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SAMPLE Internal Synoptic Project Level 1/2 Technical Award in Performance Skills

(603/2960/9)

VERSION 1 l FEBRUARY I 2018

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Introduction

Welcome to the Internal Synoptic Project. The internal synoptic project is a formal assessment that the

learner will be graded on. The grade achieved for the internal assessment will contribute 60% towards the

overall qualification final grade and therefore it is important that the learner produces work to the highest

standard they can. This synoptic assessment has been designed to tests the learner’s ability to respond

to a ‘real life’ situation. This will enable the learner to demonstrate the connection and coherence between

different elements of the qualification.

What is Synoptic Assessment?

Synoptic assessment is an important part of a high-quality vocational qualification because it shows that

learners have achieved a holistic understanding of the sector and that they can make effective

connections between different aspects they have studied. The Department for Education (DfE) has

consulted with Awarding Organisations and agreed the following definition for synoptic assessment:

“A form of assessment which requires a candidate to demonstrate that s/he can identify and use

effectively in an integrated way an appropriate selection of skills, techniques, concepts, theories,

and knowledge from across the whole vocational area, which are relevant to a key task.”

Synoptic assessment enables learners to show that they can transfer knowledge and skills learnt in one

context to resolve problems raised in another. To support the development of a synoptic approach, the

qualification encourages learners to make links between elements of the course and to demonstrate how

they have integrated and applied their increasing knowledge and skills from the beginning.

As learners progress through the course, they use and build upon knowledge and skills learnt across

units. The internal synoptic project will test the learners’ ability to respond to a real-life situation.

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Contents

Information for learners ......................................................................................................................... 4

Introduction ........................................................................................................................................... 4

Guidance for Learners .......................................................................................................................... 5

Sample Internal Synoptic Project .......................................................................................................... 6

Information for Teachers/Assessors................................................................................................... 14

Introduction ......................................................................................................................................... 14

Guidance on Task Taking ................................................................................................................... 14

Differentiating between Teaching and Learning .................................................................................. 16

Conditions for Supervised Assessment ............................................................................................... 17

Guidance on Grading of Learner Evidence ......................................................................................... 20

Grade Descriptors (Mark Scheme) ...................................................................................................... 21

External Quality Assurance ................................................................................................................. 28

NCFE iObserve ................................................................................................................................... 29

Documentation ..................................................................................................................................... 30

Declaration of Authenticity .................................................................................................................. 30

Record of Learner Observation ........................................................................................................... 31

Assessor Feedback to Learner ........................................................................................................... 32

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Information for learners

Introduction

The Internal Synoptic Project will focus on bringing together the selection and application of knowledge

and understanding from across the full qualification by responding to an externally set project brief. This

project has been designed to test your ability to respond to a ‘real life’ situation.

This project brief is made up of five tasks, each relating to an Assessment Objective (AO). Each task will

be formally graded against a mark scheme and will be worth a percentage weighting that will count towards

your overall grade for the internal synoptic project. Below are the AO’s for each task including the

weightings.

Project Brief

You have been asked to …

Task 1 (AO1 – Recall knowledge and show understanding)

The emphasis here is for learners to recall and communicate

the fundamental elements of knowledge and understanding.

10%

Task 5 (AO5 – Manage and evaluate

the project)

The emphasis here is for learners to

develop the necessary skills of

forethought, time management,

self-reliance and self-reflection.

10%

Task 2 (AO2 – Apply knowledge and understanding)

The emphasis here is for learners to apply their knowledge

and understanding to real-world contexts and novel situations,

including finding creative solutions.

15%

Task 3 (AO3 Analyse and evaluate knowledge and

understanding)

The emphasis here is for learners to develop analytical

thinking skills to make reasoned judgements and reach

conclusions.

20%

Task 4 (AO4 – Demonstrate and apply technical skills and

processes)

The emphasis here is for learners to demonstrate the essential

technical skills relevant to the vocational sector, by applying

the appropriate processes, tools and techniques

45%

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Guidance for Learners

Plagiarism

Plagiarism is taken to mean “The reproduction or appropriation of someone else's work without proper

attribution; passing off as one's own the work of someone else.” (Plagiarism.org – Best Practices for

Ensuring Originality in Written Work, 2016)

Examples of plagiarism are likely to be (although not limited to) circumstances where learners have:

not acknowledged the actual source of their information

copied word for word from a printed or online source

closely paraphrased the original text with a slight wording change

used someone else’s ideas and conclusions.

Referencing of sources is an important skill for learners to develop and is essential for the integrity of the

qualification. You will be guided by your teacher on how to avoid plagiarism, including the most

appropriate recognised method for acknowledging sources at the point of use, eg referencing by

including citations or identifying quotations and generating a bibliography.

Timings

You will complete this internal synoptic project by the assessment deadline, the dates of which will be

prescribed by NCFE. You must only complete the internal synoptic project when you have been taught all

of the content from both Unit 01 and Unit 02.

