access arrangements
Arrangements that are approved in advance of an examination or assessment to allow attainment to be demonstrated by learners who have a permanent or a long-term disability; learning difficulty; temporary disability, illness, indisposition or medical condition; or a special educational need, including where the learner's first language is not English, Welsh or Irish (Gaeilge).
accreditation
The process through which the regulators confirm that a qualification and the associated specification conform to the relevant regulatory criteria.
additional and specialist learning (ASL)
Qualifications that learners choose to include in their Diploma that are complementary or specialised in character. Additional and specialist learning must provide high-quality breadth and/or depth of curriculum experience, without duplication of principal learning, and be based on a solid evidence-base of progression opportunities for learners who want to progress into immediate employment with training, or full-time further and/or higher education.
Advanced Diploma
The Advanced Diploma, a level 3 qualification, provides the basis for progression to higher and further education, and to employment with training. It requires 1,080 guided learning hours (GLH), and is equivalent, in terms of UCAS points, to three and one-half A levels. The Advanced Diploma includes principal learning that is sector- and subject-related. It requires level 2 functional skills in English, mathematics and information and communication technology (ICT), and provides the essential personal, learning and thinking skills needed to progress in education, training and employment. An Advanced Diploma can be completed as a two-year full-time programme. The Advanced Diploma components are, for each line of learning, as follows:
- principal learning (set at 540 GLH, of which a minimum of 270 GLH must be applied learning)
- generic learning (set at 180 GLH)
- additional and specialist learning (set at 360 GLH as a minimum).
aegrotat award
An award made on the basis of partial achievement to a learner who is unable, through temporary illness, injury or indisposition, to complete all the usual assessment requirements.
aggregation
The adding together of attainment across the components and units of a qualification to arrive at a measure of achievement for the qualification as a whole. Aggregation may require a weighting of each element according to the intended contribution to the whole Diploma.
appeal
A process through which an awarding body/organisation may be challenged on the outcome of an enquiry about results or, where appropriate, other procedural decisions affecting a centre or individual learners.
AS/A level
See GCE AS/A level.
assessment
The process of making judgements about the extent to which a learner’s work meets the assessment criteria for a qualification, a unit or part of a unit.
assessment centre
Any centre in a consortium hosting an internal or external assessment for Diploma learners.
assessor
The person who makes a judgement on a learner’s work.
authentication
Confirmation that work has been produced by the learner who is putting it forward for assessment, and that it has been produced under the required conditions.
awarding
The process through which learners’ results and/or grades are determined on the basis of available evidence.
Awarding body/awarding organisation
An organisation that awards qualifications. To be eligible to award regulated qualifications, awarding bodies/organisations must meet the requirements of and be recognised by the qualifications regulators. For the Diploma, there are two types of awarding bodies/organisations: component awarding bodies and Diploma awarding bodies.
centre approval
A process through which an awarding organisation recognises or confirms that a centre can offer particular qualifications.
Centre consortium
A group of centres and other organisations (including employers and training providers) working together locally to offer a Diploma line of learning. Each consortium is approved through the Department for Children, Schools and Families (DCSF) Diploma Gateway process.
certificate
The final record of attainment in a unit or qualification issued by an awarding organisation.
comparability
The extent to which results obtained in different assessments, for example in different units, between awarding organisations or over time, represent equivalent attainment.
component awarding body (CAB)
An awarding organisation offering constituent qualifications for the Diploma, which may include principal learning, foundation, higher and extended project, functional skills and/or additional and specialist learning qualifications.
components of the Diploma
Diplomas are made up of constituent qualifications that are organised in terms of the following three components:
- principal learning
- generic learning
- additional and specialist learning.
composite qualification
A qualification consisting of a number of constituent accredited qualifications.
constituent qualifications
Qualifications that make up the different components of the Diploma.
Diploma
A composite qualification for 14- to 19-year-olds in England, the Diploma is being introduced between 2008 and 2012 and will ultimately be available in 17 lines of learning at levels 1 (Foundation), 2 (Higher) and 3 (Advanced). All Diplomas share a common structure made up of three components: principal learning; generic learning; and additional and specialist learning, with the exception of the Progression Diploma.
