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: •

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:

4

•

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 14-19 update

Review of BTEC Nationals

6

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 7

14-19 update

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

• 8

o

demanding, rigorous, inclusive, empowering

o

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

9

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.

12 14-19 update

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

•

A minimum of 40% mandatory content

•

A minimum of 25% external assessment

•

Must contain synoptic assessment

•

Must be graded

•

Employer involvement in the delivery and/or assessment

•

Evidence of progression 2 years after first awards

•

Evidence of appropriate levels of take-up

13 14-19 update

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

•

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

19 14-19 update

16-19 Performance Measures

20 14-19 update

Post-16 accountability • • • • • • •

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

21 14-19 update

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)

•

Attainment

•

English and maths GCSE (for students without at least a grade C GCSE at 16)

•

Retention

•

Destinations

22 14-19 update

New points system – level 3

Grade Academic (eg A level)

Applied General / Tech Level (eg BTEC)

23 14-19 update

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

•

• 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

25 14-19 update

Other measures • • • • • • • • • •

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

26 14-19 update

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

76

• 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 29

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%)

30

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%)

31

• 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 34 14-19 update

Guidance website: BTEC Progressing to HE Pearson BTEC Progression to HE website:

www.btec.co.uk/progressingtoHE

35 14-19 update