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PearsonBTEC Level 3 National inPerforming ArtsUnit 7: Employment Opportunties in Performing Arts

SampleAssessmentMaterials (SAMs)For use with Extended Diploma in Performing Arts

First teaching from September 2016 Issue 2

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About Pearson

Pearson is the world's leading learning company, with 35,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at qualifications.pearson.com

Edexcel, BTEC and LCCI qualifications

Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualifications website at qualifications.pearson.com. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus

About Pearson

Pearson is the world's leading learning company, with 35,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at qualifications.pearson.com

Pearson BTEC Level 3 Nationals in Performing Arts – Unit 7: Employment Opportunities in the Performing Arts – Summary of Sample Assessment Material changes. Version 1. November 2017

Contents Summary of Sample Assessment Material changes i Task 1Sample Mark Grid 11

Changes to rubrics

The rubrics in this Sample Assessment Material have been updated to provide clarity on the rules under which the task should be taken. Centres should read the Instructions for Teachers and Instructions for Learners sections carefully to understand the full detail of the changes. These changes have been summarised below for ease of reference:

Summary of Sample Assessment Material changes

Summary of changes made between previous issues and this current issue

Page number

4th paragraph A paragraph has been added to explain informal supervision. This is to give teachers more framework for organising research and preparatory work.

9th paragraphThe paragraph on centres timetabling the supervised assessment period has been removed. This is to increase the rigour of the task by ensuring all learners must take the assessment in the same timeframe.

Page 2

Maintaining SecurityBullets have been added to give teachers more information on how to maintain security for the task, including arrangements for supervised assessment, and for how the learners’ work must be kept securely. These bullet points have been added to clarify supervising requirements for supervised assessment time.

iPearson BTEC Level 3 Nationals in Performing Arts – Unit 7 – Final Sample Assessment Materials Issue 2 – July 2017 © Pearson Education Limited 2015

Turn over

Level

3Write your name hereSurname Forename

*S50123A*Paper referenceXXXX/XXS50123A©2015 Pearson Education Ltd.

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

Pearson BTEC Level 3 Nationals

Performing ArtsUnit 7: Employment Opportunities in the

Performing Arts

Extended DiplomaSample assessment material for first teaching September 2016

Instructions

This booklet contains material for the completion of the set task under supervised conditions.

This booklet is specific to each series and this material must only be issued to learners who have been entered to undertake the task.

This booklet must be kept securely until the start of the 10-hour supervised assessment period.

This booklet must be given to learners as soon as it is received, so that learners can start preparatory work in advance of the final supervised assessment period.

This set task must be undertaken in a total of 10 hours in the period timetabled by Pearson.

Information

The total mark for this paper is 60.

Part

SMarks

Supervised hours

10

1Pearson BTEC Level 3 Nationals in Performing Arts – Unit 7 – Final Sample Assessment Materials Issue 2 – July 2017 © Pearson Education Limited 2015

2 S50123A

Instructions to Teachers/Tutors

This booklet must be given to learners in its entirety as soon as it is received.

Centres must advise learners of the timetabled sessions during which they can prepare. It is expected that scheduled lessons or other timetable slots will be used for some or all of the preparation.

The set task will be released 4 weeks before learner outcomes need to be submitted. It is expected that learners spend up to 2 weeks carrying out preparatory work, prior to the 10 hours of supervised assessment.

The preparatory activities can be undertaken under informal supervision. Work can be brought in and out of the informally supervised environment, but these must be monitored so the learner’s final submission can be authenticated.

The written response and digital promotional portfolio must be completed on a computer.

Written response:

The writing up of the response must be carried out under supervised conditions. At the end of the supervised period a PDF of the report must be made and stored securely until the time of submission with no further editing permitted.

Digital promotional portfolio:

The digital promotional portfolio must be completed under supervised conditions.

Teachers can support learners with resolving issues, but they must not guide the student with the content of the portfolio.

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

The supervised assessment will take place in a period specified by Pearson. Centres should schedule all learners at the same time or supervise cohorts to ensure there is no opportunity for collusion.

Teachers/tutors should note that:

ÂÂ Learners should not be given any direct guidance or prepared materials

ÂÂ All work must be completed independently by the learner.

