A guide to your new

Pearson BTEC Nationals in

Computing
 Students apply learning through a range of Pages

What's in practical assessments 14-17

your Guide?
BTEC Nationals use a combination of assessment styles to give your students
confidence they can apply their knowledge to succeed in the workplace – and
have the study skills to continue learning on higher education courses and
throughout their career.
Find out about:
l Employer involvement: Students get a taste of their career through direct
contact with employers
l Assignments: Set and marked by teachers; verified by Pearson. Still the
main form of assessment for all BTEC Nationals.
Vocational BTEC courses open the door to higher Pages
education and a career l Tasks: provide students with work-based challenges in timed, realistic work
4-7
conditions.

We’ve worked closely with over 5,000 employers, universities, teaching l Written exams: Students create written answers to practical questions in
professionals and trainers to develop the new BTEC Nationals. exam conditions.

Find out:
l What schools and colleges told us they liked about BTEC Nationals, and
how we could improve them.
l Why employers value students with BTEC qualifications, and why they Combines qualifications, resources and training Pages
support the new Nationals qualifications. 18-23
to enable progression
l Why HE institutions continue to accept BTECs, and what they said they
wanted to see in the new qualifications.
Your course toolkit provides free-to-access, high-quality content to support
l How BTEC helped our Award winners achieve their goals. planning, teaching, assessment and progress tracking, including more
examples of the items you’ve told us make the most difference.

Choice of subjects and course sizes Pages

8-13
With the widest choice of vocational subjects available, BTEC Nationals offer
a range of course sizes, each with a clear purpose supporting progression to Your subject advisor
higher education or a career.
Tim Brady
Find out:
l
l
Course titles and sizes
Unit-by-unit content
 UK: 020 7010 2161

l Mandatory and optional content

@ TeachingComputerScience@pearson.com

@Pearson_CS

2 BTEC Nationals in Computing • BTEC Nationals in Computing 3

Introducing your new Computing BTEC Nationals
With input from over 5,000 teachers, employers and higher
education institutions, your new BTEC Nationals in Computing
combine up-to-date industry knowledge with the right balance
of the practical, research and behavioural skills your students
need to succeed in higher education and in their careers.
What’s new?
HOME
Comprehensive course support
There's a range of high quality content and advice available for planning,
teaching, assessment and progress tracking. And you’ll find more examples of
the support you’ve told us makes the most difference, including assignment
briefs, schemes of work, sample marked learner work, specimen papers and
tasks – and easy access to our subject experts. Take a look at our support
section for full details.

Choice of course sizes

You can choose from a range of course sizes, each with a clear
purpose supporting progression towards a career or further study. Support from higher education and employers
This means your students can keep their options open, and be confident
We’ve designed your new BTEC Nationals to meet the needs of employers
they’re choosing the right course to suit their study programme.
and higher education, so you have the right courses to support your students’
progression. That means you can be confident these will be high quality courses
Up-to-date content fitting into a range of curriculum plans, and providing the right balance of
In response to your feedback, we've refined and updated the content so it mandatory content and assessment styles.
better supports student progression, whether that’s into higher education or
to employment.
Your new courses include a solid foundation of mandatory content. That Here are just some of the organisations so far who've
means employers and higher education providers can be confident BTEC-
written letters of support for your new BTEC Nationals.
qualified students demonstrate the same skills and understanding and still
have the opportunity to gain specialist knowledge through studying optional
Employer: Higher Education Professional Bodies:
units.

Auto Desk Kingston University BCS, The Chartered

A practical approach to assessment
Lancashire Digital Southampton Solent Institute for IT
Your new BTEC Nationals in Computing use a combination of assessment
University TIGA
styles to give your students confidence they can apply their knowledge 3 Lobo Bobo
University of Chichester
to succeed in the workplace – and have the study skills to continue Made in Me
learning on higher education courses and throughout their career. The 3 Milo Creative University of East Anglia
range of vocational assessments – both practical and written – means
students can showcase their learning and achievements to best effect
when they take their next step, whether that’s supporting applications
3 Trace Media University of Exeter
University of Huddersfield
to higher education courses or potential employers. University of Portsmouth
University of Sheffield
University of the West of
England

4 BTEC Nationals in Computing • BTEC Nationals in Computing 5

Opening doors to higher education and a career
We've designed each of your new BTEC Nationals qualifications primarily to
meet the needs of employers and higher education, ensuring you have the right
courses to support your students' progression. That means you can be confident
HOME
these will be high-quality courses fitting into a range of curriculum plans, and will
provide the knowledge your students need to succeed.

