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PILOT: Pearson BTEC Higher National Qualifications

Annual Programme Monitoring Report (APMR)Annual Programme Monitoring Reports (APMRs) have the following aims:● to provide an essential review of the operation of the Pearson BTEC Higher National programme during the previous academic

year/session (2014/15)● to identify any areas of concern in the operation of programme and any enhancements to be made● to identify areas of good practice and strengths

This should:● provide a means of analysing and responding to key internal and external feedback on the programme (student feedback, entry and

progression statistics, External Examiners' reports, etc.)● identify areas for improvement requiring action in the shorter and longer term – these are condensed into an Action Plan ● to identify good practice and strengths within the provision so that these may be shared anonymously with others● to identify outline plans for the programme for the following year

This could:● Trigger further enquiries or a visit from Pearson should any areas of concern become apparent from the information provided.

Process:Each Pearson BTEC Higher National APMR should be produced and submitted by the person with overall responsibility for delivering the programme.

Page 1 of 19 PILOT Annual Programme Monitoring Report (International)Prepared by Higher Nationals Unit January 2016 v.1

Submission:Please submit the completed APMR(s) to [email protected] by the end of Thursday 28th April 2016.


Guidance on approach and style:

● The report should note key innovations and good practice that have occurred during the academic year under review with an emphasis on strengths and enhancements, as well as draw attention to areas for improvement. Supporting evidence should be provided where appropriate.

● Exception reporting is to be used as the basis for the commentary on the data and the External Examiners’ (SV) reports. This means that information should only be reported where it rightly demands or deserves attention, and data should only be commented upon when it falls outside the normal range of expected values or responses. The intention is to "flag" important information within the APMR.

● All areas for improvement must lead to constructive, realistic and potentially achievable actions in the Action Plan.

The APMR will be read by Pearson staff with responsibility for the design and development of the Pearson BTEC Higher National qualifications, as well as those responsible for the quality assurance and maintenance of standards of Pearson qualifications.

Before completing this report, please read the guidance notes. By completing this form you are confirming that you have read and understood the content of the guidance notes. This form has been divided into parts A, B and C. During the piloting phase, please complete the entire form. It is our intention that the next version of this form will be made available online and Part B will be pre-populated by Pearson.

The APMR is separated into 13 sections. In most sections there is a text box in which you should summarise and evaluate the performance of your programme in the context of the section heading. Please expand these text boxes as required. In italics are topics that you should cover.

In section 12, please record the key strengths, and areas for improvement for the programme. The number of strengths / areas for improvement is not prescriptive. Please add or delete rows as required.Centre/ Centre Number:


Organisation Name

Academic Year 2014/15

Programme Title Programme Leader/Tutor

Signed Date of Completion

Contents:

1. Programme Executive Summary 4

2. Student Data 5

3. Admissions 9

4. Programme Management, Staffing and Staff Development 10

5. Learning, Teaching and Assessment 11

6. Employer / Industry Engagement 13

7. Student Engagement 13

8. Resources 14

9. Graduation Data 15


10. Review of External Examiner Comments 16

11. Update on Actions Identified in Previous APMR 17

12. Programme Action Plan 18

13. Appendices 19

*For sections 3 – 8 in your first APMR please ensure all relevant policies and information are attached to the Appendix of this document. For all subsequent years, please use the Action Plan in section 12 to identify what has gone well, and based on your observations from the previous teaching year, what changes might be needed.

1. Programme Executive Summary

Provide a summary in no more than 1200 words: ● brief outline of the process for completing an APMR including how your APMR has been informed by stakeholder feedback● brief overview of the programme ● involvement of students, employers and stakeholders in the APMR process● key strengths/ innovations● important curriculum developments and enhancements● key issues and areas for improvement● overview of future curriculum developments and enhancements


PART A

2. Student DataPlease note the enrolment refers to your centre enrolment, and not the registration with the awarding body.

