Modern Baccalaureate Certificate Demo
On this page the certificate owner can up load their photograph to make authentication of the certificate more secure.
In addition to the photograph they can make links to examples of their work related to their certificate if they want to.
Here is a link to work submitted for the Level 2 ITQ (Gold INGOT)
If the candidate has an e-portfolio in a different system they can link to it from here.
Or they can use the portfolio facilities here.
We provide comprehensive on-line systems for evidence management, progress tracking and reporting.
The candidate can also provide links to a confidential reference eg from their school.
This will make it a lot easier for employers and schools to manage references.
Here is a link to my reference.
I can not edit this reference but I can decide who can see it.
We will also provide links for further information related to the certificate owners external examinations that might be helpful to employers.
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Here is more information about the ModBac certificate
The ModBac transcript is designed to be a concise and informative snap-shot of an individual learner’s competencies, capabilities and strengths, as well as an overview of academic and/or vocational performance.
The Core Award grading system and statement
At a glance, gives a clear and unambiguous indication of exam performance.
A guiding principle behind the core ModBac transcript is captured in a key recommendation from the March 2011 Wolf Report on Vocational Education.
“Recommendation:
At Key Stage 4, schools should be free to offer any qualifications they wish from a regulated Awarding Body whether or not these are approved for performance measurement purposes....”
ModBac recognises the primacy of English and Maths GCSEs, and a Science qualification at the heart of a balanced qualification offer (we expect a Science qualification to be part of the “best eight” of every learner). ModBac also recognises the pressure that schools will be under to meet the new restrictions introduced regarding what qualifications count in performance measures from 2014 onwards.
ModBac acknowledges that any curriculum will be built around qualifications that ensure a “best eight” set that meet the new requirements, and embraces the vision of a broad and balanced curriculum 14+, ideally encompassing the subject disciplines of humanities, languages, technology and expressive arts.
However, ModBac also acknowledges that a significant number of learners will not be served well by a diet of GCSEs alone, and that the current decisions made to restrict the range of qualifications that “count” in school performance measures could be considered unduly harsh.
ModBac also recognises the power of some qualifications “outside the performance measures” to significantly raise performance “inside the performance measures”, and to engage and motivate learners through the explicit accreditation of personal skills and personal development.
Therefore, ModBac places no restrictions on the qualifications that can count (save for “multiple equivalencies” counting up to a maximum of two). School leaders therefore have the freedom to meet learner needs as expressed in Wolf Recommendation.
The Honours section
Indicates the breadth of personal development opportunities accessed by the learner, which in turn inform the final element of the transcript:
This part of the award is designed to accredit up to seven areas of experience and achievement, carefully chosen to meet the ModBac aims and objectives, and delivered within the context of a broad and balanced personal development curriculum. The seven areas are:
- A modern language / internationalism
- ICT / Computing
- Enterprise / Financial Capability
- An extended project
- Work Experience / Careers Education programme
- A personal challenge
- A community / citizenship experience
A “Skills Passport”
Which can describe in detail the personal competencies and skills a learner has evidenced.
The Skills Passport will be flexible and adaptable to local contexts, accrediting skills development systems and processes that may already be highly developed in some schools and academies, and encompassing a wide range of existing qualifications and awards.
The pupil transcript will report the basic and wider skills students have acquired. There are diverse and well developed methods for framing personal skill and competency development, such as:
- ALAN tests (literacy and numeracy)
- Other functional or key skills / wider key skills tests and qualifications
- ASDAN skills-centred qualifications (AoPE, CoPE, CVQ, Employability, etc.) as well as other Awarding Organisations and programmes
- RSA “Opening Minds” awards
- PLTS passport
- Building Learning Power
- QCF competence based skills qualifications from Prince’s Trust, Edexcel and NCFE