“
[We] looked at the
content of the BTEC,
BTEC Computing Students... we refined it, we made
it more modern, we
made it more suitable


for admission to

Watch the full video online at

university.
”
Drew Tarmey
Senior Lecturer
University of Manchester
quals.pearson.com/HE-EmployersSupport
... have practical ... take ... develop ... have a strong
experience from real responsibility for interpersonal and core base of

“
world assignments their own learning practical thinking skills knowledge There’s a few significant changes, one of which is to have more mandatory
content, which is great for employers and for a professional body like
ourselves, that students coming to us will, we can be certain, have similar

”
levels of knowledge skills and understanding in similar areas.
John Cunningham, Head of Qualifications,
Chartered Institute of Personnel and Development

62% of large companies

... have real ... know how to work ... efficiently manage
experience of to a brief with set time to complete tasks
effective teamwork deadlines and processes
have recruited employees with a BTEC qualification.
Source: YouGov® research (Large Businesses, Feb 2011)

Labinot swapped from A levels to the BTEC Extended Diploma in ICT

at Westminster Academy because he felt a BTEC better suited his The number of students with a mix of A levels and
learning style. On track to achieve a triple-starred distinction, Labinot
has been accepted by King’s College London to study Computer
BTECs accepted into UK higher education courses has 4,692 15,364
Science in September. grown from 4,692 in 2008 to 15,364 in 2013. in in
2008 2013
Outstanding BTEC IT Student of the Year 2015 Source: Higher Education Statistics Agency (HESA)
Labinot Krasniqi

Studying for a BTEC in ICT at York College, Jacob was predicted to

receive a double starred Distinction and move to the next level of
BTEC qualification.
4 out of 5 BTEC students now
in employment consider their BTEC as an
Outstanding BTEC IT Student of the Year 2014
Jacob Allen
important step towards their desired job.
Source: Further independent research from London Economics, 2010

6 BTEC Nationals in Computing • BTEC Nationals in Computing 7

Choice of course sizes – at a glance
The BTEC Nationals in Computing provide you with a wide range of qualification
sizes to choose from. Each has a clear purpose, and is designed to ensure
HOME
progression to higher education or into employment. Specialist Computing Diplomas

Diploma Diploma Diploma Diploma

Extended Foundation Extended
Computing for Computer Computer Systems Business
Certificate Diploma Diploma
Creative Industries Science & Network Support Information
(360 GLH) (510 GLH) (1080 GLH)
(720 GLH) (720 GLH) (720 GLH) Systems (720 GLH)
Equivalent in size to Equivalent in size to Equivalent in size to Equivalent in size to Equivalent in size to Equivalent in size to Equivalent in size to
1 A-level 1.5 A-levels 3 A-levels 2 A-levels 2 A-levels 2 A-levels 2 A-levels
Applied General Qualification* Applied General Qualification* Applied General Qualification* Technical Level Technical Level Technical Level Technical Level
Qualification* Qualification* Qualification* Qualification*
TOTAL: 4 UNITS TOTAL: 6 UNITS TOTAL: 13 UNITS
TOTAL: 10 UNITS TOTAL: 10 UNITS TOTAL: 10 UNITS TOTAL: 10 UNITS
3 MANDATORY UNITS 4 MANDATORY UNITS 7 MANDATORY UNITS
6 MANDATORY 6 MANDATORY 10 MANDATORY 10 MANDATORY
1. Principles of Computer Science 1. Principles of Computer Science 1. Principles of Computer Science
(120 GLH) H S (120 GLH) H S (120 GLH) H 1. Principles of Computer 1. Principles of Computer 1. Principles of Computer 1. Principles of Computer
Science (120 GLH) H S Science (120 GLH) H S Science (120 GLH) H S Science (120 GLH) H S
2. Fundamentals of Computer 2. Fundamentals of Computer 2. Fundamentals of Computer
Systems (90 GLH) H Systems (90 GLH) H Systems (90 GLH) H 3. Planning and 3. Planning and 3. Planning and 3. Planning and
Management of Management of Management of Management of
3. Planning and Management of Computing projects Computing projects Computing projects Computing projects
Computing projects (120 GLH) H E (120 GLH) H E (120 GLH) H E (120 GLH) H E
(120 GLH) H
5. Building Computer 5. Building Computer 5. Building Computer 5. Building Computer
4. Software Design and Systems (60 GLH) E Systems (60 GLH) E Systems (60 GLH) E Systems (60 GLH) E
Development Project
(120 GLH) H S 6. IT Systems Security 6. IT Systems Security 6. IT Systems Security 6. IT Systems Security
(60 GLH) H E (60 GLH) H E (60 GLH) H E (60 GLH) H E
7. IT Systems Security and 7. IT Systems Security and 7. IT Systems Security and
Encryption (90 GLH) H Encryption (90 GLH) H Encryption (90 GLH) H 10. Human-computer 20. Managing and 10. Human-computer
22. Systems Analysis and
Interaction (60 GLH) Supporting Systems Interaction (60 GLH) E
8. Business Applications of Social 8. Business Applications of Social Design (60 GLH) E
H S E (120 GLH) H S
Media (90 GLH) H Media (90 GLH) H
24. Software 24. Software 18. Relational Database
9. The Impact of Computing 21. Virtualisation
Development Development Development
(120 GLH) H (60 GLH) E
(60 GLH) E (60 GLH) H S E (60 GLH) E
1 OPTIONAL UNIT 2 OPTIONAL UNITS 6 OPTIONAL UNITS 26. Programmable Devices
22. Systems Analysis and
and Controllers
Design (60 GLH) E
(60 GLH) E
Performance measures and funding 28. Computer Forensics 23. Systems Methodology
(60 GLH) E (60 GLH) E
* Indicates this qualification has been included on the
Department for Education's 16-19 performance measure lists 29. Network Operating 31. Large-scale Data
(2018 results) (England only). All new BTEC Nationals are Systems (60 GLH) Systems (GLH) H S E