Learners must not bring anything into the supervised environment or take anything out without your knowledge and approval.

S50123A 3Turn over

Maintaining security:

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

ÂÂ Learners can only access their work under supervision.

ÂÂ Any work learners produce under supervision must be kept secure.

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

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

ÂÂ Learners are not permitted to have access to the internet or other resources during the supervised assessment period.

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

The set task is a formal assessment and must be conducted with reference to the instructions in this task booklet and the Instructions for Conducting External Assessments (ICEA) document to ensure that the preparatory period and supervised assessment are conducted correctly so that learners have completed their preparation validly and independently and submitted evidence that is their own work.

Outcomes for Submission

Each learner must submit the following:

1 Word processed written response saved as a PDF (up to 2000 words),

2 Digital promotional portfolio.

Each learner must complete an authentication sheet.

2 Pearson BTEC Level 3 Nationals in Performing Arts – Unit 7 – Final Sample Assessment Materials Issue 2 – July 2017 © Pearson Education Limited 2015

2 S50123A

Instructions to Teachers/Tutors

This booklet must be given to learners in its entirety as soon as it is received.

Centres must advise learners of the timetabled sessions during which they can prepare. It is expected that scheduled lessons or other timetable slots will be used for some or all of the preparation.

The set task will be released 4 weeks before learner outcomes need to be submitted. It is expected that learners spend up to 2 weeks carrying out preparatory work, prior to the 10 hours of supervised assessment.

The preparatory activities can be undertaken under informal supervision. Work can be brought in and out of the informally supervised environment, but these must be monitored so the learner’s final submission can be authenticated.

The written response and digital promotional portfolio must be completed on a computer.

Written response:

The writing up of the response must be carried out under supervised conditions. At the end of the supervised period a PDF of the report must be made and stored securely until the time of submission with no further editing permitted.

Digital promotional portfolio:

The digital promotional portfolio must be completed under supervised conditions.

Teachers can support learners with resolving issues, but they must not guide the student with the content of the portfolio.

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

Centres should schedule all learners at the same time or supervise cohorts to ensure there is no opportunity for collusion.

Teachers/tutors should note that:

ÂÂ Learners should not be given any direct guidance or prepared materials

ÂÂ All work must be completed independently by the learner.

Learners must not bring anything into the supervised environment or take anything out without your knowledge and approval.

Centres are responsible for putting in place appropriate checks to ensure that only permitted material is introduced into the supervised environment.

S50123A 3Turn over

Maintaining security:

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

ÂÂ Learners can only access their work under supervision.

ÂÂ Any work learners produce under supervision must be kept secure.

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

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

ÂÂ Learners are not permitted to have access to the internet or other resources during the supervised assessment period.

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

The set task is a formal assessment and must be conducted with reference to the instructions in this task booklet and the Instructions for Conducting External Assessments (ICEA) document to ensure that the preparatory period and supervised assessment are conducted correctly so that learners have completed their preparation validly and independently and submitted evidence that is their own work.


Each learner must submit the following:



Each learner must complete an authentication sheet.


Centres are responsible for putting in place appropriate checks to ensure that only permitted material is introduced into the supervised environment.

4 S50123A

Instructions for Learners

Read the set task information carefully.

In this booklet you will be asked to carry out specific activities using the information in this booklet.

You will be given up to 2 weeks to carrying out preparatory work, prior to the 10 hours of supervised assessment.

You will complete the activities within the set task under supervision and your work will be kept securely during any breaks taken.

You will have access to a computer.

Your teacher/tutor may clarify the wording that appears in this task but cannot provide any guidance on completion of the task.

You must work independently throughout the supervised assessment period and should not share your work with other learners.

This task must be completed under supervision in timetabled sessions provided by your centre. It is likely that you will be given more than one timetabled session to complete these tasks.


You will submit the following:



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

S50123A 5Turn over

Set Task Brief

You have been asked to present a written response and digital promotional portfolio for the employment opportunity being offered by ‘Gear-Up!’, a performing arts organisation.

