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Pride in Excellence
BTEC at Welling School
Handbook 2011-2012
2
Pages Contents
3 Introduction
4 Relationships between Welling School BTEC Documents
5 Overview of Year Programme Planning
6 Planning Assignments Overview
8 Roles within BTEC
9-10 Overview of Roles and Responsibilities
11 Flow diagram showing planning and Delivery Role of LIV, QN and Line Managers
12 Registration & Certification Policy
13 Assessment Policy
14 Internal Verification Policy
15 Appeals Policy
16-17 Assessment Malpractice Policy
18 Student Induction
19 Quality Assurance of BTEC Lessons
20 LIV Time Policy
21 Flow Diagram Showing Preparation of BTEC Student Handbooks
22 Assessment Planning and Recording Overview
Appendices
24 Appendix 1 IV Assessment Decisions Document
25-25 Appendix 2 IV Assignment Briefs Document
27 Appendix 3 Lead IV’s and subjects
28 Appendix 4 Tracking Template
29 Appendix 5 Assignment Brief Template
30 Appendix 6 Assignment Front Sheet Template
31 Appendix 7 Observation Records Template
32 Appendix 8 Witness Statement Template
33 Appendix 9 Assessors Comments Template
34 Appendix 10 Sharing Good Practice Programme
35 Appendix 11 Sharing Good Practice Form
36 Appendix 12 Student Induction Record Template
37 Appendix 13 Calendar
46 Appendix 14 Key dates
47 Appendix 15 Cover Request Form
3
Introduction
This document is written to provide guidance of the whole school policies which relate to
the delivery of BTEC at Welling School. This is a working document and may be changed
throughout the year. The version saved on the t-drive, in the BTEC folder will be the most up
to date one.
This document links to Program Files which are maintained by Faculties delivering BTEC and
Student Handbooks which are produced by each faculty to support Students studying BTEC
(see page 5 for what should be in programme files and the student handbook). Program
Files, Student Handbooks and the Centre Handbook can be stored electronically and can be
printed off as and when needed.
Copies of all documents in the Handbook (and others) are kept in the 'BTEC' folder under
'Staff Resources' within 'Central Resources' on the school ICT network.
The Handbook is updated throughout the year and information will be placed directly into
the relevant folder.
Subject handbooks can extract relevant documentation from there.
A list of BTEC documents placed in this folder will be kept and updated regularly.
Information about BTEC at welling School can also be accessed at
http://wellingbtec.blogspot.com.
Return to contents
4
Relationships between Welling School BTEC Documents
Centre Handbook contents: • Approval documents • Assessment Policy/Procedures • Internal Verification Policy/Procedures • Appeals Policy/Procedure • Assessment malpractice procedures • Registration & certification procedures • Quality assurance form templates: • IV of assignment briefs • IV of assessment decisions • Tracking sheet – Grading criteria • Tracking sheet – Unit achievement • Year plan overview
All documents relating to school wide policies relating to BTEC courses should be in the Centre Handbook
Each BTEC programme should
have a programme file in the
faculty which holds all the
information related to the day
to day running
Each programme should have a student handbook with relevant information for BTEC Learners
Programme file contents: • Programme management & organisation • Programme details • Programme team • Programme timetable • Year plan • Agendas/Minutes/Meeting notes • Relevant correspondence • Teaching & learning • Current programme specification • Schemes of work/Lesson plans • Work placement info (if appropriate) • Assessment & learner records • Class lists/Absence reports • Assignment briefs/Calendar • Tracking sheets – Grading criteria • Tracking sheets – Unit achievement • Records of assessment/Appeals/Key skills • Other info (SATs, Predicted grades, etc.) • Learner support • Recruitment criteria/Leaflets • Pre-programme guidance • Diagnostic testing/Learning styles, etc. • Induction arrangements/Checklist • Consultation/Parents’ evening docs • Tutorial records • Quality Assurance • IV records • Learner questionnaires/Satisfaction surveys • Retention/Achievement data • Destination data • Staff review & development information • External verifier reports • Withdrawal/Transfer data
• Programme review/Evaluation
Student Handbook contents: • Qualification details • Programme overview • Registration and certification
information • Induction timetable/Checklist • Health and safety information • Programme timetable • Year plan • Unit details • Key skills information • Assignment schedule • BTEC Assessment information • Plagiarism/Malpractice • Independent learning • Appeals procedure • Tutorial arrangements
Return to contents
5
Overview of Year Programme Planning
Provide the learners with
summative feedback and final
achievement for unit
If National
Standards are
met, certification
will be RELEASED.
If National
Standards not met
a resample will be
required.
Learner
achievement and
certification
Read specifications Plan timetable Develop and write
assignments
Review deadlines Register learners
Appoint Lead Internal Verifier
Plan internal verification activities for assignments
and assessment
decisions
Deliver units and introduce
assignments
Provide learners with
formative feedback
IV checks assignments
prior to issue to
learners and a
minimum 50% of
learner assessment,
building in team
standardisation
Lead Internal Verifier completes BTEC On Line
Standardisation assessments (OSCA2)
If National Standards met, certification will be released. If National Standards not met,
a postal sampling will be arranged by the allocated
Standards Verifier.
Record feedback
and track
learners’
progress
PLAN
NIN
G
Provide
learners with
the
underpinning
knowledge and
prepare them
for the
assessments
prior to issue
to learners
Make on line certificate
claims or complete Student
Report Forms (SRFs)
Return to contents
6
Overview of Planning Assignments
Look at the criteria in the assessment
grid and identify a vocationally based
scenario, theme or role at the
appropriate level
Select appropriate unit criteria to be
assessed within each assignment when
assessing across more than one unit or
when embedded in other qualifications
Develop the assessment activity so that
it can be mapped against the specific
criteria selected, using tasks to cover
the demands of the assessment
Write the assignment for the learners
mapping the tasks against the specific
criteria selected
Map the assessment against the
programme plan for unit achievement
and coverage
Produce the final version of the
assessment activity
Check the
tasks reinforce
the teaching
and learning
strategies
Consider the
forms of
evidence to be
produced by
the learners Ensure that the
assessment
activity is fit for
purpose and
consistently uses
methods
appropriate to
the level of the
unit
Check the learners
have opportunities
to meet the
targeted assessment
criteria
Check for and
record
assessment
opportunities
across units as
formative or
summative
Check the
learners can
take
responsibility for
their own
learning and, if
appropriate
could involve
peer or self
assessment
Cross-reference
to content to
ensure tasks
allow learners to
provide
sufficient
evidence
Check the
focus
against the
learning
outcomes
PLAN
NIN
G
Return to contents
7
8
Roles within the BTEC Qualifications
Quality Nominee The main point of contact for information related to quality assurance. Fulfill the regulatory requirement of being the key point of contact in the centre for QCF-accredited qualifications.
