Getting Ready to Teach BTEC First 2013 in Travel and Tourism. Course Code: 13BVB04. Aims and Objectives

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1 Getting Ready to Teach BTEC First 2013 in Travel and Tourism Course Code: 13BVB04 2 Aims and Objectives 1

2 Supporting You I am a I need to know about Online support address Phone number Edexcel Online access Examinations Officer Invoice enquiries Learner administration Get support specifically for Exams officers here serviceoperations@pearson.com Results & Certification Teacher Assessment guidance Specification support Teaching queries Subject specific queries Contact your Travel and Tourism Subject Advisor here TeachingTravelandTourism@pearso n.com Quality Nominee Quality Review and Development Regional support Get Support specifically for Quality Nominees here btecdelivery@pearson.com Lead Internal Verifier OSCA2 support Standards Verification Get support with quality assurance and internal verification here btecdelivery@pearson.com Past learners Replacement certificates replacementcertificates@pearson.c om Get support specifically for your learners here Past papers students@pearson.com Supporting You BTEC Assignment Checking Service Dedicated website support Ask The Expert edexcel.com/ask Community Forums Get your assignments reviewed by our experts Ask our experts to answer your subject-specific questions Speak to other teachers, raise concerns and ask advice in our community forums 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 Watch documents Information and bookings for our BTEC training events, networks and more And much more.. 2

3 Next generation BTEC Support Package Available for free Contains: Specification Pack Specification, Delivery Guide, Sample Assessment Materials (SAM), Subject Guide Getting Started with ipdf containing introductory information and hyperlinks BTEC to key documents within btec.co.uk and edexcel.com which support the implementation of BTEC qualifications Assignment Briefs Sample marked learner work Schemes of work At least one AUTHORISED assignment brief per unit for all internally assessed units (for all sizes of the qualification) At least two pieces of mocked-up sample learner 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 Student Books For sectors where learners benefit from printed books as part of their learning Teaching and Assessment Packs (TAPs) Comprehensive support for planning, teaching and assessment accessed online Covering all mandatory units and a wide selection of optional units Packed with features designed to engage and motivate learners, checking and reinforcing their learning 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 Supporting all mandatory units and a wide selection of optional units or pathways (one TAP=one unit) 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 mybtec IT S ABOUT TIME. YOUR TIME. TIME TO PLAN. TIME TO THINK. TIME TO TEACH. 3

4 mybtec What is 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. mybtec 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 Quality Nominee Heads of Department Lead Internal Verifiers (LIVs) Internal Verifiers (IVs) Course leaders Teachers & assessors mybtec Why use mybtec? Streamline planning and delivery Free up time to focus on your creativity on the individual needs of your learners. Plan your BTEC teaching with confidence Check accuracy of your course build up front; create assignments using a step-by-step wizard. Plan for just the units you are teaching Teaching & support materials and key documents together in one integrated service, providing a record of your work and a clear audit trail. Understand best practice Access Pearson Authorised Assignment Briefs; capture IV feedback in one place. Support 4

5 mybtec What services does mybtec offer? COMING SUMMER 2013 COMING SUMMER 2013 COMING SUMMER 2013 COMING WINTER COMING 2014 COURSES Plan a new, valid course in less time. ASSIGNMENTS Find authorised assignment briefs - or create your own with confidence using the step-bystep template. RESOURCES Select support material or resources for only the units you need. PROGRESS TRACKER Let mybtec do the hard administrative work: access realtime progress reports on all your learners. eportfolio View all your learners' work in one place, and empower them to monitor their own progress in their personal online space. mybtec How can I access mybtec? Bookmark the mybtec website at where you can: stay up to date with the latest developments by signing up to our mybtec Community alerts 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. Qualification Structure 5

6 Next generation BTECs: differences in terminology QCF Version Credit value Learning Outcomes NQF Next Generation Version Guided Learning Hours (GLH) Learning Aims Topics NQF BTEC Level 2 Travel and Tourism Key Features Flexibility in choice of programme sizes Mastery model ensure learners achieve a robust, rigorous understanding and knowledge of specialist areas within the sector New External assessment traditional paper exam from June 2014 New Level 1 grade for those who do not achieve a full pass at level 2 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: The UK Travel and Tourism Sector (External assessment) 30 GLH Core unit: The UK Travel and Tourism Sector (External assessment) 30 GLH Coming September 2013 Core unit: UK Travel and Tourism Destinations 30 GLH Core unit: UK Travel and Tourism Destinations 30 GLH Subject to Ofqual Accreditation (Internal assessment) (Internal assessment) Optional specialist units (Internal assessment) To a total of 120 GLH Mandatory unit: International Travel and Tourism Destinations (Internal assessment) Mandatory unit: Travel and Tourism Business Environments (External assessment) 30 GLH 30 GLH Diploma (480 GLH=4 GCSEs size) Coming September 2013 Subject to Ofqual Accreditation Optional specialist units (Internal assessment) To a total of 240 GLH 6

