business admin

Diplomas

Round 2 Gateway support

Business, Administration & Finance

www.fssc.org

www.qca.org.uk

School Improvement Service in Partnership with Lincolnshire County Council

http://www.fssc.org/



http://www.qca.org.uk/





Session Outline

• Introduction, expectations re gateway process

• Overview of Diploma requirements / QCA criteria / self assessment form

• Partnership / individual activity


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 protected]) BY 21st November 2007


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


What will you need to provide?The bids will have 3 parts:1. Partnership information form2. 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

3. Details for delivery of each specific diploma

We are surmising that they will still requireA 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

School Improvement Service in Partnership with Lincolnshire County CouncilWhat 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


Components of DiplomaPrincipal 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


Composite Diploma Structure

Level 1 Level 2 Level 3

Principal

240

4 hrs / wk

(at least 120 hrs applied)

420

7 hrs / wk

(at least 210 hrs applied)

540

8 hrs / wk (at least 270 hrs

applied)

Generic240

4 hrs /wk

200

3.3 hrs / wk

180

3 hrs / wk

Additional / specialist

120

2 hrs / wk

180

3 hrs / wk

360

6 hrs / wk

Total 600 glh 800 glh 1080 glh

60 GLH = 1 hr/week for 2 years


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.


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.


Principal learning

Compulsory Topics

Elected Topics

PLTS

Applied / work related learning

Planning / reviewing learning

Project

The number varies according to the level

At L1 only to enable learners to access units from other diploma lines


Level 1 - Principal LearningQCA Criteria

Topics

1 Business Enterprise

2 Business Administration

3 Personal Finance and Financial Services

4 Teams and Communication in Business

5 Success at Work

Elective Topics

1. Customer Service

2. Sales

Statement of Content

Compulsory topics

1. Business Enterprise

2. Business Administration

3. Personal Finance and Financial Services

4. Team Working

5. Success at Work

Elective Topics

1. Customer Service

2. Sales


Structure of diploma L1Principal Learning


Additional GCSE / other academic qualifications

Sector specific qualifications

Modules 240 GLH

1 Functional English 60?

2 Functional Maths 60?

3 Functional ICT 60?

4 Project 60?

5 Work Experience (10 days?)

INT6 PLTS

7 Planning and review

Generic learning

Topics240

GLH

Business Enterprise 60

Business Administration 30

Personal Finance and Financial Services

30

Teams and Communications in Business

30

Customer Services 30

Sales 30

Success at Work 30


Level 2QCA criteria11 Compulsory Topics1. Business Enterprise

2. Business Communication


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





5. Business Finance and Accounting


7. Team Working

8. Customer Service


10. Responding to Change

11. Success at Work



Additional / Specialist Learning

Additional GCSE / other academic qualifications


Modules 200 GLH

1 Functional English 50?

2 Functional Maths 50?

3 Functional ICT 50?

4 Project 50?

5 Work Experience (10 days?)

INT6 PLTS


Generic learning

Topics420

glh

1 Business Enterprise 60

2 Business Communication 30

3 Business Administration 60

4 Personal Finance & Financial Services 30

5 Business Finance & Accounting 60

6 Marketing and Sales 30

7 Teams in Business 30

8 Customer Service 30

9 Corporate Responsibility-Employers & Employees

30

10 Responding to Change in Business 30

11 Success at Work 30


Level 3QCA criteria11 Topics1. Business Enterprise2. Business Communication3. Business Administration4. Personal Finance and Financial

Services5. Business Finance & Accounting6. Marketing and Sales7. Teams in Business8. Customer Service9. Corporate Social Responsibility –

Employers and Employees10. Responding to Change in Business11. Success at Work

Specification

11 Compulsory Topics





5. Business Finance & Accounting


7. Team Working

8. Customer Service


10. Responding to Change

11. Success at Work




Additional GCSE / A level /other academic qualifications.


Modules 180 glh

1 Project – ½ A level equivalent

180

2 Work Experience

INT3 PLTS


Generic learning

Opportunity to study Functional skills until L2 obtained

Topics 540 glh

1 Business Enterprise 90

2 Business Communication 30

3 Business Administration 60

4 Personal Finance & Financial Services 60

5 Business Finance and Accounting 60

6 Marketing and Sales 60

7 Teams in Business 30

8 Customer Service 60

9 Corporate Social Responsibility – Employers and Employees

30

10 Responding to Change in Business 30

11 Success at Work 30


Additional Specialist Learning Level 3Three Pathways with different Specialist Learning Opportunities:Business Administration Finance

HR & Learning Dev Business Admin Financial Services

Marketing HR Administration AccountingSales Sales SalesIT in Business IT in Business IT in BusinessIT User – SpecialistIT User – Specialist IT User – SpecialistInternationalism Internationalism

InternationalismCorporate Social Corporate Social Corporate Social Responsibility Responsibility ResponsibilityLeadership & Leadership & Leadership &Management Management ManagementResearch & Dev MarketingOrganisational Dev


Generic LearningFunctional skills assessed as discrete units or as part of GCSEPersonal learning and Thinking Skills contextualised and embedded in principal learningEvidence related to planning and reviewing learningMinimum 10 days work experience level 1, level 2 and level 3Project

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

Assessment Objectives L1 L2 L3

Manage 20% 20% 15-25%

Use resources 40% 40% 15-25%

Develop and Realise 20% 20% 35-40%

Review 20% 20% 15-25%


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


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


Local Employer engagementEBP:

• 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 / resourcesCheck what is already happening through your WRL / Enterprise co-ordinator


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


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


Contact Details

14-19 Partnership Co-ordinators14-19 Partnership Co-ordinators

[email protected] - Lincoln, Grantham and Gainsborough

[email protected] - Boston and Lincs East

[email protected] - S Holland and Wolds

[email protected] - Sleaford and Bourne, Stamford and Deepings

[email protected]@cfbt.com

www.cfbt.com/sislincs

business admin

Education

hrs wk generic

specific diploma

hrs wk additional specialist

diploma approx

partnership strategies

diploma lines lead contact

gateway criteria

composite diploma structure