience

• sense of humour

On-line guidance and information

• www.tda.gov.uk/ittdiplomas

• www.e-skills.com/diploma

• www.e-skills.com/diploma

Thank you, and any questions?