This internal synoptic project for the Level 1/2 Technical Award in Performance Skills is recommended to

be completed in approximately 21 hours. The internal synoptic project tasks should be completed within

this suggested time limit.

Evidence

You must ensure that all evidence is clearly labelled with your name, learner number and task so that

your teacher is able to mark it and NCFE are able to moderate it. All electronic evidence must be saved

and submitted in a suitable file format. You can use the Qualification Specific Document found on our

website for further information www.ncfe.org.uk.

http://www.plagiarism.org/

http://www.ncfe.org.uk/

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Sample Internal Synoptic Project

Level 1/2 Technical Award in Performance Skills (603/2960/9)

Unit 02 Planning and Performing

Internal Synoptic Project

Sample To be given to learners on or after 17 December 2018. Learner instructions

This internal synoptic project consists of a project brief and five tasks.

Read the brief and each task carefully before you start the work.

Answer all parts of each task.

You must clearly identify all of the work you produce during the supervised time.

You must hand in all of your work to the supervisor at the end of each timed session. Learner information

This internal synoptic project will assess your knowledge and understanding from across both Unit 01 and Unit 02.

The suggested completion time for this internal synoptic project is 21 hours.

All of the work you submit must be your own. Please complete the details below clearly and in BLOCK CAPITALS.

Learner name

Centre name

Learner number

Centre number

Learner signature

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Project Brief

You are required to plan and realise a live performance event to demonstrate your abilities in undertaking pre-production, solo performance and ensemble performance roles. The theme of the live performance event is ‘Home’. You must: Plan and undertake a solo performance as part of the event. Your role may be as: • Actor • Singer • Dancer • Musician • Musical Theatre Performer This performance may include live or recorded accompaniment. Plan and undertake a performance playing a significant role as part of an ensemble as part of the live performance event. Your role may be as: • Actor • Singer • Dancer • Musician • Musical Theatre Performer This performance may be for example as a member of a duet, trio or larger ensemble. Each performance must be between 2 and 5 minutes in length. Carry out at least one pre-production role. Pre-Production roles may include: • set designer • choreographer • lighting designer • sound designer • costume designer • composer • script writer • director Your work in each role should demonstrate your ability to plan, work with others and develop the live performance event. You may perform in more than one discipline. The performances must be given to an audience (6 people or more) during the live performance event.

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Learner Log

As you work through tasks 1 — 4 you must keep a learner log to record your approach to each task, including:

how you prepared what resources you used how you managed your time.

The learner log will be assessed as part of your overall management and evaluation of the project

in Task 5.

Types of evidence

As you work through this internal synoptic project, you will generate evidence in response to the tasks. Below is a list of suggested types of evidence that you could include:

written/word-processed documents

presentations

diagrams

annotated evidence

posters

leaflets

video/audio evidence

witness statements (as supporting evidence)

learner observation records.

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Task 1

Attempt all parts of the task.

Remember to complete your learner log as you work through the task.

As a performer preparing for a live performance event you have a range of responsibilities. You also need to understand the contribution of pre-production roles in developing a live performance event. 1 (a) Explain the responsibilities and skills required of a performer before and during

a live performance event.

1 (b) Describe pre-production roles which are associated with a performance and how they may contribute to the development of a live performance event.

Evidence You must provide:

responses to 1(a) and 1(b).

AO1 Recall knowledge and show understanding.

Learning Objective

This task draws on knowledge and understanding from:

Unit 1 – LO1

Unit 1 – LO4

Unit 2 – LO1.

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Task 2



Pitching the details of a live performance event to potential backers is an important skill in the performance industry.

2 Create and deliver a pitch for your ‘Home’ themed solo and ensemble performances.

In your pitch you should:

2 (a) Explain the material you have selected to perform with consideration of stylistic approaches and the intended audience.

2 (b) Explain the performance space that you have selected for the live performance

event with consideration of accessibility and audience capacity. 2 (c) Explain the solo performance, ensemble performance and pre-production roles that

you plan to undertake.

The pitch should be video recorded and last no more than 5 minutes.

2 (d) Demonstrate the following planning documents for the production:

stage plan

technical specifications

2 (e) Create one item of promotional material that you have planned for the live

performance event.


a recording of your pitch (2 (a), 2(b), 2(c))

stage plan 2(d)

technical specifications 2(d)

promotional material 2(e).

AO2 Apply knowledge and understanding.

Learning Objective


Unit 1 – LO1

Unit 2 – LO1

Unit 2 – LO2

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Task 3



Development of skills in your performance and pre-production roles is vital to the success of the live performance event. 3 (a) Analyse your performance skills with reference to the material that you intend to

perform. You should produce:

a skills assessment

an action plan.

3 (b) Use your action plan to develop material in rehearsal as a performer.

During rehearsals you should consider:

genre and style

the work of other performers

application of creative considerations (eg interpretation, improvisation)

application of interpersonal, professional and communication skills.

