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Bringing learning to life

Advancedin EnvironmEntAL AnD LAnD-BASED StuDiES

Diploma Brochures

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“ the Diploma in

Environmental and Land-

based Studies will be

a credible route through

into higher education

because the course will

give students lots of

the skills and attributes

which higher education

admissions tutors are

looking for. Students will

enter education with a

head start over many who

have come with more

traditional and conserva-

tive backgrounds.”

Professor Brian chalkley,

Director of the

Higher Education Academy

Subject centre for Geography,

Earth and Environmental

Sciences,

university of Plymouth

What is the Advanced Diploma in

Environmental and Land-based Studies?

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 Environmental and Land-based Studies is usually a two-year full-time qualification for

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 developedwith employers and universities, the learning is putin context, and captures the relevance – and excitement – of the subject.

The Advanced Diploma in Environmental and Land-based Studies gives students an insight into a subject that looks at the importance of sustainability in the survival of the planet, and helps them develop their thinking,

young people aged 16 and over. It introduces studentsto a fascinatingly diverse sector that is becoming increasingly influential, and gives them hands-on experience of key activities ranging from managementto husbandry.

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

questioning, creative and communication skills. It alsoequips them with the knowledge and understandingto 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 skillsin various business and organisational settings and geta good idea of their career options.

The Advanced Diploma in Environmental and Land-based Studies gives students a fully-rounded education.It provides them with the skills they need for further study or future employment in many areas, anddoesn’t necessarily have to lead to a career or university course in the sector.

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Diploma Brochures

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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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Diploma Brochures

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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 a number of environmental and land-based topics that teach students the main principles and practices of this sector. The topics are organised around three learning themes:

• theproductiveandworkingenvironments

• plantsandanimals

• developingthesustainableenvironment.

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 EcoLoGy oF tHE nAturAL EnvironmEntThis topic looks at the interrelationships between biotic and abiotic elements and energy within ecosystems, and at the biodiversity and the effects of natural and managed activity on the environment.

How? Students might investigate predator control on grouse moors. Or sample a range of habitats and calculate appropriate measures of diversity.

Why? A broad grasp of how ecosystems thrive and inter-relate is essential for anyone considering a career in this sector.

tHE mAnAGEmEnt oF nAturAL rESourcES AnD rESourcES For ProDuctionThis looks at factors that influence the productivity and sustainability of production systems, at active intervention programmes, at managing and maintaining the health of plants and animals, and at pollutants.

How? Students might research the management of fish stocks. Or assess types of pollutant and their implications for environmental management.

Why? Hands-on experience of the challenges involved in managing natural resources opens students’ eyes to the need for thorough scientific training.

BuSinESS AnD EntErPriSE WitHin tHE SEctorThis looks at the range of environmental and land-based industries, and the career opportunities. It also looks at best business principles, practice and ethics; and the need to assess and manage environmental and business risks.

How? Students might, for instance, look at specific examples of business organisations in the sector and analyse their management structures, the influence of stakeholders, customers and the general public.

Why? Like any industry sector, well-run businesses that relate to their customers are essential for success. This area of study allows students to see the importance of these principles within the environmental arena.

APPLiED PLAnt AnD AnimAL SciEncE This looks at the structure, physiology and functions of plants and animals, at the scientific principles underpinning their management and at the interrelationships between them in the natural and managed environment.

How? Students might, for instance, investigate examples of nutrition, reproduction and pathology from a range of plants and animals such as the biology associated with breeding cycles in livestock.

Why? An understanding of the cycles of life across species, their interrelationships and the management challenges they give rise to is an essential grounding for working in this sector.

PLAntS, AnimALS AnD HumAnSThis looks at the role and uses of wild and domesticated animals and of wild and cultivated plants in the economy.

How? Students might, for instance, discuss whether any form of hunting (such as sea fishing or whaling) can be sustainable in the developed world.

Why? The ability to balance ethics, need and sustainability issues is a necessary development in a student’s analytical skills.

PLAntS, AnimALS: Work SAFEty AnD LEGiSLAtionThis looks at the health and safety risks and the legal obligations of environmental and land-based enterprises.

How? Students might, for instance, compare risks between handling large animals and working with dangerous wild animals.

