Getting Ready to Teach the next generation BTEC Firsts in ... · BTEC’s own resources to support the next generation BTEC Firsts for level 2 learners Teaching and Assessment Packs

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Getting Ready to Teach the next generation BTEC Firsts in Business

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Course Code: 13BVB01

Aims and Objectives

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Supporting You

I am a… I need to know about…

Online support E-mail address Phone number

Examinations Officer

Edexcel Online access

Get support specifically for Exams officers here

[email protected] 463

2535Invoice enquiries

Learner administrationResults & Certification

Teacher

Assessment guidanceContact your

Business Subject Advisor here


2187Specification support

Teaching queries

Subject specific queries

Quality Review and Get Support specifically Quality Nominee

Quality Review and Development

Get Support specifically for Quality Nominees

[email protected]

0844 463 2535

Regional support

Lead Internal Verifier

OSCA2 support Get support with quality assurance and internal verification

here


2535Standards Verification

Past learnersReplacement certificates

Get support specifically for your learners here

[email protected] 0845 618

0440

Past papers [email protected]

Supporting You

Dedicated website support

BTEC Assignment Checking Service

Ask The Expertedexcel.com/ask Community Forums

A k t t Speak to other teachers, Get your assignments Ask our experts to answer your subject-specific

questions

Speak to other teachers, raise concerns and ask

advice in our community forums

Get your assignments reviewed by our

experts

Supporting You

Visit the BTEC website for all your BTEC needs;

• Sign up for updates, bulletins and news letters

• Find out about Quality Assurance and access key documents

• Keep up to date with our Policy Watchdocuments

• Information and bookings for our BTEC training events, networks and more

• And much more…..

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Next generation BTEC Support Package

Available for free Contains:

Specification Pack Specification, Delivery Guide, Sample Assessment Materials (SAMs), Subject Guide

Getting Started with BTEC

iPDF containing introductory information and hyperlinks to key documents within btec.co.uk and edexcel.com ywhich support the implementation of BTEC qualifications

Assignment Briefs At least one AUTHORISED assignment brief per unit for all internally assessed units (for all sizes of the qualification)

Sample marked learner work

At least two pieces of mocked-up sample learner work

Schemes of work Available for each core unit for all sizes of qualification

BTEC’s own resources to support the next generation BTEC Firsts for level 2 learners

Teaching and Assessment Packs (TAPs)

For sectors where learners benefit from printed books as part of their learning

Comprehensive support for planning, teaching and assessment accessed online

Covering all mandatory units and a wide selection of optional units

Supporting all mandatory units and a wide selection of optional units or pathways (one TAP=one unit)

Packed with features designed to engage and Contains:

Student Books

Packed with features designed to engage and motivate learners, checking and reinforcing their learning

Contains:

- Sample schemes of work (all packs)

- Activity sheets {incl. support/practice for external assessment} (all packs)

- Presentations and interactive content, including video, for selected units (interactive packs only)

- Sample Lesson Plan

- Delivery Guidance

Please note: A range of other endorsed resources are also available from a wide variety of publishers. Endorsed resources have been quality assured to ensure that their teaching and learning content offer the support needed to achieve a Pearson qualification. More details can be found here’

myBTEC

IT’S ABOUT TIME. YOUR TIME.TIME TO PLAN. TIME TO THINK. TIME TO TEACH.

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What is myBTEC?

myBTEC

myBTEC is a new online toolkit that will:

• transform BTEC learning and teaching

• streamline BTEC planning and delivery

• liberate teachers to focus more time on their learners.

myBTEC’s new online services – free to access for all approved BTEC centres – will support the quality and effectiveness of programmes by:

• improving efficiency, consistency and transparency, and • embedding best practice.

Who can use myBTEC?myBTEC will support the whole BTEC team - everyone involved in BTEC learning and teaching:

Time to plan Time to think Time to teach

myBTEC

Quality Nominee

Heads of Department

Lead Internal Verifiers (LIVs)

Internal Verifiers (IVs)

Course leaders

Teachers & assessors

Why use myBTEC?• Streamline planning and delivery

Free up time to focus on your creativity on the individual needs ofyour learners.

• Plan your BTEC teaching with confidenceCheck accuracy of your course build up front; create assignments using a step-by-stepwizard.

myBTEC

• Plan for just the units you are teachingTeaching & support materials and key documents together in oneintegrated service, providing a record of your work and a clear audit trail.

