BTEC Level 3 National
Delivered in partnership with John Colet School
Why do a BTEC?
BTEC Nationals are widely recognised by industry and higher education as the signature vocational qualification at Level 3. D*D*D in Btec is equal in UCAS points (168) to A*A*A* at A-level. BTECs’ also embody a fundamentally learner-centred approach to the curriculum, with a flexible, unit-based structure and knowledge applied in project-based assessments. They focus on the holistic development of the practical, inter-personal and thinking skills required to be able to succeed in employment and higher education.
BTEC Level 3 National Extended Diploma in Sport
This is intended as an Applied General qualification, equivalent in size to three A Levels. It is a two-year, full-time course (1080 Guided Learning Hours) (1390 TQT) that meets entry requirements for learners who want to progress to higher education courses in sport before entering employment.
What does this qualification cover?
The content of this qualification has been developed in consultation with academics to ensure that it supports progression to higher education. Employers and professional bodies have also been involved and consulted to confirm that the content is appropriate and consistent with current practice for learners who may choose to directly enter employment within the sport sector.
The qualification provides the knowledge, understanding and skills that allow learners to gain experience of the sport sector that will prepare them for further study or training.
Learners will study 10 mandatory units:
Learners will also choose four optional units that have been designed to support progression to the range of sector-related courses in higher education, and to link with relevant occupational areas:
What could this qualification lead to?
Learners who have completed this qualification in two years may progress to further learning at Level 3. The qualification carries UCAS points and is recognised by higher education providers as meeting, or contributing to, admission requirements for many relevant courses.
Learners can progress to higher education on full degree single or combined courses, for example:
Learners should always check the entry requirements for degree programmes with the specific higher education providers.
Examples of careers that post Higher Education learners could progress to include:
1st & 2nd Year Students will also be able to complete sport specific coaching awards and CPDs
‘I am the grandparent and guardian of a student at NPA and my experience of the academy has been excellent in the 2 years I have been involved. The efforts put in have been exemplary, especially in these difficult times. The core aim to produce performance athletes of the future is expanded to encompass the overall improvement and education of all the young people involved. The staff are caring, knowledgeable and go far and beyond to achieve their stated targets and more. In our case the personal attention given to cope with the traumas experienced by young people were nothing more than wonderful and the fact that we have a well adjusted, lively, personable and very fit young rugby player is a testament to their success.’
‘Next Phase Academy has offered my daughter a structured and focused post 16+ educational programme which allows her to pursue her passion for rugby and obtain a nationally recognised qualification. The academy is professional in its approach and is providing her with the support as a young player to develop skills in various aspects of the game ie, playing or coaching referring etc and therefore has encouraged her to explore varying aspects of the sport. Staff are approachable and strive to provide each individual student with relevant opportunities to achieve and exceed their own personal goals whether that be from personal programme planning for strength and conditioning, to developing links to club, county and premiership pathways.
As head of NPA, James Buckland leads by example and his relevant experience and success within the sport cascades an ethos of professionalism throughout the academy. This equally challenges and nurtures students. Academic study and practical performance go hand in hand and individual support is provided where/when it is needed to help individual students succeed. It is this personal/individual centred approach that in my opinion differentiates NPA from other sporting academies. My daughter is fortunate to be part of the RFU’s player pathway scheme and attends a Centre of Excellence with a premiership club. Next Phase academy is able to link with this premiership club and so supports a connected, holistic approach to her development as a player.’