What is the Advanced Diploma?

The Advanced Diploma is one of the new Diploma qualifications being offered as part of the 14 – 19 curriculum reforms which are currently underway. It offers a combination of general and applied learning and is designed to support progression either to further or higher education, or to employment with training.

In curriculum terms it sits at Level 3 and is equivalent to 3.5 A levels. The table that follows provides an overview of where it is positioned in relation to other qualifications. 

 Routes into Higher Education postcard 2009 (141.01 kB)

GCSE / A Level / Diploma equivalences

1. Level 1 Foundation Diploma :  5 GCSEs at grades D – G
2. Level 2 Higher Diploma : 7 GCSEs at Grades A* - C
3. Level 3 Progression Diploma: 2 and a half A levels at grades A* - E
4. Level 3 Advanced Diploma : 3.5 A Levels at grades A* - E

What do students study?

Advanced Diploma students choose a main subject area from some 17 Diploma learning lines.

In 2008, 5 new Diplomas were introduced in:

• Information Technology
• Engineering
• Creative & Media
• Construction & the Built Environment
• Society, Health and Development

Between now and 2012, a further 12 will be phased in -

From 2009

• Business, Administration & Finance
• Hair & Beauty Studies
• Hospitality
• Environmental & Land-based Studies
• Manufacturing & Product Design

From 2010

• Public Services
• Retail Business
• Sport & Active Leisure
• Travel & Tourism

From 2011

• Humanities & Social Sciences
• Languages & International Communication
• Science (Foundation and Higher levels only)

From 2012

• Science (Advanced)

All students, whatever their chosen line of learning study across 3 main components:

• Principal Learning 
• Generic Learning
• Additional & Specialist Learning

1. Principal Learning – 540 Guided Learning Hours

This constitutes the subject learning relating to the relevant sector. 

As QCA explain, it aims  -
‘to engage young people’s interest in a particular line of learning and to develop the knowledge, skills and understanding associated with that sector or subject, including its social, political, economic and environmental dimensions.’
(QCA, October 2008, The Diploma and its Pedagogy)

Learning is across named, compulsory units, as in BTEC qualifications – see the example below.

e.g. Information Technology – Level 3 (Edexcel specification)

• The potential of technology
• Understanding organisations
• Professional development
• Creating technology solutions
• Multimedia and digital projects
• Making projects successful
• Managing technology systems

The emphasis on learning is very practical and 50% is applied i.e. carried out in a simulated / task-based environment.

2. Generic Learning – 180 Guided Learning Hours

This strand aims to develop general skills for learning, employability and personal capability.

There are 4 distinct parts to this strand and all parts have to be passed for this component to be awarded:

• work experience
• extended project
• Personal, Learning & Thinking Skills (PLTS)
• Functional Skills

Work experience

This has to be over a minimum of 10 days, although this doesn’t have to be in one block but can be spread over single / half day sessions. Ideally, the work experience is linked to the content of the main Diploma subject line / desired progression route / Extended Project. However, a student’s part time employment can, also, often be used.

The placement isn’t formally assessed but students are meant to be developing work readiness / sector-related knowledge and skills.  This part of the Generic Learning component has to be completed for the overall Diploma qualification to be achieved.

Extended Project – 120 Guided Learning Hours

This is a key part of the Diploma and provides learners with the opportunity to engage in in-depth study of an aspect that really interests them. Students are tested on their ability to plan, research, develop and review their chosen topic of learning.

Current guidance from QCA indicates that the project doesn't have to be within the particular learning line / sector context but that it should be relevant to the Principal learning strand either in that it complements and develops themes and topic, or in that it supports progression.

This part of the Diploma is generating a lot of interest and it is being used as a free-standing qualification in some schools /Colleges to sit alongside A levels.

In size it represents half the size of an A level i.e. an AS, although in standard it is at A level.

Its format is flexible: it can be a design / report with findings from an investigation or study/ an artefact / a dissertation / field study / performance.

