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BTEC Level 3 Business

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Andrea Parr

on 24 February 2014

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Transcript of BTEC Level 3 Business

Andrea Parr
Globalisation impacts on the way business is undertaken. In the UK the way students are taught and what they are taught about business has to reflect that impact in order to prepare them for business roles as workers, managers or business leaders on a global stage. The flexibility of the BTEC Business Level 3 and the range of topics allows for teaching to be contemporary and relevant.
(Edexcel, 2014)
Legislation influences the BTEC curriculum in that large areas of it relate directly to business such as Employment Law, Health and Safety, Contract Law and Consumer Law. Laws are constantly changing largely due to harmonisation of EU law. Units taught as part of the BTEC Business Level 3 have to reflect such changes. For example when the Equality Act (2010) was introduced into UK law teaching had to reflect the impacts of this law on businesses. Educational establishments also had to consider the Equality Act 2010 and it's impact on the way lessons are delivered. Inclusion and the embedding of Equality and Diversity became ever more essential elements of the broader curriculum.
BTEC Level 3 Business
Curricular Influences

Internal Influences on Curriculum
External Influences on Curriculum
Sociological
Technological
Economic
Environmental
Political
Legal
Ethical
Sustainable
SMT
Students
Teachers
Parents

Process
Curriculum Models
Content
Key Theorists
Criticism
BTEC Business Level 3 provides learners with
an alternative to A'Levels to progress to HE
an alternative assessment to exams
a modular design covering a range of business disciplines
a course responsive to changes in the business world
the involvement of teachers and learners in planning
a course which meets local needs

It sits at level 3 within the Qualifications and Credit Framework (QCF) within the Department for Education's (DfE's) list of vocational qualifications which will count towards the 16-19 performance tables in 2016.
The
MLN
(Meeting Local Needs) feature of BTEC Business Level 3 means that it can be adapted to include units designed specifically to meet the local needs of students and employers. Units eligible for MLN are modelled around core mandatory units
References
Evaluation
What is a curriculum?
Curriculum development considers "how a curriculum is planned, implemented and evaluated, as well as what people, processes and procedures are involved."
(Ornstein and Hunkins, 2009:15)
A means of ensuring that learning delivered is inclusive of all abilities and takes into account social and cultural backgrounds (Apple, 2000)
Learning is planned and guided, we can say in advance what we want to achieve and how (Infed, 2014)
Plan
Framework
Provides something to measure against allows for evaluation
(Avis et al, 2009)
Standards

Range of education covering broad spectrum of subjects
Key Stages
Key skills
Equality and Diversity
Employability
Sustainability
"curriculum content and design, currently
unfashionable in much English research because of the dominance of the state
imposed national curriculum, are actually central to the... learning process" (Hodkinson, 2005:117)
Must be localised
and relevant
"Curriculum can refer to both single subject areas, broader areas of provision, and even policy interventions"
(Tummons,2010:8)

Development of
BTEC Business
Level 3
Curriculum
Rationale
Aims and Objectives
Preparing learners for work at the right level
Acting as a stepping stone to HE at university or college
Developing knowledge, understanding and skills relevant to the commercial world
Develop employability skills
Applying learning to real life scenarios
Develop a common core knowledge of business
The Hidden Curriculum

Jackson (1968) called the hidden curriculum
'school leaning', meaning things that are learned
in educational establishments which are not part of the curriculum, these may include values and social behaviours or cultural norms and may be learned from teachers and or other students or the environment (Hodkinson, 2005)


The National Curriculum
"the CBI's Education and Skills Survey 2013 revealed self-management, business and customer awareness, team-working and problem-solving as key attributes that employers look for in potential employees. As the UK's economy rebalances following the financial crash of 2008 and businesses adapt to the disruption and opportunities presented by emerging technologies there are many opportunities for entrepreneurs and employees with a sound understanding of finance, marketing, sales and management" (Edexcel, 2014)
Read more in Pearson's Statement of Purpose for course
Content
a range of business topics in a modular design
9 specialist pathways eg accounting, human resources, marketing
42 units eg managing a business event, understanding retail
meeting local needs flexibility (MLN)
Methods & Resources
A number of resources are available including the course handbooks, online resources and unit specifications. Take a look at one. There is a lot
of scope for the teacher to introduce other methods
Guided learning hours - lectures, tutorials
Industry standard resources
Staff familiar with business environment and application
Up to date teaching
Scenario based learning
Visits to relevant businesses

