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BTEC Welling Handbook 2011-2012

BTEC Welling Handbook 2011-2012

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BTEC at Welling School Handbook 2011-2012

Pride in Excellence

Pages
3 4 5 6 8 9-10 11 12 13 14 15 16-17 18 19 20 21 22 24 25-25 27 28 29 30 31 32 33 34 35 36 37 46 47

Contents
Introduction Relationships between Welling School BTEC Documents Overview of Year Programme Planning Planning Assignments Overview Roles within BTEC Overview of Roles and Responsibilities Flow diagram showing planning and Delivery Role of LIV, QN and Line Managers Registration & Certification Policy Assessment Policy Internal Verification Policy Appeals Policy Assessment Malpractice Policy Student Induction Quality Assurance of BTEC Lessons LIV Time Policy Flow Diagram Showing Preparation of BTEC Student Handbooks Assessment Planning and Recording Overview Appendices Appendix 1 IV Assessment Decisions Document Appendix 2 IV Assignment Briefs Document Appendix 3 Lead IV’s and subjects Appendix 4 Tracking Template Appendix 5 Assignment Brief Template Appendix 6 Assignment Front Sheet Template Appendix 7 Observation Records Template Appendix 8 Witness Statement Template Appendix 9 Assessors Comments Template Appendix 10 Sharing Good Practice Programme Appendix 11 Sharing Good Practice Form Appendix 12 Student Induction Record Template
Appendix 13 Calendar Appendix 14 Key dates Appendix 15 Cover Request Form

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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.
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Relationships between Welling School BTEC Documents All documents relating to school wide policies relating to BTEC courses should be in the Centre Handbook
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 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

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

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

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Overview of Year Programme Planning
Appoint Lead Internal Verifier Plan internal verification activities for assignments and assessment decisions

 Read specifications  Plan timetable  Develop and write assignments  Review deadlines  Register learners

Provide learners with the underpinning knowledge and prepare them for the assessments prior to issue to learners Record feedback and track learners’ progress

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

PLANNING

Provide the learners with summative feedback and final achievement for unit

Make on line certificate claims or complete Student Report Forms (SRFs)

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.

Learner achievement and certification

If National Standards are met, certification will be RELEASED. If National Standards not met a resample will be required.

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Overview of Planning Assignments
Cross-reference to content to ensure tasks allow learners to provide sufficient evidence

Check the focus against the learning outcomes

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

Check the tasks reinforce the teaching and learning strategies Ensure that the assessment activity is fit for purpose and consistently uses methods appropriate to the level of the unit

PLANNING

Develop the assessment activity so that it can be mapped against the specific criteria selected, using tasks to cover the demands of the assessment

Consider the forms of evidence to be produced by the learners Check the learners have opportunities to meet the targeted assessment criteria

Write the assignment for the learners mapping the tasks against the specific criteria selected

Check for and record assessment opportunities across units as formative or summative

Map the assessment against the programme plan for unit achievement and coverage

Produce the final version of the assessment activity

Check the learners can take responsibility for their own learning and, if appropriate could involve peer or self assessment

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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. 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.

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Overview of Roles and Responsibilities
External Quality Assurance Process (this only happens if previous internal procedures have failed)
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

Assessment Stage

Programme Team
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 Ensures timescales are met

The Assessor
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

The Learner
Manages and organises own time to prepare evidence to meet the assessment plan

The Lead Internal Verifier
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

Planning

Implementing

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. 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

Compulsory training implemented CRA carried out Tracks Centre Lead IV attendance at training event. Tracks Centre Lead IV has completed OSCA

Ensures consistency of assessment judgements through standardisation meetings

Internal Verifying

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

Checks results of CRA Checks on results of OSCA centre standardisation

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Assessment Stage

Programme Team
Co-ordinates arrangements for internal verification Co-ordinates opportunities for receiving feedback from the internal verifier Ensures assessment plan, assignments and assessment decisions are scrutinised by the internal verifier and appropriate action taken

The Assessor
Decides and checks whether evidence is valid, authentic, consistent and sufficient Records assessment decisions

The Learner
Decides to improve on evidence provided following formative assessment decisions

The Lead Internal Verifier
Monitors and advises on assessment decisions by sampling Gives programme team decisions and feedback on the sampling 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

