BTEC Level 2 WorkSkills - Bryntirioncs.bridgend.sch.uk
BTEC Level 2 WorkSkills
What are Vocational Qualifications?Vocational qualifications are nationally recognised qualifications. They aredifferent from traditional GCSE and A Levels because they are linkedto a particular area of work.What makes Vocational Qualifications different? Students develop skills, knowledge and understanding in the vocationalarea they are studying. Each vocational course is made up of a number of units, allowing studentsto build up their qualification in stages. Students are assessed through coursework. Students produce evidence for their key skills qualification through theirvocational course. Students take responsibility for their own learning by planning their work,doing research and regularly reviewing their progress.Why do we offer BTEC courses? They prepare students for the world of work and provide a good startingpoint for other qualifications such as NVQs that can be studied in theworkplace.Employers value the qualities that vocational students bring to theworkplace e.g. organisation, time management, communication andresearch skills.Universities value the independent study skills that vocational studentsbring to their courses.The courses are flexible so that they meet the needs of a wide range ofstudents. They are available at different levels in a variety of formats.They can be taken alongside other qualifications such as traditionalGCSEs, A levels.They give students the opportunity to try a range of activities such asdesigning products, organising events, investigating how professionalswork and working in teams.
What will happen in lessons?The lessons will vary according to the subject and level but all students shouldexperience most of these activities: Discussion - one to one or in groupsResearch – group or individual using a variety of methodsEvaluating outcomes– manually or using ICTPresentations/critiques – in groups or individuallyPractical workDisplay workVisits to organisations/museumsWork with established artistsWhich styles of teaching will be used?Different styles of teaching will be required throughout the course.This will depend on the unit being taught, the stage of delivery and thetype of assessment required for that unit. Teacher inputAt the start of a unit there will be a lot of teacher input; question andanswer sessions, discussions, note taking and handouts. This may all happenat the beginning of a unit or at different points throughout the unit. It isimportant to note any information you are given, as it may be required at alater stage in the unit. Student investigationOnce the assignment has been explained and the tasks have been set, you willhave to work on your own and develop design ideas, creating a final outcometo meet the requirements of the task. The work you produce must be yourown; you can use visuals from magazines or the internet, however youmust use these as a starting point and develop your own ideas andinspirations. You will not be allowed to copy the work of other students.You will have to check regularly with your teacher to make sure that yourwork is correct and to discuss any ideas that you want to develop. Group workFor some tasks you may have to work in a group, either to find information orto produce evidence. This is quite acceptable providing that all students
take an equal share of the work and that individual contributions areidentified. Practical Work.Making something such as a display in Retail or a piece of art in Art andDesign Learning by experienceLearning by experience and is usually done in the workplace (e.g. workexperience or work placement) or by setting up work situations in theclassroom (e.g. a role play of a business interview). Whether real or pretend,a lot can be learned from this type of situation and it is important to makethe most of it by preparing thoroughly beforehand and recording anyinformation you find. Inviting visitors into school from the vocational area isanother good way of linking your work with what really happens in theworkplace.Developing skillsDuring your course you will be taught many skills: communication skillsresearch skills using a variety of methodsI.C.T. skills using a variety of programspractical skills using different techniques and equipmentpresentation skills using a variety of formatsorganisational skillsYou will be expected to practise these skills and apply them where appropriatethroughout the course.
What will be expected of you?You will be expected to do all of the following as part of your day-to-daywork Read and researchKeep a record of the information you find and the sourcesPlan your work in a logical order and keep a record of your progressTalk to your teachers about your ideas and how to achieve the bestresultsProduce drafts and final copies of your workProduce good quality work with high standards of grammar andspellingPresent your work in a suitable format according to the purposeand the audienceEvaluate your work and make suggestions for improvementMeet deadlinesKeep a record of the work you have completed, including the gradesand points you have been awardedWho will be involved with each course?Subject teachers (assessors)They are responsible for planning lessons, preparing resources, assessingwork and making sure that the units are completed on time.Lead internal verifier (IV)This is the teacher in charge of the course. Mr G. Mahoney is in charge ofthe courses you will be following. He will make sure that the units arebeing taught correctly and that sufficient resources are available. Hewill check (IV) the assessment of all teachers on the course and workwith the external verifier.
