Last updated: 06 Sep 2007

Curriculum aims

Learning and undertaking activities in the Diploma contribute to achievement of the curriculum aims for young people to become:

• successful learners who enjoy learning, make progress and achieve
• confident individuals who are able to live safe, healthy and fulfilling lives
• responsible citizens who make a positive contribution to society.

The importance of the Diploma

The Diploma is a unique qualification for young people of all abilities who have an interest in sector-related learning. The Diploma qualification and each of its Lines of Learning are employer-verified qualifications. They have been designed in partnership with employers and in response to their views.

Learning

To enable learners to see their Diploma experience as a coherent whole, there should be the following:

• constant and explicit reference to learning processes
• learners should understand the various types of learning they are experiencing and the relationships between them.

Diplomas will:

• offer high-quality, credible, industry-related learning
• provide real opportunities for learners to practise the skills they will need when they enter employment and higher education
• promote diversity, opportunity and inclusion for all learners.

The Diplomas have:

• a consistent and explicit focus on learning, encouraging young people to take increasing responsibility for their own learning
• coherent and engaging learning activities based on the experiential learning cycle.

Experiential learning cycle

Learners must understand and be fully engaged in the processes within the experiential learning cycle, which is based on the educational theory that there are four stages that follow from each other to result in effective learning from personal experience.

Experience is followed by reflection. This leads to generalisation from the individual experience or to the application of known theories or principles. The final stage is the application of learning to new experiences, situations and activities.

Learners following Diploma programmes should use this cycle in planning their work, reflecting on their experience or prior learning, drawing out and articulating the lessons learnt and applying them to new situations or activities.

They recognise the value of young people’s own experience, within and beyond their work for the qualification.
Diploma programmes include:

• general learning
• applied learning
• theoretical and practical learning
• sector-related skills
• generic skills.
  

Applied learning

This can be defined as the practical application of theory. In Diploma terms, it underlines the importance of learning through experience related to the world of work.

Tasks, projects and assignments should be set in sector contexts that have many of the characteristics of real work, or within the workplace itself. The purpose of each task should be relevant to work within the sector. Some will introduce a practical application or skill, from which a theory or principle can be derived, while others will start with theory and move to practice. Learners need to understand this, to appreciate the value of their own experience and be able to apply it. In this way, applied learning clearly has strong links with the experiential learning cycle.

Generic skills

These include: functional skills and personal, learning and thinking skills. They support progression within education or to employment with training, within the sector studied or elsewhere.

The Diplomas are intended to provide the essential knowledge and skills for young people to operate confidently, effectively and independently in life and work.

Learners will have the opportunity to demonstrate the quality of their learning and skills in a project they will choose for themselves.

The Diploma prepares young people for a range of progression routes. These can be within the sector they have studied, within another sector or in general education. By following the curriculum programme for a Diploma, learners can develop the knowledge, skills and attributes expected by both employers and higher education.

Attributes

These include: adaptability, perseverance, flexibility, creativity, confidence and self-confidence, independence, initiative, autonomy and customer service orientation.

The structure of the Diploma

The purpose of this curriculum guidance is to support curriculum planners and teachers in introducing the Diploma, helping them understand qualifications and devise schemes of work.

Teachers

In this guidance, ‘teacher’ refers to all practitioners involved in delivering the Diploma, whether in schools, colleges or work-based providers.

The Diploma offers significant opportunities to develop new ways of organising teaching and learning because it:

• will be delivered within a partnership
• requires extended periods of learning time, particularly in delivering applied learning
• includes work experience and could include part-time paid employment for older learners
• ensures generic learning is an important aspect throughout
• includes a skills-based project at all levels.
  

The structure of each Diploma includes the three components of principal learning, generic learning and additional and specialist learning. Functional skills and personal, learning and thinking skills are included within generic learning.

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 learning
• generic 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 or 60 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.

The importance of the engineering Diploma

In an advanced global economy, everyday human activity and economic growth are dependent upon developments in engineering. Engineering impacts upon everybody's life and creates the infrastructure in which we live, work and spend leisure time. Through this Diploma, learners have an opportunity to develop real enthusiasm and interest in engineering.

