Overview. This Business Programme enables students to explore and apply real life examples and situations within the context of a variety of well-known businesses, focusing on topics such as Finance, Marketing and Human Resources. Students will develop their IT, communication and team based skills through the topics. The BA Hons Architecture programme is a first step in a professional career in architecture. The programme offers students a range of approaches to architectural design through studio-based tutorial groups or units. Each unit explores a different aspect of architectural design, ranging from new technologies, emerging social conditions and contemporary cultural contexts, to more abstract aesthetic and theoretical concerns. Within each year of the programme, design accounts for 50% of the marks with a central emphasis on developing high level design skills and the ability to create and communicate complex architectural ideas. Students explore the visual and tactile world, learning visual and drawing skills and the use of computer software. Design projects are supported by studies in the history of architecture, sustainability, architectural practice, contemporary theory and technology. Themes for design work are set at the start of each academic year; critiques of student work are made at the middle and end of each semester. Visits to art galleries, museums and important buildings, and lectures by eminent speakers are vital to the programme.
Oct 16, 2002. For some years CPVE was controlled by a Joint Board for Pre-Vocational Education set up by BTEC Business and Technology Education Council. the knowledge needed for a GNVQ and providing clearer guidance to teachers on marking coursework, grading and setting up and designing courses. COURSE TEAM RESPONSES TO GNVQ 3.1 Analysis of Course Team Responses to GNVQ 3.2 The 'Implementation' Approach 3.2.1 Business Intermediate at Stanton College 3.2.2 Business Intermediate at Portland College 3.2.3 Business Advanced at United College 3.2.4 Health & Social Care Intermediate at United College 3.2.5 Health & Social Care Intermediate at Peterson School 3.2.6 Health & Social Care Advanced at Highgate College 3.2.7 Manufacturing Advanced at Meadow VI College 3.2.8 Leisure & Tourism Intermediate at Meadow VI College 3.2.9 Leisure & Tourism Advanced at Peterson School 3.2.10 Leisure & Tourism Intermediate at Highgate College 3.2.11 Summary of Implementation Responses 3.3 The 'Adaptation' Approach 3.3.1 Business Intermediate at City School 3.3.2 Business Advanced at Appletree School 3.3.3 Art & Design Intermediate at Morton College 3.3.4 Art & Design Advanced at Oakland School 3.3.5 Health & Social Care Advanced at Meadow VI College 3.3.6 Summary of Adaptation responses 3.4 The 'Assimilation' Approach 3.4.1 Leisure & Tourism Advanced at Portland College 3.4.2 Manufacturing Advanced at City School 3.4.3 Manufacturing Advanced at Morton College 3.4.4 Manufacturing Intermediate at Oakland School 3.4.5 Art & Design Intermediate at Appletree School 3.4.6 Art & Design Advanced at Stanton College 3.4.7 Summary of Assimilation Responses 3.5 Overall Summary of Course Team Responses 1. General National Vocational Qualifications The development of General National Vocational Qualifications (GNVQs) offers a productive site for the study of curriculum change, with their mix of national qualification implementation reinforcement features and the flexibility in course design accorded by the GNVQ model to schools and colleges. Vocational areas such as Business and Health & Social Care specified in detail the assessment objectives and criteria across all the requirements of the qualification, but left the design of the course and the associated assignments as well as their assessment to the course provider. Given the onus on institutions in respect of curriculum design and assessment, it is instructive to investigate how different course teams with various histories and traditions in a variety of institutional and geographical contexts have responded to this model of a qualification in their course provision, and to relate the curricular patterns identified to these course contexts and curricular antecedents. These areas of investigation and their implications for the understanding of curriculum implementation and change are the focus of this book which centres round an analysis of data collected for a research project on the GNVQ curriculum funded by the Economic and Social Research Council (ESRC) and undertaken by the Post-14 Research Group at the University of Leeds.
