Jump to content

Curriculum guidance for delivering principal learning

Last updated: 14 December 2009

To help you teach the Diploma so that students get the most out of what they learn, we have developed some guidance for the first 14 lines of learning, at levels one, two and three. This non-statutory guidance supports partnership curriculum planners and teachers in making decisions about introducing the Diploma and devising schemes of work. The guidance also helps teachers and curriculum planners understand Awarding Bodies' specifications.

The guidance follows a similar format to that used for the revised programmes of study at key stage 4, using headings such as ‘key concepts’ and ‘range and content’, which you’ll recognise. This helps to create a holistic approach to the full 14-19 curriculum and planning across all forms of study – Diplomas, GCSEs and A levels.

The guidance follows the same basic structure and comprises two main sections: the generic section and the line-specific section.
If you want to find out more about Diplomas in general, you will find the generic section helpful. This covers:

  • the importance of the Diploma
  • the structure of the Diploma
  • unique Diploma features.

For information on one of the lines of learning, read the line-specific section, which covers:

  • curriculum aims
  • the importance of the line of learning
  • key themes
  • key processes
  • range and content
  • curriculum opportunities.

The guidance is designed to underpin all awarding body specifications and fully articulate the line of learning statements written by the Diploma Development Partnerships (as well as the line of learning criteria) in a way that supports teaching and learning everywhere that offers Diplomas. Curriculum planners and specialist teachers of specific Diplomas, at all levels, in schools and colleges should be able to use the guidance.

Information about functional skills, personal learning and thinking skills (PLTS) and applied learning, and how these are integrated into the Diploma, is also included in the guidance. The guidance for each line of learning gives examples of how these elements fit in.

Back to top