Assessment
Guidance is given in the unit specification. Take a look.
Variety of methods, essay, report, poster, production of business documents
Prepare for working life
Prepare for HE
Relevant to topic area
Evaluation
Learner feedback
Parent/Guardian input
Results assessment against targets
Take Up & Retention statistics
Next steps progression
Industry feedback

"curriculum has a legitimate concern with the social, moral, domestic, vocational and heatlh and leisure related as well as purer educational aspects of individual flourishing"
(Carr, 2002:136)
Local
National
Global
Let's take a closer look at some of these influences...
(Tummons, 2010)
We want our children treated as individuals, we want them supported with any issues they have, we want them to get what they want from their education and we want them stimulated,
involved and enjoying learning. We want to see our taxes put to good use and our local area thriving. We want to see them achieving the best they possibly can and we want them to find jobs.
"Possibly the most important issue to be considered...the exact order in which different subjects or units should be arranged when planning a sequence of lessons" (Tummons, 2010:49)
"Evaluation [is] a process by which we can find out how well a course or curriculum is running, from the point of view of
all those people
who have a legitimate interest in it" (Tummons, 2010:55)
"To deliver accessible high quality education and training to all our communities."
(GIFHE, 2014 online)
The family
x
Students feedback on BTEC Business
This digital poster presentation will
look at:

Defining
Curriculum
Curriculum
Influences
Curriculum
Design
Ideological
Influences
Curriculum
Models
in relation to BTEC Business Level 3
Educational ideologies
may influence the curriculum
(Adated from Armitage et al, 2007)
Reconstructivism
State led
Classical Humanism
Maintaining society's status quo by teaching its cultural heritage
Liberal Humanism
Student Centred
Progressivism
Balanced Teacher and Student
Instrumentalism
Tutor/Trainer Led
"No curriculum planning is neutral: every curriculum is imbued with values. These values embody a view of the kind of people we wish our pupils to become...and of the kind of society that such people could live in"
(Barnes, 1982:60 cited in Armitage et al, 2007:191)
Teacher centred
BTECs demonstrate this by creating vocational courses for less academic students but they also enable these students to progress to HE
Creates a more equal society developing intellectual skills of individuals regardless of their place in society
18th Century
Rousseau
BTEC Curriculum could be seen as fitting into this ideology as it concerns itself with developing practical application of skills and promotes further academic study in those who wish to participate
Meeting individual need and aspiration. Supporting democratic society.

BTEC fits into this ideology as it promotes scenario based learning with active problem solving group activities. Teachers should be industry experienced.
Dewey 1915
Values high levels of literacy and numeracy as well as science and technology. Developing a globally competitive skilled workforce.

The Great Debate 1976
Foster Report 2005
Leitch Report 2006
BTEC Business curriculum fits loosely with this in that it focuses on business needs and introduces specialisms such as finance and embeds literacy, numeracy and IT as well as encouraging entrepreneurship
Evidence that this is widely adopted in UK
Used by governments to fashion or change society or lead it in a particular direction
Whilst BTEC Business curriculum is concerned with developing skills for business in a Capitalist society with financial growth in mind it is done more collaboratively and is therefore more in keeping with elements of the other ideologies
Similar to the behavioural objectives model which focuses on competencies
"teacher is viewed as an authority source and manager of a controlled, authoritarian environment, and learners as receivers of the curriculum... higher constraint contexts where teachers are obliged to follow a comprehensive, often externally developed syllabus"
(Wette, 2010:136)
Also known as
Product Model
Content/Product
Tyler 1949
Bloom 1965
Popham & Baker 1970
Content Model
Over emphasises objectives
(Gosling 2009: Hussey and Smith 2008)
Process
Stenhouse 1975
Process Model
Difficult to apply to all
subject areas
(Neary, 2002)
"not [intended] to ... specify details of course content in advance of teaching... to reinterpret existing pre-specifications through shared decison making with learners"
(Breen and Littlejohn, 2000:18
cited in Wette, 2010:137)
SUMMARY

