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The Ace Academy

Curriculum Offer Post 16

Curriculum Offer Post 16


Detailed course information and links to exam boards is provided below to support students and parents. 

 

 

BTEC Extended Certificate in Applied Law

Course title:

BTEC Extended Certificate in Applied Law

Exam board:

Pearson

Course code:

SPN34

 

Examination:

One external examination in Applying the Law

One controlled assessments- Dispute Solving in Civil Law. These assessments contribute to 58% of overall grade.

Coursework:

2 units of coursework.

Components:

Unit 1- Dispute Solving in Civil Law

Students will explore how civil disputes are resolved, both in the courts and by alternative means. They will examine the making and working of precedent and its application in the law of negligence.

Unit 2- Investigating Aspects of Criminal Law and the Legal System

Students will research how laws are made and interpreted, who advises and decides on the outcome of criminal cases and the punishments that can be imposed if laws are broken. They will then present advice to clients on non-fatal offence case studies.

Unit 3- Applying the Law

Learners examine the law related to specific crimes, including homicide and offences against property. They will explore the police procedures for dealing with such offences.

Unit 4- Aspect of Family Law

Students explore the requirements of a valid marriage and civil partnership, the laws governing the breakdown of relationships, as well as how disputes over children are resolved by the courts.

Topics covered in year 12

Unit 2- Investigating Aspects of Criminal Law and the Legal System.

  • Explore how statutory rules are made and interpreted
  • Examine how legislation is processes in a leaflet format made outside of Parliament.
  • Explore the various legal personnel involved in a criminal trial.
  • Apply the key elements of crime and sentencing in non-fatal offence case studies

 

Unit 3- Applying the Law

  • Demonstrate knowledge and understanding of both homicide and offences against property together with the law relating to police procedure using legal terminology.
  • Apply the laws relating to both homicide and offences against property together with the law relating to police procedure, using legal terminology and relevant case law and statute law to illustrate points made and make connections.
  • Analyse the law relating to homicide, property offences and police procedure, demonstrating the ability to interpret the potential impact, outcome and influence on future cases.
  • Evaluate evidence to make informed judgements with appropriate justification, synthesising ideas and evidence from several sources to support arguments.

Topics covered in year 13

Unit 1- Dispute Solving in Civil Law

  • Demonstrate knowledge and understanding of precedent, the civil justice system and process and the concept of negligence in English civil law, together with legal skills of research and communication.
  • Be able to apply knowledge and understanding to examine negligence scenarios and advise clients on the likely outcome of negligence claims, making connections to precedent, courts and appeals, personnel and funding.
  • Analyse legal information, demonstrating the ability to interpret the potential impact and influence on future cases.
  • Evaluate evidence to make informed judgements with appropriate justification,
  • synthesising ideas and evidence from several sources to support arguments.

 

Unit 4- Aspects of Family Law

  • Explore the legal rules governing the formation of marriages, civil partnerships and cohabitation.
  • Examine the various methods for dissolving a relationship
  • Investigate the legal rules governing the distribution of money and property on the breakdown of a relationship.
  • Examine how the courts resolve disputes over children.

School contact

Emma Lakin- emma.lakin@acesch.co.uk

 

Relevant links

http://qualifications.pearson.com/content/dam/pdf/BTEC-Nationals/Applied-Law/2017/Specification/9781446934128_BTEC_L3_NAT_EC_APPLAW_SPEC_Iss1_200616.pdf

 

BTEC National Diploma Business Studies 

Course title:

BTEC National Diploma Business Studies

Exam board:

Pearson

Course code:

SRE80

Examination:

One external examination in Personal Business Finance

Two controlled assessments- Developing a Marketing Campaign. These assessments contribute to 45% of overall grade.

Coursework:

5 units of coursework.

Components:

Unit 1- Exploring Business

In this introductory unit, students will study the purposes of different businesses, their structure& the effect of the external environment.

Unit 2- Developing a Marketing Campaign

Students will gain skills relating to, and an understanding of, how a marketing campaign is developed.

Unit 3- Personal and Business Finance

Students will study the purpose and importance of personal and business finance. They will develop the skills and knowledge needed to understand, analyse and prepare financial information.

Unit 4- Managing an Event

Students will work as part of a small group to plan, coordinate and manage a business or social enterprise event and evaluate the skills gained.

Unit 5- International Business

Students will study how UK businesses develop strategies to trade globally. Students will also consider the factors that influence the implementation of these strategies.