Jan 15, 2018. Hi, I was just wondering if anyone could check out my coursework for Business Studies which I have checked and give me some feedback? Possibly tell me the marks I got out of 40 and/or grade? Thanks. Attached Files. File Type doc New Business 616.0 KB, 4051 views. Football media is a multi-faceted environment and this degree provides students with a contextual insight into how public relations and journalism relate to the business of football and the wider sport industry. This course is available with a Foundation year for those who do not meet main entry requirements. Please see ‘Requirements’ and ‘Modules’ tabs on this page for further information, including UCAS codes. Sport has been transformed by media investment and emergent technologies that range from the latest English Premier League television and radio broadcast deals to the huge growth of online media. The football industry is supported by all media platforms including print, broadcast and online at multiple levels as a source of content, as well as a competitive business tool in the pursuit of audiences and as a forum and environment for social media discussion. Football media is a multi-faceted environment and this degree provides you with a contextual degree on how public relations and journalism relate to the business of football. “At Fresh Press Media, our aim is to help young people gain experience in the world of journalism and content creation and thanks to our partnership with the UCFB, we’ve been able to provide opportunities for students at the institution to work with us. We’ve been so impressed with the students, all of whom have been a credit to themselves and UCFB, and we are looking forward to working with more students in the future.”“We’ve been really impressed with the performance of the students we’ve had working with us over the last few months and are looking to employ some of them full time once they have finished their studies.
NCFE Level 3 NVQ Diploma in Business and Administration. 95. NCFE Level 4. Pearson BTEC. 114. Pearson BTEC Level 1/Level 2 Firsts NQF. 117. Pearson BTEC Short Courses NQF. 117. Pearson BTEC Level 5 Higher National Certificate NQF. 118. Coursework, portfolio of evidence, practical demonstration/. Each unit contains an assessment to demonstrate your knowledge of each subject area. Once you successfully complete all units you will achieve a Level 2 Certificate in Principles of Business and Administration.
Size of qualification. This Level 4 NVQ Diploma qualification has a minimum credit value of 57. The Level 4 NVQ Diploma in Business and Administration Qualification Structure Information page shows how these credits are achieved through a combination of mandatory and optional credits. This foundation degree in Railway Engineering will provide the skills and knowledge you need to succeed in today's workplace. This course is ideal if you are currently employed in the industry and looking to further your career.
This qualification is mainly studied in further education colleges and along with the right passes at GCSE, can qualify you for degree level at university. As BTEC stands for Business and Technology Education Council, the best known subjects for a BTEC Level 3 Extended Diploma are business and Information Technology. This course is ideal if you wish to develop professionally whether you are in employment or seeking work. The course will allow you to conduct case studies on real life businesses and organisations. Through a mixture of theoretical and practical work, learners will explore units in team work, communication, recruitment and selection, event organisation, company structures and roles, and the production of complex business documentation.
Our Programmes. A World First in Higher Education, UCFB offers university degrees in the football business and wider sport and events industries THE hard work of students at the Thomas Hardye School was celebrated at an annual awards ceremony. Leading scientist Baroness Susan Greenfield was on hand to present awards to students from throughout the school for their academic and personal achievements. Proud parents and students filled a specially-erected marquee on the school playing field for the awards, which went to students from all years at the school who have performed particularly well in a number of areas including sport, music, drama, English, maths and sciences. Headteacher of the school, Dr Iain Melvin said: "We congratulate all our students on their awards. Awards went to: Year 9 Head of year award - Gillian French, Lorna Moss, Guy Nash, Adam Sparrowhawk. Service to the year award - Thomas Beauchamp, Thomas Fuller, Edward Godfrey, Gemma Taylor. Service to the school award - Mikey Berger, Robyn Carter, Toby Clements, Katy Loveless. Tutor group awards - Jennifer Albon, Henry Appleyard, Jack Bailey, Iona Bewers, Emily Brewer, Christopher Cartwright, Molly Charlesworth, Marcus Collins, Stacey Collins, Hannah Coombes, Megan Coombs, Chantelle Cottrell, Lily Crosby Davis, Poppy Douglas-Johnson, Benjamin Edwards, Matthew Fry, Ramy Ghazal, Eleanor Goldsack, Thomas Hoare, Katie Holmes, Esraa Hussein, Yasmin Jones, Harriet Mac Bean, Daisy Mackle, Benjamin Marshall, Sophie Mills, Rebecca Moreton, Jonathan New, William Putt, Paul Ralph, Avril Riglar, Luke Rodway, Sara Shanahan, Olivia Smith, William Tucke, Molly Veale, Jack Vojak, Thomas Wall, Jonathan Will, Heidi Wiseman.
