Land-based

There are various factors to consider when devising a student’s ​programme, including:​

• their strengths, interests and intended progression destination​

• whether they need to continue with English/Maths alongside​

• any non-qualification activities they will be undertaking, ​e.g. work placement​

One of the most important considerations when devising a programme of study is taking account ​of students' intended progression outcome.​

Study programmes should align with students’ intended progression goals, such as higher education aspirations.​

For example, many students taking the BTEC Level 3 Nationals ​will be intending, or hoping, to progress to HE.​

For those intending to progress to HE, select subjects/ qualifications that cover a broad range of content and skills relevant to their intended degree specialism(s). This will help maximise their chance of successfully progressing to HE. Some universities have subject-specific entry requirements, particularly for STEM-related degrees, where they may require students to have studied specific subjects and/or specific A levels.

Check entry requirements​

Understanding varying university entry requirements is crucial​ for guiding students effectively.​

At present, a few selective UK universities do not accept students with more than one vocational qualification at Level 3. Where universities do accept students holding more than one BTEC qualification, they generally expect this to be in separate subject disciplines and do not accept combinations with a high degree ​of overlap, irrespective of UCAS points. ​

It is important to check that your student’s intended destination(s)accept the combination(s) you are considering delivering. ​

Where students have yet to decide which university and/or degreethey wish to progress to, it is worth asking your main recruitinguniversities for their views on your proposed combination.​