specification - issue 3

BTEC Level 3 Certifi cate, BTEC Level 3 Subsidiary Diploma,

BTEC Level 3 90-credit Diploma, BTEC Level 3 Diploma and

BTEC Level 3 Extended Diploma in

Issue 4

Edexcel, BTEC and LCCI qualificationsEdexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualification websites at www.edexcel.com, www.btec.co.uk or www.lcci.org.uk. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus

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This specification is Issue 4. Key changes are sidelined. We will inform centres of any changes to this issue. The latest issue can be found on our website at qualifications.pearson.com

These qualifications were previously entitled

Edexcel BTEC Level 3 Certificate in Public Services (QCF)Edexcel BTEC Level 3 Subsidiary Diploma in Public Services (QCF)Edexcel BTEC Level 3 90-credit Diploma in Public Services (QCF)

Edexcel BTEC Level 3 Diploma in Public Services (QCF)Edexcel BTEC Level 3 Extended Diploma in Public Services (QCF)

The QNs remain the same.

References to third-party material made in this specification are made in good faith. We do not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

All information in this specification is correct at time of publication.

ISBN 978 1 446 93423 4

All the material in this publication is copyright © Pearson Education Limited 2016

Contents

The units for the BTEC quali� cations in this speci� cation are available on our website (www.edexcel.com).

BTEC quali� cation titles covered by this speci� cation 1

What are BTEC Level 3 quali� cations? 2

Total Quali� cation Time 3

Pearson BTEC Level 3 Certi� cate – 30 credits 3

Pearson BTEC Level 3 Subsidiary Diploma – 60 credits 3

Pearson BTEC Level 3 90-credit Diploma – 90 credits 4

Pearson BTEC Level 3 Diploma – 120 credits 4

Pearson BTEC Level 3 Extended Diploma – 180 credits 4

Key features of these BTEC quali� cations in Public Services 5

Rationale for the Pearson BTEC quali� cations in Public Services 5

National Occupational Standards 6

Rules of combination for Pearson BTEC Level 3 quali� cations in this speci� cation 7

Pearson BTEC Level 3 Certi� cate in Public Services 9

Pearson BTEC Level 3 Subsidiary Diploma in Public Services 10

Pearson BTEC Level 3 90-credit Diploma in Public Services 11

Pearson BTEC Level 3 Diploma in Public Services (Uniformed) 13

Pearson BTEC Level 3 Diploma in Public Services (Non-uniformed) 15

Pearson BTEC Level 3 Extended Diploma in Public Services (Uniformed) 16

Pearson BTEC Level 3 Extended Diploma in Public Services (Non-uniformed) 18

Assessment and grading 19

Grading domains 19

Calculation of the quali� cation grade 20

Quality assurance of centres 22

Approval 22

Programme design and delivery 23

Mode of delivery 24

Resources 24

Delivery approach 24

Meeting local needs 25

Additional and specialist learning 25

Functional Skills 25

Personal, learning and thinking skills 25

Access and recruitment 26

Restrictions on learner entry 26

Access arrangements for learners with disabilities and speci� c needs 26

Recognition of Prior Learning 27

Unit format 27

Unit title 27

Level 27

Credit value 27

Guided learning hours 28

Aim and purpose 28

Unit introduction 28

Learning outcomes 28

Unit content 28

Assessment and grading grid 29

Essential guidance for tutors 29

Further information 30

Useful publications 30

How to obtain National Occupational Standards 30

Professional development and training 31

Annexe A 33

The Pearson BTEC quali� cation framework for the public services sector 33

Annexe B 35

Grading domains: BTEC level 3 generic grading domains 35

Annexe C 37

Personal, learning and thinking skills 37

Annexe D 43

Wider curriculum mapping 43

Annexe E 47

National Occupational Standards/mapping with NVQs 47

Annexe F 49

Unit mapping overview 49

Mapping to the BTEC National Award in Central and Local Government 51

Unit mapping in depth 53

Annexe G 69

Examples of calculation of quali� cation grade above pass grade 69

Points available for credits achieved at di� erent levels and unit grades 69

1Pearson BTEC Level 3 Certi� cates and Diplomas in Public Services – Speci� cationIssue 4 – June 2016 © Pearson Education Limited 2016

BTEC quali� cation titles covered by this speci� cation

Pearson BTEC Level 3 Certi� cate in Public Services

Pearson BTEC Level 3 Subsidiary Diploma in Public Services

Pearson BTEC Level 3 90-credit Diploma in Public Services

Pearson BTEC Level 3 Diploma in Public Services

Pearson BTEC Level 3 Extended Diploma in Public Services

These quali� cations have been accredited to the national framework and are eligible for public funding as determined by the Department for Education (DfE) under Section 96 of the Learning and Skills Act 2000.

The quali� cation titles listed above feature in the funding lists published annually by the DfE and the regularly updated website www.education.gov.uk/. The Quali� cation Number (QN) should be used by centres when they wish to seek public funding for their learners. As well as a QN, each unit within a quali� cation also has a unit reference number (URN).

The quali� cation title, QN and URN’s will appear on the learners’ � nal certi� cation documentation.

The QNs for the quali� cations in this publication are:

Pearson BTEC Level 3 Certi� cate in Public Services 500/7840/9

Pearson BTEC Level 3 Subsidiary Diploma in Public Services 500/7862/8

Pearson BTEC Level 3 90-credit Diploma in Public Services 600/3891/3

Pearson BTEC Level 3 Diploma in Public Services 500/7867/7

Pearson BTEC Level 3 Extended Diploma in Public Services 500/7801/X

The appropriate quali� cation title will appear on a learners’ certi� cate. Learners need to be made aware of this when they are recruited by the centre and registered with Edexcel.

Pearson BTEC Level 3 Certi� cates and Diplomas in Public Services – Speci� cationIssue 4 – June 2016 © Pearson Education Limited 2016

2

What are BTEC Level 3 quali� cations?

The BTEC quali� cations in this speci� cation are undertaken in further education, by sixth-form colleges, schools and other training providers, and have been since they were introduced in 1984. Their purpose, approaches to teaching, learning and assessment are established and understood by teaching professionals, employers and learners alike.

The BTEC quali� cations in this speci� cation are:

● Pearson BTEC Level 3 Certi� cate in Public Services

● Pearson BTEC Level 3 Subsidiary Diploma in Public Services

● Pearson BTEC Level 3 90-credit Diploma in Public Services

● Pearson BTEC Level 3 Diploma in Public Services

● Pearson BTEC Level 3 Extended Diploma in Public Services.

They maintain the same equivalences, benchmarks and other articulations (for example SCAAT points, UCAS Tari� points) as their predecessor quali� cations. The table below identi� es the titling conventions and variations between the predecessor and new quali� cations:

Predecessor BTEC Nationals (accredited 2007)

BTEC Level 3 quali� cations(for delivery from September 2010)

Not applicable Pearson BTEC Level 3 Certi� cateEdexcel Level 3 BTEC National Award Pearson BTEC Level 3 Subsidiary DiplomaNot applicable Pearson BTEC Level 3 90-credit DiplomaEdexcel Level 3 BTEC National Certi� cate Pearson BTEC Level 3 DiplomaEdexcel Level 3 BTEC National Diploma Pearson BTEC Level 3 Extended Diploma

The BTEC quali� cations in this speci� cation are designed to provide highly specialist, work-related quali� cations in a range of vocational sectors. They give learners the knowledge, understanding and skills that they need to prepare for employment. These quali� cations accredit the achievement for courses and programmes of study for full-time or part-time learners in schools, colleges and other training provider organisations. The quali� cations provide career development opportunities for those already in work, and progression opportunities to higher education, degree and professional development programmes within the same or related areas of study, within universities and other institutions.

The BTEC quali� cations in this speci� cation provide much of the underpinning knowledge and understanding for the National Occupational Standards for the sector, where these are appropriate. They are supported by the relevant Sector Skills Councils (SSCs) and/or Standards Setting Bodies (SSBs). Certain BTEC quali� cations are recognised as Technical Certi� cates and form part of the Apprenticeship Framework. They attract UCAS points that equate to similar-sized general quali� cations within education institutions within the UK.

On successful completion of a BTEC level 3 quali� cation, a learner can progress to or within employment and/or continue their study in the same, or related vocational area.


Total Quali� cation Time

For all regulated quali� cations, Pearson speci� es a total number of hours that it is expected the average learner will be required to undertake in order to complete and show achievement for the quali� cation: this is the Total Quali� cation Time (TQT).

Within this, Pearson will also identify the number of Guided Learning Hours (GLH) that we expect a centre delivering the quali� cation will need to provide. Guided learning means activities that directly or immediately involve tutors and assessors in teaching, supervising, and invigilating learners, such as lessons, tutorials, online instruction, supervised study giving feedback on performance.

In addition to guided learning, other required learning directed by tutors or assessors will include private study, preparation for assessment and undertaking assessment when not under supervision, such as preparatory reading, revision and independent research.

These quali� cations also have a credit value, which is equal to one tenth of TQT. Pearson consults with users of these quali� cations in assigning TQT and credit values.

This suite of BTEC Level 3 quali� cations is available in the following sizes:

● Certi� cate – 300 TQT (30 credits, 180 GLH)

● Subsidiary Diploma – 600 TQT (60 credits, 360 GLH)

● 90-credit Diploma – 900 TQT (90 credits, 540 GLH)

● Diploma – 1200 TQT (120 credits, 720 GLH)

● Extended Diploma – 1800 TQT (180 credits, 1080 GLH).

Pearson BTEC Level 3 Certi� cate – 30 credits

The 30-credit BTEC Level 3 Certi� cate o� ers a specialist quali� cation that focuses on particular aspects of employment within the appropriate vocational sector. The BTEC Level 3 Certi� cate can extend a learner’s programme of study and give vocational emphasis. The BTEC Level 3 Certi� cate is broadly equivalent to one GCE AS Level.

The BTEC Level 3 Certi� cate is also suitable for more mature learners, who wish to follow a vocational programme of study as part of their continued professional development or who want to move to a di� erent area of employment.

Pearson BTEC Level 3 Subsidiary Diploma – 60 credits

The 60-credit BTEC Level 3 Subsidiary Diploma extends the specialist work-related focus of the BTEC Level 3 Certi� cate and covers the key knowledge and practical skills required in the appropriate vocational sector. The BTEC Level 3 Subsidiary Diploma o� ers greater � exibility and a choice of emphasis through the optional units. It is broadly equivalent to one GCE A Level.

The BTEC Level 3 Subsidiary Diploma o� ers an engaging programme for those who are clear about the area of employment that they wish to enter. These learners may wish to extend their programme through the study of a general quali� cations such as GCE AS Levels, additional specialist learning (eg through another BTEC quali� cation) or a complementary NVQ. These learning programmes can be developed to allow learners to study related and complementary quali� cations without duplication of content.

For adult learners, the BTEC Level 3 Subsidiary Diploma can extend their experience of work in a particular sector. It may also be a suitable quali� cation for those wishing to change career or move into a particular area of employment following a career break.


4

Pearson BTEC Level 3 90-credit Diploma – 90 credits

This quali� cation broadens and expands the specialist work-related focus of the BTEC Level 3 Subsidiary Diploma and encompasses the essential skills, knowledge and understanding needed to gain con� dence and progression.

There is potential for the quali� cation to prepare learners for progression within education or into employment in the appropriate vocational sector and it is suitable for those who have decided that they wish to study in detail or work in a particular area of work. It is broadly equivalent to 1.5 GCE A Levels and provides a programme of study manageable in a year so that learners can bank and then build on their achievement. In this way it encourages progression for those learners who wish to undertake a one-year course of study because of individual circumstances.

Some learners may wish to gain the quali� cation in order to enter a specialist area of employment or to progress to a larger or di� erent level 3 programme. Other learners may want to extend the specialism they studied on the BTEC Level 3 Certi� cate or the BTEC Level 3 Subsidiary Diploma programme. Learners may also be able to use the BTEC Level 3 90-credit Diploma to gain partial achievement and have the requisite skills, knowledge and understanding needed in the sector.

For adult learners the BTEC Level 3 90-credit Diploma can extend their experience of working in a particular sector. It could also be a suitable quali� cation for those wishing to change career or move into a particular area of employment following a career break.

Pearson BTEC Level 3 Diploma – 120 credits

The 120-credit BTEC Level 3 Diploma broadens and expands the specialist work-related focus from the BTEC Level 3 Subsidiary Diploma and the BTEC Level 3 90-credit Diploma. There is potential for the quali� cation to prepare learners for employment in the appropriate vocational sector and it is suitable for those who have decided that they wish to enter a particular area of work. It is broadly equivalent to two GCE A Levels.

Some learners may wish to gain the quali� cation in order to enter a specialist area of employment or to progress to a level 4 programme. Other learners may want to extend the specialism they studied on the BTEC Level 3 Certi� cate, BTEC Level 3 Subsidiary Diploma or BTEC Level 3 90-credit Diploma programme.

Pearson BTEC Level 3 Extended Diploma – 180 credits

The 180-credit BTEC Level 3 Extended Diploma extends and deepens the specialist work-related focus from the BTEC Level 3 90-credit Diploma and the BTEC Level 3 Diploma. There is potential for the quali� cation to prepare learners for appropriate direct employment in the vocational sector and it is suitable for those who have decided that they clearly wish to enter a particular specialist area of work. It is broadly equivalent to three GCE A Levels.

Some learners may wish to gain the quali� cation in order to enter a specialist area of employment or to progress to a higher education foundation degree, HND or other professional development programme. Other learners may want to extend the specialist nature of the subjects they studied on the Level 3 BTEC Diploma or another programme of study.


Key features of these BTEC quali� cations in Public Services

The BTEC quali� cations in this speci� cation have been developed in the Public Services sector to:

● give education and training for public services employees

● give public services employees opportunities to achieve a nationally recognised level 3 vocationally-speci� c quali� cation

● give full-time learners the opportunity to enter employment in the public services sector or to progress to vocational quali� cations such as the Pearson BTEC Higher Nationals in Public Services

● give learners the opportunity to develop a range of skills and techniques, personal skills and attributes essential for successful performance in working life.

Rationale for the Pearson BTEC quali� cations in Public Services

These quali� cations in Public Services are targeted at learners who would like to gain employment in the public services sector and have been developed to provide further training and education and progression opportunities within this sector. The quali� cations will develop learners’ abilities through the knowledge and skills gained in the programme and are suitable for learners who would like to know more about employment in uniformed or non-uniformed public services.

The revised Pearson BTEC Certi� cate, Subsidiary Diploma, 90-credit Diploma, Diploma and Extended Diploma in Public Services with the Uniformed and Non-Uniformed pathways are designed as successors to the Pearson BTEC Level 3 quali� cations in Uniformed Public Services. We have also included popular units from the BTEC Level 3 in Central and Local Government quali� cation.

The revisions to the Pearson BTEC quali� cations in this speci� cation provide the opportunity for the units to be revised and the content updated where appropriate. These quali� cations has been designed in consultation with centres and employers and, where necessary, units have been revised and some new units introduced such as Unit 33: Volunteering in Public Services and Unit 29: Security Procedures in the Public Services re� ecting an increased interest in these areas.

This revised speci� cation includes additional information such as the outline learning plan, a programme of suggested assignments and delivery and assessment strategies. More information in each of the sections will enable tutors to o� er a more informed approach to the teaching of the individual units and the quali� cation as a whole.

The vocational context of the quali� cations allows for e� ective delivery through assignment briefs. This provides learners with realistic, work-based scenarios and projects and allows centres to form links with local organisations. The employer engagement and vocational contexts sections gives examples of local organisation centres can approach. This is highly recommended in order to provide learners with a strong, vocational focus. Learners should be encouraged to take responsibility for their own learning and achievement.

