Getting ready for the Level 1/2 BTEC Next Generation in Sport

This guide has been produced to help you to prepare or support you with the delivery of the ‘new’  BTEC Sport Level 1/2 qualifications.


Although the qualification is states that it is a Level 1/2 course recruitment onto the programme should be aimed at level 2 learners. The level 1 criteria and content is a fall back and there are more suitable level 1 courses available for learners and centre which would prepare learners for progressions onto this or alternative level 2 courses.


The concept of BTEC fundamentally has not changed s internal assessment lies at the heart of all the new qualifications (award/certificate/extended certificate/diploma). However, the thing on most people’s minds is the external assessment. The external assessment has been introduced because of the new Department of Education requirements for all qualifications which are to be included with the Key Stage 4 headline results data.


The external assessment for the award is Unit 1 Fitness for Sport & Exercise (this accounts for 25% of the programme) and for each of the other qualifications the external assessment is Unit 1 Fitness for Sport & Exercise & Unit 7 Anatomy and Physiology for Sports Performance. Both of these qualifications require thorough preparation and learner will need to have developed the appropriate exam techniques as required for all other level 2 examinations. These exam techniques should be prepared and developed on top of the assessor delivering the unit content to the learners in preparation for the external assessments. Learners will be asked questions on any part of the unit content. Grades will be awarded on the culmination of points by the learners so this suggests that there are no specific pass, merit and distinction criteria to target. At preset there have been no mark boundaries produced by the board but there are some sample assessment materials (SAMS) which can be accessed directly from the Edexcel website. Learners can sit the external assessment from Year 9 onwards and the centre simply has to register with Edexcel when they would like to sit the external assessment and download the required assessment platform onto the appropriate ICT hardware and then the assessments will need to be sat on the agreed date following the JCQ guidelines for external assessments. Unit 1 external assessments can be taken from any point from September 2013, where as Unit 7 will not be available for learners to sit until early 2014.


Results will be provided within a window, of which centres will be informed when they register learners to sit the external assessments. As soon as results have been provided centres can decide whether or not learners need to re-sit the assessment. Re-sits will be charged at the cost of £13.50 per candidate. At present learners can re-sit as many times as they would like (or the centre sees fit). However, it is obviously important that if a re-sit is because of a poor result in the previous exam that learners are given the opportunity to prepare for the re-sit. Centres will be required to register for all subsequent tests be them re-sits or first attempts at the assessment.


Internal assessment remains the largest component of all of the new NG qualifications. It is therefore important that centres appropriately prepare for these assessments and ensure that all of the BTEC qualify procedures are in place and been followed for each stage of the assessment process. In addition to the traditional quality assurance processes centres are also now required to record formative assessment. Although internal verification is not required to take place at this stage of the assessment process centres are required to formalise the process through the inclusion of a formative assessment feedback form (an Edexcel endorsed form is available on the quality assurance page of the Edexcel website).


Prior to delivery of the programme centres are required to nominate a Lead IV. Similarly to the QCF qualification centres are required to nominate the Lead IV to carry out the OSCA training. However, the OSCA training is provided in the form of  training materials rather than in the form of a Test like it is for the QCF qualifications. The Lead IV has the responsibility to implement the training across the team of assessors. Records should be kept of the training taking place and the centre are required to register both the Lead and IV and assessors who have completed the training annually. The OSCA training should provide centres with appropriate standardisation and also demonstrate to assessors good practice which should then be implemented within the assessment for the programme. It is therefore imperative that the OSCA training is carried out by the team of assessors prior to the delivery of the programme.


After the completion of the OSCA training centres are then ready to prepare for the delivery and assessment for the NG programme. Firstly the centre assessors should agree the delivery programme. It is important that the units to be delivered are agreed and the order of delivery. When considering then combination of units centres are required to consider a number of factors including, progression, vocational links, practicality of the programme, teacher expertise, resource requirements and potential links with other units.


The core units must be delivered to learners and learners needs to achieve an aggregated points score required to achieve a level 2 pass. If a learners fails to meet the required points to active a level 2 pass and only achieves the posts required to achieve a level 1 pass then overall the learner can only achieve a level 1 pass for the qualification.  For example, a learner who is completing the award in Sport who fails the external assessment (0 points) would need to achieve a distinction (24 points) in Unit 2 Practical Sports Performance in order to achieve the equivalent of a level 2 pass for the core because the point requirements for for a level 2 Pass in the core is 24 points (Level 2 Pass for 30Glh units = 12 points, both Unit 1 & Unit 2 are 30Glh so 24 points is a level 2 pass). Further guidance on grade and point boundaries can be found in the specification in section 10 Awarding and reporting for the qualification.  Within this section of the specification are examples of a variety of  connotations which could occur (as well as the rules and the grade boundaries).


When designing internal assessments it is important that centres seek the guidance which is provided both in the specification and within the authorised assignment briefs. The guidelines should be followed as old QCF assignment structures are no longer acceptable for the NG qualifications.


Please use this guide when developing Assessment Materials for the NG suite of qualifications:


1. Include all key information on a separate front page for every assignment. This information should include:

– Programme details

– Unit number and title

– Assignment title

– Hand out date

– Interim submission date (formative feedback)

– Final submission date (summative feedback)

– Assessor name

– IV name and date of IV

2. The assessment should always have a scenario which has a vocational context and which also states the evidence requirements of the assessment

3. Tasks should be contextualised to the scenario and clear links made between the evidence requirements and the context set within the scenario

4. Tasks should target assessment criteria across the range of grades as appropriate but should not include command verbs and should not be the assessment criteria copied directly from the specification

5. Tasks should not target level 1 criteria, but this criteria should be embedded into level 2 pass tasks

6. Criteria targeted should be listed at the end of each task and level 1 criteria targeted should be included in a summary at the end of end of the assessment

7. Assessments should include all of the assessment criteria targeted for a learning aim ( more than one learning aim can be targeted per assessment).

8. Once completed assignment briefs should be subjected to internal verification

9. Feedback should be given after internal verification to the assessor and actions should be amended and signed off

10. The first assessment should be submitted for assignment checking via the Edexcel assignment checking service


When each of these stages have been completed for all of the assessment materials the centre should then devise an assessment plan which clearly shows the hand out, interim and final submission date for all assessments. Edexcel have produced a document a which centres should complete. This can be found on the quality assurance key documents page under download forms. This form should be completed and a centre should then submit this form along with all assessment materials for feedback to their allocated Standards Verifier ( allocations will usually take place in November). The centre should ensure that the assignment which is been used to assess on the course prior to this date has been sampled and checked by the Assignment  Checking Service to ensure that standards for assessment are been applied correctly.


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