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BN021873 BTEC Nationals Performing Arts

BN021873 BTEC Nationals Performing Arts

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Sections

  • BTEC National qualification titles covered by this specification
  • What are BTEC Nationals?
  • Edexcel BTEC Level 3 Certificate – 30 credits
  • Edexcel BTEC Level 3 Subsidiary Diploma – 60 credits
  • Edexcel BTEC Level 3 Diploma – 120 credits
  • Edexcel BTEC Level 3 Extended Diploma – 180 credits
  • Key features of the BTEC Nationals in Performing Arts
  • Rationale for the BTEC Nationals in Performing Arts
  • National Occupational Standards
  • Rules of combination for Edexcel BTEC Level 3 National qualifications
  • Edexcel BTEC Level 3 Certificate in Performing Arts
  • Edexcel BTEC Level 3 Certificate in Performing Arts (Acting)
  • Edexcel BTEC Level 3 Certificate in Performing Arts (Dance)
  • Edexcel BTEC Level 3 Certificate in Performing Arts (Physical Theatre)
  • Edexcel BTEC Level 3 Certificate in Performing Arts (Physical Theatre)
  • Edexcel BTEC Level 3 Certificate in Performing Arts (Musical Theatre)
  • Edexcel BTEC Level 3 Certificate in Performing Arts (Musical Theatre)
  • Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts
  • Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts (Acting)
  • Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts (Acting)
  • Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts (Dance)
  • Edexcel BTEC Level 3 Diploma in Performing Arts
  • Edexcel BTEC Level 3 Diploma in Performing Arts (Acting)
  • Edexcel BTEC Level 3 Diploma in Performing Arts (Dance)
  • Edexcel BTEC Level 3 Diploma in Performing Arts (Musical Theatre)
  • Edexcel BTEC Level 3 Extended Diploma in Performing Arts
  • Edexcel BTEC Level 3 Extended Diploma in Performing Arts (Acting)
  • Edexcel BTEC Level 3 Extended Diploma in Performing Arts (Dance)
  • Assessment and grading
  • Grading domains
  • Calculation of the qualification grade
  • Quality assurance of centres
  • Approval
  • Programme design and delivery
  • Mode of delivery
  • Resources
  • Delivery approach
  • Meeting local needs
  • Limitations on variations from standard specifications
  • Additional and specialist learning
  • Functional Skills
  • Personal, learning and thinking skills
  • Access and recruitment
  • Restrictions on learner entry
  • Access arrangements and special considerations
  • Recognition of Prior Learning
  • Unit format
  • Unit title
  • QCF level
  • Credit value
  • Guided learning hours
  • Aim and purpose
  • Unit introduction
  • Learning outcomes
  • Unit content
  • Assessment and grading grid
  • Essential guidance for tutors
  • Further information
  • Useful publications
  • How to obtain National Occupational Standards
  • Professional development and training
  • Annexe A
  • Annexe B
  • Grading domains: BTEC Level 3 generic grading domains
  • Annexe C
  • Annexe D
  • Wider curriculum mapping
  • Annexe E
  • Annexe F
  • Unit mapping overview
  • Annexe G
  • Examples of calculation of qualification grade above pass grade
  • Points available for credits achieved at different QCF levels and unit grades

Specification

BTEC Nationals

Edexcel BTEC Level 3 Certificate, BTEC Level 3 Subsidiary Diploma, BTEC Level 3 Diploma and BTEC Level 3 Extended Diploma in Performing Arts (QCF)
For first teaching September 2010 January 2010

Edexcel, a Pearson company, is the UK’s largest awarding body, offering academic and vocational qualifications and testing to more than 25,000 schools, colleges, employers and other places of learning in the UK and in over 100 countries worldwide. Qualifications include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas, recognised by employers and higher education institutions worldwide. We deliver 9.4 million exam scripts each year, with more than 90% of exam papers marked onscreen annually. As part of Pearson, Edexcel continues to invest in cutting-edge technology that has revolutionised the examinations and assessment system. This includes the ability to provide detailed performance data to teachers and students which helps to raise attainment.

References to third party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

Authorised by Roger Beard Prepared by Paul Webster All the material in this publication is copyright © Edexcel Limited 2009

Contents
The units for the BTEC Nationals in Performing Arts are on the CD ROM contained within the specification pack.

BTEC National qualification titles covered by this specification What are BTEC Nationals?
Edexcel BTEC Level 3 Certificate – 30 credits Edexcel BTEC Level 3 Subsidiary Diploma – 60 credits Edexcel BTEC Level 3 Diploma – 120 credits Edexcel BTEC Level 3 Extended Diploma – 180 credits Key features of the BTEC Nationals in Performing Arts Rationale for the BTEC Nationals in Performing Arts National Occupational Standards

1 2
3 3 4 4 4 5 6

Rules of combination for Edexcel BTEC Level 3 National qualifications
Edexcel BTEC Level 3 Certificate in Performing Arts Edexcel BTEC Level 3 Certificate in Performing Arts (Acting) Edexcel BTEC Level 3 Certificate in Performing Arts (Dance) Edexcel BTEC Level 3 Certificate in Performing Arts (Physical Theatre) Edexcel BTEC Level 3 Certificate in Performing Arts (Musical Theatre) Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts (Acting) Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts (Dance) Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts (Physical Theatre) Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts (Musical Theatre) Edexcel BTEC Level 3 Diploma in Performing Arts Edexcel BTEC Level 3 Diploma in Performing Arts (Acting) Edexcel BTEC Level 3 Diploma in Performing Arts (Dance) Edexcel BTEC Level 3 Diploma in Performing Arts (Musical Theatre)

7
9 11 13 14 15 17 19 21 22 23 25 27 29 31

learning and thinking skills 45 46 46 46 47 47 47 47 47 Access and recruitment Restrictions on learner entry Access arrangements and special considerations Recognition of Prior Learning 48 48 48 49 Unit format Unit title QCF level Credit value Guided learning hours Aim and purpose 49 49 49 49 50 50 .Edexcel BTEC Level 3 Extended Diploma in Performing Arts Edexcel BTEC Level 3 Extended Diploma in Performing Arts (Acting) Edexcel BTEC Level 3 Extended Diploma in Performing Arts (Dance) Edexcel BTEC Level 3 Extended Diploma in Performing Arts (Musical Theatre) 33 35 37 39 Assessment and grading Grading domains 41 41 Calculation of the qualification grade Quality assurance of centres Approval 42 44 44 Programme design and delivery Mode of delivery Resources Delivery approach Meeting local needs Limitations on variations from standard specifications Additional and specialist learning Functional Skills Personal.

Unit introduction Learning outcomes Unit content Assessment and grading grid Essential guidance for tutors 50 50 50 51 51 Further information Useful publications How to obtain National Occupational Standards 52 52 53 Professional development and training Annexe A The Edexcel BTEC qualification framework for the Performing Arts sector 53 55 55 Annexe B Grading domains: BTEC Level 3 generic grading domains 57 57 Annexe C Personal. learning and thinking skills 59 59 Annexe D Wider curriculum mapping 67 67 Annexe E National Occupational Standards/mapping with NVQs 71 71 Annexe F Unit mapping overview Unit mapping in depth 73 73 75 Annexe G Examples of calculation of qualification grade above pass grade 87 87 Points available for credits achieved at different QCF levels and unit grades 87 .

.

The QCF Qualifications Accreditation Number (QAN) should be used by centres when they wish to seek public funding for their learners.dcsf. The QCF qualification and unit codes will appear on learners’ final certification documentation.gov. Schools and Families (DCSF) under Sections 96 and 97 of the Learning and Skills Act 2000. Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 1 . Learners need to be made aware of this when they are recruited by the centre and registered with Edexcel. Each unit within a qualification will also have a QCF unit code.uk.BTEC National qualification titles covered by this specification Edexcel BTEC Level 3 Certificate in Performing Arts Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts Edexcel BTEC Level 3 Diploma in Performing Arts Edexcel BTEC Level 3 Extended Diploma in Performing Arts These qualifications have been accredited to the Qualifications and Credit Framework (QCF) and are eligible for public funding as determined by the Department for Children. The QANs for the qualifications in this publication are: Edexcel BTEC Level 3 Certificate in Performing Arts (QCF) Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts (QCF) Edexcel BTEC Level 3 Diploma in Performing Arts (QCF) Edexcel BTEC Level 3 Extended Diploma in Performing Arts (QCF) 500/6920/2 500/6919/6 500/6873/8 500/6872/6 These qualification titles will appear on learners’ certificates. The qualification titles listed above feature in the funding lists published annually by the DCSF and the regularly updated website www.

or related vocational area. see within the relevant BTEC First specifications on the website (www. a learner can progress to or within employment and/or continue their study in the same. But for clarity and continuity they are referred to within this specification and generically as BTEC National qualifications. They are supported by the relevant Sector Skills Councils (SSCs) and/or Standards Setting Bodies (SSBs). BTEC Nationals accredit the achievement for courses and programmes of study for fulltime or part-time learners in schools. employers and learners alike. On successful completion of a BTEC National qualification. UCAS Tariff points) as their predecessor qualifications. approaches to teaching. The qualifications also provide career development opportunities for those already in work. understanding and skills that they need to prepare for employment. They give learners the knowledge. It should be noted that the titling conventions for the revised QCF versions of the BTEC Firsts have also changed. It enables learners to gain qualifications at their own pace along flexible routes. and through articulation to higher education. where these are appropriate. They maintain the same equivalences. 2 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 . The BTEC National qualifications within this specification have been revised to fit the new Qualifications and Credit Framework (QCF). The QCF is a framework which awards credit for qualifications and units and aims to present qualifications in a way that is easy to understand and measure. and have been since they were introduced in 1984. schools and other training providers.What are BTEC Nationals? BTEC National qualifications are undertaken in further education and sixth-form colleges. The following identifies the titling conventions and variations between the ‘old’ (NQF) and ‘new’ (QCF) specifications: Predecessor BTEC Nationals (accredited 2007) Not applicable Edexcel Level 3 BTEC National Award Edexcel Level 3 BTEC National Certificate Edexcel Level 3 BTEC National Diploma QCF BTEC Nationals (for delivery from September 2010) Edexcel BTEC Level 3 Certificate Edexcel BTEC Level 3 Subsidiary Diploma Edexcel BTEC Level 3 Diploma Edexcel BTEC Level 3 Extended Diploma BTEC Nationals are QCF Level 3 qualifications designed to provide highly specialist work-related qualifications in a range of vocational sectors. benchmarks and other articulations (for example SCAAT points. BTEC Nationals provide much of the underpinning knowledge and understanding for the National Occupational Standards for the sector. Certain BTEC Nationals are recognised as Technical Certificates and form part of the Apprenticeship Framework.com). colleges and other training provider organisations. degree and professional development programmes provide progression opportunities within the same cognate or related areas of study within universities and other institutions. where appropriate. As such the revised titles are: Edexcel BTEC Level 3 Certificate in Performing Arts Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts Edexcel BTEC Level 3 Diploma in Performing Arts Edexcel BTEC Level 3 Extended Diploma in Performing Arts.edexcel. Their purpose. learning and assessment are established and understood by teaching professionals. They attract UCAS points that equate to similar-sized general qualifications within education institutions within the UK.

