PILOT: Pearson BTEC Higher National Qualifications

PILOT: Pearson BTEC Higher National Qualifications

Annual Programme Monitoring Report (APMR)

Annual Programme Monitoring Reports (APMRs) have the following aims:
●to provide an essential review of the operation of the Pearson BTEC Higher National programme during the previous academic year/session (2014/15)
●to identify any areas of concern in the operation of programme and any enhancements to be made
●to identify areas of good practice and strengths
This should:
●provide a means of analysing and responding to key internal and external feedback on the programme (student feedback, entry and progression statistics, External Examiners' reports, etc.)
●identify areas for improvement requiring action in the shorter and longer term – these are condensed into an Action Plan
●to identify good practice and strengths within the provision so that these may be shared anonymously with others
●to identify outline plans for the programme for the following year
This could:
●Trigger further enquiries or a visit from Pearson should any areas of concern become apparent from the information provided.
Process:
Each Pearson BTEC Higher National APMR should be produced and submitted by the person with overall responsibility for delivering the programme.
Submission:
Please submit the completed APMR(s) to by the end of Thursday 28th April 2016.
Guidance on approach and style:
●The report should note key innovations and good practice that have occurred during the academic year under review with an emphasis on strengths and enhancements, as well as draw attention to areas for improvement. Supporting evidence should be provided where appropriate.
●Exception reporting is to be used as the basis for the commentary on the data and the External Examiners’ (SV) reports. This means that information should only be reported where it rightly demands or deserves attention, and data should only be commented upon when it falls outside the normal range of expected values or responses. The intention is to "flag" important information within the APMR.
●All areas for improvement must lead to constructive, realistic and potentially achievable actions in the Action Plan.
The APMR will be read by Pearson staff with responsibility for the design and development of the Pearson BTEC Higher National qualifications, as well as those responsible for the quality assurance and maintenance of standards of Pearson qualifications.

Before completing this report, please read the guidance notes. By completing this form you are confirming that you have read and understood the content of the guidance notes. This form has been divided into parts A, B and C. During the piloting phase, please complete the entire form. It is our intention that the next version of this form will be made available online and Part B will be pre-populated by Pearson.

The APMR is separated into 13 sections. In most sections there is a text box in which you should summarise and evaluate the performance of your programme in the context of the section heading. Please expand these text boxes as required. In italics are topics that you should cover.

In section 12, please record the key strengths, and areas for improvement for the programme. The number of strengths / areas for improvement is not prescriptive. Please add or delete rows as required.

Centre/ Organisation Name / Centre Number:
Academic Year / 2014/15
Programme Title / Programme Leader/Tutor
Signed / Date of Completion

Contents:

1. Programme Executive Summary / 4
2. Student Data / 5
3. Admissions / 9
4. Programme Management, Staffing and Staff Development / 10
5. Learning, Teaching and Assessment / 11
6. Employer / Industry Engagement / 13
7. Student Engagement / 13
8. Resources / 14
9. Graduation Data / 15
10. Review of External Examiner Comments / 16
11. Update on Actions Identified in Previous APMR / 17
12. Programme Action Plan / 18
13. Appendices / 19

*For sections 3 – 8 in your first APMR please ensure all relevant policies and information are attached to the Appendix of this document. For all subsequent years, please use the Action Plan in section 12 to identify what has gone well, and based on your observations from the previous teaching year, what changes might be needed.

1. Programme Executive Summary

Provide a summary in no more than 1200 words:
●brief outline of the process for completing an APMR including how your APMR has been informed by stakeholder feedback
●brief overview of the programme
●involvement of students, employers and stakeholders in the APMR process
●key strengths/ innovations
●important curriculum developments and enhancements
●key issues and areas for improvement
●overview of future curriculum developments and enhancements

PART A

1. Student Data

Please note the enrolment refers to your centre enrolment, and not the registration with the awarding body.

