Bringing learning to life
iES D u t S D E S D-BA n A L D n A ntAL E m n o r i v in En
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n i a m o l p i D d e c ? n s a e i v d d u A t S e h d t se a b d n What is a L d n a l a t n e m n Enviro The Advanced Diploma is a new qualification offered alongside A levels and Advanced Apprenticeships. By 2011, there will be seventeen Diploma subjects available in England. The Advanced Diploma in Environmental and Land-based Studies is usually a two-year full-time qualification for
young people aged 16 and over. It introduces students to a fascinatingly diverse sector that is becoming increasingly influential, and gives them hands-on experience of key activities ranging from management to husbandry.
The Diploma also helps students develop other valuable skills such as working independently, managing their own time and working as part of a team.
ma in “the Diplo L an d ental and Environm e dies will b based Stu u gh o r route th a credible n r educatio into highe ill e co u r s e w because th nts lots of give stude utes and attrib the skills tion her e duc a which hig re s tutors a admission will r. Students looking fo ha cation wit enter edu y w ho n t o ve r m a head star re e with mo h a v e co m er v a l a n d co n s traditiona rounds.” tive backg
lkley, Brian cha Profes sor e th f Director o cademy ucation A y, Higher Ed Geograph entre for l Subject c ta n e m n Enviro Earth and s, ce n e ci S outh y of Plym universit
? t n e r e f f i d How is it The Advanced Diploma offers a unique blend of theoretical study and practical learning, and allows students to learn in a work-related setting – both real and simulated. Because it has been developed with employers and universities, the learning is put in context, and captures the relevance – and excitement – of the subject. The Advanced Diploma in Environmental and Land-based Studies gives students an insight into a subject that looks at the importance of sustainability in the survival of the planet, and helps them develop their thinking, 02
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questioning, creative and communication skills. It also equips them with the knowledge and understanding to take on different roles, providing the kind of flexibility that employers are often looking for. Unlike other qualifications that focus on sector-specific skills in isolation, the Diploma has a cross-disciplinary approach. This way, students learn to apply their skills in various business and organisational settings and get a good idea of their career options. The Advanced Diploma in Environmental and Land-based Studies gives students a fully-rounded education. It provides them with the skills they need for further study or future employment in many areas, and doesn’t necessarily have to lead to a career or university course in the sector.
? e r a p m o c t How does i The Advanced Diploma is a level 3 qualification equivalent to 3.5 A levels – although it takes broadly the same time to complete as 3 A levels or a BTEC National Diploma. The Universities and College Admissions Service (UCAS) awards the qualification a maximum of 490 UCAS points (the same as 3.5 A levels). All UK universities will accept the right Advanced Diploma at the right grade for entry onto a degree course. Some will also expect students to take a
Principal Learning Main subject e.g. Engineering
particular A level or other qualification as their additional and specialist learning option to meet specific course entry requirements. Admissions criteria for 2010 (published by UCAS in May 2009) indicate that a Diploma is suitable for entry to about 80% of all UK undergraduate courses. For details of individual college and university positions on the Advanced Diploma, go to www.ucas.ac.uk/students/beforeyouapply/ diplomas/14-19diplomas/statements
Generic Learning
Project
Functional skills
Work experience
Foundation Diploma
Practical assessments + 1 exam
Project
ICT / Maths / English Level 1
Minimum 10 days
Higher Diploma
Practical assessments + 1 exam
Project
ICT / Maths / English Level 2
Minimum 10 days
ICT / Maths / English Level 2
Minimum 10 days
Advanced Diploma
Practical assessments + 2 or 3 exams
Extended Project
Additional or Specialist Learning Optional courses agreed with your teacher
Choose from a range of qualifications including: •
BTECs
•
GCSEs
•
A levels
Equivalent to
5 x GCSEs, (grade D – G) 7 x GCSEs, (grade A* – C)
3.5 A levels
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What will students learn? The Advanced Diploma is made up of three core elements: principal learning, generic learning and additional and specialist learning. These are described in more detail over the next few pages.
g n i n r a e l l Principa The principal learning is compulsory, and consists of a number of environmental and land-based topics that teach students the main principles and practices of this sector. The topics are organised around three learning themes: • the productive and working environments • plants and animals • developing the sustainable environment. The themes do not feature as individual parts of the Diploma and are not assessed separately – but they underpin what is taught in the principal learning.
