Diplomas Round 3 Gateway Support

1
Diplomas Round 3 Gateway Support
School Improvement Service in Partnership with
Lincolnshire County Council

• Retail Business
• www.skillsmartretail.com
• www.qca.org.uk

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Session Outline

• Introduction, expectations re gateway process
• Overview of diploma requirements / QCA criteria /
  self assessment form
• Partnership / individual activity

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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 have to make judgment on bid prior to
  forwarding to DCSF (ie determine strengths and
  rationale)
• DCSF deadline likely to be 26th November 2008
• Each local partnership co-ordinator will inform
  you of the submission date for your bid before
  the end of this term
• Final compilation of partnerships bids by your
  local co-ordinator sent to Eileen Chapman (email
  echapman_at_cfbt.com) 14th November 2008

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Essential features

• Need to demonstrate clear understanding of each
  diploma line to be offered in terms of
  arrangements for collaborative delivery
• Asked to provide a lead contact for the gateway
  process for single channel of communication (this
  does not mean a lead institution) your 14-19
  co-ordinator took this role in gateway 2
• Can concentrate on particular diplomas do not
  have to deliver all 4 new lines (or all 10 from
  round 1 / 2)
• Expect to see partnerships offer all 3 levels at
  the same time but not an absolute requirement.
  If you dont intend introducing all 3 levels at
  the the start, you MUST make it very clear when
  each will come on stream. Expect progression
  routes to be in place by the time young people
  complete their diplomas

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What will you need to provide?

• The bids are likely to have 3 parts (see note
  below)
• Generic summary your partnerships 14-19
  strategy how your partnership is planning to
  meet the entitlement by 2013 level of
  partnership collaboration, IAG, strategies for
  workforce development this is overarching
  section will need to be completed and signed off
  by the partnerships strategic group
• Details for delivery of each specific diploma
  line completion by the proposed delivery team
  diploma components, facilities, employer
  engagement
• LA statement to support the partnership bid
  completion by 14-19 team
• We are surmising that they will still require an
  explanation of
• Where you are now
• What you need to do by September 2010
• How you are going to bridge the gap detailed
  milestones

Note Where a partnership already successful,
likely to be a streamlined process re part A
watch this space!
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What 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
• Meet with the collaborative delivery team to
• Identify who is going to write the submission on
  behalf of the partnership
• Agree timescales for self assessments and
  collation
• Clarify roles and responsibilities - ensure that
  roles of FE / WBL/ Schools / employers / HEIs
  are appropriately identified
• Check all involved understand what the diploma
  requirements are use statements of content and
  QCA criteria

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What do you have to do? (contd)

• Each delivery partner will need to carry out an
  internal self assessment against the 3 criteria
  diploma components, facilities and employer
  engagement 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 -
  using the statements of content / diploma
  criteria to ensure that all aspects of the
  diploma are covered
• State what you intend to do to in order to
  address those areas ie a development plan with
  clear milestones
• 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
• CHECK THE WORD LIMIT IS NOT EXCEEDED this
  includes charts/tables
• Continue with your planning once bid submitted
  dont wait for results

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Components of Diploma
Principal 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 Vocationa
l / applied qualifications Sector specific
qualifications specialism / complementary Option
al units
In 2008 these will be drawn from existing
qualifications
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Composite Diploma Structure
60 GLH 1 hr/week for 2 years
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What is the Retail Diploma about?

• The purpose of the diploma in Retail is to
  introduce learners to the world of retail. Each
  level will
• Provide a blend of general education, theoretical
  and practical skills
• Expose learners to the complexities of businesses
  within retail and its supply chain
• Bring learning to life through real experiences
  of the retail and supply chain sector
• Enable learners to explore current and topical
  issues, such as environmental and ethical trading
  in the retail sector
• Begin to develop leadership, planning and people
  skills in a sector which promotes young people at
  an earlier age than other sectors.
• And the list goes on

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Structure
Foundation level
Delivering the Customer Experience
 Retail World
Retail Enterprise
Higher and Advanced Levels
       
