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Explains how the 2012 BTEC Firsts were developed following policy developments and consultations, outlining four key design principles: standards with external assessment, quality assurance, breadth and progression with contextual English and mathematics, and recognising achievement with a pathway to level 1. 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\nFrom September 2012  \nBTEC Level 1/Level 2 First Award in Performing Arts  \nIssue 4  \nBTEC FIRST  \nPearson  \nBTEC Level 1/Level 2 First Award in Performing Arts  \nSpecification  \nFirst teaching September 2012 Issue 4  \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 4. 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 93634 4  \nAll the material in this publication is copyright © Pearson Education Limited 2020  \nWelcome to your BTEC First 2012 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 Award 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 and quality review during the teaching cycle  \n● we visit each BTEC centre every year to review and support y","cbCaiiwhwnvg36yp","https://ap.wps.com/l/cbCaiiwhwnvg36yp","pdf",4467514,136,"English","# Welcome to your BTEC First 2012 specification\n# BTECs are evolving\n## Key principles of the new suite of BTEC Firsts\n### 1 Standards: a common core and external assessment\n### 2 Quality: a robust quality-assurance model\n### 3 Breadth and progression\n### 4 Recognising achievement","[{\"question\":\"What qualification does this specification cover and which issue is it?\",\"answer\":\"It covers the BTEC Level 1/Level 2 First Award in Performing Arts and is specifically Issue 4.\"},{\"question\":\"When is the first teaching for this specification scheduled to start?\",\"answer\":\"The document states that first teaching begins in September 2012.\"},{\"question\":\"What are the four key design principles of the new BTEC Firsts?\",\"answer\":\"The specification outlines four principles: Standards (including external assessment), Quality (robust quality assurance), Breadth and progression (core plus options with contextual English and mathematics), and Recognising achievement (including opportunity to achieve at level 1).\"}]","BTEC Level 1/Level 2 First Award in Performing Arts - Issue 4 - Specification | PDF",1792466208,343]