For adult learners the BTEC Level 3 Subsidiary Diploma can extend their experience of work in a particular sector. The credit value of a unit specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of the unit. ● Learning time should address all learning (including assessment) relevant to the learning outcomes.There are three sizes of qualifications in the QCF: ● ● ● Awards (1 to 12 credits) Certificates (13 to 36 credits) Diplomas (37 credits and above). The BTEC Level 3 Certificate is also suitable for more mature learners. The credit value of a unit is based on: ● ● one credit for those learning outcomes achievable in 10 hours of learning learning time is defined as the time taken by learners at the level of the unit. The BTEC Level 3 Subsidiary Diploma offers greater flexibility and a choice of emphasis through the optional units. These learners may wish to extend their programme through the study of a general qualifications such as GCE AS Levels. overall size and focus as the revised QCF-accredited qualification. on average. It is broadly equivalent to one GCE A Level. It may also be a suitable qualification for those wishing to change career or move into a particular area of employment following a career break. The BTEC Level 3 Certificate is a qualification which can extend a learner’s programme of study and give vocational emphasis. when and how the learning has taken place. The predecessor qualification to the BTEC Level 3 Subsidiary Diploma is the Edexcel Level 3 BTEC National Award accredited onto the National Qualifications Framework. The BTEC Level 3 Certificate is broadly equivalent to one GCE AS Level. Edexcel BTEC Level 3 Subsidiary Diploma – 60 credits The 60-credit BTEC Level 3 Subsidiary Diploma extends the specialist work-related focus from the BTEC Level 3 Certificate and covers the key knowledge and practical skills required in the appropriate vocational sector. additional specialist learning (for example through another BTEC qualification) or a complementary NVQ. Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 3 . to complete the learning outcomes of the unit to the standard determined by the assessment criteria the credit value of the unit will remain constant in all contexts. regardless of the assessment method used for the qualification(s) to which it contributes. Edexcel BTEC Level 3 Certificate – 30 credits The 30-credit BTEC Level 3 Certificate offers a specialist qualification that focuses on particular aspects of employment within the appropriate vocational sector. which has the same equivalences. who wish to follow a vocational programme of study as part of their continued professional development or who want to move to a different area of employment. These learning programmes can be developed to allow learners to study related and complementary qualifications without duplication of content. regardless of where. Every unit and qualification in the framework will have a credit value. The BTEC Level 3 Subsidiary Diploma offers an engaging programme for those who are clear about the area of employment that they wish to enter.

It is broadly equivalent to three GCE A Levels. Key features of the BTEC Nationals in Performing Arts The BTEC Nationals in Performing Arts have been developed in the performing arts sector to: ● ● provide education and training for performing arts employees provide opportunities for performing arts employees to achieve a nationally recognised Level 3 vocationally-specific qualification provide full-time learners the opportunity to enter employment in the performing arts sector or to progress to vocational qualifications such as the Edexcel BTEC Higher Nationals in Performing Arts provide learners the opportunity to develop a range of skills and techniques. personal skills and attributes essential for successful performance in working life. which has the same equivalences. There is potential for the qualification to prepare learners for appropriate direct employment in the vocational sector and it is suitable for those who have decided that they clearly wish to enter a particular specialist area of work. There is potential for the qualification to prepare learners for employment in the appropriate vocational sector and it is suitable for those who have decided that they wish to enter a particular area of work. HND or other professional development programme. Some learners may wish to gain the qualification in order to enter a specialist area of employment or to progress to a higher education foundation degree. Some learners may wish to gain the qualification in order to enter a specialist area of employment or to progress to a Level 3 programme. Other learners may want to extend the specialist nature of the subjects they studied on the BTEC Level 3 Diploma or another programme of study. overall size and focus to the revised QCF-accredited qualification. The predecessor qualification to the BTEC Level 3 Extended Diploma is the Edexcel Level 3 BTEC National Diploma accredited onto the National Qualifications Framework.Edexcel BTEC Level 3 Diploma – 120 credits The 120-credit BTEC Level 3 Diploma broadens and expands the specialist work-related focus from the BTEC Level 3 Subsidiary Diploma. which has the same equivalences. Other learners may want to extend the specialism they studied on the BTEC Level 3 Certificate or the BTEC Level 3 Subsidiary Diploma programme. ● ● 4 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 . Edexcel BTEC Level 3 Extended Diploma – 180 credits The 180-credit BTEC Level 3 Extended Diploma extends and deepens the specialist work-related focus from the BTEC Level 3 Diploma. overall size and focus to the revised QCF-accredited qualification. The predecessor qualification to the BTEC Level 3 Diploma is the Edexcel Level 3 BTEC National Certificate accredited onto the National Qualifications Framework. It is broadly equivalent to two GCE A Levels.

further education and employment within the performing arts sector. taking into account industry standards for behaviour and performance. Skills gaps identified in the SQS include professional development and employability skills. units that address these shortage areas have been revised to encourage the acquisition and development of these competencies. The BTEC Nationals in Performing Arts have been designed in consideration of the Sector Qualifications Strategy (SQS) for creative and cultural industries. Site-Specific Performance. Subsidiary Diploma. as they will have received a thorough grounding in the knowledge and skills needed. The revised BTEC National Certificate. We have also introduced new units.Rationale for the BTEC Nationals in Performing Arts The Edexcel BTEC Nationals in Performing Arts aim to provide a broad educational base for further training. The assessment approach for BTEC Nationals in Performing Arts allows learners to receive feedback on their progress throughout the course as they provide evidence towards the grading criteria. The vocational context of the qualification is key to effective delivery and this can be provided through assignment briefs that provide learners with realistic. vocational focus. Further information will be added to each of the units in terms of an outline learning plan. More detailed information in each of these sections will allow tutors to offer a more informed approach to the implementation of the individual units and therefore also to the complete qualification. Learners should be encouraged to take responsibility for their own learning and achievement. Forging links and relationships with local and national professional practitioners is highly recommended in order to provide a strong. Voice and the Actor and Special Subject Investigation. work-based scenarios and projects. The revisions to the BTEC Nationals in Performing Arts allow the opportunity for the units to be revised and the content updated where appropriate. Subsidiary Diploma. and also in relation to the delivery and assessment strategies. Physical Theatre. The qualifications will develop learners’ abilities through the knowledge and skills gained in different parts of the programme. or to other higher education provision. Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 5 . such as Singing Techniques and Performance. that reflect an increased interest and demand. Dance and Musical Theatre pathways are designed as successors to the current Edexcel Level 3 BTEC qualifications of the same titles. Having completed an Edexcel BTEC Level 3 Diploma or Extended Diploma in Performing Arts. a programme of suggested assignments. whether it is a BTEC National Certificate. The performing arts sector sees continual change in terms of techniques and technology used in all areas. Diploma and Extended Diploma. Diploma and Extended Diploma in Performing Arts with Acting. learners will be ideally placed to progress to Level 4 or 5 BTEC Higher Nationals in Performing Arts or Music.

National Occupational Standards BTEC Nationals are designed to provide much of the underpinning knowledge and understanding for the National Occupational Standards (NOS). as well as developing practical skills in preparation for work and possible achievement of NVQs in due course. understanding. BTEC Nationals do not purport to deliver occupational competence in the sector. skills and techniques in the specified NOS. Edexcel BTEC Level 3 Nationals in Performing Arts relates to the following NOS. Each unit in the specification identifies links to elements of the NOS. Live Events and Promotion ● ● ● Units in the BTEC Level 3 Nationals in Performing Arts specification partially meet the knowledge. Technical Theatre ● ● HS1 – Working safely HS2 – Assessing risks LE3 – Support the licensing and permissions application process for a live event LE6 – Support the planning of live events LE11 – Research and assess the appropriateness of different types of venues for different types of live events. NOS form the basis of National Vocational Qualifications (NVQs). which should be demonstrated in a work context. 6 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 .

Edexcel BTEC Level 3 Certificate 1 2 3 4 5 Qualification credit value: a minimum of 30 credits. Optional unit credit: 50 credits (40 credits for endorsed titles). or above. Edexcel BTEC Level 3 Subsidiary Diploma 1 2 3 4 5 Qualification credit value: a minimum of 60 credits. the level of the qualification: 23 credits. Optional unit credit: 20. Mandatory unit credit: 10 credits (20 credits for endorsed titles). Mandatory unit credit: 10 credits. Minimum credit to be achieved at.Rules of combination for Edexcel BTEC Level 3 National qualifications The rules of combination specify the: ● ● ● ● ● total credit value of the qualification the minimum credit to be achieved at the level or above the level of the qualification the mandatory unit credit the optional unit credit the maximum credit that can come from other QCF BTEC units. or above. When combining units for a BTEC National qualification. Minimum credit to be achieved at. Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 7 . the level of the qualification: 45 credits. This qualification is not designed to include other QCF BTEC units. A maximum of 10 optional credits can come from other QCF BTEC units to meet local needs. it is the centre’s responsibility to ensure that the following rules of combination are adhered to.

A maximum of 25 optional credits can come from other QCF BTEC units to meet local needs. Mandatory unit credit: 60 credits (70 credits for endorsed titles). the level of the qualification: 90 credits. Minimum credit to be achieved at. Optional unit credit: 120 credits (110 credits for BTEC Extended Diploma in Performing Arts). or above.Edexcel BTEC Level 3 Diploma 1 2 3 4 5 Qualification credit value: a minimum of 120 credits. Minimum credit to be achieved at. or above. Edexcel BTEC Level 3 Extended Diploma 1 2 3 4 5 Qualification credit value: a minimum of 180 credits. Mandatory unit credit: 30 credits (40 credits for endorsed titles) Optional unit credit: 90 credits (80 credits for endorsed titles). A maximum of 20 optional credits can come from other QCF BTEC units to meet local needs. the level of the qualification: 135 credits. 8 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 .

The units for the BTEC Nationals in Performing Arts are on the CD ROM contained within the specification pack.Edexcel BTEC Level 3 Certificate in Performing Arts The Edexcel BTEC Level 3 Certificate in Performing Arts is a 30-credit and 180-guided-learning-hour (GLH) qualification that consists of one mandatory unit plus optional units that provide for a combined total of 30 credits (where at least 23 credits must be at Level 3 or above). Edexcel BTEC Level 3 Certificate in Performing Arts Unit 7 Mandatory units Performing to an Audience Credit Level 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Unit 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 Optional units Devising Plays Theatre in Education Theatre for Children Classical Theatre Performance Contemporary Theatre Performance Musical Theatre Performance Variety Performance Performing with Masks Developing Voice for the Actor Auditions for Actors Principles of Acting Applying Acting Styles Drama Improvisation Audio Performance Acting Film and TV Acting The Performance of Mime The Practice of Directing Theatre Approaches to Directing Theatre Script Writing Storytelling as Performance Stand-up Comic Technique Singing Skills for Actors and Dancers Developing Styles in Clowning Developing Physical Theatre Applying Physical Theatre Circus Acrobatics Circus Aerial Circus Equilibristics Circus Manipulation Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 9 .

Edexcel BTEC Level 3 Certificate in Performing Arts 38 39 40 41 42 43 Dance Performance Choreographic Principles Choreographing Dance Dance Improvisation The Healthy Performer Developing Classical Ballet Technique 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 44 45 46 47 48 49 50 51 52 53 54 101 102 103 104 Applying Classical Ballet Techniques Developing Contemporary Dance Technique Applying Contemporary Dance Technique Jazz Dance Tap Dance Developing Movement Skills Movement in Performance International Dance Urban Dance Exploring Contact Improvisation Dance Appreciation Singing Techniques and Performance Site-Specific Performance Voice and the Actor Special Subject Investigation 10 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 .