funded for 16-18 learners. Those included on a 16-19 list are 30. Computing 32. Business Process
also eligible for 19-23 entitlement funding. Technologies Modelling Tools
(60 GLH) E (60 GLH) E
4 OPTIONAL UNIT 4 OPTIONAL UNITS NO OPTIONAL UNITs NO OPTIONAL UNITS
Types of assessment Mandatory unit types
Assignment – Set and marked H Mandatory Unit that must
internally be passed
Task – Set and marked by
Pearson S Mandatory Synoptic Unit
Written exam – Set and For more details,
E Employer involvement see pages 14 and 18.
marked by Pearson

8 BTEC Nationals in Computing • BTEC Nationals in Computing 9

Choice of course sizes – in detail
Extended Diploma (1080 GLH)
Here we will take an in-depth look through your BTEC Nationals in Computing
showing the unit choices for each qualification and how your students can progress.
7 MANDATORY UNITS QAN ​​601/7342/7 HOME
Equivalent in
Mandatory Units – size to
3 A Levels
Learners complete and Total number
Extended Certificate (360 GLH) 6 MANDATORY UNITS achieve all units of Units
13

Mandatory Units – 1. Principles of Computer Science Aim To provide in-depth coverage of computing
Learners complete and (120 GLH) H topics for students in a two-year, full-time
QAN 601/7341/5 achieve all units 2. Fundamentals of Computer course that meets entry requirements for a
Systems (90 GLH) H course in computer-related study in higher
Equivalent in 1. Principles of Computer Science
1 A Level education.
size to (120 GLH) H S 3. Planning and Management of
Computing projects Progression Higher education and ultimately
Total number 3. Planning and Management of
4 (120 GLH) H
to employment in the computing sector.
of Units
Computing projects
4. Software Design and
Optional unit 10. Human-computer Interaction
Aim To provide an introduction to computing as (120 GLH) H choices 11. Digital Graphics and Animation
part of a programme of study that includes Development Project
5. Building Computer Systems 12. Digital Audio
other courses, e.g. BTEC Nationals or A (120 GLH) H S
(60 GLH) H 13. Digital Video
levels.
7. IT Systems Security and
6. IT Systems Security 14. Computer Games Development
Progression Supports progression to a wide range of Encryption (90 GLH) H
to higher education courses, not necessarily in (60 GLH) H 15. Website Development
8. Business Applications of Social 16. Object-oriented Programming
computing. 10. Human-computer Interaction
Media (90 GLH) H
Optional unit 10. Human-computer Interaction (60 GLH) H S 17. Mobile Apps Development
choices
9. The Impact of Computing 18. Relational Database Development
11. Digital Graphics and Animation 24. Software Development
(120 GLH) H 19. Computer Networking
14. Computer Games Development (60 GLH) H
15. Website Development Learners complete 20. Managing and Supporting Systems
Learners complete 21. Virtualisation
17. Mobile Apps Development
4 Optional Units 6 Optional Units
20. Managing and Supporting Systems 22. Systems Analysis and Design
22. Systems Analysis and Design 23. Systems Methodology