External Quality Assurance Process
Releases or blocks certification If blocks, then allocates Standards Verifier to arrange postal sampling in negotiation with Lead Internal Verifier. Follows up CRA action points reported Follows up Lead IV attendance of compulsory training and any further support required Gives results of OSCA

Decision-making

Feedback

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

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Welling School

Planning and IVing of BTEC assignments-Course leader/LIV

Flow Diagram Showing Planning and Delivery of BTEC role of LIV, QN and Line Manager
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

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. Deadlines for delivery of IV for assessment decisions paperwork; 1. Before October half term 2. Before February half term 3. July 1st 2012

IV documentation for assessment decisions delivered to QN

Issues with assessment evidence, paperwork, verification process referred back to LIV by QN and action plan with deadlines agreed in conjunction with line manager.

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 11

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 1 st 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.

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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.
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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.

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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

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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).
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• 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

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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

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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
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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 1 2 3 4 Number of Students with PSA 400+ 101-400 51-100 0-50 Time allocated to LIV work 1 day x 3 1 day x 2 (+ 2hours x 2) 1 day x2 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

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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

Feedback form filled in by QN and returned to Faculty for amendments.

Deadline for First Draft of handbook; 1st day of Autumn Term

LIV acts on feedback to review Handbook

Final copy to QN

QN to check handbook and send to IT Network Support for conversion to PDF and posting on Website.

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
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Assessment Planning and Recording Overview

To organise and sequence the unit delivery

Plan a timetable of assessment activities, identifying assessment criteria & target completion dates. Include IV prior to assessment issue and IV on assessment decisions

To enable a holistic approach

To motivate learners and provide learning targets and goals

Prepare assessment tracking to record ALL assessment activities for the qualification on a unit by unit basis

To provide opportunities for specific feedback

ASSESSMENT

To enable the learner to generate ideas

Include vocational and work experience opportunities where this is recommended within qualification specifications

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

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Appendices

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Appendix 1 INTERNAL VERIFICATION – ASSESSMENT DECISIONS
Award Unit(s) Assignment title: Learner’s name: Learning Outcomes listed Which criteria has the assessor awarded? Do the criteria awarded match those targeted by the assignment brief? Assessor

Pass

Merit

Distinction

Y/N*
Details

Has the work been assessed accurately? Is the feedback to the learner:  Constructive  Linked to relevant grading criteria  Identifies opportunities for improved performance  Agrees actions Does the grading decision need amending? Remedial action taken:

Y/N*
Details

Y/N*
Details

Y/N*
Details

Internal Verifier Lead Internal Verifier Confirm Action completed Assessor signature Internal verifier signature Return to contents

Date

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Appendix 2 INTERNAL VERIFICATION – ASSIGNMENT BRIEFS
Award Unit Assessor

INTERNAL VERIFIER CHECKLIST Are accurate programme details shown? Are accurate unit details shown? Are clear deadlines for assessment given? Is this assignment for whole or part of a unit? Are Learning Outcomes and Assessment Criteria to be addressed listed? Does each task show which criteria are being addressed? Are these criteria actually addressed by the tasks? Is it clear what evidence the learner needs to generate? Are the activities appropriate? Is there a scenario or vocational context? Is the language and presentation appropriate? Is the timescale for the assignment appropriate? Overall is the assignment fit for purpose? Y/N* Y/N* Y/N* W/P Y/N* Y/N* Y/N* Y/N* Y/N* Y/N* Y/N* Y/N* Y/N*

Comments

* 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 Lead Internal Verifier

Date Date

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Action required:

Action taken

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Appendix 3 Lead Internal Verifiers and Subjects Subject Vocational Curriculum Land and Construction Level 1 Jamie Oliver Food Level 1 Travel and Tourism Level 1 Art and Design Level 1 and 2 Money and Finance Level 1 Personal and Social Development Level 1 Work Skills Level 1 Whole School Creative Media Production Level 2 and 3 Applied Science Level 2 and Applied and Forensic Science Level 3 BTEC Sports Studies Level 2 and 3 Music (Performance) Level 3, Music Technology (Production) Level 3, Music Level 2 LIV Pam Cameron Carl Holdaway Halicon Virgo Charlotte Hastings Jackie Doyle Sandra Thomas Sandra Thomas Leanne Whittaker Stewart Dudgeon James Brown Morag Warren/Alan Southgate