3 (c) Through the use of a risk assessment, evaluate your working practices before,

during and after rehearsals to define hazards, warm up and cool down exercises.

3 (d) Undertake at least one pre-production role to develop the production.

You should evaluate your creative and developmental input in this role.

You should provide video evidence of key rehearsal milestones and pre-production activities. A maximum of 10 minutes of video should be submitted.


your skills assessment 3(a)

your action plan 3(a)

your risk assessment 3(c)

your evidence for 3(c) and 3(d)

video evidence of milestone achievement during rehearsals and pre-production activities (maximum of 10 minutes of video).

AO3 Analyse and evaluate knowledge and understanding.

Learning Objective


Unit 1 – LO4

Unit 1 – LO5

Unit 2 – LO3

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Task 4



4(a) Carry out a solo performance to a live audience.

4(b) Carry out a performance as part of an ensemble to a live audience.

Each performance should be between 2 and 5 minutes in length. Your

performances should demonstrate your:

technical skills

communicative skills

expressive skills

creative performance skills

ability to work safely.


video evidence of your performances.

AO4 Demonstrate and apply technical skills and processes

Learning Objective


Unit 1 – LO1

Unit 2 – LO4

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Task 5


5 For your own personal development it is important to be able to evaluate your

own performance. Using your completed learner log from tasks 1 – 4, carry out an evaluation of the

project. In your evaluation you should discuss:

what went well and why

what didn’t go well and why

what changes you would make and how these changes would improve the outcome of the project if you were to do the project again.

You should make reference to the learner log where appropriate.


your competed learner log

your evaluation of the project.

AO5 Manage and evaluate the project.

Learning Objective

This task does not relate to a specific LO, but draws on your approach to the

project as a whole.

This is the end of the internal synoptic project.

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Information for Teachers/Assessors

Introduction This guidance aims to offer support and information on how to administer the internal synoptic project

assessment for all Level 1/2 Technical Awards.

The points in the guidance will provide you with information on:

Guidance on task taking

Differentiating between teaching and learning

The conditions for supervised assessment

When and how to provide appropriate feedback

Grading of learner evidence

The documentation requirements

The External Quality Assurance process.

Remember: Assessment must evidence a learner’s own knowledge, understanding and skills within their

chosen subject. Evidence must be gathered through effective and reliable internal assessments and this

guidance document is designed to support Teachers of the qualification in doing so, to ensure the integrity

of all internal assessments. The learner should not undertake the Internal Synoptic Project assessment

until ‘all teaching content’ has been delivered from Unit 01 and Unit 02. This is to ensure learners are in

a position to complete the synoptic project successfully.

Guidance on Task Taking Timings and Planning

The assessment must not take place until the Teaching and Learning of all content from Units 01 and 02

has been delivered to the learners.

The internal synoptic project for the Level 1/2 Technical Award in Performance Skills is recommended to

be completed in approximately 21 hours. The internal synoptic project tasks should be completed within

this suggested time limit. Centres can administer the time as they find suitable for the learner whilst

ensuring that the supervised conditions are met.

Resources

Learners must have access to the appropriate resources required to complete the internal synoptic project.

These include the following:

Research materials and internet resources

Audio and video recording and playback devices

Suitable environments for pre-production meetings, rehearsals and performance to take place

Technical equipment as required. For example, lighting, sound, staging, costumes and props

Learner Log.

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This list is not exhaustive and you must make reference to the Qualification Specific Information Document

(QSID) available on our website at www.ncfe.org.uk

Health and safety

All learners must be informed and aware of any relevant health and safety considerations that need to be

made to ensure they carry out their work in a safe manner.

Learners must be supervised at all times to ensure health and safety practices are observed. Where

learners are seen to be working in an unsafe manner, at the discretion of the teacher, the learner may be

removed from the assessment and the remaining time rescheduled.

Observation

Where an observation of learner performance is required, NCFE have provided an observation report. This

is to be completed at the time of observation taking place. The observation report must capture what the

learner has done to meet the assessment objectives. This must be signed by both the teacher and the

learner directly after the observation has taken place alongside immediate feedback.

Learners must be made aware in advance of when they will be observed on an agreed time and date set

and the observation carried out in accordance with the supervised conditions for internal assessment.

Submitting evidence

Any evidence submitted for internal assessment must be completed during scheduled assessment hours

in accordance with the scheme of work, and must be authenticated and attributable to the learner. In

practice, this means that all of the synoptic internal project can be completed in normal class time within

scheduled assessment hours but must be kept separate from any teaching and learning hours.

The learners will be provided with examples of types of evidence that they are to submit. For further

information regarding these evidence types and what electronic evidence is allowed for this qualification,

please refer to the Qualification Specific Information Document (QSID) found on our website;

www.ncfe.org.uk.