Through the engineering Diploma, learners have the opportunity to develop an understanding of the importance of engineering in our rapidly evolving world and the benefits of engineering to humanity and the global economy.

Learners will be able to experience all facets of engineering and gain an understanding of the diverse sectors of engineering such as mechanical, electrical/electronics, telecommunication, biomedical, aerospace, transport, design, environmental, oil, gas, chemical and nuclear energy and utilities, engineering manufacture and building services.

Working through the world of engineering, learners will develop essential employability skills of independent enquiry, problem solving, creative thinking, self-management and team work.

The principal and additional learning within the engineering Diploma provides learners with a clear understanding of the progression possibilities and career pathways within the various sectors. This will allow learners to make informed decisions about their future as well as providing them with a wealth of general employability skills. The study of mathematics and science is integral to the engineering Diploma and is eveloped through a range of engineering concepts.

The Diploma in engineering has been designed in response to and in conjunction with employers from across the sector. The importance statement reflects the attributes expected by both employers and higher education, but also recognises the transferability of these skills into any future career path.

Learning for the Diploma in engineering should be set within the context of the world of work in engineering, and learners need to develop an understanding of how engineering affects the world in which we live. The Diploma in engineering will assist in preparing learners for transition into work and/or into further training.

The engineering Diploma is built around three integrated themes:

• the engineered world
• discovering engineering technology
• engineering the future.

These themes provide, through a blend of general education and applied learning, a programme of study that allows learners the opportunity to fulfil their potential and develop a range of specific and transferable skills.

The Diploma will support personal development, enabling young people to understand the qualities and skills needed for working life and allowing them to make creative and realistic plans for their transition into, through and beyond the 14-19 phase of learning.

• The Diploma can be linked with prior learning in citizenship, which is a subject in the national curriculum at key stage 4. For example, the Diploma engages learners in exploring the role of engineering in shaping society and the potential of 'clean' energy and renewable technologies. This links with the investigation of the policies and practices of sustainability in citizenship, and the actions that citizens can take to protect the environment for future generations.

Key themes

A number of key themes underpin the study of the Diploma in Engineering. Learners need to understand these themes to deepen and broaden their knowledge, skills and understanding and they should be seen as underpinning teaching and learning throughout the course, emphasising that it is a coherent whole.

The key themes listed below are interdependent and should not be delivered in isolation. A holistic approach to teaching and learning, which is contextualised within the 'real world of engineering', is required.

Importance of engineering

The underpinning concept of the Diploma in engineering is that learners develop an understanding of the basic questions: what is man’s contribution to the world we live in? How has engineering shaped the world in which we live?

The engineered world

• Understanding how engineering businesses operate, including the process of project management.
• Understanding the importance of working as a competent and responsible employee.
• Understanding the career pathways within the various engineering sectors.
• Understanding the need for legislation and regulation within engineering industries.

The engineering business

This key theme provides learners with the opportunity to understand how engineering businesses operate, their processes and the internal and external factors that affect the business, including the concept of corporate social responsibility.

Engineering and the environment

• Recognising the requirement for the engineering industry to operate in a sustainable and accountable way to minimise environmental impact.
• Applying mathematical methods to analyse engineering processes and environmental data.

Engineering and the environment

At this level learners should have a clear understanding of the role of the engineer in the context of everyday living, including the positive and negative impact of engineering on society and the environment. Learners need to appreciate the sustainability of businesses and resources in the 21st century. The significance of the moral and ethical judgements and beliefs of engineers should be apparent to learners as they discuss the environmental concerns and solutions that engineering provides. Current concerns about operating to minimise carbon footprints should form part of the understanding and knowledge in this area.

The BP website has more information on carbon footprints: www.bp.com/bpes.

Discovering engineering technology

• Understanding and applying knowledge to ensure safe working practices are followed in all engineering activities and in the use of all engineering technologies.
• Developing and applying the use of computer-aided design (CAD) in a range of engineering contexts.
• Understanding the impact of material properties with regard to design, cost and availability.
• Recognising the principal components in instrumentation, measurement and control engineering.
• Understanding the importance of planned maintenance in terms of efficiency, cost, environmental impact and loss of production.
• Understanding manufacturing and production systems.