Unit 6- Principles of Management

Students will understand how the role of management and leadership in the workplace contributes towards business success.

Unit 8- Recruitment and Selection

Students explore how the recruitment process is carried out in a business. The unit gives students the opportunity to participate in selection interviews and review their performance.

Unit 14- Investigating Customer Service

Students will study how excellent customer service contributes to business success. The unit gives students the opportunity to develop their customer service skills.

Topics covered in year 12

Unit 1- Exploring Business

  • Explore the features of different businesses and analyse what makes them successful.
  • Investigate how businesses are organised.
  • Examine the environment in which businesses operate.
  • Examine business markets Investigate the role and contribution of innovation and enterprise to business success.

 

 

Unit 2- Developing a marketing campaign

  • Demonstrate knowledge and understanding of marketing principles, concepts, processes, key terms, data sources and definitions.
  • Analyse marketing information and data, demonstrating the ability to interpret the potential impact and influence on marketing campaigns.
  • Evaluate evidence to make informed judgements about how a marketing campaign should be planned, developed and adapted in light of changing circumstances.
  • Be able to develop a marketing campaign with appropriate justification, synthesising ideas and evidence from several sources to support arguments.

Unit 3- Personal and Business Finance

  • Demonstrate knowledge and understanding of business and personal finance principles, concepts, key terms, functions and theories.
  • Apply knowledge and understanding of financial issues and accounting processes to real-life business and personal scenarios.
  • Analyse business and personal financial information and data, demonstrating the ability to interpret the potential impact and outcome in context.
  • Evaluate how financial information and data can be used, and interrelate, in order to justify conclusions related to business and personal finance

Unit 4- Managing an Event

  • Explore the role of an event organiser
  • Investigate the feasibility of a proposed event
  • Develop a detailed plan for a business, or social enterprise event.
  • Stage and manage a business or social enterprise event.
  • Reflect on the running of the event and evaluate own skills development

Topics covered in year 13

Unit 5- International Business

  • Explore the international context for business operations.
  • Investigate the international economic environment in which business operates.
  • Investigate the external factors that influence international businesses.
  • Investigate the cultural factors that influence international businesses.
  • Examine the strategic and operational approaches to developing international trade.

Unit 6- Principles of Management

  • Demonstrate knowledge and understanding of management and leadership principles, concepts, key terms, functions and theories.
  • Apply knowledge and understanding of management and leadership issues to real-life business scenarios.
  • Analyse and evaluate management information and data, demonstrating the ability to interpret the potential impact and influence on business effectiveness in context.
  • Be able to recommend management and leadership proposals in context with appropriate justification, using a range of evidence to support arguments.

Unit 8- Recruitment and Selection

  • Examine how effective recruitment and selection contribute to business success.
  • Undertake a recruitment activity to demonstrate the processes leading to a successful job offer.
  • Reflect on the recruitment and selection process and your individual performance.

Unit 14- Investigating Customer Service

  • Explore how effective customer service contributes to business success.
  • Investigate the methods used to improve customer service in a business.
  • Demonstrate customer service in different situations, using appropriate behaviours to meet expectations.

School contact

Emma Lakin- emma.lakin@acesch.co.uk

 

Relevant links

http://qualifications.pearson.com/content/dam/pdf/BTEC-Nationals/Business/2016/specification-and-sample-assessments/9781446938232_BTECNationals_Bus_Dip_Spec_Iss3C.pdf

 

 

CACHE Technical Level 3 Certificate in Childcare and Education (Early Years Educator) 

Course title:

CACHE Technical Level 3 Certificate in Childcare and Education (Early Years Educator)

Exam board:

NCFE

QAN code:

601/8436/X

Examination:

One externally assessed unit

Contributes to 30% of overall grade.

Coursework:

9 units of coursework.

Components:

Unit 1- Child Development from Conception to Year 7

The aim of this unit is to provide learners with knowledge and understanding of child development from conception to seven years of age.

Unit 2- Children’s health and well-being

The aim of this unit is to provide learners with knowledge and understanding of children’s health and well-being from birth to seven years of age.

Unit 3- Providing safe environments for children

The aim of this unit is to provide learners with knowledge and understanding of how to keep children safe in Early Years settings.

Unit 4- Child health

The aim of this unit is to provide learners with knowledge and understanding of child health.

