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BTEC Higher Nationals Briefi ngVersion 4
November 2010
BTEC Higher Nationals on the Qualifi cations and Credit Framework
3
ContentsBTEC Higher Nationals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Rationale for BTEC Higher Nationals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
QCF BTEC Higher Nationals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
New Graduate Diploma (Level 6) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
New digital learning and teaching resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Titles and structures of BTEC Higher Nationals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Examples of BTEC Higher National titles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
BTEC Higher National units on the QCF at a glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Mandatory units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Specialist units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Meeting Local Needs (MLN) units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Locally devised specialist units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Credit value of imported (MLN) and/or centre devised units . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Assessment and grading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Unit grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Qualification grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Average learner profile. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Employer engagement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Transition from NQF to QCF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Appendix 1
Quality Assurance (QA) of Edexcel
BTEC Higher Nationals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Appendix 2
Calculation of the qualification grade
for HNCs and HNDs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Examples of possible learner profiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Appendix 3
HN accreditation indicative timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Appendix 4
HN sectors by development phase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
4
BTEC Higher NationalsIntroductionThis document has been produced as part of the redevelopment process of the Higher National qualifi cations. It
represents the results of all our consultations with centres, employers representations, FE, HE and Ofqual. It is intended
to show how we have redeveloped the HN qualifi cations.
Following consultations with centres that have taken place during the HN Launch events, Spring 2010, we have
implemented some changes to the structures of the HNC and HND. These changes are detailed herein (Version 3) and
are contained within the tables on Page 6. We have decided to change the minimum value of Level 4 units within an
HNC from 90 credits to 65 credits, and the maximum value of Level 5 credits from 35 credits to 55 credits.
As a result of further feedback, we have also revised our plans to change the Quality Assurance (QA) model. We will
now be continuing with the established QA procedures where Edexcel will take responsibility for allocating external
examiners to FE colleges running BTEC Higher Nationals. Please see page 11 for comprehensive guidance on the
Edexcel Quality Assurance system.
OverviewEdexcel wishes to bring the BTEC Higher National suite of qualifi cations into line with the changes being made to BTEC
Firsts (level 2) and Nationals (level 3). We welcome the introduction of the Qualifi cations & Credit Framework (QCF)
as the fi rst nationally recognised credit framework and feel it has the potential to ‘liberate’ all BTEC qualifi cations and
units by recognising their unique potential for progression and achievement.
It will allow us to fully exploit the original design principles for these qualifi cations and units. BTEC qualifi cations have
a long history of being unit-based, specialist qualifi cations that are designed to facilitate progression and achievement
in a vocationally-related context and are well recognised by both employers and universities.
Our new QCF BTEC Higher National qualifi cations will preserve and develop the nationally recognised integrity
and foundations of BTEC, with the additional benefi ts of widening participation and recognition in a national credit
framework. We also feel that the QCF will benefi t from the inclusion of BTEC Higher National qualifi cations.
Each of the new BTEC Higher Nationals has a credit value and the qualifi cations have been developed to support and
encourage progression from level 3 through to level 5.
The level 4 HNC nests within the level 5 HND. This has been adopted as a design principle and enables learners to
build their learning journey on milestones of qualifi cation and credit achievement.
Qualifi cations and units developed for individual sectors will focus on and articulate to Sector Skills Council (SSC)
priorities, their Sector Qualifi cation Strategy (SQS), subsequent Action Plans and revised National Occupational
Standards (NOS). The focus on a sector relevant purpose will enable us to build a more effective provision between
levels, from Level 3 (BTEC Nationals) through to degree.
Edexcel will ensure that the rationale and guidance for these qualifi cations refl ects these attributes and establishes
their distinctive contribution to each sector.
In response to the demands of the QCF, Edexcel will be introducing a new quality assurance (QA) system (see
Appendix 1).
5
Rationale for BTEC Higher NationalsThe suites of BTEC Higher Nationals are designed to provide specialist work-related qualifi cations appropriate to
the skills needs of a range of sectors at levels 4 and 5. They have been developed to provide the required knowledge,
understanding and skills, in a sector context, necessary to prepare learners for employment and progression and/or to
provide career development opportunities for those already in work.
Consequently they provide meaningful, coherent and specifi cally focused programmes of study for full-time or part-
time learners in colleges, Higher Education Institutes (HEIs) and training centres that are fl exible enough to allow for
the application of knowledge, understanding and skills through a programme of centre-devised assignments and other
learner activities.
