We have updated our guidance with additions clearly highlighted. This includes confirmation of the use of centre policies for Q-TAGs, and how to use of data when determining your Q-TAG judgements. We are still finalising information in relation to appeals, and will keep you updated.

The administration guidance is now in a separate document.

The International version is the last document listed below.

Key dates:

26 May - 18 June: The Q-TAG Portal will be open for centre Q-TAG submissions and Head of Centre Declaration. Q-TAGs must be submitted by 18 June, or results will be delayed. Please contact us if you foresee any issues with this for your centre, and we will try to support you.

In light of the Q-TAG processes this year, we want to advise of the additional QA processes that will be in place:

• After submission of your Q-TAGs, and by 18 June, Heads of Centres will be required to submit a Declaration via the portal, confirming that those involved in the Q-TAG process have adhered to the guidance and BTEC policies
• Post Q-TAG submission and by 16 July, Pearson may contact you and ask you to provide your Q-TAG rationale and evidence. It is essential that you have this available to provide to us, so that results are not delayed. We are conscious that time for this aspect of the QA process is limited. Results cannot be issued to selected centres where this QA process is not completed

Please make sure you have a 'Point of Contact' listed in EOL (including a mobile phone number) – we appreciate your support in being contactable during this period to ensure results can be issued on time.  

As part of the QA processes for Q-TAG, we have released a selection of templates and materials that can be used by your centre to document the Q-TAG process and the evidence that the Q-TAG judgements are based upon.

You may have also created or adapted your own templates and evidence records. Either way is absolutely fine. Your documents may be at learner, cohort or programme-level, so long as the information is captured in a way that enables us to understand what evidence has been used, this is also acceptable.

If you are using your own templates, please ensure that the questions outlined in the Word file listed below are incorporated. This will ensure, should you be selected for post Q-TAG submission sampling, we can approach the task with you quickly and easily.

We have put together a video tutorial walkthrough of an example of a completed template to support centres who choose to use it.

We also released some individual learner examples to support you, these are examples (at individual learner level) of the evidence you could consider and how judgements might be made.

The upload functionality is now live on the Q-TAG portal, and grade submissions for learners due to certificate this summer can now be made.

This means that you can, not only download the templates into which the Learner Q-TAGs can be added offline, but also upload them into the portal. The functionality which permits the completion of the Head of Centre Declaration will be made available at the start of June. You must complete both your submissions and Head of Centre Declaration by 18 June.

We have support and guidance available for the TAG portal, and the submission of TAG/Q-TAG.  You can read an article in our Knowledge Base, watch a video and use a downloadable pdf user guide..

Our FAQs are updated regularly and include answers to the latest questions you may have regarding:

• external assessment
• external assessment entries
• general teaching and learning
• reduced optional assessment
• standards verification
• setting standards

The Z flag functionality is now available on Edexcel Online for reporting reductions in assessments for learners. We have updated our step-by-step guidance to reflect this in the BTEC Administration Guidance document below.

This section gives you more information on when and how to use this functionality.

For the BTEC Nationals, Firsts and Tech Awards in Business and Enterprise you can report the reduced assessment by using the ‘Z grade’. Many of you have asked about whether you must report reduced assessment for certificating learners, to confirm, you only need to report reduced assessment for mid-flight learners, and those that will ‘top-up’ next year.

For mid-flight learners we expect that a TAG (component or qualification-level) will be requested by Pearson during the learner’s year of certification. At the time of writing, this will apply only to those units which were due to be assessed between 1 August 2020 – 31 August 2021, including external assessments. For internal assessments this means that all units scheduled to be completed between these dates should be ‘flagged’ to us using this reduced assessment functionality - ‘Z flag’.

This has previously been referred to as permitted assessment reductions. This functionality will allow us to understand which units were not completed this year due to the disruption experienced. We continue to work with the DfE and Ofqual to finalise the approach to 2022 which will enable us to communicate with some certainty how grades will be determined for mid-flight learners. We will keep you updated.

Standards verification is serving a different purpose this year.