Unit 5- Play and learning

The aim of this unit is to provide learners with knowledge and understanding of play and learning.

Unit 6- Understanding children’s additional needs

The aim of this unit is to provide learners with the knowledge and understanding of how to meet children’s additional needs.

Unit 7- Observation, assessment and planning

The aim of this unit is to provide learners with knowledge and understanding of observation, assessment and planning.

Unit 9- Supporting emergent literacy

The aim of this unit is to provide learners with knowledge and understanding of children’s emergent literacy skills.

Topics covered in year 12

Unit 1- Child Development from Conception to Year 7

  • Understand development from conception to birth and routine screening programmes in the first year of life.
  • Understand stages and sequences of development from birth to seven years.
  • Understand theory and educational frameworks which inform knowledge and understanding of Early Years practice.
  • Understand the role of the Early Years practitioner when promoting child development from birth to seven years.
  • Understand how to plan opportunities for children’s learning and development from birth to five years.

Unit 2- Children’s health and well-being

  •  Understand children’s needs in relation to emotional well-being.
  • Understand the needs of children during transition and significant events.
  • Understand the physical care needs of children.
  • Understand the impact of the Early Years environment on the health and well-being of children.
  • Understand the nutritional needs of children.
  • Understand the impact of poor diet on children’s health and well-being.
  • Understand children’s need for exercise.

 

Unit 3- Providing safe environments for children

  • Understand safeguarding
  • Understand how to safeguard children in relation to legislation, frameworks, policies and procedures.
  • Understand child protection.
  • Understand the purpose of serious case reviews.
  • Understand the role and responsibilities of the Early Years practitioner when safeguarding children.

Unit 4- Child health

  • Understand common childhood illnesses
  • Know how to recognise ill health in children.
  • Understand legal requirements for reporting notifiable diseases, injury and fatality.
  • Understand care routines when a child is ill.
  • Understand childhood immunisation.
  • Understand the role of the Early Years practitioner when supporting children who are chronically ill.
  • Understand how to support children for hospital admission.
  • Understand the role of the Early Years practitioner in relation to health promotion.

Unit 5- Play and learning

  • Understand the role of play.
  • Understand children’s rights in relation to play.
  • Understand theoretical approaches to play and learning.
  • Understand play at different stages of children’s development.
  • Understand types of play for children.
  • Understand the characteristics of an enabling play environment
  • Understand inclusive play practice.
  • Understand how the Early Years practitioner supports children’s socialisation and behaviour within play environments.
  • Understand current frameworks in relation to play and learning
  •  

Topics covered in year 13

Unit 6- Understanding children’s additional needs

  • Understand biological and environmental factors which may result in children needing additional support.
  • Understand inclusive practice.
  • Understand how personal experiences, values and beliefs impact on the role of the Early Years practitioner when meeting children’s additional needs.
  • Understand the role of early intervention.
  • Understand the Early Years practitioner’s need for professional and personal support when working with children with additional needs.

Unit 7- Observation, assessment and planning

  • Understand the observation, assessment and planning cycle.
  • Understand professional practice in relation to the observation of children.
  • Understand observation methods in relation to current frameworks.
  • Understand child-centred planning.
  • Understand the role of assessment in the observation assessment cycle.
  • Understand the skills required by the Early Years practitioner when observing children

Unit 9- Supporting emergent literacy

  • Understand the language and communication needs of children
  • Understand the characteristics of a language rich environment.
  • Understand current frameworks in relation to emergent literacy.
  • Understand strategies which support emergent literacy.
  • Understand partnership working.
  • Understand inclusive practice in relation to emergent literacy.
  •  

School contact

Emma Lakin- emma.lakin@acesch.co.uk

 

Relevant links

https://www.cache.org.uk/media/1734/tech-l3-acd-childcare-and-education-early-years-educator-qual-spec-v20p.pdf

 

 

English Literature 

Course title:

English Literature

Exam board:

AQA

Course code:

J7712B

Examination:

Two external exams worth 40% each at the end of Year 13

Coursework:

Non-exam assessment worth 20% that is assessed in school

Components:

Exam Paper 1: (7712/1)

Love Through the Ages

 

Exam Paper 2:  (J7712/2B)

Texts in Shared Contexts: Modern Times: Literature from 1945 to the Present Day

 

Component 3: Non Exam Assessment

The non-examinable assessment is an extended essay

Topics covered in year 12

Paper 1

  • Othello by Shakespeare
  • Atonement by Ian McEwan
  • Poetry anthology
  • Unseen poetry