What have students who have taken this course in the past progressed to? Students that successfully complete their programme of study could progress onto a Business related degree or Higher National Diploma. Previous Level three students have gone directly into employment in areas of growth in finance, administration. (GNVQs were introduced in September 1993 after a one year pilot). GNVQs developed as a result of a complex set of industrial and political interactions and it was triggered by the CBIs concerns about the effectiveness of NVQs. The government picked up these concerns and accepted that vocational education and training needed reform and improvement. The White Paper Education and Training in the 21st Century, published in May of 1991, expressed an intention to establish ‘parity of esteem’ between academic and vocational education and training (how many times have we heard that intention! The National Council for Vocational Qualifications (NCVQ) in 1991 were given the remit to commission the development of the General National Vocational Qualifications (GNVQ) which were to be unit based qualifications. In addition they were to be a broad- based vocational education relevant to a wide range of occupational areas of work. GNVQs derived from NVQs and built upon approaches to learning brought about by the vocational initiatives of the 1980s e.g. They were to be initially based on ten knowledge areas and introduced into schools and colleges, with another five areas of development to be included later. They were to be taught mainly full- time alongside GCSEs and GCE ‘A’ levels. Unfortunately the specifications made the assumption that there would be limited work experience and any active modes of learning would be through projects, assignments and where opportunities existed limited work experience.
GNVQ explanation of results. General National Vocational Qualifications GNVQ awards are reported on a three point scale Pass, Merit or Distinction, of which Distinction is the highest. Part One Foundation. A Part One Foundation GNVQ is broadly equivalent to two GCSE subjects at grades D-G. Part One Intermediate. The Multimedia Sports Journalism degree at UCFB is designed to equip students with a range of journalism and broadcast media skills to maximise their employability upon graduation. This course is available with a Foundation year for those who do not meet main entry requirements. Please see ‘Requirements’ and ‘Modules’ tabs on this page for further information, including UCAS codes. The media landscape has changed almost beyond recognition in recent years following a digital revolution which has paved the way for a 24-hour rolling news agenda on TV and the internet. In that time, sport journalism has also developed to become the fastest growing sector in UK media.
One doctoral thesis included a focus on GNVQ Business tutor and student attitudes towards liberal, general and vocational education philosophies Smith, 1997 and Bloomer reports on externally funded studies he has undertaken in respect of the teaching and learning experiences of teachers and students in the post-16. Having taught as an Associate Tutor on the PGCE Business and Economics course at Edge Hill University, I was delighted in 2015 to join the Education team at Staffordshire University to lead the PGCE course in Business and Economics. After working in schools in Lancashire and Merseyside as part of my teacher training, I settled in Cheshire where I had twenty happy, but extremely busy years in a local secondary school. I have taught Key Stage 3, Key Stage 4 and Key Stage 5, and have also been involved teaching enterprise education to year 6 pupils at a local feeder primary school. I am currently studying for a Masters in Education at Staffordshire University. 2016 – Masters in Education, Staffordshire University (currently studying)1996 – Postgraduate Certificate in Business and Economics Education, Edge Hill University1994 – BA (Hons) Business Studies, Nottingham Trent University As an experienced classroom teacher and Curriculum Leader of Business and Economics I have taught all age and ability ranges from Key Stage 3-Key Stage 5 across a wide range of courses including A level Business, A level Economics, BTEC Business Level 2 and 3, GNVQ Business, Applied Business, Enterprise Education, A level General Studies, Young Enterprise, PHSE), and Opening Minds. Responsible for training and assessing A Level Business Studies examiners. Standards Verifier for the BTEC Business Studies courses at both Level 2 and 3, responsible for assessing schools administration and moderating pupil coursework.