• Understand best practiceAccess Pearson Authorised AssignmentBriefs; capture IV feedback in one place. Support

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What services does myBTEC offer?

myBTEC

COMING SUMMER

2013

COMING SUMMER

2013

COMING SUMMER

2013

COMING WINTER 2013-14

COMING 2014

COURSESPlan a new, valid course in less time.

ASSIGNMENTSFind authorised

assignment briefs -or create your own

with confidence using the step-by-

step template.

RESOURCESSelect support

material or resources for only the units you need.

PROGRESS TRACKER

Let myBTEC do the hard administrative work: access real-

time progress reports on all your

learners.

ePORTFOLIOView all your

learners' work in one place, and empower

them to monitor their own progress in their personal

online space.

How can I access myBTEC?Bookmark the myBTEC website at www.btec.co.uk/myBTEC where you can:

• stay up to date with the latest developments by signing up to our myBTEC Community alerts

• find user guides FAQs and

myBTEC

• find user guides, FAQs and video tutorials to support myBTEC services

• check the list of qualifications currently available in myBTEC.

• log in to myBTEC.

You use your Edexcel Online username and password to log in to myBTEC – ask your Examinations Officer to tick they myBTEC flag in your user profile.

www.btec.co.uk/myBTEC

Qualification Structure

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BTEC 2012 differences – Inside the unitsMain differences in terminology

• QCF Version• Credit value• Learning Outcomes

• NQF Next Generation Version• Guided Learning Hours (GLH)• Learning Aims• Topics

BTEC Firsts Structure and Pathways

Award(120 GLH=1 GCSE size)

Certificate(240 GLH=2 GCSEs size)

Extended Certificate(360 GLH=3 GCSEs size)

Core unit: Finance for Business(External assessment)

30 GLH

Core unit: Enterprise in the Business World 30 GLH

30 GLH

30 GLH

30 GLH

30 GLH

Core unit Finance for Business(External assessment)

Core unit: Enterprise in the Business World

Core unit: Enterprise in the Business World

Core unit Finance for Business(External assessment)

(Internal assessment)30 G

Optional Specialist units(Internal assessment)

To atotal of

120 GLH

30 G

Core unit: Principles of Marketing

(External assessment)30 GLH


To atotal of

240 GLH

30 G

Core unit: Principles of Marketing

(External assessment)30 GLH


To atotal of

360 GLH

(Internal assessment) (Internal assessment)

Key Features of the next generation BTEC Firsts

External Assessment

The Edexcel BTEC Level 1/Level 2 First Award

The Edexcel BTEC Level 1/Level 2 First Certificate

The Edexcel BTEC Level 1/Level 2 First Extended Certificate

25% external assessment. Edexcel sets and marks these assessments

25% is externally assessed. Edexcel sets and marks these assessments

16.67% externally assessed. Edexcel sets and marks these assessmentsthese assessments marks these assessments. marks these assessments.

Unit 2: Finance for Business



Onscreen Onscreen Onscreen

1 Hour 1 Hour 1 Hour

Unit 9: Principles of Marketing


Paper Paper

1.5 Hours 1.5 Hours

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Core units

• Core units total 60 guided learning hours.• Cover the body of content that employers and educators within the

sector consider essential for 14–19-year-old learners.• Two contrasting types of core units. One type focuses on essential

knowledge and the other type focuses on applying essential vocational skills.

• One of the core units is externally assessed.

.

Mandatory and optional units

• Mandatory unit in Certificate and Extended Certificate • Unit 9:Principles of Marketing • 30-guided-learning-hour • Externally assessed.• Optional units - specialist units• Sector specific and focus on a particular area within that sector.

BTEC First Award in Business: Units

Unit Title

1 Enterprise in the Business World

2 Finance for Business (Externally Assessed)

3 Promoting a Brand

4 Principles of Customer Service

5 Sales and Personal Selling

6 Introducing Retail Business

7 Providing Business Support

8 Recruitment, Selection and Employment

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Edexcel BTEC Level1 Level 2 First Extended Certificate in Business: Units

9 Principles of Marketing

10 Using Business Documentation

11 Building Successful Business Teams

12 Introducing Law and

1 Enterprise in the Business World

2 Finance for Business (Externally Assessed)

3 Promoting a Brand

Consumer Rights

13 Financial Planning and Forecasting

14 Business Online*

15 Public Sector Business

16 Enhancing the Customer Experience**#

17 Visual Merchandising in Retail Business#

4 Principles of Customer Service

5 Sales and Personal Selling

6 Introducing Retail Business

7 Providing Business Support

8 Recruitment, Selection and Employment

Programme DesignFactorsSequence of

unit delivery and assessment

Making it ‘vocational’