Details of the opportunity being offered, organisational profile, project outline and workshop requirements can be found at the end of this booklet under the section titled: ‘Set Task Information’.

You are required to complete all the activities allowing you to demonstrate your knowledge and understanding of the organisation, the project and your suitability to join the organisation for the delivery of its workshops.


6 S50123A

Set Task

You have been asked to present a promotional portfolio and report prepared in direct response to information provided in the organisational profile for ‘Gear-Up!’, project outline and workshop requirements.

You are required to complete all the activities allowing you to demonstrate your knowledge and understanding of the organisation and the project; and your suitability to join the organisation for the workshop activities.

You must complete ALL activities within the set task.

Activity 1: Written response

You will need to present a response that justifies your suitability to offer a workshop as part of ‘Gear-Up’s’ current project.

This will involve your understanding of what constitutes the organisation and details of the skills and experience you can offer and how these will inform the workshop activities you are proposing.

During this activity you will need to demonstrate:

understanding of the organisation

understanding of the project requirements

understanding of the workshop requirements

ability to use subject-specific terminology.

Your response must also include:

details of how your skills and experience are suitable for the organisation

your suitability to join the organisation and take part in the project

your ideas for the workshop with reference to the project requirements.

You will be assessed on your ability to demonstrate clear, effective and persuasive promotional intent.

You should spend approximately 2 hours completing your written response. This activity will be completed under supervised conditions.

Total for Activity 1 = 36 marks

S50123A 7Turn over

Activity 2: Digital promotional portfolio

Prepare a digital promotional portfolio that provides evidence of your skills and experience, with extracts of practical work to support your application for a job role in ‘Gear-Up’.

The skills and experience you select for inclusion in your self-promotional portfolio should be those best suited for the organisational profile, project and workshop.

During this process you must consider:

the requirements of the organisation with reference to the project and how your experience and skills match this

details of how your experience and skills match the project requirements

how your skills can be applied for the workshop(s) you are proposing

the best form of evidence to demonstrate your practical skills.

Your evidence will be in the form of a digital promotional portfolio that can include:

video clips

audio recordings

photographs

other supporting material showing relevant skills and experience (e.g. copies of letters, written documentation, promotional materials, certificates).

Time-based audio and visual materials included in the portfolio must not exceed 10 minutes in total.

You will be assessed on your ability to produce a digital portfolio that demonstrates your understanding of the organisational profile and project, and how your skills and experience match this.

You should spend approximately 8 hours completing your digital promotional portfolio. This activity will be completed under supervised conditions.


END OF TASK TOTAL FOR TASK = 60 MARKS


6 S50123A

Set Task

You have been asked to present a promotional portfolio and report prepared in direct response to information provided in the organisational profile for ‘Gear-Up!’, project outline and workshop requirements.

You are required to complete all the activities allowing you to demonstrate your knowledge and understanding of the organisation and the project; and your suitability to join the organisation for the workshop activities.

You must complete ALL activities within the set task.

Activity 1: Written response

You will need to present a response that justifies your suitability to offer a workshop as part of ‘Gear-Up’s’ current project.

This will involve your understanding of what constitutes the organisation and details of the skills and experience you can offer and how these will inform the workshop activities you are proposing.

During this activity you will need to demonstrate:

understanding of the organisation

understanding of the project requirements

understanding of the workshop requirements

ability to use subject-specific terminology.

Your response must also include:

details of how your skills and experience are suitable for the organisation

your suitability to join the organisation and take part in the project

your ideas for the workshop with reference to the project requirements.

You will be assessed on your ability to demonstrate clear, effective and persuasive promotional intent.

You should spend approximately 2 hours completing your written response. This activity will be completed under supervised conditions.


S50123A 7Turn over

Activity 2: Digital promotional portfolio

Prepare a digital promotional portfolio that provides evidence of your skills and experience, with extracts of practical work to support your application for a job role in ‘Gear-Up’.

The skills and experience you select for inclusion in your self-promotional portfolio should be those best suited for the organisational profile, project and workshop.

During this process you must consider:

the requirements of the organisation with reference to the project and how your experience and skills match this

details of how your experience and skills match the project requirements

how your skills can be applied for the workshop(s) you are proposing

the best form of evidence to demonstrate your practical skills.

