Nicola had a good level of achievement up to Key Stage 3 but was unsure of which future pathway she wanted to follow.
She was interested in an applied learning route but wanted to keep her options open and ultimately have the chance to go to university.
Up to year 9, Nicola had shown an aptitude for maths and science but wasn't sure how these subjects might influence career choices in the future. Nicola's school:
- offered students options booklets and a parents evening about the pathways available from year 10
- provided one-to-one careers guidance sessions, and the library contained information on all the main pathways available.
Nicola was interested in finding out more about engineering because it offered a challenge and seemed to include subjects that interested her. She also felt there would be good opportunities to progress toward a range of career options.
Nicola found out about the different entry points to the profession and decided that ultimately she would like to go in as a graduate but would try and build up some practical awareness of the sector. The diploma pathway seemed to offer the right mix of skills, knowledge and experience and would give her the opportunity to carry out an independent project on something that interested her.
In year 10 Nicola opted for a diploma pathway which included core GCSEs, a higher diploma in engineering and the opportunity to focus on triple science GCSEs in her additional and specialist learning.
- A higher diploma is a level two qualification roughly equivalent to seven GCSEs at A*–C.
- To achieve the diploma, Nicola must complete a level two principal learning qualification in engineering, a level two project qualification, level two functional skills in English, ICT and mathematics, and additional and specialist learning which is eligible as part of the award.
- The whole qualification is estimated to take Nicola around 800 guided learning hours or two days per week over two years.
Nicola focused her project on a local engineering firm and was able to complete her work experience there.
Nicola achieved good GCSE grades and her higher diploma in engineering.She opted to continue on to the advanced diploma in engineering. An advanced diploma is a level three qualification equivalent to three and a half A-levels at A*-E and usually takes two years to complete.
Nicola wanted to go to university. The diploma made Nicola eligible for entry to degree courses at her chosen institution. Some institutions may have preferences about what has been included as additional and specialist learning. Nicola decided to incorporate an A-level in maths as part of the diploma course which she enjoyed and felt would complement the other elements.
After finding out about the different degree courses available she applied for a degree course in engineering, focusing on mechanical engineering. The degree course included work placements and other employer projects which would help to prepare her for work and develop the skills employers want.
Jack completed his foundation diploma in society health and development whilst at school. During year 9 his school was able to tell Jack about his options including the main progression available to him, including:
- a general education route of GCSEs and A-levels
- a diploma pathway which still allowed for some flexibility
- an apprenticeship.
Jack had done some part-time work at a local play centre and was hoping to carry out his work experience there. Jack was interested in child care as a possible career pathway but wanted to keep his options open and complete his GCSEs.
Jack’s school ran an options evening during year 9 and also gave students information about how to search for courses using the area wide prospectus online. They had access to a careers library and careers adviser for one-to-one information.
During year 9 the school also provided students with the opportunity to undertake visits to a range of departments in the local college, including early years care, and talk to staff about the range of courses available, which included NVQs in early years care and the diploma in society, health and development. Jack liked the diploma course because it gave a broad
overview of the sector without being entirely linked to one job role. It also included a range of learning styles and environments which sounded interesting to Jack.
Jack started the foundation diploma course in year 10. He attended college one day a week and was lucky enough to complete his work placement at a local nursery. To achieve the foundation diploma, he completed a level one principal learning qualification in society, health and development, a level one project qualification, and level one functional skills in English, ICT and mathematics. Jack was also able to choose qualifications up to 120 learning hours as additional qualifications as additional and specialist learning. His school helped with this by making sure that the options they offered as part of the diploma pathway were eligible and fitted into the timetable. Jack chose to undertake a level two certificate in developing skills for early years practice which would allow him to develop the basic knowledge and understanding required for a career in baby and child care: the diploma course was oriented practically.
As well as his diploma in society, health and development Jack also achieved core GCSEs in maths, English, ICT and science and a short-course GCSE in religious education (RE).
At 16 Jack decided that child care was the career route he would like to follow. This was partly because he had enjoyed the more practical aspects of the diploma pathway including hands-on experience. Jack knew about the apprenticeship programme from his school's careers guidance programme, and through information provided by the National Apprenticeship Service (NAS). He was able to search the NAS website to find out more about apprenticeship including the qualifications awarded, the role of the employer and the opportunities for progression.
Jack gained a place on a level two apprenticeship in children's learning and development at the local college (where he had previously studied for his foundation diploma). The apprenticeship in children's learning and development focuses on making sure children are looked after and kept active, happy and nourished. Jack's work placement as part of his apprenticeship was as a nursery assistant looking after children under the age of five in the nursery where he completed his diploma work placement.
Apprentices can gain a range of qualifications which are widely recognised by employers: a level two apprenticeship is equivalent to five GCSEs at grades A–C; a level three is roughly equivalent to two A-levels. Depending on the apprenticeship it may be possible to study for a technical certificate such as a BTEC or City and Guilds progression award.
After completing his level two apprenticeship Jack was able to progress to the level 3 advanced apprenticeship and then on to a foundation degree programme in early years childcare and education. He was able to find out more about foundation degrees from the UCAS website.
Foundation degrees have been developed with employers and focus on a particular occupation. They are equivalent to two thirds of a full honours degree and usually take about two years to complete. A foundation degree can be supplemented with further study to build up an honours degree.