PLTS and ASL
Essential components
Managing the Diploma curriculum is a daunting prospect, but it offers the chance to create locally distinctive
programmes of study. Ian Duckett offers his advice when it comes to personalising learners’ study through
Additional and Specialist Learning, and evidencing Personal, Learning and Thinking Skills
dditionAl And Specialist Curriculum planners can use the validator delivered in a classroom, most (a minimum
A
learning (ASl) is the key to to create a programme of study from a of 50 per cent) must be experienced as
developing a maximalist model of combination of qualifications and other applied learning in “real-world”, work-related
the diploma, one that provides achievements and then check whether or and work-based contexts. Furthermore, the
a full flavour of the vocational area that the not it is valid. Curriculum planners should Generic learning, the Extended Project, the
diploma covers. make sure they use the latest version of the work experience, the Functional Skills, and
The Principal learning can only go part ASl catalogue when putting together new the PltS must be either embedded within, or
way towards this and, indeed, is designed as diploma programmes of study. closely linked to, the Principal learning.
units of applied learning. While the Generic diplomas have been designed to be
learning elements of diplomas are crucial Complexity for personalisation delivered by consortia. This is a radical change
to developing the skills that are essential for The distinctive characteristics of the diploma from the way most 14 to 19 programmes have
success – especially the skills for employability have various implications for delivering the been delivered previously. in recent years,
(Personal, learning and Thinking Skills or qualification by a partnership of providers. the closest schools and colleges have come
PltS) – it is the ASl that enables key stage The challenges of working in a team drawn to experiencing anything similar has been
4 diploma learners to move beyond the from different backgrounds in order to through the management and delivery of the
minimalist model of, say, Principal learning provide a personalised curriculum need increased Flexibility Programme. However,
and GCSEs. serious consideration by all diploma teams. the scale and complexity of what is expected
The national database of Accredited The importance of the ASl component for the diplomas is dramatically different. The
Qualifications website contains details and the potential it offers for personalising mode of diploma delivery needs to be agreed
of all ofqual-accredited qualifications learners’ programmes is also crucial for regionally, against national standards, having
and has catalogues for diploma lines of consideration. in addition, the need for a been through a Gateway process.
learning, which contain ASl qualifications customised local diploma marketing strategy
and available options as well as the is crucial, as is the importance of establishing Tension and misunderstanding?
Principal learning and Extended Project robust relationships with employers and in the early stages of diploma development,
and Functional Skills (see further higher education. teams can experience some tension and
information). Although diplomas offer a complex possible misunderstandings as members from
The Qualifications and curriculum mix to manage, they different backgrounds (school, college and
Curriculum development Agency also provide delivery teams local authority) grapple with the challenging
(QCdA) has launched a new with the opportunity to complexity of the diploma framework and
web-based diploma Validator create a locally distinctive the implications of introducing and arranging
tool to help ensure all diploma programme and, at shared delivery, common timetabling,
students are on a valid the same time, one quality assurance, and learner attendance and
programme which encourages achievement at more than one institution.
of study. the “personalisation” A “cultural divide”, in terms of perception
of each learner’s about one another’s strengths and weaknesses
experience. and the similarities and differences between
At the heart of schools and colleges, should not be
the diploma is the underestimated. in some cases, members
Principal learning, of diploma teams may have little recent
which although experience of a further education college’s
academic and operational management or its
theoretical and priorities and values.
can be College staff will probably have
little first-hand knowledge of the key
stage 4 curriculum or the constraints
of the secondary school timetable or
academic year.
Secondary school teachers may not
30 Delivering Diplomas • Volume 2 No 1 Spring 2010
30-31 lsn.indd 2 5/3/10 12:13:08
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