Diploma ii Principal learning higher

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Diploma (ii) Principal learning (higher)

• Steve Hacker
• Head of ICT
• Ralph Allen School

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Diploma components higher Diploma(7 x GCSEs
C)
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Higher Diploma components of PL
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DIPLOMA STRUCTURE Principal learning

• Business
• explore the world of business and the role
  digital technologies play in the success or
  failure of companies.
• Learners can gain first-hand experience of the
  business world through their work experience and
  enterprise activities related to the Diploma.
• People
• Explore
• effective communication methods
• the importance of internal and external customers
• project- and people-management techniques.
• Technology
• Develop their technical skills through topics
  relating to this theme, from
• learning to set up and administer a network to
• developing bespoke technology solutions for
  individual clients.
• Through first-hand experience of real-world IT,
  learners explore the relationship between
  technology and a range of businesses.

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Components of PL progression
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Employer engagement

• For employers
• Develop an understanding of the diploma
  qualification
• Give feedback to awarding bodies
• Shape potential future employees. 
• Ensure diploma truly is a qualification for
  real-life business.
• For students
• put into practice what they have learned
• experience how their knowledge can be applied in
  a real life context.
• understanding of IT in relation to business
• awareness of how technology is used in the
  organisation

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Employer Engagement and the Diplomas

• Work experience/shadowing and industrial
  placements
• Weekly school placement, year 10 WEX, weekend
  jobs
• Industry insights, programmes and challenges
• Visits, open days, challenge days with
  involvement of industry
• Mentoring, coaching and consultancy
• One-to-one, regular or one-offs
• Using business-based learning resources in the
  classroom
• Video, text book case studies, teacher/company
  created http//www.diploma-support.org/node/23032
• http//www.diploma-support.org/resourcesandtools/i
  nsidework/etw/CM1342
• Information, advice and guidance (IAG)
• personal tutors, Diploma practitioners and staff
  who lead on careers http//www.diploma-support.org
  /communities/IAG

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Employer Engagement and the Diplomas

• Task
• Individual work (then discuss in pairs) - SWOT
  analysis
• Strengths - what does this idea have as
  advantages? What does it bring to the school /
  organisation / yourself? What other things are
  linked to it that would be advantageous?
• Weaknesses - what are the problems with the idea?
  What are the associated costs (financial,
  resources, management time etc)?
• Opportunities - what avenues could this open up?
  How does this idea fit with the existing
  strategy? Could it bring new ideas into the
  ongoing strategic development?
• Threats - what are the dangers of adopting this
  approach?
• http//www.teachingexpertise.com/articles/swot-ana
  lysis-263

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Google docs
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Employer Engagement and the Diplomas

• Task
• In groups review the principle learning
  objectives
• Using grid highlight opportunities to involve
  industry/employers
• If POSSIBLE apply examples from your own
  experiences
• Highlight areas which might be difficult to
  involve
• Report back giving ONE examples where MEANINGFUL
  engagement might take place
• What, where, issues
• Grid to be emailed to Steve to circulate to group
• Steve.hacker_at_ralphallen.bathnes.org.uk

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 Topic 1 The Potential of Technology
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Topic 2 Exploring Organisations
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Topic 3 Effective Communications
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Topic 4 Skills for Innovation
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Topic 5 Technology Systems
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 Topic 6 Multimedia
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Topic 7 Managing Projects
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Assessment
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Assessment model (Edexcel)

• Internally assessed units have sample briefs
  written to use

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Topic 1 The potential of technology (Theme
Business 60 GLH)

• investigate the role and contribution of
  technology to the success of a range of
  organisations, including impact on efficiency and
  competitiveness
• describe how technology is changing the way
  organisations, individuals and society operate
• identify key components of technology systems,
  explaining their function in different business
  scenarios
• explain why example organisations should
  implement or improve a technology system.

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Topic 1 The potential of technology OCR
assessment model

• Assessment by on-line/written exam
• 1 hour multiple choice paper
• 7 questions in a question paper covering -
  banking, retail, internet, manufacturing,
  business, hospitals, new technologies
• The total mark is 60.
• Task try the paper
• Mark your answers
• Think were the objectives of the unit assessed?

• Unit PL objectives
• investigate the role and contribution of
  technology to the success of a range of
  organisations, including impact on efficiency and
  competitiveness
• describe how technology is changing the way
  organisations, individuals and society operate
• identify key components of technology systems,
  explaining their function in different business
  scenarios
• explain why example organisations should
  implement or improve a technology system.

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Topic 2 Exploring organisations (Theme
Business 60 GLH)

• research and describe different organisational
  structures, cultures and roles
• describe the purpose of key business processes,
  including customer relationship management (CRM),
  people management, supplier management and
  service delivery
• illustrate the use of technology to support
  business processes, describing what technology is
  used and what benefits it delivers
• explore key factors in an organisations success,
  learning through running a simulated
  mini-enterprise

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Unit 2 Exploring Organisations

• 7 questions in a question paper.
• The total mark is 60.

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Planning a unit

• Task in groups
• Explore the Edexcel sample brief for one unit
• Feedback the following to the rest of the group
• Unit title
• Brief description of brief/tasks/activities
  undertaken by students
• What evidence might be produced by a student
  (refer to evidence checklist)
• What PLTS might be covered/assessed alongside the
  unit (refer to PLTS checklist)
• Any opportunities for employer involvement?

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PLTS