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  • 1 and 2 need to be looked at at partnership level and communicated to the lead for part 3
  • C to all diplomasommon structure Project – separate? embedded in principal learning? supported self study using learning mentors / tutors? Part of key skills time? How to timetable? – long thin? Short fat? Diploma project days / sessions?
  • Breadth, similar to GNVQ – process based different types of learning
  • Personal, learning and thinking skills – embedded in principal learning
  • DDP pushing for project to be mandatory IT related
  • 100 employers, EBP have appointed member of staff to work on this Tell the EBP what you need – they will work with employers to supply it as far as possible Build on existing work – both generic and diploma specific
  • Not just about work experience, but applying learning to real contexts as in BTEC/GNVQ
  • This needs to be considered Generically, from the point of view of students advice and support, teachers and connexions staff, and deliverers to know opportunities in sectors and progression routes Specifically from point of view of students tailoring their diploma to meet their needs Use Cxs overview Show what training taking/planning to take place

Transcript

  • 1. Diplomas Round 2 Gateway support Business, Administration & Finance www. fssc .org www. qca .org. uk School Improvement Service in Partnership with Lincolnshire County Council
  • 2. Session Outline
    • Introduction, expectations re gateway process
    • Overview of Diploma requirements / QCA criteria / self assessment form
    • Partnership / individual activity
  • 3. Key messages:
    • Success will be dependent on partnerships demonstrating they have rigorous and compelling plans to prepare for delivery of the diplomas
    • DCSF expect providers to deliver Diplomas as part of a collaborative local partnership, rather than acting in isolation
    • Each partnership submits proposal to LA
    • LA likely to have to make judgment on bid prior to forwarding to DCSF(ie determine strengths and rationale)
    • Submission to Eileen Chapman (email [email_address] ) BY 21 st November 2007
  • 4. Essential features:
    • Need to demonstrate clear understanding of each diploma line to be offered
    • Asked to provide a lead contact for the gateway process for single channel of communication (this does not mean a lead institution)
    • Can concentrate on particular Diplomas – do not have to deliver all 5 new lines (or all 5 from round 1)
    • Keen to see partnerships offer all 3 levels at the same time, but not ‘absolute’ requirement. Expect progression routes to be in place by the time young people complete their diplomas
  • 5. What will you need to provide?
    • The bids will have 3 parts:
    • Partnership information form
    • Generic summary – your partnerships 14-19 strategy; how your partnership is planning to meet the entitlement by 2013; partnership strategies for workforce development, employer engagement, IAG, facilities
    • Details for delivery of each specific diploma
    • We are surmising that they will still require
    • A full self assessment for each area for each diploma line, rating green, amber/green, amber/red or red and explaining:
      • Where you are now
      • What you need to do by September 2009
      • How you are going to bridge the gap
  • 6. What do you have to do?
    • Remember that the bid is being prepared on behalf of the whole partnership – the bid does not belong exclusively to the lead contacts or their institution
    • Clarity of roles and responsibilities - ensure that roles of FE / WBL/ Schools / employers are appropriately identified
    • Check you understand what the diploma requirements are – use statements of content and QCA criteria
    • Carry out an internal self assessment against the 5 criteria – identify what is happening now – an honest appraisal of where you are now – grade each criteria
    • Identify where the gaps are between what you have in place / are doing now, and what is needed
    • State what you intend to do to in order to address those areas – ie a development plan
    • Clear statements with factual examples
    • Ensure that all gateway criteria are addressed
    • Assume no knowledge by reader!
    • Essential that each bid is ‘signed off’ by strategy group
    • Get someone to proof read
    • Continue with your planning once bid submitted – don’t wait for results
    • Meet with your partnership to:
      • Identify who is going to write the submission on behalf of the partnership – this is the lead contact (NOT the lead deliverer)
      • to share your self assessments
      • draft the relevant sections on the form FOR THE PARTNERSHIP
    • Identify where the gaps are between what you have in place / are doing now, and what is needed
    • State what you intend to do to in order to address those areas – ie a development plan
    • Rate yourself – green, amber/green etc
    • Decide who will sign off the submission – should be strategic group of 14-19 cluster - they need to check there is consistency in key messages across all diploma lines
    • Lead contact will need the self assessments for the partnership to enable them to answer any questions raised by the Regional panel
  • 7. Components of Diploma Principal Learning Specific to each diploma – approx 50% of time should be ‘applied learning’ (application in work or work related contexts) Generic learning Functional skills En / MA / ICT assessed as discrete units Personal, learning and thinking skills – embedded in principal learning Project – assessed discretely Work experience Planning and Review Additional / specialist Learning Additional GCSE / A level /other academic qualifications Sector specific qualifications – specialism / complementary Optional units In 2008 – these will be drawn from existing qualifications
  • 8. Composite Diploma Structure 60 GLH = 1 hr/week for 2 years 360 6 hrs / wk 180 3 hrs / wk 120 2 hrs / wk Additional / specialist 1080 glh 800 glh 600 glh Total 180 3 hrs / wk 200 3.3 hrs / wk 240 4 hrs /wk Generic 540 8 hrs / wk (at least 270 hrs applied) 420 7 hrs / wk (at least 210 hrs applied) 240 4 hrs / wk (at least 120 hrs applied) Principal Level 3 Level 2 Level 1
  • 9. What is the Business Administration & Finance Diploma about? The Diploma in Business, Administration and Finance will combine a range of generic and specific theory, knowledge and practice, related to employment within these sectors and related industries to steer learners down an applied learning route. The design will help to prepare and enable young people to make across the sector appropriate to choices and assess a range of careers and occupations their interests and competencies at various stages of the diploma eg opportunities to enter apprenticeships or HE. The overall aim is to open doors, to create life chances and to place value on lifelong learning and creativity.