Learners are allowed to rework any evidence that they have produced for this internal synoptic project but

only during the timed supervised sessions. This rework must not be as a result of tutor feedback, but that

the learner has identified alone areas for improvement. Once the evidence has been submitted for

assessment, no further amendments to the evidence can be made until after the External Quality

Assurance (EQA) visit. Once the EQA process has been completed, learners will have the opportunity for

a final re-submission.

Authentication of candidate work

Learners are required to sign declarations of authenticity, as is the teacher/assessor. The relevant form is

included in this assignment pack. This is to ensure authenticity and to prevent potential malpractice and

maladministration. Learners must be made aware of the importance of this declaration and the impact this

could have on their overall grade, if the evidence was found not to be that of the learners.



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Any evidence created by learners as part of this synoptic project must be securely stored at all times.

Where evidence is completed across multiple timed sessions, all evidence must be collected in after each

session and stored securely to ensure learners and others do not have access to this.

Accessibility and fairness

To promote accessibility and fairness for all learners and to ensure diversity and equality, we expect

centres to be aware of and meet the requirements of relevant NCFE Policies and government legislation.

You must ensure that:

All of your processes concerned with assessment are carried out in a fair and objective manner

You continue to adhere to current equal opportunities legislation

You continue to operate an effective diversity and equality policy, with which learners are familiar

and which applies to all learners using our products and services

You continue to operate an effective appeals procedure, with which learners are familiar and which

applies to all learners using our products and services.

To promote accessibility, a learner may request a reasonable adjustment. Reasonable adjustments are

approved or set in place before the assessment activity takes place; they constitute an arrangement to

give the learner access to the assessment activity. A reasonable adjustment is any action that helps to

reduce the effect of a disability or difficulty that places the learner at a substantial disadvantage in the

assessment situation, without having an effect on the integrity of what is being assessed. Where a learner

may wish to request a reasonable adjustment and/or a special consideration, you should refer to the

guidance documents. For this and all of our policies please go to www.ncfe.org.uk.

Differentiating between Teaching and Learning

Teaching and learning and your role as a Teacher

Teaching and learning occurs in experiences both inside and outside the classroom where learner

skills, knowledge and understanding are developed.

Support materials to aid learning can be provided.

Instructions on completing tasks can be given to learners.

Intervention by teachers to ensure learning is appropriate.

Informal assessment can be used to assess and track progress.

Feedback and guidance on how to improve work can be given.

The role of the Teacher is to deliver the course material in line with the qualification specification, through

teaching and learning, to develop the learners understanding, knowledge and skills. Remember, work

created by the learners as part of teaching and learning or for use as formative assessment by the Teacher,

cannot be used as evidence in an assessment.


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Assessment and your role as an Assessor

Assessment is carried out in a controlled environment under the supervision of a Assessor (usually

the Teacher)

No guidance on how to meet the tasks, assessment objectives and grading descriptors from the

Assessor is allowed.

Group work and how learners interact with each other is clearly defined.

Steps to prevent plagiarism are taken.

Templates and other scaffolding techniques may not be provided to learners.

No work completed during teaching and learning is allowed to be submitted as part of the

assessment.

Specific, detailed feedback (see page 18) on how to improve may not be provided to learners.

Assessments must not be completed by learners at home.

The role of an Assessor is to administer the internal assessment, assess the learner evidence produced

against the learning outcomes and assessment criteria/points and to provide feedback to the learner

regarding their achievement.

It is always worth reminding your learners of your varying roles as a Teacher and an Assessor, so they

know what to expect during both teaching and learning and assessment.

Conditions for Supervised Assessment The internal synoptic project must be administered in line with the conditions for supervised assessment,

these are highlighted below to include the following:

How the delivery of an assessment must look

Feedback during the assessment

Feedback after the assessment.

Further guidance on how to administer the internal synoptic project and on providing feedback during

teaching and learning and each stage of the assessment can be found on our website in the document

Internal assessment writing and delivery: Guide for centres.

How the delivery of an assessment must look

At the start of the internal assessment Assessors should:

Provide the learner with information regarding the time available for the internal assessment

task/brief, to include the submission deadline.

Make the learner aware that you are now the Assessor and not the Teacher.

Make the learner aware that you can no longer provide guidance and support including feedback,

on what to do in order to complete and achieve this assessment.

Make the learner aware that the task/brief they will be completing is an assessed piece of work

that will go towards their qualification and final grade.

Ensure that each learner is aware of the assessment objectives that are being met. These should

be available to the learner throughout the assessment.

https://www.ncfe.org.uk/media/828460/internal-assessment-writing-and-delivery-guidance.pdf

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Brief the learners on plagiarism and explain that it must be their own work or clearly referenced if

sourced research material is used.

Explain to the learner when and who will mark/assess their work and when they will receive

feedback*.

Provide the learner with information regarding the IQA and EQA processes.

Raise the centre appeals procedure with the learners and make sure they are aware of this in

the event that they disagree with your mark.

