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PearsonBTEC Level 3 National inPerforming ArtsUnit 7: Employment Opportunties in Performing Arts
SampleAssessmentMaterials (SAMs)For use with Extended Diploma in Performing Arts
First teaching from September 2016 Issue 2
Edexcel, BTEC and LCCI qualifications
Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualifications website at qualifications.pearson.com. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus
About Pearson
Pearson is the world's leading learning company, with 35,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at qualifications.pearson.com
Edexcel, BTEC and LCCI qualifications
Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualifications website at qualifications.pearson.com. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus
About Pearson
Pearson is the world's leading learning company, with 35,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at qualifications.pearson.com
Pearson BTEC Level 3 Nationals in Performing Arts – Unit 7: Employment Opportunities in the Performing Arts – Summary of Sample Assessment Material changes. Version 1. November 2017
Contents Summary of Sample Assessment Material changes i Task 1Sample Mark Grid 11
Changes to rubrics
The rubrics in this Sample Assessment Material have been updated to provide clarity on the rules under which the task should be taken. Centres should read the Instructions for Teachers and Instructions for Learners sections carefully to understand the full detail of the changes. These changes have been summarised below for ease of reference:
Summary of Sample Assessment Material changes
Summary of changes made between previous issues and this current issue
Page number
4th paragraph A paragraph has been added to explain informal supervision. This is to give teachers more framework for organising research and preparatory work.
9th paragraphThe paragraph on centres timetabling the supervised assessment period has been removed. This is to increase the rigour of the task by ensuring all learners must take the assessment in the same timeframe.
Page 2
Maintaining SecurityBullets have been added to give teachers more information on how to maintain security for the task, including arrangements for supervised assessment, and for how the learners’ work must be kept securely. These bullet points have been added to clarify supervising requirements for supervised assessment time.
Page 3
iPearson BTEC Level 3 Nationals in Performing Arts – Unit 7 – Final Sample Assessment Materials Issue 2 – July 2017 © Pearson Education Limited 2015
Turn over
Level
3Write your name hereSurname Forename
*S50123A*Paper referenceXXXX/XXS50123A©2015 Pearson Education Ltd.
1/1/1/1/1/1/1/1
Pearson BTEC Level 3 Nationals
Performing ArtsUnit 7: Employment Opportunities in the
Performing Arts
Extended DiplomaSample assessment material for first teaching September 2016
Instructions
This booklet contains material for the completion of the set task under supervised conditions.
This booklet is specific to each series and this material must only be issued to learners who have been entered to undertake the task.
This booklet must be kept securely until the start of the 10-hour supervised assessment period.
This booklet must be given to learners as soon as it is received, so that learners can start preparatory work in advance of the final supervised assessment period.
This set task must be undertaken in a total of 10 hours in the period timetabled by Pearson.
Information
The total mark for this paper is 60.
Part
SMarks
Supervised hours
10
1Pearson BTEC Level 3 Nationals in Performing Arts – Unit 7 – Final Sample Assessment Materials Issue 2 – July 2017 © Pearson Education Limited 2015
2 S50123A
Instructions to Teachers/Tutors
This booklet must be given to learners in its entirety as soon as it is received.
Centres must advise learners of the timetabled sessions during which they can prepare. It is expected that scheduled lessons or other timetable slots will be used for some or all of the preparation.
The set task will be released 4 weeks before learner outcomes need to be submitted. It is expected that learners spend up to 2 weeks carrying out preparatory work, prior to the 10 hours of supervised assessment.
The preparatory activities can be undertaken under informal supervision. Work can be brought in and out of the informally supervised environment, but these must be monitored so the learner’s final submission can be authenticated.
The written response and digital promotional portfolio must be completed on a computer.
Written response:
The writing up of the response must be carried out under supervised conditions. At the end of the supervised period a PDF of the report must be made and stored securely until the time of submission with no further editing permitted.
Digital promotional portfolio:
The digital promotional portfolio must be completed under supervised conditions.
Teachers can support learners with resolving issues, but they must not guide the student with the content of the portfolio.
All learner work must be completed independently and authenticated before being submitted to Pearson by the teacher/tutor.
The supervised assessment will take place in a period specified by Pearson. Centres should schedule all learners at the same time or supervise cohorts to ensure there is no opportunity for collusion.
Teachers/tutors should note that:
ÂÂ Learners should not be given any direct guidance or prepared materials
ÂÂ All work must be completed independently by the learner.
Learners must not bring anything into the supervised environment or take anything out without your knowledge and approval.
S50123A 3Turn over
Maintaining security:
ÂÂ During supervised assessment sessions, the assessment areas must only be accessible to the individual learner and to named members of staff.
ÂÂ Learners can only access their work under supervision.
ÂÂ Any work learners produce under supervision must be kept secure.
ÂÂ Only permitted materials for the set task can be brought into the supervised environment
ÂÂ During any permitted break and at the end of the session materials must be kept securely and no items removed from the supervised environment
ÂÂ Learners are not permitted to have access to the internet or other resources during the supervised assessment period.
After the session the teacher/tutor will confirm that all learner work had been completed independently as part of the authentication submitted to Pearson.
The set task is a formal assessment and must be conducted with reference to the instructions in this task booklet and the Instructions for Conducting External Assessments (ICEA) document to ensure that the preparatory period and supervised assessment are conducted correctly so that learners have completed their preparation validly and independently and submitted evidence that is their own work.
Outcomes for Submission
Each learner must submit the following:
1 Word processed written response saved as a PDF (up to 2000 words),
2 Digital promotional portfolio.
Each learner must complete an authentication sheet.
2 Pearson BTEC Level 3 Nationals in Performing Arts – Unit 7 – Final Sample Assessment Materials Issue 2 – July 2017 © Pearson Education Limited 2015
2 S50123A
Instructions to Teachers/Tutors
This booklet must be given to learners in its entirety as soon as it is received.