Engineering technology

This key concept provides learners with the opportunity to gain an understanding of the importance and breadth of the technologies used in engineering. Learners can extend their practical skills in the use of a range of engineering technologies and equipment, including the use of computers and software packages, construction and testing of control systems, and carrying out maintenance activities.

Engineering the future

• Exploring the relationship between innovative engineering design and business success.
• An appreciation and understanding of the importance of new technologies.
• Recognising the importance of entrepreneurship and innovation for all engineering businesses, from small or medium firms to large multinational companies.

Engineering the future

Real-life case studies, particularly where new technologies relate to young people, would be appropriate to consider within this key concept. New technologies that make use of new composite material would be worth highlighting.

The Department of Trade and Industry (DTI) defines innovation as: 'The successful exploitation of new ideas' - this is a useful definition for learners to use in developing their knowledge of this key concept.

Analytical methods in engineering

• Understanding and applying mathematical and scientific principles in engineering analysis, design and problem solving.

Analytical methods in engineering

Learning in this key concept is that of mathematics and science in the context of engineering problems and theories. Learners will explore engineering through the application of mathematical and scientific analysis and design.

Key processes

These are the essential skills and processes in engineering that learners need to learn to make progress within and beyond their Diploma learning. Within the Diploma, applied learning and experiential learning are an integral part of the key processes. The Diploma curriculum should give learners opportunities to investigate and think critically about citizenship issues, problems or events that are of concern to them and of relevance to the Line of Learning. It should also enable them to decide on and take part in follow-up action where appropriate and recognise, review and reflect on their citizenship.

Learners should be able to:

• appreciate the applied nature of the learning they are undertaking and relate their learning to the world of work in the engineering sector

Applied learning

Wherever possible, tasks and assignments should be set within an engineering context, including as many of the characteristics of the real workplace as possible.

• understand and evaluate how engineering businesses operate and the need for this to be in a sustainable and accountable way

Sustainable and accountable way

This would include aspects of the need for 'clean' energy, and that the growth of renewable energy technology will continue. These new technologies require creative engineering and the exploration of alternative design and manufacturing techniques.

• evaluate the different engineering sectors and the range of jobs and career pathways available

Career pathways

Learners need to consider their own career and professional development in engineering, exploring different progression opportunities through the placement they will undertake as part of the Diploma. This area of learning could also form part of the project that learners undertake as part of the Diploma. All learners, irrespective of gender, should be encouraged to research a diverse range of career pathways.

• follow given instructions in order to complete engineering tasks, taking into account time and project management considerations
• plan and organise complex activities in order to carry them out in a safe and efficient way, understanding the importance of and the need for risk assessment

Risk assessment

Learners should be able to conduct risk assessments, applying statutory, organisational and personal health and safety regulations.

• work independently to carry out a range of complex engineering activities
• work in a team situation, taking responsibility for decisions that affect others to solve engineering problems and complete practical investigations
• carry out primary research through activities such as sample collection and subsequent analysis
• carry out secondary research through the use of data, information in research reports, newspapers, magazine and journals
• select and use appropriate electronic components
• develop understanding of the importance of planned maintenance

Importance of planned maintenance

Delivery in the workshop of this process should be supported by real-life case studies and projects in collaboration with local employers. Projects could be developed to solve real work issues and problems. Examples of good practice should be used from a range of engineering operations.

• develop understanding of critical failure analysis in the maintenance process
• apply knowledge and understanding to plan a maintenance regime and carry out required maintenance activities
• develop knowledge of different manufacturing processes, assembly systems and techniques
• use a range of equipment and new technologies in different manufacturing processes
• apply knowledge to develop production plans
• apply knowledge and understanding to ensure the correct selection of materials for different engineering applications

Materials

In order to develop skills in the selection of correct materials, learners should be provided with as much access to as wide a range of materials as possible. This should include both traditional and new materials.

• interpret, use and produce engineering drawings and specifications to meet required standards
• use appropriate software packages in designing, modelling, testing and production of drawings
• use appropriate methods, including ICT, to communicate engineering concepts, and contribute to presentations and discussions on a range of engineering issues
• develop knowledge and understanding of engineering design and enterprise, identifying opportunities for technological or commercial advantage
• use mathematical modelling and mathematical techniques to solve engineering problems
• conduct scientific experiments in order to investigate engineering principles and solve engineering problems.