Students are expected to choose and design their projects with appropriate professional support.

Processes of working on a project allow students to develop a range of skills (see PLTS, and Functional Skills below).

Students have to present their project findings and analysis to an identified audience.

Well chosen projects have the potential to encourage student motivation and planning for progression.

Personal Learning & Thinking Skills (PLTS) – 60 Guided Learning Hours

The framework for PLTS has been developed in recognition of the importance of learners developing skills relevant to employability and study at HE level.

6 skills are specified here:

• independent enquiry
• creative thinking
• reflective learning
• teamwork
• self-management
• effective participation

And each has a ‘gloss’ e.g. Creative thinkers

• Generate ideas and explore possibilities
• Ask questions to extend their thinking
• Connect their own and others’ ideas and experiences in inventive ways
• Question their own and others’ assumptions
• Try out alternatives or new solutions and follow ideas through
• Adapt ideas as circumstances change

Students are not formally assessed on these skills but their development is monitored and students are expected to record their development, with support, as part of the Advanced Diploma planning and review process.

Functional Skills

These skills are meant to be integrated into the delivery of Principal Learning, extended project and work experience and students are expected to learn, practise and apply these skills across a range of contexts.

They include the maths, English & ICT seen as essential for achievement in learning, work and life generally.

Students are expected to sit externally set tests and the Advanced Diploma can only be achieved, if these are all passed at Level 2.

For some learners this represents one of the most challenging parts of the Diploma qualification. Potentially, some Advanced Diploma students applying for places in HE, may hold a GCSE English at grade C in English or Maths, but may not achieve the level 2 Functional Skills and hence not the full Diploma qualification. Currently, Functional Skills are not a requirement for A Level students.

3. Additional & Specialist Learning (ASL) – 360 Guided Learning Hours

This strand, potentially, offers learners the chance to shape their own programme according to preference / planned progression.  It enables learners the chance to deepen their subject learning of the Principal Learning strand and to broaden their curriculum experience by taking complementary qualifications such as AS or BTEC or other named professional qualifications, where available.

Details of the wide range of qualifications that may currently be offered are listed on the National Database of Accredited Qualifications but, in practice, enquiries with partners has revealed that most current learners are generally being offered AS / BTEC units that are available locally.

Students are allowed to exceed the GLHs for this strand by up to 50% and, although it is expected that students at Level 3, for example, will generally study ASL at that level, the DCSF has asked QCA to look at how higher level options might be made available within the Diploma catalogue.  QCA will report on this some time in 2009.

How is the Advanced Diploma different from A Levels?

The Diploma focuses on one main line of learning e.g. Creative & Media; Engineering, whereas at A level, most learners opt to study two or three separate subject disciplines e.g. English, Psychology, French. Students are, also, required to pass the three Functional Skills: Maths, IT and English at Level 2 and to choose an area for in-depth study as part of their Extended Project.  They also have to do at least 10 days’ work experience.

Unlike A levels, the Diploma is more overtly linked to the workplace and students, whatever their chosen learning line, develop a theoretical and practical understanding of key issues in their chosen professional sector. Also, A Levels are more exam based, whereas most of the Advanced Diploma is internally assessed and externally moderated.

How does the Advanced Diploma differ from the Advanced BTEC?

Both qualifications are generally studied over two years and require study across a range of compulsory modules (Principal Learning (Advanced Diploma) / BTEC core modules) and options (Additional & Specialist Learning (Diploma) / Optional specialist units BTEC).

However, as part of the Advanced Diploma, students must take an extended project, whereas on BTEC they do not, although a project unit may be available as a specialist unit.  Students also required to undertake mandatory work experience, whereas this is not a requirement on BTEC although, again, students may opt to take a work experience specific unit, if available.

