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Pride in Excellence BTEC at Welling School Handbook 2011-2012

BTEC Welling Handbook 2011-2012

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Page 1: BTEC Welling Handbook 2011-2012

Pride in Excellence

BTEC at Welling School

Handbook 2011-2012

Page 2: BTEC Welling Handbook 2011-2012

2

Pages Contents

3 Introduction

4 Relationships between Welling School BTEC Documents

5 Overview of Year Programme Planning

6 Planning Assignments Overview

8 Roles within BTEC

9-10 Overview of Roles and Responsibilities

11 Flow diagram showing planning and Delivery Role of LIV, QN and Line Managers

12 Registration & Certification Policy

13 Assessment Policy

14 Internal Verification Policy

15 Appeals Policy

16-17 Assessment Malpractice Policy

18 Student Induction

19 Quality Assurance of BTEC Lessons

20 LIV Time Policy

21 Flow Diagram Showing Preparation of BTEC Student Handbooks

22 Assessment Planning and Recording Overview

Appendices

24 Appendix 1 IV Assessment Decisions Document

25-25 Appendix 2 IV Assignment Briefs Document

27 Appendix 3 Lead IV’s and subjects

28 Appendix 4 Tracking Template

29 Appendix 5 Assignment Brief Template

30 Appendix 6 Assignment Front Sheet Template

31 Appendix 7 Observation Records Template

32 Appendix 8 Witness Statement Template

33 Appendix 9 Assessors Comments Template

34 Appendix 10 Sharing Good Practice Programme

35 Appendix 11 Sharing Good Practice Form

36 Appendix 12 Student Induction Record Template

37 Appendix 13 Calendar

46 Appendix 14 Key dates

47 Appendix 15 Cover Request Form

Page 3: BTEC Welling Handbook 2011-2012

3

Introduction

This document is written to provide guidance of the whole school policies which relate to

the delivery of BTEC at Welling School. This is a working document and may be changed

throughout the year. The version saved on the t-drive, in the BTEC folder will be the most up

to date one.

This document links to Program Files which are maintained by Faculties delivering BTEC and

Student Handbooks which are produced by each faculty to support Students studying BTEC

(see page 5 for what should be in programme files and the student handbook). Program

Files, Student Handbooks and the Centre Handbook can be stored electronically and can be

printed off as and when needed.

Copies of all documents in the Handbook (and others) are kept in the 'BTEC' folder under

'Staff Resources' within 'Central Resources' on the school ICT network.

The Handbook is updated throughout the year and information will be placed directly into

the relevant folder.

Subject handbooks can extract relevant documentation from there.

A list of BTEC documents placed in this folder will be kept and updated regularly.

Information about BTEC at welling School can also be accessed at

http://wellingbtec.blogspot.com.

Return to contents

Page 4: BTEC Welling Handbook 2011-2012

4

Relationships between Welling School BTEC Documents

Centre Handbook contents: • Approval documents • Assessment Policy/Procedures • Internal Verification Policy/Procedures • Appeals Policy/Procedure • Assessment malpractice procedures • Registration & certification procedures • Quality assurance form templates: • IV of assignment briefs • IV of assessment decisions • Tracking sheet – Grading criteria • Tracking sheet – Unit achievement • Year plan overview

All documents relating to school wide policies relating to BTEC courses should be in the Centre Handbook

Each BTEC programme should

have a programme file in the

faculty which holds all the

information related to the day

to day running

Each programme should have a student handbook with relevant information for BTEC Learners

Programme file contents: • Programme management & organisation • Programme details • Programme team • Programme timetable • Year plan • Agendas/Minutes/Meeting notes • Relevant correspondence • Teaching & learning • Current programme specification • Schemes of work/Lesson plans • Work placement info (if appropriate) • Assessment & learner records • Class lists/Absence reports • Assignment briefs/Calendar • Tracking sheets – Grading criteria • Tracking sheets – Unit achievement • Records of assessment/Appeals/Key skills • Other info (SATs, Predicted grades, etc.) • Learner support • Recruitment criteria/Leaflets • Pre-programme guidance • Diagnostic testing/Learning styles, etc. • Induction arrangements/Checklist • Consultation/Parents’ evening docs • Tutorial records • Quality Assurance • IV records • Learner questionnaires/Satisfaction surveys • Retention/Achievement data • Destination data • Staff review & development information • External verifier reports • Withdrawal/Transfer data

• Programme review/Evaluation

Student Handbook contents: • Qualification details • Programme overview • Registration and certification

information • Induction timetable/Checklist • Health and safety information • Programme timetable • Year plan • Unit details • Key skills information • Assignment schedule • BTEC Assessment information • Plagiarism/Malpractice • Independent learning • Appeals procedure • Tutorial arrangements

Return to contents

Page 5: BTEC Welling Handbook 2011-2012

5

Overview of Year Programme Planning

Provide the learners with

summative feedback and final

achievement for unit

If National

Standards are

met, certification

will be RELEASED.

If National

Standards not met

a resample will be

required.

Learner

achievement and

certification

Read specifications Plan timetable Develop and write

assignments

Review deadlines Register learners

Appoint Lead Internal Verifier

Plan internal verification activities for assignments

and assessment

decisions

Deliver units and introduce

assignments

Provide learners with

formative feedback

IV checks assignments

prior to issue to

learners and a

minimum 50% of

learner assessment,

building in team

standardisation

Lead Internal Verifier completes BTEC On Line

Standardisation assessments (OSCA2)

If National Standards met, certification will be released. If National Standards not met,

a postal sampling will be arranged by the allocated

Standards Verifier.