Centres must advise learners of the timetabled sessions during which they can prepare. It is expected that scheduled lessons or other timetable slots will be used for some or all of the preparation.
The set task will be released 4 weeks before learner outcomes need to be submitted. It is expected that learners spend up to 2 weeks carrying out preparatory work, prior to the 10 hours of supervised assessment.
The preparatory activities can be undertaken under informal supervision. Work can be brought in and out of the informally supervised environment, but these must be monitored so the learner’s final submission can be authenticated.
The written response and digital promotional portfolio must be completed on a computer.
Written response:
The writing up of the response must be carried out under supervised conditions. At the end of the supervised period a PDF of the report must be made and stored securely until the time of submission with no further editing permitted.
Digital promotional portfolio:
The digital promotional portfolio must be completed under supervised conditions.
Teachers can support learners with resolving issues, but they must not guide the student with the content of the portfolio.
All learner work must be completed independently and authenticated before being submitted to Pearson by the teacher/tutor.
Centres should schedule all learners at the same time or supervise cohorts to ensure there is no opportunity for collusion.
Teachers/tutors should note that:
ÂÂ Learners should not be given any direct guidance or prepared materials
ÂÂ All work must be completed independently by the learner.
Learners must not bring anything into the supervised environment or take anything out without your knowledge and approval.
Centres are responsible for putting in place appropriate checks to ensure that only permitted material is introduced into the supervised environment.
S50123A 3Turn over
Maintaining security:
ÂÂ During supervised assessment sessions, the assessment areas must only be accessible to the individual learner and to named members of staff.
ÂÂ Learners can only access their work under supervision.
ÂÂ Any work learners produce under supervision must be kept secure.
ÂÂ Only permitted materials for the set task can be brought into the supervised environment
ÂÂ During any permitted break and at the end of the session materials must be kept securely and no items removed from the supervised environment
ÂÂ Learners are not permitted to have access to the internet or other resources during the supervised assessment period.
After the session the teacher/tutor will confirm that all learner work had been completed independently as part of the authentication submitted to Pearson.
The set task is a formal assessment and must be conducted with reference to the instructions in this task booklet and the Instructions for Conducting External Assessments (ICEA) document to ensure that the preparatory period and supervised assessment are conducted correctly so that learners have completed their preparation validly and independently and submitted evidence that is their own work.
Outcomes for Submission
Each learner must submit the following:
1 Word processed written response saved as a PDF (up to 2000 words),
2 Digital promotional portfolio.
Each learner must complete an authentication sheet.
3Pearson BTEC Level 3 Nationals in Performing Arts – Unit 7 – Final Sample Assessment Materials Issue 2 – July 2017 © Pearson Education Limited 2015
Centres are responsible for putting in place appropriate checks to ensure that only permitted material is introduced into the supervised environment.
4 S50123A
Instructions for Learners
Read the set task information carefully.
In this booklet you will be asked to carry out specific activities using the information in this booklet.
You will be given up to 2 weeks to carrying out preparatory work, prior to the 10 hours of supervised assessment.
You will complete the activities within the set task under supervision and your work will be kept securely during any breaks taken.
You will have access to a computer.
Your teacher/tutor may clarify the wording that appears in this task but cannot provide any guidance on completion of the task.
You must work independently throughout the supervised assessment period and should not share your work with other learners.
This task must be completed under supervision in timetabled sessions provided by your centre. It is likely that you will be given more than one timetabled session to complete these tasks.
Outcomes for Submission
You will submit the following:
1 Word processed written response saved as a PDF (up to 2000 words),
2 Digital promotional portfolio.
You must complete a declaration that the work you submit is your own.
S50123A 5Turn over
Set Task Brief
You have been asked to present a written response and digital promotional portfolio for the employment opportunity being offered by ‘Gear-Up!’, a performing arts organisation.
Details of the opportunity being offered, organisational profile, project outline and workshop requirements can be found at the end of this booklet under the section titled: ‘Set Task Information’.
You are required to complete all the activities allowing you to demonstrate your knowledge and understanding of the organisation, the project and your suitability to join the organisation for the delivery of its workshops.
4 Pearson BTEC Level 3 Nationals in Performing Arts – Unit 7 – Final Sample Assessment Materials Issue 2 – July 2017 © Pearson Education Limited 2015
4 S50123A
Instructions for Learners
Read the set task information carefully.
In this booklet you will be asked to carry out specific activities using the information in this booklet.
You will be given up to 2 weeks to carrying out preparatory work, prior to the 10 hours of supervised assessment.
You will complete the activities within the set task under supervision and your work will be kept securely during any breaks taken.
You will have access to a computer.
Your teacher/tutor may clarify the wording that appears in this task but cannot provide any guidance on completion of the task.
You must work independently throughout the supervised assessment period and should not share your work with other learners.
This task must be completed under supervision in timetabled sessions provided by your centre. It is likely that you will be given more than one timetabled session to complete these tasks.
Outcomes for Submission
You will submit the following:
1 Word processed written response saved as a PDF (up to 2000 words),
2 Digital promotional portfolio.
You must complete a declaration that the work you submit is your own.
S50123A 5Turn over
Set Task Brief
You have been asked to present a written response and digital promotional portfolio for the employment opportunity being offered by ‘Gear-Up!’, a performing arts organisation.
Details of the opportunity being offered, organisational profile, project outline and workshop requirements can be found at the end of this booklet under the section titled: ‘Set Task Information’.
You are required to complete all the activities allowing you to demonstrate your knowledge and understanding of the organisation, the project and your suitability to join the organisation for the delivery of its workshops.