Exams Officers Responsible for the correct administration of learners with Edexcel.
Assessors and verifiers The programme team consists of the teachers or tutors who are responsible for the delivery, assessment and internal verification of the Edexcel BTEC or other qualification. The appropriate minimum size of the programme team will depend on the number of units and the number of learners. The absolute minimum is two, as no person can internally verify their own assessment decisions. Assessor/Teacher Design assessment activities, assess the work, checking authenticity and sufficiency of evidence, accurately record all assessment decisions provide feedback to learners, identify which criteria have been achieved and giving opportunities for improvement follow up any advice from your Lead Internal Verifier. Ensure that assessment is consistent across the programme, assessment instruments are fit for purpose, assessment decisions accurately match learner work to the unit assessment criteria, standardisation of assessors takes place. Return to contents
Lead Internal Verifiers A Lead Internal Verifier (Lead IV) is the person designated by a centre to act as the point of sign-off for the assessment and internal verification of programmes in a Principal Subject Area
The Lead IV has access to accreditation and should register through the online standardisation system, OSCA2. They need to have completed and passed OSCA2 to be the LIV for a subject area.
Program Leaders Has overall responsibility for the effective delivery and assessment of BTECs and other Edexcel qualifications. For Edexcel BTEC qualifications up to Level 3 and Foundation Learning programmes, the Programme Leader may also act as the Lead Internal Verifier.
Senior Managers The Head of Centre is formally responsible for ensuring that the centre acts in accordance with Edexcel’s terms and conditions of approval. Day-to-day responsibility is normally delegated to the centre’s Quality Nominee.
Appoint a Quality Nominee who can act as a key point of contact with Edexcel
Liaise with the Quality Nominee to ensure that all processes are being conducted effectively
Support the Quality Nominee in putting actions in place to respond to reports on quality assurance processes.
Dealing with appeals from learners that have not been resolved through the immediate programme team
Investigating malpractice allegations of a serious nature related to learners or members of staff
Liaising with Edexcel where any serious breach of approval conditions has occurred
Any aspect of quality assurance which relates to the overall integrity and security of Edexcel BTEC or Edexcel vocational qualifications.
9
Overview of Roles and Responsibilities
Assessment Stage Programme Team The Assessor The Learner The Lead Internal Verifier
External Quality Assurance
Process (this only happens if
previous internal procedures
have failed)
Planning
Reads and understands the specification Identifies opportunities to generate evidence
across the curriculum. Creates and agrees assessment plan Plans assessment activities and timescales Writes assignments, which are clearly
annotated. Appoints an Internal Verifier who
will scrutinise the assignment briefs Designs an Internal Verification plan for the
internal verification of the assessment
decisions Designs and introduces relevant recording
documentation
Understands assessment arrangements to
meet national standards Designs assessment activities which meet the
assessment criteria Identifies assessment opportunities for the
learner Actions internal verifier’s advice
Manages and organises own time to prepare
evidence to meet the assessment plan Books onto BTEC compulsory training Prepares quality assurance tracking
documents Completes BTEC On Line Standardisation
Assessments to meet national standards Checks the quality of assessment
instruments as fit for purpose Advises on the interpretation of national
standards Co-ordinates assessment arrangements
including multi-sites if appropriate
Organises timetable for compulsory training
events or centre support training visits Plans compulsory training programme Plans Centre Risk Assessments Prepares On Line Standardisation Assessments
for Centre Lead Internal Verifiers
Implementing
Ensures timescales are met Guides the learner towards approaches in
gathering assessment evidence Provides the learner with support and
guidance
Produces work for assessment to meet
national standards
Attends BTEC compulsory training Ensures an effective system of recording
learner achievement is in place Advises on opportunities for evidence
generation and collection Keeps records of the internal verification
process to track IV on all tutors’ assessment
decisions. Ensures all units delivered are sampled.
Compulsory training implemented CRA carried out Tracks Centre Lead IV attendance at training
event. Tracks Centre Lead IV has completed OSCA
Internal Verifying
Ensures consistency of assessment
judgements through standardisation
meetings
Checks authenticity and sufficiency of
assessment evidence produced against
assessment criteria/unit content Reviews progress of learners to give
opportunities for remedial work. Observes, scrutinises and records evidence
of individual work within group activities Completes observation and witness
statements to support demonstration of
practical skills whether individual or within a
group Actions internal verifier’s advice Awards final achievement when the unit has
been completed
Submits evidence for assessment Checks the validity and sufficiency of the
assessment evidence with the assessor Reviews opportunity for remedial work . Participates in self and peer assessment
activities where appropriate
Provides advice and support to assessors on
a regular basis, covering all assessors and all
units Advises on the appropriateness of
assessment evidence with regard to level,
sufficiency, authenticity, validity and
consistency Arranges standardisation meetings across
teams and multi-sites Checks the quality of assessment to ensure
that it is consistent, fair and reliable Ensures own assessment decisions are
sampled when teaching on the programme
Checks results of CRA Checks on results of OSCA centre
standardisation
10
Assessment Stage Programme Team The Assessor The Learner The Lead Internal Verifier External Quality Assurance
Process
Decision-making
Co-ordinates arrangements for internal
verification Co-ordinates opportunities for receiving
feedback from the internal verifier
Decides and checks whether evidence is
valid, authentic, consistent and sufficient Records assessment decisions
Decides to improve on evidence provided
following formative assessment decisions Monitors and advises on assessment
decisions by sampling Gives programme team decisions and
feedback on the sampling
Releases or blocks certification If blocks, then allocates Standards Verifier to
arrange postal sampling in negotiation with
Lead Internal Verifier.