It will be used to support centre assessors with assessment decisions, which in turn we hope will assist in the Q-TAG judgements made by teachers and centres this year. As such, standards verification report statuses do not link directly to certification release. We’d like to reiterate and reassure you that for this year only there will be no certification ‘blocks’ or second samples as a result of standards verification.

Report statuses of ‘Not Yet Fully Sampled’ or ‘Pending – Centre Actions Required’ can be ignored. Instead, the Q-TAG process and Head of Centre Declaration will serve to confirm certification can be released once Quality Assurance of Q-TAGs is completed.

We have a little more detail in relation to the arrangements for the ‘Post Q-TAG submission External Quality Assurance’ step of our Quality Assurance activities this year.

Centres will submit their Q-TAGs to us on, or before, 18 June 2021.

The post submission Q-TAG QA will run from Q-TAG submission through to 16 July. In exceptional circumstances this may run until 24 July.

The post Q-TAG submission External Quality Assurance is the final stage of the quality assurance process, where we will review a sample of evidence to confirm your centre has implemented the Q-TAG process set out by Pearson, in line with BTEC centre policies, and that your submitted grades are therefore sufficiently valid and reliable. This sampling process will also provide reassurance that grades awarded this year can be used confidently by learners and stakeholders.

The sampling process will take place following the submission of grades and the Head of Centre declaration. Centres will be selected for sampling on a range of factors including:

• Where a centre’s overall results’ profile for this year’s cohort appears to diverge significantly compared to the profiles for cohorts from previous years when exams have taken place
• Whether the centre has submitted the Annual Centre of Declaration
• Whether the centre has submitted their policies for review as part of LSV QA (which took place earlier in the academic year)
• Late registration patterns outside of normal behaviour
• The Standards Verification activity from this year
• Centres with a ‘high-risk’ profile, due to malpractice/maladministration or other reason.

In addition, and in line with similar practice for ‘Low’ rated programmes, there will be some centres that are selected randomly to ensure appropriate coverage of other variables, including sector, qualification or geographical location.

What happens if my centre is selected?

If your centre is selected then we will request you provide a sample of evidence that supports the grades you have submitted for the selected learners. The sampling of evidence will take place at programme level, in line with normal Standards Verification processes. You will receive an automated message requesting information to be shared with us digitally:

• a summary of the approach undertaken to award Q-TAG grades and the internal quality assurance processes*
• information to support the results profile, e.g. in comparison to past performance*
• Samples of evidence used to inform the Q-TAG judgement for at least five learners.
  

*if your centre has used this template or cover sheet as part of the process, then this information is covered here. If you have not used these, please ensure the questions are covered in your own documentation.

To ensure that the process is manageable for centres a maximum of three programmes will be reviewed at an individual centre.

A Sector-specific Reviewer will be in contact with your named Point of Contact (on EOL) and/or your Quality Nominee and will need to discuss the evidence you have submitted.

If, having reviewed the evidence, the Reviewer has questions about how a centre has made grading decisions, they will advise the centre and further evidence may be requested.

Where the Reviewer has unresolved concerns about a centre’s approach and the evidence does not support the grades submitted, centres will be asked to reconsider their grades. We may also need to discuss the grading decisions with the centre; if we are not able to satisfactorily complete Quality Assurance of the Q-TAGs submitted, we are required to withhold results until assurances can be given.

We will be releasing more detail regarding the appeals process in the next few weeks. Until then, we’d like to reiterate that learners are able to appeal, via centres in the first instance, their Q-TAG judgements.

In light of this, and as described in the guidance, it is really important learners understand the evidence that you will be using to base the judgement on.

This gives the learner the opportunity to raise any concerns or questions with you, and we hope would mitigate the number of appeals you have to deal with.

In addition, we have created a student webpage, where we are hosting all of the relevant BTEC information for learners, parents and carers, that we hope will help you in explaining the process in place for awarding results this year.