While Advanced Diploma students are required to be assessed on Functional Skills at Level 2 via externally set tests, this is not a requirement on BTEC, although Key Skills are usually available to students at level 2 or 3.  On the Diploma, student progress is also monitored against the 6 Personal, Learning & Thinking Skills (PLTS) specified within the National Curriculum 11 – 19.

Overall, the BTEC is a much more overtly vocational qualification than the Advanced Diploma and is best suited to those learners who are clear about their progression plans to a defined employment sector.  The Advanced Diploma, on the other hand, offers a broader mix of theoretical and applied learning and does not prescribe progression to a specific sector or HE qualification.

How does the Advanced Diploma prepare students for HE?

The Advanced Diploma has been designed with progression to HE in mind.  Its mix of applied and theoretical learning, combined with Extended Project and Functional Skills / Personal, Learning & Thinking Skills requirements will ensure that learners are prepared for the demands of study at undergraduate level.

Some Universities are already developing links with schools / colleges, in support of the Extended Project, in particular, and all the signs are that most HEIs welcome the breadth and diversity of learning that holders of the Advanced Diploma will bring to their university studies.

How are students assessed?

Students on the Advanced Diploma are not expected to sit full qualification exams.  Work from the Principal Learning and Extended Project components will be mainly internally assessed and externally moderated by the relevant awarding bodies, as currently happens with other Advanced (Level 3) qualifications.

Some units in Principal Learning will be externally assessed, e.g. Information Technology – Level 3 (Edexcel specification)

• The potential of technology
• Understanding organisations
• Professional development
• Creating technology solutions *(externally assessed)
• Multimedia and digital projects
• Making projects successful *(externally assessed)
• Managing technology systems

Students opting to take an AS or A Level as part of their Additional & Specialist Learning will sit external exams, as required, as will any student choosing professional qualifications.

What happens if students don't pass all parts of the Diploma?

As has already been described, the Diploma consists of a number of key constituent parts. To obtain the full Diploma qualification, learners need to pass all of these.

Guidance from receiving HEIs as to whether they will accept students who have not passed all components is varied. There are signs, for example, that Middlesex University may be prepared to award places to students in Creative & Media who have not passed the Functional Skills Maths component at Level 2.

The position of each HEI will vary and advice will need to be taken on an individual subject basis. For up-to-date guidance here, please consult the UCAS website at - www.ucas.ac.uk.

What UCAS points does the Advanced Diploma attract?

Most HEIs express their entry requirements in the form of UCAS tariff points (often with specific grade requirements) for full time undergraduate courses. The UCAS tariff points for the Advanced Diploma, made up of a total of points from the Principal and Generic Learning and the Additional & Specialist Learning, are listed below. The maximum points that can be gained are 490, equal to 3.5 A-levels.

UCAS Tariff: Principal & Generic Learning

UCAS Tariff: Additional & Specialist Learning

What progression routes are available to Diploma learners?

Students are able to progress on to a range of qualifications, as is the case for any Level 3 learner.

Click here to see routes into higher education.  Routes into Higher Education postcard 2009 (141.01 kB) .

Linking London has complied a Progression Routes Database  Progression Routes Database (216.8 kB), which contains some examples of types of level 4 courses which Diploma students may which to consider progressing on to. (Please note that these lists are not exhaustive).

Linking London are also brokering a range of progression agreements to facilitate progression from the Advanced Diploma to Universities in the Linking London Network and, to date, agreements have been signed with sending institutions by London Metropolitian University and the University of East London.

What do Universities say about the Advanced Diploma?

Universities are broadly welcoming the Advanced Diploma; in fact they were involved in shaping them. Generally Universities are of the opinion that the Advanced Diploma will provide learners with the thinking, organisational and research skills necessary for studying a degree.

In terms of admissions, generic statements of acceptability have been published from 286 HEIs (93% of UCAS membership).

In London, UCAS data suggests that Million + and University Alliance have declared wide acceptance for the Advanced Diploma. However, Russell Group and 1994 Mission Group have declared less favourably than other mission groups (though the IT and Engineering Advanced Diploma is regarded as more acceptable than other lines with these groups).