Feedback
Ensures assessment plan, assignments and
assessment decisions are scrutinised by the
internal verifier and appropriate action
taken
Actions internal verifier’s advice Gives constructive feedback to the learner Provides guidance for the learner to
enhance assessment achieved on formative
assessment Records the learner’s summative
achievement Reviews progression opportunities with the
learner
Receives assessment recommendations and
feedback from the assessor Appeals if dissatisfied with the assessment
decisions Records summative assessment Plans next steps with the assessor
Ensures appropriate corrective action is
taken where necessary Takes part in the formal stages of any
appeal Advises programme team on any training
needs Provides feedback on aspects of the
assessment system to the programme team,
senior management and Edexcel
Follows up CRA action points reported Follows up Lead IV attendance of compulsory
training and any further support required Gives results of OSCA
Return to contents
11
Welling School
Flow Diagram Showing Planning and Delivery of BTEC role of
LIV, QN and Line Manager Planning and IVing of BTEC
assignments-Course
leader/LIV
IV documentation for
assignments delivered to
QN prior to teaching
Course delivered
Marking of work and
feedback to students
followed by improvement
and final marking
IVing of completed, marked
work. Led by LIV.
IV documentation for
assessment decisions
delivered to QN
Issues with assignments or
paperwork referred back to
LIV by QN and action plan
with deadlines agreed in
conjunction with line
manager.
Deadlines for delivery of IV
for assignments paperwork;
1. End of second week of
Autumn term.
2. Before February half
term
3. July 1st 2012
Issues with assessment
evidence, paperwork,
verification process referred
back to LIV by QN and
action plan with deadlines
agreed in conjunction with
line manager.
Deadlines for delivery of IV
for assessment decisions
paperwork;
1. Before October half
term
2. Before February half
term
3. July 1st 2012
It is the responsibility of all staff to deliver and support the BTEC courses to the highest possible
professional standards.
Issues which arise through the QA of Faculties will trigger a review of the work done in a faculty
area by QN, LIV and Link Manager.
If a member of staff is concerned about any aspects of the delivery or assessment of the BTEC
course they should bring their concerns to the Quality Nominee, link manager for the faculty or to
any other member of SLT. Their concerns will be dealt with according to the approved Whistle
Blowing policy.
This policy will be reviewed every 12 months by the QN.
Review date July 2012 Return to contents
12
Welling School
Registration & Certification Policy
Aim: To register individual learners to the correct programme within agreed timescales. To claim valid learner certificates within agreed timescales. To construct a secure, accurate and accessible audit trail to ensure that individual learner registration and certification claims can be tracked to the certificate which is issued for each learner. In order to do this, the centre will:
• Register each learner within the awarding body requirements. • Provide a mechanism for programme teams to check the accuracy of learner registrations. • Make each learner aware of their registration status. • Inform the awarding body of withdrawals, transfers or changes to learner details. • Ensure that certificate claims are timely and based solely on internally verified assessment records. • Audit certificate claims made to the awarding body. • Audit the certificates received from the awarding body to ensure accuracy and completeness. • Keep all records safely and securely for three years post certification.
All certification data should be submitted to Edexcel by the 1st July. If a faculty is doing this through the Exams Office the information should be with the Exams Office one week before this date.
This policy will be reviewed every 12 months by the QN.
Review date July 2012
Information Manual: This is published by Edexcel each year and provides detailed
information for Exams officers about registration and certification procedures for all Edexcel
programmes: http://www.edexcel.com/iwantto/Pages/info-manual.aspx.
Return to contents
13
Welling School
Assessment Policy
Aim: To ensure that assessment methodology is valid, reliable and does not disadvantage or advantage any group of learners or individuals. To ensure that the assessment procedure is open, fair and free from bias and to national standards. To ensure that there is accurate and detailed recording of assessment decisions. In order to do this, the centre will:
• Ensure that learners are provided with assignments that are fit for purpose, to enable them to produce appropriate evidence for assessment. • Assess learner’s evidence using only the published assessment and grading criteria. • Ensure that assessment decisions are impartial, valid and reliable. • Not limit or ‘cap’ learner achievement if work is submitted late. • Develop assessment procedures that will minimise the opportunity for malpractice. • Maintain accurate and detailed records of assessment decisions. • Maintain a robust and rigorous internal verification procedure. • Annually provide samples for National Standards Sampling as required by the awarding body. • Monitor NSS reports and undertake any remedial action required. • Share good assessment practice between all BTEC programme teams. • Ensure that BTEC assessment methodology and the role of the assessor are understood by all BTEC staff. • Provide resources to ensure that assessment can be performed accurately and appropriately.
This policy will be reviewed every 12 months by the QN.
Review date July 2012
BTEC Programme specifications: These provide guidance on assessment for each BTEC qualification. All staff teaching on BTEC programmes should have access to the relevant specification. They are published on the Edexcel website: http://www.edexcel.com/quals/BTEC/Pages/default.aspx Edexcel BTEC Assessment & Grading Policy: This is Edexcel’s policy on the application of grading criteria when assessing BTEC programmes: http://www.edexcel.com/Policies/Documents/AGAC_18_05_06_Final.pdf
Centre Guide to Assessment: Planning, Design & Delivery: A valuable resource for centres in planning, quality assuring and delivering BTEC programmes. Return to contents
14
Welling School
Internal Verification Policy Aim: To ensure that IV is valid, reliable and covers all assessors and programme activity. To ensure that the IV procedure is open, fair and free from bias. To ensure that there is accurate and detailed recording of IV decisions. In order to do this, the centre will:
• Ensure that all centre assessment instruments are verified as fit for purpose. • Verify an appropriately structured sample of assessor work from all programmes, sites and teams, to ensure centre programmes conform to national standards and NSS requirements. • Plan an annual internal verification schedule, linked to assignment plans. • Define, maintain, and support effective internal verification roles. • Ensure that identified staff will maintain secure records of all internal verification activity. • Brief and train staff of the requirements for current internal verification procedures. • Promote internal verification as a developmental process between staff. • Provide standardised IV documentation • Use the outcome of internal verification to enhance future assessment practice.