Visit the student webpage

We recognise and anticipate that mid-flight learners due to certificate next year will have been impacted by a different level of disruption than those completing this year. We also understand that learners and centres are keen to know unit level results to make decisions, but as we do not yet know what the situation we will be next year, our decision is to ensure that we do the right thing by learners and take the time to review the situation next academic year, and take the impact into account at the point of certification for these learners.

In light of this we can confirm that we will request Qualification-level or Unit-level Teacher Assessed Grades for mid-flight learners, at the appropriate point of certification next academic year. We anticipate that this will be in January 2022 for March completers, and June 2022, for summer completers. Further detail will be confirmed closer to the time.

TAGs will only be permitted for those learners where there are ‘reduced assessment’ flags and/or external assessment entries in place this academic year (applicable between 30 August 2020 and 31 August 2021, in line with the eligibility window for the VCRF).

All other assessments for the relevant qualification will need to be taught and assessed, and evidence retained, so that it can be quality assured, and used to inform the TAG.

(VCRF - Vocational and technical qualifications Contingency Regulatory Framework).

You can then complete the rest of the online form providing all the information relevant to your case, attach the assignment brief once you have submitted the case.

Please ensure that you have also read the ACS terms & conditions.

Find out more about the Assignment Checking Service.

Web for BTEC is a customised search engine covering both Level 2 and Level 3 qualifications, designed to help your learners cut through the internet’s noise and overload and go straight to the content they need. It helps learners develop their research skills by showing articles and videos solely related to BTEC qualifications. The content is relevant to your learners' specific subjects and approved by teachers, all served without distractions.

Web for BTEC provides learners with the option to filter results by reading level, making the resources not only relevant, but relatable and most importantly readable, so they have the confidence to explore the subject and fall in love with learning.

Accessed via an ActiveLearn log in* here, your learners can use this customised search tool to focus, achieve and love learning.

*Creating an ActiveLearn log in is free and takes less than a minute. See the sign-up section on our Web for BTEC home page. No data or information is shared with any 3rd parties.

The Professional Development Academy is a one-stop shop that provides access to a wide range of flexible, high-quality online courses for teachers.

You will find a range of on-demand, live and self-guided training courses creating flexible options for learning at a time that suits individual needs.

Tech Award adaptations

Please do read the Tech Awards Assessment Evidence Adaptations document for news on

• Component 1 Learning Aim A (new assessment criteria for 2020-2021)
• Component 1 Learning Aim B (new assessment criteria for 2020-2021)
• Component 2 Learning Aim C

Page 2 of the document states:

These mitigations apply to those learners who will be completing their assessments for these components in this academic year (2020-2021) regardless of the intended certification date.

Delivery guidance is also available from page 10 of the 'Enterprise' document below.

Tech Award and the Z flag, 2021

Certificating learners:

Please use the Q-TAG process.  The Z flag not required.

Mid-flight learners:

1. If the in-unit adaptation has been used and the component completed before 31 July, please input the achieved grade.

2. If the assessment plan shows that a component was due to be completed between 1 August 2020 and 31 August 2021 and the disruption was such that the in-unit reductions were not enough, then the Z flag should be used to indicate this. This could be for a cohort or perhaps an individual learner who wasn't able to complete all assessments.

3. For the component that is delivered across the two years nothing is to be entered as it will continue to be taught and assessed next year.

In September 2020 the DfE published the technical guidance for KS4 qualifications to be included in 2024 performance tables in England. In order to meet these new requirements, Pearson has submitted the Pearson BTEC Level 1/Level 2 Tech Award in Enterprise for approval for 2024 performance tables.

We've retained many key features of our current BTEC Tech Awards:

• Simple 3 component structure in most sectors
• Current Tech Awards have 40% external assessment, so no change was needed to meet new requirements.

New additions to meet KS4 performance measure requirements will include:

• Engaging Pearson Set Assignments for internal components, released with plenty of time for preparation and assessment to suit your programme timetable
• Mark-based and moderated assessments that are compensatory within each component and across the qualification giving learners more opportunities to achieve.

