BTEC First Award in Application of Science - specification - Edexcel

Welcome to your BTEC First 2012 specification
For more than 25 years, BTECs have earned their reputation as well-established,
enduringly effective qualifications. They have a proven track record in improving
motivation and achievement among young learners. Additionally, BTECs provide
progression routes to the next stage of education or into employment.
BTECs are evolving
Informed by recent policy developments, including the Review of Vocational
Education – The Wolf Report (March 2011), we have designed this new suite of
BTEC Firsts to:
● ensure high quality and rigorous standards
● conform to quality criteria for non-GCSE qualifications
● be fit for purpose for learners, pre- or post-16, in schools and in colleges.
We conducted in-depth, independent consultations with schools, colleges, higher
education, employers, the Association of Colleges and other professional
organisations. This new suite builds on the qualities – such as a clear vocational
context for learning and teacher-led assessment based on centre-devised
assignments – that you told us make BTECs so effective and engaging.
This new suite introduces features to meet the needs of educators, employers and
the external environment. They are fully aligned with requirements for progression –
to further study at level 3, into an apprenticeship or into the workplace. We believe
these features will make BTEC even stronger and more highly valued.
What are the key principles of the new suite of BTEC Firsts?
To support young people to succeed and progress in their education, we have drawn
on our consultations with you and embedded some key design principles into the new
BTEC Firsts.
1 Standards: a common core and external assessment
Each new Level 2 BTEC First Award has an essential core of knowledge and applied
skills. We have introduced external assessment appropriate to the sector. This
provides independent evidence of learning and progression alongside the
predominantly portfolio-based assessment.
2 Quality: a robust quality-assurance model
Building on strong foundations, we have further developed our quality-assurance
model to ensure robust support for learners, centres and assessors.
We will make sure that:
● every BTEC learner’s work is independently scrutinised through the external
assessment process
● every BTEC assessor will take part in a sampling and quality review during the
teaching cycle
● we visit each BTEC centre every year to review and support your quality processes.
We believe this combination of rigour, dialogue and support will underpin the validity
of the teacher-led assessment and the learner-centric approach that lie at the heart
of BTEC learning.