This policy will be reviewed every 12 months by the QN. Review date July 2012 BTEC Programme specifications: These provide guidance on assessment for each BTEC qualification. All staff teaching on BTEC programmes should have access to the relevant specification. They are published on the Edexcel website: http://www.edexcel.com/quals/Pages/qual-home.aspx Edexcel BTEC Assessment & Grading Policy: This is Edexcel’s policy on the application of grading criteria when assessing BTEC programmes: http://www.edexcel.com/Policies/Documents/AGAC_18_05_06_Final.pdf Centre Guide to Assessment: Planning, Design & Delivery: A valuable resource for centres in planning, quality assuring and delivering BTEC programmes. Return to contents
15
Welling School
Appeals Policy Aim: To enable the learner to enquire, question or appeal against an assessment decision. To attempt to reach agreement between the learner and the assessor at the earliest opportunity. To standardise and record any appeal to ensure openness and fairness. To facilitate a learner’s ultimate right of appeal to the awarding body, where appropriate. To protect the interests of all learners and the integrity of the qualification. In order to do this, the centre will:
• Inform the learner at induction, of the Appeals Policy and procedure. • Record, track and validate any appeal. • Forward the appeal to the awarding body when a learner considers that a decision continues to disadvantage her/him after the internal appeals process has been exhausted. • Keep appeals records for inspection by the awarding body for a minimum of 18 months. • Have a staged appeals procedure. • Will take appropriate action to protect the interests of other learners and the integrity of the qualification, when the outcome of an appeal questions the validity of other results. • Monitor appeals to inform quality improvement.
This policy will be reviewed every 12 months by the QN. Review date July 2012 BTEC Programme specifications: These provide guidance on assessment for each BTEC qualification. All staff teaching BTEC programmes should have access to the relevant specification. They are published on the Edexcel website: http://www.edexcel.com/quals/Pages/qual-home.aspx Policy on Appeals Concerning BTEC & Edexcel NVQ Qualifications: This is Edexcel’s policy on learner appeals. Please note, this does not apply until internal centre processes have been exhausted: http://www.edexcel.com/Policies/Documents/Appeals_04_07.pdf
Return to contents
16
Welling School Assessment Malpractice Policy
Aim: To identify and minimise the risk of malpractice by staff or learners. To respond to any incident of alleged malpractice promptly and objectively. To standardise and record any investigation of malpractice to ensure openness and fairness. To impose appropriate penalties and/or sanctions on learners or staff where incidents (or attempted incidents) of malpractice are proven. To protect the integrity of this centre and BTEC qualifications. In order to do this, the centre will:
• Seek to avoid potential malpractice by using the induction period and the student handbook to inform learners of the centre’s policy on malpractice and the penalties for attempted and actual incidents of malpractice. • Show learners the appropriate formats to record cited texts and other materials or information sources. • Ask learners to declare that their work is their own. • Ask learners to provide evidence that they have interpreted and synthesised appropriate information and acknowledged any sources used. • Conduct an investigation in a form commensurate with the nature of the malpractice allegation. Such an investigation will be supported by the Head Teacher and all personnel linked to the allegation. It will proceed through the following stages:
1. Investigation by Tutor and LIV 2. Investigation by Head of Faculty/Link Manager 3. Investigation by First Deputy/Head Teacher
• Make the individual fully aware at the earliest opportunity of the nature of the alleged malpractice and of the possible consequences should malpractice be proven. • Give the individual the opportunity to respond to the allegations made. • Inform the individual of the avenues for appealing against any judgment made. • Document all stages of any investigation.
Where malpractice is proven, this centre will apply the following penalties / sanctions: 1. Repeat work involved 2. Remark of previous units with regard to investigating previous malpractice 3. Repeat of all work/removal from course Definition of malpractice by learners
This list is not exhaustive and other instances of malpractice may be considered by this centre at its discretion:
• Plagiarism of any nature. • Collusion by working collaboratively with other learners to produce work that is submitted as individual learner work. • Copying (including the use of ICT to aid copying).
17
• Deliberate destruction of another’s work. • Fabrication of results or evidence. • False declaration of authenticity in relation to the contents of a portfolio or coursework. • Impersonation by pretending to be someone else in order to produce the work for another or arranging for another to take one’s place in an assessment/examination/test.
Definition of malpractice by centre staff This list is not exhaustive and other instances of malpractice may be considered by this centre at its discretion:
• Improper assistance to candidates. • Inventing or changing marks for internally assessed work (coursework or portfolio evidence) where there is insufficient evidence of the candidates’ achievement to justify the marks given or assessment decisions made. • Failure to keep candidate coursework/portfolios of evidence secure. • Fraudulent claims for certificates. • Inappropriate retention of certificates. • Assisting learners in the production of work for assessment, where the support has the potential to influence the outcomes of assessment, for example where the assistance involves centre staff producing work for the learner. • Producing falsified witness statements, for example for evidence the learner has not generated. • Allowing evidence, which is known by the staff member not to be the learner’s own, to be included in a learner’s assignment/task/portfolio/coursework. • Facilitating and allowing impersonation. • Misusing the conditions for special learner requirements, for example where learners are permitted support, such as an amanuensis, this is permissible up to the point where the support has the potential to influence the outcome of the assessment. • Falsifying records/certificates, for example by alteration, substitution, or by fraud. • Fraudulent certificate claims, that is claiming for a certificate prior to the learner completing all the requirements of assessment.
