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It outlines a learner-centred, flexible unit-based approach aimed at post-16 learners progressing from below Level 2 toward sector-specific study at Levels 2 and 3. 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For further information, please visit our qualifications website at [qualifications.pearson.com](qualifications.pearson.com). Alternatively, you can get in touch with us using the details on our contact us page at [qualifications.pearson.com/contactus](qualifications.pearson.com/contactus)  \nAbout Pearson  \nPearson is the world's leading learning company, with 35,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at [qualifications.pearson.com](qualifications.pearson.com)  \n[References to third-party material made in this specification are made in good faith. We do not](References to third-party material made in this specification are made in good faith. We do not)[ ](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, magazinesand other publications and websites.)  \nISBN 978 1 446 95912 1  \nAll the material in this publication is copyright © Pearson Education Limited 2018  \nWelcome  \nWith a track record built over 30 years of learner success, BTEC qualifications are widely recognised and respected. They are designed to help learners progress with their learning – building their knowledge, understanding and skills so that they are then able to study at a higher level, progress to employment and be successful in their working lives.  \nWhy are BTECs so successful?  \nBTECs embody a fundamentally learner-centred approach to the curriculum, with a flexible, unit-based structure . These BTEC Entry to Vocational Study qualifications from Pearson, reflect our commitment to improving the learning experience for learners studying below Level 2, enabling them to be successful and to progress towards sector-specific qualifications at Levels 2 and 3.  \nWhen creating BTEC Entry 3 qualifications, we worked with centres to ensure that learners’ needs were met. Centres told us that their learners must focus on key progression skills in areas such as organisation, communication and teamwork.  \nWe have addressed this through:  \n• offering a range of sizes, each with a clear and distinct purpose, so there is something to suit every learner’s choice of study programme and progression plan  \n• new skills-focused content closely aligned to what centres need in supporting their learners to become part of a skilled workforce  \n• graded assessments in every unit to help learners progress to the next stage of their personal journey, whether to further education or to the world of work.  \nAs we expect many learners to be studying Functional Skills or GCSEs alongside their BTEC, we also offer support skills in English and mathematics.  \nA word to learners  \nBTEC Entry to Vocational Study qualifications will demand a lot of practical work from you . You will complete a range of units, be organised and take assessments ","cbCaioS61abfTKTM","https://ap.wps.com/l/cbCaioS61abfTKTM","pdf",5634871,194,"English","# Overview of the BTEC Entry to Vocational Study qualifications\n# Qualification features\n# 1 Qualification objectives and purpose\n# 2 Structure\n# 3 Units\n# Understanding your units\n# Index of units\n# 4 Planning your programme\n# 5 Assessment\n## Introduction\n## Principles of internal assessment\n## Setting effective assignments\n## Making valid assessment decisions\n## Planning and record keeping\n# 6 Administrative arrangements\n## Introduction\n## Learner registration and entry\n## Access to assessment\n## Administrative arrangements for internal assessment\n## Dealing with malpractice in assessment\n## Additional documents to support centre administration\n# 7 Quality assurance and centre approval\n# 8 Understanding the qualification grade\n# 9 Resources and support\n## Support for setting up your course and preparing to teach\n## Support for teaching and learning\n## Support for assessment\n## Training and support from Pearson\n# Appendix 1 Glossary of terms used for internally-assessed units","[{\"question\":\"What qualifications does this specification cover for BTEC Level Entry 3 Entry to Vocational Study?\",\"answer\":\"It covers the units and information needed to deliver Pearson BTEC Level Entry 3 qualifications, including Subsidiary Award, Award, Certificate, and Extended Certificate in Entry to Vocational Study.\"},{\"question\":\"When does first teaching begin for these BTEC Entry 3 qualifications?\",\"answer\":\"The specification states first teaching from September 2018.\"},{\"question\":\"How does the document describe assessment for internally-assessed units?\",\"answer\":\"It sets out principles of internal assessment, including setting effective assignments, making valid assessment decisions, and planning and record keeping.\"}]","BTEC Level Entry 3 - Entry to Vocational Study Specification - First teaching from September 2018 - Issue 1 | PDF",1792467172,489]