The Assessor must ensure that all the conditions for supervised assessment are met.

During the administration of the internal assessment:

All work must be completed within supervised timetabled sessions

Work must not be carried out at home

All work must be locked away securely and learners must not be allowed access to their work

outside of the timetabled sessions

Specific, detailed feedback must not be provided to learners.

*Usually, the Teacher and the Assessor is the same person, it is really important to ensure your learners

are aware of this and the difference in roles.

Feedback during the assessment

Once the learner begins working on the internal assessment, the Teacher/assessor must not provide any

specific feedback on the evidence produced by the learner before it is submitted for assessment, or confirm

achievement of specific Assessment Objectives/Tasks until the work has been assessed.

Learners must demonstrate themselves that they can provide evidence for the assessment brief

independently, using their knowledge, skills and understanding gained through the teaching and learning

of the unit delivery.

We understand it is important to continue giving general feedback and support during assessment, which

could include:

confirmation of which assessment objective the synoptic project brief is targeting

referring the learners to the assessment objective and grade descriptor to keep them on track

clarification of what the assignment brief requirements are

general feedback on timekeeping, attendance and punctuality, attitudes and behaviours.

However it is not appropriate for Teachers/assessors to:

coach learners in how to produce the evidence or what evidence to produce (unless the brief

specifically states what the evidence should be)

give them a specific list of actions they need to take in order to meet the assessment criteria/points

and learning outcomes, or to achieve a particular grade.

Remember: the Assessor must not provide feedback or guidance on how to improve the evidence to

achieve higher grades at this point; this will happen when the learners are given feedback after their work

has been assessed. Feedback will not coach the learner.

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All work must be completed independently by the learner and must not be a product of Teacher guided

feedback.

Feedback after the assessment

Giving feedback following assessment must include feedback on improvement and progression and not coaching to achieve a specific grade. Feedback should be clear and constructive stating the tasks/assessment objectives the learner has achieved or not achieved.

Provide justification and explanation of the assessment decisions that have been made, make reference to the assessment objectives and where appropriate the grading descriptors. It is also good practice to give general feedback on timekeeping, attendance and punctuality, attitudes and behaviours.

Remember: Teachers must not give explicit instructions or step by step guidance on how to improve a grade.

You should:

focus on what the learner has done well and why

encourage the learner to work out how to apply successful techniques elsewhere

make all comments general so that the learner can apply them to new situations

encourage self-regulation and criticism (eg ‘you know the key features of making an evaluation, check whether these are included in your own work’)

reference learning points (eg ‘your answer might be better if you included strategies we discussed earlier in Unit 1)

limit your comments to 1 or 2 key areas

always refer to the Assessment Objective and or Task

provide justification for your decision

always record feedback given to individual learners.

You must not:

provide templates or model answers

give feedback on specific elements of tasks

give specific feedback on how to achieve a higher grade

list negative points for correction.

Remember: if a learner has not yet achieved a specific Task and Assessment Objective you must submit this grade as the learners first attempt and discuss with them any resubmission opportunities. Learners are allowed two attempts at the synoptic internal assessment.

For further guidance on evidence submission and the internal and external quality assurance processes, please refer to the guidance on our website www.ncfe.org.uk

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Guidance on Grading of Learner Evidence

It is reasonable to establish a consistent approach to the way in which learners’ work is graded so that

learners feel valued and have a clear understanding of how well they are doing, and what the next steps

are in their learning. The colour of the pen does not matter so long as it is in contrast to the pupil’s writing.

The internal synoptic project assesses learner’s knowledge from across 100% of the qualifications content.

Each task is graded against an Assessment Objective (AO). Each task will stipulate which AO it will be

graded against. For example, Task 1 will be graded against AO1. For each AO there are contextualised

grade descriptors for each grade and these demonstrate the level and standard of evidence to be

submitted by the learner to achieve that grade and supports the assessment decisions for that task. Please

refer to the qualification specification for guidance on calculating the overall synoptic project grade.

When making assessment decisions and awarding a grade these must be recorded and reported to

learners. The assessor must ensure:

they clearly identify and record the grade awarded per Task/AO using the grade descriptors

indicate and record which Tasks/AO’s have been achieved and the evidence that has attributed

to this

indicate which Tasks/AO’s have not been achieved where applicable

they provide formal feedback** to learners.

Learners can submit tasks one at a time or altogether. The Assessor can grade the tasks separately if they are submitted task by task or grade the learners’ work once they have collected all tasks together (all AOs) for the internal synoptic project. Once the work has been assessed, graded and internally quality assured, the grade should be submitted

to NCFE. This will be classed as the first submission. The submitted grade for the unit of the qualification

will trigger your first external quality assurance visit. It is recommended that you schedule your visit in

plenty of time to ensure you get the date you require.

Please refer to the External Quality Assurance section for guidance on first and second submissions.

** For information on how and when to provide appropriate feedback please see the conditions for

supervised assessment.