Record feedback

and track

learners’

progress

PLAN

NIN

G

Provide

learners with

the

underpinning

knowledge and

prepare them

for the

assessments

prior to issue

to learners

Make on line certificate

claims or complete Student

Report Forms (SRFs)

Return to contents

Page 6: BTEC Welling Handbook 2011-2012

6

Overview of Planning Assignments

Look at the criteria in the assessment

grid and identify a vocationally based

scenario, theme or role at the

appropriate level

Select appropriate unit criteria to be

assessed within each assignment when

assessing across more than one unit or

when embedded in other qualifications

Develop the assessment activity so that

it can be mapped against the specific

criteria selected, using tasks to cover

the demands of the assessment

Write the assignment for the learners

mapping the tasks against the specific

criteria selected

Map the assessment against the

programme plan for unit achievement

and coverage

Produce the final version of the

assessment activity

Check the

tasks reinforce

the teaching

and learning

strategies

Consider the

forms of

evidence to be

produced by

the learners Ensure that the

assessment

activity is fit for

purpose and

consistently uses

methods

appropriate to

the level of the

unit

Check the learners

have opportunities

to meet the

targeted assessment

criteria

Check for and

record

assessment

opportunities

across units as

formative or

summative

Check the

learners can

take

responsibility for

their own

learning and, if

appropriate

could involve

peer or self

assessment

Cross-reference

to content to

ensure tasks

allow learners to

provide

sufficient

evidence

Check the

focus

against the

learning

outcomes

PLAN

NIN

G

Return to contents

Page 7: BTEC Welling Handbook 2011-2012

7

Page 8: BTEC Welling Handbook 2011-2012

8

Roles within the BTEC Qualifications

Quality Nominee The main point of contact for information related to quality assurance. Fulfill the regulatory requirement of being the key point of contact in the centre for QCF-accredited qualifications.

Exams Officers Responsible for the correct administration of learners with Edexcel.

Assessors and verifiers The programme team consists of the teachers or tutors who are responsible for the delivery, assessment and internal verification of the Edexcel BTEC or other qualification. The appropriate minimum size of the programme team will depend on the number of units and the number of learners. The absolute minimum is two, as no person can internally verify their own assessment decisions. Assessor/Teacher Design assessment activities, assess the work, checking authenticity and sufficiency of evidence, accurately record all assessment decisions provide feedback to learners, identify which criteria have been achieved and giving opportunities for improvement follow up any advice from your Lead Internal Verifier. Ensure that assessment is consistent across the programme, assessment instruments are fit for purpose, assessment decisions accurately match learner work to the unit assessment criteria, standardisation of assessors takes place. Return to contents

Lead Internal Verifiers A Lead Internal Verifier (Lead IV) is the person designated by a centre to act as the point of sign-off for the assessment and internal verification of programmes in a Principal Subject Area

The Lead IV has access to accreditation and should register through the online standardisation system, OSCA2. They need to have completed and passed OSCA2 to be the LIV for a subject area.

Program Leaders Has overall responsibility for the effective delivery and assessment of BTECs and other Edexcel qualifications. For Edexcel BTEC qualifications up to Level 3 and Foundation Learning programmes, the Programme Leader may also act as the Lead Internal Verifier.

Senior Managers The Head of Centre is formally responsible for ensuring that the centre acts in accordance with Edexcel’s terms and conditions of approval. Day-to-day responsibility is normally delegated to the centre’s Quality Nominee.

Appoint a Quality Nominee who can act as a key point of contact with Edexcel

Liaise with the Quality Nominee to ensure that all processes are being conducted effectively

Support the Quality Nominee in putting actions in place to respond to reports on quality assurance processes.

Dealing with appeals from learners that have not been resolved through the immediate programme team

Investigating malpractice allegations of a serious nature related to learners or members of staff

Liaising with Edexcel where any serious breach of approval conditions has occurred

Any aspect of quality assurance which relates to the overall integrity and security of Edexcel BTEC or Edexcel vocational qualifications.

Page 9: BTEC Welling Handbook 2011-2012

9

Overview of Roles and Responsibilities

Assessment Stage Programme Team The Assessor The Learner The Lead Internal Verifier

External Quality Assurance

Process (this only happens if

previous internal procedures

have failed)

Planning

Reads and understands the specification Identifies opportunities to generate evidence

across the curriculum. Creates and agrees assessment plan Plans assessment activities and timescales Writes assignments, which are clearly

annotated. Appoints an Internal Verifier who

will scrutinise the assignment briefs Designs an Internal Verification plan for the

internal verification of the assessment

decisions Designs and introduces relevant recording

documentation

Understands assessment arrangements to

meet national standards Designs assessment activities which meet the

assessment criteria Identifies assessment opportunities for the

learner Actions internal verifier’s advice

Manages and organises own time to prepare

evidence to meet the assessment plan Books onto BTEC compulsory training Prepares quality assurance tracking

documents Completes BTEC On Line Standardisation

Assessments to meet national standards Checks the quality of assessment

instruments as fit for purpose Advises on the interpretation of national

standards Co-ordinates assessment arrangements

including multi-sites if appropriate

Organises timetable for compulsory training

events or centre support training visits Plans compulsory training programme Plans Centre Risk Assessments Prepares On Line Standardisation Assessments

for Centre Lead Internal Verifiers

Implementing

Ensures timescales are met Guides the learner towards approaches in

gathering assessment evidence Provides the learner with support and

guidance

Produces work for assessment to meet

national standards

Attends BTEC compulsory training Ensures an effective system of recording

learner achievement is in place Advises on opportunities for evidence

generation and collection Keeps records of the internal verification

process to track IV on all tutors’ assessment

decisions. Ensures all units delivered are sampled.

Compulsory training implemented CRA carried out Tracks Centre Lead IV attendance at training

event. Tracks Centre Lead IV has completed OSCA

Internal Verifying

Ensures consistency of assessment

judgements through standardisation

meetings

Checks authenticity and sufficiency of

assessment evidence produced against

assessment criteria/unit content Reviews progress of learners to give

opportunities for remedial work. Observes, scrutinises and records evidence

of individual work within group activities Completes observation and witness

statements to support demonstration of

practical skills whether individual or within a

group Actions internal verifier’s advice Awards final achievement when the unit has

been completed

Submits evidence for assessment Checks the validity and sufficiency of the

assessment evidence with the assessor Reviews opportunity for remedial work . Participates in self and peer assessment

activities where appropriate

Provides advice and support to assessors on

a regular basis, covering all assessors and all

units Advises on the appropriateness of

assessment evidence with regard to level,

sufficiency, authenticity, validity and

consistency Arranges standardisation meetings across

teams and multi-sites Checks the quality of assessment to ensure

that it is consistent, fair and reliable Ensures own assessment decisions are

sampled when teaching on the programme

Checks results of CRA Checks on results of OSCA centre

standardisation

Page 10: BTEC Welling Handbook 2011-2012

10

Assessment Stage Programme Team The Assessor The Learner The Lead Internal Verifier External Quality Assurance

Process

Decision-making

Co-ordinates arrangements for internal

verification Co-ordinates opportunities for receiving

feedback from the internal verifier

Decides and checks whether evidence is

valid, authentic, consistent and sufficient Records assessment decisions

Decides to improve on evidence provided

following formative assessment decisions Monitors and advises on assessment

decisions by sampling Gives programme team decisions and

feedback on the sampling

Releases or blocks certification If blocks, then allocates Standards Verifier to

arrange postal sampling in negotiation with

Lead Internal Verifier.