Foundation Diploma (510 GLH) 4 MANDATORY UNITS

Mandatory Units –
Employer involvement
Learners complete and
QAN 601/7343/9 achieve all units
Equivalent in 1. Principles of Computer Science
Students get a taste of their career through direct
1.5 A Levels
size to (120 GLH) H S contact with employers Look for the
Total number
of Units
6 2. Fundamentals of Computer In Tech Level qualifications, students have the opportunity to learn first- E
Systems (90 GLH) H
Aim Designed as a one-year, full-time hand from practising professionals and real employment environments, symbol to
7. IT Systems Security and
course, or alongside another area of
Encryption (90 GLH) H
allowing them to fully appreciate what’s involved in their chosen career – see which
complementary or contrasting study,
8. Business Applications of Social
not just in theory, but in practice: units have
as part of a two-year, full-time study
programme. Media (90 GLH) H l Activities can take place inside a workplace (eg structured work employer
Progression When studied alongside other different experience aligned to unit content), and/or invovlement
Learners complete
to or complementary Level 3 qualifications
supports progress to higher education on a 2 Optional Units l Employers can be involved in the delivery of the qualification content,
range of courses. as guest lecturers, setting or assessing assignments
Optional unit 10. Human-computer Interaction You select the best blend of activities to meet the learning outcomes of designated
choices 11. Digital Graphics and Animation
14. Computer Games Development units, so you can tailor programs that can be delivered in your local area. We
15. Website Development quality assure these activities through existing quality and verification processes.
17. Mobile Apps Development
20. Managing and Supporting Systems
Find more guidance in section 1, 4 and 8 of your qualification specification.
22. Systems Analysis and Design

10 BTEC Nationals in Computing • BTEC Nationals in Computing 11

Choice of course sizes – in detail
Diploma in Computer Systems and
Network Support (720 GLH)

Diploma in Computing for Creative 6 MANDATORY UNITS 6 MANDATORY UNITS QAN 601/7339/7
HOME
Equivalent in
Industries (720 GLH) Mandatory Units – Mandatory Units – size to
2 A Levels
Learners complete and Learners complete and Total number
achieve all units achieve all units of Units
10
QAN 601/7340/3 1. Principles of Computer Science 1. Principles of Computer Science Aim Technical qualification designed to be
Equivalent in (120 GLH) H S (120 GLH) H S studied over two years alongside additional
2 A Levels
size to 3. Planning and Management of Level 3 qualifications.
3. Planning and Management of
Total number Computing projects Computing projects Progression Supports progression to employment or
10
of Units (120 GLH) H E (120 GLH) H E to further training including an Apprenticeship
Aim Technical qualification designed to be 5. Building Computer Systems 5. Building Computer Systems or higher education.
studied over two years alongside additional (60 GLH) E (60 GLH) E Optional unit 0
Level 3 qualifications. choices
6. IT Systems Security 6. IT Systems Security
Progression Supports progression to employment or (60 GLH) H E (60 GLH) H E
to further training including an Apprenticeship
10. Human-computer Interaction 20. Managing and Supporting
or higher education.
(60 GLH) H S E Systems (120 GLH) H S
Optional unit 11. Digital Graphics and Animation
choices 24. Software Development 21. Virtualisation (60 GLH) E
12. Digital Audio
(60 GLH) E
13. Digital Video 26. Programmable Devices and
14. Computer Games Development Learners complete Controllers (60 GLH) E
15. Website Development 4 Optional Units 28. Computer Forensics
22. Systems Analysis and Design (60 GLH) E
27. 3D Modelling"
29. Network Operating Systems
(60 GLH)
30. Computing Technologies
(60 GLH) E