Having completed an Pearson BTEC Level 3 90-credit Diploma, Diploma or Extended Diploma in Public Services, learners will be ideally placed to progress to higher education and pursue public services or specialist public services quali� cations such as Higher Nationals or other degree-level quali� cations.


6

National Occupational Standards

These BTEC Level 3 quali� cations are designed to provide much of the underpinning knowledge and understanding for the National Occupational Standards (NOS), as well as developing practical skills in preparation for work and possible achievement of NVQs. NOS form the basis of National Vocational Quali� cations (NVQs). The quali� cations in this speci� cation do not purport to deliver occupational competence in the sector, which should be demonstrated in a work context.

Each unit in the speci� cation identi� es links to elements of the following NOS.

● NOS for Legal Advice

● NOS for Coaching, Teaching and Instructing

● NOS for Outdoor education, Development Training and Recreation

● NOS for Management and Leadership

● Level 3 NVQ in Custodial Care

● Level 3 NVQ in Youth Justice Service

● Level 3 NVQ in Policing

● Level 3 NVQ Business and Administration

● Level 3 NVQ Emergency Fire Services Control Operations

● Level 3 NVQ Instructing Physical Activity and Exercise

● Level 3 in Achieving Excellence in Sports and Performance

● Level 3 in Sports Development

● Level 3 in Sport, Recreation and Allied Occupations


Rules of combination for Pearson BTEC Level 3 quali� cations in this speci� cation

The rules of combination specify the:

● total credit value of the quali� cation

● the minimum credit to be achieved at, or above, the level of the quali� cation

● the mandatory unit credit

● the optional unit credit

● the maximum credit that can come from other level 3 BTEC units.

When combining units for a BTEC quali� cation, it is the centre’s responsibility to ensure that the following rules of combination are adhered to.

Pearson BTEC Level 3 Certi� cate

1 Quali� cation credit value: a minimum of 30 credits.

2 Minimum credit to be achieved at, or above, the level of the quali� cation: 23 credits.

3 Mandatory unit credit: 10 credits.

4 Optional unit credit: 20 credits.

5 This quali� cation is not designed to include other level 3 BTEC units.

Pearson BTEC Level 3 Subsidiary Diploma





5 A maximum of 15 optional credits can come from other level 3 BTEC units to meet local needs.

Pearson BTEC Level 3 90-credit Diploma







8

Pearson BTEC Level 3 Diploma






Pearson BTEC Level 3 Extended Diploma








The Pearson BTEC Level 3 Certi� cate in Public Services is 30 credits and has 180 guided learning hours. It consists of one mandatory unit plus optional units that provide for a combined total of 30 credits.

The units for the BTEC quali� cations in this speci� cation are available on our website(quali� cations.pearson.com).


Unit Mandatory units Credit Level

1 Government, Policies and the Public Services 10 3Unit Optional units

2 Leadership and Teamwork in the Public Services 15 33 Citizenship, Diversity and the Public Services 15 34 Understanding Discipline in the Uniformed Public Services 10 35 Physical Preparation, Health and Lifestyle for the Public Services 10 37 International Institutions and Human Rights 5 38 Understand the Impact of War, Con� ict and Terrorism on Public Services 5 39 Outdoor and Adventurous Expeditions 10 310 Skills for Land-based Outdoor and Adventurous Activities 10 311 Skills for Water-based Outdoor and Adventurous Activities 10 312 Crime and its E� ects on Society 10 313 Command and Control in the Uniformed Public Services 10 315 Planning and Management of Major Incidents 10 317 Police Powers in the Public Services 5 318 Behaviour in Public Sector Employment 5 326 Enhancing Public Service Delivery Through the Use of ICT 10 334 Environmental Policies and Practices 10 3


10


The Pearson BTEC Level 3 Subsidiary Diploma in Public Services is 60 credits and has 360 guided learning hours. It consists of three mandatory units plus optional units that provide for a combined total of 60 credits (where at least 45 credits must be at level 3 or above).




1 Government, Policies and the Public Services 10 32 Leadership and Teamwork in the Public Services 15 33 Citizenship, Diversity and the Public Services 15 3

Unit Optional units4 Understanding Discipline in the Uniformed Public Services 10 3

5 Physical Preparation, Health and Lifestyle for the Public Services 10 37 International Institutions and Human Rights 5 38 Understand the Impact of War, Con� ict and Terrorism on Public Services 5 39 Outdoor and Adventurous Expeditions 10 310 Skills for Land-based Outdoor and Adventurous Activities 10 311 Skills for Water-based Outdoor and Adventurous Activities 10 312 Crime and its E� ects on Society 10 313 Command and Control in the Uniformed Public Services 10 315 Planning and Management of Major Incidents 10 316 Career Planning for the Public Services 5 217 Police Powers in the Public Services 5 318 Behaviour in Public Sector Employment 5 326 Enhancing Public Service Delivery Through the Use of ICT 10 333 Volunteering in Public Services 10 234 Environmental Policies and Practices 10 335 Land Navigation by Map and Compass 10 236 Employment in the Uniformed Public Services 5 2



The Pearson BTEC Level 3 (90 credit) Progression Diploma in Public Services is 90 credits and has 540 guided learning hours. It consists of three mandatory units plus optional units that provide for a combined total of 90 credits (where at least 68 credits must be at level 3 or above).



Unit Mandatory units – all three units must be taken: Credit Level

1 Government, Policies and the Public Services 10 32 Leadership and Teamwork in the Public Services 15 33 Citizenship, Diversity and the Public Services 15 3

Unit Optional units 4 Understanding Discipline in the Uniformed Public Services 10 35 Physical Preparation, Health and Lifestyle for the Public Services 10 36 Fitness Testing and Training for the Uniformed Public Services 10 37 International Institutions and Human Rights 5 38 Understand the Impact of War, Con� ict and Terrorism on Public Services 5 3

9 Outdoor and Adventurous Expeditions 10 310 Skills for Land-based Outdoor and Adventurous Activities 10 311 Skills for Water-based Outdoor and Adventurous Activities 10 312 Crime and its E� ects on Society 10 313 Command and Control in the Uniformed Public Services 10 314 Responding to Emergency Service Incidents 10 315 Planning and Management of Major Incidents 10 316 Career Planning for the Public Services 5 217 Police Powers in the Public Services 5 318 Behaviour in Public Sector Employment 5 319 Fundamentals of Nautical Studies 10 220 Communication and Technology in the Uniformed Public Services 10 321 Custodial Care Services 10 322 Aspects of the Legal System and Law-making Process 10 323 Extended Research in Public Services 10 324 Current and Media A� airs in Public Services 10 325 Public Service Data Interpretation 10 326 Enhancing Public Service Delivery Through the Use of ICT 10 327 Social Welfare Services 10 328 Personnel and Human Resources 10 329 Security Procedures in the Public Services 10 330 Practical Team Sports 10 331 Exercise, Health and Lifestyle 10 332 Instructing Physical Activity and Exercise 10 333 Volunteering in Public Services 10 2

Unit Optional units continued


12


34 Environmental Policies and Practices 10 335 Land Navigation by Map and Compass 10 236 Employment in the Uniformed Public Services 5 2


Pearson BTEC Level 3 Diploma in Public Services (Uniformed)

The Pearson BTEC Level 3 Diploma in Public Services (Uniformed) is 120 credits and has 720 guided learning hours. It consists of four mandatory units plus optional units that provide for a combined total of 120 credits (where at least 90 credits must be at level 3 or above).




1 Government, Policies and the Public Services 10 32 Leadership and Teamwork in the Public Services 15 33 Citizenship, Diversity and the Public Services 15 34 Understanding Discipline in the Uniformed Public Services 10 3

Unit Optional units

5 Physical Preparation, Health and Lifestyle for the Public Services 10 36 Fitness Testing and Training for the Uniformed Public Services 10 37 International Institutions and Human Rights 5 38 Understand the Impact of War, Con� ict and Terrorism on Public Service 5 39 Outdoor and Adventurous Expeditions 10 310 Skills for Land-based Outdoor and Adventurous Activities 10 311 Skills for Water-based Outdoor and Adventurous Activities 10 312 Crime and its E� ects on Society 10 313 Command and Control in the Uniformed Public Services 10 314 Responding to Emergency Service Incidents 10 315 Planning and Management of Major Incidents 10 316 Career Planning for the Public Services 5 217 Police Powers in the Public Services 5 3

18 Behaviour in Public Sector Employment 5 319 Fundamentals of Nautical Studies 10 220 Communication and Technology in the Uniformed Public Services 10 321 Custodial Care Services 10 322 Aspects of the Legal System and Law-making Process 10 323 Extended Research in Public Services 10 324 Current and Media A� airs in Public Services 10 326 Enhancing Public Service Delivery Through the Use of ICT 10 327 Social Welfare Services 10 328 Personnel and Human Resources 10 329 Security Procedures in the Public Services 10 330 Practical Team Sports 10 331 Exercise, Health and Lifestyle 10 332 Instructing Physical Activity and Exercise 10 333 Volunteering in Public Services 10 234 Environmental Policies and Practices 10 3


14


Unit Optional units continued Credit Level

35 Land Navigation by Map and Compass 10 236 Employment in the Uniformed Public Services 5 2


Pearson BTEC Level 3 Diploma in Public Services (Non-uniformed)

The Pearson BTEC Level 3 Diploma in Public Services (Non-Uniformed) is 120 credits and has 720 guided learning hours. It consists of four mandatory units plus optional units that provide for a combined total of 120 credits (where at least 90 credits must be at level 3 or above).


Pearson BTEC Level 3 Diploma in Public Services (Non-uniformed)


1 Government, Policies and the Public Services 10 32 Leadership and Teamwork in the Public Services 15 33 Citizenship, Diversity and the Public Services 15 325 Public Service Data Interpretation 10 3

Unit Optional units

5 Physical Preparation, Health and Lifestyle for the Public Services 10 37 International Institutions and Human Rights 5 38 Understand the Impact of War, Con� ict and Terrorism on Public Services 5 39 Outdoor and Adventurous Expeditions 10 310 Skills for Land-based Outdoor and Adventurous Activities 10 311 Skills for Water-based Outdoor and Adventurous Activities 10 312 Crime and its E� ects on Society 10 315 Planning and Management of Major Incidents 10 317 Police Powers in the Public Services 5 318 Behaviour in Public Sector Employment 5 321 Custodial Care Services 10 322 Aspects of the Legal System and Law-making Process 10 323 Extended Research in Public Services 10 324 Current and Media A� airs in Public Services 10 326 Enhancing Public Service Delivery Through the Use of ICT 10 327 Social Welfare Services 10 328 Personnel and Human Resources 10 329 Security Procedures in the Public Services 10 330 Practical Team Sports 10 331 Exercise, Health and Lifestyle 10 332 Instructing Physical Activity and Exercise 10 333 Volunteering in Public Services 10 234 Environmental Policies and Practices 10 3


16

Pearson BTEC Level 3 Extended Diploma in Public Services (Uniformed)

The Pearson BTEC Level 3 Extended Diploma in Public Services (Uniformed) is 180 credits and has1080 guided learning hours. It consists of � ve mandatory units plus optional units that provide for a combined total of 180 credits (where at least 135 credits must be at level 3 or above).




1 Government, Policies and the Public Services 10 32 Leadership and Teamwork in the Public Services 15 33 Citizenship, Diversity and the Public Services 15 34 Understanding Discipline in the Uniformed Public Services 10 36 Fitness Testing and Training for the Uniformed Public Services 10 3

Unit Optional units

5 Physical Preparation, Health and Lifestyle for the Public Services 10 37 International Institutions and Human Rights 5 38 Understand the Impact of War, Con� ict and Terrorism on Public Services 5 39 Outdoor and Adventurous Expeditions 10 310 Skills for Land-based Outdoor and Adventurous Activities 10 311 Skills for Water-based Outdoor and Adventurous Activities 10 312 Crime and its E� ects on Society 10 313 Command and Control in the Uniformed Public Services 10 314 Responding to Emergency Service Incidents 10 315 Planning and Management of Major Incidents 10 316 Career Planning for the Public Services 5 217 Police Powers in the Public Services 5 318 Behaviour in Public Sector Employment 5 319 Fundamentals of Nautical Studies 10 220 Communication and Technology in the Uniformed Public Services 10 321 Custodial Care Services 10 322 Aspects of the Legal System and Law-making Process 10 323 Extended Research in Public Services 10 324 Current and Media A� airs in Public Services 10 326 Enhancing Public Service Delivery Through the Use of ICT 10 328 Personnel and Human Resources 10 329 Security Procedures in the Public Services 10 330 Practical Team Sports 10 331 Exercise, Health and Lifestyle 10 332 Instructing Physical Activity and Exercise 10 333 Volunteering in Public Services 10 234 Environmental Policies and Practices 10 3



Unit Optional units continued Credit Level

35 Land Navigation by Map and Compass 10 236 Employment in the Uniformed Public Services 5 2


18

Pearson BTEC Level 3 Extended Diploma in Public Services (Non-uniformed)

The Pearson BTEC Level 3 Extended Diploma in Public Services (Non-uniformed) is 180 credits and has 1080 guided learning hours. It consists of � ve mandatory units plus optional units that provide for a combined total of 180 credits (where at least 135 credits must be at level 3 or above).


Pearson BTEC Level 3 Extended Diploma in Public Services (Non-uniformed)


1 Government, Policies and the Public Services 10 32 Leadership and Teamwork in the Public Services 15 33 Citizenship, Diversity and the Public Services 15 325 Public Service Data Interpretation 10 326 Enhancing Public Service Delivery Through the Use of ICT 10 3

Unit Optional units

5 Physical Preparation, Health and Lifestyle for the Public Services 10 37 International Institutions and Human Rights 5 38 Understanding the Impact of War, Con� ict and Terrorism on Public Services 5 39 Outdoor and Adventurous Expeditions 10 310 Skills for Land-based Outdoor and Adventurous Activities 10 311 Skills for Water-based Outdoor and Adventurous Activities 10 312 Crime and its E� ects on Society 10 315 Planning and Management of Major Incidents 10 316 Career Planning for the Public Services 5 217 Police Powers in the Public Services 5 318 Behaviour in Public Sector Employment 5 321 Custodial Care Services 10 322 Aspects of the Legal System and Law-making Process 10 323 Extended Research in Public Services 10 324 Current and Media A� airs in Public Services 10 327 Social Welfare Services 10 328 Personnel and Human Resources 10 329 Security Procedures in the Public Services 10 330 Practical Team Sports 10 331 Exercise, Health and Lifestyle 10 332 Instructing Physical Activity and Exercise 10 333 Volunteering in Public Services 10 234 Environmental Policies and Practices 10 3


Assessment and grading

All units are internally assessed in the BTEC quali� cations in this speci� cation.

All assessment for the BTEC quali� cations in this speci� cation is criterion referenced, based on the achievement of speci� ed learning outcomes. Each unit within the quali� cation has speci� ed assessment and grading criteria which are to be used for grading purposes. A summative unit grade can be awarded at pass, merit or distinction:

● to achieve a ‘pass’ a learner must have satis� ed all the pass assessment criteria

● to achieve a ‘merit’ a learner must additionally have satis� ed all the merit grading criteria

● to achieve a ‘distinction’ a learner must additionally have satis� ed all the distinction grading criteria.

Learners who complete the unit but who do not meet all the pass criteria are graded ‘unclassi� ed’.

Grading domains

The grading criteria are developed in relation to grading domains which are exempli� ed by a number of indicative characteristics at the level of the quali� cation.

There are four BTEC grading domains:

● application of knowledge and understanding

● development of practical and technical skills

● personal development for occupational roles

● application of generic skills.

Please refer to Annexe B which shows the merit and distinction indicative characteristics.

Guidance

The purpose of assessment is to ensure that e� ective learning has taken place to give learners the opportunity to:

● meet the assessment and grading criteria and

● achieve the learning outcomes within the units.