 

Non Exam Assessment

  • An essay with a title chosen by the pupil
  • 2,500 words
  • Short Stories by Edgar Allan Poe
  • A choice of novels such as Shutter Island by Dennis Lehane, Strangers on a Train by Patricia Highsmith, In Cold Blood by Truman Capote

 

Topics covered in year 13

Paper 2

  • Poetry collection by Carol Ann Duffy
  • Spies by Michael Frayn
  • All My Sons by Arthur Millar
  • Unseen prose texts

School contact

Mrs V Sanders (victoria.sanders@acesch.co.uk)

Relevant links

www.aqa.org.uk/subjects/english

 

Geography 

Course title:

A LEVEL GEOGRAPHY

Exam board:

TBC

Course code:

 

Examination:

 

Coursework:

 

Components:

TBC

 

THIS A LEVEL IS CURRENTLY UNDER REVISION.

 

IT WILL BE OFFERED TO YEAR 12 FOR THE ACADEMIC YEAR – 2018-19

 

PLEASE CHECK BACK FOR UPDATES.

Topics covered in year 12

TBC

Topics covered in year 13

TBC

School contact

Mr M. Bird, Head of Geography (Matthew.bird@acesch.co.uk)/ Mr J. Reynier, Head of History (john.reynier@acesch.co.uk)

Relevant links

TBC

 

 History

Course title:

A Level History A

Exam board:

OCR

Course code:

H505

Examination:

80%

Coursework:

20%

Components:

British Period Study and Enquiry – 25%

An 1 hour 30 minute exam paper which includes a source based study and an essay question.  50 marks.

Topic: Y107 England 1547-1603: the later Tudors

 

Non-British Period Study – 15%

A 1 hour exam paper involving to essay questions. 30 marks.

Topic: Y213 The French Revolution and the rule of Napoleon – 1774-1815

 

Thematic Study and Historical Interpretations – 40%

A 2 hour 30 minutes exam paper including an evaluation on different historical interpretations and two thematic essay questions. 80 marks.

Topic: Y315 The Changing Nature of Warfare 1792-1945

 

Topic Based Essay (Unit Y100) – 20%

A 3000-4000 word essay on Nazi Germany.  The specific question will be their own choice. 40 marks.

Topics covered in year 12

2 lessons per week on Non-British Period Study

2 lessons a week on British Period Study and Enquiry

 

2/3rds of the way through the year, they will move on to the other units.

PUPILS WILL NOT BE ENTERED FOR THE AS EXAMS.

Topics covered in year 13

2 lessons per week on the Thematic Study and Historical Interpretations

2 lessons per week on the Topic Based essay

 

In the Summer term, they will start revision for all four units.

School contact

Mr J. Reynier, Head of History (john.reynier@acesch.co.uk)

Relevant links

http://www.ocr.org.uk/qualifications/as-a-level-gce-history-a-h106-h506/

 

Cache Technical Level 3 Certificate in Health and Social Care 

Course title:

Cache Technical Level 3 Certificate in Health and Social Care

Exam board:

NCFE

Course code:

 

Examination:

One externally assessed unit

Contributes to 33% of overall grade.

Coursework:

9 units of coursework.

Components:

Unit 1- Equality, Diversity and Rights in Health and Social Care

The aim of this unit is to provide learners with knowledge and understanding of equality, diversity and rights in health and social care.

Unit 2- Human Growth and Development

The aim of this unit is to provide the learner with knowledge and understanding of human growth and development through the lifespan.

Unit 3- Safeguarding in Health and Social Care

The aim of this unit is to provide learners with knowledge and understanding of safeguarding in health and social care.

Unit 4- Communication in Health and Social Care

The aim of this unit is to provide learners with knowledge and understanding of communication in health and social care.

Unit 5- Infection Prevention and Control in Health and Social Care

The aim of this unit is to provide learners with knowledge and understanding of infection prevention and control in health and social care. The unit provides the learner with the skills required to minimise the spread of infection.

Unit 6- Psychological perspectives in Health and Social Care

The aim of this unit is to provide learners with knowledge and understanding of psychological perspectives in health and social care.

Unit 7- Sociological Perspectives in Health and Social Care

The aim of this unit is to provide learners with knowledge and understanding of sociological perspectives in health and social care.