Overall, UCAS - the organisation responsible for all applications to university in the UK -reports good acceptance for phase 1 Advanced Diplomas:

• Information Technology
• Engineering
• Creative & Media
• Construction & the Built Environment
• Society, Health and Development

However, to be sure about particular courses, students are advised to check individual University entry requirement through UCAS, as advised below -

OK, so diplomas are good for work, but what about going to university? Well, since universities have been involved in their development, diplomas teach you a lot of the thinking, organisational and research skills that you'll need for studying a degree. "You can also take another qualification like an NVQ, GCSE or A-level as part of your giving you the best of both worlds," says Janice Kay, Deputy Vice-Chancellor of Exeter University.

There might be some degrees though, that a diploma won't give you enough subject knowledge to study, so it's best to look on the UCAS website first, recommends Angela Milln, Director of Student Recruitment at Bristol University. "Students should check if universities are happy to accept diplomas on their programmes and if they require a specific A-level as part of it. If you want to study a degree which isn't directly related to your diploma, it's also best to check with the universities first, so you can make your choices with confidence."

www.thesite.org/workandstudy/studychoices/whatcourse/diploma_opinions

Most HEIs express their entry requirements in the form of UCAS tariff points (often with specific grade requirements) for full time undergraduate courses. The UCAS tariff points for the Advanced Diploma, made up of a total of points from the Principal and Generic Learning and the Additional & Specialist Learning, are listed below. The maximum points that can be gained are 490, equal to 3.5 A-levels.

What's the view of employers?

Employers have, in many cases, been instrumental in the shaping of the diplomas. For example, the Telecoms industry has been key in shaping the IT diploma.

Many employers have commented extremely favourably. Bruce Boughton, Training and Development Manager at Lovell Partnerships Ltd who, who when asked by The Site.org what they [the diploma] mean for businesses, commented:

"Diplomas develop generic skills that are useful to all employers, whatever the business, like problem solving, creative thinking, decision making, and working as a team as well as independently. Although as a diploma student, you won't be 'job ready'', you will have an overall understanding of your chosen industry that companies can build on with further training.
"As a construction company, we're looking for more than just academic qualifications from our staff. We want passion and commitment, whether it's for an apprenticeship or a management trainee programme. If you have chosen to do a diploma in construction, we know you are enthusiastic about our industry, which will be an advantage during our recruitment process.
"The work experience and projects you'll do on the diplomas will bring the curriculum to life and give us a better chance of recruiting talented people with the skills to do the job."
(See: http://www.thesite.org/workandstudy/studychoices/whatcourse/diploma_opinions).

According to Sir Alan Jones, Chairman Emeritus, Toyota Manufacturing UK Ltd –"Diplomas contain the knowledge and skills needed for a head start in business life."

Microsoft are equally positive -"Microsoft enjoys a great partnership with e-skills UK and is pleased to have supported the development of the new Diploma in IT; the next-generation curriculum designed for 14 to 19-year-olds. The Diploma in IT offers an exciting way for students to learn and apply their skills in business-relevant ways. At Microsoft, we welcome initiatives that seek to increase the level of IT skills for young people leaving school and entering the workforce or moving on to University. "
Steve Beswick, Director of Education, Microsoft Ltd

What Advanced Diplomas are being offered by the London Boroughs?

A Summary of Diploma provision across the London Boroughs is available here.  14 – 19 Diploma Provision across the Linking London Lifelong Learning Network (136.31 kB).

Where can I find more information about specfic lines of learning?

Sector Skills Councils have been integral in developing the 14-19 Diploma lines, representing the interests of businesses and employers. Each Diploma line has its own individual website.

