Transcript 141118 - BTEC update

BTEC Update
David MacKay
18 November 2014
Changes to BTEC internal
assessment arrangements
2
14-19 update
Changes to BTEC assessment requirements
3
•
In addition to existing requirements, new rules have been
introduced for all learners starting BTEC Firsts and
Nationals courses in September 2014
•
They provide much clearer guidance on what is and is
not allowed
•
They provide clear rules on ensuring authenticity of
learner evidence
•
There are restrictions on resubmissions and retakes
14-19 update
Resubmissions
A resubmission can only be authorised if:
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The learner has met initial deadlines set in the assignment
•
The tutor considers that the learner will be able to provide
improved evidence without further guidance.
If a resubmission is authorised, it must be:
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•
clearly recorded and given a clear deadline for resubmission
within a fixed period of time of the learner receiving results of
assessment.
•
undertaken by the learner independently, with no further
guidance.
14-19 update
Retake opportunities – QCF BTEC only
5
•
QCF BTEC does not allow compensation (i.e. every pass
criterion must be passed to successfully pass the
qualification)
•
If all of the pass criteria have not been met, one retake
opportunity may be authorised
•
This must be a new task or assignment targeted to the
pass criteria only (M or D will not be awarded)
•
A clear deadline must be agreed and recorded before the
learner commences a retake
•
No further resubmissions or retakes are allowed
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Review of BTEC Nationals
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14-19 update
DfE criteria for level 3 vocational qualifications
Interi
m
(2016)
Full criteria
Applied General
(2018)
Full criteria Tech
Level (2018)
A. Purpose – progression
to…

... range of subjects
at a higher level or
to employment
... work in specific
vocational areas –
directly or via HE
B. Size

Min 150 glh
Min 300 glh
C. Recognition

3 HEIs
5 employers/1 PB
D. Appropriate content
Min 60% mandatory
Min 40% mandatory
E. External Assessment
Min 40%
Min 30%
F. Synoptic Assessment


G. Grading


Characteristic
H. Employer involvement
I. Progression
J. Proven Track Record
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Delivery/assessment