Your evidence will be in the form of a digital promotional portfolio that can include:

video clips

audio recordings

photographs

other supporting material showing relevant skills and experience (e.g. copies of letters, written documentation, promotional materials, certificates).

Time-based audio and visual materials included in the portfolio must not exceed 10 minutes in total.

You will be assessed on your ability to produce a digital portfolio that demonstrates your understanding of the organisational profile and project, and how your skills and experience match this.

You should spend approximately 8 hours completing your digital promotional portfolio. This activity will be completed under supervised conditions.


END OF TASK TOTAL FOR TASK = 60 MARKS


8 S50123A

Set Task Information

Below is the information on the employment opportunity being offered and details on the organisational profile, project and workshop for you to use when completing the written response and digital promotional portfolio.

‘Gear-Up!’: Employment Opportunity

We are currently seeking applications from like-minded individuals to join us as workshop leaders for our latest project.

You are required to demonstrate your understanding of our organisation and how you can contribute to the work we do and what you plan to deliver in the workshop, using relevant examples to justify your ideas and skills.

It is essential that you consider the age and profile of the group your workshop will target.

Organisational Profile

‘Gear-Up!’ is now in its 10th year of working in your region.

Each year we deliver a programme of creative performing arts projects to meet the needs of local communities.

We are a not-for-profit organisation and receive funding from a number of sources in the public and third sector.

We aim to improve the life chances and futures for the communities where we work. A current focus is community cohesion.

We are committed to producing creative and engaging work that is developed to address specific community needs and that will have a lasting effect.

Project Outline

Our latest project, ‘Good Value’, uses the performing arts to explore, teach and raise awareness of British values in today’s society.

An immersive, ensemble performance explores and communicates the themes and ideas around British values such as tolerance and democracy.

The work is engaging and thought provoking, suitable for a range of age groups, locations and situations. The work aims to develop enquiring minds and creative thinkers and encourage positive ideas, messages and concepts.

The project requires the collaboration and input of performing artists from a range of disciplines who feel they have what it takes to be a part of this opportunity.

S50123A 9

Workshop Requirements

We aim to offer a workshop in addition to the performance outlined above. The aim will be to extend the understanding of the themes, ideas and concepts within the project. The workshop needs to be inclusive, fun and have clear objectives. We would like you to propose ideas for a workshop as part of your submission. We are looking for a talented individual to lead and develop this.


8 S50123A

Set Task Information

Below is the information on the employment opportunity being offered and details on the organisational profile, project and workshop for you to use when completing the written response and digital promotional portfolio.

‘Gear-Up!’: Employment Opportunity

We are currently seeking applications from like-minded individuals to join us as workshop leaders for our latest project.

You are required to demonstrate your understanding of our organisation and how you can contribute to the work we do and what you plan to deliver in the workshop, using relevant examples to justify your ideas and skills.

It is essential that you consider the age and profile of the group your workshop will target.

Organisational Profile

‘Gear-Up!’ is now in its 10th year of working in your region.

Each year we deliver a programme of creative performing arts projects to meet the needs of local communities.

We are a not-for-profit organisation and receive funding from a number of sources in the public and third sector.

We aim to improve the life chances and futures for the communities where we work. A current focus is community cohesion.

We are committed to producing creative and engaging work that is developed to address specific community needs and that will have a lasting effect.

Project Outline

Our latest project, ‘Good Value’, uses the performing arts to explore, teach and raise awareness of British values in today’s society.

An immersive, ensemble performance explores and communicates the themes and ideas around British values such as tolerance and democracy.

The work is engaging and thought provoking, suitable for a range of age groups, locations and situations. The work aims to develop enquiring minds and creative thinkers and encourage positive ideas, messages and concepts.

The project requires the collaboration and input of performing artists from a range of disciplines who feel they have what it takes to be a part of this opportunity.

