BTEC Level 3 National in Performing Arts - Edexcel · 2020-06-24 · Pearson BTEC Level 3 National in Performing Arts Unit 3: Group Performance Workshop Sample Assessment Materials

PearsonBTEC Level 3 National inPerforming ArtsUnit 3: Group Performance Workshop

SampleAssessmentMaterials (SAMs)For use with Extended Certificate, Foundation Diploma, Diploma and Extended Diploma in Performing Arts

First teaching from September 2016 Issue 2

Pearson BTEC Level 3 Nationals in Performing Arts – Unit 3: Group Performance Workshop – Summary of Sample Assessment Material changes. Version 1. November 2017

Contents Summary of Sample Assessment Material changes i Task 1Sample Mark Grid 13

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

3rd paragraph A paragraph and bullets have been added to explain informal supervision. This is to give teachers more framework for organising research and preparatory work.7th paragraph The 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 Security Bullets 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

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 3: Group Performance Workshop – Summary of Sample Assessment Material changes. Version 1. November 2017

Contents Summary of Sample Assessment Material changes i Task 1Sample Mark Grid 13

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

3rd paragraph A paragraph and bullets have been added to explain informal supervision. This is to give teachers more framework for organising research and preparatory work.7th paragraph The 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 Security Bullets 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

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

iPearson BTEC Level 3 Nationals in Performing Arts – Unit 3 – Final Sample Assessment Materials – Issue 2 – July 2017 © Pearson Education Limited 2015

Turn over

*S50121A*Paper referenceXXXX/XXS50121A©2015 Pearson Education Ltd.

1/1/1/1/1/1/1/1/1

Pearson BTEC Level 3 Nationals

Performing ArtsUnit 3: Group Performance Workshop

Extended Certificate/Foundation Diploma/Diploma/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 given to learners as soon as it is received, so that learners can start the research in advance of the final supervised assessment period.

This set task must be undertaken in a total of 5 hours in the period timetabled by Pearson.

Information

The total mark for this paper is 60.

Part

SMarks

Supervised hours

5

Level

3Write your name hereSurname Forename

Turn over

*S50121A*Paper referenceXXXX/XXS50121A©2015 Pearson Education Ltd.

1/1/1/1/1/1/1/1/1

Pearson BTEC Level 3 Nationals

Performing ArtsUnit 3: Group Performance Workshop

Extended Certificate/Foundation Diploma/Diploma/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 given to learners as soon as it is received, so that learners can start the research in advance of the final supervised assessment period.

This set task must be undertaken in a total of 5 hours in the period timetabled by Pearson.

Information

The total mark for this paper is 60.

Part

SMarks

Supervised hours

5

Level

3Write your name hereSurname Forename

1Pearson BTEC Level 3 Nationals in Performing Arts – Unit 3 – Final Sample Assessment Materials – Issue 2 – July 2017 © Pearson Education Limited 2015

2 S50121A

Instructions to Teachers/Tutors

The set task will be released in January before learner outcomes need to be submitted. It expected that learners will spend up to 10 hours on planning and interpretation of the stimulus and up to 30 hours on the development of creative ideas.

For the 40 hours the majority of work must be taken under informal supervision:

During this period:

work and resources can be brought in and out of the informally supervised environment, but these must be monitored so the learner’s final work can be authenticated.

Centres must issue this booklet at the appropriate time and 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.

There are two activities for the set task and two outcomes for submission.Completion of the digital process log must be under supervised conditions.

The digital log must be completed on a computer using the template provided by Pearson.

Digital Process Log

Inputting of responses on the digital process log will take place at four milestones under supervised conditions:

Milestone 1: Interpretation and planning

Milestone 2: Development of creative ideas: early stage review

Milestone 3: Development of creative ideas: mid-stage review

Milestone 4: Review and reflection.

Learners will use the template provided for their digital log.

At each completed milestone stage, learners must date their entry.

Each milestone entry must be signed, dated and saved as a PDF at the end of each supervised session.

S50121A 3Turn over

Group workshop performance

The recording of each learner must be carried out by the supervising teacher.

A single recording must be submitted for each group workshop performance.

The recording must not be edited, amended or manipulated.

Learners may not be assisted during the recording.

All learner work must be authenticated before being submitted to Pearson by the teacher/tutor.