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Grade Descriptors (Mark Scheme)

Grade descriptors have been written for each AO. Assessors must make a judgement on the evidence

produced by the learner to determine the grading decision for the internal synoptic project. The grade

descriptors have been designed to award a learner’s response holistically and should follow a best-fit

approach. The weighting for each AO is detailed on page 4 of this document.

AO1 Recall knowledge and show understanding

Grade Grade Descriptors

L2D Learner has shown thorough understanding of selected knowledge.

Roles and responsibilities of the performer have been explained thoroughly, with content that is accurate and highly detailed.

Pre-production roles and the way they contribute to a live performance event have been described thoroughly.

L2M Learner has shown sound understanding of selected knowledge.

Roles and responsibilities of the performer have been explained soundly, with content that is mostly accurate and detailed.

All other roles and the way they contribute to a live performance event have been described soundly.

L2P Learner has shown reasonable understanding of selected knowledge.

Roles and responsibilities of the performer have been explained satisfactorily, with content that is reasonably accurate and reasonably detailed.

Pre-production roles and the way they contribute to a live performance event have been described satisfactorily.

L1D Learner has shown some understanding of selected knowledge.

Roles and responsibilities of the performer have been explained sufficiently, with content that has some accuracy and some detail.

Pre-production roles and the way they contribute to a live performance event have been described sufficiently.

L1M Learner has shown limited understanding of selected knowledge.

Roles and responsibilities of the performer have been explained briefly, with content that has limited accuracy, with limited detail.

Pre-production roles and the way they contribute to a live performance event have been described in limited detail.

L1P Learner has shown very limited understanding of selected knowledge.

Roles and responsibilities of the performer have been explained very briefly, with content that has very limited accuracy and very limited detail.

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Pre-production roles and the way they contribute to a live performance event have been described in very limited detail.

NYA Insufficient evidence for a grade to be awarded.

AO2 Apply knowledge and understanding


L2D Learner has applied knowledge and understanding in a well-thought out and comprehensive way.

The pitch is highly effective.

The application of stylistic considerations have been applied and explained thoroughly.

The performance space selected has been explained thoroughly taking in to account accessibility and capacity.

The performance role and pre-production roles are explained accurately. The stage plan is highly detailed. The technical specification is highly detailed. The promotional material is completely appropriate.

L2M Learner has applied knowledge and understanding in an effective and relevant way

The pitch is effective.

The application of stylistic considerations have been applied and explained soundly.

The performance space selected has been explained soundly taking in to account accessibility and capacity.

The performance role and pre-production roles are explained mostly accurately.

The stage plan is detailed. The technical specification is detailed. The promotional material is appropriate.

L2P Learner has applied knowledge and understanding in an appropriate and mostly relevant way.

The pitch is reasonably effective.

The application of stylistic considerations have been applied and explained satisfactorily.

The performance space selected has been explained satisfactorily taking in to account accessibility and capacity.

The performance role and pre-production roles are explained reasonably accurately.

The stage plan is reasonably detailed. The technical specification is reasonably detailed. The promotional material is mostly appropriate.

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L1D Learner has applied knowledge and understanding in a mostly appropriate and partially relevant way.

The pitch has some effectiveness.

The application of stylistic considerations have been applied and explained sufficiently.

The performance space selected has been explained sufficiently taking in to account accessibility and capacity.

The performance role and pre-production roles are explained with some accuracy.

The stage plan is in some detail. The technical specification is in some detail. The promotional material is somewhat appropriate.

L1M Learner has applied knowledge and understanding in a limited way.

The pitch has limited effectiveness.

The application of stylistic considerations have been applied and explained briefly.

The performance space selected has been explained briefly taking in to account accessibility and capacity.

The performance role and pre-production roles are explained with limited accuracy.

The stage plan has limited detail. The technical specification has limited detail. The promotional material has limited appropriateness.

L1P Learner has applied knowledge and understanding in a very limited way.

The pitch has very limited effectiveness.

The application of stylistic considerations have been applied and explained very briefly.

The performance space selected has been explained very briefly taking in to account accessibility and capacity.

The performance role and pre-production roles are explained with very limited accuracy.

The stage plan has very limited detail. The technical specification has very limited detail.

The promotional material has very limited appropriateness.


AO3 Analyse and evaluate knowledge and understanding


L2D Learner has analysed and evaluated knowledge and understanding in an insightful and accurate way.

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A highly detailed and realistic skills assessment

A completely appropriate and highly detailed action plan, clearly identifying what is to be done and how (specific skills, techniques, exercises)

The action plan is updated and amended in the light of experience in perceptive and appropriate ways

The risk assessment is accurate and highly detailed

The evaluation of is accurate and highly detailed

Video evidence of milestone achievements is highly appropriate and very well selected to show how the action points have been addressed and achieved.

L2M Learner has analysed and evaluated knowledge, theories, and concepts in an effective and accurate way.