Quality NomineeThis is Mr G. Mahoney and she oversees all of the vocational courses tomake sure that standards are being met. This will be done by: Visiting lessonsLooking at students’ workCollecting information on student achievementSurveying teacher/student viewsExternal VerifierThis person has knowledge of the subject and the course and may visit tosample the work from a unit.Exam OfficerThe examinations officer is Mrs J Evans and she is responsible forregistering students for the course and for claiming qualifications.
Qualification StructureThe BTEC Level 2 Certificate in WorkSkills (QCF) is a 13-credit and 90–130guided learning hours qualification.It consists of optional units that provide for a combined total of 13 credits.At least 8 credits must be at Level 2 or above.Optional units can also be selected from Entry 3, Level 1 or Level 3 WorkSkillsunits.The BTEC Level 2 Extended Certificate in WorkSkills (QCF) is an18-credit and 125–180 guided learning hours qualification.It consists of optional units that provide for a combined total of 18 credits.At least 11 credits must be at Level 2 or above.Optional units can also be selected from Entry 3, Level 1 or Level 3 WorkSkillsunits.StaffMr H WilliamsMr G MahoneyMs A CavillMr L CrabbeYear 11Year 11Year 10Year 10Year 10Year 10Year 10Year 11Year 11Year 11Year 10Unit of WorkLevelCreditGuidedLearningHoursUnit 1 – Alternatives to paid workY/503/2827Unit 2 – Working as a VolunteerD/503/2828Unit 3 - Managing Your own MoneyD/503/2862Unit 4 - Searching for a JobH/503/2863Unit 5 - Applying for a JobK/503/2864Unit 6 - Preparing for an InterviewM/503/2865Unit 7 - Interview SkillsT/503/2866Unit 9 - Self-AssessmentF/503/2868Unit 10 - Career ProgressionJ/503/2869Unit 16 – Working in a TeamY/503/2875Unit 38 Using a CV and covering letter to apply fora 3301220
BTEC Level 2 WorkSkillsCourse Description: The BTEC Level 2 Extended Certificate in WorkSkills is designed to offer pupilsa flexible, relevant course to improve their understanding and application ofwork-based skills. This qualification has been developed to ensure that the knowledge, skills andunderstanding it provides are relevant, current and useful for pupils andpotential employers. The qualification has been designed to support employability. Pupils will be assessed by completing a variety of assignments throughout thetwo year course.UnitsUnit 1 – Alternatives to Paid WorkUnit 2 – Working as a volunteerUnit 3 - Managing Your own MoneyUnit 4 - Searching for a JobUnit 5 - Applying for a JobUnit 6 - Preparing for an InterviewUnit 7 - Interview SkillsUnit 9 - Self-AssessmentUnit 10 - Career ProgressionUnit 16 – Working in a TeamUnit 38 - Using a CV and covering letter to apply for a jobBTEC Level 2 WorkSkills
Course Description: The BTEC Level 2 Certificate in WorkSkills is designed to offer pupils aflexible, relevant course to improve their understanding and application of workbased skills. This qualification has been developed to ensure that the knowledge, skills andunderstanding it provides are relevant, current and useful for pupils andpotential employers. The qualification has been designed to support employability. Pupils will be assessed by completing a variety of assignments throughout theone/two year course.UnitsUnit 1 – Alternatives to Paid WorkUnit 2 – Working as a volunteerUnit 3 - Managing Your own MoneyUnit 4 - Searching for a JobUnit 5 - Applying for a JobUnit 6 - Preparing for an InterviewUnit 7 - Interview SkillsUnit 10 - Career ProgressionUnit 38 - Using a CV and covering letter to apply for a job
BTEC LEVEL 2 EXTENDED CERTIFICATE IN WORKSKILLSYEAR 10Unit of WorkUsing a CV and covering letter to apply for a jobSearching for a jobApplying for a jobPreparing for an interviewInterview skillsManaging your own moneyCredit211112BTEC LEVEL 2 EXTENDED CERTIFICATE IN WORKSKILLSYEAR 11Unit of WorkAlternatives to paid workWorking as a volunteerSelf-assessmentCareer progressionWorking in a teamCredit12223
BTEC LEVEL 2 CERTIFICATE IN WORKSKILLSUnit of WorkUsing a CV and covering letter to apply for a jobSearching for a jobApplying for a jobPreparing for an interviewInterview skillsManaging your own moneyAlternatives to paid workWorking as a volunteerCareer progressionCredit211112122