Range and content

This section outlines the scope of the Engineering Diploma on which teachers and others should draw when planning and delivering the teaching and learning of the key themes and processes. Other sources will include awarding body specifications and statements of content from Diploma Development Partnerships.

Engineering businesses and career pathways

The study of businesses should cover:

• the organisation of engineering businesses and the influence of internal and external factors
• the career pathways in engineering
• the need for regulation
• the role of project management and contractual arrangements
• legislation in engineering business
• the importance and function of risk assessment
• the importance and function of quality assurance.

Career pathways

Learners need to consider their own career and professional development in engineering, exploring different progression opportunities through the placement they will undertake as part of the Diploma. All learners, irrespective of gender, should be encouraged to research a diverse range of career pathways.

Project management

Learners will need to be able to describe the role of project planning and management and how such processes ensure businesses are effective and comply with legislation and contractual arrangements. Understanding should cover aspects such as: Gantt charts, critical path, milestones, risk assessments, budget control, invoicing and quality assurance.

Engineering and the environment

Engineering and the environment

The sources of environmental engineering pollution and solutions to control them are an important consideration. It is important to look at the cost of manufacturing in terms of minimising waste and re-work and the sustainability of resources and processes. Nitrous oxides are a particular area of concern in certain engineering sectors. See the National Society for Clean Air and Environmental Protection website for more information about pollution, www.nsca.org.uk. Marpol 73/78 is the international convention for the prevention of pollution from ships. The integration of mathematical and scientific methods into this area of study will be crucial.

This should look at:

• the problem of resource depletion
• pollution control, preventing both air and water contamination
• management to reduce environmental effects of solid and hazardous waste
• waste water and changes in the environment
• managing changes in the environment
• water supply and land management methods
• solutions, such as maximising the use of renewable resources, minimising waste and clean manufacturing
• design and development of environmentally friendly products.

Applications of computer-aided designing

This looks at:

• the use of 2D and 3D software
• drawing to industrial standards
• designing for manufacture
• computer systems and data storage
• the integration of CAD into combined design/manufacturing systems
• the use of concurrent engineering systems.

Drawing to industrial standards

This considers a range of engineering drawings and commands recognised to industrial standards (BS8888:2006):

• orthographic, isometric, components and assemblies, system diagrams, pneumatic, hydraulic, circuit diagrams and electronic
• electric commands such as co-ordinate entry, absolute, relative, polar including line, circle, text, hatching, dimensioning
• viewing, including zoom in, out, previous window and pan
• copy, move, rotate, erase, scale, chamfer and fillet changes-layers, colour, linetypes
• secure storage and retrieval of data.

Selection and application of engineering materials

This considers:

• atomic structures, amount of bonding, periodicity and classification of engineering materials
• mechanical and thermal properties and durability of materials
• destructive and non-destructive testing methods
• effects of processing on structure and behaviour of materials
• factors of safety and modes of failure of engineering materials
• the standard forms in which materials are supplied
• using information sources to select materials for engineering applications
• key features of new and smart materials, and their potential applications.

Engineering materials

This should include metals, polymers, ceramics, non-metal composites, and textiles. The application of nanotechnology could also be considered under this topic: see the Institute of Nanotechnology, www.nano.org.uk/whatis.htm or Defra's website, www.defra.gov.uk/environment/nanotech.

Mechanical and thermal properties and durability of materials

This looks at the following:

• mechanical properties: density, tensile strength, shear and compressive strength, hardness, toughness, ductility, malleability, elasticity, brittleness effects of forming process and heat treatment
• thermal properties: expansivity, thermal conductivity
• durability: corrosion resistance, solvent resistance, protection processes.

Instrumentation and control engineering

This looks at:

• signals and wave guides
• open loop, closed loop, feed-forward and feedback control theory
• data communications and multiplexers
• sensors and transducers
• AD/DA converters, operational amplifiers, PID controllers and PLCs
• actuators and instrumentation displays
• industrial and domestic applications of control engineering.