  Retail Experience
Retail and the Business Environment
Sourcing, Buying and Merchandising
Retail Supply Chain
  Retail Outlets
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Structure
Principal learning provides the essential
knowledge, skills and understanding for all
learners within the sector covered. There are no
specific themes or strands in this diploma. The
DDP have, instead, highlighted a number of
cross-cutting themes including environment
ethics marketing leadership and management
change competition corporate social
responsibility advances in technology people
globalisation health and safety legislation
consumer behaviours and trends continuous
improvement. All units of Principal Learning are
mandatory no elective units Additional
Specialist Learning will enable the learner to
either acquire a deeper understanding of the
Principal Learning or to explore a topic of local
or personal interest eg fashion retailing,
automotive retailing, logistics etc. Personal
Learning and Thinking Skills will be implicit in
all topics together with opportunities to
reinforce Functional Skills.
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Principal Learning
The number varies according to the level
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Foundation Level 1 - Principal Learning
QCA Criteria
Statement of Content
1.1 An Introduction to Retail 1.2 Exploring
Enterprise in Retailing Businesses 1.3 Introducing
the Retail Supply Chain 1.4 Introducing the
Retail Outlet 1.5 Introduction to Retail
Selling 1.6 Introduction to Customer Service in
Retail Businesses
1.1 Retail World The Retail Story Introducing
the Retail Supply Chain 1.2 Retail Enterprise
The Retail Outlet Roles Responsibilities
Exploring Enterprise 1.3 Delivering the Customer
Experience Selling Delivering Customer
Service
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Structure of Foundation Diploma
Principal Learning
Generic learning
Additional / specialist Learning Additional GCSE
/ other academic qualifications Sector specific
qualifications
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Higher Level 2 - Principal Learning
Statement of Content
QCA criteria
2.1 Exploring Retail 2.2 Exploring Retail
Channels 2.3 Sourcing and buying for product
ranges of retail businesses 2.4 Exploring the
Retail Supply Chain 2.5 Exploring the Retail
Outlet 2.6 Stock Control in Retail
Businesses 2.7 Customer Service in Retail
Business 2.8 Selling in Retail
Business 2.9 Retail Theatre
2.1 Retail and the Business Environment
Business Functions in Retail Developing a
Product Range 2.2 Sourcing, Buying and
Merchandising An Introduction to Sourcing,
Buying and Merchandising 2.3 Retail Supply Chain
The Retail Supply Chain Warehousing, Storage
and Distribution 2.4 Retail Outlets Retail
Channels Stock Control The Retail
Outlet 2.5 Retail Experience Selling
Delivering Customer Service Retail Theatre
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Structure of Higher Diploma
Principal Learning
Generic learning
Additional / Specialist Learning Additional GCSE
/ other academic qualifications Sector
specific qualifications
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Advanced Level 3 - Principal Learning
Statement of content
QCA criteria
3.1 Retail and the Business Environment The
World of Retail Business Functions in Retail
Retail Marketing 3.2 Sourcing, Buying and
Merchandising Product Range Building Sourcing
and the Impact of Buying Practices
Merchandising 3.3 Retail Supply Chain Supply
Chain Management and Logistics Warehousing and
Storage Distribution 3.4 Retail Outlets Retail
Channels Stock Management Introduction to
Retail Outlet Management 3.5 Retail Experience
The Management of Sales The Customer Experience
Visual Merchandising
3.1 Examining the World of Retail 3.2 Operating
Retail Channels 3.3 Buying Practices in Retail
Businesses 3.4 Retail Supply Chain Management and
Logistics 3.5 Marketing in Retail
Businesses 3.6 Merchandising in Retail
Businesses 3.7 Management of Sales in
Retail 3.8 Visual Merchandising
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Structure of Advanced Diploma
Principal Learning
Generic learning
Additional / Specialist Learning Additional GCSE
/ A level /other academic qualifications.
Sector specific qualifications
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Specialist Learning

• ICT in Retail - On-line Retailing, ICT User
  Software, Website Design
• Supply Chain Logistics, Supply Chain
  Management, Food Manufacturing, Fashion
  Manufacturing, Automotive Manufacturing, Product
  Design, Sourcing, Buying and Merchandising
• People - HR and Training, Leadership and
  Management, Conflict Management
• Retail Operations - Automotive Retail, Food
  Retailing, Fashion Retailing, Small Retailer
  Operations, Retail Location, Business
  Administration, Health and Safety in the
  Workplace, Food Safety, Risk Management, Retail
  Finance, Retail Marketing and Brand, Visual
  Merchandising, Environment and ethics, Business
  Languages, Retail Beauty Consultancy
• Entrepreneurship - Business Start-up,

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Generic Learning

• Functional skills assessed as discrete units or
  as part of GCSE
• Personal learning and Thinking Skills
  contextualised and embedded in principal learning
• Evidence related to planning and reviewing
  learning
• Minimum 10 days work experience foundation,
  higher and advanced
• Project

Between a quarter and a third of the diploma at
each level Eg F/H up to 2 GCSE. A 1 A
level Other content eg units from other
diplomas or other qualifications
Additional / Specialist Learning
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Workforce Section A

• Workforce development strategy. 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 spending time in professional
  establishment
• What new recruits needed? plans for this
  generic information in Section B, diploma
  specific in Section B1.4

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CollaborationSection A

• Describe what you are already doing in terms of
  collaborative curriculum delivery eg current
  gateway successes, IF / YA provision / post 16
  provision
• What arrangements already in place to ensure high
  quality collaborative delivery? what else needs
  to be done, include timescales / milestones.

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Information, Advice and Guidance Section A

• 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 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 DDP
  specification for information on progression
  routes
• A Connexions curriculum adviser can join your
  development group to assist in identifying IAG
  through the diploma

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Understanding the Diploma lineSection B

• Delivery model that shows understanding of
  breadth / depth of diploma
• Previous record of successful delivery in diploma
  subject areas
• Roles and responsibilities of partners
• Progression routes
• IAG specific information in B1.4

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Resources and FacilitiesSection B

• 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 tasks
  to meet assessment criteria
• Must provide resources and facilities which
  enable students to demonstrate effective customer
  handling skills
• Conform to HS legislation and commercial
  practice
• Requires information with regard to
  responsibility for management as well as access
  to whole partnership
• Note ref in B3.2 re realistic working
  environments

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Local Employer engagementSection B

• What links already exist with relevant employers?
• How are employers involved in planning for
  delivery/
• How will employers be involved in delivery?
• How will you ensure that learning can be applied?
  (ref facilities)
• What realistic contexts will be used in teaching
  and learning?

Check what is already happening through your WRL
/ Enterprise co-ordinator
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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 persons 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 a 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

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Contact Details
www.cfbt.com/sislincs
echapman_at_cfbt.com randerson_at_cfbt.com
14-19 Partnership Co-ordinators sczabaniuk_at_cfbt.co
m - Lincoln, Grantham and Gainsborough shutson_at_cf
bt.com - Boston and Lincs East whamilton_at_cfbt.com
- S Holland and Wolds sbettle_at_cfbt.com -
Sleaford and Bourne, Stamford Deepings