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We provide content, assessment and digital services to learners, educational institutions, employers, governments and other partners globally. We are committed to helping equip learners with the skills they need to enhance their employability prospects and to succeed in the changing world of work. We believe that wherever learning flourishes so do people. \nReferences to third-party material made in this specification are made in good faith. Pearson does 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.) \nAll information in this specification is correct at time of publication. \nISBN 9781446951729 \nAll the material in this publication is copyright © Pearson Education Limited 2017 \nContents \n1 Introduction 4 \n1.1 The Student Voice 4 \n1.2 Why choose Pearson BTEC Higher Nationals? 4 \n1.3 HN Global 5 \n1.4 Qualification Titles 5 \n1.5 Qualification codes 5 \n1.6 Awarding institution 5 \n1.7 Key features 6 \n1.8 Collaborative development 6 \n2 Programming purpose and objectives 7 \n2.1 Purpose of the BTEC Higher Nationals in Policing 7 \n2.2 Objectives of the BTEC Higher Nationals in Policing 7 \n2.3 Aims of the Level 4 Higher National Certificate in Policing 8 \n2.4 Aims of the Level 5 Higher National Diploma in Policing 8 \n2.5 What could these qualifications lead to? 8 \n2.6 Use of maths and English within the curriculum 9 \n2.7 How Pearson BTEC Higher Nationals in Policing provide both \ntransferable employability skills and academic study skills 10 \n3 Planning your programme 11 \n3.1 Delivering the Higher Nationals in Policing 11 \n3.2 Entry requirements and admissions 11 \n3.3 Access to study 14 \n3.4 Student registration and entry 14 \n3.5 Access to assessments 14 \n3.6 Administrative arrangements for internal assessment 15 \n3.7 Dealing with malpractice in assessment 16 \n4 Programme structure 18 \n4.1 Units, credits, Total Qualification Time (TQT) and Guided Learning (GL) 19 \n4.2 Programme structures 19 \n4.3 Unit descriptor example 21 \n5 Teaching and learning 24 \n5.1 Delivering quality and depth 24 \n5.2 Engaging with employers 26 \nPearson BTEC Levels 4 and 5 Higher Nationals in Policing 1 Specification – Issue 1 – September 2017 © Pearson Education Limited 2017 \n5.3 Engaging with students 27 \n5.4 Planning and structuring a programme 27 \n5.4.1 Sequencing units 28 \n5.4.2 Condensed and expanded delivery 28 \n5.4.3 Drawing on a wide range of delivery techniques 29 \n5.4.4 Assessment considerations 31 \n5.4.5 Formative assessment 31 \n5.4.6 Summative assessment 31 \n5.4.7 Assessment feedback 31 \n5.4.8 Designing valid and reliable assessments 31 \n6 Assessment 34 \n6.1 Principles of internal assessment 31 \n6.2 Setting effective assessments 36 \n6.3 Making valid assessment decisions 38 \n6.4 Planning and record keeping 40 \n6.5 Calculation of the final qualification grade 41 \n7 Quality assurance 43 \n7.1 The approval process 43 \n7.2 Monitoring of internal centre systems 44 \n7.3 Independent assessment review 44 \n7.4 Annual Programme Monitoring Report (APMR) 44 \n7.5 Annual student survey 44 \n7.6 Centre and qualification approval 44 \n7.7 Continuing quality assurance and standards verification 45 \n8 Recognition of Prior Learning and attainm","cbCairyTCtfpJ9FN","https://ap.wps.com/l/cbCairyTCtfpJ9FN","pdf",2282104,172,"English","# Introduction\n## The Student Voice\n## Why choose Pearson BTEC Higher Nationals?\n## HN Global\n## Qualification Titles\n## Qualification codes\n## Awarding institution\n## Key features\n## Collaborative development\n# Programme structure\n## Units, credits, Total Qualification Time (TQT) and Guided Learning (GL)\n## Programme structures\n## Unit descriptor example\n# Teaching and learning\n## Delivering quality and depth\n## Engaging with employers\n## Engaging with students\n## Planning and structuring a programme\n# Assessment\n## Principles of internal assessment\n## Setting effective assessments\n## Making valid assessment decisions\n## Planning and record keeping\n## Calculation of the final qualification grade\n# Quality assurance\n## The approval process\n## Monitoring of internal centre systems\n## Independent assessment review\n## Annual Programme Monitoring Report (APMR)\n## Annual student survey\n## Centre and qualification approval\n## Continuing quality assurance and standards verification","[{\"question\":\"What are the purpose and objectives of the BTEC Higher Nationals in Policing?\",\"answer\":\"The specification states the qualifications’ purpose and objectives and describes the aims for Level 4 and Level 5. It also explains potential progression and how maths and English are used within the curriculum.\"},{\"question\":\"How are these Policing qualifications structured and assessed?\",\"answer\":\"The document sets out programme structures including units, credits, Total Qualification Time (TQT), and Guided Learning (GL). It provides guidance on delivering assessments, making valid assessment decisions, planning record keeping, and calculating the final qualification grade.\"},{\"question\":\"What quality assurance processes are required for internal centres?\",\"answer\":\"It outlines approval and monitoring of internal centre systems, independent assessment review, Annual Programme Monitoring Report (APMR), annual student surveys, centre and qualification approval, and continuing quality assurance and standards verification.\"}]","Pearson BTEC Higher Nationals in Policing - Issue 1 - Specification | PDF",433]