Bringing learning to life
nG i r E E n i G n in E
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a m o l p i D d e c n a v d A e h t s What i ? g n i r e e n i g in En 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 Engineering is usually a two-year full-time qualification for young people aged 16
and over. It introduces students to one of the most important sectors in the UK, and gives them hands-on experience of key engineering activities, like using computers and software packages, and specifying engineering materials, production and manufacture. The Diploma also helps students develop other valuable skills such as working independently, managing their own time and working as part of a team.
ult life o u t my a d “ t h r o u gh s suffered the uk ha or tage of from a sh ma . the Diplo engineers an s r ring offe in Enginee y for ppor tunit exciting o elop ple to dev yo u n g p e o d ge an d the knowle em will put th t a th ls il k s to higher on the path an d education in l c a re e r s successfu is th vital to industries economic countr y’s g.” well-bein arks, Dr Geoff P on s f Admissi o r o ct e Dir olleges c e g mbrid for the ca ies or of Stud and Direct i, rt a ering P in Engine ridge b m a c f o y universit
t? n e r e f f i d t i How is 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 Engineering gives students an insight into an industry that already employs over 1.6 million people, but which – thanks to an acute skills shortage – offers huge career potential. It helps 02
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students develop their thinking, questioning, creative and communication skills and 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 developing technical skills in isolation, the Diploma has a crossdisciplinary 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 Engineering 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 engineering.
? 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 particular
Principal Learning Main subject e.g. Engineering
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 a Princip The principal learning is compulsory and consists of nine topics that teach students the main principles and practices for this sector. The topics are organised around four learning themes: • the engineered world • discovering engineering technology • engineering the future • analytical methods for engineering. 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 engineered world Through The engineered world theme, students look at how engineering businesses operate, their processes and the impact of internal and external factors. How? Students could, for example, learn how project management, research, manufacturing, design, marketing and other parts of an engineering business come together to make it successful. They could also plan and produce maintenance schedules and reports for a college engineering workshop. Students might visit an engineering facility to investigate a complete control system, and then follow this up by planning a control system themselves in the context of, say, domestic white goods, central heating or chemical production. Why? Students need to understand the range of career opportunities available in engineering and how engineering businesses operate and grow. Discovering engineering technology The six units which come under the Discovering engineering technology theme look at basic engineering principles such as design, materials, electronics systems, maintenance and manufacturing, as well as how to use 2D and 3D computer software for modelling and for design, testing and manufacture. How? Students could, for example, choose to produce a 3D CAD model and presentation drawing of a cable-stay bridge, together with a short report. They could also scan and reverse engineer existing products such as consumer goods or historical artefacts, and investigate engineering materials in the workshop and lab.
Engineering the future Through the Engineering the future theme, students look at what makes innovations succeed, how new materials contribute to design and how to develop and launch new ideas. How? Students could, for example, research and report on an engineering entrepreneur like James Dyson or Thomas Telford and one of their innovations, analysing what worked and why. They could also investigate the impact of medical advances on a local community. Why? Potential engineers and entrepreneurs need to understand the relationship between innovative engineering design and business success. Analytical methods used for engineering The two units which come under the Analytical methods used for engineering theme look at how to apply mathematical and scientific principles in engineering analysis, design and problem solving, including algebra, geometry and trigonometry, calculus and statistics. How? Students could, for example, explore how mathematics is used in engineering systems in ‘smart homes’, which make living alone safer and easier for the elderly or people with disabilities. They could also look at its application in electrical, heating and lighting systems. Why? These are the mathematical and scientific principles that enable engineers to analyse, design and solve problems.
Students might work on group projects – perhaps a go-kart challenge, robotic competitions or mileage marathons. Why? It’s vital that students understand the importance and breadth of the technologies used in engineering.
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g n i n r a e l c i r Gene 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.
ma in “the Diplo g will Engineerin exciting give more ant and relev ies for oppor tunit ung today’s yo will people. it more make them , offer motivated e varied them mor n progressio d help routes an me them beco in well employed xciting paid and e . once industries they recruited le to will be ab more progress d the quickly an y uk econom t as will benefi a result.” w ley, bill mcGa p u ro G t Dr
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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 Engineering will, for example, need to: • analyse and process data • interpret and present results. Developing a good standard of numeracy, literacy and IT skills is essential for all students – even if they do not choose a career in engineering.
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 at a firm that develops advanced aerospace systems, with a team working on optical systems and devices • work with a firm that makes storage systems for storing and handling hazardous substances, learning about containment system engineering. 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. Although preferred, work experience does not have to be within the engineering sector as many of the skills taught on the course are used in different industries.