Feedback

Ensures assessment plan, assignments and

assessment decisions are scrutinised by the

internal verifier and appropriate action

taken

Actions internal verifier’s advice Gives constructive feedback to the learner Provides guidance for the learner to

enhance assessment achieved on formative

assessment Records the learner’s summative

achievement Reviews progression opportunities with the

learner

Receives assessment recommendations and

feedback from the assessor Appeals if dissatisfied with the assessment

decisions Records summative assessment Plans next steps with the assessor

Ensures appropriate corrective action is

taken where necessary Takes part in the formal stages of any

appeal Advises programme team on any training

needs Provides feedback on aspects of the

assessment system to the programme team,

senior management and Edexcel

Follows up CRA action points reported Follows up Lead IV attendance of compulsory

training and any further support required Gives results of OSCA

Return to contents

Page 11: BTEC Welling Handbook 2011-2012

11

Welling School

Flow Diagram Showing Planning and Delivery of BTEC role of

LIV, QN and Line Manager Planning and IVing of BTEC

assignments-Course

leader/LIV

IV documentation for

assignments delivered to

QN prior to teaching

Course delivered

Marking of work and

feedback to students

followed by improvement

and final marking

IVing of completed, marked

work. Led by LIV.

IV documentation for

assessment decisions

delivered to QN

Issues with assignments or

paperwork referred back to

LIV by QN and action plan

with deadlines agreed in

conjunction with line

manager.

Deadlines for delivery of IV

for assignments paperwork;

1. End of second week of

Autumn term.

2. Before February half

term

3. July 1st 2012

Issues with assessment

evidence, paperwork,

verification process referred

back to LIV by QN and

action plan with deadlines

agreed in conjunction with

line manager.

Deadlines for delivery of IV

for assessment decisions

paperwork;

1. Before October half

term

2. Before February half

term

3. July 1st 2012

It is the responsibility of all staff to deliver and support the BTEC courses to the highest possible

professional standards.

Issues which arise through the QA of Faculties will trigger a review of the work done in a faculty

area by QN, LIV and Link Manager.

If a member of staff is concerned about any aspects of the delivery or assessment of the BTEC

course they should bring their concerns to the Quality Nominee, link manager for the faculty or to

any other member of SLT. Their concerns will be dealt with according to the approved Whistle

Blowing policy.

This policy will be reviewed every 12 months by the QN.

Review date July 2012 Return to contents

Page 12: BTEC Welling Handbook 2011-2012

12

Welling School

Registration & Certification Policy

Aim: To register individual learners to the correct programme within agreed timescales. To claim valid learner certificates within agreed timescales. To construct a secure, accurate and accessible audit trail to ensure that individual learner registration and certification claims can be tracked to the certificate which is issued for each learner. In order to do this, the centre will:

• Register each learner within the awarding body requirements. • Provide a mechanism for programme teams to check the accuracy of learner registrations. • Make each learner aware of their registration status. • Inform the awarding body of withdrawals, transfers or changes to learner details. • Ensure that certificate claims are timely and based solely on internally verified assessment records. • Audit certificate claims made to the awarding body. • Audit the certificates received from the awarding body to ensure accuracy and completeness. • Keep all records safely and securely for three years post certification.

All certification data should be submitted to Edexcel by the 1st July. If a faculty is doing this through the Exams Office the information should be with the Exams Office one week before this date.

This policy will be reviewed every 12 months by the QN.

Review date July 2012

Information Manual: This is published by Edexcel each year and provides detailed

information for Exams officers about registration and certification procedures for all Edexcel

programmes: http://www.edexcel.com/iwantto/Pages/info-manual.aspx.

Return to contents

Page 13: BTEC Welling Handbook 2011-2012

13

Welling School

Assessment Policy

Aim: To ensure that assessment methodology is valid, reliable and does not disadvantage or advantage any group of learners or individuals. To ensure that the assessment procedure is open, fair and free from bias and to national standards. To ensure that there is accurate and detailed recording of assessment decisions. In order to do this, the centre will:

• Ensure that learners are provided with assignments that are fit for purpose, to enable them to produce appropriate evidence for assessment. • Assess learner’s evidence using only the published assessment and grading criteria. • Ensure that assessment decisions are impartial, valid and reliable. • Not limit or ‘cap’ learner achievement if work is submitted late. • Develop assessment procedures that will minimise the opportunity for malpractice. • Maintain accurate and detailed records of assessment decisions. • Maintain a robust and rigorous internal verification procedure. • Annually provide samples for National Standards Sampling as required by the awarding body. • Monitor NSS reports and undertake any remedial action required. • Share good assessment practice between all BTEC programme teams. • Ensure that BTEC assessment methodology and the role of the assessor are understood by all BTEC staff. • Provide resources to ensure that assessment can be performed accurately and appropriately.

This policy will be reviewed every 12 months by the QN.

Review date July 2012

BTEC Programme specifications: These provide guidance on assessment for each BTEC qualification. All staff teaching on BTEC programmes should have access to the relevant specification. They are published on the Edexcel website: http://www.edexcel.com/quals/BTEC/Pages/default.aspx Edexcel BTEC Assessment & Grading Policy: This is Edexcel’s policy on the application of grading criteria when assessing BTEC programmes: http://www.edexcel.com/Policies/Documents/AGAC_18_05_06_Final.pdf

Centre Guide to Assessment: Planning, Design & Delivery: A valuable resource for centres in planning, quality assuring and delivering BTEC programmes. Return to contents

Page 14: BTEC Welling Handbook 2011-2012

14

Welling School

Internal Verification Policy Aim: To ensure that IV is valid, reliable and covers all assessors and programme activity. To ensure that the IV procedure is open, fair and free from bias. To ensure that there is accurate and detailed recording of IV decisions. In order to do this, the centre will:

• Ensure that all centre assessment instruments are verified as fit for purpose. • Verify an appropriately structured sample of assessor work from all programmes, sites and teams, to ensure centre programmes conform to national standards and NSS requirements. • Plan an annual internal verification schedule, linked to assignment plans. • Define, maintain, and support effective internal verification roles. • Ensure that identified staff will maintain secure records of all internal verification activity. • Brief and train staff of the requirements for current internal verification procedures. • Promote internal verification as a developmental process between staff. • Provide standardised IV documentation • Use the outcome of internal verification to enhance future assessment practice.