2.1 Student Recruitment for Year relating to APMR

Year 20__ No’s of Applicants No’s Enrolled on Programme

Average UCAS Points on Entry (if known) or equivalent

Total No’s Applicants

Total No’s Male Applicants

Total No’s Female Applicants

Total No’s Applicants who Self-Declared with Additional Need

Total No’s of Applicants who were employed (where applicable)


2.2 3-Years Trend Recruitment

Year Target Enrolments No’s of Applicants No’s of Repeating Students having failed to pass the programme in the previous year

No’s Actually Enrolled on Programme

15/16

14/15

13/14

12/13

2.3 Entry English Language Level of Students (non-native English speakers)

If applicants’ level of English language is not collected, or recorded on admission, please give reasons why. It may be that it was not applicable, or that your centre is planning to do so in the future.

Total No’s Enrolled No’s at IELTS 5.5 or equivalent No’s for whom English Language Level Data was not collected (and reason for this i.e. being assessed in local


language)

2.4 Why Students have undertaken the Programme

It may be that you do not have the data on students’ progression ambitions after the programme; please comment on whether you plan to collect this data, whether it would be useful to you, or any qualitative data you may have on students’ progression ambitions.

Total No’s Enrolled No’s Wishing to Progress to Level 6

No’s wishing to Progress to Relevant Employment

Not Known

2.5 Student Attendance 3-year Trend (based on your attendance requirements/expectations for students registered with Pearson)

Year No’s of Students % Attendance

Attendance requirements

Please state the programme attendance requirements or expectations. If you do not have any attendance


or expectations

requirements or expectations please state why.

14/15

13/14

12/13

2.6 3-years Trend Student Data

N.B. Retention relates to the number of students who remain enrolled on and attended the programme until the end of the programme of study. Please note that the figures in each of the columns below are independent of each other and will not necessarily total 100% overall.

Year No’s Enrolled % Retention % Achievement All Units % Partial Achievement

14/15

13/14

12/13

2.7 3-years Trend Student Progression


N.B. In the table below, the figures in columns (a)-(c) should total 100% overall indicating what students did after level 4. The figures in columns (d)-(f) should also total 100%, indicating what students did after level 5. Year (a) % Level 4 – 5

progression(b) % Level 4 - employment

(c) % Level 4 non-progression

(d) 0% Level 5 – 6 progression

(e) % Level 5 to employment

(f) % Level 5 non-progression

14/15

13/14

12/13

2.8 Progression Employability %

This data is collated once students have successfully completed their Pearson BTEC Higher National Certificate or Pearson BTEC Higher National Diploma. Please note those who are in full time and part study, including part time work, are included in (%) employed figures.

It is helpful to note where the total number of respondents is less than 10.

2012/13 2013/14 2014/15% Full-time employment% Part-time employment% Unemployed

*For sections 3 – 8 in your first APMR please ensure all relevant policies and information are attached to the Appendix of this document. Where there are policies that apply to the centre as a whole, please only submit one copy of the policy, regardless of the number of APMRs that have been completed.


Once a policy has been submitted there is no need to resubmit it again in subsequent years unless it has changed substantially. Please simply use the Action Plan in section 12 to identify what has gone well, and based on your observations from the previous teaching year, what changes might be

needed.

3. *Admissions

Admissions SummaryAdmissions process, including timeframe

Public Information regarding the Programme

(Programme Information Sheet in Appendix along with examples of other published material)

Detail of any Programme Entry Requirements set by Centre

Detail of Assessments used for Admission: (For example Initial assessment for English / mathematics; entrance test; interview.)

Centre support for applicants with additional needs

Centre Policy and Application of Accreditation of Prior Learning / Recognition of Prior Learning.

Summary of students’ feedback on admissions

4. *Programme Management, Staffing and Staff Development

Summary:Page 11 of 19

PILOT Annual Programme Monitoring Report (International)Prepared by Higher Nationals Unit January 2016 v.1

An explanation of the management structure (attach to appendix) and staffing model, any changes made and the reasons why

Staff list, with highest qualification held

An overview and analysis of staff development activity (list of staff development activity in appendix)

Programme timetable including taught hours for the programme (attach to appendix)

5. *Learning, Teaching and Assessment

Summary Evaluation - Learning, Teaching and Assessment:

Outline Centre policy on developing Learning and Teaching


Summary of Centre’s approach to measuring quality of Learning and Teaching

A brief explanation of the Learning and Teaching strategy for the programme (for example types of classes, use of online resources, additional support)

What has gone well?

