FAQs

How long is a School Directed Course?

SDCs typically run over two academic years, aligning with Key Stage 3 (most common in Year 9) or Key Stage 4 (Years 10 and 11).

However, the length of individual SDS can vary from a term to 1-2 academic years. The length of the course is decided by the school, and is shaped by the course purpose and aims. It must allow enough time for students to engage with complex content, fully complete projects, and develop meaningful skills.

What do parents think of SDCs?

There is typically strong parent support for courses that go beyond traditional exam syllabi, particularly the inclusion of broad, creative and personalised learning opportunities like project-based work, outdoor learning, and global awareness. Parents are likely to appreciate the focus on developing their child’s confidence, independence, and readiness for future study and life beyond school​​. 

However, it is important to engage fully with parents along the journey in order to have their support for any major changes in your school’s offering.

What do staff and colleagues think of SDCs?

Staff involved in developing and teaching SDCs often find them energising and professionally rewarding. The process encourages interdisciplinary thinking, innovation in pedagogy and assessment, and opportunities for curriculum leadership. 

Using the resources in this tool kit you can ensure that staff are supported through structured course planning and moderation processes to ensure rigour and consistency​.

How long does it take to plan and roll out an SDC?

Planning an SDC requires significant preparation. Initial design includes defining the course objectives, content, skills coverage, assessment methods and quality assurance mechanisms. 

Some schools also require departments to complete a detailed planning form and undergo review by senior leaders before delivery.

Typically, a realistic timeline from initial planning to first teaching would be one academic year​, with course reviews planned annually to ensure ongoing evaluation. 

What does the assessment look like?

Assessment in SDCs is varied and designed to align closely with course aims. Methods include extended projects, portfolios, viva voce (oral exams), creative outputs, coursework, and some written exams. 

These approaches support a more holistic evaluation of student learning and skill development, offering flexibility and depth beyond standard GCSE testing​. 

Assessment can be internal or, if accreditation has been acquired, there may be an element of external assessment also. 

Do we need to get the course accredited?

No formal accreditation is necessary for SDCs to be valuable. Many schools choose to set internal standards and use moderated assessments to ensure quality and comparability. However, there are options for schools to accredit their courses with organisations such as AQA, OCR, Pearson, EduQual, City & Guilds and various HPQ and EPQs options. Take a look at our accreditation section for more information.

While some universities or careers may still require a set number of traditional GCSEs, most higher education institutions are increasingly receptive to diverse learning experiences, particularly when well-documented and rigorously assessed​.

Can we ask other schools to moderate our courses?

Yes, collaboration with other schools is both possible and encouraged. External moderation helps ensure the reliability and consistency of assessment outcomes. 

Some schools already establish informal networks or relationships with peer institutions to support standardisation, share best practices, and benchmark the level of challenge and student work​.