edexcel assignment brief

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Pearson Authorised Assignment Briefs - Edexcel

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<strong>Pearson</strong> <strong>Authorised</strong> <strong>Assignment</strong> <strong>Briefs</strong><br />

FAQs for Science<br />

What are <strong>Pearson</strong> authorised assignment briefs for BTECs?<br />

These are briefs, prepared and verified by <strong>Pearson</strong> (the Awarding Organisation for BTECs), that<br />

can be used to effectively assess all or part of a BTEC unit.<br />

They show:<br />

• how Learning Aims can be used as a basis for assessment<br />

• the type of tasks and evidence required<br />

• the time the assessment will take<br />

• how the assessment criteria can be applied.<br />

Fully endorsed by subject experts, they represent a benchmark, so when centres create their<br />

own assessments, they should be informed by these authorised resources.<br />

Are <strong>Pearson</strong> authorised assignment briefs available for all BTEC qualifications?<br />

<strong>Pearson</strong> authorised assignment briefs are currently only available for the new next generation<br />

BTEC Firsts.<br />

Where can I find <strong>Pearson</strong> authorised assignment briefs?<br />

<strong>Pearson</strong> authorised assignment briefs are available via myBTEC, our online toolkit to support<br />

your BTEC planning, delivery and assessment. You can access myBTEC from our website at<br />

www.btec.co.uk/myBTEC.<br />

During the summer term 2012, while myBTEC is still in development, some authorised<br />

assignment briefs will be available on the subject pages in the relevant online specification<br />

pack. You will need your <strong>Edexcel</strong> Online username and password to access these briefs, which<br />

will be available exclusively via myBTEC once it is live. Learn more at www.btec.co.uk/2012.<br />

Are there authorised assignment briefs available to cover every Learning Aim for<br />

every unit?<br />

For the new BTEC Firsts from 2012, we will provide authorised assignment briefs which address<br />

all the Learning Aims for the three internally-assessed units in each Award.<br />

For optional units in the Extended Certificate and Diploma, we will offer at least one authorised<br />

assignment brief per unit, covering at least one Learning Aim.<br />

Is it compulsory to use the authorised assignment briefs?<br />

No. The <strong>Pearson</strong> authorised assignment briefs for the next generation BTEC Firsts are intended<br />

to be supportive rather than prescriptive. They should provide:<br />

• clarity around what’s required<br />

• a useful starting point for those new to BTEC<br />

• more ideas for experienced BTEC practitioners.<br />

Do I need to look at the authorised briefs if I am not using them?<br />

Even if you choose not to use the authorised assignment briefs provided for a unit, you should<br />

read them through and review them before preparing your own briefs.

If you prefer to develop your own assignment scenarios or contexts, the authorised<br />

assignments provide robust models for approaching assignment design. They will also be used<br />

within standardisation exercises for assessors, so Standards Verifiers will be fully familiar with<br />

them.<br />

Am I allowed to change the authorised assignment briefs?<br />

Yes. You have the flexibility to adapt the authorised assignment briefs - or not to use them at<br />

all. For example, if you do choose to use the authorised brief as a starting point, you may need<br />

to introduce a scenario more closely related to your local area, or a topical issue which is<br />

relevant for your learners.<br />

Whatever changes you make, you must:<br />

• ensure the assignment still works together as a coherent whole<br />

• have the revised brief internally verified, or checked through the assignment checking<br />

service (www.btec.co.uk/assignmentcheckingservice).<br />

If I want to use an authorised assignment brief without changing it, do I still have to<br />

get it internally verified?<br />

Yes. Your Lead Internal Verifier (LIV) will need to fit all your assignments into the overall plan,<br />

and know when they will be assessed, so you will need to submit an authorised assignment<br />

brief to your LIV along with all your other assignments in the usual way. It is important that you<br />

are as familiar with the endorsed assignment brief as you would be if you had created it<br />

yourself.<br />

Is the verification process the same for authorised assignment briefs (whether you<br />

have adapted them or not) and assignment briefs we create ourselves? Can you<br />

clarify the process for each?<br />

All assignments have to be internally verified.<br />

<strong>Pearson</strong> authorised assignments: If you choose to use an authorised assignment<br />

brief without making any changes, you will need to submit it to your LIV in the usual<br />

way, and we will indicate clearly on the internal verification sign-off form which questions<br />

are applicable to the authorised assignments.<br />

Your own assignments: Where you are creating your own assignments – or adapting<br />

an authorised assignment brief - the internal verification process will ensure the<br />

assignment brief is fully fit for purpose.<br />

You can find more information on <strong>Pearson</strong> authorised assignment briefs in our Delivery Guide.<br />