S50123A 9




8 S50123A



Unit 7: Employment Opportunities in the Performing Arts – sample marking grid

General marking guidance

All learners must receive the same treatment. Examiners must mark the first learner

in exactly the same way as they mark the last. Marking grids should be applied positively. Learners must be rewarded for what they

have shown they can do, rather than be penalised for omissions. Examiners should mark according to the marking grid, not according to

their perception of where the grade boundaries may lie. All marks on the marking grid should be used appropriately. All the marks on the marking grid are designed to be awarded. Examiners should

always award full marks if deserved. Examiners should also be prepared to award zero marks if the learner’s response is not rewardable according to the marking grid.

Where judgement is required, the marking grid will provide the principles by which marks will be awarded.

When examiners are in doubt regarding the application of the marking grid to a learner’s response, a senior examiner should be consulted.

Specific marking guidance The marking grids have been designed to assess learner work holistically. Rows in the grids identify the assessment focus/outcome being targeted. When using a levels-based marking grid, the ‘best fit’ approach should be used.

● Examiners should first make a holistic judgement on which band most closely matches the learner’s response and place it within that band. Learners will be placed in the band that best describes their answer.

● The mark awarded within the band will be decided based on the quality of the answer in response to the assessment focus/outcome and will be modified according to how securely all bullet points are displayed at that band.

● Marks will be awarded towards the top or bottom of that band depending on how they have evidenced each of the descriptor bullet points.

9Pearson BTEC Level 3 Nationals in Performing Arts – Unit 7 – Final Sample Assessment Materials – Issue 1 – November 2015 © Pearson Education Limited 2015


Un

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10Pe

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3 N

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– U

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– F

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Ass

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–

Issu

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– N

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2015

© P

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Lim

ited

2015


Un

it 7

: Em

ploy

men

t O

ppor

tun

itie

s in

th

e P

erfo

rmin

g A

rts

- m

arki

ng

gri

d 1

Act

ivity

1:

Writt

en u

nder

stan

ding

of o

rgan

isat

ion

and

wor

ksho

p pr

opos

al

Leve

l 0

1

2

3

4

5

6

M

ark

0

1–

6

7–

12

1

3–

18

1

9–

24

2

5–

30

3

1–

36


Con

side

ratio

n of

th

e or

gani

satio

n pr

ofile

, pr

ojec

t ou

tline

and

w

orks

hop

requ

irem

ents

is

limite

d to

a few

su

perf

icia

l and

de

script

ive

refe

renc

es fro

m

the

scen

ario

.

Pres

ents

idea

s in

re

spon

se t

o re

quirem

ents

th

at d

o no

t lin

k di

rect

ly t

o th

e st

imul

us

mat

eria

l;

prop

osal

s la

ck

just

ifica

tion

and

dem

onst

rate

a

limite

d un

ders

tand

ing

of

the

orga

nisa

tiona

l pu

rpos

e an

d st

ruct

ure.

Con

side

ratio

n of

th

e or

gani

satio

n pr

ofile

, pr

ojec

t ou

tline

and

w

orks

hop

requ

irem

ents

de

mon

stra

te a

ba

sic

unde

rsta

ndin

g of

pa

rts

of t

he

scen

ario

; tr

eatm

ent

likel

y to

be

desc

ript

ive

rath

er t

han

inte

rpre

tativ

e.

Pr

esen

ts id

eas

in

resp

onse

to

requ

irem

ents

, w

ith o

ccas

iona

l ge

nera

l lin

ks t

o th

e st

imul

us

mat

eria

l;

prop

osal

s ar

e no

t al

way

s ju

stifi

ed,

but

if pr

esen

t de

mon

stra

te a

ba

sic

unde

rsta

ndin

g of

is

olat

ed e

lem

ents

of

the

or

gani

satio

nal

purp

ose

and

stru

ctur

e.

Con

side

ratio

n of

th

e or

gani

satio

n pr

ofile

, pro

ject

ou

tlin

e an

d w

orks

hop

requ

irem

ents

de

mon

stra

te a

ba

sic

unde

rsta

ndin

g of

th

e sc

enar

io;

trea

tmen

t sh

ows

inte

rpre

tatio

n bu

t is

like

ly t

o be

de

scri

ptiv

e in

pl

aces

.