What can be improved upon?

Summary from Module Leader’s reports

5.1 Measuring Teaching & Learning If your centre uses a formal observation grading system different to the one below, please provide details in the comments.

No’s of Staff Delivering No’s of Staff with a Formal Summary of Grades for Formal No’s of Staff Peer Observed


Programme Graded Lesson Observation 14/15

Observations (if applicable) 14/15 (informal)

1 2 3 4

% % % %

Comment:


6. *Employer / Industry Engagement

Summary of Employer / Industry Engagement Ways in which industry is involved in the development, delivery or assessment of the programme

Summary of employer/industry liaison events during 2014/15 related to this programme

Employer / Industry feedback mechanisms and key points from feedback

Examples of programme enhancement as a result of employer/industry engagement

How the programme prepares students for industry

Programme policy on work experience with examples (appendix)

7. *Student Engagement

Summary of Student EngagementOutline how students engage in the design, improvement and enhancements of all aspects of the student journey

Summary of Students’ Survey results for 2014/15 (appendix)


Examples of programme enhancement as a result of student engagement

8. *Resources

Resources

A brief overview of the library and Online Learning Environment (if any) provision, strategy and any issues/strengths

A brief overview of the physical resources and rationale behind them and any advantages/disadvantages/issues that have arisen


PART B

9. Graduation Data Complete the table with data for only those learners that have achieved their final award (Pearson BTEC Higher National Certificate or Pearson BTEC Higher National Diploma)

HNC Final Awards 2012/13 2013/14 2014/15

Total % Total % Total %DistinctionMeritPassNo awardTotal 100 100 100

HND

Final Awards 2012/13 2013/14 2014/15Total % Total % Total %

DistinctionMeritPassNo awardTotal 100 100 100


10. Review of External Examiner / Standards Verifier Comments for 2014/15:

External Examiner: <enter name> Programme Title:

POSITIVE COMMENTS AND AREAS OF GOOD PRACTICECopy any positive comments or areas of good practice about the unit/programme from the annual report, highlighting key strengths and innovations.

iiiiiiiv Add extra rows, as necessarySUMMARY OF ESSENTIAL ACTIONS AND RECOMMENDATIONSCopy all essential actions and recommendations from the annual report, along with any other significant issues raised elsewhere in the report.

iiiiiiiv Add extra rows, as necessary


PART C

11. Update on Actions Identified in Previous APMR (not relevant in first year of completion)

IssueTaken from previous APMR

Action TakenThe action taken to resolve or

minimise the issue

Evaluation of ImpactWhat has been the

impact?

Action byWhomPerson

who carried out the action

Action byWhen

When was this

achieved?

Completion Update

Add or delete rows as necessary


12. Programme Action Plan - Main Key Strengths / Innovations and Area(s) for Improvement (2014/15) N.B. Please indicate how you intend to evaluate the impact of the proposed actions.

Key Strength / Innovation Evidence Action to both sustain and share best practice

Action by Whom? Action by when? How we will evaluate the impact

1

2

3

4

5

6

7 Delete rows or add further rows as necessary



Area(s) for Improvement Proposed Action Action by Whom?

Action by When?

How we will evaluate the impact

1

2

3

4

5

6

7 Delete rows or add further rows as necessary

13. AppendicesI. Programme Information and Published InformationII. Management StructureIII. List of Staff Development ActivityIV. TimetableV. Policy on work experience


VI. Student Survey Results for 2014/15 (if available)


Documents

Action by - Pearson qualifications | Edexcel, BTEC, LCCI …qualifications.pearson.com/content/dam/pdf/downloads/... · Web viewStaff list, with highest qualification held An overview