BTEC or GCSE

My current job position involves working closely within the Dance Department in a secondary school and I have been able to use this to my advantage with my inquiry.  I would like to dig deeper into the difference and benefits for students being given the option to study GCSE and BTEC Dance.  This will give me the scope to investigate the learning methods of the students taking these exams and why they suit this way of examination.


From researching both examination board courses on the Edexcel and AQA websites I found this information;

What is a BTEC?

BTECs are work related qualifications suitable for a wide range of students, built to accommodate the needs of employers and allow progression to university. They provide a more practical, real-world approach to learning alongside a key theoretical background. They can be taken as well as, or in place of, GCSEs and A levels in schools and colleges. BTECs are recognised by schools, colleges, universities, employers and professional bodies across the United Kingdom and in over 100 countries worldwide.

BTECs have been around for 25 years, their reputation
is second to none and they continue to grow and develop. In 2007, more than one million students enrolled on a BTEC course.

Where are BTECs delivered?

BTECs are delivered through schools, colleges, independent training providers and employers. They are popular qualifications amongst young people and adult students alike. BTECs are flexible, enabling students to study them full-time or part-time, as part of an Apprenticeship programme or alongside work commitments and other qualifications.

How are BTECs assessed?

BTECs are not exam-based qualifications. Exams work well for some students but others find them rather daunting and struggle to see how they fit into the real world of work.
Instead, students study real-life, work-based case studies and complete projects and assessments, which contribute to achieving each unit studied.

Each BTEC is made up of units. The number of units is dependent on the level and size of BTEC being studied (eg BTEC Introductory, BTEC National).

In order to complete each unit, students must achieve against a set of outcomes. The assessment criteria address theory with practical exercises. The assessment process is ongoing, so it allows the student to analyse and improve their own performance through their course in much the same way as they would in a real workplace.

The projects that students undertake form the basis of their unit results which are graded as a Pass, a Merit or a Distinction.

Which BTEC is suitable?

BTECs are available at various levels:
BTEC Entry develops the initial skills for either a broad work sector or everyday life where confidence is needed by students. BTEC Entry Certificates are suitable for any student aged 14 upwards and are designed for students with learning difficulties or those who struggle with traditional learning.
BTEC Introductory qualifications are at Level 1 and offer an entry point to an industry sector and encourage the development of personal and work-related skills. The BTEC Introductory qualifications are suitable for any student aged 14 upwards and are designed for those who are not able to achieve A*- C grade GCSEs, but who are motivated by a work- related course.

BTEC Firsts are Level 2 qualifications which are the equivalent of traditional GCSEs grades A*- C. In 2007, there was a 50% increase in BTEC uptake across schools in the UK. There are currently over 60 BTEC First qualifications available, linked to industry sectors. The BTEC First is suitable for students aged pre-16 and is designed for those who are capable of achieving A*– C grade GCSEs, but wish to focus on a work related vocational qualification or work area. Students may take BTEC Firsts alongside core GCSE subjects such as English, Maths and Science. 

Why choose GCSE Dance?

In addition to helping students acquire subject knowledge, this specification:

• promotes fitness, a healthy lifestyle, team working and creativity
• actively engages students in the process of dance in order to develop as effective and independent learners and as critical and reflective thinkers with enquiring minds
• develops students' skills, knowledge and understanding of a range of dance styles through the interrelated processes of performing, creating and appreciating dances
• develops physical, technical and expressive skills through which students are able to communicate choreographic intention and develop their individual qualities as performers
• develops students' skills, knowledge and understanding of choreography through which they are able to communicate ideas, thoughts and meaning drawn from a range of dance styles
• develops a critical appreciation of dance in its physical, artistic, aesthetic and cultural contexts
• provides progression from Key Stage 3 and a solid foundation for further studies in dance or performing arts, including A-level Dance and the Creative and Media Diploma, and/or a career in performing arts.]

It is clear that both these styles of learning and examining differ.  The BTEC course typically suits a child who benefits from assignment learning and not under the pressure of exams and revision.

The GCSE course is suitable for students who learn through progression and take the information in to then be examined.

Personally I feel the GCSE is veered more to independent creative learners who are of a higher academic level.  

The BTEC caters more to the students who are of a high level practically and could potentially take there dance career further to college.