1st lines

http://www.engineeringdiploma.com/  -  Engineering

http://www.e-skills.com/diploma  -  Information Technology

http://www.skillset.org/qualifications/diploma/  - Creative & Media

http://www.cbediploma.co.uk/  -  Construction & the Built Environment

http://shd.skillsforhealth.org.uk/  -  Society, Health and Development

2nd lines

http://www.diplomaelbs.co.uk/ - Environmental and Land Based Studies

http://www.hospitalitydiploma.co.uk/ - Hospitality

http://www.habia.org/diploma/ - Hair and Beauty

http://www.baf-diploma.org.uk/ - Business, Administration and Finance

http://saldiploma.skillsactive.com/- Sport and Active Leisure

http://www.diplomainretailbusiness.com/- Retail Business

http://www.tandtdiploma.co.uk/ - Travel and Tourism

Principal Learning

• AQA (Assessment & Qualifications Alliance and City & Guilds): www.aqa.org.uk
• Edexcel Limited: http://edexcel.com
• OCR (Oxford, Cambridge & RSA Examinations): www.ocr.org.uk

Curriculum guidance for delivering Principal Learning is also available from QCA at: -
www.qca.org.uk/qca_13909.aspx

Work Experience

See the Linking London guide, available for download here:  The New Advanced Diplomas: What they mean for Higher Education in Curriculum terms (1.91 MB)

Extended Project

A Guide to the Extended Project has been prepared by Linking London –   The Extended Project: 14 – 19 Reform Key Principles & Processes (1.56 MB)- and is available for download.

Functional Skills

See QCA – Delivering functional skills.  Lessons learnt from the pilot. QCA 2009 available at:
www.qca.org.uk/qca_21669.aspx

Personal, Learning & Thinking Skills (PLTS)

See QCA Guidelines on recording Personal, Learning & Thinking Skills in the Diploma, January 2008 available at: http://www.qcda.gov.uk/10327.aspx

Additional & Specialist Learning (ASL)

A Guide to Additional & Specialist Learning has been prepared by Linking London and is available for download here  The Additional & Specialist Learning Strand of the New Advanced Diplomas (588.12 kB).

You may also be interested in reading Flexibility in Diploma programmes: realising the potential of additional & specialist learning, QCA, 2009 available at: http://www.qcda.gov.uk/25740.aspx

Diploma Pedagogy

See The Diploma and its pedagogy,QCA,October 2008 available at: http://www.qcda.gov.uk/26029.aspx

What are partners in the Linking London area doing to prepare for Diploma students?

Universities nationally have been completing entry profiles specifying the courses that they will accept for entry to HE and most have created generic statements indicating their acceptance of Advanced Diplomas.

Currently, Linking London has brokered four progression agreements from four of the first five Diploma lines into courses at two of our partner HEIs. These are:

• Progression routes from the Construction & the Built Environment and SHD Advanced Diplomas into courses at London Metropolitan University
• Progression routes from the Construction & the Built Environment and Engineering Advanced Diplomas into programmes at the University of East London.
• Progression routes from the Society, Health and Development Advanced Diploma into programmes at the University of East London
• Progression routes from the Information Technology Advanced Diploma into programmes at the University of East London

A number of partners are also working with us to track the first cohort of learners from the Advanced Diploma to HE or work. Institutions involved to date are Hackney Community College and City & Islington College.

As well as working with institutions we have been meeting regularly with local borough leads via the Diploma Delivery Partnership (DDP) meetings. This has provided an active forum in which to meet and share views and, recently, attendance was widened to include HEIs. Figures from the DCSF indicate that 97% of local authorities will offer the Diploma qualification from September 2010. We hope to continue to widen our borough representation at these meetings to reflect the scale of activity that ongoing detailed mapping of Advanced Diploma provision across the Network has revealed.

What support is available to support Diploma deliverers / Admissions tutors?

General support is available from www.diploma-support.org

Support for the Functional Skills programme is available from www.fssupport.org

There are on-line communities for each individual line of learning. These are spaces to where you can share resources, get advice and ask questions. www.diploma-support.org/communities/forums