GCSE’s and Equivalents

GCSE’s and Equivalents

GCSE’s and Equivalents – doing it the SMARTT way

We offer a wide range of Level 1, 2 and 3 vocational courses that carry “GCSE” Equivalents. These can be tailored to both school and student needs and can also be delivered in the form of a short course or a longer programme. Our “Inclusion in Education” courses are delivered as a series of physical and mental challenges – often using our expertise in the outdoors and “out of classroom learning”. These will suit learners who struggle to achieve their ideal learning experience in the schools classroom.

GGCSE’s and Equivalents

Our courses gives students the opportunity to acquire the important skills that are required for effective employment and manage their personal development. Students who learn by doing and enjoy physical challenges will thrive and achieve more by participating in our range of GCSE alternative programmes which include;

Employability Qualifications

Candidates achieve Employability qualifications by completing a number of core and additional units at the appropriate level. Each unit is credit rated: 6 credits are required for an Award qualification and 15 credits are required for a Certificate qualification. One credit is broadly equivalent to 10 hours of learning time. Single-unit qualifications are also available. Evidence of completed units must be collated in a portfolio of evidence, which documents candidates’ work-related activities and experiences.


The Diploma is a  qualification for students aged 14 to 19 that combines academic and vocational learning. The Diploma has been developed in conjunction with more than 5000 employers, universities, schools and colleges, and provides students with the skills and knowledge they need to progress to further/higher education and employment. Fourteen Diplomas are available to schools and colleges.

The Diploma is made up of a number of different components, including

  • sector-related learning
  • Functional Skills in mathematics, English and ICT
  • work experience.

Wider Key Skills

Wider Key Skills are skills that are commonly needed for success in a range of activities in education and training, work and life in general. They are:

  • Working with Others
  • Improving Own Learning and Performance
  • Problem Solving

Evidence for the Wider Key Skills may be drawn from work undertaken within: GCSE, GCE, NVQ Qualifications; work experience; employment; voluntary or youth work.

Foundation Learning

Foundation Learning is the national suite of learning for 14–19 year-old learners in schools and academies working predominantly at entry level or level 1. From 2013 it will form part of the 14–19 entitlement alongside Diplomas, Apprenticeships and general qualifications such as GCSEs and A levels. Please click here to find out more on Foundation Learning

Personal, Learning and Thinking Skills (PLTS)

Personal Learning and Thinking Skills (PLTS) are generic skills that are essential to life, learning and work. PLTS have a significant impact on a person’s ability to make a confident contribution, both within and outside of their working environment. Click here to find out more how PLTS are required  in apprenticeships

Supporting Apprenticeship Frameworks

An apprenticeship framework is a definition of requirements for an apprenticeship programme. It can be used by schools, training providers, colleges, and employers to ensure that all apprenticeship programmes are delivered consistently and to agreed standards. Each framework includes details of the qualifications needed to be completed, the key skills targets, and any other requirements of the apprenticeship. Each framework also includes information on job roles, entry routes, length of the apprenticeships and career paths available upon completion.

If any of our GCSE Equivalents courses are of interst or if you require any further information Please contact us

“I Have Worked With the Team for over 5 years now. Professional and motivational – our students never fail to respond and impact is seen not only on our results but also on the students themselves. They help turn “I can’t do” into “I can do”

Veronica Preston, Interventions Director, Red House Academy, Sunderland

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