2.1 Student Recruitment for Year relating to APMR

Year 20__ / No’s of Applicants / No’s Enrolled on Programme / Average UCAS Points on Entry (if known) or equivalent
Total No’s Applicants
Total No’s Male Applicants
Total No’s Female Applicants
Total No’s Applicants who Self-Declared with Additional Need
Total No’s of Applicants who were employed (where applicable)

2.2 3-Years Trend Recruitment

Year / Target Enrolments / No’s of Applicants / No’s of Repeating Students having failed to pass the programme in the previous year / No’s Actually Enrolled on Programme
15/16
14/15
13/14
12/13

2.3 Entry English Language Level of Students (non-native English speakers)

If applicants’ level of English language is not collected, or recorded on admission, please give reasons why. It may be that it was not applicable, or that your centre is planning to do so in the future.

Total No’s Enrolled / No’s at IELTS 5.5 or equivalent / No’s for whom English Language Level Data was not collected (and reason for this i.e. being assessed in local language)

2.4 Why Students have undertaken the Programme

It may be that you do not have the data on students’ progression ambitions after the programme; please comment on whether you plan to collect this data, whether it would be useful to you, or any qualitative data you may have on students’ progression ambitions.

Total No’s Enrolled / No’s Wishing to Progress to Level 6 / No’s wishing to Progress to Relevant Employment / Not Known

2.5 Student Attendance 3-year Trend (based on your attendance requirements/expectations for students registered with Pearson)

Year / No’s of Students / % Attendance
Attendance requirements or expectations / Please state the programme attendance requirements or expectations. If you do not have any attendance requirements or expectations please state why.
14/15
13/14
12/13

2.6 3-years Trend Student Data

N.B. Retention relates to the number of students who remain enrolled on and attended the programme until the end of the programme of study. Please note that the figures in each of the columns below are independent of each other and will not necessarily total 100% overall.

Year / No’s Enrolled / % Retention / % Achievement All Units / % Partial Achievement
14/15
13/14
12/13

2.7 3-years Trend Student Progression

N.B. In the table below, the figures in columns (a)-(c) should total 100% overall indicating what students did after level 4. The figures in columns (d)-(f) should also total 100%, indicating what students did after level 5.

Year / (a) % Level 4 – 5 progression / (b) % Level 4 - employment / (c) % Level 4 non-progression / (d) 0% Level 5 – 6 progression / (e) % Level 5 to employment / (f) % Level 5 non-progression
14/15
13/14
12/13

2.8 Progression Employability %

This data is collated once students have successfully completed their Pearson BTEC Higher National Certificate or Pearson BTEC Higher National Diploma. Please note those who are in full time and part study, including part time work, are included in (%) employed figures.

It is helpful to note where the total number of respondents is less than 10.

2012/13 / 2013/14 / 2014/15
% Full-timeemployment
% Part-time employment
% Unemployed

*For sections 3 – 8 in your first APMR please ensure all relevant policies and information are attached to the Appendix of this document. Where there are policies that apply to the centre as a whole, please only submit one copy of the policy, regardless of the number of APMRs that have been completed.

Once a policy has been submitted there is no need to resubmit it again in subsequent years unless it has changed substantially. Please simply use the Action Plan in section 12 to identify what has gone well, and based on your observations from the previous teaching year, what changes might be needed.

1. *Admissions

Admissions Summary
Admissions process, including timeframe
Public Information regarding the Programme
(Programme Information Sheet in Appendix along with examples of other published material)
Detail of any Programme Entry Requirements set by Centre
Detail of Assessments used for Admission: (For example Initial assessment for English / mathematics; entrance test; interview.)
Centre support for applicants with additional needs
Centre Policy and Application of Accreditation of Prior Learning / Recognition of Prior Learning.
Summary of students’ feedback on admissions

1. *Programme Management, Staffing and Staff Development

Summary:
An explanation of the management structure (attach to appendix) and staffing model, any changes made and the reasons why
Staff list, with highest qualification held
An overview and analysis of staff development activity (list of staff development activity in appendix)
Programme timetable including taught hours for the programme (attach to appendix)

1. *Learning, Teaching and Assessment

Summary Evaluation - Learning, Teaching and Assessment:
Outline Centre policy on developing Learning and Teaching
Summary of Centre’s approach to measuring quality of Learning and Teaching
A brief explanation of the Learning and Teaching strategy for the programme (for example types of classes, use of online resources, additional support)
What has gone well?
What can be improved upon?
Summary from Module Leader’s reports

5.1 Measuring Teaching & Learning

If your centre uses a formal observation grading system different to the one below, please provide details in the comments.