This policy will be reviewed every 12 months by the QN. Review date July 2012 Edexcel BTEC Assessment Malpractice Policy: This is Edexcel’s policy on assessment malpractice relating to BTEC programmes: http://www.edexcel.com/iwantto/I%20want%20to%20%20Tasks/Suspected%20Malpractice.pdf
Return to contents
18
Induction of Students on to BTEC Courses Policy
“Effective induction on vocational learning programmes boosts learners’ confidence, gives
them a sense of shared identity and purpose and allows them to understand the
requirements of the course. Combined with good initial assessments, it also allows early
targeting of additional support for learners where this might be necessary.”
The Annual Report of Her Majesty’s Chief Inspector of
Education, Children’s Services and Skills 2009/10
Induction of students onto BTEC courses is an essential part of the Vocational experience for
students.
Every student should have an induction session which covers;
Expectations of Students and Staff
The Level and Title of the Qualification
The Appeals and Malpractice Policy
Referencing of Work
A record of the student’s induction, when it happened and signed by the student should be
kept within the Faculty.
This policy will be reviewed every 12 months by the QN. Review date July 2012 Return to contents
19
Quality Assurance of BTEC Lessons Policy
There is an acceptance the good Vocational lessons should look and feel different to good
“academic” lessons. These differences may relate to;
Teacher as facilitator rather than teacher
Students engaged independently or in small groups around a specific theme or
concept.
Students may not be engaged in the same type of work or the same topic.
Students taking responsibility for their own organisation.
Activities with a Vocational Scenario
An element of careers education where specialists advise on potential careers
leading on from the course.
Students should build up a portfolio of evidence (not necessarily in one format).
Shared success criteria, at each level (Pass, Merit, Distinction and Distinction*) for
students, which students are aware of, before attempting assignments. Students
should be receiving feedback against these criteria to ensure they are able to achieve
them.
When studying practical skills students should be able to talk about the skills they
are learning and demonstrate them.
Students working at their own pace and differentiating their own level of work.
Students setting their own challenges.
Emphasis on trial and error (discovering things on their own).
A focus on Health and Safety within the work.
Recognition of prior learning or evidence already provided.
Other good aspects of learning should be as seen in all lessons according to the QA for
Curriculum Leaders Handbook. Quality of Learning and Teaching will be assessed as part of
the published QA timetable on the school calendar.
This policy will be reviewed every 12 months by the QN. Review date July 2012 Return to contents
20
Welling School
LIV Time Policy
Aim: To ensure that LIV’s have the time to complete the IV process fully and accurately. To ensure that IV paperwork is returned to the QN on time and accurately completed. In order to do this, the centre will:
Ensure that the registered LIV for a PSA is given time according to the number of students with that PSA.
The time is properly booked and arranged to cause the minimum inconvenience to the running of the school and avoid disruption of learning.
LIV’s are permitted time according to the table below;
LIV Group Number of Students with PSA Time allocated to LIV work
1 400+ 1 day x 3
2 101-400 1 day x 2 (+ 2hours x 2)
3 51-100 1 day x2
4 0-50 2 hours x2
The time must be taken according to the system outlined below and may only be used for
the completion of the LIV process and the completion of IV paperwork. It may not be used
for any other purpose.
LIV Group 1
Two of the days must be booked at the start of the year and written into the calendar with
Celia Clark. The third day may be taken in hours across the year but must be booked at least
7 days in advance by completion of the LIV Cover Request Form (see Appendix 15).
LIV Group 2
Two of the days must be booked at the start of the year and written into the calendar with
Celia Clark. The remaining four hours may be taken across the year but must be booked at
least 7 days in advance by completion of the LIV Cover Request Form (see Appendix 15).
LIV Group 3
One day must be booked at the start of the year and written into the calendar with Celia
Clark. The remaining day may be taken in hours across the year but must be booked at least
7 days in advance by completion of the LIV Cover Request Form (see Appendix 15).
LIV Group 4
Two hours must be booked at the start of the year and written into the calendar with Celia
Clark. The remaining two hours may be taken across the year but must be booked at least 7
days in advance by completion of the LIV Cover Request Form (see Appendix 15).
This policy will be reviewed every 12 months by the QN.
Review date July 2012 Return to contents
21
Flow Diagram Showing Preparation of BTEC
Student Handbooks
Template for Handbook
from BTEC folder on the
t-drive.
Handbook completed and
sent to QN for feedback
LIV acts on feedback to
review Handbook
Final copy to QN
Feedback form filled in by
QN and returned to
Faculty for amendments.
QN to check handbook
and send to IT Network
Support for conversion to
PDF and posting on
Website.
Deadline for First Draft of
handbook;
1st day of Autumn Term
Deadline for posting on
Website;
2 weeks into Autumn
Term
The Student Handbook is an important document used to outline expectations and support
available for students and it should contain the list of items outlined on Page 5 of this
Handbook. It should be updated every 12 months for new cohorts of students joining a
course and students should be made aware of its’ contents during the induction session at
the start of the course. The handbook will generally be posted on the Welling School website
as early in the academic year as possible. We will not, as a matter of course, print off the
Student Handbooks.
This policy will be reviewed every 12 months by the QN.
Review date July 2012
Return to contents
22
Assessment Planning and Recording Overview
Include vocational and
work experience
opportunities where this is
recommended within
qualification specifications
To enable the
learner to
generate ideas
To enable
relevant
assessment that
reflects the
working
environment
To enable
internal
verification and
maintenance of
internal quality
assurance records
Track learner progress and
record what the learner has
achieved and what still has to
be done
To ensure unit
coverage and
recording final
achievement
ASSESSM
EN
T
Prepare assessment
tracking to record ALL
assessment activities for
the qualification on a unit
by unit basis
To motivate
learners and
provide learning
targets and goals
To provide
opportunities
for specific
feedback
To enable a
holistic
approach
Plan a timetable of
assessment activities,
identifying assessment
criteria & target
completion dates. Include
IV prior to assessment
issue and IV on assessment
decisions
To organise and
sequence the
unit delivery
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23
Appendices
24
Appendix 1
INTERNAL VERIFICATION – ASSESSMENT DECISIONS Award
Assessor
Unit(s)
Assignment title:
Learner’s name:
Learning Outcomes listed
Which criteria has the assessor awarded?
Pass Merit Distinction
Do the criteria awarded match those targeted by the assignment brief?