Learn more at www.btec.co.uk/2012 and follow the links to your subject.<br />

How are the authorised assignment briefs different from assignment briefs <strong>Edexcel</strong><br />

has provided in the past (e.g. through paid-for resources such as 'Assessment<br />

Resource Packs' and 'BTEC in a Box')?<br />

The assignment briefs for earlier BTEC qualifications - available from <strong>Edexcel</strong> in paid-for<br />

resources such as BTEC in a Box and Assessment Resource Packs - were sample briefs only. The<br />

authorised assignment briefs produced for the next generation BTECs have been created as part<br />

of the qualification development process and show the assessment requirements in practice.<br />

Can I re-use any of my existing assignment briefs from the existing BTEC Level 2<br />

Firsts? If so, can you offer me any help with adapting them and with the verification<br />

process?<br />

Page 2 of 3

Assessment in the next generation BTEC Firsts is based around Learning Aims, and this has<br />

been reflected in developing the new units. So, even if unit content is similar in the new BTEC<br />

Firsts, you will still need to adapt any existing assignment briefs to meet the new criteria.<br />

While you will be able to re-use many assignment ideas (including scenarios, tasks and types of<br />

evidence), you should think of each assignment afresh for the new BTECs. To support you with<br />

this process, we have provided unit-by-unit mapping information on our website so you can<br />

easily check the best fit between new and existing units - learn more at www.btec.co.uk/2012<br />

and follow the relevant subject links. And you can always submit your assignments to the<br />

<strong>Assignment</strong> Checking Service for more help and advice – learn more at<br />

www.btec.co.uk/assignmentcheckingservice.<br />

Page 3 of 3

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<strong>Pearson</strong> <strong>Authorised</strong> <strong>Assignment</strong> <strong>Briefs</strong> FAQs for Science What are <strong>Pearson</strong> authorised assignment briefs for BTECs? These are briefs, prepared and verified by <strong>Pearson</strong> (the Awarding Organisation for BTECs), that can be used to effectively assess all or part of a BTEC unit. They show: • how Learning Aims can be used as a basis for assessment • the type of tasks and evidence required • the time the assessment will take • how the assessment criteria can be applied. Fully endorsed by subject experts, they represent a benchmark, so when centres create their own assessments, they should be informed by these authorised resources. Are <strong>Pearson</strong> authorised assignment briefs available for all BTEC qualifications? <strong>Pearson</strong> authorised assignment briefs are currently only available for the new next generation BTEC Firsts. Where can I find <strong>Pearson</strong> authorised assignment briefs? <strong>Pearson</strong> authorised assignment briefs are available via myBTEC, our online toolkit to support your BTEC planning, delivery and assessment. You can access myBTEC from our website at www.btec.co.uk/myBTEC. During the summer term 2012, while myBTEC is still in development, some authorised assignment briefs will be available on the subject pages in the relevant online specification pack. You will need your <strong>Edexcel</strong> Online username and password to access these briefs, which will be available exclusively via myBTEC once it is live. Learn more at www.btec.co.uk/2012. Are there authorised assignment briefs available to cover every Learning Aim for every unit? For the new BTEC Firsts from 2012, we will provide authorised assignment briefs which address all the Learning Aims for the three internally-assessed units in each Award. For optional units in the Extended Certificate and Diploma, we will offer at least one authorised assignment brief per unit, covering at least one Learning Aim. Is it compulsory to use the authorised assignment briefs? No. The <strong>Pearson</strong> authorised assignment briefs for the next generation BTEC Firsts are intended to be supportive rather than prescriptive. They should provide: • clarity around what’s required • a useful starting point for those new to BTEC • more ideas for experienced BTEC practitioners. Do I need to look at the authorised briefs if I am not using them? Even if you choose not to use the authorised assignment briefs provided for a unit, you should read them through and review them before preparing your own briefs.

• Page 2 and 3: If you prefer to develop your own a

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Edexcel Unit 1 Business Environment Assignment Brief

Learning outcomes and assessment criteria

Task 1 – individual written report.

Select one local charity and one national large business (large PLC or Ltd.) and prepare a report addressing the following: 

• Identify and describe the and before linking these to the and of each organisation. Compare and contrast these two businesses. AC 1.1.
• Describe the different stakeholders who influence the purpose of the two businesses and the extent to which an organisation meets the objectives of different stakeholders.  AC 1.2.
• Explain the responsibilities of both organisations and strategies employed to meet them.  AC 1.3.