  • 10. Structure
    • Principal learning
    • Learning is based on knowledge, skills and attributes that are generic for working in a broad range of business, administrative and financial roles and enables progression to related studies or employment in the wider business sector.Across three distinct areas
    • Business
    • Administration
    • Finance
    • and topics at every level reflect this division.
  • 11. Principal learning The number varies according to the level At L1 only to enable learners to access units from other diploma lines Compulsory Topics Elected Topics PLTS Applied / work related learning Planning / reviewing learning Project
  • 12. Level 1 - Principal Learning
    • QCA Criteria
    • Topics
    • Business Enterprise
    • Business Administration
    • Personal Finance and Financial Services
    • Teams and Communication in Business
    • Success at Work
    • Elective Topics
    • Customer Service
    • Sales
    • Statement of Content
    • Compulsory topics
    • Business Enterprise
    • Business Administration
    • Personal Finance and Financial Services
    • Team Working
    • Success at Work
    • Elective Topics
    • Customer Service
    • Sales
  • 13. Structure of diploma L1 Principal Learning Additional / specialist Learning Additional GCSE / other academic qualifications Sector specific qualifications Generic learning 6 PLTS INT 5 Work Experience (10 days?) 60? 3 Functional ICT 60? 2 Functional Maths 60? 1 Functional English 60? 4 Project 7 Planning and review 240 GLH Modules 30 Sales 30 Success at Work 30 Customer Services 30 Teams and Communications in Business 30 Personal Finance and Financial Services 30 Business Administration 60 Business Enterprise 240 GLH Topics
  • 14. Level 2
    • QCA criteria
    • 11 Compulsory Topics
    • 1. Business Enterprise
    • 2. Business Communication
    • 3. Business Administration
    • 4. Personal Finance and Financial Services
    • 5. Business Finance and Accounting
    • 6. Marketing and Sales
    • 7. Teams in Business
    • 8. Customer Service
    • 9. Corporate Social Responsibility – Employers and Employees
    • 10. Responding to Change in Business
    • 11. Success at Work
    • Specification
    • 11 Compulsory Topics
    • Business Enterprise
    • Business Communication
    • Business Administration
    • 4 Personal Finance and Financial Services
    • 5. Business Finance and Accounting
    • 6. Marketing and Sales
    • 7. Team Working
    • 8. Customer Service
    • 9. Corporate Social Responsibility – Employers and Employees
    • 10. Responding to Change
    • 11. Success at Work
  • 15. Structure of diploma L2 Principal Learning Additional / Specialist Learning Additional GCSE / other academic qualifications Sector specific qualifications Generic learning 6 PLTS INT 5 Work Experience (10 days?) 50? 3 Functional ICT 50? 2 Functional Maths 50? 1 Functional English 50? 4 Project 7 Planning and review 200 GLH Modules 30 10 Responding to Change in Business 30 9 Corporate Responsibility-Employers & Employees 30 11 Success at Work 30 8 Customer Service 30 7 Teams in Business 30 6 Marketing and Sales 60 5 Business Finance & Accounting 30 4 Personal Finance & Financial Services 60 3 Business Administration 30 2 Business Communication 60 1 Business Enterprise 420 glh Topics
  • 16. Level 3
    • QCA criteria
    • 11 Topics
    • 1 . Business Enterprise
    • 2. Business Communication
    • 3. Business Administration
    • 4. Personal Finance and Financial Services
    • 5. Business Finance & Accounting
    • 6. Marketing and Sales
    • 7. Teams in Business
    • 8. Customer Service
    • 9. Corporate Social Responsibility – Employers and Employees
    • 10. Responding to Change in Business
    • 11. Success at Work
    • Specification
    • 11 Compulsory Topics
    • Business Enterprise
    • Business Communication
    • Business Administration
    • 4 Personal Finance and Financial Services
    • 5. Business Finance & Accounting
    • 6. Marketing and Sales
    • 7. Team Working
    • 8. Customer Service
    • 9. Corporate Social Responsibility – Employers and Employees
    • 10. Responding to Change
    • 11. Success at Work
  • 17. Structure of diploma L3 Principal Learning Additional / specialist Learning Additional GCSE / A level /other academic qualifications. Sector specific qualifications Generic learning INT 3 PLTS 2 Work Experience 180 1 Project – ½ A level equivalent 4 Planning and review 180 glh Modules Opportunity to study Functional skills until L2 obtained 30 10 Responding to Change in Business 30 7 Teams in Business 30 9 Corporate Social Responsibility – Employers and Employees 30 11 Success at Work 60 8 Customer Service 60 6 Marketing and Sales 60 5 Business Finance and Accounting 60 4 Personal Finance & Financial Services 60 3 Business Administration 30 2 Business Communication 90 1 Business Enterprise 540 glh Topics