Maintaining engineering systems and products

This looks at:

• the consequences of plant and equipment failure
• cost analysis of poor maintenance
• effective maintenance strategies
• planning a maintenance activity
• closed loop engineering systems
• risk assessment
• probability
• application of statistics
• work and energy.

Consequences of plant and equipment failure

These include: production stoppages, cost penalties, corporate image, customer expectation, contractual breech, health and safety, regulatory breech, environmental effects, quality and equipment life.

Production and manufacturing

This considers:

• different types of manufacturing processes
• computer-aided engineering (CAE), CAM and CNC
• assembly systems and techniques
• the wide-ranging manufacturing/production systems used within engineering industries
• production planning considerations
• quality control and quality assurance requirements in manufacturing
• production, including statistical process control.

CAE, CAM and CNC

Learners should have the opportunity to study CAE through hands-on experience with parametric solid modelling, FEA and CAM software. Solid models could include an engineered component for machinery, machine parts or concept models for vehicles or buildings. This should also include virtual testing.

Wide-ranging manufacturing/production systems

Look, for example, at mass production, lean manufacturing, flexible manufacturing and just-in-time systems.

Innovative design and enterprise

This looks at:

• innovative engineering designs and new technologies
• the commercial issues of developing, marketing and selling a new product or idea
• successful engineering entrepreneurs
• the environmental and social impact of engineering and sustainability of resources
• designing for the environment.

Innovative engineering designs

Engineering is an innovative and enterprising business. Learners should appreciate the significance of innovators and inventors. These creative thinkers have led the way in terms of new developments, and many have profited from their ideas. The DTI defines innovation as: 'The successful exploitation of new ideas' - this is a useful definition for learners to use in developing their knowledge of this key concept.

Mathematical techniques and applications for engineers

Mathematical techniques

Learners need to develop a range of analytical mathematical skills within an engineering context. They also need to develop logical thinking skills, problem-solving skills using mathematical techniques, and develop critical thinking and reasoning techniques to analyse mathematical data.

This includes:

• trigonometric identities and equations for statics and dynamics, electrical laws, power factor correction, signals, phasors
• geometry, coordinate systems, vectors
• algebra, quadratic equations, indices, binomial expansion, partial fractions
• calculus, differentiation, integration, maxima and minima, rates of change, exponential decay, applications in mechanics
• mathematical modelling, moments and centres of mass, kinematics, Newton's laws of motion
• statistics, data analysis
• work, energy, friction and machines.

Scientific principles and applications for engineers

Subjects covered include:

• electrical properties of solids, resistance and resistivity, dielectric constants and capacitance, basic device characteristics, electric fields, electromagnetic induction, Ohm's law, Kirchhoff's laws, Lenz's law, Lorentz force, semiconductors
• mechanics, statics and structures, kinematics, laws of motion
• thermodynamics, expansion and compression of gases, heat of combustion and changes in state
• inorganic chemical reactions, oxidation and reduction, pH, exothermic and endothermic reactions, and metallurgical principles
• organic chemistry, Friedel-Crafts reaction, alkylation of benzene
• hydrostatic systems, fluids in motion, aerodynamics
• radiation, particles, sound, light and waves.

Curriculum opportunities

These are the opportunities that the Engineering Diploma offers in terms of its aims, structure, nature and scope. Learners should be offered the following opportunities as integral to their learning and as a means of enhancing engagement with the themes, processes and content of the Line of Learning.

A minimum of 50 per cent of the learning must be applied learning.

The curriculum should provide opportunities for learners to:

• use real-life examples that contextualise engineering principles
• experience engineering outside the school/college environment including in the workplace

Real-life examples and outside the school/college environment

The work placement element should support delivery of all key themes in the Diploma. Also, visits to companies, including the voluntary and community sector, and lessons with visiting speakers and demonstrators with expert knowledge would be an important aspect to include.

While on work placement, learners could make use of a standard template to collect information about the people employed within the company. This will result in a more in-depth understanding of the progression routes within the industry.