Jun 2, 2017. City & Guilds Business and Administration qualifications. Leading vocational education and training organisation. General National Vocational Qualifications or GNVQ's are part of the new national framework of vocational qualifications. They are for post-16 students in full time education and offer an alternative route for students to gain employment or places at university. GNVQ is not to be regarded as an easier route into higher education but as an alternative for some students better suited to the different study skills required. The GNVQ Advanced Course is equivalent to studying 2 A Levels. It is important that students consider following an A Level in addition to the GNVQ programme. GNVQ's are assessed initially by the teacher, these marks are then moderated by the school's internal assessor and ultimately by an external assessor. Each student will complete at least fifteen units of work: These units are assessed by tests set by the awarding body and by the submission of a portfolio of work. There are three dates each year when the tests may be taken, and failed tests can be retaken.
Business Studies. Special Features. • This specification has a flexible assessment pattern including optional coursework in the second half of the A Level course. • It continues from the style of the previous AQA/AEB A Level syllabus. Material accompanying this Specification. Specimen Units and Mark Schemes. Teachers'. Further education provides a range of opportunities for students to participate in academic or vocational (professional) courses that are designed with specific industries in mind. These courses also offer a route into higher education that offers some real advantages for students who have not come through the UK secondary-school system. This form of study is available at public and privately-owned colleges throughout the United Kingdom and these institutions go by several different names: colleges of further education, colleges of technology, technical colleges, colleges of arts and technology, tertiary colleges and sixth form colleges, which are aimed at students right out of highschool. English Language Available to students of all levels, courses range from general English through to specialised, professional programmes for teachers of English as a second language (TESL). General National Vocational Qualifications (GNVQ) and Advanced Vocational Certificate of Education (AVCE)programmes offer an alternative to academic (A-level) qualifications that lead into a specific job area or onward, to university study. Popular areas of study include Art and Design, Business, Health and Social Care, Leisure and Tourism, Manufacturing, Built Environment, Hospitality and Catering, Science, Engineering, Information Technology. The AVCE, also known as a vocational A-level, is a double award, equivalent to two A-levels. The AVCE places a greater emphasis on coursework (over exams) than the GCE A-level, reflecting the hands-on, practical approach of the programme. Foundation is equivalent to four GCSE grades D-E, or NVQ level one.
Discover your new BTEC Nationals. Agriculture · Animal Management · Applied Health Science · Applied Science · Applied Psychology · Applied Law · Art and Design · Business · Children's Play Learning and Development · Computing · Construction · Countryside and Fish Management · Creative Digital Media. It is not often that thousands of young people gain a qualification, only to have the bottom knocked out of its credibility even before the ink on the certificate is dry. Yet this seems to be what is about to happen to the General Certificate of Vocational Education (GNVQ), which was intended to offer a shiny new route through 14-to-19 education for those whose interests were vocational and practical. GNVQs were proposed in 1991 at three levels - foundation, intermediate and advanced - which were to be the equivalent of lower-grade GCSEs, A to C GCSEs, and two A-levels, respectively. But the approach was to be more practical, assessment more continuous; and there would be links to workplace-based NVQs (National Vocational Qualifications) through which skilled workers are now trained. Three experienced vocational exam bodies were brought together in a joint council to run the new awards, and 15 subjects were to be offered. The intermediate award was designed so that successful candidates could go on to higher education in just the same way as A-level candidates do. Last year almost 82,000 gained GNVQ qualifications, just over 6,000 of them at foundation level, 44,000 at intermediate level and 31,000 at advanced level. This was almost double the number of the year before. But although there are 15 subjects on offer, three-quarters of young people taking the new qualification are concentrated in just four subjects: business, health and social care, art and design, and leisure and tourism. The scientific and technical subjects that were supposed to be strengthened by the new system have so far come nowhere in the fierce competition in schools and colleges for young people's favours.