Edexcel BTEC Level 3 Certificate in Performing Arts (Acting) Unit 19 Mandatory units Principles of Acting Credit Level 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Unit 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 42 49 50 101 Optional units Devising Plays Theatre in Education Theatre for Children Classical Theatre Performance Contemporary Theatre Performance Musical Theatre Performance Variety Performance Performing with Masks Developing Voice for the Actor Auditions for Actors Principles of Acting Applying Acting Styles Drama Improvisation Audio Performance Acting Film and TV Acting The Performance of Mime The Practice of Directing Theatre Approaches to Directing Theatre Script Writing Storytelling as Performance Stand-up Comic Technique Singing Skills for Actors and Dancers Developing Styles in Clowning Developing Physical Theatre Applying Physical Theatre The Healthy Performer Developing Movement Skills Movement in Performance Singing Techniques and Performance Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 11 .Edexcel BTEC Level 3 Certificate in Performing Arts (Acting) The Edexcel BTEC Level 3 Certificate in Performing Arts (Acting) is a 30-credit and 180-guided-learning-hour (GLH) qualification that consists of one mandatory unit plus optional units that provide for a combined total of 30 credits (where at least 23 credits must be at Level 3 or above). The units for the BTEC Nationals in Performing Arts are on the CD ROM contained within the specification pack.

Edexcel BTEC Level 3 Certificate in Performing Arts (Acting) 102 103 104 106 Site-Specific Performance Voice and the Actor Special Subject Investigation Marketing for the Performing Arts 10 10 10 10 3 3 3 3 12 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 .

Edexcel BTEC Level 3 Certificate in Performing Arts (Dance) The Edexcel BTEC Level 3 Certificate in Performing Arts (Dance) is a 30-credit and 180-guided-learning-hour (GLH) qualification that consists of one mandatory unit plus optional units that provide for a combined total of 30 credits (where at least 23 credits must be at Level 3 or above). Edexcel BTEC Level 3 Certificate in Performing Arts (Dance) Unit 38 Mandatory units Dance Performance Credit Level 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Unit 30 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 106 101 102 104 Optional units Singing Skills for Actors and Dancers Developing Physical Theatre Applying Physical Theatre Circus Acrobatics Circus Aerial Circus Equilibristics Circus Manipulation Dance Performance Choreographic Principles Choreographing Dance Dance Improvisation The Healthy Performer Developing Classical Ballet Technique Applying Classical Ballet Techniques Developing Contemporary Dance Technique Applying Contemporary Dance Technique Jazz Dance Tap Dance Developing Movement Skills Movement in Performance International Dance Urban Dance Exploring Contact Improvisation Dance Appreciation Marketing for the Performing Arts Singing Techniques and Performance Site-Specific Performance Special Subject Investigation Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 13 . The units for the BTEC Nationals in Performing Arts are on the CD ROM contained within the specification pack.

Edexcel BTEC Level 3 Certificate in Performing Arts (Physical Theatre) Unit 32 Mandatory units Developing Physical Theatre Credit Level 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Unit 10 11 14 15 16 21 24 28 31 33 34 35 36 37 49 50 55 89 Optional units Theatre in Education Theatre for Children Musical Theatre Performance Variety Performance Performing with Masks Drama Improvisation The Performance of Mime Storytelling as Performance Developing Styles in Clowning Applying Physical Theatre Circus Acrobatics Circus Aerial Circus Equilibristics Circus Manipulation Developing Movement Skills Movement in Performance Arts in the Community Props Making 14 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 . The units for the BTEC Nationals in Performing Arts are on the CD ROM contained within the specification pack.Edexcel BTEC Level 3 Certificate in Performing Arts (Physical Theatre) The Edexcel BTEC Level 3 Certificate in Performing Arts (Physical Theatre) is a 30-credit and 180-guidedlearning-hour (GLH) qualification that consists of one mandatory unit plus optional units that provide for a combined total of 30 credits (where at least 23 credits must be at Level 3 or above).

The units for the BTEC Nationals in Performing Arts are on the CD ROM contained within the specification pack. Edexcel BTEC Level 3 Certificate in Performing Arts (Musical Theatre) Unit 14 Mandatory units Musical Theatre Performance Credit Level 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Unit 9 12 13 15 17 18 19 20 21 23 24 25 26 27 28 29 30 38 39 40 41 42 43 44 45 46 47 48 Optional units Devising Plays Classical Theatre Performance Contemporary Theatre Performance Variety Performance Developing Voice for the Actor Auditions for Actors Principles of Acting Applying Acting Styles Drama Improvisation Film and TV Acting The Performance of Mime The Practice of Directing Theatre Approaches to Directing Theatre Script Writing Storytelling as Performance Stand-up Comic Technique Singing Skills for Actors and Dancers Dance Performance Choreographic Principles Choreographing Dance Dance Improvisation The Healthy Performer Developing Classical Ballet Technique Applying Classical Ballet Techniques Developing Contemporary Dance Technique Applying Contemporary Dance Technique Jazz Dance Tap Dance Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 15 .Edexcel BTEC Level 3 Certificate in Performing Arts (Musical Theatre) The Edexcel BTEC Level 3 Certificate in Performing Arts (Musical Theatre) is a 30-credit and 180-guidedlearning-hour (GLH) qualification that consists of one mandatory unit plus optional units that provide for a combined total of 30 credits (where at least 23 credits must be at Level 3 or above).

Edexcel BTEC Level 3 Certificate in Performing Arts (Musical Theatre) 49 50 51 52 53 54 101 103 Developing Movement Skills Movement in Performance International Dance Urban Dance Exploring Contact Improvisation Dance Appreciation Singing Techniques and Performance Voice and the Actor 10 10 10 10 10 10 10 10 3 3 3 3 3 3 3 3 16 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 .

The units for the BTEC Nationals in Performing Arts are on the CD ROM contained within the specification pack. Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts Unit 7 Mandatory units Performing to an Audience Credit Level 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Unit 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 Optional units Devising Plays Theatre in Education Theatre for Children Classical Theatre Performance Contemporary Theatre Performance Musical Theatre Performance Variety Performance Performing with Masks Developing Voice for the Actor Auditions for Actors Principles of Acting Applying Acting Styles Drama Improvisation Audio Performance Acting Film and TV Acting The Performance of Mime The Practice of Directing Theatre Approaches to Directing Theatre Script Writing Storytelling as Performance Stand-up Comic Technique Singing Skills for Actors and Dancers Developing Styles in Clowning Developing Physical Theatre Applying Physical Theatre Circus Acrobatics Circus Aerial Circus Equilibristics Circus Manipulation Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 17 .Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts The Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts is a 60-credit and 360-guided-learninghour (GLH) qualification that consists of one mandatory unit plus optional units that provide for a combined total of 60 credits (where at least 45 credits must be at Level 3 or above).

Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 101 102 103 104 Dance Performance Choreographic Principles Choreographing Dance Dance Improvisation The Healthy Performer Developing Classical Ballet Technique Applying Classical Ballet Techniques Developing Contemporary Dance Technique Applying Contemporary Dance Technique Jazz Dance Tap Dance Developing Movement Skills Movement in Performance International Dance Urban Dance Exploring Contact Improvisation Dance Appreciation Singing Techniques and Performance Site-Specific Performance Voice and the Actor Special Subject Investigation 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 18 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 .

Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts (Acting) The Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts (Acting) is a 60-credit and 360-guidedlearning-hour (GLH) qualification that consists of two mandatory units plus optional units that provide for a combined total of 60 credits (where at least 45 credits must be at Level 3 or above). The units for the BTEC Nationals in Performing Arts are on the CD ROM contained within the specification pack. Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts (Acting) Unit 7 19 Mandatory units Performing to an Audience Principles of Acting Credit Level 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Unit 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 42 49 Optional units Devising Plays Theatre in Education Theatre for Children Classical Theatre Performance Contemporary Theatre Performance Musical Theatre Performance Variety Performance Performing with Masks Developing Voice for the Actor Auditions for Actors Principles of Acting Applying Acting Styles Drama Improvisation Audio Performance Acting Film and TV Acting The Performance of Mime The Practice of Directing Theatre Approaches to Directing Theatre Script Writing Storytelling as Performance Stand-up Comic Technique Singing Skills for Actors and Dancers Developing Styles in Clowning Developing Physical Theatre Applying Physical Theatre The Healthy Performer Developing Movement Skills Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 19 .

Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts (Acting) 50 101 102 103 104 106 Movement in Performance Singing Techniques and Performance Site-Specific Performance Voice and the Actor Special Subject Investigation Marketing for the Performing Arts 10 10 10 10 10 10 3 3 3 3 3 3 20 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 .

Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts (Dance) Unit 7 38 Mandatory units Performing to an Audience Dance Performance Credit Level 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Unit 30 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 101 102 104 106 Optional units Singing Skills for Actors and Dancers Developing Physical Theatre Applying Physical Theatre Circus Acrobatics Circus Aerial Circus Equilibristics Circus Manipulation Dance Performance Choreographic Principles Choreographing Dance Dance Improvisation The Healthy Performer Developing Classical Ballet Technique Applying Classical Ballet Techniques Developing Contemporary Dance Technique Applying Contemporary Dance Technique Jazz Dance Tap Dance Developing Movement Skills Movement in Performance International Dance Urban Dance Exploring Contact Improvisation Dance Appreciation Singing Techniques and Performance Site-Specific Performance Special Subject Investigation Marketing for the Performing Arts Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 21 . The units for the BTEC Nationals in Performing Arts are on the CD ROM contained within the specification pack.Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts (Dance) The Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts (Dance) is a 60-credit and 360-guidedlearning-hour (GLH) qualification that consists of two mandatory units plus optional units that provide for a combined total of 60 credits (where at least 45 credits must be at Level 3 or above).

Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts (Physical Theatre) Unit 7 32 Mandatory units Performing to an Audience Developing Physical Theatre Credit Level 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Unit 10 11 14 15 16 21 24 28 31 33 34 35 36 37 49 50 55 89 Optional units Theatre in Education Theatre for Children Musical Theatre Performance Variety Performance Performing with Masks Drama Improvisation The Performance of Mime Storytelling as Performance Developing Styles in Clowning Applying Physical Theatre Circus Acrobatics Circus Aerial Circus Equilibristics Circus Manipulation Developing Movement Skills Movement in Performance Arts in the Community Props Making 22 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 .Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts (Physical Theatre) The Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts (Physical Theatre) is a 60-credit and 360guided-learning-hour (GLH) qualification that consists of two mandatory units plus optional units that provide for a combined total of 60 credits (where at least 45 credits must be at Level 3 or above). The units for the BTEC Nationals in Performing Arts are on the CD ROM contained within the specification pack.

Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts (Musical Theatre) Unit 7 14 Mandatory units Performing to an Audience Musical Theatre Performance Credit Level 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Unit 9 12 13 15 17 18 19 20 21 23 24 25 26 27 28 29 30 38 39 40 41 42 43 44 45 46 47 Optional units Devising Plays Classical Theatre Performance Contemporary Theatre Performance Variety Performance Developing Voice for the Actor Auditions for Actors Principles of Acting Applying Acting Styles Drama Improvisation Film and TV Acting The Performance of Mime The Practice of Directing Theatre Approaches to Directing Theatre Script Writing Storytelling as Performance Stand-up Comic Technique Singing Skills for Actors and Dancers Dance Performance Choreographic Principles Choreographing Dance Dance Improvisation The Healthy Performer Developing Classical Ballet Technique Applying Classical Ballet Techniques Developing Contemporary Dance Technique Applying Contemporary Dance Technique Jazz Dance Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 23 .Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts (Musical Theatre) The Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts (Musical Theatre) is a 60-credit and 360guided-learning-hour (GLH) qualification that consists of two mandatory units plus optional units that provide for a combined total of 60 credits (where at least 45 credits must be at Level 3 or above). The units for the BTEC Nationals in Performing Arts are on the CD ROM contained within the specification pack.

Edexcel BTEC Level 3 Subsidiary Diploma in Performing Arts (Musical Theatre) 48 49 50 51 52 53 54 Tap Dance Developing Movement Skills Movement in Performance International Dance Urban Dance Exploring Contact Improvisation Dance Appreciation 10 10 10 10 10 10 10 10 10 3 3 3 3 3 3 3 3 3 101 103 Singing Techniques and Performance Voice and the Actor 24 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 .