Task 2 – Individual written report

Select one national large organisation (large PLC or Ltd.) and prepare a report addressing the following: (a) Explain how economic systems attempt to allocate resources effectively. AC 2.1. (b) Assess the impact of fiscal and monetary policy on business organisations and their activities AC 2.2. (c) Evaluate the impact of competition policy and other regulatory mechanisms on the activities of a selected organisation AC 2.3.

Task 3 – Individual report

(d) Explain how market structures determine the pricing and output decisions of businesses AC 3.1. (e) Illustrate the way in which market forces shape organisational responses using a range of examples AC 3.2. (f) Judge how business and cultural environments shape the behaviour of a selected organisation AC 3.3.

Prepare a report addressing the following: (a) Discuss the significance of international trade to UK business organisations.   AC4.1. (b) Analyse the impact of global factors on UK business organisations AC4.2. (c) Evaluate the impact of policies of the European Union on UK business organisations AC4.3.

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Edexcel Unit 1 Business Environment Sample Assignment

Sample Marked Learner Work - Edexcel

Sample Marked Learner WorkSubject: Information Technology

Unit IT9: Creating a Website

BTEC Introductory

Contents 1. Introduction and Commentary 3

2. Assignment Brief 6

3. Learner work 8

4. Learner Assessment Submission and Declaration Sheet

5. Assessment Record Sheet 17

You will need to refer to the appropriate specification for Unit IT9: Creating a Website alongside these samplematerials.

The learner work generated is an exemplar of standard for a particular Assignment Brief. We expect centres to use this resource to exemplify how to structure a response to a task. We also encourage centres to use this work to standardise their Assessment teams and demonstrate to learners the level of work expected to achieve the different targeted grades outcome.

Pearson BTEC Level 1 Introductory Qualifications – Sample Marked Learner Work - Issue 2 – February © Pearson 2020 1

1. Introduction and Commentary

The learner work that follows has been assessed accurately to national standards. This is one example of Merit achievement.

The assignment brief covers Learning Aims A and B.

The Assignment Brief

There are no authorised assignment briefs available as yet and the one used here is structured on the suggested scenario given within the specification and has been adapted by the centre to fit local needs, by way of encouraging the learner to use the website to promote a hobby. When writing Assignment Briefs to be used for the assessment of the BTEC Level 1 Introductory suite of qualifications, the Assessor should ensure that all tasks clearly meet the targeted assessment criteria.

The structure of the tasks will always target an entire learning aim. This is a fundamental cornerstone of this suite, as it enables any learner to achieve the best grade for them.

The assessment criteria are not a set of sequential activities but a way of making a judgement. For example, if a Pass specifies a ‘description’ and a Merit an ‘analysis’, these do not require two different activities but rather one activity through which some learners will provide only description evidence and others will also provide analysis evidence.

A Learning Aim must NOT be broken down into discrete tasks. It is not acceptable to have tasks or sub-tasks that target, for example, a Pass criterion only. All tasks must encourage the learner to challenge themselves and aim for the highest level of personal achievement.

In this instance the Assignment Brief contains one task for Learning Aim A and one task for Learning Aim B. The Assignment Brief presented is fit for purpose.

The overarching task for Learning Aim A is the creation of a storyboard for a website which will then be developed into the website itself. The mode of presentation for the storyboard is noted as open-ended. However, the website must be produced using suitable web development software as noted in the Essential Resources section of the specification (page 81). This is appropriate as it will allow the learner to choose the way to present the storyboard whilst then

Pearson BTEC Level 1 Introductory Qualifications – Sample Marked Learner Work - Issue 2 – February © Pearson 2020 2

demonstrating competence in specific software. There is sufficient scope for learners at all levels to achieve.

The overarching requirement for Learning Aim B is the use of the task to ‘review the website explaining what went well, what did not go well, what changes were made during the process and how you would improve it for the future.’ This embraces Learning Aim B fully and, again, allows for full coverage of the levels.

The Learner Work

Always use the Essential information for assessment decisions section in the specification for clarification on when an assessment criterion can be awarded. This provides amplification to the grading criteria. Reference to this assessment guidance will ensure that the assessment of the evidence that the learner has produced fully meets the quantitative and qualitative requirements of the criterion. When assessing the learner’s work it is important that the assessor looks for where the learner has produced evidence of a quality that is appropriate to the command verb in the assessment criteria.

