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 are integral to the engineering Diploma and are developed through a range of engineering concepts.

Engineering

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 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 that is contextualised within the ‘real world’ of engineering is required.

The engineered world

• Understanding the importance of engineering to social and economic development.

Importance of engineering

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

Social and economic

The engineering industry as a whole employs over three 3 million people. During recent years the engineering sector in the UK has been experiencing a number of dramatic changes.
This includes aspects of the need for 'clean' energy and that the growth of renewable energy technology will continue. These new technologies require creative engineering solutions and the exploration of alternative design and manufacturing techniques. Learners need to understand how the industry is shaped by political, social, legal, economic and cultural factors, and the ways in which identities are affected by change. Learning can be linked with work in citizenship which develops an understanding of the key concepts of rights and responsibilities, democracy and justice, and how a balance between competing and conflicting demands can be achieved.

• Investigating the different engineering sectors.

Different engineering sectors

Engineering employers can be found working in a wide variety of sectors from automotive to the chemical and nuclear industries. There are numerous websites which explain the roles within each engineering sector such as:

Connexions career database, www.connexions-direct.com/jobs4u
Enginuity website, http://www.enginuity.org.uk/
Learning and Skills Council apprenticeships website, http://www.apprenticeships.org.uk/
UK Resource Centre for Women, http://www.setwomenresource.org.uk/
Learn Direct job profiles website, www.learndirect-advice.co.uk/helpwithyourcareer/jobprofiles.

• Understanding the types of jobs and career pathways available within the engineering industry.

Types of jobs and career pathways

Employees within the engineering industry undertake a range of occupations from managers to diagnostic technicians to operators and assemblers. Currently engineering in the UK is suffering from a skills shortage and so there is a continual need to recruit a diverse range of individuals with high- level skills and up-to-date knowledge. Engineers of the future will need to be enterprising individuals who will be able to create and implement new ideas and procedures.

• Recognising the requirement for the engineering industry to operate 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 innovative engineering solutions and the exploration of alternative design and manufacturing techniques.

Discovering engineering technology

• Understanding the importance of safe working in an engineering environment.

Safe working

As with many working environments, engineering is a potentially high-risk area and safety is of paramount importance. Learners should be made aware of all aspects of health and safety including: PPE (personal protective equipment), hazards and hazard warning signs, fire procedures and the relevant legislation. Clearly this links with the Every Child Matters agenda and the personal development curriculum, ensuring that learners know how to stay safe and to manage risk. The Health and Safety Executive provides a range of useful information at its website, www.hse.gov.uk/engineering.

• Understanding the safe use of simple hand tools and basic manufacturing equipment.

Simple hand tools and basic manufacturing equipment

The range of hand tools includes hammers, tin-snips, pliers, hand and twist drills, screwdrivers, spanners, files and measuring equipment.

• Understanding the importance of scheduled maintenance procedures.
• Producing engineered products using cutting, forming and joining processes.

Products using cutting, forming and joining processes

Range of processes to include brazing manual metal arc (weld), oxyacetylene (gas weld), injection moulding and vacuum forming. Also, soft soldering and a range of fastening devices, bolts, screws, set pins, studs and nuts. Adhesive joining such as epoxy resins, superglue and PVA. More information is available at the Engineer's Handbook site http://www.engineershandbook.com/MfgMethods/fastening{RDhref+}joining.htm.

• Understanding the techniques required to work effectively in the assembly and disassembly of basic products.

Assembly and disassembly of basic products

Interpretation of product and workshop manuals, understanding of drawings, understanding of test procedures, understanding of operation procedures coupled with safe use of a variety of hand tools enable learners to effect assembly and disassembly of a range of components.

• Producing simple engineering drawings and diagrams to communicate technical information.

Simple engineering drawings and diagrams

The relevant BSI drawing standards (BS8888:2006) are the keystone to developing engineering drawings. Orthographic and isometric projections, first and third angle understanding needs to be developed to enable progression into CAD.

• Understanding how computer software packages and systems are used in designing and manufacturing engineering components.

Computer software packages and systems

Learners will need to use a CAD system to produce drawings and circuit diagrams. Learners will need to understand the relationship between a drawing (CAD) and the conversion to a programme to operate a machine tool to manufacture a product (CAM).

Engineering the future

• Understanding that developments in engineering technology have an impact on quality of life.
• Recognising the impact of recycling and safe disposal of engineered products.

Impact on quality of life / impact of recycling and safe disposal

This includes seeing how engineering solutions are all around us, such as portable devices, clean water and healthcare products that enable us to live longer and, arguably, better lives. The recycling of metals, plastics, packaging and safe disposal of materials such as batteries, electronic equipment, PCBs and CFCs, including links to sustainable development.

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, this should include as many of the characteristics of the real workplace as possible, such as risk assessments or job cards.

