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Bringing learning to life

AdvancedIN SocIety, HealtH aNd developmeNt

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“ on behalf of the Faculty

of Health and Wellbeing

at Sheffield Hallam

University, I am delighted

that we can endorse

the diploma in Society,

Health and development.

We have been involved

with the development of

the diploma through our

work with the diploma

development partnership

and we recognise that it

will offer a good

progression route to a

wide range of careers

in health.”

catherine arnold,

Faculty of Health and

Wellbeing,

Sheffield Hallam University

What is the Advanced Diploma

in Society, Health and Development?

How is it different?

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 Society, Health and Development is usually a two-year full-time qualification for young people aged 16 and over. It introduces students to four of the biggest and most important employment sectors in the UK:

The Advanced Diploma offers a unique blend of theo-retical 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 Society, Health and Development gives students an insight into the intrinsic value of human beings and how society caters for their needs, and helps them develop their thinking, questioning,

• children and young people’s workforce• health• community justice• adult social care.

The Diploma gives students hands-on experience of supporting people and meeting their needs, sharing information through experiencing multi-agency working, and providing quality services.

The Diploma also helps students develop other valuable skills such as working independently, managing their own time and working as part of a team.

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 Society, Health and Development 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 health, social care, children’s services or community justice sectors.

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principal learning Generic learningadditional or

Specialist learningequivalent

toMain subject

e.g. Engineering Project Functional skills

Work experience

Optional courses agreed with your teacher

Foundation diplomaPractical assessments + 1 exam

ProjectICT / Maths / English Level 1

Minimum 10 days Choose from a range of

qualifications including:

• BTECs

• GCSEs

• A levels

5 x GCSEs, (grade D – G)

Higher diplomaPractical assessments + 1 exam

ProjectICT / Maths / English Level 2

Minimum 10 days

7 x GCSEs, (grade A* – C)

advanced diplomaPractical assessments + 2 or 3 exams

Extended Project

ICT / Maths / English Level 2

Minimum 10 days

3.5 A levels

How does it compare?

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 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

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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.

Principal learning

The principal learning is compulsory, and consists of six core topics that teach students the main principles and practices for these sectors. Practical problems will be drawn from across the four sectors to bring to life the similarities, differences and, critically, the inter-relationship between them.

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tHe SectorS IN coNtextStudents examine the similarities and differences in the political, social and economic factors that influence the sectors covered by this Diploma.

How? Students may, for example, analyse the personal skills, attributes and qualities that are needed to work within and across the sectors, and then explain how these are relevant to specific job roles and services.

Why? Researching similarities and differences in practical working between different areas will give students a clearer picture of how support and services are provided in these areas.

prINcIpleS aNd valUeS IN practIceStudents examine how the principles and values that can be found in key legislation, regulations and codes of practice underpin working approaches in these sectors.

How? Students could, for example, discuss the issues and potential conflicts between maintaining confidentiality and disclosing personal information, and propose practical ways to manage them.

Why? Simulating real-work situations gives students experiences that are vital for understanding how principles and values affect the way we develop and provide services.

partNerSHIp WorkINGStudents develop an understanding of how individuals, colleagues, teams and organisations need to work effectively and efficiently to improve their services.

How? Students could, for example, do work experience in different sector settings.

Why? With new work practices, organisations now have to work more closely together to make sure they provide better and more responsive services. Understanding the role that individuals, groups and organisations play in improving their services and developing joint projects is essential for students.

commUNIcatIoN aNd INFormatIoN SHarING Students investigate how effective communication, information sharing and record keeping are vital to providing effective and appropriate services in and across these sectors. They will also learn about effective interaction with people who have a range of different communication needs.

How? Students may, for example, plan and prepare the production of a training toolkit for new workers that can be used by partner organisations across the four sectors.

Why? As a professional in these sectors, it is vital to be able to communicate effectively with a range of individuals, in a variety of situations, using different disciplines and approaches.

perSoNal aNd proFeSSIoNal developmeNt IN tHe Work eNvIroNmeNtStudents learn how to identify good practice, improve their own practice, and plan for their professional development, based on their expectations in an actual workplace setting.

How? Students could, for example, work in a substance misuse centre or with a youth offending team, and then create a reflective log of how to address problems that they experienced in the workplace setting, using different perspectives.

Why? The skills taught in this topic, like critical analysis of professional development and self-management, are essential skills in any work environment.

SaFeGUardING aNd protectING INdIvIdUalS IN SocIetyStudents learn to understand the importance of promoting and protecting the health, safety and security of individuals and society. They will also study risk, and the individual’s right to choose to take risks.

How? Students could, for example, assess the safety and protection standards in place in their own school or college, and then prepare a cross-sector assessment report.

Why? Students will develop their understanding of the intrinsic value of human beings and the importance of promoting and protecting the health, safety and security of both individuals and society. This is essential for anyone wanting to work in these sectors.

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“ the diploma in

Society, Health

and development

will help to attract

young people

with a balance of

excellent skills,

learning and

experience across

a broad spectrum.

this is a real

opportunity to

develop a

workforce for

the future which

can make a real

difference to

our sector.”

peter rowe,

ceo, ashton,

leigh and Wigan primary

care trust

Generic learning

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.