Edexcel BTEC Level 3 Diploma in Performing Arts The Edexcel BTEC Level 3 Diploma in Performing Arts is a 120-credit and 720-guided-learning-hour (GLH) qualification that consists of three mandatory units plus optional units that provide for a combined total of 120 credits (where at least 90 credits must be at Level 3 or above). Edexcel BTEC Level 3 Diploma in Performing Arts Unit 1 3 7 Mandatory units Performance Workshop Performing Arts Business Performing to an Audience Credit Level 10 10 10 20 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Unit 5 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 Optional units Rehearsing for Performance Devising Plays Theatre in Education Theatre for Children Classical Theatre Performance Contemporary Theatre Performance Musical Theatre Performance Variety Performance Performing with Masks Developing Voice for the Actor Auditions for Actors Principles of Acting Applying Acting Styles Drama Improvisation Audio Performance Acting Film and TV Acting The Performance of Mime The Practice of Directing Theatre Approaches to Directing Theatre Script Writing Storytelling as Performance Stand-up Comic Technique Singing Skills for Actors and Dancers Developing Styles in Clowning Developing Physical Theatre Applying Physical Theatre Circus Acrobatics Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 25 . The units for the BTEC Nationals in Performing Arts are on the CD ROM contained within the specification pack.

Edexcel BTEC Level 3 Diploma in Performing Arts 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 74 75 101 102 103 104 Circus Aerial Circus Equilibristics Circus Manipulation Dance Performance Choreographic Principles Choreographing Dance Dance Improvisation The Healthy Performer Developing Classical Ballet Technique Applying Classical Ballet Techniques Developing Contemporary Dance Technique Applying Contemporary Dance Technique Jazz Dance Tap Dance Developing Movement Skills Movement in Performance International Dance Urban Dance Exploring Contact Improvisation Dance Appreciation Working Freelance in the Performing and Production Arts Legal Aspects for Performers Singing Techniques and Performance Site-Specific Performance Voice and the Actor Special Subject Investigation 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 26 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 .

Edexcel BTEC Level 3 Diploma in Performing Arts (Acting) Unit Mandatory units 1 3 7 19 Performance Workshop Performing Arts Business Performing to an Audience Principles of Acting Credit Level 10 10 10 10 20 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Unit Optional units 5 Rehearsing for Performance 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 Devising Plays Theatre in Education Theatre for Children Classical Theatre Performance Contemporary Theatre Performance Musical Theatre Performance Variety Performance Performing with Masks Developing Voice for the Actor Auditions for Actors Principles of Acting Applying Acting Styles Drama Improvisation Audio Performance Acting Film and TV Acting The Performance of Mime The Practice of Directing Theatre Approaches to Directing Theatre Script Writing Storytelling as Performance Stand-up Comic Technique Singing Skills for Actors and Dancers Developing Styles in Clowning Developing Physical Theatre Applying Physical Theatre Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 27 . The units for the BTEC Nationals in Performing Arts are on the CD ROM contained within the specification pack.Edexcel BTEC Level 3 Diploma in Performing Arts (Acting) The Edexcel BTEC Level 3 Diploma in Performing Arts (Acting) is a 120-credit and 720-guided-learning-hour (GLH) qualification that consists of four mandatory units plus optional units that provide for a combined total of 120 credits (where at least 90 credits must be at Level 3 or above).

Edexcel BTEC Level 3 Diploma in Performing Arts (Acting) 42 49 50 101 102 103 104 106 The Healthy Performer Developing Movement Skills Movement in Performance Singing Techniques and Performance Site-Specific Performance Voice and the Actor Special Subject Investigation Marketing for the Performing Arts 10 10 10 10 10 10 10 10 3 3 3 3 3 3 3 3 28 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 .

Edexcel BTEC Level 3 Diploma in Performing Arts (Dance) The Edexcel BTEC Level 3 Diploma in Performing Arts (Dance) is a 120-credit and 720-guided-learning-hour (GLH) qualification that consists of four mandatory units plus optional units that provide for a combined total of 120 credits (where at least 90 credits must be at Level 3 or above). The units for the BTEC Nationals in Performing Arts are on the CD ROM contained within the specification pack. Edexcel BTEC Level 3 Diploma in Performing Arts (Dance) Unit 1 3 7 38 Mandatory units Performance Workshop Performing Arts Business Performing to an Audience Dance Performance Credit Level 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Unit 30 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 101 102 Optional units Singing Skills for Actors and Dancers Developing Physical Theatre Applying Physical Theatre Circus Acrobatics Circus Aerial Circus Equilibristics Circus Manipulation Dance Performance Choreographic Principles Choreographing Dance Dance Improvisation The Healthy Performer Developing Classical Ballet Technique Applying Classical Ballet Techniques Developing Contemporary Dance Technique Applying Contemporary Dance Technique Jazz Dance Tap Dance Developing Movement Skills Movement in Performance International Dance Urban Dance Exploring Contact Improvisation Dance Appreciation Singing Techniques and Performance Site-Specific Performance Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 29 .

Edexcel BTEC Level 3 Diploma in Performing Arts (Dance) 104 106 Special Subject Investigation Marketing for the Performing Arts 10 10 3 3 30 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 .

Edexcel BTEC Level 3 Diploma in Performing Arts (Musical Theatre) Unit 1 3 7 14 Mandatory units Performance Workshop Performing Arts Business Performing to an Audience Musical Theatre Performance Credit Level 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Unit 9 12 13 15 17 18 19 20 21 23 24 25 26 27 28 29 30 38 39 40 41 42 43 44 45 46 Optional units Devising Plays Classical Theatre Performance Contemporary Theatre Performance Variety Performance Developing Voice for the Actor Auditions for Actors Principles of Acting Applying Acting Styles Drama Improvisation Film and TV Acting The Performance of Mime The Practice of Directing Theatre Approaches to Directing Theatre Script Writing Storytelling as Performance Stand-up Comic Technique Singing Skills for Actors and Dancers Dance Performance Choreographic Principles Choreographing Dance Dance Improvisation The Healthy Performer Developing Classical Ballet Technique Applying Classical Ballet Techniques Developing Contemporary Dance Technique Applying Contemporary Dance Technique Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 31 .Edexcel BTEC Level 3 Diploma in Performing Arts (Musical Theatre) The Edexcel BTEC Level 3 Diploma in Performing Arts (Musical Theatre) is a 120-credit and 720-guidedlearning-hour (GLH) qualification that consists of four mandatory units plus optional units that provide for a combined total of 120 credits (where at least 90 credits must be at Level 3 or above). The units for the BTEC Nationals in Performing Arts are on the CD ROM contained within the specification pack.

Edexcel BTEC Level 3 Diploma in Performing Arts (Musical Theatre) 47 48 49 50 51 52 53 54 101 103 Jazz Dance Tap Dance Developing Movement Skills Movement in Performance International Dance Urban Dance Exploring Contact Improvisation Dance Appreciation Singing Techniques and Performance Voice and the Actor 10 10 10 10 10 10 10 10 10 10 3 3 3 3 3 3 3 3 3 3 32 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 .

Edexcel BTEC Level 3 Extended Diploma in Performing Arts Unit 1 3 4 5 7 Mandatory units Performance Workshop Performing Arts Business The Historical Context of Performance Rehearsing for Performance Performing to an Audience Credit Level 10 10 10 20 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Unit 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 Optional units Devising Plays Theatre in Education Theatre for Children Classical Theatre Performance Contemporary Theatre Performance Musical Theatre Performance Variety Performance Performing with Masks Developing Voice for the Actor Auditions for Actors Principles of Acting Applying Acting Styles Drama Improvisation Audio Performance Acting Film and TV Acting The Performance of Mime The Practice of Directing Theatre Approaches to Directing Theatre Script Writing Storytelling as Performance Stand-up Comic Technique Singing Skills for Actors and Dancers Developing Styles in Clowning Developing Physical Theatre Applying Physical Theatre Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 33 .Edexcel BTEC Level 3 Extended Diploma in Performing Arts The Edexcel BTEC Level 3 Extended Diploma in Performing Arts is a 180-credit and 1080-guided-learninghour (GLH) qualification that consists of five mandatory units plus optional units that provide for a combined total of 180 credits (where at least 135 credits must be at Level 3 or above). The units for the BTEC Nationals in Performing Arts are on the CD ROM contained within the specification pack.

Edexcel BTEC Level 3 Extended Diploma in Performing Arts 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 74 75 101 102 103 104 Circus Acrobatics Circus Aerial Circus Equilibristics Circus Manipulation Dance Performance Choreographic Principles Choreographing Dance Dance Improvisation The Healthy Performer Developing Classical Ballet Technique Applying Classical Ballet Techniques Developing Contemporary Dance Technique Applying Contemporary Dance Technique Jazz Dance Tap Dance Developing Movement Skills Movement in Performance International Dance Urban Dance Exploring Contact Improvisation Dance Appreciation Arts in the Community Working Freelance in the Performing and Production Arts Legal Aspects for Performers Singing Techniques and Performance Site-Specific Performance Voice and the Actor Special Subject Investigation 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 34 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 .

The units for the BTEC Nationals in Performing Arts are on the CD ROM contained within the specification pack. Edexcel BTEC Level 3 Extended Diploma in Performing Arts (Acting) Unit 1 3 4 5 7 19 Mandatory units Performance Workshop Performing Arts Business The Historical Context of Performance Rehearsing for Performance Performing to an Audience Principles of Acting Credit Level 10 10 10 20 10 10 20 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Unit 5 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Optional units Rehearsing for Performance Devising Plays Theatre in Education Theatre for Children Classical Theatre Performance Contemporary Theatre Performance Musical Theatre Performance Variety Performance Performing with Masks Developing Voice for the Actor Auditions for Actors Principles of Acting Applying Acting Styles Drama Improvisation Audio Performance Acting Film and TV Acting The Performance of Mime The Practice of Directing Theatre Approaches to Directing Theatre Script Writing Storytelling as Performance Stand-up Comic Technique Singing Skills for Actors and Dancers Developing Styles in Clowning Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 35 .Edexcel BTEC Level 3 Extended Diploma in Performing Arts (Acting) The Edexcel BTEC Level 3 Extended Diploma in Performing Arts (Acting) is a 180-credit and 1080-guidedlearning-hour (GLH) qualification that consists of six mandatory units plus optional units that provide for a combined total of 180 credits (where at least 135 credits must be at Level 3 or above).

Edexcel BTEC Level 3 Extended Diploma in Performing Arts (Acting) 32 33 42 49 50 55 74 75 101 102 103 104 106 Developing Physical Theatre Applying Physical Theatre The Healthy Performer Developing Movement Skills Movement in Performance Arts in the Community Working Freelance in the Performing and Production Arts Legal Aspects for Performers Singing Techniques and Performance Site-Specific Performance Voice and the Actor Special Subject Investigation Marketing for the Performing Arts 10 10 10 10 10 10 10 10 10 10 10 10 10 3 3 3 3 3 3 3 3 3 3 3 3 3 36 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 .

