Programmes should specify:

• the learning objectives for the programme as a whole and how they are to be assessed
• the contribution of each component of the programme to the objectives
• a range of possible progression opportunities in employment, education and training.

The programme should have clearly stated objectives and it should be clear how each component of the programme contributes to those objectives. Learning objectives should be identified rather than solely qualification aims.

• Programmes should enable students to develop:
• knowledge and understanding relevant to at least one vocational area
• up-to-date work-related skills, in practical environments relevant to the vocational area(s)
• complementary knowledge and understanding drawn from beyond the vocational area(s)
• career awareness and career management skills
• further skills in:
  • communication, numeracy and ICT
  • effective thinking, enterprise and problem-solving
  • interpersonal relations and team-working
  • citizenship.

A vocational programme should be broader than a single vocational or occupational area. An occupational qualification alone is not an appropriate curriculum for a 16-19 year-old.

A programme based on a vocationally related qualification should include some learning in a complementary area. For example, a plumbing programme could include some business studies, the materials science associated with plumbing, or electrical systems.

The vocational learning should take place in practical environments that reflect the realities of the workplace so far as possible. Such environments might include college-based training restaurants and workshops or some periods in actual workplaces.

A GNVQ business course that developed knowledge and understanding of business but offered no opportunity to engage with business practice and the demands of the business world or to develop and apply their skills in a business context would not meet this aim.

It is expected that appropriate teaching and learning approaches will be developed to match programme objectives.

Programmes should be designed to:

• enable students to meet agreed learning and career objectives
• support students in managing their own learning and making progress across their whole learning programme
• equip students for a range of progression opportunities and build their confidence and capability for successful adult and working life.

Reflecting the vocational breadth of the programme, the student should not be confined to a single vocational destination, but have a variety of options for further study or employment. The programme's objectives should make these options explicit.

The principles highlight skills that are fundamental to employability and programmes should be designed so that all students will further develop these skills, whatever their prior attainment.

Citizenship skills are included, in line with national priorities, to enhance young people's preparation for adult life as part of a wider community as well as for working life. The case study examples include wide-ranging approaches to citizenship, all of which were supported by student contributors.

It is expected that support, guidance and initial assessment will inform all students' choices and secure a match between the learning programme and students' individual needs, prior achievement, talents and aspirations.

Programmes should enable students to attain at least:

• the qualifications threshold* for the level they are working toward or, in mixed level programmes, the threshold for the lower level
• one vocational or general qualification, if the threshold is met through an NVQ
• appropriate qualifications in literacy, numeracy and ICT, if not already achieved at level 2.

All programmes for 16-19 year olds should provide opportunities to attain national qualifications and should include at least one vocationally-related or general qualification. Some qualifications, by design, will require a programme of study that meets the principles (BTEC Nationals for example).

It is not considered appropriate for 16-19 year olds to be working towards occupational qualifications only. A programme based on an NVQ would need a broader underpinning in keeping with the technical certificate requirements of the Modern Apprenticeship. A one- or two-year programme based on an NVQ should include one vocationally related or general qualification.