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Appendix 4 Tracking Template Qualification: Unit name: Assignment name: Tutor name: M1 M2 M3 M4 D1 D2 D3 D4 P1 P2 P3 P4 Unit name: Tutor name: M1 M2 M3 M4 D1 D2 D3 D4
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P1

P2

P3

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P4

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 Internal verifier Signature
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Date

Date

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Appendix 6 Assignment front sheet Learner name Assessor name

Date issued

Completion date

Submitted on

Qualification

Unit number and title

Assignment title assessment you will have opportunities to provide evidence against the following In this criteria. Indicate the page numbers where the evidence can be found. Criteria To achieve the criteria the evidence must show that reference 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:
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Date:

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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 Assessor name
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Date

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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 Witness signature Assessor name Assessor signature Return to contents

Job role Date

Date

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Appendix 9 Assessor's comments Qualification Unit number and title Assignment title Assessor name Learner name

Grading criteria

Achieved?

Learner feedback

Assessor feedback

Action plan

Assessor signature Learner signature
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Date

Date

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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 Autumn Pairs PCN- HVO STS- CHS SDN- ASE/MWN JBN -LWR ASE/MWN - HVO LWR- CHS SDN- PCN JBN - STS CHS - HVO STS- PCN SDN- JBN ASE/MWN -LWR

Spring

Summer

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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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 ___________________________ Signed by QN

Date

Date Received

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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;     Name Expectations of Students and Staff The Level and Title of the Qualification The Appeals and Malpractice Policy Referencing of Work Signature Date

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Appendix 13 Calendar
Reporting Schedule CPD Events & PMR Cycle
INSET DAY 1 INSET DAY 2

Quality Assurance

Term/Week Week 1-1
Mon Tue Wed Thu Fri 5-Sep 6-Sep 7-Sep 8-Sep 9-Sep Week 1-2 Mon 12-Sep 13-Sep 14-Sep 15-Sep 16-Sep Week 1-3

PMR Training

Tue Wed Thu Fri

PMR Lesson and Tutor Observations Commence Training Tuesday - Aspiring Senior Leader Training

Mon Tue Wed Thu Fri

19-Sep 20-Sep 21-Sep 22-Sep 23-Sep

Week 1-4 PMR Interviews Begin Training Tuesday - BTEC LIV Training/Meeting HoF CPD Proposal Interviews Commence Mon Tue Wed Thu Fri Sat 26-Sep 27-Sep 28-Sep 29-Sep 30-Sep 1-Oct

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Reporting Schedule

CPD Events & PMR Cycle

Quality Assurance

Term/Week
Week 1-5 Mon 3-Oct 4-Oct 5-Oct 6-Oct 7-Oct Week 1-6 Mon 10-Oct

Training Tues - Preparation for academic tutoring day

Tue Wed Thu Fri

Aspiring Middle Leader Training and Coaching Training @ Kemnal

Tue

11-Oct

Progress Review Data Enty 7, 8, 9, 10, 12. Written Reports 11 & 13
PMR Round 1 - Deadline

Wed Thu Fri

12-Oct 13-Oct 14-Oct

Vocational QA Focus

Week 1-7 Mon 17-Oct 18-Oct

Training Tues - Aspiring AST Training

Tue

Progress Review Data Enty D/L 7, 8, 9, 10, 12. Written Reports 11 & 13

CPD Learning Breakfast

Wed Thu Fri

19-Oct 20-Oct 21-Oct

Week 1-8 Mon Training Tues - Wellbeing (See Programme) TWILIGHT - Whole School Work Scrutiny Tue Wed Thu Fri 31-Oct 1-Nov 2-Nov 3-Nov 4-Nov

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Reporting Schedule

CPD Events and PMR

QA

Date
Week 1-9 Mon 7-Nov 8-Nov 9-Nov 10-Nov 11-Nov 14-Nov 15-Nov 16-Nov 17-Nov 18-Nov 21-Nov 22-Nov 23-Nov 24-Nov 25-Nov 28-Nov 29-Nov 30-Nov 1-Dec