• appreciate the importance of engineering in local, regional, national and global contexts and the need to operate in a sustainable and accountable way
• identify the different engineering sectors and the range of jobs and career paths available
• follow given instructions in order to complete engineering tasks

Follow given instructions

The development and use of task operation sheets to ensure correct procedures are adopted when manufacturing components.

• plan and organise activities in order to carry them out in a safe and efficient way

Safe and efficient

This is an underpinning theme that runs through all topic areas within the Diploma. Learners must be able to identify health and safety issues relating to themselves and colleagues, and apply appropriate health and safety precautions. This is linked with the task operation sheets noted above and the assessment of risk in undertaking any engineering activity. Clearly this links with the Every Child Matters agenda and the personal development curriculum, ensuring that learners know how to stay safe and to manage risk.

• work independently and with others to carry out a range of practical investigative activities
• select and use, with increasing efficiency, the appropriate hand tools for a given task

Appropriate hand tools

Range of hand tools to include; hammers, tin-snips, pliers, hand and twist drills, screwdrivers, spanners, files, measuring equipment, etc.

• develop understanding of fault- finding techniques and procedures

• apply knowledge and understanding to solve simple engineering problems

Simple engineering problems

Learners could use experimental models and systems to investigate problems such as:

• what is the best gear combination/system to transmit power for lifting or traction?
• what is the best shape or number of blades for a fan?

Problems should, wherever possible, facilitate applied learning by being set in an engineering context. Problems and tasks should also develop the functional skills of English, mathematics and ICT.

• interpret engineering drawings and specifications
• use appropriate software packages to design and manufacture products

Software packages

Learners will need to use a CAD system to produce drawings and circuit diagrams. Learners will need to convert an engineered drawing of a component into a programme that can be used to operate a machine tool. Learners will need to set up a computer controlled machine tool to manufacture a simple engineered product.

• use appropriate methods, including ICT, to communicate engineering concepts, and contribute to presentations and discussions on engineering issues.

Range and content

This section outlines the scope of the Diploma in Engineering 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.

The world of engineering

The study of the world of engineering should include:

• the importance of engineering to social and economic development
• different engineering sectors
• types of jobs and career pathways available within the engineering industry
• recognising the requirement for the engineering industry to operate in a sustainable and accountable way.

Importance of engineering

The intention with this area of study is that learners are able to develop an understanding of the way the world is as a result of engineering. So it considers questions such as:

• how would you live without electricity, clean water, sewers, waste management?
• how would the world work without transportation?

This could be used to introduce this area of study.

Types of jobs and career pathways

Employees within the engineering industry undertake a range of occupations from managers to diagnostic technicians to operators and assemblers. Currently engineering in the UK is suffering from a skills shortage and so there is a continual need to develop individuals with high level skills and up-to-date knowledge. Engineers of the future will need to be enterprising individuals who will be able to create and implement new ideas and procedures.

Marking out and measuring

The study of marking out and measuring should include:

• types of measuring equipment
• identification and use of measuring equipment
• using correct units of measurement
• marking out equipment and products
• accurate measurement and making out from datums
• the importance of dimensional tolerances.

Measuring equipment

This includes vernier gauges, micrometers, comparators, gauges, height gauges (including slip and no-go gauges) and callipers.

Correct units

At level 1 learners should work mainly with metric units.

Datums

The horizontal or base line from which all points must be measured during component manufacture.

Dimensional tolerances

Learners need to understand about working within given tolerances including bilateral tolerance, namely a variation in both directions from a specified dimension.

Working in engineering

The study of working in engineering should include:

• the importance of adhering to safe working practices at all times

Safe working practices

This is an underpinning theme that runs through all topic areas within the Diploma. Learners must be able to identify health and safety issues relating to themselves and colleagues and apply appropriate health and safety precautions. This is linked with the task operation sheets noted above and the assessment of risk in undertaking any engineering activity. Clearly this links with the Every Child Matters agenda and the personal development curriculum ensuring that learners know how to stay safe and to manage risk.

A useful document, Work-related learning and the law, is available from http://www.publications.teachernet.gov.uk/.

• selecting and using tools safely and effectively
• cutting forming and joining processes
• assembling and disassembling engineered products
• producing and interpreting drawings.

Properties of materials

The study of properties of materials should include:

• using the correct type of material to enable a product to be manufactured
• types of materials that engineers use and the basic properties of these materials

Types of materials and basic properties

Types of materials studied should include: ferrous and non-ferrous metals, such as mild, carbon and stainless steel, brass, aluminium, copper, thermoplastic and thermosetting plastics, rubber elastomers, ceramics, composites, fabrics, industrial gases, lubricants and chemical treatments.