All the assignments created by centres should be reliable and � t for purpose, and should build on the assessment and grading criteria. Assessment tasks and activities should enable learners to produce valid, su� cient and reliable evidence that relates directly to the speci� ed criteria. Centres should enable learners to produce evidence in a variety of forms and including written reports, graphs and posters, along with projects, performance observation and time-constrained assessments.

Centres are encouraged to emphasise the practical application of the assessment and grading criteria, providing a realistic scenario for learners to adopt, and making maximum use of practical activities and work experience. The creation of assignments that are � t for purpose is vital to achievement and their importance cannot be over-emphasised.

The assessment and grading criteria must be clearly indicated in the � t-for-purpose assignments. This gives learners focus and helps with internal veri� cation and standardisation processes. It will also help to ensure that learner feedback is speci� c to the assessment and grading criteria.

When looking at the assessment and grading grids and designing assignments, centres are encouraged to identify common topics and themes.


20

The units include guidance on appropriate assessment methodology. A central feature of vocational assessment is that it allows for assessment to be:

● current, i.e. to re� ect the most recent developments and issues

● local, i.e. to re� ect the employment context of the delivering centre

● � exible to re� ect learner needs, i.e. at a time and in a way that matches the learner’s requirements so that they can demonstrate achievement.

Calculation of the quali� cation grade

Pass quali� cation grade

Learners who achieve the minimum eligible credit value speci� ed by the rule of combination will achieve the quali� cation at pass grade (see Rules of combination for the Pearson BTEC Level 3 quali� cations in this speci� cation).

Quali� cation grades above pass grade

Learners will be awarded a merit or distinction or distinction* quali� cation grade (or combination of these grades appropriate to the quali� cation) by the aggregation of points gained through the successful achievement of individual units. The number of points available is dependent on the unit level and grade achieved, and the credit size of the unit (as shown in the points available for credits achieved at di� erent levels and unit grades below).

Points available for credits achieved at di� erent levels and unit grades

The table below shows the number of points scored per credit at the unit level and grade.

Unit level Points per credit

Pass Merit Distinction

Level 2 5 6 7Level 3 7 8 9

Level 4 9 10 11

Learners who achieve the correct number of points within the ranges shown in the ‘quali� cation grade’ table will achieve the quali� cation merit or distinction or distinction* grade (or combinations of these grades appropriate to the quali� cation).


Quali� cation grade

BTEC Level 3 Certi� cate

Points range above pass grade Grade

230-249 Merit M250-259 Distinction D260 and above Distinction* D*

BTEC Level 3 Subsidiary Diploma



BTEC Level 3 90-credit Diploma


660-689 MP690–719 MM720-749 DM750–769 DD770-789 D*D790 and above D*D*

BTEC Level 3 Diploma


880-919 MP920-959 MM960-999 DM1000-1029 DD1030-1059 D*D1060 and above D*D*

BTEC Level 3 Extended Diploma


1300-1339 MPP1340-1379 MMP1380-1419 MMM1420-1459 DMM

1460-1499 DDM1500-1529 DDD1530-1559 D*DD1560-1589 D*D*D1590 and above D*D*D*

Please refer to Annexe G for examples of calculation of quali� cation grade above pass grade.


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Quality assurance of centres

Pearson’s quali� cation speci� cations set out the standard to be achieved by each learner in order for them to gain the quali� cation. This is done throughout the learning outcomes, and assessment and grading criteria in each unit. Further guidance on delivery and assessment is given in the Essential guidance for tutors section in each unit. This section is designed to provide guidance related to the unit to support tutors, deliverers and assessors and to provide coherence of understanding and a consistency of delivery and assessment.

Approval

Centres that have not previously o� ered BTEC quali� cations will � rst need to apply for, and be granted, centre approval before they can apply for approval to o� er the programme.

When a centre applies for approval to o� er a BTEC quali� cation they are required to enter into an approvals agreement.

The approvals agreement is a formal commitment by the head or principal of a centre to meet all the requirements of the speci� cation and any linked codes or regulations. Sanctions and tari� s may be applied if centres do not comply with the agreement. Ultimately, this could result in the suspension of certi� cation or withdrawal of approval.

Centres will be allowed ‘accelerated approval’ for a new programme where the centre already has approval for a programme that is being replaced by the new programme.

The key principles of quality assurance are that:

● a centre delivering BTEC programmes must be an approved centre and must have approval for programmes or groups of programmes that it is operating

● the centre agrees, as part of gaining approval, to abide by speci� c terms and conditions around the e� ective delivery and quality assurance of assessment; it must abide by these conditions throughout the period of delivery

● Pearson makes available to approved centres a range of materials and opportunities intended to exemplify the processes required for e� ective assessment and examples of e� ective standards. Approved centres must use the materials and services to ensure that all sta� delivering BTEC quali� cations keep up to date with the guidance on assessment

● an approved centre must follow agreed protocols for standardisation of assessors and veri� ers; planning, monitoring and recording of assessment processes; and for dealing with special circumstances, appeals and malpractice.

The approach of quality assured assessment is made through a partnership between an approved centre and Pearson. Pearson is committed to ensuring that it follows best practice and employs appropriate technology to support quality assurance processes where practicable. Therefore, the speci� c arrangements for working with centres will vary. Edexcel seeks to ensure that the quality assurance processes that it uses do not place undue bureaucratic processes on centres and works to support centres in providing robust quality assurance processes.


Pearson monitors and supports centres in the e� ective operation of assessment and quality assurance. The methods which it uses to do this for these BTEC programmes include:

● ensuring that all centres have completed appropriate declarations at the time of approval, undertaking approval visits to centres where necessary

● requiring all centres to appoint a Lead Internal Veri� er for designated groups of programmes and to ensure that this person is trained and supported in carrying out that role

● requiring that the Lead Internal Veri� er completes compulsory online standardisation related to assessment and veri� cation decisions for the designated programme

● assessment sampling and veri� cation, through requested samples of assessments, completed assessed learner work and associated documentation

● overarching review and assessment of a centre’s strategy for assessing and quality assuring its BTEC programmes.

Pearson Quality Assurance Handbook

Centres should refer to the UK BTEC Quality Assurance Handbook, issued annually, for detailed guidance.

An approved centre must make certi� cation claims only when authorised by Pearson and strictly in accordance with requirements for reporting.

Centres that do not fully address and maintain rigorous approaches to quality assurance will be prevented from seeking certi� cation for individual programmes or for all BTEC programmes. Centres that do not comply with remedial action plans may have their approval to deliver quali� cations removed.

Programme design and delivery

The BTEC quali� cations in this speci� cation consist of mandatory units and optional units. Optional units are designed to provide a focus to the quali� cation and more specialist opportunities.

In BTEC quali� cations each unit has a number of guided learning hours and centres are advised to take this into account when planning the programme of study associated with this speci� cation.


24

Mode of delivery

Pearson does not de� ne the mode of study for BTEC quali� cations in this speci� cation. Centres are free to o� er the quali� cations using any mode of delivery (such as full time, part time, evening only, distance learning) that meets their learners’ needs. Whichever mode of delivery is used, centres must ensure that learners have appropriate access to the resources identi� ed in the speci� cation and to the subject specialists delivering the units. This is particularly important for learners studying for the quali� cation through open or distance learning.

Learners studying for the quali� cation on a part-time basis bring with them a wealth of experience that should be utilised to maximum e� ect by tutors and assessors. The use of assessment evidence drawn from learners’ work environments should be encouraged. Those planning the programme should aim to enhance the vocational nature of the quali� cation by:

● liaising with employers to ensure a course relevant to learners’ speci� c needs

● accessing and using non-con� dential data and documents from learners’ workplaces

● including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment

● linking with company-based/workplace training programmes

● making full use of the variety of experience of work and life that learners bring to the programme.

Resources

The BTEC quali� cations in this speci� cation are designed to prepare learners for employment in speci� c occupational sectors. Physical resources need to support the delivery of the programme and the proper assessment of the learning outcomes and should, therefore, normally be of industry standard. Sta� delivering programmes and conducting the assessments should be familiar with current practice and standards in the sector concerned. Centres will need to meet any speci� c resource requirements to gain approval from Pearson .

Where speci� c resources are required these have been indicated in individual units in the Essential resources sections.

Delivery approach

It is important that centres develop an approach to teaching and learning that supports the specialist vocational nature of BTEC quali� cations and the mode of delivery. Speci� cations give a balance of practical skill development and knowledge requirements, some of which can be theoretical in nature. Tutors and assessors need to ensure that appropriate links are made between theory and practical application and that the knowledge base is applied to the sector. This requires the development of relevant and up-to-date teaching materials that allow learners to apply their learning to actual events and activity within the sector. Maximum use should be made of the learner’s experience.

An outline learning plan is included in every unit as guidance to demonstrate one way of planning the delivery and assessment of the unit. The outline learning plan can be used in conjunction with the programme of suggested assignments.

Where the quali� cation has been designated and approved as a Technical Certi� cate and forms part of an Apprenticeship scheme, particular care needs to be taken to build strong links between the learning and assessment for the BTEC quali� cation and the related NVQs and Functional Skills that also contribute to the scheme.


Meeting local needs

Centres should note that the quali� cations set out in this speci� cation have been developed in consultation with centres and employers and the Sector Skills Councils or the Standards Setting Bodies for the relevant sector. Centres should make maximum use of the choice available to them within the optional units to meet the needs of their learners, and local skills and training needs.

In certain circumstances, units in this speci� cation might not allow centres to meet a local need. In this situation, Pearson will ensure that the rule of combination allows centres to make use of units from other BTEC speci� cations in this suite. Centres are required to ensure that the coherence and purpose of the quali� cation is retained and to ensure that the vocational focus is not diluted.

For information on limitations on variations from standard speci� cations see Rules of combination for Pearson BTEC Level 3 quali� cations in this speci� cation.

These units cannot be used at the expense of the mandatory units in any quali� cation.

Additional and specialist learning

Additional and specialist learning (ASL) consists of accredited quali� cations. The ASL may include BTEC quali� cations which are also available to learners not following a Diploma course of study.

Quali� cations that are valid against di� erent lines of principal learning can be identi� ed on the Register of Regulated Quali� cations.

Functional Skills

The BTEC quali� cations in this speci� cation give learners opportunities to develop and apply Functional Skills.

Functional Skills are o� ered as stand-alone quali� cations at level 2. See individual units for opportunities to cover ICT, Mathematics and English Functional Skills.

Personal, learning and thinking skills

Opportunities are available to develop personal, learning and thinking skills (PLTS) within a sector-related context. PLTS are identi� ed in brackets after the unit pass criteria to which they are associated and they are also mapped in Annexe C. Further opportunities for learners to demonstrate these skills may arise as learners progress throughout their learning.


26

Access and recruitment

Pearson’s policy regarding access to its quali� cations is that:

● they should be available to everyone who is capable of reaching the required standards

● they should be free from any barriers that restrict access and progression

● there should be equal opportunities for all wishing to access the quali� cations.

Centres are required to recruit learners to BTEC quali� cations with integrity. This will include ensuring that applicants have appropriate information and advice about the quali� cations and that the quali� cation will meet their needs. Centres should take appropriate steps to assess each applicant’s potential and make a professional judgement about their ability to successfully complete the programme of study and achieve the quali� cation. This assessment will need to take account of the support available to the learner within the centre during their programme of study and any speci� c support that might be necessary to allow the learner to access the assessment for the quali� cation. Centres should consult Pearson’s policy on learners with particular requirements.

Centres will need to review the entry pro� le of quali� cations and/or experience held by applicants, considering whether this pro� le shows an ability to progress to a level 4 quali� cation. For learners who have recently been in education, the pro� le is likely to include one of the following:

● a BTEC level 2 quali� cation in Public Services or a related vocational area

● a standard of literacy and numeracy supported by a general education equivalent to four GCSEs at grade A*-C

● other related level 2 quali� cations

● related work experience.

More mature learners may present a more varied pro� le of achievement that is likely to include experience of paid and/or unpaid employment.

Restrictions on learner entry

Most BTEC quali� cations are for learners aged 16 years and over.

In particular sectors the restrictions on learner entry might also relate to any physical or legal barriers, for example people working in health, care or education are likely to be subject to Criminal Records Bureau (CRB) checks.

The BTEC quali� cations in this speci� cation are listed on the DfE funding lists under Section 96 of the Learning and Skills Act 2000.

Access arrangements for learners with disabilities and speci� c needs

Equality and fairness are central to our work. Pearson’s Equality Policy requires that all learners should have equal opportunity to access our quali� cations and assessments, and that our quali� cations should be awarded in a way that is fair to every learner.

We are committed to ensuring that:

● learners with a protected characteristic (as de� ned by the Equality Act 2010) are not, when they are undertaking one of our quali� cations, disadvantaged in comparison to learners who do not share that characteristic


● all learners achieve the recognition they deserve from undertaking a quali� cation and that this achievement can be fairly compared to the achievement of their peers.

Details on how to make adjustments for learners with protected characteristics are given in the policy document Reasonable Adjustment and Special Considerations for BTEC and Edexcel NVQ Quali� cations, which can be found on the Pearson website.

Recognition of Prior Learning

Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.

Pearson encourages centres to recognise learners’ previous achievements and experiences whether at work, home and at leisure, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.

RPL enables recognition of achievement from a range of activities using any valid assessment methodology. Provided that the assessment requirements of a given unit or quali� cation have been met, the use of RPL is acceptable for accrediting a unit, units or a whole quali� cation. Evidence of learning must be valid and reliable.

Unit format

All units in BTEC quali� cations have a standard format. The unit format is designed to give guidance on the requirements of the quali� cation for learners, tutors, assessors and those responsible for monitoring national standards.

Each unit has the following sections.

Unit title

The unit title will appear on the learner’s Noti� cation of Performance (NOP).

Level

All units and quali� cations have a level assigned to them, which represents the level of achievement. There are nine levels of achievement, from Entry level to level 8. The level of the unit has been informed by the level descriptors and, where appropriate, the National Occupational Standards (NOS) and/or other sector/professional benchmarks.

Credit value

Each unit in BTEC quali� cations has a credit value; learners will be awarded credits for the successful completion whole units.

A credit value speci� es the number of credits that will be awarded to a learner who has met all the learning outcomes of the unit.


28

Guided learning hours

Guided learning hours for the unit, as de� ned on page 3.

Aim and purpose

The aim is a succinct statement that summarises the learning outcomes of the unit.

Unit introduction

The unit introduction gives the reader an appreciation of the unit in the vocational setting of the quali� cation, as well as highlighting the focus of the unit. It gives the reader a snapshot of the unit and the key knowledge, skills and understanding gained while studying the unit. The unit introduction also highlights any links to the appropriate vocational sector by describing how the unit relates to that sector.

Learning outcomes

Learning outcomes state exactly what a learner should ‘know, understand or be able to do’ as a result of completing the unit.

Unit content

The unit content identi� es the breadth of knowledge, skills and understanding needed to design and deliver a programme of learning to achieve each of the learning outcomes. This is informed by the underpinning knowledge and understanding requirements of the related NOS. The content provides the range of subject material for the programme of learning and speci� es the skills, knowledge and understanding required for achievement of the pass, merit and distinction grading criteria.

Each learning outcome is stated in full and then the key phrases or concepts related to that learning outcome are listed in italics followed by the subsequent range of related topics.

Relationship between content and assessment criteria

The learner must have the opportunity within the delivery of the unit to cover all of the unit content.

It is not a requirement of the unit speci� cation that all of the content is assessed. However, the indicative content will need to be covered in a programme of learning in order for learners to be able to meet the standard determined in the assessment and grading criteria. The merit and distinction grading criteria enable the learner to achieve higher levels of performance in acquisition of knowledge, understanding and skills.


Content structure and terminology

The information below shows how unit content is structured and gives the terminology used to explain the di� erent components within the content.

● Learning outcome: this is given in bold at the beginning of each section of content.