The supervised assessment will take place in a period specified by Pearson.

Teachers/tutors should note that:Learners should not be given any direct guidance or prepared materialsAll 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.

Maintaining security:

During supervised assessment sessions, the assessment areas must only be accessible to the individual learner and to named members of staff.

Learners can only access their work under supervision.

Any work learners produce under supervision must be kept secure.

Only permitted materials for the set task can be brought into the supervised environment

During any permitted break and at the end of the session materials must be kept securely and no items removed from the supervised environment

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.

2 Pearson BTEC Level 3 Nationals in Performing Arts – Unit 3 – Final Sample Assessment Materials – Issue 2 – July 2017 © Pearson Education Limited 2015

2 S50121A

Instructions to Teachers/Tutors

The set task will be released in January before learner outcomes need to be submitted. It expected that learners will spend up to 10 hours on planning and interpretation of the stimulus and up to 30 hours on the development of creative ideas.

For the 40 hours the majority of work must be taken under informal supervision:

During this period:

work and resources can be brought in and out of the informally supervised environment, but these must be monitored so the learner’s final work can be authenticated.

Centres must issue this booklet at the appropriate time and 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.

There are two activities for the set task and two outcomes for submission.Completion of the digital process log must be under supervised conditions.

The digital log must be completed on a computer using the template provided by Pearson.

Digital Process Log

Inputting of responses on the digital process log will take place at four milestones under supervised conditions:

Milestone 1: Interpretation and planning

Milestone 2: Development of creative ideas: early stage review

Milestone 3: Development of creative ideas: mid-stage review

Milestone 4: Review and reflection.

Learners will use the template provided for their digital log.

At each completed milestone stage, learners must date their entry.

Each milestone entry must be signed, dated and saved as a PDF at the end of each supervised session.

S50121A 3Turn over

Group workshop performance

The recording of each learner must be carried out by the supervising teacher.

A single recording must be submitted for each group workshop performance.

The recording must not be edited, amended or manipulated.

Learners may not be assisted during the recording.

All learner work must be 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:Learners should not be given any direct guidance or prepared materialsAll 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.

Maintaining security:

During supervised assessment sessions, the assessment areas must only be accessible to the individual learner and to named members of staff.

Learners can only access their work under supervision.

Any work learners produce under supervision must be kept secure.

Only permitted materials for the set task can be brought into the supervised environment

During any permitted break and at the end of the session materials must be kept securely and no items removed from the supervised environment

After the session the teacher/tutor will confirm that all learner work had been completed independently as part of the authentication submitted to Pearson.


4 S50121A

Outcomes for Submission

Each learner must submit the following:

1 Digital process log completed and saved as a PDF.2 Digital video recording of the group performance workshop to

an audience.

Each learner must complete an authentication sheet.

S50121A 5Turn over

Instructions for Learners

Read the set task information carefully.

In this booklet you will be asked to carry out specific activities using the information provided and your own research.

You will be given up to 10 hours for planning and interpretation of the stimulus and up to 30 hours for the development of creative ideas.

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.

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 SubmissionYou will submit the following:

1 Digital process log completed and saved as a PDF.

2 Digital video recording of your group workshop performance to an audience.

You must complete a declaration that the work you submit is your own.


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.

4 S50121A

Outcomes for Submission

Each learner must submit the following:

1 Digital process log completed and saved as a PDF. 2 Digital video recording of the group performance workshop to

an audience.

Each learner must complete an authentication sheet.

S50121A 5Turn over

Instructions for Learners

Read the set task information carefully.

In this booklet you will be asked to carry out specific activities using the information provided and your own research.

You will be given up to 10 hours for planning and interpretation of the stimulus and up to 30 hours for the development of creative ideas.

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.

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 SubmissionYou will submit the following:

1 Digital process log completed and saved as a PDF.

2 Digital video recording of your group workshop performance to an audience.

You must complete a declaration that the work you submit is your own.


6 S50121A

Set Task Brief

You have been asked to work as part of a small performance company of 3 to 7 performers to create an original piece of work that you will present as an informal performance to an invited audience.

You are required to use the stimulus, found at the end of this booklet, as a basis for developing the piece.

The performance piece needs to be between 10 and 20 minutes long.

