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\nCONSTRUCTION AND  \nTHE BUILT ENVIRONMENT  \nFrom January 2013  \nPearson BTEC Level 1/Level 2 First Award in Construction and the Built Environment  \nIssue 2  \nA LWAY S  \nLE AR N I NG  \nBTEC Level 1/Level 2 First Award in Construction and the Built Environment  \nSpecification  \nFirst teaching January 2013 Issue 2  \nPearson Education Limited is one of the UK's largest awarding organisations, offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning, both in the UK and internationally. Qualifications offered include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications, ranging from Entry Level to BTEC Higher National Diplomas. Pearson Education Limited administers BTEC qualifications.  \nThrough initiatives such as onscreen marking and administration, Pearson is leading the way in using technology to modernise educational assessment, and to support teachers and learners.  \nThis specification is Issue 2. Key changes are sidelined. We will inform centres of any changes to this issue. The latest issue can be found on our website.  \nReferences 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.)  \nISBN 978 1 446 93610 8  \nAll the material in this publication is copyright © Pearson Education Limited 2016  \nWelcome to your BTEC First specification  \nFor more than 25 years, BTECs have earned their reputation as well-established, enduringly effective qualifications. They have a proven track record in improving motivation and achievement among young learners . Additionally, BTECs provide progression routes to the next stage of education or into employment.  \nBTECs are evolving  \nInformed by recent policy developments, including the Review of Vocational Education – The Wolf Report (March 2011), we have designed this new suite of BTEC Firsts to:  \n● ensure high quality and rigorous standards  \n● conform to quality criteria for non-GCSE qualifications  \n● be fit for purpose for learners, pre-or post-16, in schools and in colleges. We conducted in-depth, independent consultations with schools, colleges, higher education, employers, the Association of Colleges and other professional organisations. This new suite builds on the qualities – such as a clear vocational context for learning and teacher-led assessment based on centre-devised assignments – that you told us make BTECs so effective and engaging.  \nThis new suite introduces additional features to meet the needs of educators, employers and the external environment. They are fully aligned with requirements for progression – to further study at level 3, into an apprenticeship or into the workplace. We believe these features will make BTEC even stronger and more highly valued.  \nWhat are the key principles of the new suite of BTEC Firsts?  \nTo support young people to succeed and progress in their education, we have drawn on our consultations with you and embedded four key design principles into the new BTEC Firsts.  \n1 Standards: a common core and external assessment  \nEach new Level 2 BTEC First qualification has an essential core of knowledge and applied skills. We have introduced external assessment appropriate to the sector. This provides independent evidence of learning and progression alongside the predominantly portfolio-based assessment.  \n2 Quality: a robust quality-assurance model  \nBuilding on strong foundations, we have further developed our quality-assurance model to ensure robust support for learners, centres and assessors .  \nWe will make sure that:  \n● every BTEC learner’s work is independently scrutinised through the external assessment process  \n● every BTEC assessor will take part in a sampling an","cbCailVZwYhaytQQ","https://ap.wps.com/l/cbCailVZwYhaytQQ","pdf",5267840,164,"English","# Introduction\n## Key changes and publication information\n## Welcome to the BTEC First specification\n# New BTEC Firsts Overview\n## BTECs are evolving\n## Key principles of the new suite\n# Four Design Principles\n## Standards: common core and external assessment\n## Quality: robust quality-assurance model\n## Breadth and progression\n## Recognising achievement\n# Specification and Support","[{\"question\":\"What is the purpose of this BTEC First Award specification in Issue 2?\",\"answer\":\"It sets out the specification for the BTEC Level 1/Level 2 First Award in Construction and the Built Environment, including key design principles and how teaching, assessment, and quality processes should operate under Issue 2.\"},{\"question\":\"How does the specification handle standards and assessment?\",\"answer\":\"Each Level 2 BTEC First has an essential core of knowledge and applied skills and includes external assessment appropriate to the sector, providing independent evidence alongside portfolio-based assessment.\"},{\"question\":\"What quality assurance model does Issue 2 describe?\",\"answer\":\"It requires independent scrutiny through external assessment, sampling and quality review involving assessors during the teaching cycle, and an annual visit to each BTEC centre to review and support quality processes.\"}]","BTEC First Award in Construction and the Built Environment - Issue 2 | PDF",1792462392,413]