The development of units with credit values and appropriate levels for the QCF will ensure that BTEC Higher Nationals
will be more fl exible and allow colleges, training providers and HEIs to deliver specialist learning alongside other non-
vocational subjects. They will also contribute to the widening participation agenda initiative by supporting different
learning styles.
The BTEC Higher Nationals have been developed to provide a preparation for employment and progression and/or to
provide career development opportunities for those already in work. On successful completion of these qualifi cations,
learners will be able to progress into or within employment and/or continue their study in the vocational area.
BTEC Higher Nationals are designed to foster specialist work-related learning in colleges and HEIs. As specialist work-
related qualifi cations, they inspire higher achievement and encourage progression to university or work within the sector
studied. They also form part of a defi ned progression route towards nationally accredited work-based qualifi cations,
based on the needs of employers, professional bodies and relating to NOS where appropriate.
QCF BTEC Higher NationalsAs part of our ongoing commitment, the BTEC team is pleased to share with you news of recent developments to the
Higher National Certifi cate (HNC) and Diploma (HND), and to invite you to get involved in shaping the next generation
of BTEC Higher National qualifi cations.
New Graduate Diploma (Level 6)We are working on some research to establish demand for a Level 6 qualifi cation which could act as a degree-level “top-
up” to an HND or Foundation Degree in key vocational sectors such as Business, Engineering, IT and Health & Social Care,
and in time across all the main HN sectors.
As part of this process, we are keen to engage with centres interested in working with us
• in a consultation exercise to develop an appropriate, attractive curriculum and specifi cation for each sector, and
• as early adopters of the qualifi cation starting in September 2011.
6
New Digital learning and teaching resourcesAs the use of digital educational tools continues to develop, we are looking to enhance the study of BTEC Higher
Nationals by providing rigorous, high-quality teaching and learning materials.
Combining content from market-leading Pearson textbooks and a range of digital material, we are developing a suite of
teaching and learning resources to support BTEC HNs in key sectors across Levels 4, 5 and 6, starting with Business.
As part of this process we will be inviting centres to participate in:
• reviewing and feeding back on some sample material early in 2011, and
• becoming an early adopter in September 2011.
If you would like to get involved in these initiatives, please join our BTEC Higher Nationals Development Group by
contacting our team at [email protected] and we will be in touch with more information.
Titles and structures of BTEC Higher NationalsOn the new QCF, BTEC Higher National titles have been restructured to:
• refl ect the aim, rationale, level, size and content of the qualifi cation
• be clear and distinctive
• not duplicate or emulate existing Edexcel QCF qualifi cations
• be written in the correct QCF style.
Examples of BTEC Higher National titlesThese are the formal QCF titles which will be used on all offi cial Edexcel documentation e.g. specifi cations. They are
also the titles you will fi nd on offi cial external sources such as the Register of Regulated Qualifi cations (RRQ).
In our communications with centres, we will use a shortened version of these titles for ease of use e.g.
• BTEC Level 4 HNC in Performing Arts
• BTEC Level 5 HND in Performing Arts.
7
BTEC Higher National units on the QCF at a glance
BTEC Higher National qualifi cations on the QCF each have a level and a credit value, with Guided Learning Hours (GLH)
also allocated to each level:
Level: The levels for HNC (Level 4) and HND (Level 5) have been rationalised under the QCF, although the Rules of
Combination allow learners to include units from the level above and below as shown in the table.
Credit values: Each QCF unit normally earns 15 credits, although units can vary in size, usually in multiples of 5 credits.
In order to achieve a full qualifi cation, learners must gain a minimum of 120 credits at Level 4 and 240 credits at Level 5.
Guided Learning Hours: The GLH for each level have been set at 480 GLH for HNC (Level 4) and 960 GLH for HND
(Level 5).
BTEC Higher Nationals on the QCF at a glance
Qualifi cation titleLevel
(NQF)
New Level
(QCF)
Minimum
credit
value
Maximum
credit
value
Qualifi cation
credit valueGLH
BTEC Higher National
Certifi cate HNC
L3
L4
0 30
Minimum 120 480L4 65 120
L5 0 55
L6 0 0
BTEC Higher National
Diploma HND
L3
L5
0 30
Minimum 240 960L4 65 120
L5 125 175
L6 0 30
Mandatory unitsEach BTEC Higher National will have a specifi ed credit value of ‘mandatory’ units that will comprise the key elements of
knowledge, skills and understanding defi ned in its qualifi cation title. The minimum size of the mandatory unit credit will
normally be at least 30 credits out of 120 credits for HNC, and 60 credits out of 240 credits for HND. This value can vary
slightly if needed to meet sector specifi c requirements.