Pres

ents

idea

s in

re

spon

se to

requ

irem

ents

th

at g

ener

ally

lin

k to

the

st

imul

us

mat

eria

l, al

thou

gh t

he

linka

ge is

not

su

stai

ned

and/

or

cons

iste

nt;

prop

osal

s ar

e no

t al

way

s ju

stifi

ed,

but

whe

n pr

esen

t de

mon

stra

te a

ba

sic

unde

rsta

ndin

g of

th

e or

gani

satio

nal

purp

ose

and

stru

ctur

e.

Con

side

ratio

n of

th

e or

gani

satio

n pr

ofile

, pro

ject

ou

tlin

e an

d w

orks

hop

requ

irem

ents

de

mon

stra

te

unde

rsta

ndin

g of

th

e sc

enar

io;

trea

tmen

t ev

iden

ces

som

e an

alyt

ical

abi

litie

s th

roug

h m

etho

dica

l in

terp

reta

tion

of

requ

irem

ents

in

cont

ext.

Pres

ents

idea

s in

re

spon

se to

requ

irem

ents

that

ar

e lin

ked

to t

he

stim

ulus

mat

eria

l, al

thou

gh the

lin

kage

is n

ot

alw

ays

cons

iste

nt;

prop

osal

s ar

e ju

stifi

ed in

co

ntex

t,

dem

onst

ratin

g an

un

ders

tand

ing

of

the

orga

nisa

tiona

l pu

rpos

e an

d st

ruct

ure.

Ado

pts

an

anal

ytic

al

appr

oach

to

inte

rpre

ting

the

nece

ssar

y co

nsid

erat

ions

of

the

orga

nisa

tion

prof

ile, p

roje

ct

outlin

e an

d w

orks

hop

requ

irem

ents

w

hich

de

mon

stra

tes

unde

rsta

ndin

g of

th

e sc

enar

io.

Pr

esen

ts id

eas

in

resp

onse

to

requ

irem

ents

th

at a

re c

lear

ly

and

cons

iste

ntly

lin

ked

to t

he

stim

ulus

m

ater

ial;

pr

opos

als

are

just

ified

in

cont

ext,

de

mon

stra

ting

an

unde

rsta

ndin

g of

th

e or

gani

satio

nal

purp

ose

and

stru

ctur

e.

Ado

pts

a co

mpr

ehen

sive

, in

-dep

th a

naly

tica

l ap

proa

ch to

inte

rpre

ting

the

nece

ssar

y co

nsid

erat

ions

of

the

orga

nisa

tion

prof

ile, p

roje

ct

outlin

e an

d w

orks

hop

requ

irem

ents

w

hich

de

mon

stra

tes

a th

orou

gh

unde

rsta

ndin

g of

th

e sc

enar

io.

Pr

esen

ts id

eas

in

resp

onse

to

requ

irem

ents

that

ar

e cl

earl

y an

d co

nsis

tent

ly

linke

d to

the

st

imul

us

mat

eria

l;

prop

osal

s ar

e ju

stifi

ed in

co

ntex

t,

dem

onst

ratin

g a

thor

ough

un

ders

tand

ing

of

the

orga

nisa

tiona

l pu

rpos

e an

d st

ruct

ure.

Un

it 7

: Em

ploy

men

t O

pp

ortu

nit

ies

in t

he

Per

form

ing

Art

s -

Mar

kin

g G

rid

1(C

onti

nu

ed)

Act

ivity

1:

Writt

en r

espo

nse:

ski

lls a

nd t

echn

ique

s pr

esen

ted

in p

ortf

olio

and

com

mun

icat

ion

Leve

l 0

1

2

3

4

5

6

M

ark

0


Res

pons

e at

tem

pts

to

artic

ulat

e ho

w

skill

s an

d ex

perien

ce a

re

rele

vant

to

the

idea

s pr

esen

ted,

bu

t pr

omot

iona

l in

tent

is li

mite

d;

unlik

ely

to

enga

ge t

he

pros

pect

ive

empl

oyer

.

Str

uctu

re o

f re

spon

se is

in

appr

opriat

e an

d co

mm

unic

ated

us

ing

limited

or

inac

cura

te

subj

ect-

spec

ific

term

inol

ogy.