This policy will be reviewed every 12 months by the QN. Review date July 2012 BTEC Programme specifications: These provide guidance on assessment for each BTEC qualification. All staff teaching on BTEC programmes should have access to the relevant specification. They are published on the Edexcel website: http://www.edexcel.com/quals/Pages/qual-home.aspx Edexcel BTEC Assessment & Grading Policy: This is Edexcel’s policy on the application of grading criteria when assessing BTEC programmes: http://www.edexcel.com/Policies/Documents/AGAC_18_05_06_Final.pdf Centre Guide to Assessment: Planning, Design & Delivery: A valuable resource for centres in planning, quality assuring and delivering BTEC programmes. Return to contents

Page 15: BTEC Welling Handbook 2011-2012

15

Welling School

Appeals Policy Aim: To enable the learner to enquire, question or appeal against an assessment decision. To attempt to reach agreement between the learner and the assessor at the earliest opportunity. To standardise and record any appeal to ensure openness and fairness. To facilitate a learner’s ultimate right of appeal to the awarding body, where appropriate. To protect the interests of all learners and the integrity of the qualification. In order to do this, the centre will:

• Inform the learner at induction, of the Appeals Policy and procedure. • Record, track and validate any appeal. • Forward the appeal to the awarding body when a learner considers that a decision continues to disadvantage her/him after the internal appeals process has been exhausted. • Keep appeals records for inspection by the awarding body for a minimum of 18 months. • Have a staged appeals procedure. • Will take appropriate action to protect the interests of other learners and the integrity of the qualification, when the outcome of an appeal questions the validity of other results. • Monitor appeals to inform quality improvement.

This policy will be reviewed every 12 months by the QN. Review date July 2012 BTEC Programme specifications: These provide guidance on assessment for each BTEC qualification. All staff teaching BTEC programmes should have access to the relevant specification. They are published on the Edexcel website: http://www.edexcel.com/quals/Pages/qual-home.aspx Policy on Appeals Concerning BTEC & Edexcel NVQ Qualifications: This is Edexcel’s policy on learner appeals. Please note, this does not apply until internal centre processes have been exhausted: http://www.edexcel.com/Policies/Documents/Appeals_04_07.pdf

Return to contents

Page 16: BTEC Welling Handbook 2011-2012

16

Welling School Assessment Malpractice Policy

Aim: To identify and minimise the risk of malpractice by staff or learners. To respond to any incident of alleged malpractice promptly and objectively. To standardise and record any investigation of malpractice to ensure openness and fairness. To impose appropriate penalties and/or sanctions on learners or staff where incidents (or attempted incidents) of malpractice are proven. To protect the integrity of this centre and BTEC qualifications. In order to do this, the centre will:

• Seek to avoid potential malpractice by using the induction period and the student handbook to inform learners of the centre’s policy on malpractice and the penalties for attempted and actual incidents of malpractice. • Show learners the appropriate formats to record cited texts and other materials or information sources. • Ask learners to declare that their work is their own. • Ask learners to provide evidence that they have interpreted and synthesised appropriate information and acknowledged any sources used. • Conduct an investigation in a form commensurate with the nature of the malpractice allegation. Such an investigation will be supported by the Head Teacher and all personnel linked to the allegation. It will proceed through the following stages:

1. Investigation by Tutor and LIV 2. Investigation by Head of Faculty/Link Manager 3. Investigation by First Deputy/Head Teacher

• Make the individual fully aware at the earliest opportunity of the nature of the alleged malpractice and of the possible consequences should malpractice be proven. • Give the individual the opportunity to respond to the allegations made. • Inform the individual of the avenues for appealing against any judgment made. • Document all stages of any investigation.

Where malpractice is proven, this centre will apply the following penalties / sanctions: 1. Repeat work involved 2. Remark of previous units with regard to investigating previous malpractice 3. Repeat of all work/removal from course Definition of malpractice by learners

This list is not exhaustive and other instances of malpractice may be considered by this centre at its discretion:

• Plagiarism of any nature. • Collusion by working collaboratively with other learners to produce work that is submitted as individual learner work. • Copying (including the use of ICT to aid copying).

Page 17: BTEC Welling Handbook 2011-2012

17

• Deliberate destruction of another’s work. • Fabrication of results or evidence. • False declaration of authenticity in relation to the contents of a portfolio or coursework. • Impersonation by pretending to be someone else in order to produce the work for another or arranging for another to take one’s place in an assessment/examination/test.

Definition of malpractice by centre staff This list is not exhaustive and other instances of malpractice may be considered by this centre at its discretion:

• Improper assistance to candidates. • Inventing or changing marks for internally assessed work (coursework or portfolio evidence) where there is insufficient evidence of the candidates’ achievement to justify the marks given or assessment decisions made. • Failure to keep candidate coursework/portfolios of evidence secure. • Fraudulent claims for certificates. • Inappropriate retention of certificates. • Assisting learners in the production of work for assessment, where the support has the potential to influence the outcomes of assessment, for example where the assistance involves centre staff producing work for the learner. • Producing falsified witness statements, for example for evidence the learner has not generated. • Allowing evidence, which is known by the staff member not to be the learner’s own, to be included in a learner’s assignment/task/portfolio/coursework. • Facilitating and allowing impersonation. • Misusing the conditions for special learner requirements, for example where learners are permitted support, such as an amanuensis, this is permissible up to the point where the support has the potential to influence the outcome of the assessment. • Falsifying records/certificates, for example by alteration, substitution, or by fraud. • Fraudulent certificate claims, that is claiming for a certificate prior to the learner completing all the requirements of assessment.

This policy will be reviewed every 12 months by the QN. Review date July 2012 Edexcel BTEC Assessment Malpractice Policy: This is Edexcel’s policy on assessment malpractice relating to BTEC programmes: http://www.edexcel.com/iwantto/I%20want%20to%20%20Tasks/Suspected%20Malpractice.pdf

Return to contents

Page 18: BTEC Welling Handbook 2011-2012

18

Induction of Students on to BTEC Courses Policy

“Effective induction on vocational learning programmes boosts learners’ confidence, gives

them a sense of shared identity and purpose and allows them to understand the

requirements of the course. Combined with good initial assessments, it also allows early

targeting of additional support for learners where this might be necessary.”