STAFF VOICE OPEN SURGERY and Coaching Training @ Kemnal

Tue Wed Thu Fri Mon

Week 1-10 Training Tuesday - Aspiring Senior Leader Training

Tue Wed Thu Fri Mon

Week 1-11

No Training (Consultation Eve)

Tue Wed Thu Fri Mon

Week 1-12

Aspiring Middle Leader Training CPD Learning Breakfast

Tue Wed Thu

Fri 2-Dec Week 1-13 HOF QA Meetings with SLT Line Manager Commence Training Tues - Aspiring Subject Leader Training (1) Mon Tue 5-Dec 6-Dec

Progress Review Data Enty 7, 8, 9, 11, 12,13. Written Reports 10

Wed Thu Fri

7-Dec 8-Dec 9-Dec

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Reporting Schedule

CPD Events & PMR Cycle

QA

Date
Week 1-14 Mon 12-Dec 13-Dec

Training Tues - Aspiring AST Training

Tue

Progress Review Data Enty D/L 7, 8, 9, 11, 12,13. Written Reports 10

Wed Thu

14-Dec 15-Dec 16-Dec

INSET Day 3 Christmas

Fri

Week 2-1 Mon Training Tuesday - Aspiring Senior Leader Training Tue Wed Thu Fri 2-Jan 3-Jan 4-Jan 5-Jan 6-Jan Week 2-2 Mon Training Tues - BTEC LIV Training/Meeting and Coaching Training @ Kemnal Tue 9-Jan 10-Jan

Vocational QA Focus

Year 11 Mock Exam Data Collection D/L
HOF QA Meetings with SLT Line Manager Feedback D/L

Wed Thu Fri

11-Jan 12-Jan 13-Jan

Week 2-3 Mon Training Tues - Aspiring Subject Leader Training (2) Tue Wed Thu Fri 16-Jan 17-Jan 18-Jan 19-Jan 20-Jan

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Reporting Schedule

CPD Events & PMR Cycle

QA

Date
Week 2-4 Mon 23-Jan 24-Jan 25-Jan 26-Jan 27-Jan Week 2-5 Mon 30-Jan 31-Jan 1-Feb 2-Feb 3-Feb Week 2-6 Mon 6-Feb 7-Feb

Training Tues - Aspiring AST Training

Tue Wed Thu Fri

Aspiring Middle Leader Training

Tue Wed

Progress Review Data Enty 7, 8, 10, 11, 12,13. Written Reports 9
CPD Learning Breakfast

Thu Fri

STAFF VOICE OPEN SURGERY and Coaching Training @ Kemnal

Tue

Progress Review Data Enty D/L 7, 8, 10, 11, 12,13. Written Reports 9

Wed Thu Fri

8-Feb 9-Feb 10-Feb

Week 2-7

Read, Write, Inc - Literacy Training 20th and 21st Feb 2011
Training Tues - Wellbeing (See Programme)

Mon Tue Wed Thu Fri

20-Feb 21-Feb 22-Feb 23-Feb 24-Feb 27-Feb 28-Feb 29 Feb 1-Mar 2-Mar

QA Focus - KS4
PMR Training

Week 2-8 Mon Tue Wed Thur Fri

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Reporting Schedule

CPD Events & PMR Cycle

QA

Date
Week 2-9

PMR Round 2 Interviews Start Aspiring Middle Leader Training

Mon Tue Wed Thu Fri

5-Mar 6-Mar 7-Mar 8-Mar 9-Mar

Week 2-10 Mon Training Tuesday - Aspiring Senior Leader Training TWILIGHT - Whole School Work Scrutiny Tue Wed Thu Fri 12-Mar 13-Mar 14-Mar 15-Mar 16-Mar

Week 2-11 HOF QA Meetings with SLT Line Manager Commence Training Tues - Aspiring AST Training Mon Tue 19-Mar 20-Mar

Progress Review Data Enty 7, 9, 10, 11, 13. Written Reports 12

Learning Breakfast

Wed Thu Fri

21-Mar 22-Mar 23-Mar

Vocational QA Focus

Week 2-12 Mon 26-Mar 27-Mar

STAFF VOICE OPEN SURGERY

Tue

Progress Review Data Enty D/L 7, 9, 10, 11, 13. Written Reports 12

Wed Thu

28-Mar 29-Mar 30-Mar

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Fri

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Reporting Schedule

CPD Events & PMR Cycle

QA

Date
Week 3-1

PMR Deadline - Round 2 Training Tues - Wellbeing (See Programme)