Edexcel BTEC Level 3 Extended Diploma in Performing Arts (Dance) Unit 1 3 4 5 7 38 Mandatory units Performance Workshop Performing Arts Business The Historical Context of Performance Rehearsing for Performance Performing to an Audience Dance Performance Credit Level 10 10 10 20 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Unit 30 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 Optional units Singing Skills for Actors and Dancers Developing Physical Theatre Applying Physical Theatre Circus Acrobatics Circus Aerial Circus Equilibristics Circus Manipulation Dance Performance Choreographic Principles Choreographing Dance Dance Improvisation The Healthy Performer Developing Classical Ballet Technique Applying Classical Ballet Techniques Developing Contemporary Dance Technique Applying Contemporary Dance Technique Jazz Dance Tap Dance Developing Movement Skills Movement in Performance International Dance Urban Dance Exploring Contact Improvisation Dance Appreciation Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 37 . The units for the BTEC Nationals in Performing Arts are on the CD ROM contained within the specification pack.Edexcel BTEC Level 3 Extended Diploma in Performing Arts (Dance) The Edexcel BTEC Level 3 Extended Diploma in Performing Arts (Dance) is a 180-credit and 1080-guidedlearning-hour (GLH) qualification that consists of six mandatory units plus optional units that provide for a combined total of 180 credits (where at least 135 credits must be at Level 3 or above).

Edexcel BTEC Level 3 Extended Diploma in Performing Arts (Dance) 55 74 75 101 102 104 106 Arts in the Community Working Freelance in the Performing and Production Arts Legal Aspects for Performers Singing Techniques and Performance Site-Specific Performance Special Subject Investigation Marketing for the Performing Arts 10 10 10 10 10 10 10 3 3 3 3 3 3 3 38 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 .

Edexcel BTEC Level 3 Extended Diploma in Performing Arts (Musical Theatre) Unit 1 3 4 5 7 14 Mandatory units Performance Workshop Performing Arts Business The Historical Context of Performance Rehearsing for Performance Performing to an Audience Musical Theatre Performance Credit Level 10 10 10 20 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Unit 9 12 13 15 17 18 19 20 21 23 24 25 26 27 28 29 30 38 39 40 41 42 43 Optional units Devising Plays Classical Theatre Performance Contemporary Theatre Performance Variety Performance Developing Voice for the Actor Auditions for Actors Principles of Acting Applying Acting Styles Drama Improvisation Film and TV Acting The Performance of Mime The Practice of Directing Theatre Approaches to Directing Theatre Script Writing Storytelling as Performance Stand-up Comic Technique Singing Skills for Actors and Dancers Dance Performance Choreographic Principles Choreographing Dance Dance Improvisation The Healthy Performer Developing Classical Ballet Technique Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 39 . The units for the BTEC Nationals in Performing Arts are on the CD ROM contained within the specification pack.Edexcel BTEC Level 3 Extended Diploma in Performing Arts (Musical Theatre) The Edexcel BTEC Level 3 Extended Diploma in Performing Arts (Musical Theatre) is a 180-credit and 1080-guided-learning-hour (GLH) qualification that consists of six mandatory units plus optional units that provide for a combined total of 180 credits (where at least 135 credits must be at Level 3 or above).

Edexcel BTEC Level 3 Extended Diploma in Performing Arts (Musical Theatre)
44 45 46 47 48 49 50 51 52 53 54 55 74 75 101 103 106 Applying Classical Ballet Techniques Developing Contemporary Dance Technique Applying Contemporary Dance Technique Jazz Dance Tap Dance Developing Movement Skills Movement in Performance International Dance Urban Dance Exploring Contact Improvisation Dance Appreciation Arts in the Community Working Freelance in the Performing and Production Arts Legal Aspects for Performers Singing Techniques and Performance Voice and the Actor Marketing for the Performing Arts

10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

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Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009

Assessment and grading
In BTEC Nationals all units are internally assessed. All assessment for BTEC Nationals is criterion referenced, based on the achievement of specified learning outcomes. Each unit within the qualification has specified assessment and grading criteria which are to be used for grading purposes. A summative unit grade can be awarded at pass, merit or distinction:
● ● ●

to achieve a ‘pass’ a learner must have satisfied all the pass assessment criteria to achieve a ‘merit’ a learner must additionally have satisfied all the merit grading criteria to achieve a ‘distinction’ a learner must additionally have satisfied all the distinction grading criteria.

Learners who complete the unit but who do not meet all the pass criteria are graded ‘unclassified’.

Grading domains
The grading criteria are developed in relation to grading domains which are exemplified by a number of indicative characteristics at the level of the qualification. There are four BTEC National grading domains:
● ● ● ●

application of knowledge and understanding development of practical and technical skills personal development for occupational roles application of generic skills.

Please refer to Annexe B which shows the merit and distinction indicative characteristics.

Guidance
The purpose of assessment is to ensure that effective learning has taken place to give learners the opportunity to:
● ●

meet the assessment and grading criteria and achieve the learning outcomes within the units.

All the assignments created by centres should be reliable and fit for purpose, and should build on the assessment and grading criteria. Assessment tasks and activities should enable learners to produce valid, sufficient and reliable evidence that relates directly to the specified criteria. Centres should enable learners to produce evidence in a variety of different forms and including, written reports, graphs and posters, along with projects, performance observation and time-constrained assessments. Centres are encouraged to emphasise the practical application of the assessment and grading criteria, providing a realistic scenario for learners to adopt, and making maximum use of practical activities and work experience. The creation of assignments that are fit for purpose is vital to achievement and their importance cannot be over-emphasised. The assessment and grading criteria must be clearly indicated in the fit-for-purpose assignments. This gives learners focus and helps with internal verification and standardisation processes. It will also help to ensure that learner feedback is specific to the assessment and grading criteria. When looking at the assessment and grading grids and designing assignments, centres are encouraged to identify common topics and themes.

Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009

41

The units include guidance on appropriate assessment methodology. A central feature of vocational assessment is that it allows for assessment to be:
● ● ●

current, ie to reflect the most recent developments and issues local, ie to reflect the employment context of the delivering centre flexible to reflect learner needs, ie at a time and in a way that matches the learner’s requirements so that they can demonstrate achievement.

Calculation of the qualification grade
Pass qualification grade
Learners who achieve the minimum eligible credit value specified by the rule of combination will achieve the qualification at pass grade (see Rules of combination for Edexcel BTEC Level 3 National qualifications).

Qualification grades above pass grade
Learners will be awarded a merit or distinction or distinction* qualification grade (or combination of these grades appropriate to the qualification) by the aggregation of points gained through the successful achievement of individual units. The number of points available is dependent on the unit level and grade achieved, and the credit size of the unit (as shown in the ‘points available for credits achieved at different QCF Levels and unit grades’ below).

Points available for credits achieved at different QCF Levels and unit grades
The table below shows the number of points scored per credit at the unit level and grade. Points per credit Pass
5
7

Unit QCF level
Level 2
Level 3

Merit
6
8

Distinction
7
9

Level 4

9

10

11

Learners who achieve the correct number of points within the ranges shown in the ‘qualification grade’ table will achieve the qualification merit or distinction or distinction* grade (or combinations of these grades appropriate to the qualification).

Qualification grade
BTEC Level 3 Certificate Points range above pass grade
230-249 250-259 260 and above

Grade
Merit Distinction Distinction* M D D*

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Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009

BTEC Level 3 Subsidiary Diploma Points range above pass grade 460-499 500-519 520 and above Grade Merit Distinction Distinction* M D D* BTEC Level 3 Diploma Points range above pass grade 880-919 920-959 960-999 1000-1029 1030-1059 1060 and above Grade MP MM DM DD DD* D*D* BTEC Level 3 Extended Diploma Points range above pass grade 1300-1339 1340-1379 1380-1419 1420-1459 1460-1499 1500-1529 1530-1559 1560-1589 1590 and above Grade MPP MMP MMM DMM DDM DDD DDD* DD*D* D*D*D* Please refer to Annexe G for examples of calculation of qualification grade above pass grade. Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 43 .

planning. This is covered in the statement of learning outcomes. The approvals agreement is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any linked codes or regulations. Edexcel is committed to ensuring that it follows best practice and employs appropriate technology to support quality assurance processes where practicable. and be granted. This section is designed to provide additional guidance and amplification related to the unit to support tutors. it must abide by these conditions throughout the period of delivery Edexcel makes available to approved centres a range of materials and opportunities intended to exemplify the processes required for effective assessment and examples of effective standards.Quality assurance of centres Edexcel’s qualification specifications set out the standard to be achieved by each learner in order to be awarded the qualification. appeals and malpractice. Sanctions and tariffs may be applied if centres do not comply with the agreement. Therefore. Centres will be allowed ‘accelerated approval’ for a new programme where the centre already has approval for a programme that is being replaced by the new programme. centre approval before they can apply for approval to offer the programme. and assessment and grading criteria in each unit. 44 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 . Approval Centres that have not previously offered BTEC qualifications will first need to apply for. The key principles of quality assurance are that: ● a centre delivering BTEC programmes must be an approved centre and must have approval for programmes or groups of programmes that it is operating the centre agrees as part of gaining approval to abide by specific terms and conditions around the effective delivery and quality assurance of assessment. When a centre applies for approval to offer a BTEC qualification they are required to enter into an approvals agreement. the specific arrangements for working with centres will vary. monitoring and recording of assessment processes. deliverers and assessors and to provide for a coherence of understanding and a consistency of delivery and assessment. Edexcel seeks to ensure that the quality assurance processes that it uses do not place undue bureaucratic processes on centres and works to support centres in providing robust quality assurance processes. this could result in the suspension of certification or withdrawal of approval. Ultimately. Approved centres must use the materials and services to ensure that all staff delivering BTEC qualifications keep up to date with the guidance on assessment an approved centre must follow agreed protocols for standardisation of assessors and verifiers. and for dealing with special circumstances. ● ● ● The approach of quality assured assessment is made through a partnership between an approved centre and Edexcel. Further guidance on delivery and assessment is given in the Essential guidance for tutors section in each unit.

issued annually. through requested samples of assessments. It does not include time spent by staff in day to day marking of assignments where the learner is not present. ● ● ● ● Edexcel Quality Assurance Handbook Centres should refer to the Handbook for Quality Assurance for BTEC QCF Qualifications. open learning centres and learning workshops. completed assessed learner work and associated documentation overarching review and assessment of a centre’s strategy for assessing and quality assuring its BTEC programmes. It also includes time spent by staff assessing learners’ achievements. The methods which it uses to do this for BTEC First and National programmes accredited under the Qualifications and Credit Framework (QCF) include: ● ensuring that all centres have completed appropriate declarations at the time of approval undertaking approval visits to centres where necessary requiring all centres to appoint a Lead Internal Verifier for designated groups of programmes and to ensure that this person is trained and supported in carrying out that role requiring that the Lead Internal Verifier completes compulsory online standardisation related to assessment and verification decisions for the designated programme assessment sampling and verification. for example. Centres that do not comply with remedial action plans may have their approval to deliver qualifications removed. This definition includes lectures. Centres that do not fully address and maintain rigorous approaches to quality assurance will be prevented from seeking certification for individual programmes or for all BTEC First and National programmes. Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 45 . An approved centre must make certification claims only when authorised by Edexcel and strictly in accordance with requirements for reporting. for detailed guidance. Programme design and delivery BTEC National qualifications consist of mandatory units and optional units. In BTEC Nationals each unit has a number of guided learning hours. Centres are advised to consider this definition when planning the programme of study associated with this specification.Edexcel monitors and supports centres in the effective operation of assessment and quality assurance. Optional units are designed to provide a focus to the qualification and give more specialist opportunities in the sector. Guided learning hours are defined as all the times when a tutor. trainer or facilitator is present to give specific guidance towards the learning aim being studied on a programme. tutorials and supervised study in.

