Advice on designing a curriculum structure based on 'nested qualifications'
This guidance has been prepared to help providers when designing a curriculum that is based on ‘nested qualifications’. It is approved by Ofsted.
Providers must ensure that when designing their curriculum, they always take into account the best interests of each learner. An appropriate programme of study is one that is supported by effective initial guidance based on a learner’s prior attainment and experience, rigorous initial assessment and an appropriate induction programme. The goals, targets and qualifications identified on a learning plan, culminating from this process, should be challenging and reflect a learner’s aspirations.
A curriculum should be designed to provide clear and accessible routes that allow each learner to progress in a structured way through different levels and types of qualification to allow them to reach their potential. However, learners should never be asked to complete individual qualifications where the level of challenge is too low, or where little personal value will be added, simply as a path to more challenging qualifications. Providers should not use nested qualifications as artificial barriers to prevent learners from starting the most appropriate qualification for their level of prior attainment.
Consequentially, a curriculum should not be influenced by a provider’s need to gain funding or artificially maximise success rates. Nor should it be driven by a provider’s need to produce viable course groups at the expense of the learners’ best interests.
Are there examples of correct / incorrect practice?
Rather than trying to provide lots of specific examples, the common-sense principles below should help to clarify good practice:
1) The ILR should record the learning aim that the learner sets out to achieve when they first enrol.
2) Provider success is measured against the achievement or not of this learning aim.
3) The learning aim for each learner should reflect the needs and capabilities of each individual learner according to their prior qualifications and IAG.
4) No general practices should be routinely applied. Using diplomas as an example: if, as result of initial IAG, a learner sets out to do a lower Sub Diploma then this is the aim that is recorded in the ILR. If the learner achieves this and subsequently decides to continue and complete an Extended Diploma then the extended diploma would be recorded on the ILR as a second learning aim.
If a learner sets out to do an Extended Diploma, but does not achieve this, then this is what must be recorded on the ILR. The Sub Diploma and its achievement will not be recorded.