The audience will want to see an original piece created in response to the stimulus. Your performance company will need to work creatively together, drawing on all your strengths to create an imaginative and innovative piece of work.

Throughout the task you are required to complete a digital process log at four key milestones, under supervised conditions.

The digital process log will capture your contribution to the development and rehearsal process.

You must demonstrate your personal contributions to artistic decisions made within the group context in response to:

planning and interpretation of the stimulus

development and realisation of creative ideas

review and reflection of the workshop performance.

The log may include embedded digital photographs, video and audio files in one or more of the milestone entries.

S50121A 7Turn over

Set Task

You must complete ALL activities within the set task.You are required to complete two activities

Activity 1: Complete a digital process log in 4 milestone sessions

Activity 2: Performance

Activity 1: Complete a digital process log in 4 milestone sessionsMilestone 1: Planning and interpretation of stimulus:

You must plan and develop a group performance based on your interpretation of the stimulus. During this process you will need to consider:

what form and style the performance will take

who the target audience is

how you will communicate your artistic aims and intentions

what practical performance skills you and your company can apply to the performance piece

time and resources.

You will be assessed on your individual contribution to the interpretation of the stimulus, planning and the generation of ideas.

You should spend 1 hour completing milestone 1 of your digital process log under supervised conditions or at the time scheduled by your teacher/tutor.

Milestones 2 and 3: Development of creative ideas (early and mid-stage review):

You must participate in practical activities to shape and develop the material, experimenting with forms and styles and applying performance skills in order to communicate your group’s’ creative intention.

During this process you will need to consider:

the duration of the piece (10 to 20 minutes)

performance skills of the group

performance form and structure.

You will be assessed on your exploratory techniques, ideas for form and content, selection and development of performance skills, personal


6 S50121A

Set Task Brief

You have been asked to work as part of a small performance company of 3 to 7 performers to create an original piece of work that you will present as an informal performance to an invited audience.

You are required to use the stimulus, found at the end of this booklet, as a basis for developing the piece.

The performance piece needs to be between 10 and 20 minutes long.

The audience will want to see an original piece created in response to the stimulus. Your performance company will need to work creatively together, drawing on all your strengths to create an imaginative and innovative piece of work.

Throughout the task you are required to complete a digital process log at four key milestones, under supervised conditions.

The digital process log will capture your contribution to the development and rehearsal process.

You must demonstrate your personal contributions to artistic decisions made within the group context in response to:

planning and interpretation of the stimulus

development and realisation of creative ideas

review and reflection of the workshop performance.

The log may include embedded digital photographs, video and audio files in one or more of the milestone entries.

S50121A 7Turn over

Set Task

You must complete ALL activities within the set task.You are required to complete two activities

Activity 1: Complete a digital process log in 4 milestone sessions

Activity 2: Performance

Activity 1: Complete a digital process log in 4 milestone sessionsMilestone 1: Planning and interpretation of stimulus:

You must plan and develop a group performance based on your interpretation of the stimulus. During this process you will need to consider:

what form and style the performance will take

who the target audience is

how you will communicate your artistic aims and intentions

what practical performance skills you and your company can apply to the performance piece

time and resources.

You will be assessed on your individual contribution to the interpretation of the stimulus, planning and the generation of ideas.


Milestones 2 and 3: Development of creative ideas (early and mid-stage review):

You must participate in practical activities to shape and develop the material, experimenting with forms and styles and applying performance skills in order to communicate your group’s’ creative intention.

During this process you will need to consider:

the duration of the piece (10 to 20 minutes)

performance skills of the group

performance form and structure.

You will be assessed on your exploratory techniques, ideas for form and content, selection and development of performance skills, personal


8 S50121A

managements and collaborative skills. You should spend 2 hours completing milestones 2 and 3 of your digital process log under supervised conditions or at the time scheduled by your teacher/tutor.

Milestone 4: Review and Reflection:

You will complete the final entry of your digital process log in which you will reflect on the effectiveness of the working process and workshop performance. This will include analysis of strengths, weaknesses and how the work could be developed as a fully resourced professional production.

You will need to consider the:

feedback and response from your invited audience

recording of the performance.

You will be assessed on your:

reflection on personal management and collaborative skills and the impact of your own contribution and that of others

ideas for further development of the performance.


