The key dates for the Component 1 and 2 PSAs are in this file:

The Component 3 key dates are:

The 2022 Tech Awards FAQs page is now live.

Go to the FAQ page

BTEC Tech Award training page

Our new BTEC Tech Award training and resources page is where you can find all the live and on-demand training resources for Tech Awards.

The BTEC Bitesize BTEC Tech Award in Enterprise videos

Component 1

• How to select appropriate ​enterprises Component 1
• Component 1 Task 1a
• Component 1 Task 1b
• Component 1 Task 1 best practice
• Component 1 Task 2
• Component 1 Task 2 best practice
• Component 1 Task 3a
• Component 1 Task 3b
• Component 1 Task 3 best practice
• How to prepare learners to use their time effectively Component 1
  
• Alternative evidence requirements for Components 1 and 2

• Exploring enterprise ideas for Component 2
• Best practice for Component 2 Task 1
• Best practice for Component 2 Task 2
• Preparing learners to use time well Component 2 Task 1
• How to prepare learners to use their time effectively during Component 2 Task 2
  
• Presenting Component 2 Task 2

• Overlaps in content between Components 1, 2 and 3

Use of learner work from previous PSA submissions for retakes

Learners can retake internally assessed components once, should they need or want to during their course. It is always in the best interests of the learner to be entered for assessment when teachers judge that they are ready to be assessed.

If learners are retaking internally assessed components, they must respond to the new PSA released for that series. Learners are permitted to adapt work from their initial sitting where it is appropriate. They can use the full allocated time, including monitored preparation where applicable, and if they choose to adapt work from their initial sitting, they will need to repurpose, build upon and/or amend their work to meet the new PSA. Learners should never be overly guided on how to improve their work, and if assistance is provided, this should be documented and considered during assessment.

For further information, centres should follow the JCQ Guidance, with particular attention paid to sections 2 and 17.

Updated: assessment record template for the Tech Awards

We now have updated the assessment record template for the BTEC Tech Awards (2022).

Exemplar Standardisation Materials

Exemplar Standardisation Materials based on work produced for PSAs is now availale for both components..

Please use the zip files dated 2023.

The terminal assessment rule requires learners to take the external assessment at the end of their qualification (when the learner is due to certificate). This means that learners must sit internal component assessments either prior to or in the same series as the external assessment to fulfil this terminal rule.

If a learner chooses to retake an internal assessment in a series after they sat the terminal external assessment, they will also need to resit the external component to satisfy the terminal rule.

Learners are allowed one resit of the external assessment within the programme.

You will submit certification claims for the new BTEC Tech Awards during the series in which learners are sitting their terminal external assessment. You should do this using the cash-in code for the qualification.

You can make certification claims during the normal entry window for the assessment series. If you have a learner who sits their terminal assessment in January and is happy with their result, you will be able to submit a late claim following the release of January results. However, if a learner is not happy with their results and intends to resit in the May/June series, you may choose to delay claiming until making their resit entry.

Pearson publishing have two revision resources.

Starting from the January series, you will upload learner work for BTEC set tasks using our Learner Work Transfer (LWT) portal. This will offer increased data protection and security for your learners’ work. We will be in touch with all customers who will need to use learner work transfer to ensure you have access to the system and receive support from us to upload your learner work successfully.

To prepare for the transition to LWT, all colleagues in your school or college who are involved in the upload of learner work should have an Edexcel Online account.

The BTEC Works site can help with recruitment of learners.

The post-16 Level 2 vocational qualifications landscape in England is undergoing a significant reform.

To keep you informed, we have created a dedicated webpage providing an overview of the reforms, detailing what we know so far, and explaining the implications for you and your post-16 Level 2 curriculum.

In light of the BTEC Business and other VQ Business, Enterprise, Marketing qualifications being withdrawn in 2026, we would like to understand what your portfolio of curriculum may look like and would appreciate your feedback in order to steer our thinking and development. Many thanks for taking the time to complete this.

This page provides an overview of the reforms and will be updated as and when new information becomes available.

The funding checklists below for 16-19 year olds give you a comprehensive view of funding  which takes us up to the cohort starting in 2025.

This will give you clarity on how the recent updates on funding for BTEC Level 3 affect your centre and learners.

As part of the Level 3 Vocational Qualification reforms we would like to invite you to help influence the next generation of BTEC Nationals. We want to ensure we capture the teacher and learner voice in our qualifications and support materials.

This is your opportunity to have your say and get involved.

Although too early for Business-related qualifications we do have two new pages where new AAQ and technical qualifications will be featured.

The 2023-2024 Centre Guide to Standards Verification has been uploaded.  This includes information about sampling and the key dates.

There is an updated version of the Assessment Record template for BTEC Entry – Level 3, these can be accessed on the BTEC forms and guides webpage.

This template now includes an updated authenticity declaration to include acknowledgement of any use of Artificial Intelligence (AI) tools. This form is provided for immediate use.

If you design and use your own Assessment Record, please ensure this is updated to replicate the authenticity statement in our template/s.

This could be a useful page to bookmark to stay up to date.

The grade statistics for BTEC qualifications are published in late October/early November on the grade statistics page of the website.

These statistics can be used for benchmarking purposes. Please note that in line with all qualifications, learner achievement is reported at qualification level and not at unit level.

What to teach?

Here the answer is simple.  Please teach all of the specification content.

What to assess?

The BTEC Centre Guide to Internal Assessment states:

Do Assignment Briefs need to cover all unit/component content?

No. Your assignment brief needs to cover just what is being assessed so no need to include the entire unit content.

All unit/component content needs to be taught, where relevant, to provide learners with the breadth and depth to their studies. There is no formula for how much content needs to be assessed.

The amount of content the learner will need to refer to will depend on the specific requirements of the actual assignment and the requirements of the assessment criteria and associated assessment guidance which can sometimes prescribe which areas of the unit/component content needs to be assessed.

Section 6 of the BTEC National specifications includes the following:

As assignments provide a final assessment, they will draw on the specified range of teaching content for the learning aims. The specified content is compulsory. The evidence for assessment need not cover every aspect of the teaching content as learners will normally be given particular examples, case studies or contexts in their assignments. For example, if a learner is carrying out one practical performance, or an investigation of one organisation, then they will address all the relevant range of content that applies in that instance.

On 28 March, JCQ released a document which provides teachers and assessors with the information they need to manage use of AI in assessments. This guidance applies to all our qualifications including vocational qualifications.

Important points to note:

• centres should explain the importance of students submitting their own independent work
  
• centres should ensure that teachers and assessors are familiar with AI tools and their risks
  
• centres should consider communications with parents/carers to make them aware of AI
  
• students must acknowledge use of AI when used
  
• misuse of AI tools is malpractice.
  

Within the document, there is a list of potential indicators of AI use that may help identify work where students have misused AI.

Please do take a look at this guidance.