Unit 8- Working in Health and Social Care        

The aim of this unit is to provide learners with knowledge and understanding of working in health and social care.

Unit 9- Reflective Practice

The aim of this unit is to provide the learner with knowledge, understanding and skills in relation to reflective practice.

Topics covered in year 12

Unit 1- Equality, diversity and Rights in Health and Social Care.

  • Understand equality, diversity and rights in health and social care.
  • Understand how to work in an inclusive way.
  • Understand legislation and codes of practice in relation to inclusive practice in health and social care settings.
  • Understand the role of the health and social care practitioner in relation to inclusive practice.

Unit 2- Human Growth and Development

  • Understand the key elements of development across human lifespan.
  • Understand theories of human growth and development.
  • Understand significant life events within each stage of human development.

Unit 3- Safeguarding in Health and Social Care

  • Understand safeguarding.
  • Understand how to safeguard individuals in relation to legislation, policies and procedures.
  • Understand factors that may contribute to an individual being vulnerable to harm or abuse.
  • Know signs, symptoms, indicators and behaviours that may cause concern.
  • Understand the lines of reporting and responsibility in relation to the safeguarding, protection and welfare of individuals.
  • Understand the role and responsibilities of the health and social care practitioner in relation to safeguarding individuals.

Unit 8- Working in Health and Social Care

  • Understand legislation, policies and procedures in relation to health and social care.
  • Understand the requirements of professional standards and codes of practice.
  • Understand the functions of health and social care provision and factors which influence service delivery.
  • Understand the roles and responsibilities of practitioners within health and social care.

Unit 9- Reflective Practice

  • Understand professional development.
  • Understand the role of reflective practice in professional development.
  • Understand how the health and social care practitioner’s own values, beliefs and experiences can influence delivery of care.
  • Understand how to identify learning needs and plan for professional development in health and social care.
  • Be able to reflect upon and plan for own personal development.

Topics covered in year 13

Unit 4-Communication in Health and Social Care

  • Understand communication channels in health and social care settings.
  •  Understand how to support communication.
  • Understand legislation, policies, procedures and codes of practice relating to information management.
  • Understand how to work in line with legislation, policies, procedures and codes of practice relating to information management.

Unit 5- Infection Prevention and Control in Health and Social Care

  • Understand types of biological organisms that cause disease
  • Understand the features of vector borne disease.
  • Understand transmission of disease.
  • Understand methods of micro-organism control.
  • Understand precautions to be taken to reduce the spread of infection in a health or social care setting.
  • Be able to minimise the spread of infection.
  • Understand how infectious disease can be controlled and treated by medication.
  • Understand the requirements of RIDDOR and COSHH in relation to infection prevention and control.
  • Understand the role and responsibilities of the health and social care practitioner in relation to infection prevention and control.

Unit 6- Psychological perspectives in health and social care

  • Understand psychology within health and social care.
  • Understand the nature versus nurture debate.
  • Understand psychological theories relating to health and social care.
  • Understand psychological approaches in relation to a mental health condition.

Unit 7- Sociological perspectives in health and social care

  • Understand sociological perspectives in relation to health and social care.
  • Understand the social patterns and trends of health and illness in the population.

 

HSC1

School contact

Emma Lakin- emma.lakin@acesch.co.uk

 

Relevant links

https://www.cache.org.uk/media/1749/tech-l3-aced-health-social-care-qual-spec-v10.pdf

 

 

Psychology 

Course title:

Psychology

Exam board:

AQA

Course code:

7182

Examination:

Three external examinations, each worth 33% of the course, at the end of year 13

Coursework:

N/A

Components:

7182-1 – Introductory topics in psychology.

Social influence, memory, attachment and psychopathology.

 

7182-2 – Approaches, Biopsychology and research methods in psychology

 

7182-3 – applied options in psychology

Gender development, schizophrenia and forensic psychology

Topics covered in year 12

Social influence, memory, attachment, psychopathology, approaches and biopsychology, research methods

Topics covered in year 13

Approaches part 2, biopsychology part 2, research methods part 2, gender development, schizophrenia and forensic psychology

School contact

Gillian.darby@acesch.co.uk

Relevant links

http://www.aqa.org.uk/subjects/psychology/as-and-a-level/psychology-7181-7182

 

 

Sociology 

Course title:

A Level Sociology

Exam board:

AQA

Course code:

7192

Examination:

100%

Coursework:

N/A

Components:

Component 1: Education with Research Methods in Context

  • Written examination 2 hours
  • 33.3% of qualification

 

Component 2: Optional content. One from each

Option 1:

  • Culture and Identity
  • Health
  • Work, Poverty and Welfare
  • Families and Households

Option 2:

  • Beliefs in Society
  • Global Development
  • The Media
  • Stratification and Differentiation

Written examination 2 hours

33.3% of qualification

 

Component 3: Crime and Deviance with Research Methods in Context

  • Written examination 2 hours
  • 33.3% of qualification

 

School contact

Miss L Whitehouse (laurajayne.whitehouse@acesch.co.uk)

Relevant links

http://www.aqa.org.uk/subjects/sociology/as-and-a-level/sociology-7191-7192/specification-at-a-glance

 

Foundation Diploma in Sport Btec Level 3 

Course title:

Foundation Diploma in Sport Btec Level 3

Exam board:

Edexcel

Course code:

XCJ53

Examination:

Mandatory External Assessed Units (44%)

Unit 1 – Anatomy and Physiology (Written Examination 1hr30mins – 90 marks)

Unit 2 – Fitness Training and Programming (Synoptic Scenario Examination 2hr – 60 marks)

Coursework:

Mandatory Internally Assessed Units (23%)

Unit 3- Professional Development in the Sports Industry

Unit 4- Sports Leadership

Optional Internally Assessed Units (33%)

Unit 5- Application of Fitness Testing

Unit 7- Practical Sports Performance

Unit 10- Sports Event Organisation

Components:

Mandatory External Assessed Units (44%)

Unit 1 – Anatomy and Physiology (Examination 1hr30mins – 90 marks)

A- Skeletal System

B- Muscular System

C- Respiratory System

D- Nervous Cardiac Cycle

E- Energy Systems

Unit 2 – Fitness Training and Programming (Synoptic 2hr – 60 marks)

A- Lifestyle Factors

B- Screening Process

C- Nutrition

D- Methods of Training

E- Training Programme Design

Mandatory Internally Assessed Units (23%)

Unit 3- Professional Development in the Sports Industry

A- Career and job opportunities

B-  Career development action plan

C - Recruitment

D-  Reflect on the recruitment

Unit 4- Sports Leadership

A - Roles, qualities and characteristics of an effective sports leader

B- Importance of psychological factors

C- Effective leadership style

Optional Internally Assessed Units (33%)

Unit 5- Application of Fitness Testing

A- Understand the principles of fitness testing

B -Explore fitness tests for different components of fitness

C - Undertake evaluation and feedback of fitness test results.

Unit 7- Practical Sports Performance

A-  Examine National Governing Body rules/laws and regulations for selected sports competitions

B-  Examine the skills, techniques and tactics

C- Develop skills, techniques and tactics

D- Reflect on own practical performance

Unit 10- Sports Event Organisation

A-  Different types of sports events

B - Develop a proposal for a sports event

C - Undertake the planning, promotion and delivery of a sports event

D - Review the planning

Topics / Units covered in year 12

Unit 1 – Anatomy and Physiology (Examination 1hr30mins – 90 marks)

Unit 3- Professional Development in the Sports Industry

Unit 4- Sports Leadership

Unit 5- Application of Fitness Testing

Topics / units covered in year 13

Unit 2 – Fitness Training and Programming (Synoptic 2hr – 60 marks)

Unit 7- Practical Sports Performance

Unit 10- Sports Event Organisation

School contact

Miss R. Green

Relevant links

http://qualifications.pearson.com/content/dam/pdf/BTEC-Nationals/Sport/20161/specification-and-sample-assessments/9781446938102_BTEC_Nat_FDip_Sport_SPEC_Iss2C.pdf

 

BTEC National Diploma Travel & Tourism 

Course title:

BTEC National Diploma Travel & Tourism

Exam board:

Pearson

Course code:

NP543

Examination:

One external examination in Personal Business Finance

Two controlled assessments- Developing a Marketing Campaign. These assessments contribute to 45% of overall grade.

Coursework:

5 units of coursework.

Components:

Unit 1- The World of Travel and Tourism

This unit provides the foundation for students to study other units in travel and tourism. They will explore all aspects of the industry, its key components and its scale.

Unit 2- Global Destinations

Students investigate the features and appeal of global destinations and travel planning, and the factors and trends affecting the changing popularity of global destinations.