Total for Activity 1 = 42 marks

S50121A 9Turn over

Activity 2: PerformanceYou must present your group workshop performance to an invited audience. You will perform as part of an ensemble, using relevant performance skills in order to communicate the creative intention.

Following the performance, you are advised to incorporate an audience feedback session using targeted questions to inform your evaluation.

You will be assessed on your individual performance skills, your interaction with other performers and communication of creative ideas.

Essential informationIt is important to remember that this is a ‘work in progress’.

Production elements of the work, for example costumes, lighting, and sound may still be undecided or unfinished. The crucial element of the performance is audience feedback, allowing you to gauge audience responses and receive constructive criticism in order to develop the work further.

The workshop performance must be filmed using natural lighting or a general lighting wash/cover. You may use music, sound-effects, props, costumes and basic staging as suited to a workshop presentation and to give an impression of the creative intention of the work.

At the beginning of the recording, you must clearly identify yourself by stating:

full name

full registration number

centre name

centre number.

It is anticipated that the recording of the performance plus discussion with the audience will take approximately 1 hour under supervised conditions.


END OF SET TASK TOTAL FOR SET TASK = 60 MARKS


8 S50121A

managements and collaborative skills. You should spend 2 hours completing milestones 2 and 3 of your digital process log under supervised conditions or at the time scheduled by your teacher/tutor.

Milestone 4: Review and Reflection:

You will complete the final entry of your digital process log in which you will reflect on the effectiveness of the working process and workshop performance. This will include analysis of strengths, weaknesses and how the work could be developed as a fully resourced professional production.

You will need to consider the:

feedback and response from your invited audience

recording of the performance.

You will be assessed on your:

reflection on personal management and collaborative skills and the impact of your own contribution and that of others

ideas for further development of the performance.



S50121A 9Turn over

Activity 2: PerformanceYou must present your group workshop performance to an invited audience. You will perform as part of an ensemble, using relevant performance skills in order to communicate the creative intention.

Following the performance, you are advised to incorporate an audience feedback session using targeted questions to inform your evaluation.

You will be assessed on your individual performance skills, your interaction with other performers and communication of creative ideas.

Essential informationIt is important to remember that this is a ‘work in progress’.

Production elements of the work, for example costumes, lighting, and sound may still be undecided or unfinished. The crucial element of the performance is audience feedback, allowing you to gauge audience responses and receive constructive criticism in order to develop the work further.

The workshop performance must be filmed using natural lighting or a general lighting wash/cover. You may use music, sound-effects, props, costumes and basic staging as suited to a workshop presentation and to give an impression of the creative intention of the work.

At the beginning of the recording, you must clearly identify yourself by stating:

full name

full registration number

centre name

centre number.

It is anticipated that the recording of the performance plus discussion with the audience will take approximately 1 hour under supervised conditions.


END OF SET TASK TOTAL FOR SET TASK = 60 MARKS


10 S50121A

Set Task Information

Below is the stimulus you must use to create and develop your performance ideas:

Stimulus: Woodpecker and Weasel

S50121A 11

Example of Digital Log Template

Milestone 1: Planning and interpretation of stimulusEntry Milestone

Entry DateMilestone 1

Milestone 2: Development of creative ideas: early stage reviewEntry Milestone


Milestone 3: Development of creative ideas: mid-stage reviewEntry Milestone


Milestone 4: Review and reflectionEntry Milestone


I declare this digital process log has been produced independently by the learner and is an accurate and authentic reflection of their individual contribution to the group process and performance.

Signed: ......................................... Position: ......................................... Date: .........................................


10 S50121A

Set Task Information

Below is the stimulus you must use to create and develop your performance ideas:

Stimulus: Woodpecker and Weasel

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BLANK PAGE


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BLANK PAGE

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Unit 3: Group Performance Workshop – 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.

11Pearson BTEC Level 3 Nationals in Performing Arts – Unit 3 – Final Sample Assessment Materials – Issue 1 – November 2015 © Pearson Education Limited 2015


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arki

ng g

rid:

Leve

l 0

1

2

3

4

Mar

k 0

1

-3

4–

6

7 - 9

1

0–

12

AO

1: U

nder

stan

d ho

w

to in

terp

ret

and

resp

ond

to s

tim

ulus

for

a

grou

p pe

rfor

man

ce


Bas

ic a

bilit

y to

in

terp

ret th

e st

imul

us

mat

eria

l, de

mon

stra

ting

limite

d pr

actica

l exp

lora

tion

and

prim

ary/

seco

ndar

y re

sear

ch.