Res

pons

e at

tem

pts

to

artic

ulat

e ho

w

skill

s an

d ex

perien

ce a

re

rele

vant

to

the

idea

s pr

esen

ted,

bu

t pr

omot

iona

l in

tent

is li

mite

d;

unlik

ely

to

enga

ge t

he

pros

pect

ive

empl

oyer

in

isol

ated

pla

ces.

Str

uctu

re o

f re

spon

se is

si

mpl

istic

and

co

mm

unic

ated

us

ing

basi

c an

d pa

rtia

lly a

ccur

ate

subj

ect-

spec

ific

term

inol

ogy.

Res

pons

e at

tem

pts

to

artic

ulat

e ho

w

skill

s an

d ex

perien

ce a

re

rele

vant

to

the

idea

s pr

esen

ted,

an

d th

ere

is

evid

ence

of

prom

otio

nal

inte

nt;

likel

y to

en

gage

the

pr

ospe

ctiv

e em

ploy

er.

Str

uctu

re o

f re

spon

se is

ad

equa

te a

nd is

co

mm

unic

ated

us

ing

appr

opriat

e an

d ge

nera

lly

accu

rate

sub

ject

-sp

ecifi

c te

rmin

olog

y.

Res

pons

e ar

ticul

ates

how

sk

ills

and

expe

rien

ce a

re

rele

vant

to

the

idea

s pr

esen

ted,

de

mon

stra

ting

pr

omot

iona

l in

tent

; lik

ely

to

enga

ge t

he

pros

pect

ive

empl

oyer

.

Str

uctu

re o

f re

spon

se is

co

hesi

ve a

nd

com

mun

icat

ed

thro

ugh

conf

iden

t an

d ac

cura

te u

se

of s

ubje

ct-

spec

ific

term

inol

ogy.

.

Res

pons

e ar

ticul

ates

how

sk

ills

and

expe

rien

ce a

re

rele

vant

to

the

idea

s pr

esen

ted,

de

mon

stra

ting

cl

ear

prom

otio

nal

inte

nt;

likel

y to

en

gage

the

pr

ospe

ctiv

e em

ploy

er.

Str

uctu

re o

f re

spon

se is

ef

fect

ive

and

com

mun

icat

ed

thro

ugh

assu

red

and

conc

ise

use

of s

ubje

ct-

spec

ific

term

inol

ogy.

Res

pons

e co

nfid

ently

ar

ticul

ates

how

sk

ills

and

expe

rien

ce a

re

entir

ely

rele

vant

to

the

idea

s pr

esen

ted,

de

mon

stra

ting

cl

ear,

effec

tive

an

d pe

rsua

sive

pr

omot

iona

l in

tent

; lik

ely

to

fully

eng

age

the

pros

pect

ive

empl

oyer

.

Str

uctu

re o

f re

spon

se is

so

phis

ticat

ed a

nd

com

mun

icat

ed

thro

ugh

acco

mpl

ishe

d an

d co

mpr

ehen

sive

us

e of

sub

ject

-sp

ecifi

c te

rmin

olog

y.

11Pe

arso

n BT

EC L

evel

3 N

atio

nals

in P

erfo

rmin

g A

rts

– U

nit 7

– F

inal

Sam

ple

Ass

essm

ent M

ater

ials

–

Issu

e 1

– N

ovem

ber

2015

© P

ears

on E

duca

tion

Lim

ited

2015


U

nit

7:

Empl

oym

ent

Opp

ortu

nit

ies

in t

he

Per

form

ing

Art

s -

Mar

kin

g G

rid

2

Act

ivity

2:

Dig

ital p

rom

otio

nal p

ortf

olio

Le

vel

0

1

2

3

4

Mar

k 0

1

–6

7

–1

2

13

–1

8

19

–2

4


Th

e po

rtfo

lio p

rese

nted

ev

iden

ces

limite

d re

leva

nce

to

the

orga

nisa

tion

prof

ile,

proj

ect

outli

ne a

nd w

orks

hop

requ

irem

ents

.