Unit 3- Managing the Customer Experience

Students explore and apply ways of managing internal and external customer experience to support organisational success and develop their customer service skills.

Unit 4- Travel and Tourism Experiences

Students identify a gap in the market for a new travel and tourism enterprise. They develop a plan and marketing strategy and organise a pitch of the new idea to generate interest.

Unit 5- Researching Current Issues in Travel and Tourism

Students gain an overview of a range of issues potentially affecting travel and tourism, with an opportunity to investigate one in depth as part of a research project.

Unit 6- The UK as a tourist destination.

Students investigate and analyse the UK as a tourist destination for both inbound and domestic tourists.

Unit 9- Recruitment and Selection in Travel and Tourism.

Students explore how the recruitment process is carried out in a travel and tourism organisation. They will participate in selection interviews and review their own performance.

Unit 15- Visitor attractions

Students investigate the nature and role of both built and natural visitor attractions, their appeal, popularity, response to diverse visitor needs and the importance of delivering a memorable visitor experience.

Topics covered in year 12

Unit 1- The World of Travel and Tourism

  • Demonstrate knowledge and understanding of the travel and tourism industry, types of tourism and organisations involved.
  • Apply knowledge and understanding of the travel and tourism industry and factors affecting the industry to real-life travel and tourism scenarios.
  • Analyse information and data from the travel and tourism industry, identifying trends and the potential impact of different factors on the industry and its customers.
  • Evaluate how information and data can be used by the travel and tourism industry to make decisions that affect organisations and customers
  • Make connections between the factors that influence the travel and tourism industry and how the industry responds to minimise the potential impact on organisations and customers.

Unit 2- Global Destinations

  • Demonstrate knowledge and understanding of the location, features and appeal of global destinations.
  • Apply knowledge and understanding of the features that contribute to the appeal of global destinations and the types of tourism and activities they support.
  • Evaluate information to make informed decisions about the suitability of travel plans, routes and itineraries to meet the needs of specified customers.
  • Be able to evaluate factors and consumer trends that influence the changing popularity and appeal of global destinations, synthesising ideas and evidence to support recommendations.

Unit 3- Managing the Customer Experience

  • Explore how effective customer service contributes to organisational success.
  • Investigate the methods used in travel and tourism to monitor and improve customer service.
  • Demonstrate customer service in different travel and tourism situations.
  • Review effectiveness of own performance in customer service to add value to travel and tourism organisations.

Unit 4- Travel and Tourism Experiences

  • Carry out market research to identify a new travel and tourism enterprise idea to meet the changing needs of consumers.
  • Develop a start-up plan for a new travel and tourism enterprise to meet the changing needs of consumers.
  • Prepare a marketing strategy to launch the new travel and tourism enterprise to raise consumer awareness.
  • Carry out a pitch for the new travel and tourism enterprise start-up plan in order to generate interest in the new travel and tourism enterprise.

Topics covered in year 13

Unit 5- Researching Current Issues in Travel and Tourism

  • Investigate different types of current issues in travel and tourism.
  • Understand methods and planning for research into a current issue affecting the

Travel and tourism industry.

  • Carry out the research proposal using an appropriate format.
  • Review the effectiveness of the research project

Unit 6- The UK as a tourist destination

  • Demonstrate knowledge and understanding of the factors that contribute to and influence tourism in the UK.
  • Analyse the factors that influence decision making for tourists to and within the UK, demonstrating the ability to interpret information in context.
  • Evaluate information to make informed judgements relating to customer needs and the potential impact on UK tourism.
  • Be able to develop an itinerary for tourists, within budget and with appropriate justification based on a range of evidence.

Unit 9- Recruitment and Selection in Travel and Tourism.

  • Examine how effective recruitment and selection contribute to organisational success in the travel and tourism industry.
  • Carry out a recruitment activity to demonstrate the processes leading to a successful job offer.
  • Reflect on the recruitment and selection process and own individual performance.

Unit 15- Visitor attractions

  • Investigate the nature, role and appeal of visitor attractions.
  • Examine how visitor attractions meet the diverse expectations of visitors
  • Explore how visitor attractions respond to competition and measure their success and appeal

School contact

Emma Lakin- emma.lakin@acesch.co.uk

 

Relevant links

http://qualifications.pearson.com/content/dam/pdf/BTEC-Nationals/Travel-and-Tourism/2017/Specification/9781446935514_BTEC_NAT_DIP_TT_SPEC_FinalPrePublication.pdf