Cre

ativ

e id

eas

for

perf

orm

ance

are

st

ated

and

sho

w

tent

ativ

e re

leva

nce

to

the

stim

ulus

.

Dem

onst

rate

s lim

ited

cont

ribu

tion

to t

he

grou

p’s

inte

rpre

tatio

n of

stim

ulus

and

ge

nera

tion

of id

eas.

Com

pete

nt a

bilit

y to

in

terp

ret

the

stim

ulus

m

ater

ial,

dem

onst

ratin

g ap

prop

riat

e pr

actica

l ex

plor

atio

n an

d pr

imar

y/se

cond

ary

rese

arch

.

Cre

ativ

e id

eas

for

perf

orm

ance

are

de

script

ive

in d

etai

l and

sh

ow g

ener

al r

elev

ance

to

the

stim

ulus

.

Dem

onst

rate

s ad

equa

te

cont

ribu

tion

to t

he

grou

p’s

inte

rpre

tatio

n of

st

imul

us a

nd g

ener

atio

n of

idea

s.

Con

fiden

t ab

ility

to

in

terp

ret

the

stim

ulus

m

ater

ial,

dem

onst

ratin

g fo

cuse

d pr

actic

al

expl

orat

ion

and

prim

ary/

seco

ndar

y re

sear

ch.

Cre

ativ

e id

eas

for

perf

orm

ance

are

ex

plai

ned

and

show

co

nsid

ered

rel

evan

ce t

o th

e st

imul

us.

D

emon

stra

tes

assu

red

cont

ribu

tion

to t

he

grou

p’s

inte

rpre

tatio

n of

st

imul

us a

nd g

ener

atio

n of

idea

s.

Acc

ompl

ishe

d ab

ility

to

inte

rpre

t th

e st

imul

us

mat

eria

l, de

mon

stra

ting

fully

eng

aged

and

su

stai

ned

prac

tical

ex

plor

atio

n an

d pr

imar

y/se

cond

ary

rese

arch

.

Cre

ativ

e id

eas

for

perf

orm

ance

are

jus

tifie

d w

ith

perc

eptive

rele

vanc

e to

the

stim

ulus

.

Dem

onst

rate

s au

thor

itat

ive

and

enga

ged

cont

ribu

tion

to t

he g

roup

’s

inte

rpre

tatio

n of

stim

ulus

an

d ge

nera

tion

of id

eas.

Un

it 3

: G

rou

p P

erfo

rman

ce W

orks

ho

p –

mar

kin

g g

rid

2

M

ilest

ones

2 a

nd 3

of th

e di

gita

l pro

cess

log

will

be

mar

ked

agai

nst

the

follo

win

g m

arki

ng g

rid:

Leve

l 0

1

2

3

4

M

ark

0

1–

3

4–

7

8–

11

1

2–

15

AO

2 :

Dev

elop

and

re

alis

e cr

eative

idea

s fo

r a

grou

p pe

rfor

man

ce in

re

spon

se t

o st

imul

us


U

se o

f exp

lora

tory

te

chni

ques

de

mon

stra

tes

basi

c ab

ility

; m

ater

ial b

eing

ge

nera

ted

is li

mite

d.

Bas

ic id

eas

for

form

and

co

nten

t of

the

pe

rfor

man

ce a

re

real

ised

in r

elat

ion

to

the

crea

tive

inte

ntio

n.

Te

ntat

ive

abili

ty to

use

own

and

grou

p pe

rfor

man

ce s

kills

to

deve

lop

and

refin

e id

eas

and

mat

eria

ls.

U

se o

f exp

lora

tory

te

chni

ques

de

mon

stra

tes

soun

d ab

ility

; m

ater

ial b

eing

ge

nera

ted

is

appr

opriat

e.

App

ropr

iate

idea

s fo

r fo

rm a

nd c

onte

nt in

re

latio

n to

the

cre

ativ

e in

tent

ion

of t

he

perf

orm

ance

are

re

alis

ed a

nd p

artial

ly

expl

aine

d.