The outline learning plan can be used in conjunction with the programme of suggested assignments. part time. Where specific resources are required these have been indicated in individual units in the Essential resources sections. particular care needs to be taken to build strong links between the learning and assessment for the BTEC National qualification and the related NVQs and Functional Skills that also contribute to the scheme. Physical resources need to support the delivery of the programme and the proper assessment of the learning outcomes and should. distance learning) that meets their learners’ needs. This requires the development of relevant and up-to-date teaching materials that allow learners to apply their learning to actual events and activity within the sector. centres must ensure that learners have appropriate access to the resources identified in the specification and to the subject specialists delivering the units. Tutors and assessors need to ensure that appropriate links are made between theory and practical application and that the knowledge base is applied to the sector. 46 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 . Those planning the programme should aim to enhance the vocational nature of the qualification by: ● ● ● liaising with employers to ensure a course relevant to learners’ specific needs accessing and using non-confidential data and documents from learners’ workplaces including sponsoring employers in the delivery of the programme and. Staff delivering programmes and conducting the assessments should be familiar with current practice and standards in the sector concerned. normally be of industry standard. Centres will need to meet any specific resource requirements to gain approval from Edexcel. Where the qualification has been designated and approved as a Technical Certificate and forms part of an Apprenticeship scheme. Learners studying for the qualification on a part-time basis bring with them a wealth of experience that should be utilised to maximum effect by tutors and assessors. therefore. Whichever mode of delivery is used. An outline learning plan is included in every unit as guidance which demonstrates one way in planning the delivery and assessment of the unit. This is particularly important for learners studying for the qualification through open or distance learning. The use of assessment evidence drawn from learners’ work environments should be encouraged.Mode of delivery Edexcel does not define the mode of study for BTEC Nationals. some of which can be theoretical in nature. where appropriate. Delivery approach It is important that centres develop an approach to teaching and learning that supports the specialist vocational nature of BTEC National qualifications and the mode of delivery. in the assessment linking with company-based/workplace training programmes making full use of the variety of experience of work and life that learners bring to the programme. Centres are free to offer the qualifications using any mode of delivery (such as full time. Maximum use should be made of the learner’s experience. Specifications give a balance of practical skill development and knowledge requirements. ● ● Resources BTEC Nationals are designed to prepare learners for employment in specific occupational sectors. evening only.

the Diploma course of study.org. To access the catalogue go to www. units in this specification might not allow centres to meet a local need. Centres are required to ensure that the coherence and purpose of the qualification is retained and to ensure that the vocational focus is not diluted.Meeting local needs Centres should note that the qualifications set out in this specification have been developed in consultation with centres and employers and the Sector Skills Councils or the Standards Setting Bodies for the relevant sector. or one level above.ndaq. Edexcel will ensure that the rule of combination allows centres to make use of units from other standard QCF BTEC specifications. Functional Skills BTEC Nationals give learners opportunities to develop and apply Functional Skills. learning and thinking skills (PLTS) within sector-related context. The catalogue includes qualifications which have the approval of the Diploma Development Partnership (DDP) and will expand over time as more qualifications are approved. and local skills and training needs. In this situation. learning and thinking skills Opportunities are available to develop personal. Limitations on variations from standard specifications The flexibility to import standard units from other BTEC Nationals is limited to a total of 25 per cent of the qualification credit value (see the Rules of combination for Edexcel Level 3 BTEC National qualifications). In certain circumstances. Additional and specialist learning Additional and specialist learning (ASL) consists of accredited qualifications at the same level as. Centres should make maximum use of the choice available to them within the optional units to meet the needs of their learners.uk and select ‘Browse Diploma Qualifications’. Further opportunities for learners to demonstrate these skills may also be apparent as learners progress throughout their learning. These units cannot be used at the expense of the mandatory units in any qualification. Personal. Mathematics and English Functional Skills. Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 47 . Qualifications for ASL must be selected from the ASL catalogue through the National Database of Accredited Qualifications (NDAQ). See individual units for opportunities to cover ICT. Functional Skills are offered as stand-alone qualifications at Level 2. PLTS are identified in brackets after the unit pass criteria to which they are associated and they are also mapped in Annexe C. The ASL may include BTEC qualifications which are also available to learners not following a Diploma course of study.

com).Access and recruitment Edexcel’s policy regarding access to its qualifications is that: ● ● ● they should be available to everyone who is capable of reaching the required standards they should be free from any barriers that restrict access and progression there should be equal opportunities for all wishing to access the qualifications. This will include ensuring that applicants have appropriate information and advice about the qualifications and that the qualification will meet their needs. Restrictions on learner entry Most BTEC National qualifications are accredited on the QCF for learners aged 16 years and over. Access arrangements and special considerations Edexcel’s policy on access arrangements and special considerations for BTEC and Edexcel NVQ qualifications aims to enhance access to the qualifications for learners with disabilities and other difficulties (as defined by the 1995 Disability Discrimination Act and the amendments to the Act) without compromising the assessment of skills. the profile is likely to include one of the following: ● ● a BTEC Level 2 qualification in Performing Arts or a related vocational area a standard of literacy and numeracy supported by a general education equivalent to four GCSEs at grade A*-C other related Level 2 qualifications related work experience. for example people working in health. knowledge. Centres are required to recruit learners to BTEC qualifications with integrity.edexcel. Centres should take appropriate steps to assess each applicant’s potential and make a professional judgement about their ability to successfully complete the programme of study and achieve the qualification. Edexcel BTEC Level 3 Nationals are listed on the DCSF funding lists under Section 96 and Section 97 of the Learning and Skills Act 2000. Centres will need to review the entry profile of qualifications and/or experience held by applicants. In particular sectors the restrictions on learner entry might also relate to any physical or legal barriers. 2002) concerning learners with particular requirements. care or education are likely to be subject to police checks. Centres should consult Edexcel’s policy on learners with particular requirements. ● ● More mature learners may present a more varied profile of achievement that is likely to include experience of paid and/or unpaid employment. considering whether this profile shows an ability to progress to a Level 3 qualification. Further details are given in the policy Access Arrangements and Special Considerations for BTEC and Edexcel NVQ Qualifications. which can be found on the Edexcel website (www. This policy replaces the previous Edexcel policy (Assessment of Vocationally Related Qualification: Regulations and Guidance Relating to Learners with Special Requirements. 48 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 . This assessment will need to take account of the support available to the learner within the centre during their programme of study and any specific support that might be necessary to allow the learner to access the assessment for the qualification. For learners who have recently been in education. understanding or competence.

The unit format is designed to give guidance on the requirements of the qualification for learners. understanding or skills they already possess and so do not need to develop through a course of learning. Each unit has the following sections. Credit value Each unit in BTEC National qualifications has a credit value.Recognition of Prior Learning Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge. tutors. home and at leisure. Evidence of learning must be valid and reliable. RPL enables recognition of achievement from a range of activities using any valid assessment methodology. learners will be awarded credits for the successful completion of whole units. the National Occupational Standards (NOS) and/or other sector/professional benchmarks. QCF level All units and qualifications within the QCF will have a level assigned to them. Unit format All units in Edexcel BTEC Level 3 National qualifications have a standard format. the use of RPL is acceptable for accrediting a unit. units or a whole qualification. Edexcel encourages centres to recognise learners’ previous achievements and experiences whether at work. as well as in the classroom. There are nine levels of achievement. Unit title The unit title is accredited on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP). Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 49 . Provided that the assessment requirements of a given unit or qualification have been met. The level of the unit has been informed by the QCF level descriptors and. A credit value specifies the number of credits that will be awarded to a learner who has achieved all the learning outcomes of the unit. from Entry Level to Level 8. which represents the level of achievement. RPL provides a route for the recognition of the achievements resulting from continuous learning. assessors and those responsible for monitoring national standards. where appropriate.

understanding and skills. 50 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 . skills and understanding gained while studying the unit. knowledge and understanding required for achievement of the pass. for example. Each learning outcome is stated in full and then the key phrases or concepts related to that learning outcome are listed in italics followed by the subsequent range of related topics. It gives the reader a snapshot of the unit and the key knowledge. merit and distinction grading criteria. trainer or facilitator is present to give specific guidance towards the learning aim being studied on a programme. Learning outcomes Learning outcomes state exactly what a learner should ‘know. The merit and distinction grading criteria enable the learner to achieve higher levels of performance in acquisition of knowledge. It does not include time spent by staff in day-to-day marking of assignments or homework where the learner is not present. tutorials and supervised study in. It also includes time spent by staff assessing learners’ achievements. as well as highlighting the focus of the unit. The content provides the range of subject material for the programme of learning and specifies the skills. It is not a requirement of the unit specification that all of the content is assessed. the indicative content will need to be covered in a programme of learning in order for learners to be able to meet the standard determined in the assessment and grading criteria. Relationship between content and assessment criteria The learner must have the opportunity within the delivery of the unit to cover all of the unit content. Aim and purpose The aim provides a clear summary of the purpose of the unit and is a succinct statement that summarises the learning outcomes of the unit. skills and understanding needed to design and deliver a programme of learning to achieve each of the learning outcomes. However. This definition includes lectures. Unit content The unit content identifies the breadth of knowledge. understand or be able to do’ as a result of completing the unit. open learning centres and learning workshops. The unit introduction also highlights any links to the appropriate vocational sector by describing how the unit relates to that sector.Guided learning hours Guided learning hours are defined as all the times when a tutor. Unit introduction The unit introduction gives the reader an appreciation of the unit in the vocational setting of the qualification. This is informed by the underpinning knowledge and understanding requirements of the related NOS.

Essential resources – identifies any specialist resources needed to allow learners to generate the evidence required for each unit. Outline learning plan – the outline learning plan has been included in every unit as guidance and demonstrates one way in planning the delivery and assessment of a unit. Elements of content: the elements are in plain text and amplify the sub-heading. It is divided into the following sections. similar material). Assessment – gives amplification about the nature and type of evidence that learners need to produce in order to pass the unit or achieve the higher grades. ● Delivery – explains the content’s relationship with the learning outcomes and offers guidance about possible approaches to delivery. the content specified in this amplification that could be covered or that could be replaced by other. ● ● Learning outcome: this is given and in bold at the beginning of each section of content. ‘eg’ is a list of examples used for indicative amplification of an element (that is. ● ● ● Assessment and grading grid Each grading grid gives the assessment and grading criteria used to determine the evidence that each learner must produce in order to receive a pass. other BTEC units. Essential guidance for tutors This section gives tutors additional guidance and amplification to aid understanding and a consistent level of delivery and assessment. The centre will be asked to ensure that any requirements are in place when it seeks approval from Edexcel to offer the qualification. Semi-colons mark the end of an element. This section is based on the more usual delivery modes but is not intended to rule out alternative approaches. Brackets contain amplification of elements of content which must be covered in the delivery of the unit. Italicised sub-heading: it contains a key phrase or concept. Colons mark the end of an italicised sub-heading. The elements must also be covered in the delivery of the unit. The links show opportunities for integration of learning. This section should be read in conjunction with the grading criteria. The outline learning plan can be used in conjunction with the programme of suggested assignments. Links to National Occupational Standards.Content structure and terminology The information below shows how unit content is structured and gives the terminology used to explain the different components within the content. It is important to note that the merit and distinction grading criteria require a qualitative improvement in a learner’s evidence and not simply the production of more evidence at the same level. resulting in a coherent programme of learning. ● ● ● ● ● Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 51 . other BTEC qualifications and other relevant units and qualifications – sets out links with other units within the qualification. This is content which must be covered in the delivery of the unit. These links can be used to ensure that learners make connections between units. merit or distinction grade. delivery and assessment. Suggested programme of assignments – the table shows how the suggested assignments match and cover the assessment grading criteria.