● Italicised sub-heading: it contains a key phrase or concept. This is content which must be covered in the delivery of the unit. Colons mark the end of an italicised sub-heading.

● Elements of content: the elements are in plain text and amplify the sub-heading. The elements must also be covered in the delivery of the unit. Semi-colons mark the end of an element.

● Brackets contain ampli� cation of elements of content which must be covered in the delivery of the unit.

● ‘e.g.’ is a list of examples used for indicative ampli� cation of an element (that is, the content speci� ed in this ampli� cation that could be covered or that could be replaced by other, similar material).

Assessment and grading grid

Each grading grid gives the assessment and grading criteria used to determine the evidence that each learner must produce in order to receive a pass, merit or distinction grade. It is important to note that the merit and distinction grading criteria require a qualitative improvement in a learner’s evidence and not simply the production of more evidence at the same level.

Essential guidance for tutors

This section gives tutors additional guidance and ampli� cation to aid understanding and a consistent level of delivery and assessment. It is divided into the following sections.

● Delivery – explains the content’s relationship with the learning outcomes and o� ers guidance about possible approaches to delivery. This section is based on the more usual delivery modes but is not intended to rule out alternative approaches.

● Outline learning plan – has been included in every unit as guidance and demonstrates one way in planning the delivery and assessment of a unit. The outline learning plan can be used in conjunction with the programme of suggested assignments.

● Assessment – gives ampli� cation about the nature and type of evidence that learners need to produce in order to pass the unit or achieve the higher grades. This section should be read in conjunction with the grading criteria.

● Programme of suggested assignments – the table shows how the suggested assignments match and cover the assessment grading criteria.

● Links to National Occupational Standards, other BTEC units, other BTEC quali� cations and other relevant units and quali� cations – sets out links with other units within the quali� cation. These links can be used to ensure that learners make connections between units, resulting in a coherent programme of learning. The links show opportunities for integration of learning, delivery and assessment.

● Essential resources – identi� es any specialist resources needed to allow learners to generate the evidence required for each unit. The centre will be asked to ensure that any requirements are in place when it seeks approval from Edexcel to o� er the quali� cation.

● Employer engagement and vocational contexts – provides a short list of agencies, networks and other useful contacts for employer engagement and for sources of vocational contexts.

● Indicative reading for learners – gives a list of resource materials for learners that benchmark the level of study.


30

Further information

For further information please call Customer Services on 020 7010 2188 (calls may be recorded for quality and training purposes) or email [email protected].

Useful publications

Further copies of this document and related publications can be obtained by contacting us:

Telephone: 0845 172 0205Email: [email protected]

Related information and publications include:

● Functional Skills publications – speci� cations, tutor support materials and question papers

● the current Pearson publications catalogue and update catalogue.

Pearson publications concerning the Quality Assurance System and the internal and external veri� cation of vocationally related programmes can be found on the Pearson website and in the Pearson publications catalogue.

NB: Most of our publications are priced. There is also a charge for postage and packing. Please check the cost when you order.

How to obtain National Occupational Standards

Please contact:

Skills for Justice1st Floor, Unit CMeadow Court Business Park4 Hayland StreetShe� eldS9 1BY

Telephone: 0114 284 1930


Professional development and training

Pearson supports UK and international customers with training related to BTEC quali� cations. This support is available through a choice of training options o� ered in our published training directory or through customised training at your centre.

The support we o� er focuses on a range of issues including:

● planning for the delivery of a new programme

● planning for assessment and grading

● developing e� ective assignments

● building your team and teamwork skills

● developing student-centred learning and teaching approaches

● building Functional Skills into your programme

● building in e� ective and e� cient quality assurance systems.

The national programme of training we o� er can be viewed on our website (quali� cations.pearson.com). You can request customised training through the website or by contacting one of our advisers in the Training from Pearson UK to discuss your training needs.

The training we provide:

● is active – ideas are developed and applied

● is designed to be supportive and thought provoking

● builds on best practice.


32


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Grading domain 1

Indicative characteristics – merit Indicative characteristics – distinction

Application of knowledge and understanding

(Learning outcome stem understand or know)

• Shows depth of knowledge and development of understanding in familiar and unfamiliar situations (for example explain why, makes judgements based on analysis).

• Applies and/or selects concepts showing comprehension of often complex theories.

• Applies knowledge in often familiar and unfamiliar contexts.

• Applies knowledge to non-routine contexts (eg assessor selection).

• Makes reasoned analytical judgements.

• Shows relationships between pass criteria.

• Synthesises knowledge and understanding across pass and merit criteria.

• Evaluates complex concepts/ideas/actions and makes reasoned and con� dent judgements.

• Uses analysis, research and evaluation to make recommendations and in� uence proposals.

• Analyses implications of application of knowledge/understanding.

• Accesses and evaluates knowledge and understanding to advance complex activities/contexts.

• Shows relationships with pass and merit criteria.

• Responds positively to evaluation.

Grading domain 2


Development of practical and technical skills

(Learning outcome stem be able to)

• Deploys appropriate advanced techniques/processes/skills.

• Applies technical skill to advance non-routine activities.

• Advances practical activities within resource constraints.

• Produces varied solutions (including non-routine).

• Modi� es techniques/processes to situations.

• Shows relationship between pass criteria.

• Demonstrates creativity/originality/own ideas.

• Applies skill(s) to achieve higher order outcome.

• Selects and uses successfully from a range of advanced techniques/processes/skills.

• Re� ects on skill acquisition and application.

• Justi� es application of skills/methods.

• Makes judgements about risks and limitations of techniques/processes.

• Innovates or generates new techniques/processes for new situations.

• Shows relationship with pass and merit criteria.

Annexe B

Grading domains: BTEC level 3 generic grading domains


36

Grading domain 3


Personal development for occupational roles

(Any learning outcome stem)

• Takes responsibility in planning and undertaking activities.

• Reviews own development needs.

• Finds and uses relevant information sources.

• Acts within a given work-related context showing understanding of responsibilities.

• Identi� es responsibilities of employers to the community and the environment.

• Applies qualities related to the vocational sector.

• Internalises skills/attributes (creating con� dence).

• Manages self to achieve outcomes successfully.

• Plans for own learning and development through the activities.

• Analyses and manipulates information to draw conclusions.

• Applies initiative appropriately.

• Assesses how di� erent work-related contexts or constraints would change performance.

• Reacts positively to changing work-related contexts

• Operates ethically in work-related environments.

• Takes decisions related to work contexts.

• Applies divergent and lateral thinking in work-related contexts.

• Understands interdependence.

Grading domain 4


Application of generic skills

(Any learning outcome stem)

• Communicates e� ectively using appropriate behavioural and language registers.

• Communicates with clarity and in� uence.

• Makes judgements in contexts with explanations.

• Explains how to contribute within a team.

• Demonstrates positive contribution to team(s).

• Makes adjustments to meet the needs/expectations of others (negotiation skills).

• Selects and justi� es solutions for speci� ed problems.

• Presents self and communicates information to meet the needs of a variety of audience.

• Identi� es strategies for communication.

• Shows innovative approaches to dealing with individuals and groups.

• Takes decisions in contexts with justi� cations.

• Produces outputs subject to time/resource constraints.

• Re� ects on own contribution to working within a team.

• Generates new or alternative solutions to speci� ed problems.

• Explores entrepreneurial attributes.


Annexe C

Personal, learning and thinking skills

A FRAMEWORK OF PERSONAL, LEARNING AND THINKING SKILLS 11–19 IN ENGLAND

The framework comprises six groups of skills that, together with the Functional Skills of English, Mathematics and ICT, are essential to success in learning, life and work. In essence the framework captures the essential skills of: managing self; managing relationships with others; and managing own learning, performance and work. It is these skills that will enable young people to enter work and adult life con� dent and capable.

The titles of the six groups of skills are set out below.

For each group there is a focus statement that sums up the range of skills. This is followed by a set of outcome statements that are indicative of the skills, behaviours and personal qualities associated with each group.

Each group is distinctive and coherent. The groups are also inter-connected. Young people are likely to encounter skills from several groups in any one learning experience. For example an independent enquirer would set goals for their research with clear success criteria (re� ective learner) and organise and manage their time and resources e� ectively to achieve these (self-manager). In order to acquire and develop fundamental concepts such as organising oneself, managing change, taking responsibility and perseverance, learners will need to apply skills from all six groups in a wide range of learning contexts 11-19.

Team workers Self-managers

Independent enquirers

Re� ective learners

E� ective participators

Creative thinkers


38

The Skills

Independent enquirersFocus:Young people process and evaluate information in their investigations, planning what to do and how to go about it. They take informed and well-reasoned decisions, recognising that others have di� erent beliefs and attitudes.

Young people: • identify questions to answer and problems to resolve • plan and carry out research, appreciating the consequences of decisions • explore issues, events or problems from di� erent perspectives • analyse and evaluate information, judging its relevance and value • consider the in� uence of circumstances, beliefs and feelings on decisions and events • support conclusions, using reasoned arguments and evidence.

Creative thinkersFocus:Young people think creatively by generating and exploring ideas, making original connections. They try di� erent ways to tackle a problem, working with others to � nd imaginative solutions and outcomes that are of value.

Young people: • generate ideas and explore possibilities • ask questions to extend their thinking • connect their own and others’ ideas and experiences in inventive ways • question their own and others’ assumptions • try out alternatives or new solutions and follow ideas through • adapt ideas as circumstances change.

Re� ective learnersFocus:Young people evaluate their strengths and limitations, setting themselves realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making changes to further their learning.

Young people: • assess themselves and others, identifying opportunities and achievements • set goals with success criteria for their development and work • review progress, acting on the outcomes • invite feedback and deal positively with praise, setbacks and criticism • evaluate experiences and learning to inform future progress • communicate their learning in relevant ways for di� erent audiences.


Team workersFocus:Young people work con� dently with others, adapting to di� erent contexts and taking responsibility for their own part. They listen to and take account of di� erent views. They form collaborative relationships, resolving issues to reach agreed outcomes.

Young people: • collaborate with others to work towards common goals • reach agreements, managing discussions to achieve results • adapt behaviour to suit di� erent roles and situations, including leadership role • show fairness and consideration to others • take responsibility, showing con� dence in themselves and their contribution • provide constructive support and feedback to others.

Self-managersFocus:Young people organise themselves, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and self-improvement. They actively embrace change, responding positively to new priorities, coping with challenges and looking for opportunities.

Young people: • seek out challenges or new responsibilities and show � exibility when priorities change • work towards goals, showing initiative, commitment and perseverance • organise time and resources, prioritising actions • anticipate, take and manage risks • deal with competing pressures, including personal and work-related demands • respond positively to change, seeking advice and support when needed.

E� ective participatorsFocus:Young people actively engage with issues that a� ect them and those around them. They play a full part in the life of their school, college, workplace or wider community by taking responsible action to bring improvements for others as well as themselves.

Young people: • discuss issues of concern, seeking resolution where needed • present a persuasive case for action • propose practical ways forward, breaking these down into manageable steps • identify improvements that would bene� t others as well as themselves • try to in� uence others, negotiating and balancing diverse views to reach workable solutions • act as an advocate for views and beliefs that may di� er from their own.


40

PLTS performance indicator (suggested recording sheet)

Name: Date:

Level of success 1 = low, 5 = high

Independent enquirers

Identify questions to answer and problems to resolve 1 2 3 4 5Plan and carry out research, appreciating the consequences of decisions 1 2 3 4 5Explore issues, events or problems from di� erent perspectives 1 2 3 4 5Analyse and evaluate information, judging its relevance and value 1 2 3 4 5Consider the in� uence of circumstances, beliefs and feelings on decisions and events

1 2 3 4 5

Support conclusions, using reasoned arguments and evidence 1 2 3 4 5Creative thinkersGenerate ideas and explore possibilities 1 2 3 4 5Ask questions to extend their thinking 1 2 3 4 5Connect their own and others’ ideas and experiences in inventive ways 1 2 3 4 5Question their own and others’ assumptions 1 2 3 4 5Try out alternatives or new solutions and follow ideas through 1 2 3 4 5Adapt ideas as circumstances change 1 2 3 4 5Re� ective learnersAssess themselves and others, identifying opportunities and achievements 1 2 3 4 5Set goals with success criteria for their development and work 1 2 3 4 5Review progress, acting on the outcomes 1 2 3 4 5Invite feedback and deal positively with praise, setbacks and criticism 1 2 3 4 5Evaluate experiences and learning to inform future progress 1 2 3 4 5Communicate their learning in relevant ways for di� erent audiences 1 2 3 4 5


Team workers

Collaborate with others to work towards common goals 1 2 3 4 5Reach agreements, managing discussions to achieve results 1 2 3 4 5Adapt behaviour to suit di� erent roles and situations, including leadership roles 1 2 3 4 5Show fairness and consideration to others 1 2 3 4 5Take responsibility, showing con� dence in themselves and their contribution 1 2 3 4 5Provide constructive support and feedback to others 1 2 3 4 5Self-managersSeek out challenges or new responsibilities and show � exibility when priorities change

1 2 3 4 5

Work towards goals, showing initiative, commitment and perseverance 1 2 3 4 5

Organise time and resources, prioritising actions 1 2 3 4 5Anticipate, take and manage risks 1 2 3 4 5Deal with competing pressures, including personal and work-related demands 1 2 3 4 5Respond positively to change, seeking advice and support when needed 1 2 3 4 5E� ective participatorsDiscuss issues of concern, seeking resolution where needed 1 2 3 4 5Present a persuasive case for action 1 2 3 4 5Propose practical ways forward, breaking these down into manageable steps 1 2 3 4 5Identify improvements that would bene� t others as well as themselves 1 2 3 4 5Try to in� uence others, negotiating and balancing diverse views to reach workable solutions

1 2 3 4 5

Act as an advocate for views and beliefs that may di� er from their own 1 2 3 4 5

Note to learner: The circled number represents an indication of your PLTS performance so far.

Note to tutor: Indicate the level of success by circling the appropriate number during your feedback with the learner.


42

Sum

mar

y of

the

PLT

S c

over

age

thro

ugho

ut t

he p

rogr

amm

e

Pers

onal

, lea

rnin

g an

d th

inki

ng s

kills

Uni

t

12

34

56

78

910

1112

1314

1516

1718

1920

2122

2324

2526

27

Inde

pend

ent

enqu

irers

Cre

ativ

e th

inke

rs

Re� e

ctiv

e le

arne

rs

Team

wor

kers

Self-

man

ager

s

E� e

ctiv

e pa

rtic

ipat

ors

–

opp

ortu

nitie

s fo

r de

velo

pmen

t

Pers

onal

, lea

rnin

g an

d th

inki

ng s

kills

Uni

t

2829

3031

3233

3435

36

Inde

pend

ent

enqu

irers

Cre

ativ

e th

inke

rs

Re� e

ctiv

e le

arne

rs

Team

wor

kers

Self-

man

ager

s

E� e

ctiv

e pa

rtic

ipat

ors

–

opp

ortu

nitie

s fo

r de

velo

pmen

t


Annexe D

Wider curriculum mapping

The BTEC quali� cations in this speci� cation give learners opportunities to develop an understanding of spiritual, moral, ethical, social and cultural issues, as well as an awareness of citizenship, environmental issues, European developments, health and safety considerations and equal opportunities issues.

The BTEC quali� cations in this speci� cation make a positive contribution to wider curricular areas as appropriate.

Spiritual, moral, ethical, social and cultural issues

These quali� cations contribute to an understanding of:

● spiritual issues – for example in Unit 4: Understanding Discipline in the Uniformed Public Services learners will examine how moral dilemmas and ethics contribute to conformity in uniformed public services

● social and cultural issues – for example in Unit 7: International Institutions and Human Rights, learners will understand how social and cultural issues in� uence human rights and how the UK upholds these rights.