Diploma aggregation service
The Diploma aggregation service supports the awarding of the Diploma to the learner. It must be used, by centres and component and Diploma awarding bodies involved in the delivery of the Diploma, to share data and record a learner's progress towards a Diploma award. As well as recording constituent qualification results and other achievements (personal, learning and thinking skills; and work experience) against each learner, the service aggregates these results and applies rules of combination to determine whether the whole Diploma can be awarded and produces a trial grade.
Diploma awarding body (DAB)
An awarding organisation that awards the overall Diploma qualification, and issues a transcript and certificate.
Diploma catalogues
The catalogues of the constituent qualifications, and the valid combinations of those qualifications, which can be used for the achievement of the Diploma.
Diploma development partnership (DDP)
This is a partnership between employers, higher education and other sector/line of learning experts (with an interest/stake in the sector or subject) and education representatives (with professional, educational or qualification-design expertise). DDPs are brought together through sector skills councils (SSCs) and are led by the most appropriate SSC. DDPs are responsible for developing the line of learning statement.
Diploma transcript
A report of the qualifications that make up a learner’s Diploma programme. It lists the learners’ grades for each qualification in their Diploma, and records work experience and personal, learning and thinking skills.
extended project
A level 3 qualification involving a single piece of work that requires a high degree of planning, preparation, research and independent working. Learners will explore in depth a topic based on their own interests and aspirations. The extended project may be completed alongside A levels or as part of an Advanced or Progression Diploma.
external assessment
A form of assessment in which question papers, assignments and tasks are set by the awarding organisation, taken under specified conditions (including details of supervision and duration) and marked by the awarding organisation.
Foundation Diploma
The Foundation Diploma is achieved at level 1, and supports progression to level 2, particularly within key stage 4. It requires 600 guided learning hours (GLH), and is equivalent, in terms of average length of study, to five GCSEs. The Foundation Diploma includes learning related to a specific sector or subject, and includes a project to allow individuals to plan and organise their own learning. It includes functional skills in English, mathematics and ICT at level 1, and provides the essential personal, learning and thinking skills needed to progress in education and training. The Diploma can be taken in one year if taken on its own, or in two years if taken at the same time as the key stage 4 national curriculum programme of study. The Foundation Diploma components are, for each line of learning, as follows:
- principal learning (set at 240 GLH, of which a minimum of 120 GLH must be applied learning)
- generic learning (set at 240 GLH)
- additional and specialist learning (set at 120 GLH minimum)
functional skills
These are the core elements of English, mathematics and information and communication technology (ICT), which provide the essential knowledge, skills and understanding needed to operate confidently, effectively and independently in life and at work. Functional skills relate to Diplomas and apprenticeships. They are also available as standalone qualifications.
Gateway
The quality assurance process run by the Department for Children, Schools and Families (DCSF), through which a local partnership of learning providers (a centre consortium) applies for approval to offer Diploma qualifications in a line of learning.
GCE AS/A level
GCE stands for General Certificate of Education. An A level is normally taken as a two-year course progressing from either GCSE or an equivalent qualification. It comprises the advanced subsidiary (AS) and A2 components. Both AS and A level qualifications sit at level 3 in the National Qualifications Framework (NQF) in England, Wales and Northern Ireland.
The AS is a standalone qualification and is valued as half a full A level qualification (assessed at the standard expected for a learner halfway through an A level course). The A2 is the second half of a full A level qualification (assessed at the standard expected for a learner at the end of a full A level course). Both are worth 50 per cent of the full A level qualification. AS levels are graded A–E; A levels are graded A*–E.
GCSE
GCSE stands for General Certificate of Secondary Education. GCSE qualifications are generally taken as a two-year course by learners aged 14 to 16. GCSEs sit within the National Qualifications Framework (NQF) in England, Wales and Northern Ireland. GCSEs are graded A* to G: grades D to G are at level 1 and grades A* to C are at level 2 in the NQF.