5Pearson BTEC Level 3 Nationals in Performing Arts – Unit 7 – Final Sample Assessment Materials Issue 2 – July 2017 © Pearson Education Limited 2015
6 S50123A
Set Task
You have been asked to present a promotional portfolio and report prepared in direct response to information provided in the organisational profile for ‘Gear-Up!’, project outline and workshop requirements.
You are required to complete all the activities allowing you to demonstrate your knowledge and understanding of the organisation and the project; and your suitability to join the organisation for the workshop activities.
You must complete ALL activities within the set task.
Activity 1: Written response
You will need to present a response that justifies your suitability to offer a workshop as part of ‘Gear-Up’s’ current project.
This will involve your understanding of what constitutes the organisation and details of the skills and experience you can offer and how these will inform the workshop activities you are proposing.
During this activity you will need to demonstrate:
understanding of the organisation
understanding of the project requirements
understanding of the workshop requirements
ability to use subject-specific terminology.
Your response must also include:
details of how your skills and experience are suitable for the organisation
your suitability to join the organisation and take part in the project
your ideas for the workshop with reference to the project requirements.
You will be assessed on your ability to demonstrate clear, effective and persuasive promotional intent.
You should spend approximately 2 hours completing your written response. This activity will be completed under supervised conditions.
Total for Activity 1 = 36 marks
S50123A 7Turn over
Activity 2: Digital promotional portfolio
Prepare a digital promotional portfolio that provides evidence of your skills and experience, with extracts of practical work to support your application for a job role in ‘Gear-Up’.
The skills and experience you select for inclusion in your self-promotional portfolio should be those best suited for the organisational profile, project and workshop.
During this process you must consider:
the requirements of the organisation with reference to the project and how your experience and skills match this
details of how your experience and skills match the project requirements
how your skills can be applied for the workshop(s) you are proposing
the best form of evidence to demonstrate your practical skills.
Your evidence will be in the form of a digital promotional portfolio that can include:
video clips
audio recordings
photographs
other supporting material showing relevant skills and experience (e.g. copies of letters, written documentation, promotional materials, certificates).
Time-based audio and visual materials included in the portfolio must not exceed 10 minutes in total.
You will be assessed on your ability to produce a digital portfolio that demonstrates your understanding of the organisational profile and project, and how your skills and experience match this.
You should spend approximately 8 hours completing your digital promotional portfolio. This activity will be completed under supervised conditions.
Total for Activity 2 = 24 marks
END OF TASK TOTAL FOR TASK = 60 MARKS
6 Pearson BTEC Level 3 Nationals in Performing Arts – Unit 7 – Final Sample Assessment Materials Issue 2 – July 2017 © Pearson Education Limited 2015
6 S50123A
Set Task
You have been asked to present a promotional portfolio and report prepared in direct response to information provided in the organisational profile for ‘Gear-Up!’, project outline and workshop requirements.
You are required to complete all the activities allowing you to demonstrate your knowledge and understanding of the organisation and the project; and your suitability to join the organisation for the workshop activities.
You must complete ALL activities within the set task.
Activity 1: Written response
You will need to present a response that justifies your suitability to offer a workshop as part of ‘Gear-Up’s’ current project.
This will involve your understanding of what constitutes the organisation and details of the skills and experience you can offer and how these will inform the workshop activities you are proposing.
During this activity you will need to demonstrate:
understanding of the organisation
understanding of the project requirements
understanding of the workshop requirements
ability to use subject-specific terminology.
Your response must also include:
details of how your skills and experience are suitable for the organisation
your suitability to join the organisation and take part in the project
your ideas for the workshop with reference to the project requirements.
You will be assessed on your ability to demonstrate clear, effective and persuasive promotional intent.
You should spend approximately 2 hours completing your written response. This activity will be completed under supervised conditions.
Total for Activity 1 = 36 marks
S50123A 7Turn over
Activity 2: Digital promotional portfolio
Prepare a digital promotional portfolio that provides evidence of your skills and experience, with extracts of practical work to support your application for a job role in ‘Gear-Up’.
The skills and experience you select for inclusion in your self-promotional portfolio should be those best suited for the organisational profile, project and workshop.
During this process you must consider:
the requirements of the organisation with reference to the project and how your experience and skills match this
details of how your experience and skills match the project requirements
how your skills can be applied for the workshop(s) you are proposing
the best form of evidence to demonstrate your practical skills.
Your evidence will be in the form of a digital promotional portfolio that can include:
video clips
audio recordings
photographs
other supporting material showing relevant skills and experience (e.g. copies of letters, written documentation, promotional materials, certificates).
Time-based audio and visual materials included in the portfolio must not exceed 10 minutes in total.
You will be assessed on your ability to produce a digital portfolio that demonstrates your understanding of the organisational profile and project, and how your skills and experience match this.
You should spend approximately 8 hours completing your digital promotional portfolio. This activity will be completed under supervised conditions.
Total for Activity 2 = 24 marks
END OF TASK TOTAL FOR TASK = 60 MARKS
7Pearson BTEC Level 3 Nationals in Performing Arts – Unit 7 – Final Sample Assessment Materials Issue 2 – July 2017 © Pearson Education Limited 2015
8 S50123A
Set Task Information
Below is the information on the employment opportunity being offered and details on the organisational profile, project and workshop for you to use when completing the written response and digital promotional portfolio.
‘Gear-Up!’: Employment Opportunity
We are currently seeking applications from like-minded individuals to join us as workshop leaders for our latest project.
You are required to demonstrate your understanding of our organisation and how you can contribute to the work we do and what you plan to deliver in the workshop, using relevant examples to justify your ideas and skills.
It is essential that you consider the age and profile of the group your workshop will target.
Organisational Profile
‘Gear-Up!’ is now in its 10th year of working in your region.