Mon Tue Wed Thu Fri

16-Apr 17-Apr 18-Apr 19-Apr 20-Apr

Week 3-2 Mon Training Tues - BTEC LIV Training/Meeting Tue Wed Thu HOF QA Meetings with SLT Line Manager Feedback D/L Fri 23-Apr 24-Apr 25-Apr 26-Apr 27-Apr

Week 3-3 Mon Aspiring Middle Leader Training Tue Wed Thu Fri Training Tuesday - Aspiring Subject Leader Training (3) 30-Apr 1-May 2-May 3-May 4-May Week 3-4 Tue Wed Thu Fri Mon Training Tuesday - Aspiring Senior Leader Training CPD Learning Breakfast Tue Wed Thu Fri 8-May 9-May 10-May 11-May Week 3-5 14-May 15-May 16-May 17-May 18-May

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Reporting Schedule

CPD Events & PMR Cycle

QA
Mon

Date
Week 3-6 21-May 22-May 23-May 24-May 25-May Week 3-7 Mon 28-May 29-May 30-May 31-May 1-Jun Week 3-8 Mon 11-Jun 12-Jun 13-Jun 14-Jun 15-Jun Week 3-9 Mon 18-Jun 19-Jun 20-Jun 21-Jun 22-Jun

STAFF VOICE OPEN SURGERY

Tue Wed Thu Fri

Progress Review Data Enty 7, 9, 10, 11, 12, 13. Written Reports 8

Training Tuesday - Aspiring AST Training

Tue Wed Thu Fri

Progress Review Data Enty D/L 7, 9, 10, 11, 12, 13. Written Reports 8

Half term

Training Tues - Aspiring Middle Leader Training

Tue Wed Thu Fri

CPD Learning Breakfast

Vocational QA Focus
Training Tuesday - Aspiring Senior Leader Training

Tue Wed Thu

Deadline for Submission of Data for BTEC certification to Exams Office
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Fri

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Reporting Schedule

CPD Events & PMR Cycle

QA

Date
Week 3-10 Mon 25-Jun 26-Jun 27-Jun 28-Jun 29-Jun

Training Tues - BTEC LIV Training/ Meeting

Tue Wed Thu

Deadline for Input of Data for BTEC certification to Edxecel/INSET Day
HOF QA Meetings with SLT Line Manager Commence Training Tuesday - Aspiring AST Training

Fri

Week 3-11 Mon Tue 2-Jul 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 No Training Tuesday - Prize Evening Tue 9-Jul 10-Jul

Progress Review Data Enty D/L 8, 9, 10,12, . Written Reports 7
CPD IMPACT EVALUATION DEADLINE

Wed Thu Fri

11-Jul 12-Jul 13-Jul

Week 3-13 Mon CPD Celebration and Recognition of Achievement Event Tue Wed Thu HOF QA Meetings with SLT Line Manager Feedback D/L Fri 16-Jul 17-Jul 18-Jul 19-Jul 20-Jul

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Appendix 14 Key Dates Event Deadlines for delivery of IV of assignments paperwork Dates 1. End of second week of Autumn term. 2. Before February half term 3. July 1st 2012 1. Before October half term 2. Before February half term 3. July 1st 2012 1. 1st day of Autumn Term 1. 2 weeks into Autumn 27th September, 10th January, 24th April, 26th June Weeks beginning 17th October, 16th January, 26th March, 18th June Friday 22nd June Friday 29th June

Deadlines for delivery of IV for assessment decisions paperwork Deadline for First Draft of Subject Handbooks Deadline for posting Subject Handbooks on Website LIV meetings Vocational and BTEC QA Deadline for Submission of Data for BTEC certification to Exams Office Deadline for Input of Data for BTEC certification to Edxecel/INSET Day

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Name Date Requested Amount of time requested Signed by Line Manager Signed by QN Signed by Celia Clark

Appendix 15 LIV Cover Request Form PSA

Date Date 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 PSA

Name Date Requested Amount of time requested Signed by Line Manager Signed by QN Signed by Celia Clark

Date Date 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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