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The ecology of the natural environment This topic looks at the interrelationships between biotic and abiotic elements and energy within ecosystems, and at the biodiversity and the effects of natural and managed activity on the environment. How? Students might investigate predator control on grouse moors. Or sample a range of habitats and calculate appropriate measures of diversity. Why? A broad grasp of how ecosystems thrive and inter-relate is essential for anyone considering a career in this sector. The management of natural resources and resources for production This looks at factors that influence the productivity and sustainability of production systems, at active intervention programmes, at managing and maintaining the health of plants and animals, and at pollutants. How? Students might research the management of fish stocks. Or assess types of pollutant and their implications for environmental management. Why? Hands-on experience of the challenges involved in managing natural resources opens students’ eyes to the need for thorough scientific training. Business and enterprise within the sector This looks at the range of environmental and land-based industries, and the career opportunities. It also looks at best business principles, practice and ethics; and the need to assess and manage environmental and business risks. How? Students might, for instance, look at specific examples of business organisations in the sector and analyse their management structures, the influence of stakeholders, customers and the general public. Why? Like any industry sector, well-run businesses that relate to their customers are essential for success. This area of study allows students to see the importance of these principles within the environmental arena. Applied plant and animal science This looks at the structure, physiology and functions of plants and animals, at the scientific principles underpinning their management and at the interrelationships between them in the natural and managed environment.
Plants, animals and humans This looks at the role and uses of wild and domesticated animals and of wild and cultivated plants in the economy. How? Students might, for instance, discuss whether any form of hunting (such as sea fishing or whaling) can be sustainable in the developed world. Why? The ability to balance ethics, need and sustainability issues is a necessary development in a student’s analytical skills. Plants, animals: work safety and legislation This looks at the health and safety risks and the legal obligations of environmental and land-based enterprises. How? Students might, for instance, compare risks between handling large animals and working with dangerous wild animals. Why? These are essential parameters to both consider and understand for anybody working in the industry. Sustainable development of resources This explores the balance between the environmental and economic viability and sustainable development and at the importance of environmental policy, planning, management and protection. How? Students might investigate local authority recycling schemes and their effectiveness. Or rate the economic return of domestic wind turbines. Why? This area of work facilitates the development of the essential analytical skills and conceptual framework required in this sector. Research methods and environmental analysis This looks at the value of environmental evaluation, impact assessments, and the techniques and resources to undertake valid research. How? Students might investigate the impact of rapid industrial expansion in India and China and their reliance on coal. Why? The exposure to more essential thinking tools and the fundamental place of research underpinning scientific practice.
How? Students might, for instance, investigate examples of nutrition, reproduction and pathology from a range of plants and animals such as the biology associated with breeding cycles in livestock. Why? An understanding of the cycles of life across species, their interrelationships and the management challenges they give rise to is an essential grounding for working in this sector. 05
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g n i n r a e l c i Gener As part of the generic learning, which is the same across all Advanced Diplomas, students will develop a number of transferable skills that are essential to their self-development. These include functional skills in maths, English and ICT as well as personal, learning and thinking skills. Students will also get the opportunity to do work experience as part of their generic learning. Functional skills (Maths, English and ICT) Functional skills give students the practical ability to use maths, English and ICT in everyday life, work and study. Advanced Diploma students have to develop and apply these skills in all the work they do.
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Functional skills are separately-assessed, stand-alone qualifications that all students have to complete at level 2 to achieve their Advanced Diploma. However, students who have already completed these qualifications before starting their Diploma do not need to repeat them. Functional skills are also incorporated into the principal learning. Advanced Diploma students in Environmental and Land-based Studies will, for example, need to: • apply investigative and numerical reasoning skills in many of their work units • master IT skills for assistance in research and presentation of reports and tabulated findings. Developing a good standard of numeracy, literacy and IT skills is essential for all students – even if they do not choose a career in the sector.
Personal, learning and thinking skills
Work experience
Throughout their Diploma, students will develop six personal, learning and thinking skills:
The Diploma gives students the opportunity to do at least 10 days’ work experience. They could, for example:
• team working • creative thinking • independent enquiry • self-management • effective participation • reflective learning. These skills are not separately assessed, but are integrated into the assessment criteria for the principal learning and the extended project. They are vital skills in both life and work, and are embedded in the secondary curriculum.
• work part time in a kennels and use the opportunity to identify common risks and hazards • work on placement in a veterinary surgery, learning about the healthcare and welfare of animals • shadow workers within a waste management operation, learning about the practicalities and economics of recycling and landfill disposal. Work experience is a great way for students to apply the knowledge and skills learnt on the course, and to further develop their personal, learning and thinking skills. It is one of the best ways to get insider experience, and may also help students develop project ideas for their course. Work experience does not, however, have to be within an environmental or land-based business, as the skills taught on the course can be used in many different organisations. In fact, students who take on work experience in other industries will become more aware of other career paths and develop a broader understanding of how their skills can be applied elsewhere. 07
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t c e j o r p d e The extend As part of the Advanced Diploma, students will complete an extended project to demonstrate their ability to work independently. They are required to plan, prepare, develop and realise a project, and present the final outcome. Students could either explore a subject in real depth or broaden the topic by drawing connections between different areas or subjects. Either way, they have to choose a subject that complements and develops the themes and topics related to their Diploma. What types of projects can they do? The end result could be a written piece of work, either a report (with findings from an investigation or study) or a dissertation presenting an argument – for example: • a study of allergies and illnesses related to the sector • a dissertation on equine behaviour and the contribution of horses to the economy.
