For information on the approval of qualifications for funding in England, Wales and Northern Ireland, see the links to DCSF, DIUS, DCELLS, DELNI and DENI below.
When undertaking a qualification that does not appear on the governments' lists as eligible for funding for specific age ranges, users must be aware of legal requirements. Not all qualifications are suitable for all age ranges.
A key progression path for BTEC Higher National Certificate and Diploma learners is to the
second or third year of a degree or honours degree programme, depending on the match of the
BTEC Higher National units to the degree programme in question.
BTEC Higher Nationals in Fine Arts have been developed to focus on:
• providing education and training for a range of careers in fine art
• providing opportunities for full-time learners to gain a nationally recognised vocationally
specific qualification to enter employment in fine art or progress to higher education
vocational qualifications such as a full-time degree in fine art or a related area
• developing the knowledge, understanding and skills of learners in the field of fine art
• providing opportunities for learners to focus on the development of higher level skills in a
fine art context
• providing opportunities for learners to develop a range of skills and techniques and
attributes essential for successful performance in working life
• developing learners’ ability to manage themselves
• developing learners’ critical awareness and their ability to research and synthesise complex
information
• developing learners’ skills in communication and presentation
• developing learners’ ability to handle information.
The assessment of these BTEC qualifications is criterion-referenced and centres will be required to assess the learners' evidence against published learning outcomes and assessment criteria. This gives transparency to the assessment process and provides for the establishment of national standards for each qualification.
It is recognised that learners present with varying experiences of education and training and/or work and centres are encouraged to take an open approach to the choice of assessment methods in the general guidance from Edexcel and other support material such as Tutor Support Material. In particular Edexcel has always supported a learner-centred approach to learning and the associated assessment so that maximum use is made of learner’s environment and experience.
A range of assessment methods are available to centres that include open-book projects or assignments, practical tests, closed or open short answer questions, essays, performance or artefacts. Centres are expected to use assessment methods that are fit-for-purpose in relation to the size and subject content of each qualification and the nature of the learners so that there are maximum opportunities to present evidence that will meet the requirements of the learning outcomes and assessment criteria. For part time learners who principally study for the BTEC Higher National Certificate Edexcel encourages centres to make maximum use of the learner’s current and/or past work and other experience. For the full time learners on the BTEC Higher National Diploma programmes, while full use should be made of any work experience, it is likely that realistic case studies and research into companies and organisations will offer a more appropriate assessment approach.
The guidance section of the specifications and the Information for Tutors section of the units will provide guidance about suitable assessment strategies.
Candidates must complete all units from Group A plus three units from Group B