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*Threshold qualifications:
level 1 - equivalent to 5 GCSE grades D-G
level 2 - equivalent to 5 GCSE grades A*-C
level 3 - equivalent to 2 A levels

Coherent vocational programmes


		11-16 schools

		6th form schools

		Colleges

QCA has carried out extensive work on how all full-time programmes in vocational pathways can provide high-quality routes to success and progression. The outcome of the work is a set of design principles that can be used when planning vocational or largely vocational programmes. They apply to the design of programmes at levels 1, 2 and 3. They should be read in conjunction with the case study examples of programmes.

The principles aim to secure for 16-19-year-olds on full time vocational pathways the opportunity to:

maximise their learning and achievement through coherent programmes
develop knowledge, skills, understanding and personal qualities essential to their employability
attain at least a threshold* of qualifications
be equipped for a range of progression opportunities in employment, education and training.

The design principles aim to add value to vocational programmes by establishing an entitlement to learning that will maximise success in national qualifications and enhance employability, both prerequisites for successful progression. A priority is that the resulting programmes should be attractive to 16-19-year-olds, stimulating to their teachers or trainers and acceptable to employers and higher education.

Design principles for full-time programmes for 16-19-year-olds on vocational pathways

Programme Objectives

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.

Programme Content

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.

Progression

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.

Qualifications

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.

*Threshold qualifications:
level 1 - equivalent to 5 GCSE grades D-G
level 2 - equivalent to 5 GCSE grades A*-C
level 3 - equivalent to 2 A levels

The need for these principles

There is recognition among providers, young people and others that some current programmes might be too narrow in design and offer limited progression routes. This has led to the remit to the Working Group on 14-19 Reform to examine the vocational offer and make suggestions as to how it can be strengthened. In the meantime, applying these principles for programme design will help to ensure that vocational pathways provide secure progression through and beyond the 14-19 phase.

The commitment to increasing flexibility in the key stage 4 curriculum and opportunities for vocational learning from 14 will ensure that students are better equipped for progression on vocational pathways. Some 14-16-year-olds will take predominantly vocational programmes, similar to the extended work-related programmes currently facilitated by disapplication. Whilst many of these students may progress on work-based pathways via a Foundation Modern Apprenticeship, some will progress to post-16 vocational pathways.

It is important that vocational programmes meet their needs and expectations, particularly for progression opportunities and employability.

Case study examples

The case study section of this website contains 15 examples of vocational programmes, most of them meeting the principles. Those that do not are included for comparison.

Case studies

> Coherent vocational programmes
> Progression

Documents to download

> Coherent programmes of study for 16-19-year-olds, final advice (PDF file)