The NewAdvancedDiplomas:What they Mean for HEin Curriculum TermsPam Calabro,Network Officer,Linking London

ubzm519Text BoxApril 2009

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CONTENTS

Introduction 2

How the Diploma is structured 3Advanced Diploma: Principal Learning 3Advanced Diploma: Generic Learning 3Advanced Diploma: Additional & Specialist Learning 3The Progression Diploma 7

Teaching and Learning Issues 7What’s different about teaching & learning? aAssessment 7

What this all means for HEIs 8

Further reading & support 8

AppendicesAPPENDIX 1: Level / Grade Equivalences 10APPENDIX 2: Sample Principal Learning Units 2008 11APPENDIX 3: Personal, Learning & Thinking SkillsAPPENDIX 4: Advanced UCAS Tariff 13APPENDIX 5: Bespoke Diploma Training /Consultancy for Linking London Partners 14

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IntroductionAlthough reference to the new Diplomas is nowwidespread in the educational press, unless you are apractitioner, it is unlikely that you will know thatmuch about them in curriculum terms.This short guide, developed as part of LinkingLondon’s ongoing commitment to supportingpartners, aims to provide an overview of the qualifi-cation’s main components, as well as to assess, infairly broad terms, the sort of learner its holders willcome to represent, and what this means in terms ofissues for progression to HE.Essentially, the development of the Diplomas

needs to be set against the background of a numberof key drivers. For example, the government’sdecision to raise the participation age of learnersfrom 16 to 17 by 2013 and 18 by 2015, in itself posestremendous challenges for educators, in terms ofcurriculum design. Students will need to bemotivated to continue in education and to see therelevance of their learning to their own needs andfuture plans. In general terms for 14 – 19 year olds, theDepartment for Children, Schools and Families (DCSF)is clear that there is a –‘need to provide all young people with opportunitiesthat suit their needs and interests’(Delivering 14 – 19 Reforms: Next Steps, DCSF, 13 October 2008. p6)

In the context of these and other recent changes, theintroduction of the Diplomas from 2008 means thatfour potential qualification routes will be available toall learners aged 14 – 19:• The traditional route i.e. GCSE / A levels• The Diploma, a blend of general education andapplied learning, which we will discuss in moredetail shortly

• Apprenticeship (16 plus)• Occupational route (16 plus)Employers have been heavily involved with the

development of the Diplomas and their perceptionthat the core skills of school leavers are in need ofimprovement, together with the findings of LordLeitch, 2006 (Prosperity for all in the Global Economy:World Class Skills)means that skill development andwork readiness have been designated key priorities.The new Diplomas are thus part of a national

programme designed to encourage young people tocontinue learning for longer, by widening choice.Each is offered across a named line of learning, whichlinks the qualification to a specific work sector.

17 Diploma lines are planned and will be phased ingradually to 2011, as follows:2008 - Information Technology; Engineering; Creative &Media; Construction & the Built Environment; Society,Health & Development;Sept 2009 - Environmental & Land-based Studies; Man-ufacturing & Product Design; Hair & Beauty Studies;Hospitality; Business, Administration & Finance;Sept 2010 - Public Services; Sport & Active Leisure; RetailBusiness; Travel & Tourism;Sept 2011 - Humanities & Social SciencesLanguages & International CommunicationScience (Foundation and Higher levels only).Sept 2012 - Science (Advanced)

According to the DCSF, 144 Consortia are currentlydelivering Diplomas and from September 2009, therewill be 335 Consortia delivering up to 10 Diplomas. By2013, all 16 – 18 year olds will have an entitlement tothe 17 Diplomas. (The Diploma: A Guide for FE, 2008available at: http://www.dcsf.gov.uk type in Diplomasunder ‘search’.)For details of current planning for Diploma

provision across the Network region, please refer tothe Linking London mapping document available at –http://www.linkinglondon.ac.uk

It is also worth noting that, from 2011, the Extended

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Diploma will be on offer. This contains extra Maths,English and ICT, plus extra Additional and SpecialistLearning.

How the Diploma is structuredEach diploma, across whatever line, is structured inthe same way and consists of 3 strands:• Principal Learning• Generic Learning• Additional & Specialist Learning

To be awarded the Diploma, all 3 strands have to becompleted successfully.

