BTEC in Schools: A Success Story


So in our schools we have BTEC Hospitality.
It is about not only cooking but also about the industry and also about tourism and we’ve
been teaching it for three years now in our school. It can lead you to being a chef, waiter, and
it helps you to grow a lot, the knowledge of food and how to prepare it and serve. Continuous assessment, it’s assignment based,
so there is not the pressure of an exam. Students can resubmit their work, they can improve
their work. I really like it because it has lots of fun
activities and we’re a small group, so it’s really fun. After we teach something to the students,
basically they practice it by doing their assignments, which are various, like if there’s
a role-play discussing a situation with an elderly they have to act it out, show empathy,
do eye contact, go down to their level. It’s an extraordinary success. And the evidence
for this can be found in the successive reports that the standards verifiers from Pearson
underlined repeatedly in every report. I love the practicals. I love to cook, I wish
to be a chef. So for me it is very fun, the teachers make the lesson very interesting. There are mixed ability students. It’s actually
good for A* students because they can still assimilate, even if they become doctors or
teachers or educators or whatever they still learn a lot of life skills. I’ve seen students get ambitious. You know.
The first time, at the end of form 3, they were happy with a Pass. But eventually they
stared believing in themselves and they wanted higher levels, you know, they wanted to revisit
the Pass grade in order to take it up to Metit. We do role-plays. And today we’re doing the
running, and we have to take the pulse rate and the breathing rate, which is quite fun. I like to blend the theory and the practical
together. Sometimes I begin with theory and sometimes I begin with practical sessions. I believe the BTEC course has been a resounding
success. Firstly let us remember that the concept of vocational education was totally
new to Maltese education. And in fact the difficulty was to actually sell it in the
first place as not being the poor relation of your normal academic subjects but as actually
being a subject that is important and beneficial to students in its own right. 92% obtained the qualification. 12% obtained
the qualification at a Pass level. About 25% obtained the qualification at a Merit level.
56 or 57% obtained the qualification at a Distinction or Distinction Plus level. And
that is a huge success.

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