7 Optional specialist units Unit Unit Title GLH Qualification size Unit 3 The Development of Travel and Tourism in the UK Unit 4 International Travel and Tourism Destinations 30 Unit 5 Factors Affecting Worldwide Travel and Tourism Award and Certificate Unit 6 The Travel and Tourism Customer Experience 30 Unit 8 Promotion and Sales in Travel and Tourism 30 Unit 9 Travel and Tourism Employment Opportunities 30 Certificate Unit 10 Organising a Travel and Tourism Study Visit 30 Sequence of unit delivery and assessment Programme Design Factors Making it vocational Project-based delivery and assessment Performance opportunities: commissions, festivals, competitions, etc Opportunities to involve outside agencies Programme Planning Recruitment Review Induction PLANNING Internal Verification Schedules Schemes of Work Assessment Schedules 7

8 Programme Planning Considerations for planning: Timetables Availability of staff Resources Size of qualification e.g. Award, Certificate Ability of learners External assessment Long and thin or short and fat? 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 8

9 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 Get your assignments checked using The Assignment Checking Service Unit layout structure headings Unit Title Unit Introduction Learning Aims Learning Aims and Unit Content Assessment Criteria Unit Number; Full Title; Level; Unit Type; Guided Learning Hours; Assessment Type Synopsis of the unit, motivational relationships to the industry, typical learning and assessment; skills, techniques, understanding gained etc What the learner will be able to do having completed the unit through teaching and assessment Sub-titles as Topics: Range of delivery required (skills, techniques, processes etc) to meet the Learning Aims and related 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. 9

10 Unit layout structure headings Teacher Guidance Resources Detailed guidance on approaches to delivery suggesting methods, resources, learner activities, tutor roles etc A simple statement about what is required beyond normal resources. Assessment Guidance Suggested Assignment Outlines 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 scenario based activities and assessment methods, showing assessment criteria covered their links across pass, merit and distinction. Delivery Methods top tips Reinforce the links between the theory and practical application Visits by learners to local workplaces and arranging visits to employers in travel and/or tourism, such as hotels or travel agents Inviting relevant experts or contacts to come to speak to the learners about their involvement in travel and/or tourism at different levels and in different ways Asking a local employer to set learners a problem-solving activity to be carried out in groups Use learners experience where relevant, for example by encouraging them to reflect on their experience of work or the experiences of family and friends. Contextualised English and mathematics The new BTEC First qualifications have been designed to help learners to develop their essential skills in English and mathematics. Signposted the assessment criteria of the BTEC Firsts to content from GCSE qualifications, specifically to the more functional parts of their content. Indicated by a * sign for maths and a # sign for English, shows where learners should be able to practise and develop their skills. Annexe B and Annexe C in the specification show the exact relationship between the BTEC assessment criteria and the GCSE subject content. 10

11 Activity 1: What makes a good assignment? Authorised Assignment Briefs Available from June 2013 One authorised assignment brief for each optional internally assessed unit AABs to completely cover the core internally assessed unit Option to adapt the assignments for local relevance or to fit your learners needs and your centre s resources. Activity 2: Review an authorised assignment brief 11

12 Assessment Key Features of the next generation BTEC Firsts External Assessment The Edexcel BTEC Level 1/Level 2 First Award 25% external assessment. Edexcel sets and marks these assessments The Edexcel BTEC Level 1/Level 2 First Certificate 25% is externally assessed. Edexcel sets and marks these assessments. Unit 1: The UK Travel and Tourism Sector Traditional paper exam Unit 1: The UK Travel and Tourism Sector Traditional paper exam 1 Hour 1 Hour Unit 7: Travel and Tourism Business Environments Traditional paper exam 1 Hour 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. Please click here for the External Assessment This page includes info on: Forms of assessment: Paper Based, Set Task or Onscreen? Full sector specific details and dates for assessments windows here: Please click here for Assessment Windows Info on system requirements for onscreen assessments 12

13 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 GLH Unit 1: The Travel and Tourism Sector = 25% Certificate 240 GLH = 25% Unit 1: The Travel and Tourism Sector Unit 7: Travel and Tourism Business Environments How will the External Assessment work? One hour traditional paper Two assessment windows June and January First external assessment For Unit 1 and Unit 7 in June 2014 Resit opportunities available Sample assessment materials available online now 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 Sample assessment materials are available to help centres understand the nature of external assessment 13

14 Activity 3: Exploring the Unit 1 sample external assessment 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. Top tips: Assessment Feedback Formative 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 Summative 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 re-submission following summative assessment, and this must be authorised by the Lead Internal Verifier. 14

15 Internally assessed units: next generation BTECs v. BTEC (QCF) Redesigned units but some similarities in content to QCF units Updated content to reflect changes in the sector, e.g. consumer technology Tutor Observation / Witness Statements Assessments: Key Documents Internal Verification of Assessment Decisions Learner assessment submission and declaration Assessment plan Assessor Feedback Formative & Summative 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. Unit grades remain: Distinction, Merit & Pass at Level 2. Level 1 NEW! Unclassified (U) NEW: Level 2 qualification: includes Level 1 criteria to recognise achievement at this level. 15

16 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 a Level 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. Grading & Compensation 16

17 Grading & Compensation Grading & Compensation Activity 4: Getting started - planning your approach 17

18 The BTEC Quality Assurance Model What else are you looking for from training? Networking 18

19 Aims and Objectives Please complete our online evaluation form THANK YOU! 19