Rel

evan

t us

e of

ow

n an

d gr

oup

perf

orm

ance

ski

lls t

o de

velo

p an

d re

fine

idea

s an

d m

ater

ials

.

U

se o

f exp

lora

tory

te

chni

ques

de

mon

stra

tes

effe

ctiv

e ab

ility

; m

ater

ial b

eing

ge

nera

ted

is c

onsi

dere

d,

evid

enci

ng s

elec

tivi

ty.

Coh

esiv

e id

eas

for

form

an

d co

nten

t in

rel

atio

n to

th

e cr

eative

inte

ntio

n of

th

e pe

rfor

man

ce a

re

real

ised

and

exp

lain

ed.

Con

side

red

and

prof

icie

nt

use

of o

wn

and

grou

p pe

rfor

man

ce s

kills

to

deve

lop

and

refin

e id

eas

and

mat

eria

ls.

U

se o

f exp

lora

tory

te

chni

ques

de

mon

stra

tes

an

acco

mpl

ishe

d ab

ility

; m

ater

ial b

eing

ge

nera

ted

evid

ence

s in

sigh

t ar

ound

sel

ectio

n of

tec

hniq

ues

used

.

Sop

hist

icat

ed id

eas

for

form

and

con

tent

in

rela

tion

to t

he c

reat

ive

inte

ntio

n of

the

pe

rfor

man

ce a

re

just

ified

.

Con

fiden

t an

d ju

stifi

ed

use

of o

wn

and

grou

p pe

rfor

man

ce s

kills

to

deve

lop

and

refin

e id

eas

and

mat

eria

ls.

13Pe

arso

n BT

EC L

evel

3 N

atio

nals

in P

erfo

rmin

g A

rts

– U

nit 3

– 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


Un

it 3

: G

rou

p P

erfo

rman

ce W

orks

ho

p –

mar

kin

g g

rid

3

M

ilest

ones

2 a

nd 3

of t

he d

igita

l pro

cess

log

will

be

mar

ked

agai

nst

the

follo

win

g m

arki

ng g

rid

:

Leve

l 0

1

2

3

4

M

ark

0

1–

3

4–

5

6–

7

8–

9

AO

3 App

ly p

erso

nal

man

agem

ent

and

colla

bora

tive

skill

s to

a

grou

p pe

rfor

man

ce

wor

ksho

p pr

oces

s


Li

mite

d ap

plic

atio

n of

pe

rson

al

man

agem

ent.

Inco

nsis

tent

app

licat

ion

of c

olla

bora

tive

skill

s du

ring

the

dev

elop

men

t pr

oces

s.

Li

mite

d co

ntribu

tion

to

the

grou

p pe

rfor

man

ce

wor

ksho

p.

App

ropr

iate

app

licat

ion

of p

erso

nal

man

agem

ent.

Sou

nd a

pplic

atio

n of

co

llabo

rativ

e sk

ills

duri

ng t

he d

evel

opm

ent

proc

ess.

Com

pete

nt c

ontr

ibut

ion

to t

he g

roup

pe

rfor

man

ce w

orks

hop.

Con

sist

ent

appl

icat

ion

of

pers

onal

man

agem

ent.

Focu

sed

appl

icat

ion

of

colla

bora

tive

skill

s du

ring

the

dev

elop

men

t pr

oces

s.

Con

fiden

t an

d ef

fect

ive

cont

ribu

tion

to t

he

grou

p pe

rfor

man

ce

wor

ksho

p.

Sus

tain

ed a

pplic

atio

n of

pe

rson

al m

anag

emen

t.

Sen

sitive

and

sup

port

ive

appl

icat

ion

of

colla

bora

tive

skill

s du

ring

the

dev

elop

men

t pr

oces

s.

En

gage

d an

d ac

com

plis

hed

cont

ribu

tion

to t

he

grou

p pe

rfor

man

ce

wor

ksho

p.