Each year we deliver a programme of creative performing arts projects to meet the needs of local communities.
We are a not-for-profit organisation and receive funding from a number of sources in the public and third sector.
We aim to improve the life chances and futures for the communities where we work. A current focus is community cohesion.
We are committed to producing creative and engaging work that is developed to address specific community needs and that will have a lasting effect.
Project Outline
Our latest project, ‘Good Value’, uses the performing arts to explore, teach and raise awareness of British values in today’s society.
An immersive, ensemble performance explores and communicates the themes and ideas around British values such as tolerance and democracy.
The work is engaging and thought provoking, suitable for a range of age groups, locations and situations. The work aims to develop enquiring minds and creative thinkers and encourage positive ideas, messages and concepts.
The project requires the collaboration and input of performing artists from a range of disciplines who feel they have what it takes to be a part of this opportunity.
S50123A 9
Workshop Requirements
We aim to offer a workshop in addition to the performance outlined above. The aim will be to extend the understanding of the themes, ideas and concepts within the project. The workshop needs to be inclusive, fun and have clear objectives. We would like you to propose ideas for a workshop as part of your submission. We are looking for a talented individual to lead and develop this.
8 Pearson BTEC Level 3 Nationals in Performing Arts – Unit 7 – Final Sample Assessment Materials Issue 2 – July 2017 © Pearson Education Limited 2015
8 S50123A
Set Task Information
Below is the information on the employment opportunity being offered and details on the organisational profile, project and workshop for you to use when completing the written response and digital promotional portfolio.
‘Gear-Up!’: Employment Opportunity
We are currently seeking applications from like-minded individuals to join us as workshop leaders for our latest project.
You are required to demonstrate your understanding of our organisation and how you can contribute to the work we do and what you plan to deliver in the workshop, using relevant examples to justify your ideas and skills.
It is essential that you consider the age and profile of the group your workshop will target.
Organisational Profile
‘Gear-Up!’ is now in its 10th year of working in your region.
Each year we deliver a programme of creative performing arts projects to meet the needs of local communities.
We are a not-for-profit organisation and receive funding from a number of sources in the public and third sector.
We aim to improve the life chances and futures for the communities where we work. A current focus is community cohesion.
We are committed to producing creative and engaging work that is developed to address specific community needs and that will have a lasting effect.
Project Outline
Our latest project, ‘Good Value’, uses the performing arts to explore, teach and raise awareness of British values in today’s society.
An immersive, ensemble performance explores and communicates the themes and ideas around British values such as tolerance and democracy.
The work is engaging and thought provoking, suitable for a range of age groups, locations and situations. The work aims to develop enquiring minds and creative thinkers and encourage positive ideas, messages and concepts.
The project requires the collaboration and input of performing artists from a range of disciplines who feel they have what it takes to be a part of this opportunity.
S50123A 9
Workshop Requirements
We aim to offer a workshop in addition to the performance outlined above. The aim will be to extend the understanding of the themes, ideas and concepts within the project. The workshop needs to be inclusive, fun and have clear objectives. We would like you to propose ideas for a workshop as part of your submission. We are looking for a talented individual to lead and develop this.
9Pearson BTEC Level 3 Nationals in Performing Arts – Unit 7 – Final Sample Assessment Materials Issue 2 – July 2017 © Pearson Education Limited 2015
8 S50123A
Workshop Requirements
We aim to offer a workshop in addition to the performance outlined above. The aim will be to extend the understanding of the themes, ideas and concepts within the project. The workshop needs to be inclusive, fun and have clear objectives. We would like you to propose ideas for a workshop as part of your submission. We are looking for a talented individual to lead and develop this.
Unit 7: Employment Opportunities in the Performing Arts – sample marking grid
General marking guidance
All learners must receive the same treatment. Examiners must mark the first learner
in exactly the same way as they mark the last. Marking grids should be applied positively. Learners must be rewarded for what they
have shown they can do, rather than be penalised for omissions. Examiners should mark according to the marking grid, not according to
their perception of where the grade boundaries may lie. All marks on the marking grid should be used appropriately. All the marks on the marking grid are designed to be awarded. Examiners should
always award full marks if deserved. Examiners should also be prepared to award zero marks if the learner’s response is not rewardable according to the marking grid.
Where judgement is required, the marking grid will provide the principles by which marks will be awarded.
When examiners are in doubt regarding the application of the marking grid to a learner’s response, a senior examiner should be consulted.
Specific marking guidance The marking grids have been designed to assess learner work holistically. Rows in the grids identify the assessment focus/outcome being targeted. When using a levels-based marking grid, the ‘best fit’ approach should be used.
● Examiners should first make a holistic judgement on which band most closely matches the learner’s response and place it within that band. Learners will be placed in the band that best describes their answer.
● The mark awarded within the band will be decided based on the quality of the answer in response to the assessment focus/outcome and will be modified according to how securely all bullet points are displayed at that band.
● Marks will be awarded towards the top or bottom of that band depending on how they have evidenced each of the descriptor bullet points.
9Pearson BTEC Level 3 Nationals in Performing Arts – Unit 7 – Final Sample Assessment Materials – Issue 1 – November 2015 © Pearson Education Limited 2015
10 Pearson BTEC Level 3 Nationals in Performing Arts – Unit 7 – Final Sample Assessment Materials Issue 2 – July 2017 © Pearson Education Limited 2015
8 S50123A
Workshop Requirements
We aim to offer a workshop in addition to the performance outlined above. The aim will be to extend the understanding of the themes, ideas and concepts within the project. The workshop needs to be inclusive, fun and have clear objectives. We would like you to propose ideas for a workshop as part of your submission. We are looking for a talented individual to lead and develop this.