For Learning Aim A the learner has to Create a simple website for a specific purpose.

The learner has achieved A.M1 by using a slideshow to demonstrate a site structure that mostly meets a specific purpose. The Merit criterion requires the learner to produce a website design for a specific purpose, containing at least four webpages, including a site structure that lists the webpages and relevant navigation to be included, screen layout diagrams showing a design that includes most of the information required on each page, and annotations or brief description about how the website mostly meets a specific purpose.

The learner has met these as there are more than four pages with a suitable framework of links. Some, but not all, of the pages have the information identified that will populate those pages.

The Distinction criterion A.D1 requires coherent website design of at least four pages to include ‘screen layout diagrams showing an effective design that includes text and ready-made assets (e.g. images)’.

The storyboard falls short of this element of Learning Aim A due to the lack of full detail on all of the pages provided. There is also a need to evidence the ‘required navigation’ and this has not been fully addressed. It is not effective enough to warrant the award of the Distinction criterion in this instance.

Pearson BTEC Level 1 Introductory Qualifications – Sample Marked Learner Work - Issue 2 – February © Pearson 2020 3

The learner has achieved A.D2 by producing a coherent website that links the main page to subsequent pages and is easy to navigate. The website functions perfectly with the video playing appropriately, the rollover working, and all navigation operates correctly. The learner has coded in a marquee well; a table has been used effectively.

Although the text on the ‘Training’ page is centre aligned rather than aligned in a similar way to the other pages this does detract a bit from the effectiveness of the website which, per se, is well worth the Distinction awarded. It is a minor error as noted in the specification as being acceptable.

For Learning Aim B the learner has to review the finished simple website for a specific purpose.

The learner has met B.M3 by describing how the website meets a specific purpose and some ways in which it could be improved. The work is presented well and the learner has linked the final outcome to the intended audience. Suggested improvements are suitable.

The Distinction criterion B.D3 requires an explanation of how the website meets its specific purpose and why any changes were made during the process. Although the suggested improvements are suitable, the learner has not explained how they will improve the usability of the website. Although the learner has produced a good evaluation too many elements of this criterion are missing for it to be awarded.

Overall, a very good piece of work from a learner who understands most of the requirements of the unit and has addressed each Learning Aim well. The work is very well presented and easy to follow.

The assessor has made suitable comments to validate the award of the Merit and has used the grading criteria well in feeding back to the learner.

In order to achieve a Distinction grade for a unit a learner must have satisfied all the Distinction criteria within that unit so, although the learner has achieved one of the Distinction criteria for this unit, their overall grade for the unit will be a Merit.

Pearson BTEC Level 1 Introductory Qualifications – Sample Marked Learner Work - Issue 2 – February © Pearson 2020 4

2. Assignment Brief

BTEC Assignment Brief

Qualification BTEC Level 1 Introductory Diploma in Information Technology

Unit number and title

Unit IT9 Creating a Website

Learning aims A Create a simple website for a specific purpose B Review the finished simple website for a specific purpose

Assignment title Hobby Website

Assessor Dorothy Love

Issue date 1 July 2016 Hand in deadline 29 July 2016

Vocational Context

Websites have many purposes such as to promote an event, advertise products or services and provide information.

You are going to create an interactive multimedia website about your interest or hobby that you can share with your friends and family.

Create a storyboard of the pages, content and design, colour, etc and how they will link. You can do this manually or onscreen.

Now create your website and ensure you identify where you collected external information from and aware of copyright.

Checklist of evidence required

Storyboard, Interactive website

Learning Aims covered by this task: Learning Aim reference

To achieve the criteria you must show that you are able to:

A.P1 Produce an outline design for a website that meets a specific purpose A.M1 Produce a design that mostly meets a specific purpose

A.D1Produce a coherent design for a simple website that effectively meets a specific purpose

A.P2Create a website with limited functionality that meets the specific purpose in some ways

A.M2Create a website that mostly functions as intended and mostly meets a specific purpose

A.D2Create a coherent website that functions as intended and meets a specific purpose

Pearson BTEC Level 1 Introductory Qualifications – Sample Marked Learner Work - Issue 2 – February © Pearson 2020 5

Task 2 Review your website explaining what went well, what did not go well, what changes you made during the process and how you would improve it for the future.

Your tutor may write a supporting Record of Practical Activity.

B.P3Identify whether the final website meets a specific purpose, listing some ways to improve it.

B.M3Describe how the final website meets its purpose, briefly describing ways to improve it.

