The Diplomas: an overview of developments and implications for Initial Teacher Training

The Curriculum Reforms consist of: strengthened GCSEs and A levels expansion of Apprenticeships the new Diploma route a Foundation Learning Tier of qualifications functional skills in English, maths and ICT embedded in all learning routes a modified secondary key stage 3 curriculum a learning entitlement for all year olds from 2013 (raise school leaving age to 18 by 2015) simplification of the qualifications routes

Key messages underpinning the Reform Programme The importance of skills acquisition, including employability skills Simplification of the qualifications routes Confidence (and understanding) of employers and universities

The Diploma – how is it different? Blends theoretical and applied learning to learners aged Builds in progression routes –Mastery of the basics for all –Increased challenge at all levels Emphasis on skills development: not job specific training – employability and learning skills A composite qualification developed with employers and universities Offered by schools in partnership with colleges and other schools

National rollout of Diplomas: Lines of learning PhaseEmployment sector/subject areaAvailability Phase 1 Construction and the Built Environment (CBE) Creative and Media (CM) Engineering (Eng) Information and Technology (IT) Society Health and Development (SHD) Sept 2008 Phase 2Business, administration and finance (BAF) Environmental and Land Based Studies (ELBS) Hair and Beauty Studies (HB) Hospitality and Catering (HC) Manufacturing and Product Design (MPD) Sept 2009 Phase 3Public Sector Retail Sport and Leisure Travel and Tourism Sept 2010 Phase 4Science Languages Humanities Sept 2011

Diploma components Skills, knowledge and understanding central to the chosen Diploma At least 50% is applied Employer designed and endorsed Principal LearningGeneric Learning Additional/ specialist learning Functional skills: English, Maths, ICT Personal, learning and thinking skills Optional units Can broaden and deepen learning programme Progression pathways Work experience (minimum 10 days), Project

Diploma equivalence Diploma LevelEquivalenceUCAS (max) Foundation Diploma5 GCSEs at L1 (grades D-G) Extended Foundation Diploma7 GCSEs at L2 (grades A*-C) Higher Diploma7 GCSEs at L2 (grades A*-C) Extended Higher Diploma9 GCSEs at L2 (grades A*-C) Progression Diploma2.5 A levels (grades A*-E)300 Advanced Diploma3.5 A levels (grades A*-E)420 Extended Advanced Diploma4.5 A levels, (grades A*-E)

TDA Diploma allocations to Initial Teacher Training September allocations to one of three strands of Diploma ITT provision came into effect; Strand 1 core offer for all training to teach at KS4 and above Strand 2 Diploma experience option Strand 3 specialist training in Diploma lines of learning

Strand 1 & 2 requirements Strand 1: PGCE 11-16* & PGCE (ICT and HSC) Strand 2: PGCE (migration to IT and SHD) *Maths, Business Studies, MFL, Science, RE, Geography

ITT Strand 1 requirements (all trainees) Core skills, knowledge and understanding of the Diplomas and of the wider reforms for all trainees: knowledge and understanding of the scope and range of Diplomas; know where their national curriculum subject area fits into the Diploma structure ability to prepare, deliver and assess teaching sessions which embed functional skills; ability to prepare, deliver and record teaching sessions which support the development of personal, learning and thinking skills (PLTS); sufficient understanding of the career routes and pathways available to year olds;

ITT Strand 2 requirements - Diploma experience Additional skills, knowledge and understanding of the Diplomas for IT & SHD trainees (additional to core offer set out in Strand 1): experience of assessing work related learning; experience of teaching in a work related environment or simulated environment; understanding of collaborative working for Diploma delivery; ability to relate school-based learning to real life experience within relevant industrial/commercial sector; enhancement of occupational currency (knowledge of normal working practices, specialist language and skills required in the vocational sector)

Managing the strand 1 & 2 requirements Understanding of Diplomas and wider reforms Teaching functional skills and PLTS Diploma specific subject knowledge Experience of Diploma teaching and learning Enhancing occupational currency

Skills for teaching Diplomas (TDA 2007, 33 standards) belief in education & in the value of young people excellent communicator creative & reflective team worker good subject knowledge (degree & maths & English GCSE C) sector skills experience sense of humour

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