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Or it could be a practical piece of work, like a design, artefact or performance – for example: • a website recording and showing sightings of migrating birds • a film exploring traditional, threatened, land-based skills like those of a blacksmith. How does the project compare? The extended project is a qualification in itself – equivalent to half an A level in size and A2 in level. It is also available outside the Diploma to A level and other students. The project is worth a maximum of 60 UCAS points and has been welcomed by universities as a great preparation for students who want to go on to higher education.
ng i n r a e l t s i l ia c e p s d n a l Additiona The additional and specialist learning lets students choose between a wide variety of optional courses. This helps them develop their individual interests, abilities and career aspirations. This could be: • a specialist subject to develop their particular interests in the environmental and land-based sector, like a level 3 certificate or award in ecology, conservation, horticulture or equine management • a subject that would complement their studies or even help them get onto a specific university or college course, like an AS or A level in biology, chemistry, geography or environmental science • a subject that reflects a student’s other interests and career ambitions, like a language, history or music.
There is a wide range of qualifications available, including A levels and BTECs. For a full list, see the National Database of Accredited Qualifications at www.accreditedqualifications.org.uk How many can they choose? Students can choose more than one subject, depending on the size of the qualifications they select. They would, for example, only be able to take one A level or one large specialist qualification. But if they choose to take a smaller qualification, like an AS level, they could take two or more. What about extra qualifications? Students are also able to complete extra qualifications outside the Diploma. They could, for example, take another A level if they want to pursue a particular interest in addition to their Diploma. 09
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? d a e l t i l l i Where w The Advanced Diploma is designed to develop a wide range of skills needed for work, further training or university. It can be a first step towards a career in the environmental and land-based sectors – or in a range of other sectors. Going on to further education The Advanced Diploma is a great foundation for students choosing to continue to further and higher education. Students could take up an Advanced Apprenticeship, or do a foundation degree in subjects like veterinary nursing, animal technology, agricultural crops, environmental conservation or landscaping. The Diploma could also lead to a wide range of undergraduate degrees in subjects such as zoology, environmental science, horticulture or biology – either full time or part time combined with a job.
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Going into employment There are opportunities for students going straight into employment. The Advanced Diploma could lead to work in, for example, animal care or horticulture. However, many of the jobs in the environmental and land-based industries require applicants to have completed further or higher education. For example, students who have completed a degree or an Apprenticeship can head for a career as, for example, a breeder, ecologist, agricultural advisor, arable trader, land surveyor, botanist or botanical researcher. Preparing students for the future Completing an Advanced Diploma in Environmental and Land-based Studies doesn’t mean that students have to choose a degree or a career in the sector. Students may go on into an unrelated – or less related – area, like geography, planning, or economics. Whichever path the student chooses, the Diploma provides them with skills that are relevant to the modern day workplace and degree-level study.
ssive “it is a ma y. oppor tunit ma in the Diplo ental Environm b a s ed and Landes Studies giv ple an young peo at all idea of wh tries our indus . it will are about courage help to en o our people int h sector, wit w of a clear vie re what we a with about and spect a strong a ey of what th to do.� would like taylor, jonathon ger, n a He a d r rk ountr y Pa c e b m o o c
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? n o i t a m r o f in e r o m t n a W HoW to FinD out morE
HoW to DoWnLoAD tHiS LEAFLEt
For more information about the Diploma in Environmental and Land-based Studies, go to: www.direct.gov.uk/diplomas www.diplomaelbs.co.uk
To download this leaflet, go to:
For more information about: • the new 14-19 curriculum, go to www.dcsf.gov.uk/14-19 • the structure of Diplomas and resources to support their delivery by schools and colleges, including illustrations of how students might progress from an Advanced Diploma course, go to www.qca.org.uk/diploma • individual university and college statements about the Diploma, go to www.ucas.ac.uk/students/ beforeyouapply/diplomas/14-19diplomas • awarding body specifications: • AQA/City and Guilds – www.diplomainfo.org.uk
• www.direct.gov.uk/diplomas • www.teachernet.gov.uk/publications and use the search reference DCSF-00382-2009 HoW to orDEr morE coPiES oF tHiS LEAFLEt To order more copies of this leaflet: • go to www.teachernet.gov.uk/publications • call 0845 602 260 • textphone 0845 605 560 Make sure you quote the reference 00382-2009LEF-EN. Extracts from this document may be reproduced for non-commercial research, education or training purposes on the condition that the source is acknowledged. For any other use, please contact hmsolicensing@opsi.x.gsi.gov.uk
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Crown Copyright 2009.