getting ready to teach the next generation btec firsts in ... · btec’s own resources to support...
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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…
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A k t t Speak to other teachers, Get your assignments Ask our experts to answer your subject-specific
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Supporting You
Visit the BTEC website for all your BTEC needs;
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• 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
Optional Specialist units(Internal assessment)
To atotal of
240 GLH
30 G
Core unit: Principles of Marketing
(External assessment)30 GLH
Optional Specialist units(Internal assessment)
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
Unit 2: Finance for Business
Unit 2: Finance for Business
Onscreen Onscreen Onscreen
1 Hour 1 Hour 1 Hour
Unit 9: Principles of Marketing
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.
Unit 2: Finance for Business
Unit 2: Finance for Business
Unit 2: Finance for Business
Onscreen Onscreen Onscreen
1 Hour 1 Hour 1 Hour
Unit 9: Principles of Marketing
Unit 9: Principles of Marketing
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%
Unit 1: Finance for Business
On screen on demand
Unit 1: Finance for Business
On screen on demand 1 hour
Unit 9: Principles of Marketing
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
Unit 2: Finance for Business
• 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
Points per 30 hours GLH
0 6 12 18 24
Points per 60 hours GLH
0 12 24 36 48
Grading & Compensation
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Grading & Compensation
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
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