Case study One of the diffi culties in implementing a


brand new, untried and untested qualifi cation is promoting it to pupils and parents, and the East Cheshire Partnership (ECP), which was a runner-up in this year’s Awards, has been eff ective in doing this. T e consortium embarked upon a


programme of collaborative information, advice and guidance (IAG) to ensure that everyone had access to clear and consistent information. T is was supported by Diploma IAG events at the local college and taster events for pupils. An induction programme development by the ECP provides a foundation for young people taking the qualifi cation. Students doing Diplomas in East Cheshire


benefi t from a range of work experience opportunities for students as well as real employer-led projects that require student participation as part of their learning. Another runner-up was the City of


Plymouth Diploma Partnership, which was described as having a “radical vision” of the delivery of the qualifi cation. T e city is big enough to off er the wide


range of lines of learning yet small enough for the consortium to encompass the entire city – including higher and further education, secondary and grammar schools. T e Partnership comprises 17 Diploma


line partnerships, each varying in size and composition and operating within a common citywide framework led by the Diploma Leadership Group. Each line of learning has developed its own


truly collaborative delivery model that builds on the strengths of individual partners. For example, the Diploma in Construction and the Built Environment is taught in one of the secondary schools, which has excellent training facilities, but specialist teaching of some of the units is delivered by an FE lecturer. For Hair and Beauty meanwhile, schools deliver the “hair” element themselves as they each have a hairdressing salon, but local work-based learning providers deliver the “beauty” parts of the course. Another strength of the consortium is the


work being done with universities. Colleagues from higher education act as Diploma ambassadors to produce IAG resources explaining progression routes from Diploma to undergraduate and other courses. At the same time, the partnership is developing an off er for Level 3 learners to do an extended project in Social Work, in conjunction with the University of Plymouth, which allows them to join teaching sessions with fi rst year undergraduates on degree programme.


Delivering Diplomas • Volume 2 No 2 Autumn 2010


Group eff ort: Representatives from the North Somerset consortia collect their award T e consortium, like many others, has


been responsive to the needs of the local economy. Last year, students and employers from the Plymouth Manufacturing Group – a consortium of 13 companies and businesses – launched the Diploma in Manufacturing and Product Design. Steve Gerry, secretary of the Plymouth Manufacturing Group, said: “Manufacturing has always been an important part of Plymouth’s economy and is worth around £700 million every year. If we want to remain at the forefront of the market globally we need a workforce with world class skills, and this Diploma is a great way to nurture and develop talent locally.” T e sheer volume of work involved in


delivering Diplomas can be huge, and communications between the diff erent stakeholders diffi cult to sustain. It can take a great deal of patience, understanding and compromise to make things happen. T e North Tyneside 14 to 19 Diploma


Consortium has worked hard to ensure that every participant has an equal input and involvement. T is has been achieved with monthly meetings of its Diploma Steering Group, which addresses important issues coming from the operational group meetings. T ese are attended by lead practitioners and


it is where best practice is shared, training is accessed, questions are answered and issues around communications resolved. “T e teachers work tirelessly to help each


other and if they have an idea that works they are keen to share,” said Jo Lyons, 14 to 19 Diploma co-ordinator at the Education Business Partnership. “For such a diverse


group, the teamwork that goes on is incredible. “T is may be due to the fact that we have


had to overcome some massive hurdles as our Diploma model is both ambitious and idealistic. At times, communications have been a nightmare to get right due to the sheer volume of people involved. “However, through their persistence and


tenacity, partners have managed to stay positive with each other and are constantly looking for solutions.” T e importance of relationships and strong


staffi ng is also highlighted in the Kingswood Partnership, in south Gloucestershire. T e consortium, which was one of the


runners-up in the Awards, has a core team of six full-time and 17 part-time staff , co-ordinating its off er. Each Diploma is supported by a dedicated Employer Forum helping practitioners shape delivery and providing real life contexts for young people’s learning. Student voice is a key element of Diploma


delivery, and this has led to restructuring of staffi ng and amending elements of Principal Learning days to accommodate young people’s views and needs. Ben Rose, 14 to 19 co-ordinator for the


Kingswood Partnership, said: “With 1,000 students currently taking advantage of the common Principal Learning days and additional Specialist Learning time across all 10 Diplomas, and a growth in numbers expected when all lines become available, some of Kingswood’s centres have a 75 per cent of cohort Diploma take up rate.”


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