Citizenship issues

Learners undertaking the BTEC quali� cations in this speci� cation will have the opportunity to develop their understanding of citizenship issues, for example in Unit 3: Citizenship, Diversity and the Public Services, learners will look at the meaning and bene� ts of citizenship and the qualities of a good citizen.

Environmental issues

Learners undertaking the BTEC quali� cations in this speci� cation will have the opportunity to develop their understanding of environmental issues, for example when learners are considering the environment in Unit 9: Outdoor and Adventurous Expeditions, Unit 10: Skills for Land-based Outdoor and Adventurous Activities, Unit 11: Skills for Water-based Outdoor and Adventurous Activities. They will also understand how major incidents a� ect the environment in Unit 15: Planning and Management of Major Incidents.

European developments

Much of the content of the BTEC quali� cations in this speci� cation applies throughout Europe even though delivery is in a UK context. Learners will cover the structure of the European Courts of Justice in Unit 22: Aspects of the Legal System and the Law-making Process and how the development of the social welfare system in the UK impacts on Europe in Unit 27: Social Welfare Services.


44

Health and safety considerations

The BTEC quali� cations in this speci� cation are practically based and health and safety issues are encountered throughout the units. Unit 28: Personnel and Human Resources covers the rights and responsibilities of employees and employers including supporting health and safety in the workplace.

Equal opportunities issues

Equal opportunities issues are implicit throughout the BTEC quali� cations in this speci� cation. Unit 3: Citizenship, Diversity and the Public Services de� nes the term ‘equal opportunity’ in relation to citizenship and diversity.


Wid

er c

urri

culu

m m

appi

ng

Lev

el 3

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9

Unit 10

Unit 11

Unit 12

Unit 13

Unit 14

Unit 15

Unit 16

Unit 17

Unit 18

Unit 19

Unit 20

Spiri

tual

Mor

al a

nd e

thic

al

Soci

al a

nd c

ultu

ral

Citi

zens

hip

issue

s

Envi

ronm

enta

l iss

ues

Euro

pean

dev

elop

men

ts

Hea

lth a

nd s

afet

y co

nsid

erat

ions

Equa

l opp

ortu

nitie

s iss

ues


46

Unit 21

Unit 22

Unit 23

Unit 24

Unit 25

Unit 26

Unit 27

Unit 28

Unit 29

Unit 30

Unit 31

Unit 32

Unit 33

Unit 34

Unit 35

Unit 36

Spiri

tual

Mor

al a

nd e

thic

al

Soci

al a

nd c

ultu

ral

Citi

zens

hip

issue

s

Envi

ronm

enta

l iss

ues

Euro

pean

dev

elop

men

ts

Hea

lth a

nd s

afet

y co

nsid

erat

ions

Equa

l opp

ortu

nitie

s iss

ues


Ann

exe

E

Nat

iona

l Occ

upat

iona

l Sta

ndar

ds/m

appi

ng w

ith

NV

Qs

The

grid

bel

ow m

aps

the

know

ledg

e co

vere

d in

the

Pear

son

BTEC

Lev

el 3

Cer

ti� c

ate,

Sub

sidia

ry D

iplo

ma,

90-

cred

it D

iplo

ma,

Dip

lom

a an

d Ex

tend

ed

Dip

lom

a in

Pub

lic S

ervi

ces

agai

nst t

he u

nder

pinn

ing

know

ledg

e of

the

Leve

l 3 N

VQ in

Pol

icin

g, L

evel

3 N

VQ in

Cus

todi

al C

are,

Lev

el 3

NVQ

in B

usin

ess

and

Adm

inist

ratio

n, L

evel

3 N

VQ in

Inst

ruct

ing

Phys

ical

Act

ivity

and

Exe

rcise

, Lev

el 3

NVQ

in C

oach

ing,

Tea

chin

g an

d In

stru

ctin

g.

KE

Y

i

ndic

ates

that

the

BTEC

qua

li� c

atio

ns c

over

all

of th

e un

derp

inni

ng k

now

ledg

e of

the

NVQ

uni

t

# i

ndic

ates

par

tial c

over

age

of th

e N

VQ u

nit

a

blan

k sp

ace

indi

cate

s no

cov

erag

e of

the

unde

rpin

ning

kno

wle

dge

Uni

ts

NV

Qs/

NO

S1

23

45

67

89

1011

1213

1415

1617

1819

20

Leve

l 3 in

NVQ

in P

olic

ing

CD

5: A

rres

t, de

tain

or

repo

rt in

divi

dual

s#

CI1

01: I

nter

view

vic

tims

and

witn

esse

s#

#

CK1

: Sea

rch

indi

vidu

als

#Le

vel 3

in C

oach

ing,

Tea

chin

g an

d In

stru

ctin

gLe

vel 3

in A

chie

ving

Exc

elle

nce

in S

port

s an

d Pe

rfor

man

ceLe

vel 3

in S

port

s D

evel

opm

ent

Leve

l 3 in

Spo

rt, R

ecre

atio

n an

d A

llied

Occ

upat

ions


48

Uni

ts

NV

Qs

2122

2324

2526

2728

2930

3132

3334

3536

Leve

l 3 N

VQ in

Pol

icin

gC

D5:

Arr

est,

deta

in o

r re

port

indi

vidu

als

CI1

01: I

nter

view

vic

tims

and

witn

esse

sC

K1: S

earc

h in

divi

dual

s

Leve

l 3 C

oach

ing,

Tea

chin

g an

d In

stru

ctin

g

Leve

l 3 in

Ach

ievi

ng E

xcel

lenc

e in

Spo

rts

and

Perf

orm

ance

Leve

l 3 in

Spo

rts

Dev

elop

men

t


Ann

exe

F

Uni

t m

appi

ng o

verv

iew

BTEC

Nat

iona

l in

Publ

ic S

ervi

ces

(spe

ci� c

atio

n en

d da

te 3

1/08

/201

0)/n

ew v

ersio

ns o

f the

BTE

C q

uali�

cat

ions

in P

ublic

Ser

vice

s (s

peci

� cat

ion

star

t dat

e 01

/09/

2010

) – th

e BT

EC L

evel

3 C

erti�

cat

e in

Pub

lic S

ervi

ces,

BTEC

Lev

el 3

Sub

sidia

ry D

iplo

ma

in P

ublic

Ser

vice

s, BT

EC L

evel

3 9

0-cr

edit

Dip

lom

a in

Pub

lic

Serv

ices

, BTE

C L

evel

3 D

iplo

ma

in P

ublic

Ser

vice

s an

d th

e BT

EC L

evel

3 E

xten

ded

Dip

lom

a in

Pub

lic S

ervi

ces.

Old

un

its

New

unit

s

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9

Unit 10

Unit 11

Unit 12

Unit 13

Unit 14

Unit 15

Unit 16

Unit 17

Unit 18

Unit 19

Unit 20

Unit 21

Unit 22

Uni

t 1

XU

nit

2P

P

Uni

t 3

PP

Uni

t 4

FU

nit

5P

Uni

t 6

PU

nit

7P

Uni

t 8

PU

nit

9F

Uni

t 10

FU

nit

11F

Uni

t 12

XU

nit

13F

Uni

t 14

FU

nit

15F

Uni

t 16

PU

nit

17P


50

Old

un

its

New

unit

s

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Unit 7

Unit 8

Unit 9

Unit 10

Unit 11

Unit 12

Unit 13

Unit 14

Unit 15

Unit 16

Unit 17

Unit 18

Unit 19

Unit 20

Unit 21

Unit 22

Uni

t 18

PU

nit

19F

Uni

t 20

XU

nit

21X

Uni

t 22

XU

nit

36P


Mapping to the BTEC National Award in Central and Local Government

Old units

Newunits U

nit

4

Uni

t 10

Uni

t 11

Uni

t 16

Unit 23Unit 24Unit 25 FUnit 26 FUnit 27 FUnit 28Unit 29Unit 30 Unit 31Unit 32Unit 33Unit 34 PUnit 35

KEY

P – Partial mapping (some topics from the old unit appear in the new unit)

F – Full mapping (topics in old unit match new unit exactly or almost exactly)

X – Full mapping + new (all the topics from the old unit appear in the new unit, but new unit also contains new topic(s))


52


Uni

t m

appi

ng in

dep

th

BTEC

Nat

iona

l in

Publ

ic S

ervi

ces

(spe

ci� c

atio

n en

d da

te 3

1/08

/201

0)/n

ew v

ersio

ns o

f the

BTE

C q

uali�

cat

ions

in P

ublic

Ser

vice

s (s

peci

� cat

ion

star

t dat

e 01

/09/

2010

) – th

e BT

EC L

evel

3 C

erti�

cat

e in

Pub

lic S

ervi

ces,

BTEC

Lev

el 3

Sub

sidia

ry D

iplo

ma

in P

ublic

Ser

vice

s, BT

EC L

evel

3 9

0-cr

edit

Dip

lom

a in

Pub

lic

Serv

ices

, BTE

C L

evel

3 D

iplo

ma

in P

ublic

Ser

vice

s an

d th

e BT

EC L

evel

3 E

xten

ded

Dip

lom

a in

Pub

lic S

ervi

ces.

New

uni

tsO

ld u

nits

Map

ping

/com

men

ts (

new

top

ics

in it

alic

s)

Num

ber

Nam

eN

umbe

rN

ame

Uni

t 1

Gov

ernm

ent,

Polic

ies

and

the

Publ

ic S

ervi

ces

Uni

t 1

Gov

ernm

ent,

Polic

ies

and

the

Publ

ic S

ervi

ces

This

unit

is a

dire

ct r

eplac

emen

t for

the

old

Uni

t 1.

The

lear

ning

out

com

es a

re:

1 Kn

ow th

e di

� ere

nt le

vels

of g

over

nmen

t in

the

UK

2 U

nder

stan

d th

e de

moc

ratic

ele

ctio

n pr

oces

s fo

r ea

ch le

vel o

f gov

ernm

ent

in th

e U

K

3 Kn

ow th

e im

pact

of U

K go

vern

men

t pol

icie

s on

the

publ

ic s

ervi

ces

4 Be

abl

e to

dem

onst

rate

how

gov

ernm

ent p

olic

ies

are

deve

lope

d.

Lear

ning

out

com

e 1

is la

rgel

y th

e sa

me.

Lear

ning

out

com

e 2/

3/4

have

bee

n ch

ange

d an

d th

e co

nten

t red

uced

.

Lear

ning

out

com

e 4

requ

ired

lear

ners

to d

emon

stra

te a

nd it

is s

ugge

sted

that

th

is is

done

via

act

iviti

es s

uch

as s

imul

atio

n an

d ro

le p

lay.

Ass

essm

ent a

nd d

eliv

ery

guid

ance

, out

line

lear

ning

pla

n, a

nd s

ugge

sted

pr

ogra

mm

e of

ass

ignm

ents

hav

e be

en a

dded

.


54

New

uni

tsO

ld u

nits

Map

ping

/com

men

ts (

new

top

ics

in it

alic

s)

Num

ber

Nam

eN

umbe

rN

ame

Uni

t 2

Lead

ersh

ip a

nd T

eam

wor

k in

Pub

lic S

ervi

ceU

nit

2

Uni

t 4

Team

Lea

ders

hip

in th

e U

nifo

rmed

Pub

lic S

ervi

ces

Team

Dev

elop

men

t in

Publ

ic

Serv

ices

This

unit

(whi

ch is

an

exte

nded

15

cred

it un

it) h

as b

een

deve

lope

d th

roug

h a

mer

ger

of th

e ol

d U

nits

2 a

nd 4

.

The

lear

ning

out

com

es a

re:

1 U

nder

stan

d th

e st

yles

of l

eade

rshi

p an

d th

e ro

le o

f a te

am le

ader

2 Be

abl

e to

com

mun

icat

e e�

ect

ivel

y to

brie

f and

deb

rief t

eam

s

3 Be

abl

e to

use

app

ropr

iate

ski

lls a

nd q

ualit

ies

to le

ad a

team

4 Be

abl

e to

par

ticip

ate

in te

amw

ork

activ

ities

with

in th

e pu

blic

ser

vice

s

5 U

nder

stan

d te

am d

evel

opm

ent.

The

maj

ority

of t

he c

onte

nt fr

om th

e ol

d U

nit 2

has

bee

n re

tain

ed a

nd

the

cont

ent f

or th

e ol

d U

nit 4

rev

iew

ed. T

he fo

cus

of th

e un

it is

now

on

deve

lopi

ng a

n un

ders

tand

ing

of le

ader

ship

and

team

s an

d be

ing

able

to

dem

onst

rate

the

skills

req

uire

d as

bot

h a

lead

er a

nd a

team

mem

ber

in

spec

i� c

cont

exts

.

Ass

essm

ent a

nd d

eliv

ery

guid

ance

, out

line

lear

ning

pla

n, a

nd s

ugge

sted

pr

ogra

mm

e of

ass

ignm

ents

hav

e be

en a

dded

.


New

uni

tsO

ld u

nits

Map

ping

/com

men

ts (

new

top

ics

in it

alic

s)

Num

ber

Nam

eN

umbe

rN

ame

Uni

t 3

Citi

zens

hip,

Div

ersit

y an

d th

e Pu

blic

Ser

vice

s U

nit

3

Uni

t 6

Citi

zens

hip,

Con

tem

pora

ry

Soci

ety

and

the

Publ

ic S

ervi

ces

Div

ersit

y an

d th

e Pu

blic

Se

rvic

es

This

unit

(whi

ch is

an

exte

nded

15-

cred

it un

it) h

as b

een

deve

lope

d th

roug

h a

mer

ger

of th

e ol

d U

nits

3 a

nd 6

.

The

lear

ning

out

com

es a

re:

1 U

nder

stan

d th

e m

eani

ngs

and

bene

� ts

of c

itize

nshi

p an

d di

vers

ity

2 Kn

ow th

e le

gal a

nd h

uman

itaria

n rig

hts

that

pro

tect

citi

zens

and

pro

mot

e di

vers

ity

3 U

nder

stan

d th

e ro

le o

f pub

lic s

ervi

ces

in e

nfor

cing

div

ersit

y an

d pr

ovid

ing

equa

lity

of s

ervi

ce

4 Be

abl

e to

inve

stig

ate

curr

ent a

� airs

, med

ia a

nd s

uppo

rt.

The

cont

ent o

f the

old

uni

ts h

as b

een

larg

ely

reta

ined

, alth

ough

lear

ners

are

no

long

er r

equi

red

to s

tudy

the

hist

oric

al a

nd in

tern

atio

nal a

spec

ts o

f div

ersit

y. (In

tern

atio

nal i

ssue

s ar

e co

vere

d in

Uni

t 7: I

nter

natio

nal I

nstit

utio

ns a

nd H

uman

Ri

ghts

.)

Ass

essm

ent a

nd d

eliv

ery

guid

ance

, out

line

lear

ning

pla

n, a

nd s

ugge

sted

pr

ogra

mm

e of

ass

ignm

ents

hav

e be

en a

dded

.


56

New

uni

tsO

ld u

nits

Map

ping

/com

men

ts (

new

top

ics

in it

alic

s)

Num

ber

Nam

eN

umbe

rN

ame

Uni

t 4

Und

erst

andi

ng D

iscip

line

in th

e U

nifo

rmed

Pub

lic

Serv

ices

Uni

t 5

Und

erst

andi

ng D

iscip

line

in

the

Uni

form

ed P

ublic

Ser

vice

sTh

e le

arni

ng o

utco

mes

are

:

1 U

nder

stan

d th

e ne

ed fo

r di

scip

line

in th

e un

iform

ed p

ublic

ser

vice

s

2 Be

abl

e to

dem

onst

rate

sel

f-disc

iplin

e as

requ

ired

in th

e un

iform

ed p

ublic

se

rvice

s

3 Kn

ow w

hat c

onfo

rmity

and

obe

dien

ce m

ean,

hig

hlig

htin

g th

eir

plac

e in

the

unifo

rmed

pub

lic s

ervi

ces

4 Kn

ow th

e co

mpl

ex n

atur

e of

aut

horit

y in

the

unifo

rmed

pub

lic s

ervi

ces.