Y/N* Details
Has the work been assessed accurately?
Y/N* Details
Is the feedback to the learner:
Constructive
Linked to relevant grading criteria
Identifies opportunities for improved performance
Agrees actions
Y/N* Details
Does the grading decision need amending?
Y/N* Details
Remedial action taken:
Internal Verifier Date
Lead Internal Verifier
Confirm Action completed
Assessor signature
Internal verifier signature
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25
Appendix 2
INTERNAL VERIFICATION – ASSIGNMENT BRIEFS
Award
Unit
Assessor
INTERNAL VERIFIER CHECKLIST
Comments
Are accurate programme details shown?
Y/N*
Are accurate unit details shown?
Y/N*
Are clear deadlines for assessment given?
Y/N*
Is this assignment for whole or part of a unit?
W/P
Are Learning Outcomes and Assessment Criteria to be addressed listed?
Y/N*
Does each task show which criteria are being addressed?
Y/N*
Are these criteria actually addressed by the tasks?
Y/N*
Is it clear what evidence the learner needs to generate?
Y/N*
Are the activities appropriate?
Y/N*
Is there a scenario or vocational context?
Y/N*
Is the language and presentation appropriate?
Y/N*
Is the timescale for the assignment appropriate?
Y/N*
Overall is the assignment fit for purpose?
Y/N*
* If “No” is recorded and the Internal Verifier recommends remedial action before the brief is issued, the Assessor and the Internal Verifier should confirm that the action has been undertaken
Internal Verifier
Date
Lead Internal Verifier
Date
26
Action required: Action taken
Assessor
Signature
Date
Internal Verifier
Signature
Date
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27
Appendix 3
Lead Internal Verifiers and Subjects
Subject LIV
Vocational Curriculum
Land and Construction Level 1 Pam Cameron
Jamie Oliver Food Level 1 Carl Holdaway
Travel and Tourism Level 1 Halicon Virgo
Art and Design Level 1 and 2 Charlotte Hastings
Money and Finance Level 1 Jackie Doyle
Personal and Social Development Level 1 Sandra Thomas
Work Skills Level 1 Sandra Thomas
Whole School
Creative Media Production Level 2 and 3 Leanne Whittaker
Applied Science Level 2 and Applied and Forensic Science Level 3
Stewart Dudgeon
BTEC Sports Studies Level 2 and 3 James Brown
Music (Performance) Level 3, Music Technology (Production) Level 3, Music Level 2
Morag Warren/Alan Southgate
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28
Appendix 4 Tracking Template
Qualification:
Assignment name:
Unit name: Unit name:
Tutor name: Tutor name:
P1
P2
P3
P4
M1
M2
M3
M4
D1
D2
D3
D4
P1
P2
P3
P4
M1
M2
M3
M4
D1
D2
D3
D4
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29
Appendix 5 Assignment brief
Qualification
Unit number and title
Start date
Deadline
Assessor name
Assignment title
The purpose of this assignment is to:
Scenario
Task 1
Task 2
Task 3
Sources of information
This brief has been verified as being fit for purpose
Assessor
Signature Date
Internal verifier
Signature Date
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30
Appendix 6 Assignment front sheet
Learner name Assessor name
Date issued Completion date Submitted on
Qualification Unit number and title
Assignment title
In this assessment you will have opportunities to provide evidence against the following criteria. Indicate the page numbers where the evidence can be found.
Criteria reference
To achieve the criteria the evidence must show that the student is able to:
Task no.
Evidence
Learner declaration
I certify that the work submitted for this assignment is my own and research sources are fully acknowledged. Learner signature: Date:
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31
Appendix 7 Observation record
Learner name
Qualification
Unit number and title
Assignment
Description of activity undertaken (please be as specific as possible)
Assessment and grading criteria
How the activity meets the requirements of the assessment and grading criteria
Assessor signature
Date
Assessor name
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32
Appendix 8 Witness statement
Learner name
Qualification
Unit number and title
Assignment
Description of activity undertaken (please be as specific as possible)
Assessment and grading criteria
How the activity meets the requirements of the assessment and grading criteria, including how and where the activity took place
Witness name
Job role
Witness signature
Date
Assessor name
Assessor signature
Date
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33
Appendix 9 Assessor's comments
Qualification Assessor name
Unit number and title
Learner name
Assignment title
Grading criteria Achieved?
Learner feedback
Assessor feedback
Action plan
Assessor signature
Date
Learner signature
Date
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34
Appendix 10 Sharing Good Practice Programme
It is the aim that the BTEC program at Welling School will take the opportunity to share good practice and experience from our previous work. To that end the following will take place in 2011-2012.
1. BTEC/Vocational learning will form a discrete part of the whole school QA process. 2. LIV’s will be paired/buddied up to share good practice particularly in the areas of
a. Assignment writing and IVing of assignments b. Assessing students work and IVing of assessment decisions c. Systems/Use of EDEXCEL Website for Certification d. Quality of Teaching/Outcomes/Assessment e. Specific issues where support may be needed or offered.
Timetable and Program for Sharing Good Practice
Term Pairs
Autumn PCN- HVO
STS- CHS
SDN- ASE/MWN
JBN -LWR
Spring ASE/MWN - HVO
LWR- CHS
SDN- PCN
JBN - STS
Summer CHS - HVO
STS- PCN
SDN- JBN
ASE/MWN -LWR
Sharing good practice should take no longer than one and a half hours per term. This can be split into whatever convenient time blocks suits you. A report should be written and returned to the QN by the end of each term. The proforma is below. The focus of the meeting should be agreed before it takes place.