Unit 7: Employment Opportunities in the Performing Arts – sample marking grid
General marking guidance
All learners must receive the same treatment. Examiners must mark the first learner
in exactly the same way as they mark the last. Marking grids should be applied positively. Learners must be rewarded for what they
have shown they can do, rather than be penalised for omissions. Examiners should mark according to the marking grid, not according to
their perception of where the grade boundaries may lie. All marks on the marking grid should be used appropriately. All the marks on the marking grid are designed to be awarded. Examiners should
always award full marks if deserved. Examiners should also be prepared to award zero marks if the learner’s response is not rewardable according to the marking grid.
Where judgement is required, the marking grid will provide the principles by which marks will be awarded.
When examiners are in doubt regarding the application of the marking grid to a learner’s response, a senior examiner should be consulted.
Specific marking guidance The marking grids have been designed to assess learner work holistically. Rows in the grids identify the assessment focus/outcome being targeted. When using a levels-based marking grid, the ‘best fit’ approach should be used.
● Examiners should first make a holistic judgement on which band most closely matches the learner’s response and place it within that band. Learners will be placed in the band that best describes their answer.
● The mark awarded within the band will be decided based on the quality of the answer in response to the assessment focus/outcome and will be modified according to how securely all bullet points are displayed at that band.
● Marks will be awarded towards the top or bottom of that band depending on how they have evidenced each of the descriptor bullet points.
9Pearson BTEC Level 3 Nationals in Performing Arts – Unit 7 – Final Sample Assessment Materials – Issue 1 – November 2015 © Pearson Education Limited 2015
11Pearson BTEC Level 3 Nationals in Performing Arts – Unit 7 – Final Sample Assessment Materials Issue 2 – July 2017 © Pearson Education Limited 2015
Un
it 7
: Em
ploy
men
t O
ppor
tun
itie
s in
th
e P
erfo
rmin
g A
rts
- m
arki
ng
gri
d 1
Act
ivity
1:
Writt
en u
nder
stan
ding
of o
rgan
isat
ion
and
wor
ksho
p pr
opos
al
Leve
l 0
1
2
3
4
5
6
M
ark
0
1–
6
7–
12
1
3–
18
1
9–
24
2
5–
30
3
1–
36
No rewardable material.
Con
side
ratio
n of
th
e or
gani
satio
n pr
ofile
, pr
ojec
t ou
tline
and
w
orks
hop
requ
irem
ents
is
limite
d to
a few
su
perf
icia
l and
de
script
ive
refe
renc
es fro
m
the
scen
ario
.
Pres
ents
idea
s in
re
spon
se t
o re
quirem
ents
th
at d
o no
t lin
k di
rect
ly t
o th
e st
imul
us
mat
eria
l;
prop
osal
s la
ck
just
ifica
tion
and
dem
onst
rate
a
limite
d un
ders
tand
ing
of
the
orga
nisa
tiona
l pu
rpos
e an
d st
ruct
ure.
Con
side
ratio
n of
th
e or
gani
satio
n pr
ofile
, pr
ojec
t ou
tline
and
w
orks
hop
requ
irem
ents
de
mon
stra
te a
ba
sic
unde
rsta
ndin
g of
pa
rts
of t
he
scen
ario
; tr
eatm
ent
likel
y to
be
desc
ript
ive
rath
er t
han
inte
rpre
tativ
e.
Pr
esen
ts id
eas
in
resp
onse
to
requ
irem
ents
, w
ith o
ccas
iona
l ge
nera
l lin
ks t
o th
e st
imul
us
mat
eria
l;
prop
osal
s ar
e no
t al
way
s ju
stifi
ed,
but
if pr
esen
t de
mon
stra
te a
ba
sic
unde
rsta
ndin
g of
is
olat
ed e
lem
ents
of
the
or
gani
satio
nal
purp
ose
and
stru
ctur
e.
Con
side
ratio
n of
th
e or
gani
satio
n pr
ofile
, pro
ject
ou
tlin
e an
d w
orks
hop
requ
irem
ents
de
mon
stra
te a
ba
sic
unde
rsta
ndin
g of
th
e sc
enar
io;
trea
tmen
t sh
ows
inte
rpre
tatio
n bu
t is
like
ly t
o be
de
scri
ptiv
e in
pl
aces
.
Pres
ents
idea
s in
re
spon
se to
requ
irem
ents
th
at g
ener
ally
lin
k to
the
st
imul
us
mat
eria
l, al
thou
gh t
he
linka
ge is
not
su
stai
ned
and/
or
cons
iste
nt;
prop
osal
s ar
e no
t al
way
s ju
stifi
ed,
but
whe
n pr
esen
t de
mon
stra
te a
ba
sic
unde
rsta
ndin
g of
th
e or
gani
satio
nal
purp
ose
and
stru
ctur
e.
Con
side
ratio
n of
th
e or
gani
satio
n pr
ofile
, pro
ject
ou
tlin
e an
d w
orks
hop
requ
irem
ents
de
mon
stra
te
unde
rsta
ndin
g of
th
e sc
enar
io;
trea
tmen
t ev
iden
ces
som
e an
alyt
ical
abi
litie
s th
roug
h m
etho
dica
l in
terp
reta
tion
of
requ
irem
ents
in
cont
ext.
Pres
ents
idea
s in
re
spon
se to
requ
irem
ents
that
ar
e lin
ked
to t
he
stim
ulus
mat
eria
l, al
thou
gh the
lin
kage
is n
ot
alw
ays
cons
iste
nt;
prop
osal
s ar
e ju
stifi
ed in
co
ntex
t,
dem
onst
ratin
g an
un
ders
tand
ing
of
the
orga
nisa
tiona
l pu
rpos
e an
d st
ruct
ure.