A detailed and realistic skills assessment

An appropriate and detailed action plan, which is mostly clear in identifying what is to be done and how (specific skills, techniques, exercises)

The action plan is updated and amended in the light of experience in appropriate ways

The risk assessment is accurate and detailed

The evaluation of is accurate and detailed

Video evidence of milestone achievements is appropriate and well selected to show how the action points have been addressed and achieved.

L2P Learner has analysed and evaluated knowledge, theories, and concepts in a purposeful and relevant way.

A reasonably detailed and realistic skills assessment

A mostly appropriate and reasonably detailed action plan, identifying what is to be done and how (specific skills, techniques, exercises) with some clarity

The action plan is updated and amended in the light of experience in mostly appropriate ways

The risk assessment is reasonably accurate and are reasonably detailed

The evaluation of is reasonably accurate and are reasonably detailed

Video evidence of milestone achievements is mostly appropriate and selected to show how the action points have been addressed and achieved.

L1D Learner has analysed and evaluated knowledge, theories, and concepts with some purposefulness in a mostly relevant way.

A somewhat detailed and realistic skills assessment

A somewhat appropriate and somewhat detailed action plan, identifying what is to be done and how (specific skills, techniques, exercises) with some clarity the action plan is updated and amended in the light of experience in somewhat appropriate ways

The risk assessment is completed with some accuracy and is somewhat detailed

The evaluation is completed with some accuracy and is somewhat detailed

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Video evidence of milestone achievements is somewhat appropriate and selected to show how the action points have been addressed and achieved.

L1M Learner has analysed and evaluated knowledge, theories, and concepts in a limited way.

A skills assessment has limited detail

Action plan has limited detail and is of limited appropriateness

The risk assessment is completed with limited accuracy and limited detail

The evaluation of is completed with limited accuracy and limited detail

Video evidence of milestone achievements is of limited appropriateness

L1P Learner has analysed and evaluated knowledge, theories, and concepts in a very limited way.

skills assessment has very limited detail

action plan has very limited detail and is of very limited appropriateness

The risk assessment is completed with very limited accuracy and very limited detail

The evaluation of is completed with very limited accuracy and very limited detail

Video evidence of milestone achievements is of very limited appropriateness


AO4 Demonstrate and apply technical skills and processes


L2D Learner has demonstrated and applied technical skills and processes in a very competent and very effective way.

The performances make use of a wide range of skills and techniques completely appropriate to the discipline and performance style.

The performances are accurate and highly effective.

L2M Learner has demonstrated and applied technical skills and processes in a competent and effective way.

The performances make use of a wide range of skills and techniques appropriate to the discipline and performance style.

The performances are mostly accurate and effective.

L2P Learner has demonstrated and applied technical skills and processes in a fitting and successful way.

The performances make use of a wide range of skills and techniques mostly appropriate to the discipline and performance style.

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The performances are reasonably accurate and reasonably effective.

L1D Learner has demonstrated and applied technical skills and processes in a mostly fitting and mostly successful way.

The performances make use of a wide range of skills and techniques somewhat appropriate to the discipline and performance style.

The performances demonstrate some accuracy and some effectiveness.

L1M Learner has demonstrated and applied technical skills and processes in a partially successful way.

The performances make use of a wide range of skills and techniques with limited appropriateness to the discipline and performance style.

The performances demonstrate limited accuracy and limited effectiveness.

L1P Learner has demonstrated and applied technical skills and processes with very limited success.

The performances make use of a wide range of skills and techniques with very limited appropriateness to the discipline and performance style.

The performances demonstrate very limited accuracy and very limited effectiveness.


AO5 Manage and evaluate the project


L2D Learner has planned the task in a thorough and realistic way.

Learner has very clearly documented the completed stages and timeframes.

Leaner has evaluated in a comprehensive way their approaches, skills and accomplishments.

L2M Learner has planned the task in a clear and feasible way.

Learner has effectively documented the completed stages and timeframes. Leaner has evaluated in a detailed way their approaches, skills and accomplishments.

L2P Learner has planned the task in a suitable way.

Learner has documented most of completed stages and timeframes. Leaner has evaluated most of their approaches, skills and accomplishments.

L1D Learner has planned the task in a mostly suitable way.

Learner has documented some of completed stages and timeframes. Leaner has evaluated some of their approaches, skills and accomplishments.

L1M Learner has planned the task in a partially suitable way.

Learner has documented few of completed stages and timeframes. Leaner has evaluated few of their approaches, skills and accomplishments.

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L1P Learner has planned the task in a very limited way.

Learner has documented very few of completed stages and timeframes. Leaner has evaluated very few of their approaches, skills and

accomplishments.


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External Quality Assurance

External quality assurance of internal assessment work is carried out to ensure that assessment and

grading decisions are in line with required standards. External quality assurance is carried out by

External Quality Assurers who are appointed, trained and monitored by NCFE. External Quality Assurers

are responsible for monitoring and sampling learner evidence to ensure that internal assessment

decisions are valid, reliable, fair and consistent with national standards. Centres are notified of their

External Quality Assurer’s contact details on registration of learners with NCFE.