We will be launching draft specifications later this year following regulator feedback and will be holding launch events at that time.

The Department for Education (DfE) has confirmed that qualifications approved for inclusion in the KS4 2020 performance tables will also be included in performance tables for 2021, 2022 and 2023.

Our BTEC Level 1/Level 2 Tech Award in Enterprise will continue to count towards 2021, 2022 and 2023 Key Stage 4 performance tables. You can continue to register learners onto this qualification for completion in 2023.

A guide to DfE performance tables.

Key DfE requirements for qualifications to be elgible for 2024 performance tables

We are hoping to introduce a BTEC qualification in Sustainability for KS4 learners, as we believe that such a qualification would be relevant to present interests, encourage key skills in students such as critical thought and systems analysis, and be a highly relevant topic that relates to their day-to-day lives and the world they live in. This survey is designed to gauge the interest in this qualification and understand if this would fit well within your curriculum, and to identify any areas where Pearson can help to ensure the best classroom experience.

Take the short survey

Reduced Internal Assessment

This reduces the number of internal units which need to be assessed. The Reduced Unit Assessment for the BTEC Firsts (RQF) is as follows:

• Pearson BTEC Level 1/Level 2 First Award in Business: 30 GLH
• Pearson BTEC Level 1/Level 2 First Certificate in Business: 30 GLH
  
• Pearson BTEC Level 1/Level 2 First Extended Certificate in Business: 60 GLH
  
• Pearson BTEC Level 1/Level 2 First Diploma in Business: 60 glh

The following principles apply to all learners:

• All content must be taught
• Centres should continue to bank units through the ‘interim’ claims function throughout the academic year
• Units where reduced assessment is applied; teaching and learning should take place where possible under the current circumstances
• Centres will need to reflect on learner's progression requirements, when choosing which units to apply reduced assessment, to ensure learners can confidently progress to Higher Education or to work.
• Centres will need to declare which units have been taught but not assessed (further administration guidance to follow)
• The unit/s that are taught but not assessed must be on the centre's assessment plan for 2020/2021 academic year
• Centres can choose to assess all units, and not use the reduced internal assessment option if they are able to assess all content 
• Pearson will issue an overall grade for learners that are certificating, (further details to follow).

Please see page 11 of the Reduced unit assessment guidance below.

Delivery guidance is available from page 31 of the 'Business' document below.

Reduced Internal Assessment

This reduces the number of internal units which need to be assessed. The Reduced Unit Assessment for the BTEC Level 2 Technical Certificate in Business Enterprise is 60 GLH.

The following principles apply to all learners:

• All content must be taught
• Centres should continue to bank units through the ‘interim’ claims function throughout the academic year
• Units where reduced assessment is applied; teaching and learning should take place where possible under the current circumstances
• Centres will need to reflect on learner's progression requirements, when choosing which units to apply reduced assessment, to ensure learners can confidently progress to Higher Education or to work
• Centres will need to declare which units have been taught but not assessed (further administration guidance to follow)
• The unit/s that are taught but not assessed must be on the centre's assessment plan for 2020/2021 academic year
• Centres can choose to assess all units, and not use the reduced internal assessment option if they are able to assess all content
• Pearson will issue an overall grade for learners that are certificating, (further details to follow).

Please see page 11 of the Reduced unit assessment guidance below

In-unit adaptations

Unit 2

Employer engagement is not required.

LA A and C: Use of online platforms for meetings with enterprises/ entrepreneurs and online questionnaires/surveys can be used to gather primary research.

LA B: Choice of enterprise ideas could be reviewed as learners may need to adapt ideas to fit online methods of marketing and selling.

Unit 3

LA A and B: Methods used are likely to be digital and online as determined by local and/ or national restrictions in place.

Unit 4

LA A and B: - Use of online meetings with potential customers and online questionnaires. Presentation could be via online platform to virtual audience. This would need to be recorded for assessment/ verification purposes.

LAC: This could be addressed as feedback in an online survey or questionnaire if the pitch had to be recorded to gain necessary feedback.