Ado
pts
an
anal
ytic
al
appr
oach
to
inte
rpre
ting
the
nece
ssar
y co
nsid
erat
ions
of
the
orga
nisa
tion
prof
ile, p
roje
ct
outlin
e an
d w
orks
hop
requ
irem
ents
w
hich
de
mon
stra
tes
unde
rsta
ndin
g of
th
e sc
enar
io.
Pr
esen
ts id
eas
in
resp
onse
to
requ
irem
ents
th
at a
re c
lear
ly
and
cons
iste
ntly
lin
ked
to t
he
stim
ulus
m
ater
ial;
pr
opos
als
are
just
ified
in
cont
ext,
de
mon
stra
ting
an
unde
rsta
ndin
g of
th
e or
gani
satio
nal
purp
ose
and
stru
ctur
e.
Ado
pts
a co
mpr
ehen
sive
, in
-dep
th a
naly
tica
l ap
proa
ch to
inte
rpre
ting
the
nece
ssar
y co
nsid
erat
ions
of
the
orga
nisa
tion
prof
ile, p
roje
ct
outlin
e an
d w
orks
hop
requ
irem
ents
w
hich
de
mon
stra
tes
a th
orou
gh
unde
rsta
ndin
g of
th
e sc
enar
io.
Pr
esen
ts id
eas
in
resp
onse
to
requ
irem
ents
that
ar
e cl
earl
y an
d co
nsis
tent
ly
linke
d to
the
st
imul
us
mat
eria
l;
prop
osal
s ar
e ju
stifi
ed in
co
ntex
t,
dem
onst
ratin
g a
thor
ough
un
ders
tand
ing
of
the
orga
nisa
tiona
l pu
rpos
e an
d st
ruct
ure.
10Pe
arso
n BT
EC L
evel
3 N
atio
nals
in P
erfo
rmin
g A
rts
– U
nit 7
– F
inal
Sam
ple
Ass
essm
ent M
ater
ials
–
Issu
e 1
– N
ovem
ber
2015
© P
ears
on E
duca
tion
Lim
ited
2015
12 Pearson BTEC Level 3 Nationals in Performing Arts – Unit 7 – Final Sample Assessment Materials Issue 2 – July 2017 © Pearson Education Limited 2015
Un
it 7
: Em
ploy
men
t O
ppor
tun
itie
s in
th
e P
erfo
rmin
g A
rts
- m
arki
ng
gri
d 1
Act
ivity
1:
Writt
en u
nder
stan
ding
of o
rgan
isat
ion
and
wor
ksho
p pr
opos
al
Leve
l 0
1
2
3
4
5
6
M
ark
0
1–
6
7–
12
1
3–
18
1
9–
24
2
5–
30
3
1–
36
No rewardable material.
Con
side
ratio
n of
th
e or
gani
satio
n pr
ofile
, pr
ojec
t ou
tline
and
w
orks
hop
requ
irem
ents
is
limite
d to
a few
su
perf
icia
l and
de
script
ive
refe
renc
es fro
m
the
scen
ario
.
Pres
ents
idea
s in
re
spon
se t
o re
quirem
ents
th
at d
o no
t lin
k di
rect
ly t
o th
e st
imul
us
mat
eria
l;
prop
osal
s la
ck
just
ifica
tion
and
dem
onst
rate
a
limite
d un
ders
tand
ing
of
the
orga
nisa
tiona
l pu
rpos
e an
d st
ruct
ure.
Con
side
ratio
n of
th
e or
gani
satio
n pr
ofile
, pr
ojec
t ou
tline
and
w
orks
hop
requ
irem
ents
de
mon
stra
te a
ba
sic
unde
rsta
ndin
g of
pa
rts
of t
he
scen
ario
; tr
eatm
ent
likel
y to
be
desc
ript
ive
rath
er t
han
inte
rpre
tativ
e.
Pr
esen
ts id
eas
in
resp
onse
to
requ
irem
ents
, w
ith o
ccas
iona
l ge
nera
l lin
ks t
o th
e st
imul
us
mat
eria
l;
prop
osal
s ar
e no
t al
way
s ju
stifi
ed,
but
if pr
esen
t de
mon
stra
te a
ba
sic
unde
rsta
ndin
g of
is
olat
ed e
lem
ents
of
the
or
gani
satio
nal
purp
ose
and
stru
ctur
e.
Con
side
ratio
n of
th
e or
gani
satio
n pr
ofile
, pro
ject
ou
tlin
e an
d w
orks
hop
requ
irem
ents
de
mon
stra
te a
ba
sic
unde
rsta
ndin
g of
th
e sc
enar
io;
trea
tmen
t sh
ows
inte
rpre
tatio
n bu
t is
like
ly t
o be
de
scri
ptiv
e in
pl
aces
.
Pres
ents
idea
s in
re
spon
se to
requ
irem
ents
th
at g
ener
ally
lin
k to
the
st
imul
us
mat
eria
l, al
thou
gh t
he
linka
ge is
not
su
stai
ned
and/
or
cons
iste
nt;
prop
osal
s ar
e no
t al
way
s ju
stifi
ed,
but
whe
n pr
esen
t de
mon
stra
te a
ba
sic
unde
rsta
ndin
g of
th
e or
gani
satio
nal
purp
ose
and
stru
ctur
e.
Con
side
ratio
n of
th
e or
gani
satio
n pr
ofile
, pro
ject
ou
tlin
e an
d w
orks
hop
requ
irem
ents
de
mon
stra
te
unde
rsta
ndin
g of
th
e sc
enar
io;
trea
tmen
t ev
iden
ces
som
e an
alyt
ical
abi
litie
s th
roug
h m
etho
dica
l in
terp
reta
tion
of
requ
irem
ents
in
cont
ext.