GCSE assessment involves external assessment, including controlled assessments for most qualifications. GCSEs can be linear or unitised, and are offered in a variety of subjects, including English, mathematics, ICT and science, which are compulsory within state schools at key stage 4 in England, Wales and Northern Ireland.
generic learning
Generic learning enables learners to develop and apply the skills and knowledge necessary for learning, employment and personal development. The generic learning component of the Diploma is made up of the following constituent parts:
- functional skills
- personal, learning and thinking skills
- a project
- work experience.
grade
A point on a scale of performance used to differentiate achievement within a qualification (for example A*, A, B, C, D, E).
guided learning hours (GLH)
Guided learning hours are a measure of the time that a typical learner will require in direct guidance – from a teacher, tutor or other identified guidance provider – to complete their programme of learning successfully. The guidance must be related to the programme that the learner is taking, and can include time in lectures, classes, tutorials, one-to-one meetings, workshops or assessment sessions. The guidance may be delivered through virtual means, such as online, or through video and teleconferencing. If the guidance is in the form of supervised study, then the supervising person must be available to provide support for the specific subject. Guided learning does not include marking assessments when the learner is not present; work experience when an assessor or centre/employer learning provider is not present; or custodial supervision.
Higher Diploma
The Higher Diploma provides the basis for progression to further education, an apprenticeship or employment. It is a level 2 qualification and supports progression to level 3. It requires 800 guided learning hours (GLH), and is equivalent, in terms of average length of study, to seven GCSEs. The Higher Diploma includes principal learning related to a specific sector or subject, and includes a project to allow individuals to plan and organise their own learning. It includes functional skills in English, mathematics and ICT at level 2, and provides the essential personal, learning and thinking skills needed to progress in education, training and employment. The Diploma can be taken in one or two years, if taken on its own, or in two years if taken at the same time as the key stage 4 national curriculum programme of study. The Higher Diploma components are, for each line of learning, as follows:
- principal learning (set at 420 GLH, of which a minimum of 210 GLH must be applied learning)
- generic learning (set at 200 GLH)
- additional and specialist learning (set at 180 GLH minimum).
home centre
This is a centre where a learner is registered or enrolled, and which undertakes transactions on the Diploma aggregation service for a particular learner. Each learner may only have one home centre; the home centre takes responsibility for a learner and has overall responsibility for his or her Diploma programme.
intention to claim
A mechanism by which a learner can state his or her intention to claim a Diploma once the final constituent qualification results have been received.
internal assessment
Comprises assessment tasks, where learners’ evidence is assessed in the centre against criteria provided by the awarding body and subjected to external moderation. The assessment tasks may be set internally at the centre or provided by the awarding organisation.
internal standardisation
Consists of processes carried out by centres in relation to internally assessed work. This ensures consistency within each line of learning in relation to the setting of tasks, conduct of tasks and marking of learners’ assessment evidence. Internal standardisation thereby ensures that all learners are judged against the same standards regardless of which teaching group they are in or which assessor marks their work.
learner account
This will indicate participation on a Diploma programme and act as the repository for results data for an individual learner, recording line of learning and level. It will be managed and monitored by a centre on behalf of a learner or a DAB on behalf of a centre. Learners will not have direct access to their learner accounts.
Learner Registration Service (LRS)
The LRS is an internet-based service capable of providing a unique learner number (ULN) for every person in education and training in the UK. This will allow people to build a lifelong record of their learning participation and achievements, which they can access and share if they choose.
lines of learning
The broad subject areas that each Diploma will cover are as follows:
- First teaching September 2008
- construction and the built environment (CBE)
- creative and media (C&M)
- engineering (ENG)
- information technology (IT)
- society, health and development (SHD)
- First teaching September 2009
- business, administration and finance (BAF)
- environmental and land-based studies (ELB)
- hair and beauty studies (H&B)
- hospitality (HOS)
- manufacturing and product design (MPD)
- First teaching September 2010
- public services (PO)
- retail business (RBT)
- sport and active leisure (SAL)
- travel and tourism (T &T)
- First teaching September 2011
- Humanities and social sciences (HSS)
- Languages and international communications (LIC)
- Science (level 1 and 2) (SCI)
- First teaching September 2012
- Science (level 3) (SCI)
The line of learning titles are subject to change.
line of learning criteria
A regulatory document that defines the knowledge, skills and understanding relevant to a line of learning at levels 1, 2 and 3 that must be contained as part of the principal learning component within the Diploma qualification. Awarding organisations must meet the requirements laid out in the line of learning criteria in addition to the Criteria for accreditation of Foundation, Higher and Advanced Diploma qualifications version 2.