Learners can carry out self-review of recordings. Videos of recordings would need to created in order for assessment of non-verbal communication skills to be assessed/verified.

Please see pages 11-12 of the Enterprise Delivery Guidance below.

Reduced Internal Assessment

This reduces the number of internal units which need to be assessed. The Reduced Unit Assessment for the BTEC Level 2 Technical Certificate in Business Administration is 60 GLH.

The following principles apply to all learners:

• All content must be taught
• Centres should continue to bank units through the ‘interim’ claims function throughout the academic year
• Units where reduced assessment is applied; teaching and learning should take place where possible under the current circumstances
• Centres will need to reflect on learner's progression requirements, when choosing which units to apply reduced assessment, to ensure learners can confidently progress to Higher Education or to work
• Centres will need to declare which units have been taught but not assessed (further administration guidance to follow)
• The unit/s that are taught but not assessed must be on the centre's assessment plan for 2020/2021 academic year
• Centres can choose to assess all units, and not use the reduced internal assessment option if they are able to assess all content
• Pearson will issue an overall grade for learners that are certificating, (further details to follow).

Please see page 11 of the Reduced unit assessment guidance below

In-unit adaptations

Unit 2

Employer engagement/ work experience/ workplace is not required.

LA A: Three admin tasks can be evidenced. These can include managing
an electronic diary, taking minutes at a remote meeting, and learners
can suggest how travel arrangements could be made in given scenarios/ case studies.

LA B: The need for three different types of equipment can be reduced
to two. These can include: telephone (remove the requirement for a
telephone system), computer and use of a free app such as “scan bot”
where learners can showcase scanning skills used on a tablet/smartphone.

For 2020/2021 only, the assessment criteria have been adapted as follows:

B.P3: Use at least two different types of office equipment safely,
following instructions and procedures.

B.M3: Select and use at least two different types of office equipment
safely, in line with instructions and procedures.

B.D3 Select and use at least two different types of office equipment
safely and competently, in line with instructions and procedures.

LA C: The need for learners to evidence non-verbal communication has
been removed. Role play can be used to imitate work-place scenarios
using only written and verbal communication.

For 2020/2021 only, the assessment criteria have been adapted as follows:

C.P4 Communicate effectively with others using acceptable and
appropriate written and verbal communication skills and techniques.

C.P5 Demonstrate acceptable and appropriate behaviour

C.M4 Act in an exemplary manner and demonstrate good written and
verbal communication skills that are appropriate to the situations.

C.D4 Act in an exemplary manner and consistently demonstrate
professional written and verbal communication skills that are appropriate to the situations

Unit 3

LA A: If learners have no access remotely to data management software
learners can instead create instruction manuals describing how to
undertake the processes as outlined in the assessment criteria.

Learners could have access to case studies and screenshots to aid them
in describing the processes.

For 2020/2021 only, the assessment criteria have been adapted as follows:

A.P1: Describe how computer equipment can be used in line with
health, safety and security procedures.

A.P2: Describe how to enter, edit, format and store information
accurately using data management software appropriate to the
requirements of tasks.

A.M1: Describe how to use basic software interrogation tools to
correctly extract and collate information to meet task requirements.

A.D1: Describe navigation and use of more advanced interrogation
tools to analyse, manipulate and present accurate business information
to meet task requirements.

LA B: This can be undertaken on tablets/ smart devices remotely, using
free apps.

Unit 4

Business event could be a remote meeting e.g., setting up the online
event, sending out diary invites, typing up agenda and minutes and
circulating these.

LA C: No requirement for learners to gain participant feedback.
However, learners could evaluate the event themselves, considering
what went well and what improvements could be made.

Please see pages 13-15 of the Enterprise Delivery Guidance below.

Reduced Internal Assessment

This reduces the number of internal units which need to be assessed. The Reduced Unit Assessment for the BTEC Level 2 Technical Certificate in Marketing is 60 GLH.