The Annual Report of Her Majesty’s Chief Inspector of

Education, Children’s Services and Skills 2009/10

Induction of students onto BTEC courses is an essential part of the Vocational experience for

students.

Every student should have an induction session which covers;

Expectations of Students and Staff

The Level and Title of the Qualification

The Appeals and Malpractice Policy

Referencing of Work

A record of the student’s induction, when it happened and signed by the student should be

kept within the Faculty.

This policy will be reviewed every 12 months by the QN. Review date July 2012 Return to contents

Page 19: BTEC Welling Handbook 2011-2012

19

Quality Assurance of BTEC Lessons Policy

There is an acceptance the good Vocational lessons should look and feel different to good

“academic” lessons. These differences may relate to;

Teacher as facilitator rather than teacher

Students engaged independently or in small groups around a specific theme or

concept.

Students may not be engaged in the same type of work or the same topic.

Students taking responsibility for their own organisation.

Activities with a Vocational Scenario

An element of careers education where specialists advise on potential careers

leading on from the course.

Students should build up a portfolio of evidence (not necessarily in one format).

Shared success criteria, at each level (Pass, Merit, Distinction and Distinction*) for

students, which students are aware of, before attempting assignments. Students

should be receiving feedback against these criteria to ensure they are able to achieve

them.

When studying practical skills students should be able to talk about the skills they

are learning and demonstrate them.

Students working at their own pace and differentiating their own level of work.

Students setting their own challenges.

Emphasis on trial and error (discovering things on their own).

A focus on Health and Safety within the work.

Recognition of prior learning or evidence already provided.

Other good aspects of learning should be as seen in all lessons according to the QA for

Curriculum Leaders Handbook. Quality of Learning and Teaching will be assessed as part of

the published QA timetable on the school calendar.

This policy will be reviewed every 12 months by the QN. Review date July 2012 Return to contents

Page 20: BTEC Welling Handbook 2011-2012

20

Welling School

LIV Time Policy

Aim: To ensure that LIV’s have the time to complete the IV process fully and accurately. To ensure that IV paperwork is returned to the QN on time and accurately completed. In order to do this, the centre will:

Ensure that the registered LIV for a PSA is given time according to the number of students with that PSA.

The time is properly booked and arranged to cause the minimum inconvenience to the running of the school and avoid disruption of learning.

LIV’s are permitted time according to the table below;

LIV Group Number of Students with PSA Time allocated to LIV work

1 400+ 1 day x 3

2 101-400 1 day x 2 (+ 2hours x 2)

3 51-100 1 day x2

4 0-50 2 hours x2

The time must be taken according to the system outlined below and may only be used for

the completion of the LIV process and the completion of IV paperwork. It may not be used

for any other purpose.

LIV Group 1

Two of the days must be booked at the start of the year and written into the calendar with

Celia Clark. The third day may be taken in hours across the year but must be booked at least

7 days in advance by completion of the LIV Cover Request Form (see Appendix 15).

LIV Group 2

Two of the days must be booked at the start of the year and written into the calendar with

Celia Clark. The remaining four hours may be taken across the year but must be booked at

least 7 days in advance by completion of the LIV Cover Request Form (see Appendix 15).

LIV Group 3

One day must be booked at the start of the year and written into the calendar with Celia

Clark. The remaining day may be taken in hours across the year but must be booked at least

7 days in advance by completion of the LIV Cover Request Form (see Appendix 15).

LIV Group 4

Two hours must be booked at the start of the year and written into the calendar with Celia

Clark. The remaining two hours may be taken across the year but must be booked at least 7

days in advance by completion of the LIV Cover Request Form (see Appendix 15).

This policy will be reviewed every 12 months by the QN.

Review date July 2012 Return to contents

Page 21: BTEC Welling Handbook 2011-2012

21

Flow Diagram Showing Preparation of BTEC

Student Handbooks

Template for Handbook

from BTEC folder on the

t-drive.

Handbook completed and

sent to QN for feedback

LIV acts on feedback to

review Handbook

Final copy to QN

Feedback form filled in by

QN and returned to

Faculty for amendments.

QN to check handbook

and send to IT Network

Support for conversion to

PDF and posting on

Website.

Deadline for First Draft of

handbook;

1st day of Autumn Term

Deadline for posting on

Website;

2 weeks into Autumn

Term

The Student Handbook is an important document used to outline expectations and support

available for students and it should contain the list of items outlined on Page 5 of this

Handbook. It should be updated every 12 months for new cohorts of students joining a

course and students should be made aware of its’ contents during the induction session at

the start of the course. The handbook will generally be posted on the Welling School website

as early in the academic year as possible. We will not, as a matter of course, print off the

Student Handbooks.

This policy will be reviewed every 12 months by the QN.

Review date July 2012

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Page 22: BTEC Welling Handbook 2011-2012

22

Assessment Planning and Recording Overview

Include vocational and

work experience

opportunities where this is

recommended within

qualification specifications

To enable the

learner to

generate ideas

To enable

relevant

assessment that

reflects the

working

environment

To enable

internal

verification and

maintenance of

internal quality

assurance records

Track learner progress and

record what the learner has

achieved and what still has to

be done

To ensure unit

coverage and

recording final

achievement

ASSESSM

EN

T

Prepare assessment

tracking to record ALL

assessment activities for

the qualification on a unit

by unit basis

To motivate

learners and

provide learning

targets and goals

To provide

opportunities

for specific

feedback

To enable a

holistic

approach

Plan a timetable of

assessment activities,

identifying assessment

criteria & target

completion dates. Include

IV prior to assessment

issue and IV on assessment

decisions

To organise and

sequence the

unit delivery

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Page 23: BTEC Welling Handbook 2011-2012

23

Appendices

Page 24: BTEC Welling Handbook 2011-2012

24

Appendix 1

INTERNAL VERIFICATION – ASSESSMENT DECISIONS Award

Assessor

Unit(s)

Assignment title:

Learner’s name:

Learning Outcomes listed

Which criteria has the assessor awarded?

Pass Merit Distinction

Do the criteria awarded match those targeted by the assignment brief?

Y/N* Details

Has the work been assessed accurately?

Y/N* Details

Is the feedback to the learner:

Constructive

Linked to relevant grading criteria

Identifies opportunities for improved performance

Agrees actions

Y/N* Details

Does the grading decision need amending?