Mandatory units will provide:
• a broad-based introduction to the qualifi cation
• the essential components of the qualifi cation
• the underpinning learning for the subject area
• the springboard for further specialised study.
8
Specialist unitsSpecialist units will be used to add breadth and more focused knowledge, skills and understanding.
Specialist units will:
• be more focused around an area of specialisation for a sector-specifi c fi eld of employment
• build on the fundamentals introduced in the mandatory units
• permit greater depth of learning
• permit greater breadth of learning
• provide a choice for centres, and the potential for choice for learners.
Meeting Local Needs (MLN) unitsBTEC Higher Nationals are developed in consultation with centres, employers, professional bodies and/or the relevant
SSC/SSBs. The mandatory units are designed to meet the skill needs of the sector, and specialist units allow coverage of a
range of employments. Centres are expected to make maximum use of the choice available to them within the specialist
units in these specifi cations to meet the needs of their learners.
It is possible that there will be some circumstances where the units contained in these specifi cations will not enable
centres to meet a local need. In this situation, Edexcel will ensure that the Rules of Combination allow centres to make
use of credit transfer of units from other standard QCF BTEC Higher National specifi cations and/or their own locally
devised specialist units. Any constraints will be specifi ed in individual BTEC specifi cations. Centres will be required to
ensure that the coherence and purpose of the qualifi cation is retained, and ensure that its vocational focus and the
standard of the qualifi cation is not diluted.
MLN - Edexcel BTEC Level 4 HNC DiplomaA maximum of 30 credits can be imported from other accredited QCF Edexcel BTEC Higher National qualifi cations
(Levels 4/5) to meet local needs (MLN).
MLN - Edexcel BTEC Level 5 HND DiplomaA maximum of 60 credits can be imported from other accredited QCF Edexcel BTEC Higher National qualifi cations
(Levels 4/5) to meet local needs (MLN).
Please note that in the design and Rules of Combination for the Edexcel-devised and QCF-accredited BTEC Higher
Nationals, agreed with the relevant Sector Skills Council, there may be units in the structure at Levels 3 and/or Level 6 in
addition to the Level 4 and 5 units. Only Level 4 and 5 QCF-accredited HN units may be added by centres through the
MLN process.
Locally devised specialist unitsThere may be exceptional circumstances where even the fl exibility of importing units from other specifi cations does
not meet a particular local need. In this case, centres can seek permission from Edexcel to develop a unit, or units,
with Edexcel to meet this need. The cases where this will be allowable will be very limited. Edexcel will ensure that the
integrity of the qualifi cation is not compromised, and that there is a minimum of overlap and duplication of content of
existing units. Centres will need strong evidence of the local need, and the reasons why the existing standard units are
inappropriate. The units will need to be submitted to Ofqual by Edexcel for inclusion in the QCF. If successful, units will
be assigned a credit value and included in the programme defi nition for the qualifi cation.
Credit value of imported (MLN) and/or centre devised unitsThis is restricted to a maximum total of 30 credits at HNC, 60 credits at HND.
There are exceptions to these rules:
• The HNC in Construction and the Built Environment (Civil Engineering) consists of all
mandatory units and therefore no other units can be imported into the qualifi cation.
• For the Higher National Certifi cates (HNCs) in Health and Social Care, the imported units
must be a maximum of 15 credits.
9
Assessment and gradingCurrent assessment approaches will be maintained with further exemplifi cation and enhancement. Centres are
encouraged to use a wide range of methods appropriate to the learning outcomes and assessment criteria in the context
of a particular sector. Edexcel recognises that credit is awarded at a threshold level of achievement only, but will apply
grading arrangements to individual units as well as to the qualifi cation as a whole. This will allow for the reward of merit
and distinction achievement according to published grading domains and criteria, and this in turn will allow Higher
Nationals to have overall grades beyond pass.
Unit gradesLearner performance in all BTEC Higher National units, irrespective of their credit value or level, will be graded Pass,
Merit or Distinction. Pass level will be the threshold grade meaning that all the learning outcomes have been achieved at
the level of the unit and the credit value of the unit can be awarded. Merit or Distinction grades will be used to recognise
a qualitative improvement, according to the published grading domains.
Qualifi cation gradesAll BTEC Higher National qualifi cations will continue to have the achievement of learners expressed in a full qualifi cation
profi le of the units, their credit, level and grade. The eligibility of QCF credits toward each BTEC Higher National
qualifi cation will be determined by its particular rule of combination.
In addition, achievement for each qualifi cation will have an overall grade. The overall grades will be determined through
a points system and a table of pre-determined grade boundaries at Merit and Distinction (see Appendix 2 for details).