Project-based delivery and assessment

Performance opportunities: commissions,

festivals, competitions,

etc

Opportunities to involve outside

agencies

Programme Planning

Review

Recruitment

Induction

PLANNING

Schemes

of Work

AssessmentSchedules

Internal VerificationSchedules

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Activity 1

In small groups, discuss:

• The qualification size you plan to teach

Th i l i b k• The optional units to be taken

• The factors informing your choice

• Feedback to whole group

Unit layout structure – headings

Unit Title Unit Number; Full Title; Level; Unit Type; Guided Learning Hours; Assessment Type

Unit Introduction Synopsis of the unit, motivational relationships to the industry, typical learning and assessment; skills, techniques, understanding gained etc

Learning Aims What the learner will be able to do having completed the unit through teaching and assessment

Learning Aims and Unit Content

Sub-titles as Topics: Range of delivery required (skills, techniques, processes etc) to meet the Learning Aims and related Assessment Criteria

Assessment Criteria Contextualised descriptors of what (evidence) the learner must demonstrate to achieve the unit. To meet all the Learning Aims, all the Pass criteria must be achieved. Level 1 and 2. Qualitative improvement (grading) is reflected in the Merit and Distinction criteria.

Unit layout structure – headings

Teacher Guidance Detailed guidance on approaches to delivery suggesting methods, resources, learner activities, tutor roles etc

Resources A simple statement about what is required beyond normal resources.

Assessment Guidance Amplification of scope, range and quality of evidence Assessment Guidance Amplification of scope, range and quality of evidence required to meet the unit assessment criteria. Often gives level 1 as well as level 2 advice and sometimes refers to actual criteria.

Suggested Assignment Outlines

Suggested scenario based activities and assessment methods, showing assessment criteria covered – their links across pass, merit and distinction.

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Assignment Briefs

Authorised Assignments

• Most principles of good assignment design have not changed – good scenarios which link to realistic tasks that generate valid evidence that can be reliably judged using assessment criteria

• Learning aims are the new building blocks for assignments

• Tasks must facilitate learners achieving higher grades

• Assignments should be a distinct component – not just a general part of activity

Assignment Briefs – top tips

• Work backwards from Distinction and then forwards from Level 2 Pass to think about what tasks and evidence would work

• Provide a scenario or context that links to those tasks – don’t forget to link the two together

• Criteria are not tasks – so think about using more general language to start a task

• Find a balance in giving guidance – not a blow by blow list and not a vague direction

• Be very specific about the evidence – if there is observation make it clear how and when this would happen

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Internal assessment 1

• Assessment plan must be signed off by the LIV prior to the start of the programme

• Learning aims are the building blocks for assessment

• Learning aims must not be split across tasks• Learning aims must not be split across tasks

• Assessment criteria are not tasks

• Assignments must be authorised by the LIV or use authorised assignments or use the assignment checking service

• Timescales and evidence requirements must be explicit

Assignments 2

You need to think about:

• How the evidence that the learner will produce can be verified

• How you will know that what each learner has done is authentic.How you will know that what each learner has done is authentic.

• You can only accept for assessment learner work that you know has been produced in a way that demonstrates the learner's own achievement.

• Issued to learners at the start of the assessment process

• Designed to motivate learners

• Allow learners to meet targeted unit learning aim(s) judged through the assessment criteria

Assignment Briefs- an overview

• Relevant vocational contexts

• Sets out exactly what the learner is expected to produce

• Varied forms of evidence

• See Assessment Guidance for unit

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Assignment briefs 1

The assignment brief includes:• The qualification• The title and number of the unit(s)• An assignment title and number (if more than one per unit)• The learning aims (if not a whole unit)• The assessment criteria• The evidence requirements• The start date• The submission deadline• Any key dates, including a date for interim assessment• Learner authentication statement• Learner submission date

Assignment briefs: Scenarios

The assignment should be set in a vocational context that helps the learners to show what they have learned in a relevant way. Done through:

• Asking learners to imagine they are in an appropriate job setting with a job role and job tasks

• Providing learners with a brief of an activity that would be of value to a local employer

• Draw on a real case study in order to allow application and analysis without using a job context directly

Forms of Evidence

Examples include:

• Recorded discussion• Videoed activities• Log books, diaries, etc.

• Web-based (websites, blogs, VLE, etc.)