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 Society, Health and Development will, for example:

• need to extract mathematical data from tables, diagrams and charts

• write extended and detailed documents as well as contribute to group discussions.

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 four sectors.

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perSoNal, learNING aNd tHINkING SkIllS

Throughout their Diploma, students will develop six personal, learning and thinking skills:

• teamworking

• creativethinking

• independentenquiry

• self-management

• effectiveparticipation

• reflectivelearning.

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 experIeNce

Students doing the Diploma in Society, Health and Development are expected to do at least 20 days’ work experience and learning in two different work-related settings.

They could, for example:

• helptosetupanout-of-schoolyouthclubtokeepyoung people in the local area gainfully occupied

• workwithaneighbourhoodGPpractice,liaising with hospital departments and pharmacies on appointments and repeat prescriptions.

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.

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The extended project

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 scope of palliative care in England using data in the public domain

• a dissertation on how the needs of older people in the local community can be better met.

Or it could be a practical piece of work, either a design, an artefact or a performance. Students could, for example:

• plan and design an adventure playground suitable for a particular age-group of children or young people.

• make a video diary of how the needs of the young people in a local community can be met by the setting up of a youth centre.

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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Additional and specialist learning

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 these sectors further, like a level 3 certificate in management, health and social care, children’s care, learning and development or health sciences

• a subject that would help them get onto a specific university course, like an AS or A level in biology, chemistry, psychology or sociology

• a subject that reflects a student’s other interests and career ambitions, like a language 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.

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Where will it lead?

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 health, children’s services, adult social care or community justice – or in a range of other fields.

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 playwork or nursing.

The Diploma could also lead to a wide range of undergraduate degrees in subjects like childhood studies, psychology, social work, sociology, dietetics, nursing, community justice, applied criminology or forensic investigations – either full time or part time combined with a job.

GoING INto employmeNt

There are plenty of opportunities for students going straight into employment. The Advanced Diploma could lead to work as, for example, a nursery nurse or a care worker.

However, many jobs require applicants to have completed further or higher education. Students who have completed a degree can head for a career in areas like forensic sciences, educational psychology, physiotherapy, occupational therapy, social work or probation.

preparING StUdeNtS For tHe FUtUre

Completing an Advanced Diploma in Society, Health and Development doesn’t mean that students have to choose a degree or a career in these sectors. Students may go on into an unrelated – or less related – area, like psychology, French, or politics.

Whichever path the student chooses, the Diploma provides them with skills that are relevant to the modern day workplace and degree-level study.

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Sarah Wilson, 17, is studying an Advanced Diploma in Society, Health and Development at Newham Sixth Form College in London.

“ With the Advanced Diploma, I am getting the skills and knowledge I need to work in health and social care. I will have experience of working on the frontline of this sector that other students won’t be able to offer – and this is going to be very valuable to universities and employers.”

“I’ve always wanted to work with people, especially

children, which is why I’d like a career as a paediatric

nurse. I feel the practical element of the Diploma gives

this course an edge over a BTEC or an A level in similar

subjects. There’s a mix of learning in the classroom –

through assignments and projects and work experience –

and I really like that.

Anyone who thinks the Diploma is the easy option is

very wrong. It’s really hard work. There’s a lot to

take in, but because it’s so different to just sitting in

a classroom all the time it’s really fun.

We’re studying four sectors right now: children and

young people, social care, criminal justice and health.

We’re learning how each works, the laws that govern

them, key skills that you need to work within them, and

how they cross over. And best of all, everything we are

taught and get to experience throughout, translates into

delivering services for patients.

I’m also really enjoying the projects I need to do. This

includes research on the differences between statutory

and non-statutory organisations, looking into policy

such as Every Child Matters and examining how

healthcare professionals communicate with patients.

I have chosen to study AS sociology as my additional

and specialist learning to complement my course.

We also learn subjects like maths, English and ICT,

which gives me a very rounded education.

My course mates and I get to do a work experience

placement one day a week, and so far I’ve spent time

at a care home for older people, in a nursery and am

now working in an office administration role. My favourite

placement so far has been at the nursery. Next year

my placement will be more focused on the profession

I want to go into, so hopefully I’ll be in a hospital

paediatric department.

I’m keen to study a nursing degree in King’s College,

London, once I complete my Diploma. I’m also

considering taking a gap year before university to gain

some nursing experience abroad. Hopefully, this will

give me even more to offer in the future.”

Case study

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©Crown Copyright 2009.

Want more information?

HoW to FINd oUt more

For more information about the Diploma in Society, Health and Development, go to: www.direct.gov.uk/diplomaswww.skillsforhealth.org.uk/diploma

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:

• Edexcel – www.edexcel.com

• OCR – www.ocr.org.uk

• EDI – www.ediplc.com

HoW to doWNload tHIS leaFlet

To download this leaflet, go to:

• www.direct.gov.uk/diplomas

• www.teachernet.gov.uk/publications and use the search reference DCSF-00078-2009

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 00078-2009LEF-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