Average learner profi leThe main cohorts of learners will be 18+ for HNC and 19+ for HND.
A successful BTEC Higher National learner will typically:
• have the ability to provide evidence to show that they are capable of achieving realistic goals in a vocationally
related setting
• have the ability to work both independently and as part of a team in a vocationally related setting
• be a practical, ‘can do’ person
• develop higher level skills and the related knowledge and understanding required within an industry, or business sector,
as identifi ed by the relevant employer, professional bodies or Sector Skills Council or Standards Setting Body (SSB).
Employer engagementBTEC qualifi cations and units will continue to be developed in close consultation/engagement with relevant employers
and in dialogue with SSCs, SSBs and professional institutions. Centres will be encouraged to design programmes that give
access to work placements and instil a sense of real-world to the study.
Transition from NQF to QCFCentres will be able to move onto the QCF versions of the qualifi cations in September 2010 or September 2011, and
must have moved to the new QCF qualifi cations ready for fi rst teaching in September 2011. The last date for NQF
registration is 31st December 2010.
10
Appendices
Appendix 1
Edexcel Quality Assurance (QA) system
Appendix 2
Calculation of the qualifi cation grade
Appendix 3
HN accreditation indicative timeline
Appendix 4
HN sectors by development phase
11
Appendix 1
Quality assurance (QA) of Edexcel BTEC Higher NationalsEdexcel’s quality assurance system for all BTEC higher level programmes on the QCF at Levels 4-7 will ensure that
centres have effective quality assurance processes to review programme delivery. It will also ensure that the outcomes of
assessment are to national standards.
The quality assurance process for centres offering Edexcel BTEC higher level programmes on the QCF at Levels 4-7
comprises three key components.
1 Approval process
Approval to offer Edexcel BTEC Higher National qualifi cations will vary depending on the status of the centre.
Centres that have a recent history of delivering Edexcel BTEC Higher National qualifi cations and have an acceptable
quality profi le in relation to their delivery will be able to gain approval through Edexcel Online.
Centres new to the delivery of Edexcel BTEC Higher National qualifi cations will be required to seek approval through
the existing Edexcel qualifi cation and centre approval process. Prior to approval being given, centres will be required to
submit evidence to demonstrate that they:
• have the human and physical resources required for effective delivery and assessment
• understand the implications for independent assessment and agree to abide by these
• have a robust internal assessment system supported by ‘fi t for purpose’ assessment documentation
• have a system to internally verify assessment decisions, to ensure standardised assessment decisions are made
across all assessors and sites.
Such applications have to be supported by the head of the centre (principal, chief executive etc). and include a
declaration that the centre will operate the programmes strictly as approved and in line with Edexcel requirements.
12
2 Monitoring of internal centre systems
Centres will be required to demonstrate ongoing fulfi lment of the centre approval criteria over time and across all
programmes. The process that assures this is external examination, which is undertaken by Edexcel’s External Examiners.
Centres will be given the opportunity to present evidence of the ongoing suitability and deployment of their systems
to carry out the required functions. This includes the consistent application of policies affecting learner registrations,
appeals, effective internal examination and standardisation processes. Where appropriate, centres may present evidence
of their operation within a recognised code of practice, such as that of the Quality Assurance Agency for Higher
Education. Edexcel reserves the right to confi rm independently that these arrangements are operating to Edexcel’s
satisfaction.
Edexcel will affi rm, or not, the ongoing effectiveness of such systems. Where system failures are identifi ed, sanctions
(appropriate to the nature of the problem) will be applied in order to assist the centre in correcting the problem.
3 Independent assessment review
The internal assessment outcomes reached for all Edexcel BTEC higher level programmes on the Qualifi cations
and Credit Framework at Levels 4-7 are subject to an independent assessment review by an Edexcel-appointed
External Examiner.
The outcomes of this process will be to:
• confi rm that internal assessment is to national standards and allow certifi cation
or
• make recommendations to improve the quality of assessment outcomes before certifi cation is released
or
• make recommendations about the centre’s ability to continue to be approved for the qualifi cations in question.
Additional arrangement for ALL centres
Regardless of the type of centre, Edexcel reserves the right to withdraw either qualifi cation or centre approval when
it deems there is an irreversible breakdown in the centre’s ability either to quality assure its programme delivery or its
assessment standards.
13
Appendix 2
Calculation of the qualifi cation grade for HNCs and HNDs
How it worksThe overall grade for a BTEC HNC or HND is a transparent process calculated through a combination of:
• the credits allocated to each unit, and
• the grade (Pass, Merit or Distinction) achieved for that unit.