Managing Information Across Partners (MIAP)
The MIAP programme will streamline the collection, handling and sharing of information on learning and achievement for education and training organisations. The Learning and Skills Council is delivering MIAP on behalf of partners across the education sector. Further information can be found at www.miap.gov.uk.
moderation
The process through which internal assessment is monitored to ensure that it meets required standards and adjustments to results are made, where required, to compensate for any differences in standards that are encountered.
national database of accreditation qualifications (NDAQ)
This is a website that contains details of all qualifications that are accredited by the qualification regulators in England (Ofqual), Wales (DCELLS) and Northern Ireland (CCEA). More information can be found on NDAQ at www.accreditedqualifications.org.uk.
personal, learning and thinking skills (PLTS)
The framework of skills that will equip all young people for successful employment and lifelong learning. PLTS require learners to be:
- independent enquirers
- creative thinkers
- reflective learners
- team workers
- self-managers
- effective participators.
plan of provision
The plan proposed by awarding organisations defining the level, types and subject/ sector of qualifications they intend to submit for accreditation.
principal learning
This is the mandatory learning part of the Diploma. Principal learning is sector- and subject-related and predominantly applied in character. It includes a minimum of 50 per cent applied learning and consists of knowledge, understanding, skills and attitudes that support progress through the line of learning into the sectors and subjects concerned. Opportunities to develop and apply generic skills are also integrated into principal learning.
prior achievement
The Diploma qualification allows for the inclusion of constituent qualifications that have been achieved by a learner after 1 January 2005, if they are in the Diploma catalogue or in a previous version of the Diploma catalogue.
programme of study
The statutory elements of the national curriculum that all learners at key stage 4 must cover while at school or college.
project
A level 1 or 2 qualification involving a single piece of work that requires a high degree of planning, preparation, research and independent working. Learners explore in depth a topic based on their own interests and aspirations. The project is completed as part of a Foundation or Higher Diploma. An extended project is completed as part of the Advanced or Progression Diploma.
qualification criteria
The document Criteria for accreditation of Foundation, Higher and Advanced Diploma qualifications version 2 alongside the criteria for each line of learning, sets out the knowledge, understanding, skills and assessment objectives common to all Diplomas at Foundation, Higher and Advanced levels. These criteria provide the framework within which awarding organisations create the detail of the components or constituent qualifications.
qualification specification
A detailed document that defines the purpose, content, structure and assessment arrangements for a qualification.
qualifications regulators
Statutory organisations that are required to establish national standards for qualifications and ensure consistent compliance with them. The qualifications regulators for England, Wales, Northern Ireland and Scotland are, respectively: Office of the Qualifications and Examinations Regulation (Ofqual); the Department for Children, Education, Lifelong Learning and Skills (DCELLS); the Council for the Curriculum, Examinations and Assessment (CCEA); and the Scottish Qualifications Authority (SQA).
reasonable adjustments
Steps taken to ensure disabled people are not placed at a substantial disadvantage in comparison with non-disabled people, 'substantial' being more than minor or trivial. A reasonable adjustment will generally lead to an access arrangement being made for the learner.
recognition
The recognition of Diploma awarding bodies and component awarding bodies in England, in addition to their recognition as awarding organisations for regulated qualifications.
sector
In relation to the Diploma, the term sector refers to an employer-led line of learning in a specific area of work, such as construction or engineering.
special consideration
A process that allows candidates who suffer from temporary illness, injury or indisposition at the time of an assessment to demonstrate the achievement they are capable of.
standardisation
A process to ensure that the assessment criteria for a qualification or unit are applied consistently by assessors, moderators and verifiers.
trial grade
Centres will be able to obtain a trial grade for each learner who has completed the necessary achievements for the Diploma, before claiming the award of the Diploma through the Diploma awarding body and the Diploma aggregation service. The trial grade is verified by the Diploma awarding body that will award the Diploma.
unique learner number (ULN)
A personal 10-digit number allocated to a learner by the Managing Information Across Partners (MIAP) Learner registration service (LRS). The ULN remains with the learner throughout their life so that all their future learning experiences, exam results and qualifications will be linked together. All Diploma learners must have a ULN.
unit
The smallest part of a qualification that can be certified.
unit grade
The grade awarded for each unit. This applies to the principal learning qualification.
verification
A process of moderation that includes local checking of assessment processes and decisions.
work experience
Work experience is a placement with an employer in which a young person carries out a task – or range of tasks – and duties in much the same way as an employee, with the emphasis on learning from the experience. Work experience provides opportunities for learning about the skills and personal qualities, careers, roles and structures that exist within a workplace or organisation.