● Employer engagement and vocational contexts – provides a short list of agencies. Indicative reading for learners – gives a short list of learner resource material that benchmarks the level of study.edexcel. networks and other useful contacts for employer engagement and for sources of vocational contexts.com). August 2008) the current Edexcel publications catalogue and update catalogue. There is also a charge for postage and packing. tutor support materials and question papers Regulatory Arrangements for the Qualification and Credit Framework (Ofqual.com Related information and publications include: ● Guidance for Centres Offering Edexcel/BTEC QCF Accredited Programmes (Edexcel. ● Further information For further information please call Customer Services on 0844 576 0026 (calls may be recorded for training purposes) or visit our website (www. 52 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 . NB: Most of our publications are priced. ● ● ● Edexcel publications concerning the Quality Assurance System and the internal and external verification of vocationally related programmes can be found on the Edexcel website and in the Edexcel publications catalogue. Useful publications Further copies of this document and related publications can be obtained from: Edexcel Publications Adamsway Mansfield Nottinghamshire NG18 4FN Telephone: Fax: Email: 01623 467 467 01623 450 481 publications@linney. distributed to centres annually) Functional Skills publications – specifications. Please check the cost when you order.

edexcel.uk Professional development and training Edexcel supports UK and international customers with training related to BTEC qualifications. This support is available through a choice of training options offered in our published training directory or through customised training at your centre. You can request customised training through the website or by contacting one of our advisers in the Training from Edexcel team via Customer Services to discuss your training needs. Our customer service numbers are: BTEC and NVQ GCSE GCE The Diploma DIDA and other qualifications 0844 576 0026 0844 576 0027 0844 576 0025 0844 576 0028 0844 576 0031 Calls may be recorded for training purposes. The national programme of training we offer can be viewed on our website (www.org. Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 53 .How to obtain National Occupational Standards Creative and Cultural Skills Lafone House The Leathermarket Weston Street London SE1 3HN Telephone: Fax: Email: 020 7015 1800 020 7015 1847 info@ccskills.com/training). The support we offer focuses on a range of issues including: ● ● ● ● ● ● ● planning for the delivery of a new programme planning for assessment and grading developing effective assignments building your team and teamwork skills developing student-centred learning and teaching approaches building Functional Skills into your programme building in effective and efficient quality assurance systems.

The training we provide: ● ● ● is active – ideas are developed and applied is designed to be supportive and thought provoking builds on best practice. 54 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 . Our training is underpinned by the LLUK standards for those preparing to teach and for those seeking evidence for their continuing professional development.

BTEC full vocationally-related qualifications BTEC Short Courses NVQ/occupational QCF Level General qualifications 8 7 Higher National Diploma in Performing Arts Higher National Certificate in Performing Arts Edexcel BTEC Level 3 Certificate. Extended Certificate and Diploma in Performing Arts Level 1 Diploma in Performing Arts Level 1 Extended Certificate in Performing Arts Level 1 Certificate in Performing Arts Entry Level 3 Award in Performing Arts 6 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 5 4 AS GCE in Drama and Theatre Studies 3 A2 GCE in Drama and Theatre Studies GCSE in Drama 2 1 Entry 55 .Annexe A The Edexcel BTEC qualification framework for the Performing Arts sector Progression opportunities within the framework. Subsidiary Diploma. Diploma and Extended Diploma in Performing Arts Edexcel BTEC Level 2 Certificate.

56 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 .

Applies technical skill to advance nonroutine activities. Reflects on skill acquisition and application. Uses analysis. Responds positively to evaluation. Applies knowledge to non-routine contexts (eg assessor selection). Shows relationship with p and m criteria. Justifies application of skills/methods. Modifies techniques/processes to situations. Shows relationships between pass criteria. Makes reasoned analytical judgements. Synthesises knowledge and understanding across pass/merit criteria. Analyses implications of application of knowledge/understanding. Applies skill(s) to achieve higher order outcome. Makes judgements about risks and limitations of techniques/processes.Annexe B Grading domains: BTEC Level 3 generic grading domains Grading domain 1 Indicative characteristics – merit Application of knowledge and understanding ● Indicative characteristics – distinction ● (Learning outcome stem understand or know) Shows depth of knowledge and development of understanding in familiar and unfamiliar situations (for example explain why. Shows relationship between p criteria. makes judgements based on analysis). Shows relationships with p/m criteria. Applies knowledge in often familiar and unfamiliar contexts. Innovates or generates new techniques/ processes for new situations. Evaluates complex concepts/ideas/ actions and makes reasoned and confident judgements. ● ● (Learning outcome stem be able to) ● ● ● ● ● ● ● ● ● ● Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 57 . Demonstrates creativity/originality/own ideas. Advances practical activities within resource constraints. research and evaluation to make recommendations and influence proposals. Accesses and evaluates knowledge and understanding to advance complex activities/contexts. ● ● ● ● ● ● ● ● ● ● ● Grading domain 2 Indicative characteristics – merit Development of practical and technical skills ● Indicative characteristics – distinction ● Deploys appropriate advanced techniques/processes/skills. Produces varied solutions (including non-routine). Selects and uses successfully from a range of advanced techniques/ processes/skills. Applies and/or selects concepts showing comprehension of often complex theories.

Produces outputs subject to time/ resource constraints. Shows innovative approaches to dealing with individuals and groups. Takes decisions in contexts with justifications. Selects and justifies solutions for specified problems. Identifies strategies for communication. Reacts positively to changing workrelated contexts Operates ethically in work-related environments. Demonstrates positive contribution to team(s). Internalises skills/attributes (creating confidence). Applies divergent and lateral thinking in work-related contexts. Presents self and communicates information to meet the needs of a variety of audience. Reviews own development needs. Understands interdependence. (Any learning outcome stem) ● ● ● ● ● ● ● ● ● ● ● ● ● 58 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 . Communicates with clarity and influence. Finds and uses relevant information sources. ● ● (Any learning outcome stem) ● ● ● ● ● ● ● ● ● ● ● ● ● Grading domain 4 Indicative characteristics – merit Application of generic skills ● Indicative characteristics – distinction ● Communicates effectively using appropriate behavioural and language registers. Explores entrepreneurial attributes. Reflects on own contribution to working within a team. Analyses and manipulates information to draw conclusions. Manages self to achieve outcomes successfully. Makes adjustments to meet the needs/ expectations of others (negotiation skills). Generates new or alternative solutions to specified problems. Applies qualities related to the vocational sector. Acts within a given work-related context showing understanding of responsibilities. Makes judgements in contexts with explanations. Explains how to contribute within a team. Takes decisions related to work contexts. Applies initiative appropriately. Plans for own learning and development through the activities. Identifies responsibilities of employers to the community and the environment.Grading domain 3 Indicative characteristics – merit Personal development for occupational roles ● Indicative characteristics – distinction ● Takes responsibility in planning and undertaking activities. Assesses how different work-related contexts or constraints would change performance.

Team workers Self-managers Independent enquirers Reflective learners Creative thinkers Effective participators For each group there is a focus statement that sums up the range of skills. Each group is distinctive and coherent. The titles of the six groups of skills are set out below. Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 59 . performance and work.Annexe C Personal. learning and thinking skills A FRAMEWORK OF PERSONAL. In essence the framework captures the essential skills of: managing self. life and work. Young people are likely to encounter skills from several groups in any one learning experience. managing relationships with others. mathematics and ICT. For example an independent enquirer would set goals for their research with clear success criteria (reflective learner) and organise and manage their time and resources effectively to achieve these (self-manager). managing change. LEARNING AND THINKING SKILLS 11–19 IN ENGLAND The framework comprises six groups of skills that. behaviours and personal qualities associated with each group. In order to acquire and develop fundamental concepts such as organising oneself. The groups are also inter-connected. This is followed by a set of outcome statements that are indicative of the skills. taking responsibility and perseverance. learners will need to apply skills from all six groups in a wide range of learning contexts 11-19. are essential to success in learning. It is these skills that will enable young people to enter work and adult life confident and capable. together with the Functional Skills of English. and managing own learning.

identifying opportunities and achievements • set goals with success criteria for their development and work • review progress. Young people: • assess themselves and others. Young people: • generate ideas and explore possibilities • ask questions to extend their thinking • connect their own and others’ ideas and experiences in inventive ways • question their own and others’ assumptions • try out alternatives or new solutions and follow ideas through • adapt ideas as circumstances change. Reflective learners Focus: Young people evaluate their strengths and limitations. judging its relevance and value • consider the influence of circumstances. setbacks and criticism • evaluate experiences and learning to inform future progress • communicate their learning in relevant ways for different audiences. 60 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 . using reasoned arguments and evidence. inviting feedback from others and making changes to further their learning. planning what to do and how to go about it. Creative thinkers Focus: Young people think creatively by generating and exploring ideas. beliefs and feelings on decisions and events • support conclusions. making original connections. events or problems from different perspectives • analyse and evaluate information. They take informed and well-reasoned decisions. recognising that others have different beliefs and attitudes. Young people: • identify questions to answer and problems to resolve • plan and carry out research. working with others to find imaginative solutions and outcomes that are of value. acting on the outcomes • invite feedback and deal positively with praise. They monitor their own performance and progress. They try different ways to tackle a problem. appreciating the consequences of decisions • explore issues.The Skills Independent enquirers Focus: Young people process and evaluate information in their investigations. setting themselves realistic goals with criteria for success.

initiative. resolving issues to reach agreed outcomes. college. and build and maintain relationships. managing discussions to achieve results • adapt behaviour to suit different roles and situations. negotiating and balancing diverse views to reach workable solutions • act as an advocate for views and beliefs that may differ from their own. showing personal responsibility. seeking advice and support when needed • manage their emotions. take and manage risks • deal with competing pressures. responding positively to new priorities. seeking resolution where needed • present a persuasive case for action • propose practical ways forward. Effective participators Focus: Young people actively engage with issues that affect them and those around them.Team workers Focus: Young people work confidently with others. commitment and perseverance • organise time and resources. breaking these down into manageable steps • identify improvements that would benefit others as well as themselves • try to influence others. showing confidence in themselves and their contribution • provide constructive support and feedback to others. Young people: • collaborate with others to work towards common goals • reach agreements. They listen to and take account of different views. workplace or wider community by taking responsible action to bring improvements for others as well as themselves. including leadership role • show fairness and consideration to others • take responsibility. Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 61 . They play a full part in the life of their school. Young people: • discuss issues of concern. Young people: • seek out challenges or new responsibilities and show flexibility when priorities change • work towards goals. coping with challenges and looking for opportunities. adapting to different contexts and taking responsibility for their own part. They actively embrace change. prioritising actions • anticipate. They form collaborative relationships. showing initiative. creativity and enterprise with a commitment to learning and self-improvement. Self-managers Focus: Young people organise themselves. including personal and work-related demands • respond positively to change.

identifying opportunities and achievements Set goals with success criteria for their development and work Review progress. judging its relevance and value Consider the influence of circumstances. acting on the outcomes Invite feedback and deal positively with praise. setbacks and criticism Evaluate experiences and learning to inform future progress Communicate their learning in relevant ways for different audiences 1 1 1 1 1 1 2 2 2 2 2 2 3 3 3 3 3 3 4 4 4 4 4 4 5 5 5 5 5 5 1 1 1 1 1 1 2 2 2 2 2 2 3 3 3 3 3 3 4 4 4 4 4 4 5 5 5 5 5 5 1 1 1 1 1 1 2 2 2 2 2 2 3 3 3 3 3 3 4 4 4 4 4 4 5 5 5 5 5 5 62 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 . events or problems from different perspectives Analyse and evaluate information. beliefs and feelings on decisions and events Support conclusions. using reasoned arguments and evidence Creative thinkers Generate ideas and explore possibilities Ask questions to extend their thinking Connect their own and others’ ideas and experiences in inventive ways Question their own and others’ assumptions Try out alternatives or new solutions and follow ideas through Adapt ideas as circumstances change Reflective learners Assess themselves and others. 5 = high Independent enquirers Identify questions to answer and problems to resolve Plan and carry out research. appreciating the consequences of decisions Explore issues.PLTS performance indicator (suggested recording sheet) Name: Date: Level of success 1 = low.

seeking advice and support when needed Manage their emotions. seeking resolution where needed Present a persuasive case for action Propose practical ways forward. Effective participators Discuss issues of concern. showing confidence in themselves and their contribution Provide constructive support and feedback to others Self-managers Seek out challenges or new responsibilities and show flexibility when priorities 1 change Work towards goals. including personal and work-related demands Respond positively to change. commitment and perseverance Organise time and resources. negotiating and balancing diverse views to reach workable solutions Act as an advocate for views and beliefs that may differ from their own 1 1 1 1 1 1 2 2 2 2 2 2 3 3 3 3 3 3 4 4 4 4 4 4 5 5 5 5 5 5 1 1 1 1 1 1 2 2 2 2 2 2 2 3 3 3 3 3 3 3 4 4 4 4 4 4 4 5 5 5 5 5 5 5 1 1 1 1 1 1 2 2 2 2 2 2 3 3 3 3 3 3 4 4 4 4 4 4 5 5 5 5 5 5 Note to learner: The circled number represents an indication of your PLTS performance so far.Team workers Collaborate with others to work towards common goals Reach agreements. showing initiative. breaking these down into manageable steps Identify improvements that would benefit others as well as themselves Try to influence others. and build and maintain relationships. prioritising actions Anticipate. managing discussions to achieve results Adapt behaviour to suit different roles and situations. take and manage risks Deal with competing pressures. Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 63 . Note to tutor: Indicate the level of success by circling the appropriate number during your feedback with the learner. including leadership roles Show fairness and consideration to others Take responsibility.