Each strand is designated a set amount of GuidedLearning Hours (GLHs), which are specified accordingto level, over the two years. At Level 1: FoundationDiploma teaching is across 600 guided learninghours; at Level 2: Higher Diploma, across 800 hours,while at Level 3, Advanced Diploma, which is themain focus of our concern here, learning is acrosssome 1080 GLHs.The Advanced Diploma is equivalent to 3.5 A Levels

at grades A* - E and is broken down as follows – (seeAppendix 1 for GCSE / A Level equivalences for theother levels)

Advanced Diploma: Principal Learning (540 GLHs)This strand represents the vocational subject learningnecessary for progression in the chosen vocationalsector, and learning is across named, mandatoryunits, as in GNVQ / BTEC qualifications. (See Appendix2 for a list of sample units for the 2008 Diplomalines.)A distinct feature of learning here, however, is that

50% has to be applied i.e. carried out in a simulated /task-based environment.

Advanced Diploma: Generic Learning (180GLHs)This strand is multi-faceted and encompasses 3distinct components: Work Experience; ExtendedProject and PLTS (Personal, Learning and ThinkingSkills).

Work ExperienceAll Advanced Diploma students are required tocomplete a minimum of 10 days work experience.Guidance to Centres is fairly general and there is norequirement, for example, for Centres to provideexamination bodies with records of assessment.Guided learning hours are calculated on the basis often 8 hour working days and ten hours forpreparation, reporting and evaluation i.e. 90 hours, inall. The placement does not need to be in a 10-dayblock but can be done in single-day or half day-sessions over a period of time.Guidance from AQA links work experience to the

Diploma subject line, desired progression route andExtended Project chosen by the student but thislatter aspect, in particular, is not present in guidancefrom either OCR or Edexcel. AQA guidance alsoemphasises that p/t employment could also be usedto contribute to this component of the Diploma.However, the emphasis by all, from QCA, is that thestudent develops sector-related knowledge and skills,again underlining the theme of work readiness whichis such an integral part of the Diploma qualification.

Extended Project (120 GLHs)The Extended project came on stream in Septemberand is available as a stand-alone qualification for ALevel students, as well as an integral part of theDiploma. It is weighted at 120 GLHs and representsabout half the size of an A level.The primary aim of the Extended Project is to allow

students the opportunity to engage in in-depth,autonomous learning within an area relevant to their

The NewAdvanced Diplomas: What they Mean for HE in Curriculum Terms

vocational learning line and interests. Students aretested on their ability to plan, research, develop andreview their project learning. This aspect of theDiploma has been specifically introduced as aresponse to HEI concerns that students are notprepared sufficiently for the demands of independentstudy at HE level. The nearest equivalent incurriculum terms at Level 3 to the Extended Project isthe Extended Essay of the International Baccalaureateor the research project often offered as part of Accessto HE qualifications.Current guidance from QCA indicates that the

project does not need to be within the particularLearning Line sector context but that it should berelevant to the Principal Learning strand either in thatit complements and develops themes and topics, orin that it supports progression.

As designed currently, the Extended project has anumber of key features: -

1. It is flexible. Guidance from QCA suggests that theExtended project could be – a design; a report withfindings from an investigation or study; a disserta-tion presenting an argument; an artefact; aperformance. Edexcel firmly translate this into fourstudent options: dissertation; investigation/Fieldstudy; performance or Artefact, whereas theguidance from both AQA and OCR is broader.

2. Students are expected to choose and design theirprojects, with appropriate professional support.

3. The processes undertaken allow students,potentially, to develop a broad range of skills,including the Personal, Learning & Thinking Skills,which are discussed later in this section, as well asFunctional / Key Skills.

4.Students have to present their project findings andanalysis to an identified audience.

5. Well chosen projects have the potential to

encourage student motivation and planning forprogression and represent further scope within theDiploma for the personalisation of studentlearning.

A fuller guide to the Extended Project has beenprepared by Linking London and is available onhttp://www.linkinglondon.ac.ukFurther guidance is also available from QCA, Edexceland AQA (see Section 5 for web-site / contact details).

Personal, Learning & Thinking Skills (60GLHs)Six skills are specified within this framework:• independent enquiry• creative thinking• reflective learning• teamwork• self-management• effective participation

All Diplomas are expected to have opportunities fortheir development mapped within them. Althoughthere is some parallel with the content of the widerQCA Key Skills, it is clear that this revised skill-setaims to develop skills essentially compatible with thedemands of study in HE, particularly when linked tothe Extended Project, and it is, potentially, importantthat course designers developing courses atUniversity Year 1 (Level 4) are aware of them and soaware of the breadth of learner development that theDiplomas are designed to develop. (See Appendix 3for a full breakdown of the six PLTS components.)NB: Functional skills in English, Maths and ICT are,

additionally, demanded at Levels 1 and 2 and, from2012, they will be integrated into assessment of GCSEMaths, English and ICT (Grades A* - C). Up to andincluding this date, it will be a requirement for allDiploma programmes to develop these skills andDiplomas at Levels 2 and 3 will only be awarded to

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The NewAdvanced Diplomas: What they Mean for HE in Curriculum Terms

Alberto BurriComposition 1949.

