Opinion
he developmenT of the diploma
T
has reached a crossroads. The pre-election
political uncertainty has undoubtedly had
an impact on take-up in 2009 and will
do so again for 2010, as schools and colleges remain
Whither
reluctant to commit further resources to develop a
programme with an uncertain future.
What is also clear is that many aspects of the
diploma programme have been a considerable
success. one of the diploma’s strengths has been the
Diplomas?
development of alternate means of assessment, with
lead and domain assessors based within schools and
colleges. These practitioners are responsible for the
moderation and levelling of standards of summative
teacher assessment. Whatever happens with the
diploma, it is important that this approach to
This year’s General
assessment is built upon, not lost.
Election has major
The extended project has been well received and implications for the
has already established itself as an aspect of more
future of Diplomas.
traditional pathways, such as the A level. The style of
Malcolm Trobe looks
teaching required in the diploma has influenced the
way that many schools have looked at restructuring
at the lessons learned
the key stage 3 curriculum with much more
so far and where
emphasis on thinking skills and problem-solving. Diplomas might, and
however, despite these positive aspects, the
should, be heading
prospect of having to cover all 17 diploma lines
at three levels is not only unrealistic for many
schools and colleges, but has raised some important need to consider how this “functionality” should be
questions. do we actually need 17 lines? Is this not built into not only teaching, but also the assessment
leading to an over-specialisation? of students’ learning?
The Association of School and College leaders The future of phase 4, the so called “academic”
(ASCl) has long suggested that the entitlement for diplomas, seems most at risk from a change in
every student to access every line should be removed; government. It is important however to recognise
decisions can be sensibly left to schools and colleges that these diplomas are not academic in the true
as to what is needed in their locality. It would be sense. They are built around a practical learning
helpful to at least look at amalgamating some of the approach with the involvement of employers and as
lines, which could be achieved without losing their such have broken new ground. The diploma steering
work-related and practical learning emphases. groups and exam boards have already completed a
The jury is out on the value of the level 1 great deal of interesting work on these and whatever
diploma. There are many who see the future at this happens, this will need to be continued.
level based around Foundation learning and the employer engagement has been crucial to the
more direct vocational programmes such as BTeC. diploma, but at local level it is proving a problem to
others like the basic framework of the diploma for ensure enough work placements and direct employer
this level of student achievement. The best possible activity to meet curriculum needs. The recession
option may well be to examine ways in which the has been a factor here and it may be necessary to
diploma framework can be adjusted to include examine alternatives to some of the work placements,
highly rated level 1 vocational programmes and such as simulated work practice, in the short-term to
Foundation learning, leaving the diploma as the enable all the learning objectives to be met.
overarching qualification. our education system does not have the best
There appears to be agreement among schools and track record of learning from past experiences in
colleges that some simplification of the diploma curriculum and assessment. Too often we have
structure is required and there are clearly a number repeated the errors of previous generations.
of issues over the place of Functional Skills and their Although the future will remain uncertain until after
‘
Pre-election
political
uncertainty has
undoubtedly
had an impact
assessment. everyone agrees that we need people the General election, whatever the outcome, it will be
with a high degree of functionality in literacy, important that we learn from what has been achieved
on take-up in
numeracy and ICT; the problem is how to achieve it. with diplomas so far to ensure we have the best
2009 and will
experience indicates that students respond best possible curriculum and assessment structure. DD
when these skills are taught within the contexts in
do so again for
which they are learning – lessons we should have • Malcolm Trobe is ASCL’s policy director. Visit
learned from GnvQ. Are we at the stage when we www.ascl.org.uk 2010
Delivering Diplomas • Volume 2 No 1 Spring 2010
08-09 opinion.indd 9
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9
5/3/10 10:40:53
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