Diploma in Computer Science (720 GLH) 6 MANDATORY UNITS

Diploma in Business Information 6 MANDATORY UNITS
Mandatory Units –
Systems (720 GLH) Mandatory Units –
Learners complete and
QAN ​601/7338/5 Learners complete and
achieve all units
Equivalent in
achieve all units
2 A Levels 1. Principles of Computer Science
size to QAN 601/7337/3 1. Principles of Computer Science
(120 GLH) H S
Total number Equivalent in (120 GLH) H S
10 3. Planning and Management of 2 A Levels
of Units size to 3. Planning and Management of
Computing projects
Aim Technical qualification designed to be (120 GLH) H E Total number Computing projects
10
studied over two years alongside additional of Units (120 GLH) H E
5. Building Computer Systems
Level 3 qualifications. Aim Technical qualification designed to be 5. Building Computer Systems
(60 GLH) E
Progression Supports progression to employment or studied over two years alongside additional (60 GLH) E
6. IT Systems Security Level 3 qualifications.
to further training including an Apprenticeship 6. IT Systems Security
or higher education. (60 GLH) H E
Progression Supports progression to employment or (60 GLH) H E
Optional unit 10. Human-computer Interaction 22. Systems Analysis and Design to further training including an Apprenticeship
(60 GLH) E 10. Human-computer Interaction
choices 15. Website Development or higher education.
(60 GLH) E
16. Object-oriented Programming 24. Software Development Optional unit 0
(60 GLH) H S E choices 18. Relational Database
17. Mobile Apps Development Development (60 GLH) E
18. Relational Database Development Learners complete 22. Systems Analysis and Design
25 Web Application Development
4 Optional Units (60 GLH) E
26. Programmable Devices and Controllers
28. Computer Forensics 23. Systems Methodology
(60 GLH) E
31. Large-scale Data Systems
(GLH) H S E
32. Business Process Modelling
Tools (60 GLH) E

12 BTEC Nationals in Computing • BTEC Nationals in Computing 13

Students apply learning through practical assessments
BTEC Nationals use a combination of assessment styles to give your students
confidence they can apply their knowledge to succeed in the workplace – and Assignments
have the study skills to continue learning on higher education courses. This
HOME
The same teaching and assessment
range of vocational assessments – both practical and written – mean students
can showcase their learning and achievements to best effect when they take style you know and love
their next step, whether that’s supporting applications to higher education In units assessed by assignments, your programme
team creates an assignment brief for students to carry Assignments
courses or potential employers.
out set tasks and create evidence to work-related
BTEC Nationals use three types of assessment: scenarios. Assignments can include research, projects,
investigations, fieldwork, and experiments, and often link Set and marked by:
theory with practical exercises. Centre (school, college
or training provider)
Assignments Tasks Written exams All internal assessment is quality assured through a Verified by:
combination of internal verification (carried out by you in Pearson
your centre) and external verification (sampling) which
See page 15 See page 16 See page 17 we carry out annually to ensure all centres are assessing
consistently to the national standard.
What’s involved
Students complete a
Authorised assignment briefs series of tasks set in a
work-related scenario
Pre-approved assignments so you don't need to worry
which you can tailor to
local industry needs.

What’s the result?

BTEC Assignment Brief
Qualification
Unit number and title
Pearson BTEC Level 3 National Extended Diploma in Your students
generate authentic
Computing
Unit 9: Impact of Computing

Learning aim(s) (For NQF

A: Understand the impact of developments in computing on
an organisation
evidence, drawing on
only) B: Investigate the impact of developments in computing
technology
their knowledge and
Assignment title

Assessor
Computing impact articles
skills to complete a
Issue date
practical project over a
Hand in deadline period of time, working
either individually or in
You have obtained a part time job writing articles for a
computing blog. The editor of the blog has asked you to
a team.
write two related articles about the impact of computing,
the first about the impact that computing developments have
Vocational Scenario or
had on a specific organisation and the second about the
Context
impact the developments in computing have had on society
in general.

Write your first blog article, evaluating the impact that

Ready- implementing a new computer system can have on an
organisation such as a bank or supermarket. Your article

to-use
needs to consider the following:
 The risks related to implementing a new computer
system and the benefits and drawbacks to the

assignment organisation as a whole and to various groups within

Mapped
the organisation (employees, owners, shareholders
etc.)

briefs  The impact on the organisation that developments in

directly to
Task 1
computing over the last 10 year or so have had.
 What the impact might be of emerging technologies
such as the Internet of things and developments in
robotics on the organisation.
You should use high quality fluent technical vocabulary the delivery
guides
throughout your work.