• Role-play

• Artefacts• Presentation• Performance observation• Witness statements & observation records

• Brochures, leaflets

• Report• Written investigation• Annotated photographs• Promotional material e.g. flyers, loyalty cards, posters

• Work based assessment• Practical activities

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The Assignment Checking Service

Delivery Methods

• Plan external assessment – Unit 2 on demand– Unit 9 January and June

• Unit 1synoptic in nature

• Practical units see activity 2

• Schemes of work in TAPs

• Delivery guide

Activity 2

How will you require the learner to evidence:

• Unit 1 2C.P6/ 2C.M5/ 2C.D3• Unit 4 2B.P7/ 2B.M4• Unit 5 2B.P6/ 2B.P7/ 2B.M3/2B.M4/ 2D.D2• Unit 7 2B P3/2B M2• Unit 7 2B.P3/2B.M2• Unit 7 2C.P4 • Unit 7 2C.P5/2C.P6/2C.M4• Unit 8 2C.P5/ 2C.P6/ 2C.M4/2C.M5

Ensuring that the evidence is fit for purpose and can be assessed and verified?

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Assignment briefs : Tasks

• Specify the nature and extent of the evidence• Be clear and include any specific materials or steps with times or

dates when necessary• Refer to the assessment criteria that the evidence will be judged

against• Encourage the generation of evidence that can be judged against

the criteria• Be presented in a way the learner can understand, the criteria are

not in themselves tasks• Cover the learning aim sensibly, allowing learners to achieve to the

best of their ability

• Glossary of Assessment command words for Business

Authorised assignments

Authorised assignment briefs are available for all learning aims in:

• Units 1,3,5,6,7,8

• Learning aim A in unit 4

They demonstrate good practice for BTEC 2012.

Activity 3

In small groups review the authorised assignments 1 and 2 for unit 1:

• Note any differences and similarities between the assignments for BTEC 2012 and the assignments you use for the current QCF qualification.

• Feedback to the full group

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Activity 4

In small groups review the authorised assignments 1 and 2 for unit 3:

• Are these different from assignments that you would have set for BTEC 2010 specifications?BTEC 2010 specifications?

• If so, what are the main differences?

• Are there any similarities?

Assessment

Key Features of the next generation BTEC Firsts

External Assessment

The Edexcel BTEC Level 1/Level 2 First Award

The Edexcel BTEC Level 1/Level 2 First Certificate

The Edexcel BTEC Level 1/Level 2 First Extended Certificate

25% external assessment. Edexcel sets and marks these assessments

25% is externally assessed. Edexcel sets and marks these assessments

16.67% externally assessed. Edexcel sets and marks these assessmentsthese assessments marks these assessments. marks these assessments.




Onscreen Onscreen Onscreen

1 Hour 1 Hour 1 Hour



Paper Paper

1.5 Hours 1.5 Hours

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External Assessment- Guidance

The new BTEC qualifications for 2012 and 2013 feature an element of external assessment.

We’ve created a dedicated webpage to guide and support you through the various types of assessment.

www.btec.co.uk/externalassessment

This page includes info on:

• Forms of assessment: Paper Based, Set Task or Onscreen?

• Full sector specific details and dates for assessments windows here:

www.btec.co.uk/assessmentwindows

• Info on system requirements for onscreen assessments

• FAQs re. onscreen assessments (also in your pack)

What will the External Assessment look like?

The right amount: supports, but does not replace teacher-led assessment

Always applies to one core unit

Award

120 Unit 1: Finance for BusinessGLH

= 25%

Certificate

240 GLH

= 25%

ExtendedCertificate360 GLH

= 16%


On screen on demand


On screen on demand 1 hour


paper based test 1.5 hours

How will the External Assessment work?

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External Assessment

•Same grades as internally assessed units:

• Level 2 – Pass, Merit, Distinction

• Level 1

• Unclassified

• You need to make sure that your learners are:

• Fully prepared to sit the external assessment• Entered for assessments at appropriate times, with due regard

for re-sit opportunities as necessary• Sample assessment materials will be available to help centres

understand the nature of external assessment


• Costs, revenue and profit

• Breakeven – calculate, interpret charts, uses, analysis

• Budgeting

• Cash flow forecasts – inflows and outflows, completion of forecast, analysis

• Income statement (P&LAcc)

• Statement of financial position (Balance sheet)

Multiple Choice Questions

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Multiple Choice Questions

Drag and Drop Questions

Financial Statement Questions

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Extended Writing Questions

Types of question

Potentially:• MCQ• MRQ• Two option select• Matching/ linking• Ordering/ sorting• Hotspot/ interactive• Fill in the blank• Short answer – numeric - text• Extended text• Extended numeric• Creating table, graph, chart

Internal Assessment

Teacher-led assessment remains at the heart of BTEC learning.