Y/N* Details

Remedial action taken:

Internal Verifier Date

Lead Internal Verifier

Confirm Action completed

Assessor signature

Internal verifier signature

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Page 25: BTEC Welling Handbook 2011-2012

25

Appendix 2

INTERNAL VERIFICATION – ASSIGNMENT BRIEFS

Award

Unit

Assessor

INTERNAL VERIFIER CHECKLIST

Comments

Are accurate programme details shown?

Y/N*

Are accurate unit details shown?

Y/N*

Are clear deadlines for assessment given?

Y/N*

Is this assignment for whole or part of a unit?

W/P

Are Learning Outcomes and Assessment Criteria to be addressed listed?

Y/N*

Does each task show which criteria are being addressed?

Y/N*

Are these criteria actually addressed by the tasks?

Y/N*

Is it clear what evidence the learner needs to generate?

Y/N*

Are the activities appropriate?

Y/N*

Is there a scenario or vocational context?

Y/N*

Is the language and presentation appropriate?

Y/N*

Is the timescale for the assignment appropriate?

Y/N*

Overall is the assignment fit for purpose?

Y/N*

* If “No” is recorded and the Internal Verifier recommends remedial action before the brief is issued, the Assessor and the Internal Verifier should confirm that the action has been undertaken

Internal Verifier

Date

Lead Internal Verifier

Date

Page 26: BTEC Welling Handbook 2011-2012

26

Action required: Action taken

Assessor

Signature

Date

Internal Verifier

Signature

Date

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Page 27: BTEC Welling Handbook 2011-2012

27

Appendix 3

Lead Internal Verifiers and Subjects

Subject LIV

Vocational Curriculum

Land and Construction Level 1 Pam Cameron

Jamie Oliver Food Level 1 Carl Holdaway

Travel and Tourism Level 1 Halicon Virgo

Art and Design Level 1 and 2 Charlotte Hastings

Money and Finance Level 1 Jackie Doyle

Personal and Social Development Level 1 Sandra Thomas

Work Skills Level 1 Sandra Thomas

Whole School

Creative Media Production Level 2 and 3 Leanne Whittaker

Applied Science Level 2 and Applied and Forensic Science Level 3

Stewart Dudgeon

BTEC Sports Studies Level 2 and 3 James Brown

Music (Performance) Level 3, Music Technology (Production) Level 3, Music Level 2

Morag Warren/Alan Southgate

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Page 28: BTEC Welling Handbook 2011-2012

28

Appendix 4 Tracking Template

Qualification:

Assignment name:

Unit name: Unit name:

Tutor name: Tutor name:

P1

P2

P3

P4

M1

M2

M3

M4

D1

D2

D3

D4

P1

P2

P3

P4

M1

M2

M3

M4

D1

D2

D3

D4

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Page 29: BTEC Welling Handbook 2011-2012

29

Appendix 5 Assignment brief

Qualification

Unit number and title

Start date

Deadline

Assessor name

Assignment title

The purpose of this assignment is to:

Scenario

Task 1

Task 2

Task 3

Sources of information

This brief has been verified as being fit for purpose

Assessor

Signature Date

Internal verifier

Signature Date

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Page 30: BTEC Welling Handbook 2011-2012

30

Appendix 6 Assignment front sheet

Learner name Assessor name

Date issued Completion date Submitted on

Qualification Unit number and title

Assignment title

In this assessment you will have opportunities to provide evidence against the following criteria. Indicate the page numbers where the evidence can be found.

Criteria reference

To achieve the criteria the evidence must show that the student is able to:

Task no.

Evidence

Learner declaration

I certify that the work submitted for this assignment is my own and research sources are fully acknowledged. Learner signature: Date:

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Page 31: BTEC Welling Handbook 2011-2012

31

Appendix 7 Observation record

Learner name

Qualification

Unit number and title

Assignment

Description of activity undertaken (please be as specific as possible)

Assessment and grading criteria

How the activity meets the requirements of the assessment and grading criteria

Assessor signature

Date

Assessor name

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Page 32: BTEC Welling Handbook 2011-2012

32

Appendix 8 Witness statement

Learner name

Qualification

Unit number and title

Assignment

Description of activity undertaken (please be as specific as possible)

Assessment and grading criteria

How the activity meets the requirements of the assessment and grading criteria, including how and where the activity took place

Witness name

Job role

Witness signature

Date

Assessor name

Assessor signature

Date

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Page 33: BTEC Welling Handbook 2011-2012

33

Appendix 9 Assessor's comments

Qualification Assessor name

Unit number and title

Learner name

Assignment title

Grading criteria Achieved?

Learner feedback

Assessor feedback

Action plan

Assessor signature

Date

Learner signature

Date

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Page 34: BTEC Welling Handbook 2011-2012

34

Appendix 10 Sharing Good Practice Programme

It is the aim that the BTEC program at Welling School will take the opportunity to share good practice and experience from our previous work. To that end the following will take place in 2011-2012.

1. BTEC/Vocational learning will form a discrete part of the whole school QA process. 2. LIV’s will be paired/buddied up to share good practice particularly in the areas of

a. Assignment writing and IVing of assignments b. Assessing students work and IVing of assessment decisions c. Systems/Use of EDEXCEL Website for Certification d. Quality of Teaching/Outcomes/Assessment e. Specific issues where support may be needed or offered.

Timetable and Program for Sharing Good Practice

Term Pairs

Autumn PCN- HVO

STS- CHS

SDN- ASE/MWN

JBN -LWR

Spring ASE/MWN - HVO

LWR- CHS

SDN- PCN

JBN - STS

Summer CHS - HVO

STS- PCN

SDN- JBN

ASE/MWN -LWR

Sharing good practice should take no longer than one and a half hours per term. This can be split into whatever convenient time blocks suits you. A report should be written and returned to the QN by the end of each term. The proforma is below. The focus of the meeting should be agreed before it takes place.