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students who have obtained Level 2 Functional Skills.This means that student literacy among studentsapplying for HE programmes should, conceivably, beenhanced.

Advanced Diploma: Additional & Specialist Learning(360 GLHs)This strand of the Diploma offers the flexibility forlearners to shape their own programme according topreference / planned progression. For example, theymay wish to extend their subject knowledge by takingan AS / other specialist units or qualifications chosenfrom the Diploma catalogues. NB. It is worth notingthat learners may exceed the GLHs for this strand byup to 50%, for an individual qualification listed withinthe Diploma catalogues.This part of the Diploma is one that will be

attractive to learners and one where HE Admissionstaff may, also, wish to engage in dialogue withDiploma partners, when considering potentialprogression arrangements.At the moment, all components within the Diploma

must be studied at the same or at a higher level thanthe overall Diploma. However, at the end of 2009, theDCSF has said that it will consider again the possibilityof an element of lower level learning within ASL tosupport breadth of learning or learners studying alanguage for the first time.The DCSF has also asked QCA to look at how higher

level options might be made available within theDiploma catalogue and QCA will report on this sometime in 2009. At Consortium level this, obviously,opens up possibilities for linked HE study componentsand is an area in which course leaders may see scopeto input, linked to the development of local lines.

The Progression DiplomaSome students will prefer to follow a smallerprogramme of study at Level 3 and the Progression

Diploma has been designed with them in mind. ForProgression Diploma students, there is no Additional& Specialist Learning component. Their Level 3 qualifi-cation is worth 2.5 A Level equivalent Grades A* - Eand consists of a maximum 720 GLHs.

Teaching and Learning IssuesWhat’s different about teaching & learning?All the support material coming out from DCSF andother agencies emphasises the dynamic nature ofDiploma teaching –

The Diploma will be taught through a lively mix ofclassroom learning, practical projects, and individualreview sessions, with students receiving input fromteachers, college lecturers, local business people andindustry practitioners.’( The Diploma: A Guide for FE, DCSF, 2008, p10)

The emphasis on independent learning through theExtended Project, together with exposure to a range ofteaching styles and business input means, in theoryat least, that students applying for entry to HE will bebetter prepared for handling the demands of HE study.They will be used to researching information andmanaging assignments / projects.What may be lacking is exposure to wider subject

content. This will need to be borne in mind by courseteams in HE and argues the need for HEIs to beinvolved in, or at least be aware of, what feederschools are developing as formal on course require-ments. Diploma students will only be as prepared forHE as FECs, schools and HE make them. On the plusside, these students are likely to be particularly strongin aspects such as teamwork and problem solving.

AssessmentThe other thing to remember about Diplomastudents is that they will not have to sit complete

The NewAdvanced Diplomas: What they Mean for HE in Curriculum Terms

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qualification exams. Work from the Principal Learningand Extended Project components will be mainlyinternally assessed, and externally moderated by theawarding bodies, as currently happens with otherAdvanced (Level 3) qualifications, such as Applied GCE,BTEC and OCR Nationals, and C & G qualifications.(See Appendix 2 for the balance of external / internalassessment on sample Learning Line units).The Additional & Specialist Learning strand may

require students to sit an exam e.g. anindividual AS, and the specific content of this strand islikely to be moderated in a different way. Guidancehere is still fairly limited but should become clearer asthe first cohorts of learners go through.