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35
Appendix 11 Sharing Good Practice Form
Name of LIV’s:
Focus of SGP
Expected outcomes
Report on Outcomes
Signed by LIV’s LIV 1 ___________________________ LIV 2 ___________________________
Date
Signed by QN Date Received
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36
Appendix 12
Student Induction Record
Name of Faculty
BTEC Title and Level LIV
I confirm that I have completed an induction session on the BTEC course and have been told
about;
Expectations of Students and Staff
The Level and Title of the Qualification
The Appeals and Malpractice Policy
Referencing of Work
Name Signature Date
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37
Appendix 13 Calendar
Reporting Schedule CPD Events & PMR Cycle Quality Assurance Term/Week Week 1-1
INSET DAY 1 Mon 5-Sep
INSET DAY 2 Tue 6-Sep
Wed 7-Sep
Thu 8-Sep
Fri 9-Sep
Week 1-2
Mon 12-Sep
PMR Training Tue 13-Sep
Wed 14-Sep
Thu 15-Sep
Fri 16-Sep
Week 1-3
PMR Lesson and Tutor Observations Commence
Mon 19-Sep
Training Tuesday - Aspiring Senior
Leader Training Tue 20-Sep
Wed 21-Sep
Thu 22-Sep
Fri 23-Sep
Week 1-4
PMR Interviews Begin HoF CPD Proposal
Interviews Commence Mon 26-Sep
Training Tuesday - BTEC LIV
Training/Meeting
Tue 27-Sep
Wed 28-Sep
Thu 29-Sep
Fri 30-Sep
Sat 1-Oct
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38
Reporting Schedule CPD Events & PMR Cycle Quality Assurance Term/Week
Week 1-5
Mon 3-Oct
Training Tues - Preparation for
academic tutoring day Tue 4-Oct
Wed 5-Oct
Thu 6-Oct
Fri 7-Oct
Week 1-6
Mon 10-Oct
Aspiring Middle Leader Training and
Coaching Training @ Kemnal Tue 11-Oct
Progress Review Data Enty 7, 8, 9, 10, 12. Written
Reports 11 & 13
Wed 12-Oct
Thu 13-Oct
PMR Round 1 - Deadline Fri 14-Oct
Vocational QA Focus Week 1-7
Mon 17-Oct
Training Tues - Aspiring AST Training Tue 18-Oct
Progress Review Data Enty D/L 7, 8, 9, 10, 12. Written
Reports 11 & 13 CPD Learning Breakfast Wed 19-Oct
Thu 20-Oct
Fri 21-Oct
Week 1-8
Mon 31-Oct
Training Tues - Wellbeing (See
Programme) Tue 1-Nov
TWILIGHT - Whole
School Work Scrutiny Wed 2-Nov
Thu 3-Nov
Fri 4-Nov
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39
Reporting Schedule CPD Events and PMR QA Date
Week 1-9
Mon 7-Nov
STAFF VOICE OPEN SURGERY and Coaching Training @ Kemnal
Tue 8-Nov
Wed 9-Nov
Thu 10-Nov
Fri 11-Nov
Week 1-10
Mon 14-Nov
Training Tuesday - Aspiring Senior
Leader Training Tue 15-Nov
Wed 16-Nov
Thu 17-Nov
Fri 18-Nov
Week 1-11
Mon 21-Nov
No Training (Consultation Eve) Tue 22-Nov
Wed 23-Nov
Thu 24-Nov
Fri 25-Nov
Week 1-12
Mon 28-Nov
Aspiring Middle Leader Training Tue 29-Nov
CPD Learning Breakfast Wed 30-Nov
Thu 1-Dec
Fri 2-Dec
Week 1-13
HOF QA Meetings with
SLT Line Manager Commence
Mon 5-Dec
Training Tues - Aspiring Subject
Leader Training (1)
Tue 6-Dec
Progress Review Data Enty 7, 8, 9, 11, 12,13. Written
Reports 10 Wed 7-Dec
Thu 8-Dec
Fri 9-Dec
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40
Reporting Schedule CPD Events & PMR Cycle QA Date
Week 1-14
Mon 12-Dec
Training Tues - Aspiring AST Training Tue 13-Dec
Progress Review Data Enty D/L 7, 8, 9, 11, 12,13. Written Reports 10
Wed 14-Dec
Thu 15-Dec
INSET Day 3 Fri 16-Dec
Christmas
Week 2-1
Mon 2-Jan
Training Tuesday - Aspiring Senior
Leader Training Tue 3-Jan
Wed 4-Jan
Thu 5-Jan
Fri 6-Jan
Vocational QA Focus Week 2-2
Mon 9-Jan
Training Tues - BTEC LIV
Training/Meeting and Coaching Training @ Kemnal
Tue 10-Jan
Year 11 Mock Exam Data Collection D/L
Wed 11-Jan
Thu 12-Jan
HOF QA Meetings with
SLT Line Manager Feedback D/L
Fri 13-Jan
Week 2-3
Mon 16-Jan
Training Tues - Aspiring Subject
Leader Training (2) Tue 17-Jan
Wed 18-Jan
Thu 19-Jan
Fri 20-Jan
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41
Reporting Schedule CPD Events & PMR Cycle QA Date
Week 2-4
Mon 23-Jan
Training Tues - Aspiring AST Training Tue 24-Jan
Wed 25-Jan
Thu 26-Jan
Fri 27-Jan
Week 2-5
Mon 30-Jan
Aspiring Middle Leader Training Tue 31-Jan
Progress Review Data Enty 7, 8, 10, 11, 12,13. Written
Reports 9 Wed 1-Feb
CPD Learning Breakfast Thu 2-Feb
Fri 3-Feb
Week 2-6
Mon 6-Feb
STAFF VOICE OPEN SURGERY and Coaching Training @ Kemnal
Tue 7-Feb
Progress Review Data Enty D/L 7, 8, 10, 11, 12,13.
