The structure of each Diploma

The way the Diploma is structured encourages learners to develop:

• broad understanding and knowledge about a sector or sectors
• additional knowledge and skills to complement and broaden sector-relevant learning
• specialist knowledge and skills to deepen or extend sector-relevant learninggeneric learning skills.

Principal learning

This is mandatory learning within each Diploma. It is sector-related, applied in nature and includes opportunities to develop and apply generic skills. At least 50 per cent of the learning within the principal learning component should be applied. It is made up of units of 30, 60 or 90 guided learning hours or GLH.

Opportunities for applied learning:

School-based

• workshops
• activities led by employers or employees
• simulated work environments
• use of case studies, simulations, role play and drama
• use of a virtual learning environment (VLE)

Work-based

• part-time jobs (as a way of extending understanding of work and the development of employability skills)
• enterprise activities
• work-based projects.

Generic learning

This component of the Diploma comprises:

• functional skills in English, mathematics and ICT
• personal, learning and thinking skills
• a minimum period of 10 days’ work experience
• the project or extended project
• experiential learning/planning and reviewing.

Functional skills

These are the core elements of English, mathematics and ICT that provide the essential knowledge and skills to operate confidently, effectively and independently in life and work. They are an integral part of each Diploma, and learners need to succeed at the specified level to be awarded a Diploma.

Functional skills may be taught within Diploma learning and within other qualifications such as GCSE. They will be developed and practised within Diploma units. Learners should be encouraged to develop these skills to as high a level as they can – attainment can be above the level of the principal learning.

Personal, learning and thinking skills

These are the skills that will equip young people for successful employment and lifelong learning. Development and practice of these skills should be built into the teaching and learning processes for all components of the Diploma, so that learners can become:

• independent enquirers
• creative thinkers
• reflective learners
• team workers
• self-managers
• effective participators.

Assessment of these skills will be within the Diploma principal learning. Where partnerships wish to assess them separately, qualifications such as the wider key skills, preparation for employment and certificates in personal effectiveness can be used.

Curriculum managers, practitioners and others will be able to look across a learner’s entire programme and ensure the curriculum meets each learner’s needs. Since this curriculum guidance is organised in the same way as the statutory programmes of study for key stage 4 (and key stage 3), it will also facilitate whole-curriculum planning.

Each statutory programme of study begins with a statement of curriculum aims from which an importance statement is drawn. In the same way, the Diploma guidance begins with the statement of aims and an importance statement for the qualification itself as well as one for each Line of Learning. The Line of Learning importance statement describes what is distinctive about that Line of Learning and what it offers to the development of the learner.

Key themes and key processes for the Line of Learning follow from the importance statement. These are central to the area of study and need to be developed and taught through the contexts outlined in the ‘Range and content’ and ‘Curriculum opportunities’ sections. These sections provide the criteria for designing individual learning programmes. Curriculum planners can use these to integrate and/or complement learning from a range of curriculum areas. The section ‘Unique Diploma features’ provides additional guidance on this. It includes additional and specialist learning, the project and work experience.

The content of each of these sections is based on the work of the Diploma development partnership for the sector(s) involved. Using the outcomes of that work, specifications for units and qualifications developed by awarding bodies will organise the content in different ways, based on units with different titles and of different lengths.