Diplomas Round 2 Gateway support

1
Diplomas Round 2 Gateway support
School Improvement Service in Partnership with
Lincolnshire County Council

• Hair and Beauty
• www.habia.org
• 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
• DfES 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 DfES (ie determine strengths and
  rationale)
• Submission to Eileen Chapman (email
  echapman_at_cfbt.com) BY 21st NOVEMBER 2007

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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

5
What will you need to provide?

• The bids will have 3 parts
• Partnership information form
• 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
• Details for delivery of each specific diploma
• We are surmising that they will still require
• A 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

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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
• 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
  dont wait for results

• Meet with your partnership to
• Identify who is going to write the submission on
  behalf of the partnership this is the lead
  contact (NOT the lead deliverer)
• to share your self assessments
• draft the relevant sections on the form FOR THE
  PARTNERSHIP
• 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
• Rate yourself green, amber/green etc
• Decide who will sign off the submission should
  be strategic group of 14-19 cluster - they need
  to check there is consistency in key messages
  across all diploma lines
• Lead contact will need the self assessments for
  the partnership to enable them to answer any
  questions raised by the Regional panel

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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 Sector
specific qualifications specialism /
complementary Optional 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 Hair and Beauty Diploma about?
The Diploma in Hair and Beauty will combine a
range of generic and specific theory, knowledge
and practice, related to employment within the
hair, beauty and related industries to steer
learners down an applied learning route. The
design will help to prepare and enable young
people to make choices and assess a range of
careers and occupations across the sector
appropriate to 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.
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Structure

• Principal learning
• Learning is based on knowledge, skills and
  attributes that are generic for working in the
  following hair and beauty industries
• Hairdressing
• Barbering
• Beauty therapy
• Nail services
• African type hairdressing / barbering
• Spa therapy

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Principal learning
The number varies according to the level
At L1 only to enable learners to access units
from other diploma lines
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Level 1 - Principal Learning

• QCA Criteria
• Topics
• Introducing the Hair and Beauty Sector
• Creating a positive impression
• Introducing hair styling
• Introducing basic skin care treatments
• Introducing basic hand and nail care services
• Personal appearance, style and well-being

• Statement of Content
• Compulsory topics
• First Impressions count
• Look into your future
• Get ahead in hair styling
• Face Facts
• Elected Topics
• Nailing it
• Looking good feeling great

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Structure of diploma L1
Principal Learning
Generic learning
Additional / specialist Learning Additional GCSE
/ other academic qualifications Sector specific
qualifications
14
Level 2

• QCA criteria
• 10 Compulsory Topics
• Safe and Healthy Working Practices
• The world of hair and beauty
• The science of hair and beauty
• Communication and client care
• History of hair and beauty in society
• Promoting and selling products and services by
  professional recommendation
• Salon business systems and processes
• Exploring skin care and make up
• Exploring hair care and styling
• Exploring hand care and nail art

• Specification
• 10 Compulsory Topics
• Safe and Healthy Working Practices
• The world of hair and beauty
• The science of hair and beauty
• The art of communication and client care
• The history of hair and beauty in society
• Introduction to promoting and selling by
  professional recommendation
• Salon systems
• Explore skin care and make up
• Explore hair care and styling
• Explore hand care and nail art

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Structure of diploma L2
Principal Learning
Generic learning
Additional / Specialist Learning Additional GCSE
/ other academic qualifications Sector
specific qualifications
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Level 3
Specification Principal 8 Compulsory Topics 1
Hair and Beauty Business Location design 2 Hair
and Beauty event management 3 Hair and Beauty
products from concept to consumer 4 Understanding
the hair and beauty management role 5 Explore
media and image within hair and beauty 6 Explore
the world of spas 7 Explore hair and beauty
sector enterprise and entrepreneurship 8 Cosmetic
science

• QCA criteria
• 8 Topics
• 1 Hair and Beauty Business Location design
• 2 Hair and Beauty event management
• 3 Hair and Beauty products research design and
  development
• 4 Exploring hair and beauty business management
• 5 Exploring media and image within hair and
  beauty
• 6 Exploring the world of spas
• 7 Hair and beauty business enterprise planning
  and finance
• 8 Cosmetic science

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Structure of diploma L3
Principal Learning
Generic learning
Additional / specialist Learning Additional GCSE
/ A level /other academic qualifications.
Sector specific qualifications
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Additional Specialist Learning Level 3

• 13 Specialist learning topics (May 07)
• Maintaining personal health and well-being
• Make and incorporate a Hair addition into a hair
  design
• Creative hair designs
• Anatomical and Physiological knowledge of body
  systems
• Origins, Principles and Theories of massage
• Introduction to media make-up
• Introduction to camouflage make-up
• Advance nail art and hand decoration
• Explore the principles of Complementary and
  Alternative Medicine
• Explore technological developments within hair,
  beauty and associated areas
• Design and construct floral displays for hair and
  Beauty reception areas
• Human resource management
• Perception of hair and beauty

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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 level 1, level 2
  and level 3
• Project

Between a quarter and a third of the diploma at
each level Eg L1/2 up to 2 GCSE. L3 1 A
level Hair and Beauty related qualifications
Other content eg units from other diplomas or
other qualifications
Additional / Specialist Learning
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Resources and Facilities

• Must provide a Realistic Learning Environment
  (RLE) reflecting that found in a commercial
  workplace
• Approved centres must develop realistic
  management procedures incorporating salon image
  and sales and marketing policy to attract type
  and number of models to ensure that training and
  assessment requirements can be met
• Conform to HS legislation and commercial
  practice
• Range of services, tools products up to date and
  available for use
• Reception area for personal / telephone
  appointments and payment facility incorporating
  industry specific IT facilities
• Learners need to dress appropriately for a
  professional environment

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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

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Local Employer engagement

• EBP
• 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 HS and CRB checks carried out
• Develop curriculum projects / resources

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 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

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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 34-35 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
  29 33 of the DDP specification for information
  on progression routes

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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 and Deepings