Checklist of evidence Completed blog article covering the risks and impact of
required implementing a new computer system, the impact that

14 BTEC Nationals in Computing • BTEC Nationals in Computing 15

Tasks
Students demonstrate their skills and knowledge in a real-life scenario they are likely to
encounter in the workplace. You decide when in a given window the assessments take
place, helping to ensure they take place at the most convenient time.
Tasks
Set and marked by:
Pearson
What's involved?
Tasks require students to
demonstrate their skills
and knowledge in a real-life
scenario they are likely to
encounter in the workplace.
They provide students work-
based challenges, where they
are faced with realistic work
conditions and time-based
pressures.
What's the result?
Tasks help to provide a
consistent standard of
assessment for all BTEC
students. Employers and
higher education can trust
BTEC students come with
the same consistent base of
knowledge and skills.
16
Written Exams
Written exams take a practical approach to testing
essential knowledge in test conditions.
HOME
Unit 3: Planning and Management of Unit 1: Principles of Computer Science,
Computer Projects, students are set a is assessed by students having to complete
two part assessment which is completed a two hour exam, the exam has a maximum Written exams
under supervised conditions. Students are of 90 marks. During the exam students will
tested on their ability to plan and manage a be required to apply their acquired computer
computing project effectively. thinking skills to help solve a number of Set and marked by:
problems. Pearson
Frequency: Twice yearly
Frequency: Twice yearly
First window: January 2018 What's involved?
First window: May/June 2017 Students draw on essential
information to create
written answers to practical
Unit 4: Software Design and questions in exam conditions.
Development Project, will assess students Unit 2: Fundamentals of Computer
ability to design, create and evaluate Skills, requires students sit a 1 hour and
software, using Python (version 3.4 or 45 minute exam worth 80 marks.The exam What's the result?
above) or one of the C family programing will assess students’ on their knowledge
Exams helps to ensure
languages. and understating of how computers systems
that all students are
work, including the role of hardware and
consistently assessed. They
Frequency: Twice yearly software, the way components of system
help employers and higher
work together and how data in a system is
education to trust that BTEC
First window: May/June 2018 used.
students come with the same
consistent base of knowledge
Frequency: Twice yearly and skills.
First window: May/June 2017
BTEC Nationals in Computing • BTEC Nationals in Computing 17
How assessment recognises learners' overall Support
achievement
You told us how important it is to have
Grading accurately reflects students' performance comprehensive support available to help with the
HOME
and achievements 'Must-pass'
planning and presentation of your qualifications. That's
Each BTEC Nationals unit is individually graded (Pass, Merit, Distinction) units why we've developed a whole suite of support materials
and contributes towards a learner's final qualification grade. Each unit Learners must to help you at every step of the way.
contributes points proportionally to the overall grade. This allows students complete and
to gain recognition for strong performance in areas they excel. pass all units
which carry
A learner's final grade is decided by their performance across the this symbol.
qualification, based on a combined total of points earned from
assessments. However, students need to pass most (and in some cases, H
all) mandatory content to remain eligible for an overall qualification pass.
Plan Teach Assess & Track Develop

You can find more detail of points allocations for each unit in
Section 9 of the specifications. We've shown
which units
have synoptic
Synoptic assessment assessment Plan
on pages
The content of some units (for example, Unit 1) helps learners 8-9 with this
demonstrate that they can apply skills, knowledge and techniques from symbol.
across the qualification. Synoptic units can be assessed by assignment, Get to know your course Course planning
task, or exam and affect the overall qualification grade in the same way S
as a regular unit. Specification myBTEC
Contains details of all qualification
units, and explains all the key
information needed to deliver the Getting Ready to
Re-submissions and re-takes qualification. Teach Events
Internal assessments External assessments FREE, full-day events
specifically designed to walk
Recruit and prepare
you through the delivery of
Re-submissions Re-sits learners your BTEC National courses.
Each internal assignment can be submitted Students can re-sit
once, within 15 days of the original work externally assessed Skills for Learning Book your place now.
being returned to the student. Learners units once, in the next and Work
can improve their grade, whether that’s to available assessment These customisable activity sheets
reach the Pass threshold, or to achieve a window. Because are available for your students
narrowly-missed Merit or Distinction. students will take a to work through as part of your
new paper or task delivery of the course.
Re-takes brief, grades aren’t
If a learner is still short of the Pass threshold, capped in re-sits, and
then they can re-take the assessment for that they can improve their
unit, against a new assignment brief which unit grade.
covers only Pass criteria.
Key