75%+ of the course is still assignments set – and assessed – by teachers and tutors.

Clarified assessment criteria to ensure accuracy - particularly for Merit & Distinction

Assignment checking service: free support service to help ensure assignments enable learners to demonstrate appropriate evidence across the required criteria.

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Top tips: Assessment FeedbackFormative feedback

• Is given at the interim deadline stage

• Should look to encourage and guide learners to achieve higher criteria

• Gives a prediction of the learner’s achievement based on current performance

• Only give achievement if internally verified

Summative feedbackSummative feedback

• Given at the final deadline

• Is the assessment decision

• Gives full justification for the decision

• Is considered the terminal point for the assessment.

It is at the discretion of the Assessor whether they will accept one further submission (a re-submission) following summative assessment, and this must be authorised by the Lead Internal Verifier.

Internally assessed units – New NQF to old QCF

Next Generation BTEC First (2012) QCF Level 2 BTECs (existing)

1.Enterprise in the Business World Some aspects of Units 17, 16 and 16 No match for LA B

3. Promoting a Brand Unit 21 fully covers topic A.2Units 19 & 20 partial coverage of A.1, A.3, B.1 & B.2A.4 No match

4. Principles of Customer Service Unit 11 full coverage of A.1,.4.5.6, B1 & .2U t u co e age o , 5 6, &Partial coverage of A.7,.8,.9 & B.3No coverage of A.2,3 & B.4

5. Sales and Personal Selling Unit 10 full coverage of A.1,.2,,3Partial coverage of A.4,B.1 & .2

6. Introducing Retail Business Unit 21 partial coverage of A.2,.4, .5,.6 & A .9 (unit 2)No coverage of A.1,.3, .7,.8,.10, B.1 & .2

7. Providing Business Support Full match to unit 7

8. Recruitment, Selection and Employment

Unit 4 Full match A.1, B.2,.3,.4, C.2 &.3Partial match A.2,B.5, & C.1 No match B.1

Teacher guidance: resources

ResourcesCore and specialist option units:

Unit 1: Learners will need access to local businesses.

Unit 4: No special resources are needed for this unit.

Unit 7: Providing Business Support: The special resource required forthis unit is access to suitable office equipment.

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Unit grading: rigour & progressive achievement

Unit Grades

Distinction

Merit

Level 2 Pass

Mastery Model (No change)

This qualification is a level 2 qualification, and the certification may show a grade of Level 2 Pass, Level 2 Merit, Level 2 Distinction or Level 2 Distinction*. If these are not achieved, a Level 1 or Unclassified grade may be awarded.

Level 2 Pass

Level 1

Unclassified (U)

Unit grades remain: Distinction, Merit & Pass at Level 2.

NEW!NEW: Level 2 qualification: includes Level 1 criteria to recognise achievement at this level.

Principles of Grading

Award of Distinction* (D*)• D* is an aggregated grade for the qualification, based on the

learner’s overall performance. In order to achieve this grade, learners will have to demonstrate a strong performance across the qualification as a whole.

To achieve a Level 2 qualification learners must:• Complete and report an outcome for all units within the permitted

combination (NB Unclassified is a permitted unit outcome)• Have sufficient points across the core units, i.e. 24 points• Achieve the minimum number of points at a grade threshold from

the permitted combination.

Principles of Grading

Learners who do not achieve a Level 2 may be entitled to achieve aLevel 1 where they:

• Complete and report an outcome for all units within the permitted combination (NB Unclassified is a permitted unit outcome)

• Have sufficient points across the core units, i.e. 12 points• Achieve the minimum number of points for a Level 1.

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Grading & Compensation

Grading & CompensationUnclassified Level

1Level 2

PassMerit Distinction

Points per 10 hours GLH

0 2 4 6 8


0 6 12 18 24


0 12 24 36 48


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Activity 5

In small groups;

Consider the assessed learner work for unit 8 learning aim A.

The BTEC Quality Assurance Model

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Wh t l l ki What else are you looking for from training?

Networking

NEWS

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Aims and Objectives

Please complete our online evaluation form

THANK YOU!

Documents

Getting Ready to Teach the next generation BTEC Firsts in ... · BTEC’s own resources to support the next generation BTEC Firsts for level 2 learners Teaching and Assessment Packs