• study engineering in local, national and global contexts to appreciate the importance of the engineering sector and its contribution to society and the economy

Local, national and global contexts

Opportunities should be provided for learners to investigate different engineering businesses and industries that operate locally, within the UK and internationally. This should include companies' policies and practice in relation to corporate social responsibility. Real-life examples, such as local case studies, should be provided and examples of community projects in other countries using engineering expertise. Work experience placements and visits to local firms enable learners to gain a detailed insight into how engineering businesses operate.

• experience local contextualisation in terms of engineering companies and businesses
• become aware of the range of activities undertaken by the different engineering sectors
• study innovative engineering designs and new technologies

Innovative engineering designs and new technologies

This is an underpinning theme and should be embedded throughout the delivery of the Diploma. The DTI's useful definition and model of innovation can be used to support learners' learning. Also, see its website, www.dti.gov.uk/innovation. Real-life case studies that show examples of how new technology relates to the world of young people would be extremely useful.

• recognise the importance of health and safety in all engineering activities

Importance of health and safety

As well as the obvious delivery of this underpinning aspect in practical activities, teachers could also make use of local case studies to help learners understand employer practice and compliance with legislation.

• undertake focused engineering tasks and solve engineering problems that develop skills, knowledge and understanding in relation to engineering materials, equipment and technology

Engineering tasks and engineering problems

Tasks and problems can form the basis of assignment work that requires skills from a range of 'topics', such as properties of materials and production engineering. This integrated approach to the delivery of the content is suggested as appropriate delivery strategy.

• experience the use of computers in a range of engineering applications
• recognise the importance of sustainability in engineering developments
• work individually and in teams, taking on different roles and responsibilities

Teams

At this level learners should understand what type of team player they are and what types of behaviour form the basis of great teams.

• use mathematical modelling and mathematical techniques to solve engineering problems
• conduct scientific experiments in order to investigate engineering principles and solve engineering problems.

Unique Diploma features

• additional and specialist learning
• work experience
• the project.
  

The choice of additional and specialist learning (ASL) will allow learners to tailor their programme to their interests and aspirations. This component comprises qualifications that learners choose to include in their Diploma. It can include any qualifications that have been proposed by an awarding body, accepted by QCA as contributing to a coherent learning package and included in the relevant catalogue of opportunities.

Additional and specialist learning

At key stage 4, this will often be chosen from the general options available to all learners within the school or college. Provision may include:

• a GCSE
• another qualification (section 96 compliant)
• a range of smaller qualifications (section 96 compliant).

In deciding on the range of provision for ASL or in advising students on their choice of ASL, the following points should be considered:

• evidence of student aptitude and interest
• principal learning available/chosen
• whether ASL beyond the minimum GLH requirement will be achievable
• availability of appropriate GCSE level qualifications
• availability of specialist qualifications
• breadth and depth of planned programme
• progression route(s) appropriate to the student(s)

For the construction and built environment Diploma, other qualifications could be in topic areas such as: customer services, health and safety, rights and responsibilities and preparation for employment, such as CV and interview
skills.

GCSEs in art and design, design and technology, humanities, citizenship studies and additional science could also form part of the additional learning for the construction and built environment Diploma.

Additional learning is complementary or broadening in character. It can include:

• qualifications that enable learners to explore a related sector
• national curriculum entitlement areas
• learning options such as music or science that relate to individual needs, interests and aspirations
• language qualifications, which may be contextualised to the Line of Learning where appropriate
• GCSEs, AS/A levels and other qualifications.
  

Languages

Construction and the built environment is a global market. Learners with language skills and cultural awareness will be able to excel in the worldwide marketplace.

Additional guidance about the use of language qualifications can be accessed by clicking on this link.

Work experience

A great deal of guidance is available on the QCA (http://www.qca.org.uk/) and DCSF (http://www.dcsf.gov.uk/) websites. Please visit these sites for the most up-to-date guidance.

The Diploma at each level requires a minimum of 10 days' work experience. The placement does not need to be in a 10-day block but might be done in single-day or half-day sessions over a period of time. Where possible, this should be linked with the Line of Learning. At key stage 4 this work experience may replace the traditional work experience placement or may be in addition to it.