The following principles apply to all learners:

• All content must be taught 
• Centres should continue to bank units through the ‘interim’ claims function throughout the academic year
• Units where reduced assessment is applied; teaching and learning should take place where possible under the current circumstances
• Centres will need to reflect on learner's progression requirements, when choosing which units to apply reduced assessment, to ensure learners can confidently progress to Higher Education or to work
• Centres will need to declare which units have been taught but not assessed (further administration guidance to follow)
• The unit/s that are taught but not assessed must be on the centre's assessment plan for 2020/2021 academic year
• Centres can choose to assess all units, and not use the reduced internal assessment option if they are able to assess all content
• Pearson will issue an overall grade for learners that are certificating, (further details to follow).

Please see page 11 of the Reduced unit assessment guidance below

In-unit adaptations

Unit 2

Employer engagement/ work experience/ workplace is not required.

LA B: Primary research may be challenging if remote learning. Online questionnaires such as Survey Monkey can be used with a limited representation of the target audience.

LA C: Data can be presented in graphical/ written form.

Unit 3

LA C: If learners have no access remotely to appropriate software learners can instead create instruction manuals describing how to undertake the processes as outlined in the assessment criteria. If this is the case, learners will be assessed on their ability to describe the processes, rather than create.

The need for three digital marketing personas to be created has been reduced to two with description of optimisation rather than the use, in the event learners cannot access the necessary software.

Learners can create digital marketing communications such as email marketing, vlog, blog, online PR, social media post etc.

For 2020/2021 only, the assessment criteria have been adapted as follows:

C.P4: Create two digital marketing personas, giving a basic representation of the target audience.

C.P5: Design and create two digital marketing communications for a selected product or service, using basic tools and techniques to meet specific objectives and describe how optimisation could be used

C.M3: Create two digital marketing personas that give a detailed representation of the target audience and allow the effective design and creation of two digital marketing communications for a selected product or service to meet specified objectives, describing how optimisation
techniques and features could be used effectively.

C.D3 Create two digital marketing personas that give a comprehensive representation of the target audience and allow coherent design and creation of two digital marketing communications for a selected product or service to meet specified objectives, describing how advanced optimisation techniques and features and a split test could be used effectively

Unit 4

LA C: Presentation can be delivered remotely online. Or, alternatively, learners could record themselves delivering the presentation and share this to peers/ teachers to gain relevant feedback.

Please see pages 16-18 of the Enterprise Delivery Guidance below.

2021 guidance

Delivery guidance is available from page 7 of the 'Business' document below.

Reduced unit assessment guidance is provided in the second document.

BTEC Business+

This new digital resource accompanies the BTEC Nationals in Business.

Currently, Business+ is available for marketing units:

• Unit 2: Developing a Marketing Campaign
• Unit 17: Digital Marketing
• Unit 22: Market Research

Each unit is available to purchase individually, with prices from as little as £6 per student.
Every purchase for the Learning Hub comes with a complementary login for teachers.

Find out more

Recorded training

Getting Started: ways to teach and assess BTEC Nationals in Business

Watch the recording

BTEC Business Professional Bodies Partnerships

We have partnership agreements with the following organisations:

• ACCA (Association of Chartered Certified Accountants)
• CII (Chartered Institute of Insurance)

• CIM (Chartered Institute of Marketing)
• CIPD (Chartered Institute of Personnel and Development)
• CMI (Chartered Management Institute)

UCAS applications

Some learners have been concerned at not being able to find the BTEC Nationals on the UCAS application website.

Our advice is:

1) Enter "BTEC National" into the qualification search field.
2) Select: "Pearson BTEC Level 3 National [relevant size/GLH] (First teaching Sept 2016)"
3) Select the relevant subject/pathway.

If you search for a "2019" BTEC or if you omit the word "National", you won't find it. All the Nationals from 2016 onwards are categorised under "first teaching Sept 16", as it is part of the new suite regardless of the year of first teaching for a specific subject.