As the learner progresses, each individual unit is assessed and awarded a grade – Pass, Merit or Distinction.
Each unit grade then attracts points on a sliding scale:
Unit grade Grade Points
Pass 0
Merit 1
Distinction 2
Once all the units are completed, the learner’s overall grade for the qualifi cation is calculated in 3 steps:
1. Multiply the QCF credits for each unit by the grade points achieved for that unit to calculate the individual unit
points score.
2. Add up the all the unit points scores achieved to calculate the total points score for the qualifi cation.
3. Match the total points score against the Grade points table to calculate the fi nal grade for the qualifi cation.
Pass qualifi cation gradeLearners who achieve the minimum eligible credit value specifi ed by the rule of combination will achieve the
qualifi cation at pass grade.
14
Qualifi cation grades above Pass grade (Merit and Distinction)Learners will be awarded a merit or distinction qualifi cation grade by the aggregation of points gained through the
successful achievement of individual units. The grade of the qualifi cation is based on the learner’s best performance
in units at the level or above of the qualifi cation to the value of 75 credits.
The number of points available is dependent on the unit grade achieved and the credit size of the unit (as shown in
the ‘Points available per credit at specifi ed unit grades’ table below).
Points available per credit at specifi ed unit grades
Points per credit
Pass Merit Distinction
0 1 2
Qualifi cation grades for both Edexcel BTEC Level 4 HNC and
Edexcel BTEC Level 5 HND
Points range Grade
0-74 Pass P
75-149 Merit M
150 Distinction D
Moving from HNC to HNDIf a learner moves from HNC to HND then credits from both the HNC and HND can contribute to the best 75 credits of
the overall HND grade.
Examples of possible learner profi les of the best 75 credits at
the level of the qualifi cation or aboveThese tables fi t both HNC and HND qualifi cations.
Unit gradeCredits achieved at each
unit gradePoints per credit Points scored
Pass 30 0 0
Merit 30 1 30
Distinction 15 2 30
Total 60
Qualifi cation grade Pass
15
Unit gradeCredits achieved at each
unit gradePoints per credit Points scored
Pass 15 0 0
Merit 45 1 45
Distinction 15 2 30
Total 75
Qualifi cation grade Merit
Unit gradeCredits achieved at each
unit gradePoints per credit Points scored
Pass 30 0 0
Merit 15 1 15
Distinction 30 2 60
Total 75
Qualifi cation grade Merit
Unit gradeCredits achieved at each
unit gradePoints per credit Points scored
Pass 0 0 0
Merit 15 1 15
Distinction 60 2 120
Total 135
Qualifi cation grade Merit
Unit gradeCredits achieved at each
unit gradePoints per credit Points scored
Pass 0 0 0
Merit 0 1 0
Distinction 75 2 150
Total 150
Qualifi cation grade Distinction
16
Appendix 3
HN accreditation indicative timeline
Phase one accreditation Date Indicative volumes
Submission for fi nal review January 2010 13 sectors
80 titles
800 unitsAccreditation February 2010
Teaching in centres September 2010 or September 2011
Phase two accreditations Date Indicative volumes
Submission for fi nal review March 2010 3 sectors
15 titles
115 unitsAccreditation April 2010
Teaching in centres September 2010 or September 2011
Phase three accreditations Date Indicative volumes
Submission for fi nal review December 2010 3 sectors
14 titles
295 unitsAccreditation January–February 2011
Teaching in centres September 2011
Phase four accreditations Date Indicative volumes
Submission for fi nal review December 2010 1 sector
4 titles
56 unitsAccreditation February 2011
Teaching in centres September 2011
17
Phase one
Applied Biology and Applied Chemistry
Business
Computing and Systems Development
Construction and the Built Environment
Building Services Engineering Civil Engineering
Engineering
Automotive Engineering General Engineering
Electrical and Electronic Engineering Manufacturing Engineering
Electrical Engineering Mechanical Engineering
Electronic Engineering Operations Engineering
Health and Social Care
Hospitality Management
Music
Sport and Sport and Exercise Sciences
Travel and Tourism Management
Appendix 4
HN sectors by development phase
18
Phase two
Art and Design
Art and Design Photography
Fashion and Textiles Graphic Design
Fine Arts 3D Design
Interactive Media
Engineering
Aeronautical Engineering
Creative Media Production
Performing Arts
Phase three
Engineering
Vehicle Operations Management
Land and Environment
Animal Management Environmental Convservation
Equine Management Horticulture
Hair & Beauty Management
Public Services
Phase four
Advanced Study in Early Years
Engineering
Marine Engineering Nautical Science
For more information please visit www.edexcel.com/quals/hn