Written Reports 9 Wed 8-Feb
Thu 9-Feb
Fri 10-Feb
Week 2-7
Read, Write, Inc - Literacy Training 20th and 21st Feb
2011 Mon 20-Feb
Training Tues - Wellbeing (See
Programme) Tue 21-Feb
Wed 22-Feb
Thu 23-Feb
Fri 24-Feb
QA Focus - KS4 Week 2-8
Mon 27-Feb
PMR Training Tue 28-Feb
Wed 29 Feb
Thur 1-Mar
Fri 2-Mar
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42
Reporting Schedule CPD Events & PMR Cycle QA Date
Week 2-9
PMR Round 2 Interviews Start Mon 5-Mar
Aspiring Middle Leader Training Tue 6-Mar
Wed 7-Mar
Thu 8-Mar
Fri 9-Mar
Week 2-10
Mon 12-Mar
Training Tuesday - Aspiring Senior
Leader Training Tue 13-Mar
TWILIGHT - Whole
School Work Scrutiny Wed 14-Mar
Thu 15-Mar
Fri 16-Mar
Week 2-11
HOF QA Meetings with
SLT Line Manager Commence
Mon 19-Mar
Training Tues - Aspiring AST Training Tue 20-Mar
Progress Review Data Enty 7, 9, 10, 11, 13. Written
Reports 12 Learning Breakfast Wed 21-Mar
Thu 22-Mar
Fri 23-Mar
Vocational QA Focus Week 2-12
Mon 26-Mar
STAFF VOICE OPEN SURGERY Tue 27-Mar
Progress Review Data Enty D/L 7, 9, 10, 11, 13. Written
Reports 12 Wed 28-Mar
Thu 29-Mar
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43
Reporting Schedule CPD Events & PMR Cycle QA Date
Week 3-1
PMR Deadline - Round 2 Mon 16-Apr
Training Tues - Wellbeing (See
Programme) Tue 17-Apr
Wed 18-Apr
Thu 19-Apr
Fri 20-Apr
Week 3-2
Mon 23-Apr
Training Tues - BTEC LIV
Training/Meeting Tue 24-Apr
Wed 25-Apr
Thu 26-Apr
HOF QA Meetings with
SLT Line Manager Feedback D/L
Fri 27-Apr
Week 3-3
Mon 30-Apr
Aspiring Middle Leader Training Tue 1-May
Wed 2-May
Thu 3-May
Fri 4-May
Week 3-4
Training Tuesday - Aspiring Subject
Leader Training (3) Tue 8-May
Wed 9-May
Thu 10-May
Fri 11-May
Week 3-5
Mon 14-May
Training Tuesday - Aspiring Senior
Leader Training Tue 15-May
Wed 16-May
CPD Learning Breakfast Thu 17-May
Fri 18-May
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44
Reporting Schedule CPD Events & PMR Cycle QA Date
Week 3-6
Mon 21-May
STAFF VOICE OPEN SURGERY Tue 22-May
Progress Review Data Enty 7, 9, 10, 11, 12, 13. Written
Reports 8 Wed 23-May
Thu 24-May
Fri 25-May
Week 3-7
Mon 28-May
Training Tuesday - Aspiring AST
Training Tue 29-May
Progress Review Data Enty D/L 7, 9, 10, 11, 12, 13.
Written Reports 8 Wed 30-May
Thu 31-May
Fri 1-Jun
Half term
Week 3-8
Mon 11-Jun
Training Tues - Aspiring Middle
Leader Training Tue 12-Jun
CPD Learning Breakfast Wed 13-Jun
Thu 14-Jun
Fri 15-Jun
Vocational QA Focus Week 3-9
Mon 18-Jun
Training Tuesday - Aspiring Senior
Leader Training Tue 19-Jun
Wed 20-Jun
Thu 21-Jun
Deadline for Submission of Data for BTEC certification to Exams Office
Fri 22-Jun
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Reporting Schedule CPD Events & PMR Cycle QA Date
Week 3-10
Mon 25-Jun
Training Tues - BTEC LIV Training/
Meeting Tue 26-Jun
Wed 27-Jun
Thu 28-Jun
Deadline for Input of Data for BTEC certification to Edxecel/INSET Day
Fri 29-Jun
Week 3-11
HOF QA Meetings with
SLT Line Manager Commence
Mon 2-Jul
Training Tuesday - Aspiring AST
Training
Tue 3-Jul
Progress Review Data Enty 8, 9, 10,12, . Written
Reports 7 Wed 4-Jul
Thu 5-Jul
Fri 6-Jul
Week 3-12
Mon 9-Jul
No Training Tuesday - Prize
Evening Tue 10-Jul
Progress Review Data Enty D/L 8, 9, 10,12, . Written
Reports 7 Wed 11-Jul
Thu 12-Jul
CPD IMPACT
EVALUATION DEADLINE Fri 13-Jul
Week 3-13
Mon 16-Jul
CPD Celebration and Recognition
of Achievement Event
Tue 17-Jul
Wed 18-Jul
Thu 19-Jul
HOF QA Meetings with
SLT Line Manager Feedback D/L
Fri 20-Jul
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Appendix 14 Key Dates
Event Dates
Deadlines for delivery of IV of assignments paperwork
1. End of second week of Autumn term.
2. Before February half term 3. July 1st 2012
Deadlines for delivery of IV for assessment
decisions paperwork
1. Before October half term 2. Before February half term 3. July 1st 2012
Deadline for First Draft of Subject Handbooks 1. 1st day of Autumn Term
Deadline for posting Subject Handbooks on
Website
1. 2 weeks into Autumn
LIV meetings 27th September, 10th January, 24th April, 26th June
Vocational and BTEC QA Weeks beginning 17th October, 16th January, 26th March, 18th June
Deadline for Submission of Data for BTEC certification to Exams Office
Friday 22nd June
Deadline for Input of Data for BTEC certification to Edxecel/INSET Day
Friday 29th June
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47
Appendix 15
LIV Cover Request Form
Name
PSA
Date Requested
Amount of time requested
Signed by Line Manager
Date
Signed by QN
Date
Signed by Celia Clark
Date
This form needs to be completed at least 7 days in advance of the requested date and must
be signed by Line Managers, Quality Nominee and finally handed to Celia Clarke for final
approval.
The date will not be granted if Celia Clark decides the date selected is too busy.
LIV Cover Request Form
Name
PSA
Date Requested
Amount of time requested
Signed by Line Manager
Date
Signed by QN
Date
Signed by Celia Clark
Date
This form needs to be completed at least 7 days in advance of the requested date and must
be signed by Line Managers, Quality Nominee and finally handed to Celia Clarke for final
approval.
The date will not be granted if Celia Clark decides the date selected is too busy.
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