● they should be available to everyone who is capable of reaching the required standards
● they should be free from any barriers that restrict access and progression
● there should be equal opportunities for all wishing to access the qualifications.
YCUC will review the entry profile of qualifications and/or experience held by applicants, considering whether this profile shows an ability to progress to higher level qualifications.
Pearson encourages centres to recognise learners’ previous achievements and experiences whether at work, home and at leisure, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.
RPL enables recognition of achievement from a range of activities using any valid assessment methodology. Provided that the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.
There is further guidance in our policy document Recognition of Prior Learning Policy and Process, available on Pearson website at www.edexcel.com/policies
If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of credit achievement.
This module map provides a list of modules that make up your course.
All units/modules within these qualifications are internally assessed, assignments are produced and marked by YCUC. The qualifications are criterion referenced, based on the achievement of all the specified learning outcomes.
The purpose of assessment is to ensure that effective learning has taken place to give learners the opportunity to:
● achieve all the specified learning outcomes
● meet the standard determined by the assessment criteria by providing sufficient and valid evidence
● prove that the evidence is their own.
All the assignments created by YCUC should be reliable and fit for purpose, and will be built on the unit assessment criteria. Assessment tasks and activities should enable learners to produce valid, sufficient and reliable evidence that relates directly to the specified criteria. Centres should enable learners to produce evidence in a variety of different forms, including, presentations and posters, along with projects, or time-constrained assessments.
YCUC encourages an emphasis on the practical application of the assessment criteria, providing a realistic scenario for learners to adopt, and making maximum use of practical activities, where appropriate. The assessment criteria will be clearly indicated in the assignments briefs. This gives learners focus and helps with internal verification and standardisation processes. It will also help to ensure that learner feedback is specific to the assessment criteria.
When designing assignments briefs, YCUC looks to use common topics and themes. A central feature of vocational assessment is that it allows for assessment to be:
● current, i.e. to reflect the most recent developments and issues
● local, i.e. to reflect the employment context of the delivering centre
● flexible to reflect learner needs, i.e. at a time and in a way that matches the learner’s requirements so that they can demonstrate achievement.
Each module is assessed using an assignment set by the module lecturer and is normally a written submission due approximately 4/6 weeks after the end of the module delivery.
You will receive feedback on all practice assessments and on formal assessments undertaken by coursework. Feedback is intended to help you learn and you are encouraged to discuss it with your module tutor. We aim to provide you with feedback within 28 working days of hand-in.
Note: You must achieve a pass in all modules as a prerequisite of achieving the Diploma.
You are taught through a combination of lectures, seminars, and case study type activities. Seminars enable you to discuss and develop your understanding of topics covered in lectures in smaller groups. In addition, you have opportunities to meet with your personal tutor/programme manager or module tutor. You use industry-standard design software and have access to all the learning resources.
Pearson does not define the mode of delivery BTEC Level 5 qualifications and therefore the YCUC use a mode of delivery (part-time, 2 Mondays per module) as this appears to meet the needs of our students. YCUC ensures that students have appropriate access to the resources identified and to the subject specialists delivering the units. This is particularly important for you as you are studying for the qualification through a blended learning approach. Students studying for the qualification on a part-time basis bring with them a wealth of experience that should be utilised to maximum effect by tutors and lecturing staff. The use of assessment evidence drawn from learners’ work environments is always encouraged. When planning the programme YCUC aims to enhance the vocational nature of the qualification by:
● liaising with employers to ensure a course relevant to learners’ specific needs
● accessing and using non-confidential data and documents from learners’ workplaces
● including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment
● linking with company-based/workplace training programmes
● making full use of the variety of experience of work and life that learners bring to the programme.
When not attending lectures, seminars or other timetabled sessions you will be expected to continue learning independently through self-study. Typically, this will involve reading journal articles and books, working on individual and group projects, undertaking research in the library, preparing coursework assignments and presentations. Your independent learning is supported by a range of excellent facilities, including the library, the learning resource centre, and our online resources.
It is has taken much time to develop an approach to teaching and learning that supports the vocational nature of BTEC Level 5 qualifications and the mode of delivery. Specifications give a balance of practical skill development and knowledge requirements, some of which can be theoretical in nature. Tutors and lecturing staff take time to ensure that appropriate links are made between theory and practical application and that the knowledge base is applied to the sector. This requires the development of relevant and up-to-date teaching materials that allow learners to apply their learning to actual events and activity within the organisational context. Maximum use is made of learners’ experience, therefore.
Your overall workload consists of class contact hours, or Guided Learning Hours (GLH) are around 16 hours’ over two consecutive Mondays and then independent learning, and assessment activities, which would equate to a total study time of around 20-30 hours per week over the year.GLH are defined as all the times when a tutor, lecturer or facilitator is present to give specific guidance towards the learning aim being studied on a programme. This definition includes lectures, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes time spent by staff assessing learners’
Our Disability Advice and Support Service helps students with additional needs resulting from disabilities such as sensory impairment or learning difficulties such as dyslexia.
You will be taught by an experienced teaching team whose expertise and knowledge are closely matched to the content of the modules on the course. The team includes lecturers and professional practitioners with industry experience. You can learn more about our staff by visiting our staff profiles page.