What this all means for HEIsDiplomas constitute the first newmainstream 14 – 19qualification for over a decade and every sign comingfrom government is that they are here to stay.Over 80% of HEIs / FECs listed by UCAS, including all

the Russell Group and the 1994 group of Universities,have confirmed that they will consider applicants witha Level 3 Diploma. As yet, however, very little consensusis emerging as to the sort of entry requirementsDiploma students will, typically, be expected tomeet.UCAS tariff points for the Advanced Diploma are

listed at Appendix 4 and show clearly how points arebroken down over the 3main strands of learning. Thecontent of learning over the two strands, GenericLearning and Additional Student Learning will be widelyvaried, as the discussion in earlier sections hasindicated and it is this diversity which, more thananything about the Diploma, represents a challenge tocourse teams / Admissions Tutors whenmaking courseoffers. All Universities are expected to publish course-specific entry requirements for revised A levels andDiplomas byMay 2009, so there is quite a lot of groundto cover between now and then.As has been indicated earlier, too, these learners will

be used to a high level of Applied Learning and,conceivably, may need additional help withmoretheoretical aspects of University learning, in the earlystages of the course, at least. Conversely, course tutorsmay, also, decide tomake course content more applied,to helpmeet these changing needs.As has been indicated earlier, the precise content of

individual Diplomas is being decided by Consortiumplanning teams locally and it makes sense for HEIs tobe involved, as far as is practically possible. TheExtended Project, in particular, offers a usefulmechanism tomediate Level 3 / 4 curriculum interfaceand specific concerns.Individual Linking London partners may wish to bid

for funding to develop bespoke ProgressionAgreements for Diploma courses with feeder schools /colleges but, whatever the level of institutional interestor involvement here, every indication is thatpreparation for the onset of the first Advanced Diplomaholders in 2010 is needed, particularly at course teamlevel.

Further reading & supportA vast amount of guidancematerial is emerging fromQCA and the three awarding bodies: -

• QCA: http://www.qca.org.uk/qca_10325.aspx• AQA (Assessment & Qualifications Alliance and City& Guilds): http://diplomainfo.org.uk• Edexcel (Edexcel Limited: http://edexcel.org.uk• OCR (Oxford, Cambridge & RSA Examinations):http://www.ocr.org.uk

A useful starting point is the general information onthe DCSF (Department for Children, Schools andFamilies) website – http://www.dcsf.gov.uk (type inDiplomas under ‘search’) - which provides InformationLeaflets for HE across the first 5 Advanced Diplomalines.

Convent GardenLondon 2009

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The QCA Diploma Home page is -http://www.qca.org.uk/qca_5396.aspxGuidance for Phases 1 and 2 from QCA may be foundat individual line level athttp://www.qca.org.uk/qca_13473.aspx

QCA are also developing detailed curriculumguidance for practitioners and is currently consultingon guidance for Phase 3 Diplomas i.e. Public Services,Retail Business, Sport & Active Leisure and Travel &Tourism. These latter materials are well worth readingfor the contextualisation of curriculum aims withinindividual subject lines and are available athttp://www.qca.org.uk/qca_15332.aspxQIA (Quality Improvement Agency) are, currently,running a range of free, in-house training andconsultancy for Gateway 2 Consortia – seehttp://diploma-support.org

However, very little bespoke training / consultancyfor HEIs appears to exist, as yet, and Linking Londonis, therefore, planning a series of in-house bespoketraining to help partners. Details of what we can offerare listed at Appendix 5. If you are interested infollowing this up, please contact Daniel Inns atLinking London (d.inns@linkinglondon.ac.uk), Tel:0203 / 0738385.

Appendix 1: Level / Grade Equivalences• Level 1 Foundation Diploma – Equivalent to 5 GCSEsat grades D – G

• Level 2 Higher Diploma – Equivalent to 7 GCSEs atgrades A* - C

• Level 3 Progression Diploma – Equivalent to 2 and ahalf A Levels at grades A* - E

• Level 3 Advanced Diploma – Equivalent to 3.5 ALevels at grades A* - E

Appendix 2: Sample Principal Learning Units 2008Construction & The Built Environment –Edexcel Level 3• Design the built environment: design factors;*(externally assessed)

• Design the built environment: stages in the designand planning;

• Design the built environment: physical and envi-ronmental influences;

• Create the built environment: health, safety andenvironmental influences; * (externally assessed)

• Create the built environment: managementprocesses;

• Value and use the built environment: adding valueto the wider community;

• Value and use the built environment: protectingand maintaining. * (externally assessed)

Creative & Media – AQA City & Guilds Level 3• Communicating creatively;• Exploring professional creativity;* (externallyassessed)

• Realising creativity;* (externally assessed)• Creating opportunity;• Working with a client;• Realisation and review.

Engineering – OCR Level 3• Engineering businesses and the environment;• Applications of computer aided designing;• Selection and application of engineering materials;• Instrumentation and control engineering;• Maintaining engineering systems and products;• Production and manufacturing;• Innovative design and enterprise;• Mathematical techniques and application forengineers; *(externally assessed)

• Scientific principles and applications forengineers;*(67% externally assessed)

The NewAdvanced Diplomas: What they Mean for HE in Curriculum Terms

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Information Technology – Edexcel Level 3• The potential of technology;• Understanding organisations;• Professional development;• Creating technology solutions; *(externallyassessed)

• Multimedia and digital projects;• Making projects successful; *(externally assessed)• Managing technology systems.