Take-up in first 2 yrs Take-up in first 2 yrs
Review of BTEC Nationals – for first teaching 2016
for 2018 Performance Tables
•
Being reviewed to meet all 10 criteria for 2018 Performance Tables
•
Revised qualifications will be on the NQF with larger core
•
They are being redeveloped as ‘BTECs’ and will fit against AG or TL
criteria as appropriate
•
External Sector Advisory Group set up for each subject – employer,
HE, professional body and teacher representation
•
Pearson World Class Qualification methodology being used
•
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demanding, rigorous, inclusive, empowering
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benchmarked against high performing jurisdictions
o
signed off by panel of experts from around the world
First teaching September 2016
14-19 update
Review of 14-16 level 2
vocational qualifications
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14-19 update
Reform of level 1 & 2 14-16 vocational qualifications
Level 1 and level 2 vocational qualifications for inclusion in DfE
KS4 (14-16) Performance Tables are now known as Technical
Awards. DfE criteria are as follows:
•
At least 120 guided learning hours (size of one GCSE)
•
At least 25% external assessment (rising to 40% for new
qualifications for 2018 Performance Tables)
•
Synoptic assessment
•
Content that will develop a broad and comprehensive
understanding of a vocational sector, with limited inclusion of
specialist knowledge and/or practical skills
•
Equivalent to one GCSE in Performance Tables, whatever size
•
Provide progression route to level 3 vocational quals post-16
10 14-19 update
Review of post-16 level 2
vocational qualifications
11 14-19 update
Review of 16-19 level 2 vocational qualifications
•
These are called Substantial Vocational Qualifications at level 2
•
They are intermediate (level 2) technical qualifications for post-16
students wishing to specialise in a specific industry, occupation or
occupational group.
•
They cover occupations where employers recognise entry at level 2
or where a level 2 qualification is required before students can
progress to a Tech Level (i.e. at level 3).
•
They equip students with specialist knowledge and skills, enabling
entry to an Apprenticeship, employment or progression to a Tech
Level.
•
In some cases, they provide a ‘licence to practise’ or exemption from
professional exams.
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Criteria for Substantial Vocational Qualifications at
level 2
•
Must have clear statement of purpose
•
Size: at least 150 glh – must relate to purpose
•
Recognition – by employers, professional/trade bodies, or national
licensed professional registration schemes
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A minimum of 40% mandatory content
•
A minimum of 25% external assessment
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Must contain synoptic assessment
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Must be graded
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Employer involvement in the delivery and/or assessment
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Evidence of progression 2 years after first awards
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Evidence of appropriate levels of take-up
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Web links
DfE technical guidance for 16-19 vocational qualifications:
https://www.gov.uk/government/publications/16-to-19-vocationalqualifications-technical-guidance
DfE technical guidance for 14-16 vocational qualifications:
https://www.gov.uk/government/uploads/system/uploads/attachment
_data/file/320473/14_to_16_qualifications__2017_to_2018_performance_tables.pdf
14 14-19 update
Core Maths
15 14-19 update
The post-16 mathematics review
Government is working towards a definition of purpose for
different types of level 3 mathematics qualifications:
•
A level Mathematics – primarily for those wanting to
study mathematics, computing, engineering, economics
and the sciences at HE
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A level Further Mathematics – aimed at those wanting
to study mathematics and physics at HE
•
Core Mathematics (new) – for those studying courses
where mathematics is important, such as geography,
business and the social sciences
16 14-19 update
Core mathematics
•
Intended for all who have achieved GCSE maths grade C
or better
•
Equivalent in size to at least half an A level (180 glh)
•
Linear qualifications
•
Significant element of synoptic assessment – 25%
•
At least 80% external assessment
•
2015 – first teaching of new specifications
•
2017 – first awards of the new qualifications
17 14-19 update
Objectives of the core maths qualifications
Objective 1: Deepen competence in the selection and use
of mathematical methods and techniques
Objective 2: Develop confidence in representing and
analysing authentic situations mathematically and in
applying mathematics to address related questions and
issues
Objective 3: Build skills in mathematical thinking,
reasoning and communication
18 14-19 update
Pearson Edexcel Level 3 Certificate in Mathematics
in Context
The content areas covered are:
•
•
•
•
applications of statistics
probability
linear programming
sequences and growth
Assessment (1005 external assessment):
•
•
Paper 1 (40%) 1 hr 40 mins – source booklet (available 5 days
before exam) will detail two real-life contexts, one in section A and 1
in section B
Paper 2 (60%) 1 hr 40 mins – source booklet will detail one themed
task in section A (same as one of the contexts provided in Paper 1);
section B contains 3 problem solving tasks with different themes
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16-19 Performance Measures