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Page 35: BTEC Welling Handbook 2011-2012

35

Appendix 11 Sharing Good Practice Form

Name of LIV’s:

Focus of SGP

Expected outcomes

Report on Outcomes

Signed by LIV’s LIV 1 ___________________________ LIV 2 ___________________________

Date

Signed by QN Date Received

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Page 36: BTEC Welling Handbook 2011-2012

36

Appendix 12

Student Induction Record

Name of Faculty

BTEC Title and Level LIV

I confirm that I have completed an induction session on the BTEC course and have been told

about;

Expectations of Students and Staff

The Level and Title of the Qualification

The Appeals and Malpractice Policy

Referencing of Work

Name Signature Date

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Page 37: BTEC Welling Handbook 2011-2012

37

Appendix 13 Calendar

Reporting Schedule CPD Events & PMR Cycle Quality Assurance Term/Week Week 1-1

INSET DAY 1 Mon 5-Sep

INSET DAY 2 Tue 6-Sep

Wed 7-Sep

Thu 8-Sep

Fri 9-Sep

Week 1-2

Mon 12-Sep

PMR Training Tue 13-Sep

Wed 14-Sep

Thu 15-Sep

Fri 16-Sep

Week 1-3

PMR Lesson and Tutor Observations Commence

Mon 19-Sep

Training Tuesday - Aspiring Senior

Leader Training Tue 20-Sep

Wed 21-Sep

Thu 22-Sep

Fri 23-Sep

Week 1-4

PMR Interviews Begin HoF CPD Proposal

Interviews Commence Mon 26-Sep

Training Tuesday - BTEC LIV

Training/Meeting

Tue 27-Sep

Wed 28-Sep

Thu 29-Sep

Fri 30-Sep

Sat 1-Oct

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Page 38: BTEC Welling Handbook 2011-2012

38

Reporting Schedule CPD Events & PMR Cycle Quality Assurance Term/Week

Week 1-5

Mon 3-Oct

Training Tues - Preparation for

academic tutoring day Tue 4-Oct

Wed 5-Oct

Thu 6-Oct

Fri 7-Oct

Week 1-6

Mon 10-Oct

Aspiring Middle Leader Training and

Coaching Training @ Kemnal Tue 11-Oct

Progress Review Data Enty 7, 8, 9, 10, 12. Written

Reports 11 & 13

Wed 12-Oct

Thu 13-Oct

PMR Round 1 - Deadline Fri 14-Oct

Vocational QA Focus Week 1-7

Mon 17-Oct

Training Tues - Aspiring AST Training Tue 18-Oct

Progress Review Data Enty D/L 7, 8, 9, 10, 12. Written

Reports 11 & 13 CPD Learning Breakfast Wed 19-Oct

Thu 20-Oct

Fri 21-Oct

Week 1-8

Mon 31-Oct

Training Tues - Wellbeing (See

Programme) Tue 1-Nov

TWILIGHT - Whole

School Work Scrutiny Wed 2-Nov

Thu 3-Nov

Fri 4-Nov

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Page 39: BTEC Welling Handbook 2011-2012

39

Reporting Schedule CPD Events and PMR QA Date

Week 1-9

Mon 7-Nov

STAFF VOICE OPEN SURGERY and Coaching Training @ Kemnal

Tue 8-Nov

Wed 9-Nov

Thu 10-Nov

Fri 11-Nov

Week 1-10

Mon 14-Nov

Training Tuesday - Aspiring Senior

Leader Training Tue 15-Nov

Wed 16-Nov

Thu 17-Nov

Fri 18-Nov

Week 1-11

Mon 21-Nov

No Training (Consultation Eve) Tue 22-Nov

Wed 23-Nov

Thu 24-Nov

Fri 25-Nov

Week 1-12

Mon 28-Nov

Aspiring Middle Leader Training Tue 29-Nov

CPD Learning Breakfast Wed 30-Nov

Thu 1-Dec

Fri 2-Dec

Week 1-13

HOF QA Meetings with

SLT Line Manager Commence

Mon 5-Dec

Training Tues - Aspiring Subject

Leader Training (1)

Tue 6-Dec

Progress Review Data Enty 7, 8, 9, 11, 12,13. Written

Reports 10 Wed 7-Dec

Thu 8-Dec

Fri 9-Dec

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Page 40: BTEC Welling Handbook 2011-2012

40

Reporting Schedule CPD Events & PMR Cycle QA Date

Week 1-14

Mon 12-Dec

Training Tues - Aspiring AST Training Tue 13-Dec

Progress Review Data Enty D/L 7, 8, 9, 11, 12,13. Written Reports 10

Wed 14-Dec

Thu 15-Dec

INSET Day 3 Fri 16-Dec

Christmas

Week 2-1

Mon 2-Jan

Training Tuesday - Aspiring Senior

Leader Training Tue 3-Jan

Wed 4-Jan

Thu 5-Jan

Fri 6-Jan

Vocational QA Focus Week 2-2

Mon 9-Jan

Training Tues - BTEC LIV

Training/Meeting and Coaching Training @ Kemnal

Tue 10-Jan

Year 11 Mock Exam Data Collection D/L

Wed 11-Jan

Thu 12-Jan

HOF QA Meetings with

SLT Line Manager Feedback D/L

Fri 13-Jan

Week 2-3

Mon 16-Jan

Training Tues - Aspiring Subject

Leader Training (2) Tue 17-Jan

Wed 18-Jan

Thu 19-Jan

Fri 20-Jan

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Page 41: BTEC Welling Handbook 2011-2012

41

Reporting Schedule CPD Events & PMR Cycle QA Date

Week 2-4

Mon 23-Jan

Training Tues - Aspiring AST Training Tue 24-Jan

Wed 25-Jan

Thu 26-Jan

Fri 27-Jan

Week 2-5

Mon 30-Jan

Aspiring Middle Leader Training Tue 31-Jan

Progress Review Data Enty 7, 8, 10, 11, 12,13. Written

Reports 9 Wed 1-Feb

CPD Learning Breakfast Thu 2-Feb

Fri 3-Feb

Week 2-6

Mon 6-Feb

STAFF VOICE OPEN SURGERY and Coaching Training @ Kemnal

Tue 7-Feb

Progress Review Data Enty D/L 7, 8, 10, 11, 12,13.