Pres
ents
idea
s in
re
spon
se to
requ
irem
ents
that
ar
e lin
ked
to t
he
stim
ulus
mat
eria
l, al
thou
gh the
lin
kage
is n
ot
alw
ays
cons
iste
nt;
prop
osal
s ar
e ju
stifi
ed in
co
ntex
t,
dem
onst
ratin
g an
un
ders
tand
ing
of
the
orga
nisa
tiona
l pu
rpos
e an
d st
ruct
ure.
Ado
pts
an
anal
ytic
al
appr
oach
to
inte
rpre
ting
the
nece
ssar
y co
nsid
erat
ions
of
the
orga
nisa
tion
prof
ile, p
roje
ct
outlin
e an
d w
orks
hop
requ
irem
ents
w
hich
de
mon
stra
tes
unde
rsta
ndin
g of
th
e sc
enar
io.
Pr
esen
ts id
eas
in
resp
onse
to
requ
irem
ents
th
at a
re c
lear
ly
and
cons
iste
ntly
lin
ked
to t
he
stim
ulus
m
ater
ial;
pr
opos
als
are
just
ified
in
cont
ext,
de
mon
stra
ting
an
unde
rsta
ndin
g of
th
e or
gani
satio
nal
purp
ose
and
stru
ctur
e.
Ado
pts
a co
mpr
ehen
sive
, in
-dep
th a
naly
tica
l ap
proa
ch to
inte
rpre
ting
the
nece
ssar
y co
nsid
erat
ions
of
the
orga
nisa
tion
prof
ile, p
roje
ct
outlin
e an
d w
orks
hop
requ
irem
ents
w
hich
de
mon
stra
tes
a th
orou
gh
unde
rsta
ndin
g of
th
e sc
enar
io.
Pr
esen
ts id
eas
in
resp
onse
to
requ
irem
ents
that
ar
e cl
earl
y an
d co
nsis
tent
ly
linke
d to
the
st
imul
us
mat
eria
l;
prop
osal
s ar
e ju
stifi
ed in
co
ntex
t,
dem
onst
ratin
g a
thor
ough
un
ders
tand
ing
of
the
orga
nisa
tiona
l pu
rpos
e an
d st
ruct
ure.
Un
it 7
: Em
ploy
men
t O
pp
ortu
nit
ies
in t
he
Per
form
ing
Art
s -
Mar
kin
g G
rid
1(C
onti
nu
ed)
Act
ivity
1:
Writt
en r
espo
nse:
ski
lls a
nd t
echn
ique
s pr
esen
ted
in p
ortf
olio
and
com
mun
icat
ion
Leve
l 0
1
2
3
4
5
6
M
ark
0
No rewardable material.
Res
pons
e at
tem
pts
to
artic
ulat
e ho
w
skill
s an
d ex
perien
ce a
re
rele
vant
to
the
idea
s pr
esen
ted,
bu
t pr
omot
iona
l in
tent
is li
mite
d;
unlik
ely
to
enga
ge t
he
pros
pect
ive
empl
oyer
.
Str
uctu
re o
f re
spon
se is
in
appr
opriat
e an
d co
mm
unic
ated
us
ing
limited
or
inac
cura
te
subj
ect-
spec
ific
term
inol
ogy.
Res
pons
e at
tem
pts
to
artic
ulat
e ho
w
skill
s an
d ex
perien
ce a
re
rele
vant
to
the
idea
s pr
esen
ted,
bu
t pr
omot
iona
l in
tent
is li
mite
d;
unlik
ely
to
enga
ge t
he
pros
pect
ive
empl
oyer
in
isol
ated
pla
ces.
Str
uctu
re o
f re
spon
se is
si
mpl
istic
and
co
mm
unic
ated
us
ing
basi
c an
d pa
rtia
lly a
ccur
ate
subj
ect-
spec
ific
term
inol
ogy.
Res
pons
e at
tem
pts
to
artic
ulat
e ho
w
skill
s an
d ex
perien
ce a
re
rele
vant
to
the
idea
s pr
esen
ted,
an
d th
ere
is
evid
ence
of
prom
otio
nal
inte
nt;
likel
y to
en
gage
the
pr
ospe
ctiv
e em
ploy
er.
Str
uctu
re o
f re
spon
se is
ad
equa
te a
nd is
co
mm
unic
ated
us
ing
appr
opriat
e an
d ge
nera
lly
accu
rate
sub
ject
-sp
ecifi
c te
rmin
olog
y.
Res
pons
e ar
ticul
ates
how
sk
ills
and
expe
rien
ce a
re
rele
vant
to
the
idea
s pr
esen
ted,
de
mon
stra
ting
pr
omot
iona
l in
tent
; lik
ely
to
enga
ge t
he
pros
pect
ive
empl
oyer
.
Str
uctu
re o
f re
spon
se is
co
hesi
ve a
nd
com
mun
icat
ed
thro
ugh
conf
iden
t an
d ac
cura
te u
se
of s
ubje
ct-
spec
ific
term
inol
ogy.
.
Res
pons
e ar
ticul
ates
how
sk
ills
and
expe
rien
ce a
re
rele
vant
to
the
idea
s pr
esen
ted,
de
mon
stra
ting
cl
ear
prom
otio
nal
inte
nt;
likel
y to
en
gage
the
pr
ospe
ctiv
e em
ploy
er.
Str
uctu
re o
f re
spon
se is
ef
fect
ive
and
com
mun
icat
ed
thro
ugh
assu
red
and
conc
ise
use
of s
ubje
ct-
spec
ific
term
inol
ogy.
Res
pons
e co
nfid
ently
ar
ticul
ates
how
sk
ills
and
expe
rien
ce a
re
entir
ely
rele
vant
to
the
idea
s pr
esen
ted,
de
mon
stra
ting
cl
ear,
effec
tive
an
d pe
rsua
sive
pr
omot
iona
l in
tent
; lik
ely
to
fully
eng
age
the
pros
pect
ive
empl
oyer
.