Society, Health & Development – OCR Level 3• The society, health and development context;*(externally assessed)

• Principles and values in practice;*(externally assessed)

• Partnership working in society, health anddevelopment;

• Communication and information sharing insociety, health and development;

• Personal and professional development in the workenvironment;

• Working to safeguard and protect individualsacross the society, health and developmentsectors.

Appendix 3 Personal, Learning & Thinking SkillsIInnddeeppeennddeenntt eennqquuiirreerrss• Identify questions to answer and problems to resolve

• Plan and carry out research, appreciating the con-sequences of decisions

• Explore issues, events or problems from different perspectives

• Analyse and evaluate information, judging its relevance and value

• Consider the influence of circumstances, beliefs and feelings on decisions and events

• Support conclusions, using reasoned arguments and evidence

Creative thinkers• Generate ideas and explore possibilities• Ask questions to extend their thinking• Connect their own and others’ ideas and experiences in inventive ways

• Question their own and others’ assumptions• Try out alternatives or new solutions and follow ideas through

• Adapt ideas as circumstances change

Reflective learners• Assess themselves and others, identifying opportu-nities and achievements

• Set goals with success criteria for their development and work

• Review progress, acting on the outcomes• Invite feedback and deal positively with praise, setback and criticism

• Evaluate experiences and learning to inform future progress

• Communicate their learning in relevant ways for different audiences

Team workers• Collaborate with others to work towards common goals

• Reach agreements, managing discussion to achieveresults

• Adapt behaviour to suit different roles and situations

• Show fairness and consideration to others• Take responsibility, showing confidence in themselves and their contribution

• Provide constructive support and feedback to others

Self-managers• Seek out challenges or new responsibilities and show flexibility when priorities change

The New Advanced Diplomas: What they Mean for HE in Curriculum Terms

• Work towards goals, showing initiative, commitment and perseverance

• Organise time and resources, prioritising actions• Anticipate, take and manage risks• Deal with competing pressures, including personal and work-related demands

• Respond positively to change, seeking advice and support when needed

Effective participators• Discuss issues of concern, seeking resolution whereneeded

• Present a persuasive case for action• Propose practical ways forward, breaking these down into manageable steps

• Identify improvements that would benefit others as well as themselves

• Try to influence others, negotiating and balancing diverse views to reach workable solutions

• Act as an advocate for views and beliefs that may differ from their own

Appendix 5 Bespoke Diploma Training /Consultancy for Linking London PartnersWhat we can offer –

• Funding to help you map your provision against the Diplomas and to provide clear entry require-ments in the UCAS entry profiles and on your website / prospectus

• Staff development events aimed at sharing information and best practice

• Brokering links with local Diploma Consortia and schools and colleges that are delivering the Diploma

• A Diploma Readiness Check at institutional / course team level, so that you can check that you are doing all you need to do in order to prepare for the Diploma

• A visit from Linking London to give information on the Diploma to key members of staff (e.g. Admissions tutors)

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UCAS POINTS

GLHs Progression Diploma Advanced Diploma

Principal Learning 540 240 max 240 max

Generic Learning 180 60 max (Project) 60 max (Project)

Additional & SpecialistLearning

360 120 max

TOTAL 300 max* (2.5 A Levels) 420 max (3.5 A Levels)

Appendix 4: Advanced UCAS TariffPrincipal & Generic Learning* Grade A = 300 pointsGrade B = 250 pointsGrade C = 200 pointsGrade D = 150 pointsGrade E = 100 points

Additional & Specialist LearningPoints allocation relates to specific qualification taken

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The Linking London Lifelong Learning Network is amembership organisation of thirty four universities andcolleges in Central, East and North London which aims toimprove the progression of vocational learners into andthrough Higher Education. We are funded by the HigherEducation Funding Council for England (HEFCE) and are basedat Birkbeck, University of London, 32 Tavistock Square,London, WC1 H9EZ. If you found this guidance documentuseful or would like to discuss our work in the area ofvocational learning, please contact:info@linkinglondon.ac.uk or 0203 073 8378

www.linkinglondon.ac.uk

The New Advanced Diplomas: What they Mean for HE in Curriculum Terms