Port

folio

mat

eria

ls a

re

gene

ric,

dem

onst

ratin

g a

limite

d un

ders

tand

ing

of

prin

cipl

es r

elev

ant

to s

how

ing

prom

otio

nal i

nten

t (s

elec

tivity

an

d/or

ref

inem

ent)

.

Port

folio

evi

denc

e is

like

ly t

o ha

ve li

mite

d co

nsis

tenc

y w

ith

idea

s ex

pres

sed

in t

he w

ritt

en

resp

onse

.

The

mes

sage

con

veye

d th

roug

h th

e po

rtfo

lio is

un

conv

inci

ng.

Th

e po

rtfo

lio p

rese

nted

ev

iden

ces

adeq

uate

rel

evan

ce

to t

he o

rgan

isat

ion

prof

ile,

proj

ect

outli

ne a

nd w

orks

hop

requ

irem

ents

Port

folio

mat

eria

ls

dem

onst

rate

an

adeq

uate

un

ders

tand

ing

of p

rinc

iple

s re

leva

nt t

o sh

owin

g pr

omot

iona

l int

ent;

may

ev

iden

ce s

elec

tivity

and

/or

refin

emen

t. P

ortf

olio

is

gene

rally

con

sist

ent

with

the

id

eas

expr

esse

d in

the

writt

en

resp

onse

, al

thou

gh m

ay

cont

ain

som

e la

pses

.

Port

folio

is g

ener

ally

co

nsis

tent

with

the

idea

s ex

pres

sed

in t

he w

ritt

en

resp

onse

, al

thou

gh m

ay

cont

ain

som

e la

pses

.

The

mes

sage

con

veye

d th

roug

h th

e po

rtfo

lio is

ge

nera

lly s

ound

but

mig

ht

lack

per

suas

iven

ess

in p

lace

s.

Th

e po

rtfo

lio p

rese

nted

ev

iden

ces

thor

ough

rel

evan

ce

to t

he o

rgan

isat

ion

prof

ile,

proj

ect

outli

ne a

nd w

orks

hop

requ

irem

ents

.

Port

folio

mat

eria

ls

dem

onst

rate

an

effe

ctiv

e un

ders

tand

ing

of p

rinc

iple

s re

leva

nt t

o sh

owin

g pr

omot

iona

l int

ent;

evi

denc

es

anal

ytic

al a

bilit

y th

roug

h se

lect

ed a

nd/o

r re

fined

ex

ampl

es.

P

ortf

olio

is c

onsi

sten

t w

ith

the

idea

s ex

pres

sed

in t

he

writt

en r

espo

nse;

any

laps

es

are

min

or.

Th

e m

essa

ge c

onve

yed

thro

ugh

the

port

folio

is

conf

iden

t, p

ortf

olio

sho

ws

elem

ents

of so

phis

ticat

ion.

Th

e po

rtfo

lio p

rese

nted

ev

iden

ces

insi

ghtf

ul,

sust

aine

d re

leva

nce

to t

he o

rgan

isat

ion

prof

ile,

proj

ect

outli

ne a

nd

wor

ksho

p re

quirem

ents

.

Port

folio

mat

eria

ls d

emon

stra

te

a th

orou

gh u

nder

stan

ding

of

prin

cipl

es r

elev

ant

to s

how

ing

prom

otio

nal i

nten

t an

d ho

w

best

to

real

ise

thos

e in

tent

ions

; ev

iden

ces

criti

cal

anal

ytic

al a

bilit

y th

roug

h se

lect

ed, re

fined

exa

mpl

es.

P

ortf

olio

is e

ntirel

y co

nsis

tent

w

ith t

he id

eas

expr

esse

d in

the

w

ritt

en r

espo

nse.

The

mes

sage

is c

onfid

ent,

in

sigh

tful

and

per

suas

ive,

co

nvey

ed t

hrou

gh a

n ac

com

plis

hed

and

soph

istic

ated

po

rtfo

lio.

12Pe

arso

n BT

EC L

evel

3 N

atio

nals

in P

erfo

rmin

g A

rts

– U

nit 7

– F

inal

Sam

ple

Ass

essm

ent M

ater

ials

–

Issu

e 1

– N

ovem

ber

2015

© P

ears

on E

duca

tion

Lim

ited

2015


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