Unit DetailsUnit 1 Alternatives to Paid WorkUnit aimThe aim of this unit is to give learners an understanding of the value of skillsand qualities gained from participating in alternatives to paid work, and howthey can access different types of alternatives to paid work.Unit introductionThere is a wide range of alternatives to paid work which require many of thesame that are sought after and recognised in the workplace. Many people areinvolved with voluntary or charitable work which demands a wide range of skillsand abilities. Less-recognised alternatives to paid work might include the role ofunpaid carers, particularly young people caring for sick or elderly relatives.The focus of this unit is to help the learner understand how their involvementwith different alternatives to paid work can provide valuable and transferableskills and qualities that benefit them in other areas of their life.The learner will gain a better understanding of the many alternatives to paidwork and will also find out how to access information from organisations thatprovide opportunities, support or advice on beneficial alternatives to paid work.Learning outcomes and assessment criteriaIn order to pass this unit, the evidence that the learner presents forassessment needs to demonstrate that they can meet all the learning outcomesfor the unit. The assessment criteria determine the standard required toachieve the unit.Learning outcomes Assessment criteria1 Know different types of alternatives to paid work1.1 Outline different types of alternatives to paid work1.2 List ways to access information on alternatives to paid work1.3 Identify opportunities for alternatives to paid work fromorganisations2 Understand the value of skills and qualities gained from participating inalternatives to paid work2.1 Outline skills and qualities gained from participating in alternatives topaid work2.2 Explain how the skills and qualities gained from participating inalternatives to paid work may be transferable to other areas of life
Unit 2 Working as a VolunteerUnit aimThe aim of this unit is for learners to develop understanding of the role ofvolunteers and the skills required for different types of voluntary work. In thisunit learners apply for and participate in a voluntary work activity.Unit introductionWorking as a volunteer can be very rewarding and enjoyable. It is also a goodway to meet people of different ages, cultural backgrounds and nationalitieswho have similar interests. Working as a volunteer can also give learners theopportunity to gain new skills which are transferable to paid employment.The focus of this unit is to help learners understand the importance ofvolunteers in a range of situations, for example, working in a charity shop on aregular basis, helping out on a local marathon or completing communityinvolvement as part of the Duke Of Edinburgh’s Award. In this unit, learners willconsider the areas where volunteers are used and the skills required byvolunteers in different areas of voluntary work. Learners will also have theopportunity to apply for an area of voluntary work which interests them.For this unit learners must participate in some form of voluntary work. Aspecified time for the voluntary work is not given, but it must be sufficient toallow them to gain the knowledge and experience needed to meet the learningoutcomes.Learning outcomes and assessment criteriaIn order to pass this unit, the evidence that the learner presents forassessment needs to demonstrate that they can meet all the learning outcomesfor the unit. The assessment criteria determine the standard required toachieve the unit.Learning outcomes Assessment criteria1 Understand the role volunteers play in different volunteering situations1.1 Identify different situations where volunteers are used1.2 Explain why the role of volunteers is important in differentvolunteering situations2 Be able to undertake voluntary work2.1 Identify the skills required for different types of voluntary work2.2 Apply for voluntary work, adhering to application requirements2.3 Complete a voluntary work activity according to a given brief
Unit 3 Managing Your Own MoneyUnit aimThe aim of this unit is for learners to develop knowledge and understanding ofhow to budget to manage their personal finances. In this unit, ways to use creditresponsibly are explored.Unit introductionBeing able to manage your own finances is an essential life skill for anyone and isa key factor in avoiding stress and difficulties caused by money matters. In thisunit learners will develop the skills and knowledge to produce a budgetsuccessfully, so that their planned outgoings do not exceed their income. Theywill consider buying on credit and the responsibilities and potential problemsassociated with using credit and loans.Learning outcomes and assessment criteriaIn order to pass this unit, the evidence that the learner presents forassessment needs to demonstrate that they can meet all the learning outcomesfor the unit. The assessment criteria determine the standard required toachieve the unit.Learning outcomes Assessment criteria1 Be able to produce a personal budget1.1 Carry out calculations of expenditure and income for an individual fora month1.2 Calculate balance at the end of the month1.3 Identify ways to ensure expenditure does not exceed income2 Understand the use of credit to borrow money2.1 Identify different sources of credit2.2 Explain how to use credit responsibly for expenditure and investing2.3 Describe the potential problems of using credit
