The document outlines the requirements and process for partnerships to submit bids for delivering Diplomas through the second round of Diploma Gateway support. Key points include: - Partnerships must demonstrate plans for rigorous Diploma delivery in collaboration with clear roles defined for participating institutions. - Bids require self-assessments of readiness for each Diploma line and plans to address gaps by September 2009. - Successful bids will show understanding of Diploma requirements and progression routes for students.

1. Diplomas Round 2 Gateway support Manufacturing and Product Design www.cogent- ssc .com www. improveltd .co. uk www. proskills .co. uk www. semta .org. uk www. skillfast - uk .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 DfES 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 DfES (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 partnership’s 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 Manufacturing and Product Design Diploma about? The Diploma in Manufacturing and Product Design aims to equip learners with the world class skills and knowledge necessary to make a valuable contribution to the UK’s manufacturing competitiveness within a global economy. It will introduce learners to the breadth of the manufacturing environment and industries through a holistic applied learning approach. The Diploma has 6 key drivers – contribute to meeting industry drivers and needs; contribute to sustainability and the future of the manufacturing sector; applied learning experience; transferability; choice and progression; and appeal to all

10. Structure Principal learning Learning is based on knowledge, skills and attributes across three themes: Business and enterprise Science and design Production systems There are compulsory topics on each theme at each level

11. Principal learning At L1 only to enable learners to access units from other diploma lines The number for each theme varies according to the level Theme 1 Theme 2 PLTS Applied / work related learning Planning / reviewing learning Project Theme 3 Elected Topics Compulsory Topics

12. Level 1 - Principal Learning QCA Criteria Topics Introduction to Manufacturing Dealing with customers and suppliers Introduction to working practices Introduction to product design and development Introduction to materials science Manufacturing a product Statement of Content Compulsory topics Introduction to Manufacturing Introduction to working practices Manufacturing a product Elected Topics Dealing with customers and suppliers Introduction to product design and development Introduction to materials science

13. Structure of diploma Level 1 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 60 6 Manufacturing a product 30 5 Introduction to materials science 60 4 Introduction to product design and development 30 3 Introduction to working practices 30 2 Dealing with customers and suppliers 30 1 Introduction to manufacturing 240 GLH Topics

14. Specialist Learning Level 1 13 Specialist learning topics (May 07) Business enterprise [from Business diploma] Customer service [from Business diploma] Sales [from Business diploma] Product design [from Creative and Media diploma] Introduction to electronics [from Engineering diploma] Introduction to computer aided engineering [from Engineering diploma] Processing systems and operation Computer applications in manufacturing Understanding automated technologies [pneumatics] Introduction to routine maintenance operations [from Engineering diploma] Food manufacturing - the food industry Apparel manufacturing – basic manufacturing skills Textiles manufacturing - basic manufacturing skills These cover the 3 themes, and broad specialist areas

15. Level 2 – Principal Learning QCA criteria 7 Compulsory Topics Running a manufacturing business The global business world Working in manufacturing Designing and developing products Materials science Processing systems Product manufacture Statement of content 7 Compulsory Topics Running a manufacturing business The global business world Working in manufacturing Designing and developing products Materials science Processing systems Product manufacture

16. Structure of diploma Level 2 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 60 7 Product manufacture 60 6 Processing systems 60 5 Materials science 60 4 Designing and developing products 60 3 Working in manufacturing 60 2 The global business world 60 1 Running a manufacturing business 420 glh Topics

17. Specialist Learning Level 2 37 Specialist learning topics (May 07) 5 topics from the Business and enterprise theme [taken from the Business diploma] 4 topics from the Science and design theme [some taken from the Creative and Media and Engineering diplomas] 3 topics from the Production systems theme 3 topics from the Textiles and apparel broad specialist area 5 topics from the Food manufacturing broad specialist area 8 topics from the Chemical, polymers and pharmaceuticals broad specialist area 9 topics from the Process manufacturing broad specialist area

18. Level 3 – Principal Learning Statement of content 9 Compulsory Topics 1 Manufacturing business principles 2 Understanding and meeting customer needs and market requirements 3 Supply chain management 4 Management of resources and working practices 5 Research, development and the introduction of new products 6 Materials science 7 Production and processing systems 8 Managing production and processing operations 9 Quality assurance in manufacturing QCA criteria 9 Compulsory Topics 1 Manufacturing business principles 2 Customer needs and market requirements 3 Supply chain management 4 Management of resources and working practices 5 Research, development and the introduction of new products 6 Materials science 7 Production and processing systems 8 Managing production and processing operations 9 Quality assurance in manufacturing

19. Structure of diploma Level 3 Principal Learning Additional / specialist Learning Additional 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 Level 2 obtained 30 9 Quality assurance in manufacturing 60 8 Management of production and processing operations 90 7. Production and processing systems 90 6. Materials science 90 5. Research, development and the introduction of new products 30 4. Management of resources and working practices 30 3. Supply chain management 60 2. Customer needs and market requirements 60 1. Manufacturing business principles (540 glh) Topics

20. Specialist Learning Level 3 62 Specialist learning topics (May 07) 8 topics from the Business and enterprise theme [taken from the Business diploma] 3 topics from the Science and design theme [some taken from the Creative and Media and Engineering diplomas] 6 topics from the Production systems theme [some taken from Engineering diploma] 15 topics from the Textiles and apparel broad specialist area 5 topics from the Food manufacturing broad specialist area 16 topics from the Chemical, polymers and pharmaceuticals broad specialist area 9 topics from the Process manufacturing broad specialist area

21. 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 Level 1/2 up to 2 GCSE. Level 3 – 1 A level Manufacturing and product design related qualifications 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

22. Resources and Facilities Must provide a Realistic Learning Environment (RLE) reflecting that found in a commercial workplace Conform to H&S legislation and commercial practice Range of services, tools, products up to date and available for use Learners need to dress appropriately for the environment they are in

23. Workforce Audit current workforce experience and qualifications against each principal learning topic – identify strengths and shortfalls 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

24. Local Employer engagement EBP: Raising awareness among 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

25. Potential Employer Activity Encouraging young people to choose a 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 a 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

26. 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 51-52 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 41 – 50 of the DDP specification for information on progression routes

27. 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