The

key

chan

ge is

in le

arni

ng o

utco

me

2, w

here

lear

ners

mus

t now

be

able

to

dem

onst

rate

sel

f disc

iplin

e.

The

asse

ssm

ent c

riter

ia P

2 (D

emon

stra

te s

elf d

iscip

line

thro

ugh

rele

vant

ac

tiviti

es) a

nd P

4 (P

artic

ipat

e in

con

form

ity s

imul

atio

ns) r

e� e

ct th

is ch

ange

in

emph

asis.

For

P2 it

is e

xpec

ted

that

lear

ners

par

ticip

ate

in r

elev

ant a

ctiv

ities

(eg

drill

man

oeuv

res,

unifo

rm m

aint

enan

ce a

nd c

heck

s, pr

esen

tatio

n of

sel

f, pu

nctu

ality

an

d at

tend

ance

) and

kee

p a

log

of th

ese.

Ass

essm

ent a

nd d

eliv

ery

guid

ance

, out

line

lear

ning

pla

n, a

nd s

ugge

sted

pr

ogra

mm

e of

ass

ignm

ents

hav

e be

en a

dded

.


New

uni

tsO

ld u

nits

Map

ping

/com

men

ts (

new

top

ics

in it

alic

s)

Num

ber

Nam

eN

umbe

rN

ame

Uni

t 5

Phys

ical

Pre

para

tion,

Hea

lth

and

Life

styl

e fo

r th

e Pu

blic

Se

rvic

es

Uni

t 7

Phys

ical

Pre

para

tion

and

Fitn

ess

for

the

Uni

form

ed

Serv

ices

The

lear

ning

out

com

es a

re:

1 Kn

ow th

e � t

ness

requ

irem

ents

for e

ntry

into

the

publ

ic se

rvice

s

2 Kn

ow th

e m

ajor

hum

an b

ody

syst

ems

3 Kn

ow th

e im

port

ance

of l

ifest

yle

fact

ors

in th

e m

aint

enan

ce o

f hea

lth a

nd

wel

lbei

ng

4 Be

abl

e to

pro

vide

advic

e on

life

style

impr

ovem

ent

5 Be

abl

e to

pla

n a

heal

th-re

late

d ph

ysica

l act

ivity

pro

gram

me

in p

repa

ratio

n fo

r th

e pu

blic

serv

ices.

Lear

ning

out

com

e 1

is an

add

ition

. Alth

ough

it w

as im

plic

it in

the

prev

ious

st

anda

rds

it is

now

a c

lear

req

uire

men

t.

The

unit

cont

ent n

ow p

laces

gre

ater

em

phas

is on

hea

lth a

nd li

fest

yle

choi

ces

(lear

ning

out

com

e 4

and

5) r

athe

r th

an th

e pr

evio

us e

mph

asis,

whi

ch fo

cuse

d la

rgel

y on

� tn

ess,

whi

ch is

now

cov

ered

in U

nit 6

– s

ee b

elow

.

Ass

essm

ent a

nd d

eliv

ery

guid

ance

, out

line

lear

ning

pla

n, a

nd s

ugge

sted

pr

ogra

mm

e of

ass

ignm

ents

hav

e be

en a

dded

.

Uni

t 6

Fitn

ess

Test

ing

and

Trai

ning

fo

r th

e U

nifo

rmed

Pub

lic

Serv

ices

Uni

t 7

Phys

ical

Pre

para

tion

and

Fitn

ess

for

the

Uni

form

ed

Serv

ices

The

lear

ning

out

com

es a

re:

1 Kn

ow th

e � t

ness

req

uire

men

ts fo

r en

try

into

the

unifo

rmed

pub

lic s

ervi

ces

2 Kn

ow d

i� er

ent m

etho

ds o

f � tn

ess

trai

ning

3 Be

abl

e to

pla

n a

� tne

ss tr

aini

ng p

rogr

amm

e

4 Be

abl

e to

mon

itor

and

revi

ew a

� tn

ess

trai

ning

pro

gram

me.

This

unit

focu

ses

sole

ly o

n � t

ness

and

will

supp

ort t

he le

arne

r in

dev

elop

ing

the

requ

ired

leve

ls of

� tn

ess

to s

uppo

rt th

eir

appl

icat

ion

to a

spe

ci� c

un

iform

ed p

ublic

ser

vice

rol

e.

For

this

reas

on U

nit 6

is a

man

dato

ry u

nit i

n th

e Pe

arso

n BT

EC L

evel

3

Exte

nded

Dip

lom

a in

Pub

lic S

ervi

ces

(Uni

form

ed) o

nly.

Ass

essm

ent a

nd d

eliv

ery

guid

ance

, out

line

lear

ning

pla

n, a

nd s

ugge

sted

pr

ogra

mm

e of

ass

ignm

ents

hav

e be

en a

dded

.


58

New

uni

tsO

ld u

nits

Map

ping

/com

men

ts (

new

top

ics

in it

alic

s)

Num

ber

Nam

eN

umbe

rN

ame

Uni

t 7

Inte

rnat

iona

l Ins

titut

ions

an

d H

uman

Rig

hts

Uni

t 8

Inte

rnat

iona

l Per

spec

tives

for

the

Uni

form

ed P

ublic

Ser

vice

sTh

is is

a ne

w, s

mal

ler,

5 cr

edit

unit

deriv

ed fr

om th

e pr

evio

us U

nit 8

(lea

rnin

g ou

tcom

e 1

and

4).

The

lear

ning

out

com

es a

re:

1 Kn

ow in

tern

atio

nal i

nstit

utio

n an

d th

eir

impa

ct o

n U

K pu

blic

ser

vice

s

2 U

nder

stan

d hu

man

rig

hts

and

how

the

UK

upho

lds

hum

an r

ight

s.

Subs

tant

ially

the

cont

ent r

emai

ns a

s pr

evio

usly,

but

the

role

of t

he U

K an

d in

tern

atio

nal b

odie

s in

uph

oldi

ng H

uman

Rig

hts

has

been

add

ed a

nd is

em

phas

ised

in a

sses

smen

t crit

eria

M2,

D1.

Ass

essm

ent a

nd d

eliv

ery

guid

ance

, out

line

lear

ning

pla

n, a

nd s

ugge

sted

pr

ogra

mm

e of

ass

ignm

ents

hav

e be

en a

dded

.

Uni

t 8

Und

erst

and

the

Impa

ct o

f W

ar, c

on� i

ct a

nd te

rror

ism

on P

ublic

Ser

vice

s

Uni

t 8

Inte

rnat

iona

l Per

spec

tives

for

the

Uni

form

ed P

ublic

Ser

vice

sTh

is is

a ne

w, s

mal

ler,

5 cr

edit

unit

deriv

ed fr

om th

e pr

evio

us U

nit 8

(lea

rnin

g ou

tcom

e 2

and

3).

The

lear

ning

out

com

es a

re:

1 Kn

ow th

e im

pact

of w

ar a

nd c

on� i

ct o

n U

K pu

blic

ser

vice

s

2 U

nder

stan

d ho

w U

K pu

blic

ser

vice

s de

al w

ith te

rror

ism.

Ass

essm

ent a

nd d

eliv

ery

guid

ance

, out

line

lear

ning

pla

n, a

nd s

ugge

sted

pr

ogra

mm

e of

ass

ignm

ents

hav

e be

en a

dded

.

Uni

t 9

Out

door

and

Adv

entu

rous

Ex

pedi

tions

Uni

t 9

Out

door

and

Adv

entu

rous

Ex

pedi

tions

F: th

e ne

w u

nit c

onta

ins

all o

r al

mos

t all

of th

e to

pics

from

the

old

unit.

Ass

essm

ent a

nd d

eliv

ery

guid

ance

, out

line

lear

ning

pla

n, a

nd s

ugge

sted

pr

ogra

mm

e of

ass

ignm

ents

hav

e be

en a

dded

.

Uni

t 10

Skills

for

Land

-bas

ed

Out

door

and

Adv

entu

rous

A

ctiv

ities

Uni

t 10

Skills

for

Land

-bas

ed O

utdo

or

and

Adv

entu

rous

Act

iviti

esF:

the

new

uni

t con

tain

s al

l or

alm

ost a

ll of

the

topi

cs fr

om th

e ol

d un

it.

Ass

essm

ent a

nd d

eliv

ery

guid

ance

, out

line

lear

ning

pla

n, a

nd s

ugge

sted

pr

ogra

mm

e of

ass

ignm

ents

hav

e be

en a

dded

.

Uni

t 11

Skills

for

Wat

er-b

ased

O

utdo

or a

nd A

dven

turo

us

Act

iviti

es

Uni

t 11

Skills

for

Wat

er-b

ased

O

utdo

or a

nd A

dven

turo

us

Act

iviti

es

F: th

e ne

w u

nit c

onta

ins

all o

r al

mos

t all

of th

e to

pics

from

the

old

unit.

Ass

essm

ent a

nd d

eliv

ery

guid

ance

, out

line

lear

ning

pla

n, a

nd s

ugge

sted

pr

ogra

mm

e of

ass

ignm

ents

hav

e be

en a

dded

.


New

uni

tsO

ld u

nits

Map

ping

/com

men

ts (

new

top

ics

in it

alic

s)

Num

ber

Nam

eN

umbe

rN

ame

Uni

t 12

Crim

e an

d its

e� e

ct o

n So

ciet

y U

nit

12C

rime

and

its E

� ect

s on

So

ciet

yTh

e le

arni

ng o

utco

mes

are

:

1 Kn

ow c

rime

and

diso

rder

legi

slatio

n, s

ente

nces

and

ord

ers

2 Kn

ow th

e e�

ect

s of

crim

inal

beh

avio

ur o

n co

mm

uniti

es

3 U

nder

stan

d ap

proa

ches

to r

educ

e cr

ime,

diso

rder

and

ant

isoci

al b

ehav

iour

4 U

nder

stan

d ho

w th

e pu

blic

ser

vice

s su

ppor

t vic

tims

and

witn

esse

s of

cr

ime.

Thes

e ar

e la

rgel

y un

chan

ged

from

the

prev

ious

Uni

t 12,

alth

ough

the

lear

ning

ou

tcom

es h

ave

been

str

uctu

red

into

a m

ore

logi

cal o

rder

to s

uppo

rt u

nit

deliv

ery.

Ass

essm

ent a

nd d

eliv

ery

guid

ance

, out

line

lear

ning

pla

n, a

nd s

ugge

sted

pr

ogra

mm

e of

ass

ignm

ents

hav

e be

en a

dded

.

Uni

t 13

Com

man

d an

d C

ontr

ol

in th

e U

nifo

rmed

Pub

lic

Serv

ices

Uni

t 13

Com

man

d an

d C

ontr

ol in

the

Uni

form

ed P

ublic

Ser

vice

sTh

e le

arni

ng o

utco

mes

, con

tent

and

ass

essm

ent c

riter

ia a

re la

rgel

y un

chan

ged.

Ass

essm

ent a

nd d

eliv

ery

guid

ance

, out

line

lear

ning

pla

n, a

nd s

ugge

sted

pr

ogra

mm

e of

ass

ignm

ents

hav

e be

en a

dded

.

Uni

t 14

Resp

ondi

ng to

Em

erge

ncy

Serv

ice

inci

dent

s U

nit

15Re

spon

ding

to E

mer

genc

y Se

rvic

e In

cide

nts

The

lear

ning

out

com

es, c

onte

nt a

nd a

sses

smen

t crit

eria

are

larg

ely

unch

ange

d al

thou

gh th

e un

it co

nten

t has

bee

n re

stru

ctur

ed a

nd e

xten

ded

to a

dd c

larit

y to

the

unit

spec

i� ca

tion.

Ass

essm

ent a

nd d

eliv

ery

guid

ance

, out

line

lear

ning

pla

n, a

nd s

ugge

sted

pr

ogra

mm

e of

ass

ignm

ents

hav

e be

en a

dded

.

Uni

t 15

Plan

ning

and

Man

agem

ent

of M

ajor

Inci

dent

sU

nit

14Th

e Pl

anni

ng fo

r an

d M

anag

emen

t of M

ajor

In

cide

nts

The

lear

ning

out

com

es, c

onte

nt a

nd a

sses

smen

t crit

eria

are

larg

ely

unch

ange

d al

thou

gh s

ome

of th

e as

sess

men

t crit

eria

hav

e be

en s

plit

to a

dd c

larit

y to

the

unit

asse

ssm

ent r

equi

rem

ents

.

Ass

essm

ent a

nd d

eliv

ery

guid

ance

, out

line

lear

ning

pla

n, a

nd s

ugge

sted

pr

ogra

mm

e of

ass

ignm

ents

hav

e be

en a

dded

.


60

New

uni

tsO

ld u

nits

Map

ping

/com

men

ts (

new

top

ics

in it

alic

s)

Num

ber

Nam

eN

umbe

rN

ame

Uni

t 16

Car

eer

Plan

ning

for

the

Publ

ic S

ervi

ces

Uni

t 16

Uni

form

ed P

ublic

Ser

vice

s Em

ploy

men

tTh

is is

a 5

cred

it L2

uni

t bas

ed o

n pa

rt o

f the

lear

ning

out

com

es fr

om th

e pr

evio

us U

nit 1

6, g

ivin

g th

e le

arne

r th

e op

port

unity

to c

ompl

ete

an a

pplic

atio

n pr

oces

s fo

r a

publ

ic s

ervi

ce r

ole.

Lear

ning

out

com

es a

re n

ow:

1 Kn

ow th

e ap

plic

atio

n an

d se

lect

ion

proc

ess

for

a ch

osen

car

eer

in p

ublic

se

rvic

es

2 Kn

ow th

e sk

ills a

nd q

ualit

ies

requ

ired

for

a jo

b in

the

publ

ic s

ervi

ces

3 Be

abl

e to

pre

pare

an

appl

icat

ion

for

a ro

le in

a c

hose

n pu

blic

ser

vice

s.

Uni

t 17

Polic

e Po

wer

s in

the

Publ

ic

Serv

ices

Uni

t 17

Und

erst

andi

ng th

e C

rimin

al

Just

ice

Syst

em a

nd P

olic

e Po

wer

s

This

is a

new

, sm

alle

r, 5

cred

it un

it de

rived

from

the

prev

ious

Uni

t 17

(lear

ning

ou

tcom

e 1

and

2 an

d pa

rt o

f lea

rnin

g ou

tcom

e 3)

. The

rem

aind

er o

f the

old

U

nit 1

7 ha

s be

en m

erge

d w

ith U

nit 2

2 (t

here

was

con

sider

able

dup

licat

ion

prev

ious

ly).

The

lear

ning

out

com

es a

re:

1 Kn

ow th

e re

quire

men

ts o

f law

ful a

rres

t and

det

entio

n

2 U

nder

stan

d re

gula

tions

reg

ardi

ng s

earc

hing

peo

ple

and

prem

ises

3 U

nder

stan

d th

e po

wer

s of

the

polic

e to

gra

nt b

ail.

Lear

ning

out

com

e 3

is as

sess

ed b

y as

sess

men

t crit

eria

P4,

M2.

Ass

essm

ent a

nd d

eliv

ery

guid

ance

, out

line

lear

ning

pla

n, a

nd s

ugge

sted

pr

ogra

mm

e of

ass

ignm

ents

hav

e be

en a

dded

.

Uni

t 18

Beha

viou

r in

Pub

lic S

ervi

ce

Empl

oym

ent

Uni

t 18

Und

erst

andi

ng B

ehav

iour

in

Publ

ic S

ecto

r Em

ploy

men

tTh

is is

a ne

w, s

mal

ler,

5 cr

edit

unit

deriv

ed fr

om th

e pr

evio

us U

nit 1

8.