Internal Submission attempts

Learners will only have two submission attempts;

First submission:

Learners can submit tasks one at a time or altogether. The Assessor can grade the tasks separately if

they are submitted task by task or grade the learners’ work once they have collected all tasks together

(all AOs) for the internal synoptic project.

Once the work has been assessed, graded and internally quality assured, the unit grade should be

submitted to NCFE via the Portal. This will be classed as the first submission. The submitted unit grade

will trigger the first external quality assurance visit. It is recommended that centres plan this visit into

timetables and confirm the date with the External Quality Assurer at the earliest opportunity.

Ahead of the visit, the External Quality Assurer will select a number of learner portfolios from which to

sample assessment decisions and determine whether the grade descriptors have been applied

consistently and in accordance with the qualification specification. If the External Quality Assurer agrees

with the assessment decisions they will bank all of the submitted grades. If the External Quality Assurer

determines that the grading is too harsh, too lenient or inconsistent from one learner to the next, they will

the reject the grades. In this situation, the centre would be required to assess, grade and internally quality

assure all learner work again. The External Quality Assurer will then bank the resubmitted grades.

Assessors can provide learners with feedback to support them with their second submission, should this

be required.

Centres are strongly advised to arrange a date early for a second visit, with the External Quality Assurer,

to ensure they receive the visit when they need it.

Second submission:

Learners will have one opportunity to resubmit the internal assessment after the first attempt and this will

be classed as the second submission, for the same internal synoptic project assessment brief. The

second submission should be used for learners who receive a ‘Not Yet Achieved’ for their first submission

or wish to improve their grades.

Work revised and resubmitted by learners will again need to be assessed, graded, internally quality

assured and submitted to NCFE, ready for a second visit from the External Quality Assurer.

If a learner receives a ‘Not Yet Achieved’ for the overall unit grade on the second submission, the learner

will not achieve the internal assessment and therefore will not achieve the overall qualification.

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Only once the internal assessment unit grade has been banked and the external assessment completed,

will a centre be able to claim certification of the qualification for learners.

NCFE iObserve

NCFE iObserve is an audio and video recording app that allows you to record observations, time-stamp

criteria, give instant feedback, upload and review recordings, and create a signed declaration. In short, it

allows you to save time and paperwork by having an electronic record of all of your observations that you

can access and review at any time.

You can add your own topic requirements/objectives and time-stamp them to the recording before

reviewing the recording, either in full, or from any time stamped point. The internal assessment tasks for

this synoptic project have already been preloaded to the platform and are ready to go.

The program automatically produces a declaration page for the observer and candidate to sign, which is

then produced as an image in the device’s image folder and contains the candidate’s name and

observer’s details, along with the course details and name of the audio file. A list of the course

requirements met and their times is also shown along with the signatures and dates.

All of this data is stored on your device and can be easily exported to a computer. You can also review

all of your saved work on your device and even jump back to the time points within recordings. For more

information about the licenses available, please visit https://ncfe.iobserve-app.com/shop/ .

If you don’t use the iObserve platform for the internal assessment, then don’t worry, we have included all

the internal assessment documents you need within this project brief, which includes:

Declaration of Authenticity

Record of learner observation

Assessor feedback to the learner

These can be found on the next few pages or downloaded from here:

https://www.ncfe.org.uk/resources/ncfe-resources/course-file-documents/

https://ncfe.iobserve-app.com/shop/

https://www.ncfe.org.uk/resources/ncfe-resources/course-file-documents/

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Documentation

Declaration of Authenticity Learner Name:

Task(s) Submitted:

First / Second Submission:

Learner Declaration:

I certify that the work submitted for this Internal Synoptic Project is my own. I have clearly referenced any

sources used in the work. I understand that false declaration is a form of malpractice.

Learner Signature:

Date:

Assessor Name:

Assessor Declaration:

I certify that the work submitted is the learner’s own. The learner has clearly referenced any sources used

in the work. I confirm that all work was conducted under conditions designed to assure the authenticity

of the learner’s work.

Assessor Signature:

Date:

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Record of Learner Observation Qualification

Learner Name

Date & Time of

observation

Assessor

Name

Assessor

Signature

Date

Learner

Signature

Date

Description of the learner’s activity. Please include:

people present

what was observed

what the learner did

Assessment Objective /

Tasks Met

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Assessor Feedback to Learner Learner Name Qualification No

& Name

Assessor

Name

Task(s)

Please list the tasks and assessment objectives which were achieved

Feedback from Assessor to Learner

Comments from Learner

Has the learner achieved or not yet

achieved?

Any further actions? (Please initial and date once actions have been completed)

Learner

Signature

Date

Assessor

Signature

Date

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