BTEC Entry 1-2 PreVocational - A guide to delivering ICT through BTEC Entry Level 1 and 2 Pre-Vocational Studies - Version 1.0

Oct 20, 2026

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A guide for centres on evolving Entry Level ICT provision for learners aged 14-16, 16-18 and 19+, especially after Functional Skills in Information Technology was defunded by the UK government. It explains how adopting BTEC Entry 1 or 2 within Pre-Vocational Studies can serve as alternative provision, provides example unit pathway models, and includes exemplar assignment briefs. It also outlines curriculum intent alignment and recruitment integrity considerations.

LanguageEnglish

CategoryTechnology

FormatPDF

Pages42

Reading Time1 h 46 min

AccessFree to download

Introduction

What are Pre-Vocational Studies?

Is Pre-vocational Studies “fit for purpose” in terms of your curriculum intent?

How can Pre-vocational Studies be adapted to meet specific ICT sector learning?

Teaching and Learning guidance

Tutorial Guidance

Understanding the Qualification, the Course and the Institution

Assessment guidance (Exemplar Assignment Briefs)

BTEC Entry 1-2 PreVocational A guide to delivering ICT through BTEC Entry Level 1 and 2 Pre-Vocational Studies DLC1 Pre-Vocational Study Entry 1-2. Guide to using Pre-Voc for teaching ICT. Version 1.0 1 Contents 1. Introduction 2. What are Pre-Vocational Studies? 3. Is Pre-vocational Studies “fit for purpose” in terms of your curriculum intent? 4. How can Pre-Vocational Studies be adapted to meet specific ICT sector learning? 5. Teaching and Learning guidance 6. Tutorial Guidance 7. Understanding the Qualification, the Course and the Institution 8. Assessment guidance (Exemplar Assignment Briefs) 2 DLC1 Pre-Vocational Study Entry 1-2. Guide to using Pre-Voc for teaching ICT. Version 1.0 Introduction The purpose of this document is to help centres to evolve their current Entry Level ICT provision for 14-16, 16-18 and 19+ learners, considering that the Functional Skills in Information Technology has been defunded by the UK government. It outlines how the adoption of the BTEC Entry 1 or 2 in Pre-Vocational Studies may be considered – and adapted – as an alternative provision for this cohort. This document also provides example models for centres to demonstrate how Pre-Vocational Studies may be used to deliver a qualification which satisfies the needs of learners who wish to study Information Technology at Entry 1-2. The models serve as example combinations of units to illustrate distinct pathways. Centres may create their own combination to ensure that local needs are met. There are also a few exemplar assignment briefs to illustrate how ICT might be incorporated in to both the delivery and assessment of the units. What are Pre-Vocational studies? Pre-Vocational Studies are a broad skills-based suite of pre-vocational qualifications. As we are focusing on the development of practical learning skills, the sector context for teaching, learning and assessment is flexible. This means that centres can adapt units that sit within specific sectors to meet the needs of their learners. The Pre-Vocational Studies Award and Subsidiary Award qualifications are designed for learners who need to explore pre-vocational sectors before making an informed decision on their next steps in learning. It will suit learners who may need to bridge a gap between Entry 1-2 and Entry 3 learning. The Certificate is designed for learners who may be ready to progress quickly to further study. The Extended Certificate is designed to be taken over one year, as a substantial vocational qualification within a study programme. This document will focus on delivery of the 60 GLH BTEC Level 1 Introductory Subsidiary or Award in Pre-vocational Studies. For delivery of the Certificate and Extended Certificate, please refer to the specification for available core and sector units. 3 DLC1 Pre-Vocational Study Entry 1-2. Guide to using Pre-Voc for teaching ICT. Version 1.0 Is Pre-Vocational Studies “fit for purpose” in terms of your curriculum intent? Institutions may describe their programmes as they see fit on their website (and other promotional media) . In this way, an Entry 1 or Entry 2 Information Technology provision might still be listed on a website rather than “PreVocational Studies”which may lead potential learners to overlook it. However, on its specific course description page it should be made clear that the qualification is Entry 1 or Entry 2 Pre-Vocational Studies (albeit following an Information Technology pathway) . The course description, together with unit content, should be sufficient to persuade prospective learners that this may bethe right course for them. To ensure integrity in terms of recruitment, centres are advised to consult their internal “Curriculum Intent” documentation before deciding to adopt the BTEC Entry 1 or 2 in Pre-Vocational Studies in place of previous Functional Skills ICT qualifications. Below is a section of a report written by a course tutor to confirm that

FAQs

What is the purpose of this document?

It helps centres evolve current Entry Level ICT provision for different learner age groups, outlining how BTEC Entry 1 or 2 in Pre-Vocational Studies can act as an alternative after Functional Skills ICT was defunded.

What are Pre-Vocational Studies?

They are a broad, skills-based suite of pre-vocational qualifications designed for exploring sectors before learners make informed next steps, including bridging from Entry 1-2 to Entry 3 and progression to further study.

How should centres ensure Pre-Vocational Studies align with curriculum intent and recruitment integrity?

Centres should consult internal “Curriculum Intent” documentation, clearly present Entry 1 or 2 Pre-Vocational Studies on course description pages, and use prior progression data to inform unit choices and recruitment decisions.

Oct 20, 2026

Upload by McQueen