Last updated: 01 Sep 2008

The Diploma is a composite qualification comprising principal learning, generic learning and additional and specialist learning. The principal learning provides young people with opportunities to acquire, develop and apply knowledge and skills in real world sector-related contexts. Learners are motivated because they understand the purpose as they see their newly acquired knowledge and skills in action.

This guidance is intended for key stage 4 and post-16 curriculum planners, teachers and heads of English, mathematics and science departments and deliverers of the principal learning in:

• construction and the built environment
• creative and media
• engineering
• information technology
• society, health and development.

This guidance is about the English, mathematics and science that will support learning and progression in principal learning in these Diplomas. It covers levels 1 and 2 in pre- and post-16, and level 3 at post-16.

For English, this guidance sets out:

• overlap with key stage 4 programme of study key processes in principal learning specifications
• examples of opportunities for developing English language and literary skills and creative responses through language in principal learning specifications

For mathematics and science, this guidance sets out:

• the extent and nature of the mathematics and science content required, and the prior learning needed to support success in principal learning
• overlaps with the key stage 4 programmes of study
• the mathematics and science content that is additional to key stage 4 (knowledge and skills applied in contexts wider than those normally found in key stage 4)
• overlaps with A level and sector-related knowledge and skills that are additional to A level
• the implications for teaching.

This guidance also sets out implications for information, advice and guidance for all three subjects.

The guidance will enable curriculum planners:

• at key stage 4 to achieve effective delivery in relation to the national curriculum
• at key stage 4 and in post-16 settings to work in relation to the wider 14–19 offer to plan the curriculum and make the best use of staff.

This guidance will be developed further once teaching of the Diplomas begins.