The

lear

ning

out

com

es a

re:

1 Kn

ow th

e ap

proa

ches

to p

sych

olog

y

2 Kn

ow b

ehav

iour

and

its

man

agem

ent.

The

mai

n ad

ditio

nal c

onte

nt is

the

incl

usio

n of

Stu

dies

in p

sych

olog

y w

ith

rele

vanc

e to

pub

lic s

ervi

ces

in th

e un

it co

nten

t.

Ass

essm

ent a

nd d

eliv

ery

guid

ance

, out

line

lear

ning

pla

n, a

nd s

ugge

sted

pr

ogra

mm

e of

ass

ignm

ents

hav

e be

en a

dded

.


New

uni

tsO

ld u

nits

Map

ping

/com

men

ts (

new

top

ics

in it

alic

s)

Num

ber

Nam

eN

umbe

rN

ame

Uni

t 19

Fund

amen

tals

of N

autic

al

Stud

ies

Uni

t 14

Fund

amen

tals

of N

autic

al

Stud

ies

F: U

nit t

aken

from

BTE

C L

evel

2 in

Pub

lic S

ervi

ces.

This

unit

cont

ains

all

or

alm

ost a

ll of

the

topi

cs fr

om th

e ol

d le

vel 2

uni

t. A

sses

smen

t and

del

iver

y gu

idan

ce, o

utlin

e le

arni

ng p

lan,

and

sug

gest

ed p

rogr

amm

e of

ass

ignm

ents

hav

e be

en a

dded

.

Uni

t 20

Com

mun

icat

ion

and

Tech

nolo

gy in

the

Uni

form

ed P

ublic

Ser

vice

s

Uni

t 20

Com

mun

icat

ion

and

Tech

nolo

gy in

the

Uni

form

ed

Publ

ic S

ervi

ces

The

lear

ning

out

com

es a

re:

1 Kn

ow ty

pes

of fo

rmal

writ

ten

com

mun

icat

ion

used

in th

e pu

blic

ser

vice

s

2 Be

abl

e to

use

di�

eren

t typ

es o

f com

mun

icat

ion

syst

ems

3 Be

abl

e to

use

the

radi

o pr

oced

ure

of a

uni

form

ed p

ublic

ser

vice

4 Kn

ow th

e di

� ere

nt ty

pes

of te

chno

logi

cal s

yste

ms

used

by

the

unifo

rmed

pu

blic

ser

vice

s.

Ther

e is

now

a m

ore

activ

e em

phas

is in

that

the

units

req

uire

s th

e le

arne

r to

de

mon

stra

te p

ract

ical

abi

lity

in P

2 (s

end

a m

essa

ge b

y ra

dio

usin

g st

anda

rd

voic

e pr

oced

ures

) and

P3

(dem

onst

rate

the

send

ing

of a

mes

sage

usin

g di

� ere

nt fo

rms

of c

omm

unic

atio

n).

Ass

essm

ent a

nd d

eliv

ery

guid

ance

, out

line

lear

ning

pla

n, a

nd s

ugge

sted

pr

ogra

mm

e of

ass

ignm

ents

hav

e be

en a

dded

.

Uni

t 21

Cus

todi

al C

are

Serv

ices

Uni

t 21

Cus

todi

al C

are

of In

divi

dual

sTh

e le

arni

ng o

utco

mes

are

:

1 Kn

ow th

e se

curit

y m

easu

res

empl

oyed

in th

e cu

stod

ial e

nviro

nmen

t

2 Kn

ow h

ow c

ontr

ol is

mai

ntai

ned

in th

e cu

stod

ial e

nviro

nmen

t

3 U

nder

stan

d th

e re

ceiv

ing

and

disc

harg

ing

proc

edur

es fo

r in

divi

dual

s an

d th

eir

prop

erty

4 U

nder

stan

d ho

w o

� end

ers

can

build

pos

itive

rela

tions

hips

in c

usto

dy.

The

lear

ning

out

com

es, c

onte

nt a

nd a

sses

smen

t crit

eria

are

larg

ely

unch

ange

d w

ith th

e ex

cept

ion

of le

arni

ng o

utco

me

4 w

here

the

cont

ent a

nd s

uppo

rtin

g as

sess

men

t crit

eria

hav

e be

en c

lari�

ed.

Ass

essm

ent a

nd d

eliv

ery

guid

ance

, out

line

lear

ning

pla

n, a

nd s

ugge

sted

pr

ogra

mm

e of

ass

ignm

ents

hav

e be

en a

dded

.


62

New

uni

tsO

ld u

nits

Map

ping

/com

men

ts (

new

top

ics

in it

alic

s)

Num

ber

Nam

eN

umbe

rN

ame

Uni

t 22

Und

erst

andi

ng A

spec

ts o

f th

e Le

gal S

yste

m a

nd th

e C

rimin

al T

rial P

roce

ss

Uni

t 17

Uni

t 22

Und

erst

andi

ng th

e C

rimin

al

Just

ice

Syst

em a

nd P

olic

e Po

wer

s

Und

erst

andi

ng A

spec

ts o

f the

Le

gal S

yste

m a

nd L

aw M

akin

g Pr

oces

s

This

unit

has

been

sub

stan

tially

rev

ised

and

rew

ritte

n ba

sed

on th

e pr

evio

us

Uni

t 22

and

part

of t

he p

revi

ous

Uni

t 17

and

has

addr

esse

d th

e sig

ni� c

ant

over

lap

betw

een

thos

e un

its.

The

lear

ning

out

com

es a

re:

2 Kn

ow th

e hi

erar

chy

of th

e co

urts

sys

tem

3 Kn

ow th

e ro

le u

nder

take

n by

the

pers

onne

l of t

he c

ourt

s

4 Kn

ow h

ow le

gal r

ules

are

cre

ated

by

prec

eden

t

5 U

nder

stan

d ho

w th

e cr

imin

al tr

ial p

roce

ss w

orks

The

deve

lopm

ent o

f law

is n

o lo

nger

cov

ered

. Lea

rnin

g ou

tcom

e 4

cove

rs th

e cr

imin

al tr

ial p

roce

ss in

det

ail (

and

is an

ext

ensio

n to

lear

ning

out

com

e 1

whi

ch

cove

rs th

e st

ruct

ure

of th

e co

urts

).

Ass

essm

ent a

nd d

eliv

ery

guid

ance

, out

line

lear

ning

pla

n, a

nd s

ugge

sted

pr

ogra

mm

e of

ass

ignm

ents

hav

e be

en a

dded

.

Uni

t 23

Exte

nded

Res

earc

h in

Pu

blic

Ser

vice

s Th

is is

a ne

w u

nit w

hich

has

bee

n in

trod

uced

to e

nabl

e le

arne

rs to

dev

elop

th

e sk

ills n

eede

d to

des

ign

and

inde

pend

ently

car

ry o

ut a

n in

-dep

th

rese

arch

pro

ject

rel

ated

to p

ublic

ser

vice

s.

The

outc

omes

of t

he r

esea

rch

mus

t be

revi

ewed

, ana

lyse

d an

d pr

esen

ted.

The

lear

ning

out

com

es a

re:

1 Be

abl

e to

des

ign

a re

sear

ch p

roje

ct

2 Be

abl

e to

impl

emen

t and

inte

rpre

t the

res

earc

h re

sults

3 Be

abl

e to

rev

iew

the

resu

lts o

f the

res

earc

h pr

ojec

t

4 Be

abl

e to

pre

sent

the

rese

arch

pro

ject

.

Det

aile

d as

sess

men

t and

del

iver

y gu

idan

ce, o

utlin

e le

arni

ng p

lan,

and

sug

gest

ed

prog

ram

me

of a

ssig

nmen

ts a

re in

clud

ed.


New

uni

tsO

ld u

nits

Map

ping

/com

men

ts (

new

top

ics

in it

alic

s)

Num

ber

Nam

eN

umbe

rN

ame

Uni

t 24

Cur

rent

and

Med

ia A

� airs

in

Pub

lic s

ervi

ces

This

is a

new

uni

t whi

ch h

as b

een

intr

oduc

ed to

ena

ble

lear

ners

to d

evel

op

know

ledg

e an

d un

ders

tand

ing

of c

urre

nt a

nd m

edia

a� a

irs.

The

lear

ning

out

com

es a

re:

1 Kn

ow th

e ro

le o

f the

med

ia in

the

repo

rtin

g of

info

rmat

ion

2 U

nder

stan

d ho

w th

e m

edia

is r

egul

ated

3 U

nder

stan

d ho

w th

e pu

blic

ser

vice

s ar

e po

rtra

yed

in th

e m

edia

4 Be

abl

e to

rev

iew

cur

rent

a� a

irs a

� ect

ing

publ

ic s

ervi

ces.

Det

aile

d as

sess

men

t and

del

iver

y gu

idan

ce, o

utlin

e le

arni

ng p

lan,

and

sug

gest

ed

prog

ram

me

of a

ssig

nmen

ts a

re in

clud

ed.

Uni

t 25

Publ

ic S

ervi

ce D

ata

Inte

rpre

tatio

nU

nit

4Pr

evio

usly

ava

ilabl

e in

the

BTEC

Nat

iona

l Aw

ard

in C

entr

al a

nd L

ocal

G

over

nmen

t as:

Inte

rpre

tatio

n of

Cen

tral

and

Lo

cal G

over

nmen

t Dat

a

The

lear

ning

out

com

es a

re:

1 Kn

ow th

e na

ture

and

sou

rces

of i

nfor

mat

ion

rele

vant

to p

ublic

ser

vice

s an

d ho

w th

ey a

re u

sed

2 Kn

ow h

ow to

inte

rpre

t and

pre

sent

info

rmat

ion

to a

id d

ecisi

on-m

akin

g in

pu

blic

ser

vice

s

3 B

e ab

le to

gat

her,

use

and

pres

ent d

ata.

It ha

s cl

ose

links

to U

nit 2

3: E

xten

ded

Rese

arch

in P

ublic

Ser

vice

s an

d w

ill he

lp th

e le

arne

r de

velo

p an

und

erst

andi

ng o

f the

impo

rtan

ce o

f dat

a

inte

rpre

tatio

n an

d pr

esen

tatio

n in

pub

lic s

ervi

ce a

ctiv

ities

.

Det

aile

d as

sess

men

t and

del

iver

y gu

idan

ce, o

utlin

e le

arni

ng p

lan,

and

sug

gest

ed

prog

ram

me

of a

ssig

nmen

ts a

re in

clud

ed.


64

New

uni

tsO

ld u

nits

Map

ping

/com

men

ts (

new

top

ics

in it

alic

s)

Num

ber

Nam

eN

umbe

rN

ame

Uni

t 26

Enha

ncin

g Pu

blic

Ser

vice

D

eliv

ery

thro

ugh

the

use

of IC

T

Uni

t 11

Prev

ious

ly a

vaila

ble

in th

e BT

EC N

atio

nal A

war

d in

Cen

tral

and

Loc

al

Gov

ernm

ent a

s

Und

erst

andi

ng th

e U

se o

f IC

T in

Cen

tral

and

Loc

al

Gov

ernm

ent

This

unit

was

pre

viou

sly a

vaila

ble

in th

e BT

EC N

atio

nal A

war

d in

Cen

tral

and

Lo

cal G

over

nmen

t.

The

lear

ning

out

com

es a

re:

1 Kn

ow th

e ra

nge

of IC

T sy

stem

s us

ed b

y pu

blic

ser

vice

org

anisa

tions

2 Kn

ow th

e le

gal a

nd s

ecur

ity r

equi

rem

ents

of t

he u

se o

f IC

T by

pub

lic

serv

ices

3 U

nder

stan

d ho

w p

ublic

ser

vice

s us

e IC

T to

sup

port

ser

vice

del

iver

y

4 U

nder

stan

d th

e be

ne� t

s of

ICT

for

publ

ic s

ervi

ce o

rgan

isatio

ns, t

heir

supp

liers

and

cus

tom

ers.

This

unit

deve

lops

kno

wle

dge

of IC

T sy

stem

s us

ed b

y pu

blic

ser

vice

s (in

clud

ing

lega

l and

sec

urity

req

uire

men

ts) a

nd h

ow IC

T is

used

to s

uppo

rt s

ervi

ce

deliv

ery.

It do

es n

ot r

equi

re th

e le

arne

r to

dem

onst

rate

the

use

of IC

T.

Ther

e ar

e st

rong

link

s w

ith U

nit 2

0: C

omm

unic

atio

n an

d Te

chno

logy

in th

e U

nifo

rmed

Pub

lic S

ervi

ces.

Det

aile

d as

sess

men

t and

del

iver

y gu

idan

ce, o

utlin

e le

arni

ng p

lan,

and

sug

gest

ed

prog

ram

me

of a

ssig

nmen

ts a

re in

clud

ed.


New

uni

tsO

ld u

nits

Map

ping

/com

men

ts (

new

top

ics

in it

alic

s)

Num

ber

Nam

eN

umbe

rN

ame

Uni

t 27

Soci

al W

elfa

re S

ervi

ces

Uni

t 16

Prev

ious

ly a

vaila

ble

in th

e BT

EC N

atio

nal A

war

d in

Cen

tral

and

Loc

al

Gov

ernm

ent a

s

Und

erst

andi

ng th

e So

cial

W

elfa

re S

yste

m

This

unit

was

pre

viou

sly a

vaila

ble

in th

e BT

EC N

atio

nal A

war

d in

Cen

tral

and

Lo

cal G

over

nmen

t.

The

lear

ning

out

com

es a

re:

1 Kn

ow th

e de

velo

pmen

t of t

he s

ocia

l wel

fare

sys

tem

in th

e U

K an

d th

e le

gal

fram

ewor

k w

hich

sup

port

s it

2 U

nder

stan

d th

e fa

ctor

s th

at c

ontr

ibut

e to

the

need

for

a so

cial

wel

fare

sy

stem

3 U

nder

stan

d th

e ro

le o

f the

pub

lic, p

rivat

e an

d th

ird s

ecto

r or

gani

satio

ns in

th

e de

liver

y an

d m

anag

emen

t of s

ocia

l wel

fare

ser

vice

s.

The

unit

cove

rs th

e sc

ope

of a

nd n

eed

for

soci

al w

elfa

re a

nd h

ow s

uch

serv

ices

are

man

aged

to m

eet t

he n

eeds

of v

ulne

rabl

e gr

oups

in s

ocie

ty.

Det

aile

d as

sess

men

t and

del

iver

y gu

idan

ce, o

utlin

e le

arni

ng p

lan,

and

sug

gest

ed

prog

ram

me

of a

ssig

nmen

ts a

re in

clud

ed.

Uni

t 28

Pers

onne

l and

Hum

an

Reso

urce

sTh

is is

a ne

w u

nit w

hich

has

bee

n in

trod

uced

to e

nabl

e le

arne

rs to

dev

elop

an

und

erst

andi

ng o

f the

impo

rtan

ce o

f e� e

ctiv

e pe

rson

nel p

lann

ing

and

man

agem

ent (

with

in th

e le

gal f

ram

ewor

k) fo

r pu

blic

ser

vice

org

anisa

tions

.

The

lear

ning

out

com

es a

re:

1 Kn

ow th

e fa

ctor

s th

at a

re in

volv

ed in

hum

an r

esou

rce

plan

ning

in p

ublic

se

rvic

e or

gani

satio

ns

2 Kn

ow h

ow a

pub

lic s

ervi

ce o

rgan

isatio

n m

otiv

ates

its

empl

oyee

s

3 Kn

ow h

ow e

mpl

oym

ent l

egisl

atio

n im

pact

s on

di�

eren

t typ

es o

f con

trac

t

4 Be

abl

e to

exp

lain

the

right

s an

d re

spon

sibilit

ies

of e

mpl

oyee

s an

d em

ploy

ers

5 U

nder

stan

d th

e im

port

ance

of m

anag

ing

empl

oyee

per

form

ance

at w

ork

6 Kn

ow h

ow c

ontr

acts

of e

mpl

oym

ent m

ay b

e te

rmin

ated

.