B.D3Explain how the final website meets its purpose, including why any changes were made to improve usability during the process.

Sources of information to support you with this Assignment Other assessment materials attached to this Assignment Brief

None. Please refer back to your class notes.

Pearson BTEC Level 1 Introductory Qualifications – Sample Marked Learner Work - Issue 2 – February © Pearson 2020 6

3. Learner work

The following are screenshots of the PowerPoint presentation by the Learner (Pages 9- 12):

Pearson BTEC Level 1 Introductory Qualifications – Sample Marked Learner Work - Issue 2 – February © Pearson 2020 7

Pearson BTEC Level 1 Introductory Qualifications – Sample Marked Learner Work - Issue 2 – February © Pearson 2020 8

Pearson BTEC Level 1 Introductory Qualifications – Sample Marked Learner Work - Issue 2 – February © Pearson 2020 9

Pearson BTEC Level 1 Introductory Qualifications – Sample Marked Learner Work - Issue 2 – February © Pearson 2020 10

The following are screenshots of the Webpages created by the Learner (Pages 12- 14):

Pearson BTEC Level 1 Introductory Qualifications – Sample Marked Learner Work - Issue 2 – February © Pearson 2020 11

Pearson BTEC Level 1 Introductory Qualifications – Sample Marked Learner Work - Issue 2 – February © Pearson 2020 12

Pearson BTEC Level 1 Introductory Qualifications – Sample Marked Learner Work - Issue 2 – February © Pearson 2020 13

Evaluating my website

My website is informative and the audience would be people interested in getting a dog and maybe a Bedlington Terrier in particular. I chose Bedlington Terriers as I have one and I love him very much. Bedlington Terrriers are fun to own and sort of easy to look after but you need to know about Terriers as they are different.

The colours of my website are designed so that the text stands out. I was careful not to use colours that might be problem for someone who was colour blind. I made sure the font was big enough for most people to be able to read comfortably.

I used a marquee for interest and to grab people’s attention. It made it look mint and really professional.

I put navigation buttons in to help people go to any page that they wanted to really easily and I made these buttons myself. They were easy to create once I knew how to do it.

I put in a rollover image because that made it look betta and provided information on the difference between a puppy and a dog without having to do loads of writing or adding extra pages. I thought that looked really good

I put a video in that I saved from Youtube and converted to an MP3. It was not difficult to do.

I used youtube and google images as I do not think that there is any copyright on them.

When I had finished the website, I asked my friends what they thought of it and they all thought it was really good. I have thought next time to make it better I can put a back button and hyperlinks to other websites.

Overall, I am really chuffed with my website and I really enjoyed making it. Looking at it again, I think that it tells people what they need to know to start with.

Pearson BTEC Level 1 Introductory Qualifications – Sample Marked Learner Work - Issue 2 – February © Pearson 2020 14

4. Learner Assessment Submission and DeclarationSheet

This sheet must be completed by the learner and provided for work submitted for assessment.

LEARNER ASSESSMENT SUBMISSION AND DECLARATION

When submitting evidence for assessment, each learner must sign a declaration confirming that the work is their own.

Learner name: Arnold Lane Assessor name: Dorothy Love

Issue date: 01/07/2016

Submission date: 29/07/2016

Submitted on: 29/07/2016

Programme :BTEC Level 1 Introductory Diploma in Information Technology

Assignment reference and title: Hobby Website

Please list the evidence submitted for each task. Indicate the page numbers where the evidence can be found or describe the nature of the evidence (e.g. video, illustration).

Task ref. Evidence submitted Page numbers or description

Task 1 Storyboard and website Slideshow and website

Task 2 Report Word document

Additional comments to the Assessor:

Learner declaration

I certify that the work submitted for this assignment is my own. I have clearly referenced any sources used in the work. I understand that false declaration is a form of malpractice.

Learner signature: Arne Lane Date: 28/7/2016

Pearson BTEC Level 1 Introductory Qualifications – Sample Marked Learner Work - Issue 2 – February © Pearson 2020 15

5.Assessment Record Sheet

Pearson BTEC Level 1 Introductory Qualifications – Sample Marked Learner Work - Issue 2 – February © Pearson 202016

Pearson BTEC Level 1 Introductory Qualifications – Sample Marked Learner Work - Issue 2 – February © Pearson 2020 17

Pearson BTEC Level 1 Introductory Qualifications – Sample Marked Learner Work - Issue 2 – February © Pearson 2020 18

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