  • 18. Additional Specialist Learning Level 3 Three Pathways with different Specialist Learning Opportunities: Business Administration Finance HR & Learning Dev Business Admin Financial Services Marketing HR Administration Accounting Sales Sales Sales IT in Business IT in Business IT in Business IT User – Specialist IT User – Specialist IT User – Specialist Internationalism Internationalism Internationalism Corporate Social Corporate Social Corporate Social Responsibility Responsibility Responsibility Leadership & Leadership & Leadership & Management Management Management Research & Dev Marketing Organisational Dev
  • 19. Generic Learning
    • Functional skills assessed as discrete units or as part of GCSE
    • Personal learning and Thinking Skills contextualised and embedded in principal learning
    • Evidence related to planning and reviewing learning
    • Minimum 10 days work experience level 1, level 2 and level 3
    • Project
    Additional / Specialist Learning Between a quarter and a third of the diploma at each level Eg L1/2 up to 2 GCSE. L3 – 1 A level Business, Administration and Finance related Other content – eg units from other diplomas or other qualifications 35-40% 20% 20% Develop and Realise 15-25% 20% 20% Review 15-25% 40% 40% Use resources 15-25% 20% 20% Manage L3 L2 L1 Assessment Objectives
  • 20. Resources and Facilities
    • Must provide a Realistic Learning Environment (RLE) reflecting that found in a commercial workplace and allows students to demonstrate a full range of communication skills
    • Approved centres must develop realistic facilities to allow students to carry out administrative tasks to meet assessment criteria
    • Must provide resources and facilities which enable students to demonstrate effective customer handling skills
    • Conform to H&S legislation and commercial practice
  • 21. Workforce
    • Audit current workforce experience and qualifications against each principal learning topic – identify strengths and shortfall
    • What additional training will be needed – plans for doing this eg updating with regard to current practice by time in professional establishment
    • What new recruits needed? – plans for this
  • 22. Local Employer engagement
    • EBP:
    • Raising awareness amongst employers
    • Running diploma ready campaign 100 employers across the county – encouraging them to provide support for schools
    • Will broker placements for teachers in business – eg for resource development
    • Will broker placements for students
    • Will ensure that H&S and CRB checks carried out
    • Develop curriculum projects / resources
    Check what is already happening through your WRL / Enterprise co-ordinator
  • 23. Potential Employer Activity
    • Encouraging young people to choose an specific diploma – at all levels there will be parent/student nights; taster sessions; marketing materials to support the young person’s selection
    • Offering work experience placements
    • Providing professional development opportunities for teachers and other deliverers.
    • Engaging in work related learning opportunities (e.g. employability workshops; workplace simulation/role play; work shadowing; debating sessions; industry days; survey investigation/case studies; job application and interview simulation; careers investigation; and school ambassadors)
    • Contributing to the development of learning materials to support the diploma.
    • Sponsorship of or involvement in the project element of the diploma
    • Becoming an mentor to learners (either face to face or virtually)
    • Fielding employees to Summer Schools run at local universities for level 3 learners
    • Fielding employees to attend regional awards ceremonies for project groups
    • Donating tools and equipment to give learners as realistic an experience as possible
  • 24. Information, Advice and Guidance
    • Use the overview provided by Connexions as a starting point - this focuses on generic current activity. BUT, you will also need to:
    • Show how you are keeping IAG current and up to date
    • Demonstrate that you are providing current and relevant IAG on range of careers and opportunities available including employment across the diploma sector
    • Demonstrate how you will ensure equality of access for all learners – see pages 24-25 of the DDP specification. How will you tackle stereotyping eg use of role models?
    • Demonstrate effective links with the relevant sectors to ensure that IAG reflects local provision and opportunities
    • All staff delivering the diploma, even if only a single unit will need to understand the diploma and the potential progression routes – see pages 22- 23 of the DDP specification for information on progression routes
  • 25. Contact Details 14-19 Partnership Co-ordinators sczabaniuk @ cfbt .com - Lincoln, Grantham and Gainsborough shutson @ cfbt .com - Boston and Lincs East whamilton @ cfbt .com - S Holland and Wolds sbettle @ cfbt .com - Sleaford and Bourne, Stamford and Deepings [email_address] [email_address] www.cfbt.com/sislincs