Written Reports 9 Wed 8-Feb

Thu 9-Feb

Fri 10-Feb

Week 2-7

Read, Write, Inc - Literacy Training 20th and 21st Feb

2011 Mon 20-Feb

Training Tues - Wellbeing (See

Programme) Tue 21-Feb

Wed 22-Feb

Thu 23-Feb

Fri 24-Feb

QA Focus - KS4 Week 2-8

Mon 27-Feb

PMR Training Tue 28-Feb

Wed 29 Feb

Thur 1-Mar

Fri 2-Mar

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Page 42: BTEC Welling Handbook 2011-2012

42

Reporting Schedule CPD Events & PMR Cycle QA Date

Week 2-9

PMR Round 2 Interviews Start Mon 5-Mar

Aspiring Middle Leader Training Tue 6-Mar

Wed 7-Mar

Thu 8-Mar

Fri 9-Mar

Week 2-10

Mon 12-Mar

Training Tuesday - Aspiring Senior

Leader Training Tue 13-Mar

TWILIGHT - Whole

School Work Scrutiny Wed 14-Mar

Thu 15-Mar

Fri 16-Mar

Week 2-11

HOF QA Meetings with

SLT Line Manager Commence

Mon 19-Mar

Training Tues - Aspiring AST Training Tue 20-Mar

Progress Review Data Enty 7, 9, 10, 11, 13. Written

Reports 12 Learning Breakfast Wed 21-Mar

Thu 22-Mar

Fri 23-Mar

Vocational QA Focus Week 2-12

Mon 26-Mar

STAFF VOICE OPEN SURGERY Tue 27-Mar

Progress Review Data Enty D/L 7, 9, 10, 11, 13. Written

Reports 12 Wed 28-Mar

Thu 29-Mar

Return to contents Fri 30-Mar

Page 43: BTEC Welling Handbook 2011-2012

43

Reporting Schedule CPD Events & PMR Cycle QA Date

Week 3-1

PMR Deadline - Round 2 Mon 16-Apr

Training Tues - Wellbeing (See

Programme) Tue 17-Apr

Wed 18-Apr

Thu 19-Apr

Fri 20-Apr

Week 3-2

Mon 23-Apr

Training Tues - BTEC LIV

Training/Meeting Tue 24-Apr

Wed 25-Apr

Thu 26-Apr

HOF QA Meetings with

SLT Line Manager Feedback D/L

Fri 27-Apr

Week 3-3

Mon 30-Apr

Aspiring Middle Leader Training Tue 1-May

Wed 2-May

Thu 3-May

Fri 4-May

Week 3-4

Training Tuesday - Aspiring Subject

Leader Training (3) Tue 8-May

Wed 9-May

Thu 10-May

Fri 11-May

Week 3-5

Mon 14-May

Training Tuesday - Aspiring Senior

Leader Training Tue 15-May

Wed 16-May

CPD Learning Breakfast Thu 17-May

Fri 18-May

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Page 44: BTEC Welling Handbook 2011-2012

44

Reporting Schedule CPD Events & PMR Cycle QA Date

Week 3-6

Mon 21-May

STAFF VOICE OPEN SURGERY Tue 22-May

Progress Review Data Enty 7, 9, 10, 11, 12, 13. Written

Reports 8 Wed 23-May

Thu 24-May

Fri 25-May

Week 3-7

Mon 28-May

Training Tuesday - Aspiring AST

Training Tue 29-May

Progress Review Data Enty D/L 7, 9, 10, 11, 12, 13.

Written Reports 8 Wed 30-May

Thu 31-May

Fri 1-Jun

Half term

Week 3-8

Mon 11-Jun

Training Tues - Aspiring Middle

Leader Training Tue 12-Jun

CPD Learning Breakfast Wed 13-Jun

Thu 14-Jun

Fri 15-Jun

Vocational QA Focus Week 3-9

Mon 18-Jun

Training Tuesday - Aspiring Senior

Leader Training Tue 19-Jun

Wed 20-Jun

Thu 21-Jun

Deadline for Submission of Data for BTEC certification to Exams Office

Fri 22-Jun

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Page 45: BTEC Welling Handbook 2011-2012

45

Reporting Schedule CPD Events & PMR Cycle QA Date

Week 3-10

Mon 25-Jun

Training Tues - BTEC LIV Training/

Meeting Tue 26-Jun

Wed 27-Jun

Thu 28-Jun

Deadline for Input of Data for BTEC certification to Edxecel/INSET Day

Fri 29-Jun

Week 3-11

HOF QA Meetings with

SLT Line Manager Commence

Mon 2-Jul

Training Tuesday - Aspiring AST

Training

Tue 3-Jul

Progress Review Data Enty 8, 9, 10,12, . Written

Reports 7 Wed 4-Jul

Thu 5-Jul

Fri 6-Jul

Week 3-12

Mon 9-Jul

No Training Tuesday - Prize

Evening Tue 10-Jul

Progress Review Data Enty D/L 8, 9, 10,12, . Written

Reports 7 Wed 11-Jul

Thu 12-Jul

CPD IMPACT

EVALUATION DEADLINE Fri 13-Jul

Week 3-13

Mon 16-Jul

CPD Celebration and Recognition

of Achievement Event

Tue 17-Jul

Wed 18-Jul

Thu 19-Jul

HOF QA Meetings with

SLT Line Manager Feedback D/L

Fri 20-Jul

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Page 46: BTEC Welling Handbook 2011-2012

46

Appendix 14 Key Dates

Event Dates

Deadlines for delivery of IV of assignments paperwork

1. End of second week of Autumn term.

2. Before February half term 3. July 1st 2012

Deadlines for delivery of IV for assessment

decisions paperwork

1. Before October half term 2. Before February half term 3. July 1st 2012

Deadline for First Draft of Subject Handbooks 1. 1st day of Autumn Term

Deadline for posting Subject Handbooks on

Website

1. 2 weeks into Autumn

LIV meetings 27th September, 10th January, 24th April, 26th June

Vocational and BTEC QA Weeks beginning 17th October, 16th January, 26th March, 18th June

Deadline for Submission of Data for BTEC certification to Exams Office

Friday 22nd June

Deadline for Input of Data for BTEC certification to Edxecel/INSET Day

Friday 29th June

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Page 47: BTEC Welling Handbook 2011-2012

47

Appendix 15

LIV Cover Request Form

Name

PSA

Date Requested

Amount of time requested

Signed by Line Manager

Date

Signed by QN

Date

Signed by Celia Clark

Date

This form needs to be completed at least 7 days in advance of the requested date and must

be signed by Line Managers, Quality Nominee and finally handed to Celia Clarke for final

approval.

The date will not be granted if Celia Clark decides the date selected is too busy.

LIV Cover Request Form

Name

PSA

Date Requested

Amount of time requested

Signed by Line Manager

Date

Signed by QN

Date

Signed by Celia Clark

Date

This form needs to be completed at least 7 days in advance of the requested date and must

be signed by Line Managers, Quality Nominee and finally handed to Celia Clarke for final

approval.

The date will not be granted if Celia Clark decides the date selected is too busy.

Return to contents