No’s of Staff Delivering Programme / No’s of Staff with a Formal Graded Lesson Observation 14/15 / Summary of Grades for Formal Observations (if applicable) / No’s of Staff Peer Observed 14/15 (informal)
1 / 2 / 3 / 4
% / % / % / %
Comment:

1. *Employer / Industry Engagement

Summary of Employer / Industry Engagement
Ways in which industry is involved in the development, delivery or assessment of the programme
Summary of employer/industry liaison events during 2014/15 related to this programme
Employer / Industry feedback mechanisms and key points from feedback
Examples of programme enhancement as a result of employer/industry engagement
How the programme prepares students for industry
Programme policy on work experience with examples (appendix)

1. *Student Engagement

Summary of Student Engagement
Outline how students engage in the design, improvement and enhancements of all aspects of the student journey
Summary of Students’ Survey results for 2014/15 (appendix)
Examples of programme enhancement as a result of student engagement

1. *Resources

Resources
A brief overview of the library and Online Learning Environment (if any) provision, strategy and any issues/strengths
A brief overview of the physical resources and rationale behind them and any advantages/disadvantages/issues that have arisen

PART B

1. Graduation Data

Complete the table with data for only those learners that have achieved their final award (Pearson BTEC Higher National Certificate or Pearson BTEC Higher National Diploma)

HNC

Final Awards / 2012/13 / 2013/14 / 2014/15
Total / % / Total / % / Total / %
Distinction
Merit
Pass
No award
Total / 100 / 100 / 100

HND

Final Awards / 2012/13 / 2013/14 / 2014/15
Total / % / Total / % / Total / %
Distinction
Merit
Pass
No award
Total / 100 / 100 / 100

1. Review of External Examiner / Standards Verifier Comments for 2014/15:

External Examiner: <enter name> Programme Title:
POSITIVE COMMENTS AND AREAS OF GOOD PRACTICE
Copy any positive comments or areas of good practice about the unit/programme from the annual report, highlighting key strengths and innovations.
i
ii
iii
iv / Add extra rows, as necessary
SUMMARY OF ESSENTIAL ACTIONS AND RECOMMENDATIONS
Copy all essential actions and recommendations from the annual report, along with any other significant issues raised elsewhere in the report.
i
ii
iii
iv / Add extra rows, as necessary

PART C

1. Update on Actions Identified in Previous APMR (not relevant in first year of completion)

Issue
Taken from previous APMR / Action Taken
The action taken to resolve or minimise the issue / Evaluation of Impact
What has been the impact? / Action by
Whom
Person who carried out the action /

Action by

When
When was this achieved? / Completion Update
Add or delete rows as necessary

1. Programme Action Plan - Main Key Strengths / Innovations and Area(s) for Improvement (2014/15)

N.B. Please indicate how you intend to evaluate the impact of the proposed actions.

Key Strength / Innovation / Evidence / Action to both sustain and share best practice / Action by Whom? / Action by when? / How we will evaluate the impact
1
2
3
4
5
6
7 / Delete rows or add further rows as necessary
Area(s) for Improvement / Proposed Action / Action by Whom? / Action by When? / How we will evaluate the impact
1
2
3
4
5
6
7 / Delete rows or add further rows as necessary

1. Appendices

1. Programme Information and Published Information
2. Management Structure
3. List of Staff Development Activity
4. Timetable
5. Policy on work experience
6. Student Survey Results for 2014/15 (if available)

Page 1 of 19

PILOT Annual Programme Monitoring Report (International)

Prepared by Higher Nationals Unit

January 2016 v.1