Practical issues in early implementation of the Diploma Principal Learning

Abstract

This short article reports on some of the findings from an interview study conducted in the first year of implementation of the 14-19 Diplomas. The Diplomas were introduced by the Labour government as part of wider educational reforms (DfES, 2005a, 2005b). They were designed to prepare young people for the world of work or for independent study, and are intended to combine theoretical and applied learning, to provide different ways of learning, to encourage students to develop skills valued by employers and universities, and provide opportunities for students to apply skills to work situations in realistic contexts. They are also intended to contribute to ensuring that a wide range of appropriate learning pathways are available to young people, thus facilitating increased participation and attainment. The Diplomas are available at Levels 1, 2 and 3 and rather than being taught by an individual school or college, they are available through consortia consisting of a small group of schools and/or colleges working collaboratively. The Diploma is a composite qualification which is made up of the following elements: principal learning; generic learning; additional and specialist learning. The current research focused on the Principal Learning (PL). The Principal Learning components are specific to a domain or 'line of learning'. Learning through experience of simulated or real work contexts, through applying and practically developing skills, as well as theoretical learning, is emphasised. The PL components are assessed predominantly via assignments which are internally marked and externally moderated. Teaching of Diplomas in the first five 'lines of learning' began in September 2008 with a further five beginning in September 2009 and four in September 2010. Six consortia running Phase 1 Diplomas in the first year of implementation took part in this research. At each consortium, one or more teachers and (in all but one case) a number of learners were interviewed about the learning that was occurring and various practicalities around implementation of the Diploma. This article reports on the latter.