If you're not sure which BTEC you studied, ask your school or college. User tabs. BTEC RQF; BTEC QCF; Legacy BTEC Pre-2010. This section explains how to calculate the overall grade for current BTEC qualifications accredited on the Regulated Qualifications Framework RQF. This includes BTEC Level 1/Level 2. This Level 4 NVQ Diploma qualification has a minimum credit value of 57. The Level 4 NVQ Diploma in Business and Administration Qualification Structure Information page shows how these credits are achieved through a combination of mandatory and optional credits. To register for this qualification you need to complete a registration agreement form. This will prompt you to consider all the aspects involved in undertaking a supported distance learning qualification and to seek permission from your organisation to collect evidence in the workplace. To find out more about registering please click here You will have access through VQLearner Home to online resources and other Open University courses to help you develop knowledge and understanding for the qualification. You will also receive support from the VQAC Learner Support Team and your allocated assessor. When you register, you will see that your qualification has a stated end date. You can complete your qualification sooner than the end date if you are able to submit work regularly and at a good pace.
We are not planning to develop new GCSE Business and Communication Systems or GCSE Applied Business Studies Double Award qualifications under government changes to GCSEs. The last exams for students taking the current qualifications will be in the June 2018 series and there will be no further re-sit. We work out the trending price by crunching the data on the product’s sale price over the last 90 days. New refers to a brand-new, unused, unopened, undamaged item, while Used refers to an item that has been used previously.
UA006796 – Specification – Edexcel AS/Advanced GCE in Business Studies – Issue 1 – January 2000. 1. provide progression from the GCSE in Business Studies, or Foundation and Intermediate GNVQs in Business to a range of. NB Unit 5 assessment can either be taken as coursework Paper 1 or as an examination. There are two options for studying business at key stage 4. You will find out how to develop an idea and spot an opportunity, and turn that into a successful business. The GCSE specification is brand new from 2017-18 academic year. Theme 1 – ‘Investigating Small Businesses’ and Theme 2 – ‘Building A Business’ While studying the two themes of this course you will be introduced to the world of small businesses and will look at what makes someone a successful business person. You will understand how to make a business effective and manage money. You will also see how the world around us affects small businesses and all the people involved. This course is ideal for you if you prosper in applying your knowledge from coursework based assessment compared to sitting solely external examinations.
Gnvq coursework. During the course of a year we receive many enquiries from all over the world about our school and the philosophy behind it 1-8-2017 The strategic management and leadership of singapore airline course is aimed at people who wish to study nursing at degree level. From learning to carry out basic administrative tasks to gaining higher level support skills, these qualifications include a wide range of units to meet the needs of learners and employers. They are also required components of the Level 2 and 3 Apprenticeships in Business and Administration. NVQs in Business and Administration are for people who want to work in administrative support roles in public or private sector organisations, or people who want to improve their administrative and supervisory skills. These flexible qualifications can be tailored to individual learners' and employers' needs - no matter what industry they're in. At Level 1 you will learn how to carry out everyday administrative tasks. Level 2 will help you gain practical know-how in providing routine and more complex administrative support. At Levels 3 and 4, you can build on your achievements to gain greater technical and managerial skills, as well as supervising others and contributing to the wider strategy of your organisation or department. To gain an NVQ, you need to show you've got a particular set of skills.