14Pe

arso

n BT

EC L

evel

3 N

atio

nals

in P

erfo

rmin

g A

rts

– U

nit 3

– 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


Un

it 3

: G

rou

p P

erfo

rman

ce W

orks

ho

p –

mar

kin

g g

rid

3

M

ilest

ones

2 a

nd 3

of t

he d

igita

l pro

cess

log

will

be

mar

ked

agai

nst

the

follo

win

g m

arki

ng g

rid

:

Leve

l 0

1

2

3

4

M

ark

0

1–

3

4–

5

6–

7

8–

9

AO

3 App

ly p

erso

nal

man

agem

ent

and

colla

bora

tive

skill

s to

a

grou

p pe

rfor

man

ce

wor

ksho

p pr

oces

s


Li

mite

d ap

plic

atio

n of

pe

rson

al

man

agem

ent.

Inco

nsis

tent

app

licat

ion

of c

olla

bora

tive

skill

s du

ring

the

dev

elop

men

t pr

oces

s.

Li

mite

d co

ntribu

tion

to

the

grou

p pe

rfor

man

ce

wor

ksho

p.

App

ropr

iate

app

licat

ion

of p

erso

nal

man

agem

ent.

Sou

nd a

pplic

atio

n of

co

llabo

rativ

e sk

ills

duri

ng t

he d

evel

opm

ent

proc

ess.

Com

pete

nt c

ontr

ibut

ion

to t

he g

roup

pe

rfor

man

ce w

orks

hop.

Con

sist

ent

appl

icat

ion

of

pers

onal

man

agem

ent.

Focu

sed

appl

icat

ion

of

colla

bora

tive

skill

s du

ring

the

dev

elop

men

t pr

oces

s.

Con

fiden

t an

d ef

fect

ive

cont

ribu

tion

to t

he

grou

p pe

rfor

man

ce

wor

ksho

p.

Sus

tain

ed a

pplic

atio

n of

pe

rson

al m

anag

emen

t.

Sen

sitive

and

sup

port

ive

appl

icat

ion

of

colla

bora

tive

skill

s du

ring

the

dev

elop

men

t pr

oces

s.

En

gage

d an

d ac

com

plis

hed

cont

ribu

tion

to t

he

grou

p pe

rfor

man

ce

wor

ksho

p.

Un

it 3

: G

rou

p P

erfo

rman

ce W

orks

ho

p –

mar

kin

g g

rid

4

Vid

eo o

f the

wor

ksho

p pe

rfor

man

ce w

ill b

e m

arke

d ag

ains

t th

e fo

llow

ing

mar

king

gri

d :

Leve

l 0

1

2

3

4

M

ark

0

1–

4

5–

9

10

–1

4

15

–1

8

AO

4 App

ly p

erfo

rman

ce

skill

s to

com

mun

icat

e cr

eative

inte

ntio

ns

during

per

form

ance

w

orks

hop


In

divi

dual

per

form

ance

de

mon

stra

tes

limite

d co

mm

unic

atio

n of

cr

eative

idea

s, m

eani

ng

and

styl

e to

an

audi

ence

.

Inte

ract

ions

, res

pons

es

to, a

nd r

elat

ions

hips

w

ith

othe

r pe

rfor

mer

s ar

e un

clea

r an

d in

cons

iste

nt;

cont

ribu

tion

to t

he

ense

mbl

e pe

rfor

man

ce

is ten

uous

.

Perf

orm

ance

ski

lls a

nd

tech

niqu

es a

re li

mite

d an

d no

t al

way

s ap

prop

riat

e to

the

cr

eative

inte

ntio

n.

In

divi

dual

per

form

ance

de

mon

stra

tes

com

pete

nt a

nd c

lear

co

mm

unic

atio

n of

cr

eative

idea

s, m

eani

ng

and

styl

e to

an

audi

ence

.

Inte

ract

ions

, res

pons

es

to, a

nd r

elat

ions

hips

w

ith o

ther

per

form

ers

are

clea

r an

d co

here

nt;

cont

ribu

tion

to t

he

ense

mbl

e pe

rfor

man

ce

is v

alid

.

Perf

orm

ance

ski

lls a

nd

tech

niqu

es a

re

appr

opriat

e to

the

cr

eative

inte

ntio

n an

d ap

plie

d in

a s

ecur

e an

d co

mpe

tent

man

ner

.

In

divi

dual

per

form

ance

de

mon

stra

tes

focu

sed

and

cons

ider

ed

com

mun

icat

ion

of

crea

tive

idea

s,

mea

ning

and

sty

le t

o an

aud

ienc

e.