Support for your first year BTEC Level 3 National Extended Diploma students

Linking London in conjunction with some of their university members are making available some support to help you support your first year BTEC Level 3 National Extended Diploma learners in making choices about HE progression. They are creating free resources for schools and colleges, and will be running pre-recorded events for students. Please see below for more information from them.

Linking London’s Uni Connect Outreach Hub invites you to register to receive our BTEC Extended Diploma Support Package which will consist of pre-recorded videos produced by five of our HE partners.

See the Outreach Hub resources

The videos will be tailored to BTEC Extended Diploma Year 1 students who are beginning to research their university options and we will also be including various resources to support students with the decision-making process.  

2021 guidance

Delivery guidance is available from page 7 of the 'Enterprise' document below.

Reduced unit assessment guidance is in the second document.

Recorded training

Getting Started: ways to teach and assess BTEC Nationals in Enterprise & Entrepreneurship

Watch the recording

UCAS applications

Some learners have been concerned at not being able to find the BTEC Nationals on the UCAS application website.

Our advice is:

1) Enter "BTEC National" into the qualification search field.
2) Select: "Pearson BTEC Level 3 National [relevant size/GLH] (First teaching Sept 2016)"
3) Select the relevant subject/pathway.

If you search for a "2019" BTEC or if you omit the word "National", you won't find it. All the Nationals from 2016 onwards are categorised under "first teaching Sept 16", as it is part of the new suite regardless of the year of first teaching for a specific subject.

The Level 3 BTEC Nationals in Marketing are not eligible for inclusion in performance tables but are eligible for funding.

Go to the qualification page

Recorded training

Getting Started with the BTEC Nationals in Marketing

Watch the recording

BTEC Marketing Plus

We have a new digital resource called Marketing Plus to support this qualification.

Find out more

Chartered Institute of Marketing (CIM)

We have professional partnership agreement with CIM (Chartered Institute of Marketing)

Find out more about the CIM

Getting started training events (June 2021)

There are two 'Getting started' training events for the BTEC Nationals in Marketing.

9 June

16 June

Specification

The specification for International Level 3 Business and International Level 3 Enterprise & Entrepreneurship is available on the qualification page.

The following support materials are also available:

• Scheme of work
• Sample assignments
• Unit delivery guidance
• Authorised Assignment Briefs
• Pearson Set Assignments (PSAs)
  

Support for awarding in Summer 2021

You can find answers to FAQs as well as the latest Bulletin in the links below. The guidance document will also take you through the process.

Student resources

The student resources are only available as e-texts on the Learning Hub site, and are all available now. If a you want to have access, please complete an expression of Interest form .

If you have any queries, want to be kept updated or need to know how to start offering these qualifications in your centre, contact one of our Sales Representatives.

Specification

In an ever-changing and fast-paced world, marketing skills are key to modern-day businesses especially during and post the pandemic.

The ability to understand and create compelling stories which speak to the needs of an audience, where they are and at the time they need it, are important skills in every organisation and essential skills for a marketing professional to possess.

The new BTEC International Level 3 in Marketing qualification is available in a range of sizes and pathways to suit the needs of your learners. It’s digital content and resources have been created in partnership with The School of Marketing to help your learners to acquire current industry knowledge, and apply skills that are required from a modern-day marketer.

Learners will be able to understand and apply marketing principles such as; customer communications, marketing regulations, creating customer loyalty, influencer marketing, market research, digital marketing and more.

 Go to the qualification page

Student resources

BTEC Marketing+ is a new digital resource that supports your delivery of our BTEC in Marketing. It features the latest industry content from the School of Marketing, which makes it ideal for blended learning delivery , this innovative online resource gives your learners videos, infographics, case studies, work activities, self-learning quizzes and more, to enhance and secure learning aims of the qualification and keeps your learners engaged.

BTEC Higher Nationals – Appeals guidance now available

We have updated the Delivery and Assessment for BTEC Higher Nationals in 2021 document on our website with guidance about appeals for summer 2021.

Go to the website

The new section is highlighted in yellow for your convenience. If you have any questions about the process, please reach out to us at hnqa@pearson.com.