• forming processes applicable to particular materials

Forming process

Range of processes to include brazing, manual metal arc (weld), oxyacetylene (gas weld), injection moulding and vacuum forming. Soft soldering as well as a range of fastening devices such as bolts, screws, set pins, studs and nuts. Adhesive joining including epoxy resins, superglue and PVA.

• testing materials to investigate basic properties.

Testing materials

Tests used should be simple/discriminatory/qualitative rather than quantitative or assay.

Design and manufacture

The study of design and manufacture should include:

• computer software packages and system used in designing and manufacturing engineering components
• engineering component drawings, including circuit diagrams, using a computer aided drawing system
• computer software packages that are used to control the operation of machine tools
• producing a simple engineering product using computer aided manufacturing software package.

Producing a simple engineering product

In designing and producing a simple engineered product, learners should be encouraged to consider how the design process may begin with an existing product with a view to creating a better or more efficient one. Learners should be encouraged to evaluate their product, reflect on the production processes and make suggestions for future improvements.

Electronics

The study of electronics should include:

• standard symbols used to represent electronic components and applying this knowledge in working with circuit diagrams

Electronic components

Components studied should include: resistors, capacitors, variable, preset, diodes, transistors, photodetective, photo-emissive, LDR, thermistor, integrated circuits, timers, logic, amplifier, switches, relays, fuses, distribution topics, lighting and power sockets.

• testing electronic circuits using a range of test equipment

Range of test equipment

Basic multimeters should be used to test voltage, amperage and resistance. Test lamps and probes could be used if available.

• assembling circuits using correct tools and test equipment.

Maintenance procedures

The study of maintenance procedures should include:

• importance of effective maintenance in ensuring safe working practices
• understanding that equipment and systems must be maintained to ensure they operate correctly to specification
• understanding the types of maintenance procedures
• understanding the importance of keeping maintenance records.

Maintenance procedures

References should be made to planned and unplanned, routine maintenance, preventative and repair to fix maintenance.

Maintenance records

This should include monitoring records, tracking documentation, as well as making reference to drawings and manufacturers manuals.

Engineering in the future

The study of engineering in the future should include:

• developments in engineering technology that have an impact on quality of life
• the impact of recycling and safe disposal of engineered products.

Impact on quality of life/impact of recycling and safe disposal

This includes seeing how engineering solutions are all around us: portable devices, clean water and healthcare products that enable us to live longer and arguably better lives.

The recycling of metals, plastics, packaging and safe disposal of materials such as batteries, electronic equipment, PCBs and CFCs. For more information, see:

• the Royal Society of Arts WEEE Man website, http://www.weeeman.org/
• the Recycling Guide website, http://www.recycling-guide.org.uk/
• the Recycling Marketplace website, http://www.recycle.co.uk./

This links with the work in citizenship where learners explore the policies and practices of sustainability, and the actions that citizens can take to protect the environment for future generations. Citizenship is part of the national curriculum at key stage 4.

Curriculum opportunities

These are the opportunities that the Diploma in Engineering 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 which 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 this aspect of the curriculum. Also visits to companies and visiting speakers 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 economy

Importance of the engineering sector and its contribution to society and economy

Learners should have the opportunity to learn about engineering today and the way it impacts on and improves our lives. Where possible, learning opportunities should include visits to engineering and manufacturing companies, science, engineering and transport museums and involve activities and lessons with visiting speakers and demonstrators with expert knowledge. Learning activities should emphasise the importance of engineering's contribution to the world that we live in.

• become aware of the range of activities undertaken by the different engineering sectors
• recognise the importance of health and safety in all engineering activities
• undertake focused engineering tasks that develop skills, knowledge and understanding in relation to engineering materials, tools and equipment

Engineering task

Learners should be provided with opportunities to learn by discovery and enquiry, for example in practical activities of assembly and disassembly. Products that could be used for such an activity include motors, engines, DIY products and household items. The experiential learning cycle should be adopted in the setting of tasks with learners planning, undertaking, reviewing and evaluating their activities.

• experience the use of computers in a range of engineering applications

Use of computers

Learners should have the opportunity to produce and modify engineering drawings using CAD commands. In addition to this, the opportunity to make use of computers for research and project investigation should be available. Teachers should make use of the wide range of e-learning resources available to support the study of engineering. Many of these resources will support and maximise the inputs that can be provided by employers, further supporting the real-life examples.

• recognise the importance of sustainability in engineering developments
• work individually and in teams taking on different roles and responsibilities.

Work individually and in teams

Much individual practical work goes on in engineering. Team working should be encouraged with appropriate challenges and tasks being set. For example, at the start of their studies learners could be introduced to the workshop environment with teams carrying out risk assessments on individual pieces of equipment. To study new technologies, learners could work in teams to investigate a particular material or component, for example, a solar cell, and then develop a product incorporating the new technology.

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.