In

tera

ctio

ns,

resp

onse

s to

, an

d re

latio

nshi

ps

with

othe

r pe

rfor

mer

s ar

e co

hesi

ve a

nd

cons

iste

nt,

cont

ribu

ting

effec

tivel

y to

the

ens

embl

e pe

rfor

man

ce.

Pe

rfor

man

ce s

kills

and

te

chni

ques

are

app

lied

with

conf

iden

ce a

nd

cons

iste

ncy

and

are

appr

opriat

e to

the

cr

eative

inte

ntio

n.

In

divi

dual

per

form

ance

co

nfid

ently

and

flu

ently

co

mm

unic

ates

cre

ativ

e id

eas,

mea

ning

and

sty

le

to a

n au

dien

ce.

In

tera

ctio

ns, re

spon

ses

to, an

d re

latio

nshi

ps

with

oth

er p

erfo

rmer

s sh

ow r

espo

nsiv

enes

s an

d se

nsiti

vity

co

ntribu

ting

seam

less

ly

to t

he e

nsem

ble

perf

orm

ance

.

Perf

orm

ance

ski

lls a

nd

tech

niqu

es a

re a

pplie

d w

ith c

onsi

sten

t fo

cus,

en

gage

men

t an

d st

rong

te

chni

cal c

omm

and,

and

ar

e en

tirel

y ap

prop

riat

e to

the

cre

ativ

e in

tent

ion.

15Pe

arso

n BT

EC L

evel

3 N

atio

nals

in P

erfo

rmin

g A

rts

– U

nit 3

– 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


Un

it 3

: G

rou

p P

erfo

rman

ce W

orks

ho

p –

mar

kin

g g

rid

5

M

ilest

one

4 of

the

dig

ital p

roce

ss lo

g w

ill b

e m

arke

d ag

ains

t th

e fo

llow

ing

mar

king

gri

d :

Leve

l 0

1

2

3

M

ark

0

1–

2

3–

4

5–

6

AO

5 Rev

iew

and

ref

lect

on

the

eff

ective

ness

of

the

wor

king

pro

cess

and

th

e w

orks

hop

perf

orm

ance


Bas

ic ju

dgem

ents

offer

ed r

elat

ing

to im

pact

of o

wn

and

grou

p co

ntri

butio

n to

war

ds:

o cr

eative

and

per

form

ance

sk

ills

o pe

rson

al m

anag

emen

t an

d co

llabo

rativ

e sk

ills

duri

ng t

he d

evel

opm

ent

proc

ess

and

perf

orm

ance

.

Prov

ides

sup

erfic

ial i

deas

for

furt

her

deve

lopm

ent

of t

he

perf

orm

ance

mat

eria

l.

Iden

tifie

s so

me

stre

ngth

s an

d w

eakn

esse

s.

Con

side

red

judg

emen

ts o

ffer

ed

rela

ting

to im

pact

of o

wn

and

grou

p co

ntri

butio

n to

war

ds:

o cr

eative

and

per

form

ance

ski

lls

o pe

rson

al m

anag

emen

t an

d co

llabo

rativ

e sk

ills

duri

ng t

he d

evel

opm

ent

proc

ess

and

perf

orm

ance

.

Prov

ides

coh

eren

t,

appr

opriat

e id

eas

for

furt

her

deve

lopm

ent

of t

he

perf

orm

ance

mat

eria

l.

Eval

uatio

n is

rea

sone

d an

d pe

rtin

ent.

Pe

rcep

tive

, ju

stifi

ed j

udge

men

ts

offe

red

rela

ting

to im

pact

of

own

and

grou

p co

ntri

bution

tow

ards

: o

crea

tive

and

per

form

ance

ski

lls

o pe

rson

al m

anag

emen

t an

d co

llabo

rativ

e sk

ills

duri

ng t

he d

evel

opm

ent

proc

ess

and

perf

orm

ance

.

Prov

ides

sop

hist

icat

ed, C

reat

ive

idea

s fo

r fu

rthe

r de

velo

pmen

t of

th

e pe

rfor

man

ce m

ater

ial.

Ev

alua

tion

is in

sigh

tful

and

th

orou

gh.

16Pe

arso

n BT

EC L

evel

3 N

atio

nals

in P

erfo

rmin

g A

rts

– U

nit 3

– F

inal

Sam

ple

Ass

essm

ent M

ater

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