Det

aile

d as

sess

men

t and

del

iver

y gu

idan

ce, o

utlin

e le

arni

ng p

lan,

and

sug

gest

ed

prog

ram

me

of a

ssig

nmen

ts a

re in

clud

ed.


66

New

uni

tsO

ld u

nits

Map

ping

/com

men

ts (

new

top

ics

in it

alic

s)

Num

ber

Nam

eN

umbe

rN

ame

Uni

t 29

Secu

rity

Proc

edur

es in

the

Publ

ic S

ervi

ces

This

is a

new

uni

t whi

ch h

as b

een

intr

oduc

ed to

ena

ble

lear

ners

to d

evel

op

know

ledg

e an

d un

ders

tand

ing

of p

ublic

ser

vice

s in

volv

ed in

mai

ntai

ning

the

secu

rity

of p

eopl

e, p

rem

ises

and

prop

erty

and

the

role

s an

d po

wer

s of

thei

r pe

rson

nel.

Lear

ners

will

also

dev

elop

the

skills

nee

ded

to p

lan

and

carr

y ou

t sec

urity

se

arch

es in

a s

imul

ated

man

ner.

The

lear

ning

out

com

es a

re:

1 Kn

ow w

hy p

ublic

ser

vice

s se

ek to

mai

ntai

n th

e se

curit

y of

peo

ple,

pr

emise

s, an

d pr

oper

ty

2 Kn

ow th

e ro

les,

purp

ose,

pow

ers

and

resp

onsib

ilitie

s of

a p

erso

n en

gage

d in

sec

urity

dut

ies

in th

e pu

blic

ser

vice

s

3 U

nder

stan

d th

e m

easu

res

used

in m

aint

aini

ng th

e ph

ysic

al s

ecur

ity o

f pe

ople

, pre

mise

s an

d pr

oper

ty

4 Be

abl

e to

pla

n an

d ca

rry

out s

yste

mat

ic s

ecur

ity s

earc

hes

in a

sim

ulat

ed

envi

ronm

ent i

n a

thor

ough

, saf

e an

d le

gal m

anne

r.

Det

aile

d as

sess

men

t and

del

iver

y gu

idan

ce, o

utlin

e le

arni

ng p

lan,

and

sug

gest

ed

prog

ram

me

of a

ssig

nmen

ts a

re in

clud

ed.

Uni

t 30

Prac

tical

Tea

m S

port

s U

nit

30Pr

actic

al T

eam

Spo

rts

F: th

e ne

w u

nit c

onta

ins

all o

r al

mos

t all

of th

e to

pics

from

the

old

unit.

A

sses

smen

t and

del

iver

y gu

idan

ce, o

utlin

e le

arni

ng p

lan,

and

sug

gest

ed

prog

ram

me

of a

ssig

nmen

ts h

ave

been

add

ed.

Uni

t 31

Exer

cise

, Hea

lth a

nd

Life

styl

e U

nit

31Ex

erci

se, H

ealth

and

Life

styl

e F:

the

new

uni

t con

tain

s al

l or

alm

ost a

ll of

the

topi

cs fr

om th

e ol

d un

it.

Ass

essm

ent a

nd d

eliv

ery

guid

ance

, out

line

lear

ning

pla

n, a

nd s

ugge

sted

pr

ogra

mm

e of

ass

ignm

ents

hav

e be

en a

dded

.

Uni

t 32

Inst

ruct

ing

Phys

ical

Act

ivity

an

d Ex

erci

se

Uni

t 32

Inst

ruct

ing

Phys

ical

Act

ivity

an

d Ex

erci

seF:

the

new

uni

t con

tain

s al

l or

alm

ost a

ll of

the

topi

cs fr

om th

e ol

d un

it.

Ass

essm

ent a

nd d

eliv

ery

guid

ance

, out

line

lear

ning

pla

n, a

nd s

ugge

sted

pr

ogra

mm

e of

ass

ignm

ents

hav

e be

en a

dded

.


New

uni

tsO

ld u

nits

Map

ping

/com

men

ts (

new

top

ics

in it

alic

s)

Num

ber

Nam

eN

umbe

rN

ame

Uni

t 33

Volu

ntee

ring

in P

ublic

Se

rvic

esTh

is is

a ne

w le

vel 2

uni

t whi

ch h

as b

een

intr

oduc

ed to

ena

ble

lear

ners

to b

e aw

are

of th

e ty

pes

of v

olun

tary

wor

k av

aila

ble

and

the

impo

rtan

ce a

nd th

e be

ne� t

s of

suc

h w

ork.

Lea

rner

s w

ill de

mon

stra

te th

eir

skills

by

taki

ng p

art i

n a

volu

ntee

ring

activ

ity w

hich

may

be

a on

e-o�

eve

nt fo

r ch

arity

or

carr

ying

out

vo

lunt

ary

wor

k fo

r a

perio

d of

tim

e.

The

lear

ning

out

com

es a

re:

1 U

nder

stan

d th

e im

port

ance

of v

olun

teer

ing

in p

ublic

ser

vice

s

2 Kn

ow th

e di

� ere

nt ty

pes

of v

olun

tary

wor

k av

aila

ble

3 U

nder

stan

d th

e sk

ills r

equi

red

for

volu

ntar

y w

ork

4 Be

abl

e to

und

erta

ke v

olun

tary

wor

k.

Det

aile

d as

sess

men

t and

del

iver

y gu

idan

ce, o

utlin

e le

arni

ng p

lan,

and

sug

gest

ed

prog

ram

me

of a

ssig

nmen

ts a

re in

clud

ed.

Uni

t 34

Envi

ronm

enta

l Pol

icie

s an

d Pr

actic

esPr

evio

usly

ava

ilabl

e in

the

BTEC

Nat

iona

l Aw

ard

in C

entr

al a

nd L

ocal

G

over

nmen

t as

Uni

t 10:

En

viro

nmen

tal P

olic

ies

and

Prac

tices

in C

entr

al a

nd L

ocal

G

over

nmen

t

This

unit

was

pre

viou

sly a

vaila

ble

in th

e BT

EC N

atio

nal A

war

d in

Cen

tral

and

Lo

cal G

over

nmen

t but

has

bee

n su

bsta

ntia

lly r

evise

d. T

he n

ew u

nit a

ims

to

deve

lop

know

ledg

e of

the

impa

ct o

f pol

lutio

n an

d en

viro

nmen

tal h

azar

ds, t

he

lega

l and

reg

ulat

ory

fram

ewor

k w

hich

sup

port

s su

stai

nabi

lity

and

the

need

for

sust

aina

ble

deve

lopm

ent i

n a

publ

ic s

ervi

ce c

onte

xt.

The

lear

ning

out

com

es a

re:

1 Kn

ow th

e im

pact

of p

ollu

tion

and

envi

ronm

enta

l haz

ards

2 Kn

ow th

e le

gal a

nd r

egul

ator

y fr

amew

ork

whi

ch s

uppo

rts

sust

aina

bilit

y

3 U

nder

stan

d th

e ne

ed fo

r su

stai

nabl

e de

velo

pmen

t.

Det

aile

d as

sess

men

t and

del

iver

y gu

idan

ce, o

utlin

e le

arni

ng p

lan,

and

sug

gest

ed

prog

ram

me

of a

ssig

nmen

ts a

re in

clud

ed.

Uni

t 35

Land

Nav

igat

ion

by M

ap

and

Com

pass

Uni

t 8

Land

Nav

igat

ion

by M

ap a

nd

Com

pass

F: U

nit t

aken

from

the

BTEC

Lev

el 2

Firs

ts in

Pub

lic S

ervi

ces.

This

unit

cont

ains

al

l or

alm

ost a

ll of

the

topi

cs fr

om th

e ol

d le

vel 2

uni

t. A

sses

smen

t and

del

iver

y gu

idan

ce, o

utlin

e le

arni

ng p

lan,

and

sug

gest

ed p

rogr

amm

e of

ass

ignm

ents

hav

e be

en a

dded

.


68

New

uni

tsO

ld u

nits

Map

ping

/com

men

ts (

new

top

ics

in it

alic

s)

Num

ber

Nam

eN

umbe

rN

ame

Uni

t 36

Expl

orin

g Em

ploy

men

t in

the

Uni

form

ed P

ublic

Se

rvic

es

Uni

t 16

Uni

form

ed P

ublic

Ser

vice

s Em

ploy

men

tTh

is is

a 5-

cred

it le

vel 2

uni

t bas

ed o

n le

arni

ng o

utco

mes

1 a

nd 2

from

the

prev

ious

Uni

t 16,

giv

ing

the

lear

ner

the

oppo

rtun

ity to

gai

n an

und

erst

andi

ng

of u

nifo

rmed

pub

lic s

ervi

ce o

rgan

isatio

ns, t

heir

wor

k an

d th

eir

pers

onne

l.

Lear

ning

out

com

es a

re n

ow:

1 Kn

ow th

e m

ain

role

s of

di�

eren

t pub

lic s

ervi

ces

2 U

nder

stan

d th

e m

ain

resp

onsib

ilitie

s of

di�

eren

t uni

form

ed p

ublic

ser

vice

s

3 U

nder

stan

d th

e di

� ere

nt e

mpl

oym

ent o

ppor

tuni

ties

avai

labl

e in

the

unifo

rmed

pub

lic s

ervi

ces

4 Kn

ow th

e co

nditi

ons

of s

ervi

ces

for

publ

ic s

ervi

ce jo

bs.

Det

aile

d as

sess

men

t and

del

iver

y gu

idan

ce, o

utlin

e le

arni

ng p

lan,

and

sug

gest

ed

prog

ram

me

of a

ssig

nmen

ts a

re in

clud

ed.


Annexe G

Examples of calculation of quali� cation grade above pass grade

Edexcel will automatically calculate the quali� cation grade for learners when unit grades are submitted.

The generic examples below demonstrate how the quali� cation grade above pass is calculated.

Points available for credits achieved at di� erent levels and unit grades

The table below shows the number of points scored per credit at the unit level and grade.

Unit level Points per credit

Pass Merit Distinction

Level 2 5 6 7Level 3 7 8 9Level 4 9 10 11

Learners who achieve the correct number of points within the ranges shown in the ‘quali� cation grade’ table below will achieve the quali� cation merit, distinction or distinction* grades (or combinations of these grades appropriate to the quali� cation).

Quali� cation grade

BTEC Level 3 Certi� cate



BTEC Level 3 Subsidiary Diploma



BTEC Level 3 90-credit Diploma


660-689 MP690–719 MM720-749 DM750–769 DD770-789 D*D790 and above D*D*


70

BTEC Level 3 Diploma


880-919 MP920-959 MM960-999 DM1000-1029 DD1030-1059 D*D1060 and above D*D*

BTEC Level 3 Extended Diploma


1300-1339 MPP1340-1379 MMP1380-1419 MMM1420-1459 DMM1460-1499 DDM1500-1529 DDD1530-1559 D*DD1560-1589 D*D*D1590 and above D*D*D*

Example 1

Achievement of pass quali� cation grade

A learner completing a 30-credit BTEC Level 3 Certi� cate does not achieve the points required to gain a merit quali� cation grade.

Level Credit Grade Grade pointsPoints per unit = credit x grade

Unit 1 3 10 Pass 7 10 × 7 = 70Unit 2 3 10 Pass 7 10 × 7 = 70Unit 3 3 10 Merit 8 10 × 8 = 80Quali� cation grade totals

30 Pass 220


Example 2

Achievement of merit quali� cation grade

A learner completing a 30-credit BTEC Level 3 Certi� cate achieves the points required to gain a merit quali� cation grade.


Unit 1 3 10 Pass 7 10 × 7 = 70Unit 2 3 10 Merit 8 10 × 8 = 80Unit 3 3 10 Merit 8 10 × 8 = 80Quali� cation grade totals

Merit 230

Example 3

Achievement of distinction quali� cation grade

A learner completing a 60-credit BTEC Level 3 Subsidiary Diploma achieves the points required to gain a distinction quali� cation grade.


Unit 1 3 10 Merit 8 10 × 8 = 80Unit 2 3 10 Distinction 9 10 × 9 = 90Unit 3 3 10 Distinction 9 10 × 9 = 90Unit 5 3 10 Merit 8 10 × 8 = 80Unit 6 2 10 Distinction 7 10 × 7 = 70Unit 11 3 10 Distinction 9 10 × 9 = 90Quali� cation grade totals

60 Distinction 500

Example 4

Achievement of distinction distinction grade

A learner completing a BTEC Level 3 90-credit Diploma achieves the points required to gain a distinction distinction quali� cation grade.


Unit 1 3 10 Merit 8 10 × 8 = 80Unit 2 3 10 Distinction 9 10 × 9 = 90Unit 3 3 10 Distinction 9 10 × 9 = 90Unit 4 3 10 Merit 8 10 × 8 = 80Unit 5 3 10 Merit 8 10 × 8 = 80Unit 6 2 10 Distinction 7 10 × 7 = 70Unit 11 3 10 Distinction 9 10 × 9 = 90Unit 15 4 10 Merit 10 10 x 10 = 100Unit 17 3 10 Pass 7 10 x 7 = 70Quali� cation grade totals

90 Distinction Distinction

750


72

Example 5

Achievement of distinction merit quali� cation grade

A learner completing a 120-credit BTEC Level 3 Diploma achieves the points required to gain a distinction merit quali� cation grade.


Unit 1 3 10 Merit 8 10 × 8 = 80Unit 2 3 10 Distinction 9 10 × 9 = 90Unit 3 3 10 Distinction 9 10 × 9 = 90Unit 4 3 10 Merit 8 10 × 8 = 80Unit 5 3 10 Merit 8 10 × 8 = 80Unit 6 2 10 Distinction 7 10 × 7 = 70Unit 11 3 10 Distinction 9 10 × 9 = 90Unit 15 4 10 Merit 10 10 × 10 = 100Unit 17 3 10 Pass 7 10 × 7 = 70Unit 18 3 10 Pass 7 10 × 7 = 70Unit 25 3 20 Merit 8 20 × 8 = 160Quali� cation grade totals

120 Distinction Merit

980


Example 6

Achievement of merit merit merit quali� cation grade

A learner completing a 180-credit BTEC Level 3 Extended Diploma achieves the points required to gain a merit merit merit quali� cation grade.


Unit 1 3 10 Merit 8 10 × 8 = 80Unit 2 3 10 Pass 7 10 × 7 = 70Unit 3 3 10 Distinction 9 10 × 9 = 90Unit 4 3 10 Merit 8 10 × 8 = 80Unit 5 3 10 Pass 7 10 × 7 = 70Unit 6 2 10 Distinction 7 10 × 7 = 70Unit 11 3 10 Distinction 9 10 × 9 = 90Unit 12 3 10 Merit 8 10 × 8 = 80Unit 15 4 10 Pass 9 10 × 9 = 90Unit 17 3 10 Pass 7 10 × 7 = 70Unit 18 3 10 Pass 7 10 × 7 = 70Unit 20 3 10 Pass 7 10 × 7 = 70Unit 22 3 10 Merit 8 10 × 8 = 80Unit 25 3 20 Pass 7 20 × 7 = 140Unit 35 3 10 Distinction 9 10 × 9 = 90Unit 36 3 10 Merit 8 10 × 8 = 80Unit 38 3 10 Distinction 9 10 × 9 = 90Quali� cation grade totals

180 Merit Merit Merit

1410

ma050816 G/LT/PD/Nationals90Credit_V2/ 9781446934234_BTEC_90c_L3_PubSrv_Iss4.indd/76/2

June 2016

For information about Edexcel, BTEC or LCCI qualifications visit qualifications.pearson.com

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