Str
uctu
re o
f re
spon
se is
so
phis
ticat
ed a
nd
com
mun
icat
ed
thro
ugh
acco
mpl
ishe
d an
d co
mpr
ehen
sive
us
e of
sub
ject
-sp
ecifi
c te
rmin
olog
y.
11Pe
arso
n BT
EC L
evel
3 N
atio
nals
in P
erfo
rmin
g A
rts
– U
nit 7
– F
inal
Sam
ple
Ass
essm
ent M
ater
ials
–
Issu
e 1
– N
ovem
ber
2015
© P
ears
on E
duca
tion
Lim
ited
2015
13Pearson BTEC Level 3 Nationals in Performing Arts – Unit 7 – Final Sample Assessment Materials Issue 2 – July 2017 © Pearson Education Limited 2015
U
nit
7:
Empl
oym
ent
Opp
ortu
nit
ies
in t
he
Per
form
ing
Art
s -
Mar
kin
g G
rid
2
Act
ivity
2:
Dig
ital p
rom
otio
nal p
ortf
olio
Le
vel
0
1
2
3
4
Mar
k 0
1
–6
7
–1
2
13
–1
8
19
–2
4
No rewardable material.
Th
e po
rtfo
lio p
rese
nted
ev
iden
ces
limite
d re
leva
nce
to
the
orga
nisa
tion
prof
ile,
proj
ect
outli
ne a
nd w
orks
hop
requ
irem
ents
.
Port
folio
mat
eria
ls a
re
gene
ric,
dem
onst
ratin
g a
limite
d un
ders
tand
ing
of
prin
cipl
es r
elev
ant
to s
how
ing
prom
otio
nal i
nten
t (s
elec
tivity
an
d/or
ref
inem
ent)
.
Port
folio
evi
denc
e is
like
ly t
o ha
ve li
mite
d co
nsis
tenc
y w
ith
idea
s ex
pres
sed
in t
he w
ritt
en
resp
onse
.
The
mes
sage
con
veye
d th
roug
h th
e po
rtfo
lio is
un
conv
inci
ng.
Th
e po
rtfo
lio p
rese
nted
ev
iden
ces
adeq
uate
rel
evan
ce
to t
he o
rgan
isat
ion
prof
ile,
proj
ect
outli
ne a
nd w
orks
hop
requ
irem
ents
Port
folio
mat
eria
ls
dem
onst
rate
an
adeq
uate
un
ders
tand
ing
of p
rinc
iple
s re
leva
nt t
o sh
owin
g pr
omot
iona
l int
ent;
may
ev
iden
ce s
elec
tivity
and
/or
refin
emen
t. P
ortf
olio
is
gene
rally
con
sist
ent
with
the
id
eas
expr
esse
d in
the
writt
en
resp
onse
, al
thou
gh m
ay
cont
ain
som
e la
pses
.
Port
folio
is g
ener
ally
co
nsis
tent
with
the
idea
s ex
pres
sed
in t
he w
ritt
en
resp
onse
, al
thou
gh m
ay
cont
ain
som
e la
pses
.
The
mes
sage
con
veye
d th
roug
h th
e po
rtfo
lio is
ge
nera
lly s
ound
but
mig
ht
lack
per
suas
iven
ess
in p
lace
s.
Th
e po
rtfo
lio p
rese
nted
ev
iden
ces
thor
ough
rel
evan
ce
to t
he o
rgan
isat
ion
prof
ile,
proj
ect
outli
ne a
nd w
orks
hop
requ
irem
ents
.
Port
folio
mat
eria
ls
dem
onst
rate
an
effe
ctiv
e un
ders
tand
ing
of p
rinc
iple
s re
leva
nt t
o sh
owin
g pr
omot
iona
l int
ent;
evi
denc
es
anal
ytic
al a
bilit
y th
roug
h se
lect
ed a
nd/o
r re
fined
ex
ampl
es.
P
ortf
olio
is c
onsi
sten
t w
ith
the
idea
s ex
pres
sed
in t
he
writt
en r
espo
nse;
any
laps
es
are
min
or.
Th
e m
essa
ge c
onve
yed
thro
ugh
the
port
folio
is
conf
iden
t, p
ortf
olio
sho
ws
elem
ents
of so
phis
ticat
ion.
Th
e po
rtfo
lio p
rese
nted
ev
iden
ces
insi
ghtf
ul,
sust
aine
d re
leva
nce
to t
he o
rgan
isat
ion
prof
ile,
proj
ect
outli
ne a
nd
wor
ksho
p re
quirem
ents
.
Port
folio
mat
eria
ls d
emon
stra
te
a th
orou
gh u
nder
stan
ding
of
prin
cipl
es r
elev
ant
to s
how
ing
prom
otio
nal i
nten
t an
d ho
w
best
to
real
ise
thos
e in
tent
ions
; ev
iden
ces
criti
cal
anal
ytic
al a
bilit
y th
roug
h se
lect
ed, re
fined
exa
mpl
es.
P
ortf
olio
is e
ntirel
y co
nsis
tent
w
ith t
he id
eas
expr
esse
d in
the
w
ritt
en r
espo
nse.
The
mes
sage
is c
onfid
ent,
in
sigh
tful
and
per
suas
ive,
co
nvey
ed t
hrou
gh a
n ac
com
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© P
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14 Pearson BTEC Level 3 Nationals in Performing Arts – Unit 7 – Final Sample Assessment Materials Issue 2 – July 2017 © Pearson Education Limited 2015
15Pearson BTEC Level 3 Nationals in Performing Arts – Unit 7 – Final Sample Assessment Materials Issue 2 – July 2017 © Pearson Education Limited 2015
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