Why? These are essential parameters to both consider and understand for anybody working in the industry.

SuStAinABLE DEvELoPmEnt oF rESourcESThis explores the balance between the environmental and economic viability and sustainable development and at the importance of environmental policy, planning, management and protection.

How? Students might investigate local authority recycling schemes and their effectiveness. Or rate the economic return of domestic wind turbines.

Why? This area of work facilitates the development of the essential analytical skills and conceptual framework required in this sector.

rESEArcH mEtHoDS AnD EnvironmEntAL AnALySiSThis looks at the value of environmental evaluation, impact assessments, and the techniques and resources to undertake valid research.

How? Students might investigate the impact of rapid industrial expansion in India and China and their reliance on coal.

Why? The exposure to more essential thinking tools and the fundamental place of research underpinning scientific practice.

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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 Environmental and Land-based Studies will, for example, need to:

• apply investigative and numerical reasoning skills in many of their work units

• master IT skills for assistance in research and presentation of reports and tabulated findings.

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 sector.

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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

The Diploma gives students the opportunity to do at least 10 days’ work experience. They could, for example:

• workparttimeinakennelsandusetheopportunityto identify common risks and hazards

• workonplacementinaveterinarysurgery,learningabout the healthcare and welfare of animals

• shadowworkerswithinawastemanagementoperation, learning about the practicalities and economics of recycling and landfill disposal.

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 for their course.

Work experience does not, however, have to be within an environmental or land-based business, as the skills taught on the course can be used in many different organisations. In fact, students who take on work experience in other industries will become more aware of other career paths and develop a broader understanding of how their skills can be applied elsewhere.

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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 study of allergies and illnesses related to the sector

• a dissertation on equine behaviour and the contribution of horses to the economy.

Or it could be a practical piece of work, like a design, artefact or performance – for example:

• a website recording and showing sightings of migrating birds

• a film exploring traditional, threatened, land-based skills like those of a blacksmith.

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 the environmental and land-based sector, like a level 3 certificate or award in ecology, conservation, horticulture or equine management

• a subject that would complement their studies or even help them get onto a specific university or college course, like an AS or A level in biology, chemistry, geography or environmental science

• a subject that reflects a student’s other interests and career ambitions, like a language, history or 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 the environmental and land-based sectors – 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 subjects like veterinary nursing, animal technology, agricultural crops, environmental conservation or landscaping.

The Diploma could also lead to a wide range of undergraduate degrees in subjects such as zoology, environmental science, horticulture or biology – either full time or part time combined with a job.

GoinG into EmPLoymEnt

There are opportunities for students going straight into employment. The Advanced Diploma could lead to work in, for example, animal care or horticulture.

However, many of the jobs in the environmental and land-based industries require applicants to have completed further or higher education. For example, students who have completed a degree or an Apprenticeship can head for a career as, for example, a breeder, ecologist, agricultural advisor, arable trader, land surveyor, botanist or botanical researcher.

PrEPArinG StuDEntS For tHE FuturE

Completing an Advanced Diploma in Environmental and Land-based Studies doesn’t mean that students have to choose a degree or a career in the sector. Students may go on into an unrelated – or less related – area, like geography, planning, or economics.

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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Diploma Brochures

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“ it is a massive

opportunity.

the Diploma in

Environmental

and Land-based

Studies gives

young people an

idea of what all

our industries

are about. it will

help to encourage

people into our

sector, with

a clear view of

what we are

about and with

a strong aspect

of what they

would like to do.”

jonathon taylor,

Head ranger,

coombe country Park

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©Crown Copyright 2009.

Want more information?

HoW to FinD out morE

For more information about the Diploma in Environmental and Land-based Studies, go to: www.direct.gov.uk/diplomaswww.diplomaelbs.co.uk

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 statementsabout the Diploma, go to www.ucas.ac.uk/students/beforeyouapply/diplomas/14-19diplomas

• awarding body specifications:

• AQA/City and Guilds – www.diplomainfo.org.uk

HoW to DoWnLoAD tHiS LEAFLEt

To download this leaflet, go to:

• www.direct.gov.uk/diplomas

• www.teachernet.gov.uk/publications and use thesearch reference DCSF-00382-2009

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 00382-2009LEF-EN.

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