Work experience will:

• develop sector-related knowledge and skills, when undertaken in a relevant setting
• support the development and recognition of work-related learning
• develop general employability skills and enable learners to develop their knowledge and understanding of work and enterprise
• provide a stimulus or context for the development of functional skills and personal, learning and thinking skills
• enhance the overall learning experience

It may also:

• support learning related to the learner's desired progression route
• provide a stimulus or context for the project component of the Diploma.

In some cases, part-time work could provide some, or all, of the required experience. In order to ensure that the learner receives a quality experience, part-time work should only be validated if the centre and employer have actively engaged in developing an appropriate structure, and if centres can show a clear connection with Diploma learning.

Part-time employment

Learners that are in paid employment, or do voluntary community work, should be encouraged to see this as relevant to the development of their employability skills. Where the employment has links with the Line of Learning, learners
could use the company or organisation to contribute to activities within other aspects of their Diploma learning.

Work experience will not be assessed as a separate component of Diploma learning but can provide evidence of attainment where appropriate.

When allocating work placements centres should comply with health and safety legislation and other legal requirements covering work experience programmes.

The Diploma project

The Diploma project

Learners are required to choose an appropriate topic for their project through negotiation with their teacher, mentor or tutor (and if appropriate an employer).The project need not be within a construction and the built environment context but should be relevant to the principal learning in either or both of the following ways:

• it complements and develops the themes and topics of the learner’s
• principal learning
• it supports learner progression.

For example:

• if a learner is studying a construction and the built environment Diploma but intends to go on to a business course, then a project in a business related area would clearly support his or her progression aspirations
• if a learner is studying a construction and the built environment Diploma and wants to progress in construction and the built environment, it would be advisable that his or her project is relevant to construction and the built environment.

Learners may choose one of many different types of project, but the topic selected must have the potential to provide the learner with opportunities to meet all the assessment objectives for the project.

The Diploma project should reflect current construction and the built environment employer practices. It could also involve active citizenship, developing skills of an active participator.

The project may develop a specialism or area of interest from within the principal learning or ASL and allow for deepening of understanding and/or skill level. It may also provide an opportunity for connectivity between disciplines as advocated by the principal learning criteria.

Examples of suitable Diploma project activities could include the following:

Design:

• investigation of local area and representation of its features
• ways of protecting the environment
• sustainable materials and how they can be used
• properties of materials and their impact on design
• the planning process involved in a recent local initiative
• analysis of the topography of a local area and its impact on localconstruction projects.

Create:

• structural forms and building elements
• properties and structures of building materials
• modern building methods
• health, safety and environmental protection during the construction process
• representing technical information for construction purposes
• construction history and cycle for a local construction project.

Value and use:

• impact of transport services on a local community
• investigation of the safety and security of a local community
• study of own learning site and how it is managed
• review of lifecycle of single landmark structure
• impact of the local environment on the health and wellbeing of a single community.

The Diploma project is a single unit of the Diploma and a qualification in its own right.

The Diploma project will provide an opportunity for learners at each level to draw on and integrate learning from each component of their Diploma and to demonstrate independent learning skills. Learners should be encouraged to use and apply appropriate technologies in carrying out their project.

Topics should be chosen by the learner, with guidance appropriate to each level. Guidance may come from any of the adults professionally involved with the learner. Topics should complement and develop principal learning and/or support individual progression.

At foundation and higher, the Diploma project will provide opportunities for:

• the development of enquiring and independent learners
• exploration of new areas or methods of study
• demonstration and further development of learning skills
• working individually or as part of a group
• application of the experiential learning cycle
• development and application of specialist technical skill
• presentation of the outcome.

Progression

Achievement of a Diploma at any level provides the foundation for progression to the next. ASL can be taken above the level of the Diploma being studied. Principal learning and the project must be taken at the level of the Diploma award.

Learners can embark on a Diploma at higher or advanced levels without necessarily having taken a Diploma at a lower level. However, there may be aspects of principal learning that assume prior knowledge and skills so teachers should check their learners’ previous learning and take any steps needed to provide a level playing field as early in the course as possible.

The Diploma is designed to facilitate progression within the line of learning studied, to another sector, or to general education at any level. The focus on generic skills makes it applicable to both learning and employment with training, including apprenticeship.