Unit 4 Searching for a JobUnit aimThe aim of this unit is to develop learners’ knowledge, understanding and skillsto enable them to undertake a search for job vacancies relevant to their skills,interests and achievements.Unit introductionIn this unit learners will develop an understanding of a wide range of potentialsources of information about employment, so that they can find out which typesof employment best suit their individual needs. Learners will develop the skillsneeded to link their own skills, interests and achievements to appropriate jobsources and roles. They will also gain experience of communicating with anemployer, or the employer’s representative, to gain further information about asuitable job vacancy.Learning outcomes and assessment criteriaIn order to pass this unit, the evidence that the learner presents forassessment needs to demonstrate that they can meet all the learning outcomesfor the unit. The assessment criteria determine the standard required toachieve the unit.Learning outcomes Assessment criteria1 Understand how to use sources of information about jobs1.1 Explain the roles of different sources of information about jobs1.2 Select appropriate sources of information about job vacancies for ownpurposes1.3 Identify potential job roles from sources of information about jobs2 Understand how to relate own skills, interests and achievements to potentialjob roles2.1 Explain how own skills relate to potential job roles2.2 Explain own interests in relation to potential job roles2.3 Explain how own achievements are relevant to potential job roles3 Be able to investigate job vacancies3.1 Carry out investigations to identify potential job vacancies3.2 Provide evidence of communication with employers or the employer’srepresentative to obtain further information about job vacancies
Unit 5 Applying for a JobUnit aimThis unit aims to develop learners’ skills to enable them to complete jobapplication processes independently.Unit introductionIn a competitive job market, it is vital that learners understand the jobapplication process and how to prepare an application that meets therequirements of a prospective employer. In this unit learners will develop theskills needed to access and respond to different types of job applicationopportunities independently.Learners will gain an understanding of how to present a job application in anappropriate way, including collating relevant information and using suitableconventions and formatting. They will also evaluate the suitability of informationincluded in a job application and the method of presentation.Learning outcomes and assessment criteriaIn order to pass this unit, the evidence that the learner presents forassessment needs to demonstrate that they can meet all the learning outcomesfor the unit. The assessment criteria determine the standard required toachieve the unit.Learning outcomes Assessment criteria1 Understand different methods of applying for a job1.1 Describe different methods of applying for a job1.2 Explain how to obtain job application information2 Be able to prepare a job application2.1 Collate the information appropriate for a job application2.2 Complete a comprehensive and accurate job application2.3 Carry out checks of a job application for accuracy2.4 Review a job application for fitness for purpose
Unit 6 Preparing for an InterviewUnit aimThe aim of this unit is for learners to develop the knowledge and skills toprepare for an interview.Unit introductionIn this unit learners will develop the skills needed to plan for a successfulinterview.The interview could be for a job, a placement or a course. The unit focuses onthe learner’s role in correctly anticipating and preparing key information,questions and answers for a potential interview. Learners will use applicationinformation, identify areas where they want to know more, and turn these intoquestions to ask an interviewer. They will anticipate interview questions and plantheir responses.Learning outcomes and assessment criteriaIn order to pass this unit, the evidence that the learner presents forassessment needs to demonstrate that they can meet all the learning outcomesfor the unit. The assessment criteria determine the standard required toachieve the unit.Learning outcomes Assessment criteria1 Know information required in preparing for an interview1.1 Describe the key information about the i
The BTEC Level 2 Extended Certificate in WorkSkills is designed to offer pupils a flexible, relevant course to improve their understanding and application of work-based skills. This qualification has been developed to ensure that the knowledge, skills and understanding it provides are relevant, current and useful for pupils and potential employers. The qualification has been designed to .
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