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Post-16 accountability
•
•
•
•
•
•
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New approach applies to reporting of 2016 results
Will cover L2 and below for the first time
Builds on the division of qualifications into Academic,
Applied General and Tech Level
Separate reporting so that strengths and weaknesses
can more easily be identified
Emphasis on progress, as in KS4, but only for Academic
and AG
TL and L2 reporting on combined attainment and
completion
Reporting on maths and English achievement at L2, and
achievement of maths at L3
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Headline measures
Progress – Academic and Applied General only
•
o
Academic – ‘based on average attainment in GCSEs only
o
Applied General – ‘based on all quals achieved at KS4
•
Combined attainment / completion (Tech Level and
Substantial level 2)
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Attainment
•
English and maths GCSE (for students without at least a
grade C GCSE at 16)
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Retention
•
Destinations
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New points system – level 3
Grade
Academic
(eg A level)
Applied
General /
Tech Level
(eg BTEC)
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Current
points
New
points
Grade
Current
points
New
points
Fail
E
D
C
B
A
A*
0
150
180
210
240
270
280
0
10
20
30
40
50
60
Fail
Pass
Merit
Distinction
Distinction*
0
165
195
225
270
0
15
25
35
50
Applied General
These qualifications are primarily
to facilitate progression to HE, and require HE support.
Main subjects covered on the AG list are
•
o
o
o
o
o
o
o
o
o
o
Applied Science
Art & Design
Business & Finance
Enterprise
Environmental Sustainability
Health & Social Care
IT
Music
Performing Arts
Sport & Exercise Science
24 14-19 update
Tech Levels
These qualifications are primarily to facilitate
progression into a technical job or further technical
education, and require employer support
Main subjects covered on the TL list are
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•
o
o
o
o
o
o
o
o
o
o
o
o
Art & Design
Construction
Engineering
Hair & Beauty
Health & Social Care
Hospitality
IT
Landbased
Media
Music Technology
Production Arts
Travel & Tourism
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Other measures
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Achieving at a higher level of learning
Achievement in qualifications below L3
Tech Bacc
Destinations
Closing the gap
A level attainment
AAB in facilitating subjects
Attainment of L3 maths
Supported internships
Traineeships
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BTEC progression data
27 14-19 update
Popular degree subjects for BTEC
students
28
BTEC Nationals – Sport 2012
Most Popular University Course
6,000
5,000
4,000
3,000
5,284
2,000
1,000
0
461
236
206
182
155
153
100
99
95
89
82
77
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• Sports studies was the most popular course for BTEC Sport students
• 5,284 (61%) students continued to pursue a higher degree in Sports
studies
• Includes Sport & Exercise Sciences
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68
BTEC Nationals – Health and Social Care
Most Popular University Course
2,500
2,000
1,500
1,000
2,175
500
882
518
0
(B7)
Nursing
416
336
292
223
88
71
70
69
51
50
(L5) Social
(X3)
(C8)
(L3)
(B9) Others
(X1)
(L4) Social (M2) Law (C6) Sport
(B8)
(L9) Others
(N1)
work
Academic Psychology Sociology in subjects Training
policy
by topic & exercise Medical in social Business
studies in
allied to teachers
science technology studies
studies
education
medicine
48
45
(M1) Law (X9) Others
by area
in
education
• 2,175 (37%) of BTEC Health and Social Care students entering HE studied
a Nursing degree
• Social work was the second most popular course with 882 students (15%)
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BTEC Nationals – Applied Science
Most Popular University Course
500
400
300
200
100
0
447
366
272
251
241
216
207
145
136
120
112
101
94
88
• 447 (10%) of BTEC Applied Science students entering HE studied a
Forensic & archaeological science degree
• Biology was the second most popular course with 366 students (9%)
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• Includes Biology, Chemistry, Physics, Environmental Science, Forensic
Science, Laboratory and Industrial Science, Medical Science
81
Progression of BTEC students to HE –
the student sample by qualification type
Students by Qualification Type
100%
139,232
131,794
1%
120,067
1%
11%
27%
31%
80%
27%
60%
40%
72%
68%
62%
20%
0%
A Level Only
32 Qualifications reform update
2012
2009
2008
BTEC Only
BTEC and Pearson A Level
Performance at university by those who started
degree courses in 2008/2009 and completed in 2012
33 Qualifications reform update
University entry requirements for BTEC students
•
All HEIs, with the exception of Imperial College London, accept BTEC
Nationals for at least some courses
•
Most accept the Level 3 Extended Diploma on its own
•
Most tend to require additional qualifications with the smaller BTEC
Nationals (e.g. Subsidiary Diploma and Diploma)
•
Some highly selective courses have the following restrictions:
o They specify the inclusion of named units, sometimes at
distinction grade
o They require an A level as well as the BTEC Extended Diploma
o They accept BTEC students on to a foundation year only
It is therefore important that BTEC students check entry requirements
carefully
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Guidance website:
BTEC Progressing to HE
Pearson BTEC Progression to HE website:
www.btec.co.uk/progressingtoHE
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