Printed Editable Digital Personal

Resource Template Service Support

18 BTEC Nationals in Computing • BTEC Nationals in Computing 19

 Plan UNIT 1: PRINCIPLES OF COMPUTER SCIENCE

BTEC NATIONAL COMPUTING

Details of links to other BTEC units and qualifications,
UNIT 1: PRINCIPLES OF COMPUTER SCIENCE and to other relevant units/qualifications

HOME
Pearson BTEC Level 3 Nationals in Computing (NQF):
Principles of Computer
Unit title Key to lesson types
Science ● Unit 3: Planning and Management of Computer Projects

Schemes
Guided learning AW Assignment RS Revision
120 ● Unit 4: Software Design and Development Project
hours writing session
Number of GS Guest speaker V Visit ● Unit 9: The Impact of Computing.
120

of Work
lessons
Duration of 1 hour (unless otherwise IS Independent WE Work
lessons stated) study experience Resources

Lesson-by-lesson
Links to other units
In addition to the resources listed below, publishers are likely to produce
 Unit 3: Planning and Management of Pearson-endorsed textbooks that support this unit of the BTEC Nationals in
Computing Projects Computing. Check the Pearson website
plans of how to cover  Unit 4: Software Design and Development
Project
(http://qualifications.pearson.com/en/support/published-resources.html) for
more information as titles achieve endorsement.

each unit together

 Unit 9: The Impact of Computing
Websites
Lesson
Lesson Topic Suggested activities Classroom resources

with suggestions for

type ● Python - an open-source programming language. The website provides

Topic A – Computational thinking
resources to support 1 A1 Decomposition
Delivery Guides
downloads for various operating systems and official documentation
www.python.org/
IS  Lead-in: Introduce the concept of computational
thinking (CT) and stages of CT. Explain that CT will
 Flip chart or similar for
learners to record
● W3Schools – a website that provides tutorials in web development

These guides are a

be applied throughout this and other units. discussions and ideas.

your teaching, and

languages, including HTML (with sections on HTML5), covering basic and
 Small group or paired activity: Give learners a  Example game for
scenario in which they are asked to reverse-engineer learners to examine. more complex features.

companion to the
a ‘clone’ of a simple computer game (e.g. Space www.w3schools.com/html/default.asp
activities to keep Invaders or Tetris®). Learners must identify the
distinct steps of the problem. ● Microsoft® Developer Network – guidance for using Visual Basic®, including
language walkthroughs.
specification, giving a
 Tutor-led discussion: Learners feed their thoughts

students engaged. 
back to the whole group.
Plenary: Using what they have learned from the
https://msdn.microsoft.com/en-us/library/2x7h1hfk.aspx

© Pearson 2015 1
● Microsoft Virtual Academy – a series of introductory tutorial videos on using
Visual Basic. complete breakdown
www.microsoftvirtualacademy.com/en-us/training-courses/vb-fundamentals-
for-absolute-beginners-8297 of each unit, ideas for
delivery, and a list of
helpful resources.

Expert help and support

Subject Advisor
1 Jasmine owns a medium-sized business. Her staff use tablet devices and desktop
Get specialist support with a PCs to connect to the office network.

range of subject-specific queries,

978-1-44692-831-8 – Pearson BTEC Nationals in Computing – Delivery Guide
Issue 1 – September © Pearson 2015
7
(a) State two types of communication channel that would be used when
synchronising data between a tablet device and the office network.

such as specification queries, 2 marks

qualification delivery and general

assessment.
1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .

2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .

(b) Explain two business benefits of synchronising data between the tablet devices
and the office network.
4 marks
Teach
Pearson
Sample Assessment 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .
BTEC National
Material
Computing
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .

Gives realistic examples of

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .
Student Textbooks
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .

what to expect in assessment. 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .

1 and 2 in Computing Student Book 1

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .
Paid-for
resource
are accompanied by an
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .
ActiveBook (a digital version
of the Student Book), an
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .

easy way for learners to

personalise their learning
as they progress through
the course, and perfect for
2 revision and reinforcement on
line digital

*S50697A0218*

ed
Pearson BTEC Level 3 Nationals in Computing – Unit 2 – Final Sample Assessment Materials –

n
2

ludes a

itio
of key skills.
Issue 1 – November 2015 © Pearson Education Limited 2015

n
inc
For the 2016 Specification

Key

Printed Editable Digital Personal

Resource Template Service Support

20 BTEC Nationals in Computing • BTEC Nationals in Computing 21


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