BTEC Business Level 3 has a largely content/product curricular model whilst elements of a process model are evidenced specifically around student influence of content. This is in harmony with the curriculum displaying mixed ideological influences and being subjected to considerable internal and external influential factors.
Runshaw College, 2014
Press play on the video screen and the forward arrow at the bottom when you want tomove on
Educational Ideology
(O'Neill, 2010:2)
Evaluation Models
Evidenced

Tyler's (1949) Objectives Model
Scriven's (2001) formative evaluation model
(Avis et al, 2009)
Apple, M. (2000) Official Knowledge: Democratic Education in a Conservative Age. London: Routledge
Armitage, A., Bryant, R., Dunnill, R., Flanagan, K., Hayes, D., Hudson, A., Kent, J., Lawes, S. and Renwick, M. (2007) Teaching and Training in Post-Compulsory Education. 3rd edition Maidenhead: Open University Press
Avis, J. Fisher, R. and Thompson, R. (2009) Teaching in Lifelong Learning: A Guide to Theory and Practice. Maidenhead: Open University Press
Avis, J. Fisher, R. and Thompson, R. (2010) Teaching in Lifelong Learning: A Guide to Theory and Practice. London: SAGE Publications Limited
Carr, D. (2002) Making Sense of Education: An Introduction to the Philosophy and Theory of Education and Teaching. London: Routledge
Edexcel. (2014) BTEC Nationals From 2010: Business [online] Available: www.edexcel.com/quals/nationals10/business/Pages/default.aspx [Accessed 17 February 2014]
Edexcel. (2014) Statement of Purpose – 500/6746/1-Pearson BTEC Level 3 Extended Diploma in Business (QCF) [online] Available: http://www.edexcel.com/migrationdocuments/BTEC%20Nationals%20from%202010/SoP-50067485-Pearson%20BTEC%20Level%203%20Certificate%20in%20Business.pdf [Accessed 16 February 2014]
GIFHE. Grimsby Institute of Further and Higher Education. (2014) Vision, Mission and Strategic Objectives [online] Available: www.grimsby.ac.uk/documents/STRATEGIC-PLAN.pdf [Accessed 17 February 2014]
Goslin, D. (2009) Learning Outcomes Debate [online] Available: http://www.davidgosling.net/userfiles/Learning%20Outcomes%20Debate(1).pdf [Accessed 17 February 2014]
Hodkinson, P. (2005) Learning as Cultural and Relational. Moving Past Some Troubling Dualisms. Cambridge Journal of Education. 35(1), pp. 107-119
Hussey, T. and Smith, P. (2008) Learning Outcomes: A Conceptual Analysis. Teaching in Higher Education. 13(1), pp. 107-115
Infed. (2014) Curriculum Theory and Practice [online] Available at: http://infed.org/mobi/curriculum-theory-and-practice/ [Accessed 17 February 2014]
Neary, M. (2002) Curriculum Studies in Post-Compulsory and Adult Education Cheltenham: Nelson-Thornes. Chapter 3
O’Neill G. (2010) Programme Design: Overview of Curriculum [online] Dublin University College. Available at: www.ucd.ie/teaching/programmedesign pp.2 [Accessed 15 February 2014]
Ornstein, A.C. and Hunkins, F.P. (2004) Curriculum: Foundations Principles and Issues. Boston: Pearson/Allyn & Bacon
Runshaw College. (2013) Studying Vocational Business [online] Youtube. Available at: www.youtube.com/watch?v=4OFLNq4WCTc [Accessed 17 February 2014]
Tummons, J. (2010) Curriculum Studies in the Lifelong Learning Sector. Exeter: Learning Matters Ltd
Wette, R. (2010) Product – Process Distinction in ELT Curriculum Theory and Practice. ELT Journal, 65(2), pp 136-144
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