Generic Learning is the same across all lines of learning. It consists of:
Generic Learning allows learners to extend their knowledge and experience and develop essential life skills. Delivery should be closely linked to the Principal Learning component of the Diploma.
Functional skills qualifications were developed as a response to the employability needs set out in the government’s 14-19 Education and Skills White Paper. Find out more in the functional skills area of this website.
The Project is an essential component of the Diploma. As part of the Diploma, the topic chosen must either complement and develop themes and topics related to the Principal Learning, or it must support progression in terms of future employment or study.For example, if a learner is studying the Diploma in IT and wants to pursue a career or further study in this field, then an IT-related Project will both support progression and inevitably complement and develop themes related to the Principal Learning. If, on the other hand, the learner has decided that they would like to change direction and pursue a different career, for example in engineering or law, then a Project in one of these areas would support progression in that direction.
The Project may be linked to work carried out in other qualifications; for example, extending their understanding of a particular topic. However, learners may not simply resubmit work that has been or will be submitted for another qualification.For some Projects, learners may need to work in a group. In these cases, each learner must have a clearly distinguished role and produce their own individual evidence for the entire project which can be assessed independently of others’ contributions.
You can find more information on the Project qualification by visiting the Project web pages.
Personal, learning and thinking skills
As part of Generic Learning, the Diploma requires each learner to receive 60 GLH on personal, learning and thinking skills development. These skills will enable them to enter work and adult life confidently and capably. The focus for each skill is shown here.Team workersFocus: Young people work confidently with others, adapting to different contexts and taking responsibility for their own part. They listen to and take account of different views. They form collaborative relationships, resolving issues to reach agreed outcomes.
Independent enquirersFocus: Young people process and evaluate information in their investigations, planning what to do and how to go about it. They take informed and well-reasoned decisions, recognising that others have different beliefs and attitudes.
Self-managersFocus: Young people organise themselves, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and self-improvement. They actively embrace change, responding positively to new priorities, coping with challenges and looking for opportunities.
Reflective learnersFocus: Young people evaluate their strengths and limitations, setting themselves realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making changes to further their learning.
Effective participantsFocus: Young people actively engage with issues that affect them and those around them. They play a full part in the life of their school, college, workplace or wider community by taking responsible action to bring improvements for others as well as themselves.
Creative thinkersFocus: Young people think creatively by generating and exploring ideas, and making original connections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value.
All Diplomas require 10 days' work experience at levels 1, 2 and 3, except for Society, Health and Development, which requires 20 days at level 3. These requirements are set by the DDPs (Diploma Development Partnerships) and are the same across all awarding bodies.
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