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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 report on the lighthouse at Alexandria, detailing its history and archaeology and including plans for how it might be rebuilt using current engineering techniques and materials • an in-depth study of the properties and characteristics of engineering materials. Or it could be a practical piece of work, like a design or an artefact – for example: • a design for a car powered by electricity or solar energy • a water pump for use in a developing country • a mobile phone with an inbuilt global positioning system • a prototype of developed composite bone replacements, using computer-assisted design. 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.
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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. IT could be: • a specialist subject to develop their particular engineering interests further, like robotics, medical engineering, aerospace, car and motorcycle maintenance, electronics or chemical manufacturing. • a subject that would help them get onto a specific university course, like an AS or A level in ICT, electronics, design or technology – for example, the new qualification maths for Engineers, specially designed for the Diploma, could be useful to students who want to study engineering at university • a subject that reflects a student’s other interests and career ambitions, like a language, a science or a creative subject like 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 Going into employment 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 engineering – 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 areas like engineering design, electrical or electronic engineering, aerospace engineering or engineering systems. The Diploma could also lead to a wide range of undergraduate degrees in subjects such as aeronautical engineering, automotive engineering, building services engineering, manufacturing engineering, electrical and electronic engineering, mechanical engineering or biomedical materials science – either full time or part time combined with a job.
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There are opportunities for students going straight into employment. The Advanced Diploma could lead to work in an engineering-related job in many sectors – like health, entertainment, farming, construction, transport and manufacturing. However, many jobs in engineering require applicants to have completed further or higher education. Students who have completed a degree can head for professional status and a career in areas like engineering management, project leadership and technical design. Preparing students for the future Completing an Advanced Diploma in Engineering doesn’t mean that students have to choose a career or degree in that sector. Students may go on to do an unrelated – or less related – degree in physics, electronics or product design. Whichever path the student chooses, the Diploma provides them with skills that are relevant to the modern day workplace and degree-level study.
Case study “This Diploma is ideal because it allows me to learn about an area that I want to work in. With a basic knowledge of engineering, I will be better-prepared for university. And I’m not only learning theory, but also skills that I will need to work in the engineering profession. I’m hoping that this will help me to get a good job in the sector when the time comes. The Diploma takes two years to complete and so far I’ve learnt lots of things about engineering that I can apply to the aerospace industry; for example, how different materials react in different environments. There is also a lot of mathematics involved in the course, including calculating ratios and distances, which all contributes to learning how an aircraft is able to fly. It’s not just about exams either, as we are also assessed on the assignments we do. I’ve had the chance to work on my own projects, which is how people learn at university. I’m working on an extended project at the moment, where I develop and engineer a braking system for a bicycle. I need to work on my own using the knowledge I’ve gained so far. This involves both the theory that I have learned and the practical skills that I have gained. I will actually be creating the bicycle braking system as part of my final assessment. Testing it out to see if it works should be fun! The classes are fantastic and very interactive, and the tutors are great at what they do. They make lessons interesting and really encourage and motivate our group.
Will Jackson, 17, is studying an Advanced Diploma in Engineering at Macclesfield College in Cheshire. “ I have always been attracted to a career in aerospace. When I found out that the Advanced Diploma in Engineering could give me the opportunity to learn more about it, and lead to university, the course seemed right for me. It covers many aspects of Engineering and gives me a flavour of the industries within the sector.”
I have chosen to do an Extended Certificate in Aerospace Engineering and another in Electrical and Mechanical Engineering for my additional and specialist learning part of the Diploma. The Extended Certificate offers a detailed view of the aerospace side of engineering and gives me a speciality in this industry. And of course, maths, English and ICT are crucial as well. I am really pleased with the Diploma so far and I’m looking forward to learning more about the world of engineering. I also like the fact that employers and universities have helped put the course together. This Diploma will show employers that I have practical skills in engineering as well as the knowledge to back it up.” 11
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? n o i t a m r o f n i 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 IT, go to: www.direct.gov.uk/diplomas www.engineeringdiploma.com
To download this leaflet, go to:
For more information about: • the new 14-19 curriculum, go to www.dcsf.gov.uk/14-19
• www.direct.gov.uk/diplomas • www.teachernet.gov.uk/publications and use the search reference DCSF-00073-2009 HoW to orDEr morE coPiES oF tHiS LEAFLEt
• 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
To order more copies of this leaflet:
• individual university and college statements about the Diploma, go to www.ucas.ac.uk/students/ beforeyouapply/diplomas/14-19diplomas
• textphone 0845 605 560
• awarding body specifications: • Edexcel – www.edexcel.com • OCR – www.ocr.org.uk • AQA/City and Guilds – www.diplomainfo.org.uk
• go to www.teachernet.gov.uk/publications • call 0845 602 260
Make sure you quote the reference 00073-2009LEF-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.