Summary of the PLTS coverage throughout the programme Unit 3                                              64 4 5 7 9 10 11 12 13 14 15 16     Personal. learning and thinking skills 19                             Unit 20 21 22 23 24 25 26        18 27    28   29     30     31     Independent enquirers Creative thinkers  Reflective learners Team workers Self-managers  Effective participators  Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009  – opportunities for development . learning and thinking skills 1 17  Independent enquirers  Creative thinkers  Reflective learners  Team workers  Self-managers  Effective participators  – opportunities for development Personal.

learning and thinking skills 47                        Unit 48 49 50 51 52 53 54   46 101     102   103       104   Independent enquirers Creative thinkers Reflective learners  Team workers Self-managers   Effective participators   – opportunities for development 65 . learning and thinking skills 33                                                                Unit 34 35 36 37 38 39 40 41 42 43 44 45 32 Independent enquirers  Creative thinkers  Reflective learners  Team workers  Self-managers  Effective participators   – opportunities for development Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 Personal.Personal.

66 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 .

Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 67 . health and safety considerations and equal opportunities issues. where learners may discuss whether professional performers have the moral obligation to carry out community projects. Particular examples are Performing Arts Business. social and cultural issues as well as an awareness of citizenship. Contemporary Theatre Performance and International Dance. Spiritual. Social and cultural issues – feature throughout the specification as performing arts reflects. moral. moral. Any performance unit will provide opportunities for discussion about the context in which the pieces to be performed were created. ethical. this may include spiritual/religious dimensions. Learners will also encounter spiritual concepts in International Dance as they are required to examine the roles of music in different cultures. for example when learners are required to work as a team. negotiate and make group decisions. However. Environmental issues Learners undertaking the Edexcel BTEC Level 3 National/s in Performing Arts will have the opportunity to develop their understanding of environmental issues for example learners might choose environmental issues as a basis for a devised play (in Devising Plays) or as a piece for theatre for children (in Theatre for Children). ethical. environmental issues. The units that deal with periods of performing arts history provide learners with the opportunity to think about the social and cultural issues prevalent during these historical periods are Classical Theatre Performance. the society and/or culture in which it was created and or performed. The Edexcel BTEC Level 3 National/s in Performing Arts makes a positive contribution to wider curricular areas as appropriate.Annexe D Wider curriculum mapping Study of the Edexcel BTEC Level 3 National/s in Performing Arts gives learners opportunities to develop an understanding of spiritual. ● ● Citizenship issues Learners undertaking the Edexcel BTEC Level 3 National/s in Performing Arts will have the opportunity to develop their understanding of citizenship issues. to a greater or lesser extent. spiritual issues are focused on in particular in Devising Plays where learners can gain an understanding how performing arts interacts with contemporary society. Theatre in Education and Theatre for Children. European developments. Moral and ethical issues – are made apparent in nearly all of the units within this specification. social and cultural issues The qualification contributes to an understanding of: ● Spiritual issues – are prevalent throughout the entire specification as performing arts is an expressive art and expression is a part of an individual’s spirituality.

all units that are concerned with performance skills must be delivered with a concern for the need for personal body maintenance. Units concerned with technical and production matters must be approached with a full awareness of the health and safety concerns embedded within them. Equally. It is also recognised that beyond European influences lies the awareness that practise. even though the delivery is in a UK context. It may often be the case that learners’ work will be directly or indirectly descended from the greater European experience. eg Performance Workshop. style and context has derived from the greater international theatre. the influence of the Balinese Theatre on the thinking of Antonin Artaud and his theories of theatre practise. Health and safety considerations The Edexcel BTEC Level 3 Nationals in Performing Arts are practically based and health and safety issues are encountered throughout the units. For example. 68 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 . or the traditions emanating from the United States and the Caribbean on dance. Learners will develop awareness of the safety of others as well as themselves in all practical activities.European developments Much of the content of the Edexcel BTEC Level 3 Nationals in Performing Arts applies throughout Europe. The European dimensions are specifically addressed in units where issues may be raised are dependent on theme or text based approach. Equal opportunities issues Equal opportunities issues are implicit throughout the Edexcel BTEC Level 3 Nationals in Performing Arts. The individual learner’s safety should be at the forefront of any practical activity and due risk should be assessed and acted upon.

Wider curriculum mapping Level 3 Unit 1 Unit 3 Unit 4 Unit 5 Unit 7 Unit 9 Unit 10 Unit 11 Unit 12 Unit 13 Unit 14 Unit 15 Unit 16 Unit 17 Unit 18 Unit 19 Unit 20 Unit 21 Unit 22 Unit 23 Unit 24 Unit 26 Unit 27 Unit 28 Unit 29 Unit 30 Unit 31 Unit 32                             Spiritual                                                                                                                                                    Moral and ethical     Social and cultural     Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 Citizenship issues     Environmental issues     European developments     Health and safety considerations     Equal opportunities issues     Unit 33        69 .

Wider curriculum mapping Unit 34 Unit 35 Unit 36 Unit 37 Unit 38 Unit 39 Unit 40 Unit 41 Unit 42 Unit 43 Unit 44 Unit 45 Unit 46 Unit 47 Unit 48 Unit 49 Unit 50 Unit 51 Unit 52 Unit 53 Unit 54 Unit 101 Unit 102 Unit 103                     Spiritual                                                                                                            Moral and ethical     Social and cultural     Citizenship issues     Environmental issues     European developments     Health and safety considerations       Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 Equal opportunities issues     Unit 104         70 Level 3 .

Annexe E National Occupational Standards/mapping with NVQs The grid below maps the knowledge covered in the Edexcel BTEC Level 3 Certificate. Subsidiary Diploma. Diploma and Extended Diploma in Performing Arts against the underpinning knowledge of the Creative and Cultural Skills SSC National Occupational Standards KEY  indicates that the BTEC National covers all of the underpinning knowledge of the NVQ unit # indicates partial coverage of the NVQ unit Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 a blank space indicates no coverage of the underpinning knowledge Units 34 # 34 # 35 # 36 # 35 # 36 # 37 # 37 # 102 # 102 # 102 # 102 # National Occupational Standards Technical Theatre HS1 – Working Safely Technical Theatre HS2 – Assessing Risks Live Events and Promotion LE3 – Support the licensing and permissions application process for a live event Live Events and Promotion LE6 – Support the planning of live events Live Events and Promotion LE11 – Research and assess the appropriateness of different types of venues for different types of live events 71 .

72 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 .

BTEC Level 3 Diploma in Performing Arts and the BTEC Level 3 Extended Diploma in Performing Arts.Annexe F Unit mapping overview BTEC National in Performing Arts legacy (specification end date 31/08/2010)/new QCF versions of the BTEC National qualifications in Performing Arts (specification start date 01/09/2010) – the BTEC Level 3 Certificate in Performing Arts. but new unit also contains new topic(s)) Unit 1 3 4 5 7 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 Unit title Performance Workshop Performing Arts Business The Historical Context of Performance Rehearsing for Performance Performing to an Audience Devising Plays Theatre in Education Theatre for Children Classical Theatre Performance Contemporary Theatre Performance Musical Theatre Performance Variety Performance Performing with Masks Developing Voice for the Actor Auditions for Actors Principles of Acting Applying Acting Styles Drama Improvisation Audio Performance Acting Film and TV Acting The Performance of Mime The Practice of Directing Theatre Approaches to Directing Theatre Script Writing Story Telling as Performance Maps to old unit 1 2 4 5 7 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 Extent to match F F F F P F P F F F P F F P F P P P P F P P F P P Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 73 . BTEC Level 3 Subsidiary Diploma in Performing Arts. KEY P – Partial mapping (Some topics from the old unit appear in the new unit) F – Full mapping (Topics in old unit match new unit exactly or almost exactly) X – Full mapping + New (All the topics from the old unit appear in the new unit.

Unit 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 101 102 103 104 Unit title Stand-up Comic Technique Singing Skills for Actors and Dancers Developing Styles in Clowning Developing Physical Theatre Applying Physical Theatre Circus Acrobatics Circus Aerial Circus Equilibristics Circus Manipulation Dance Performance Choreographic Principles Choreographing Dance Dance Improvisation The Healthy Performer Developing Classical Ballet Technique Applying Classical Ballet Technique Developing Contemporary Dance Applying Contemporary Dance Technique Jazz Dance Tap Dance Developing Movement Skills Movement in Performance International Dance Urban Dance Exploring Contact Improvisation Dance Appreciation Singing Techniques and Performance Site-Specific Performance Voice and the Actor Special Subject Investigation Maps to old unit 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 n/a – new unit n/a – new unit n/a – new unit n/a – new unit Extent to match F P P F P P P F F F P F P P F F P P P F P F P F P F n/a – new unit n/a – new unit n/a – new unit n/a – new unit 74 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 .

Unit mapping in depth BTEC National in Performing Arts legacy (specification end date 31/08/2010)/new QCF versions of the BTEC National qualifications in Performing Arts (specification start date 01/09/2010) – the BTEC Level 3 Certificate in Performing Arts. BTEC Level 3 Subsidiary Diploma in Performing Arts. outline learning plan. outline learning plan. and suggested programme of assignments. outline learning plan. Old units Number Name Unit 1 New units Mapping/comments (new topics in italics) Number Name Performance Workshop 4 Unit 2 Unit 1 Performance Workshop The Performing Arts Business Learning outcome 4 is now: Understand the workshop process in light of performance The same unit with added assessment and delivery guidance. The same unit with added assessment and delivery guidance. communicating meaning to an audience Be able to work with discipline within an ensemble Unit 3 The Performing Arts Business Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 Unit 4 The Historical Context of Performance Unit 4 Unit 5 The Historical Context of Performance Rehearsing for Performance Unit 5 Rehearsing for Performance Unit 7 Performing to an Audience Unit 7 Performing to an Audience 75 . Learning outcomes are now: 1 2 3 4 Be able to undertake a performance role for a live audience Be able to interpret performance material for an audience Be able to perform a role. The same unit with added assessment and delivery guidance. and suggested programme of assignments. BTEC Level 3 Diploma in Performing Arts and the BTEC Level 3 Extended Diploma in Performing Arts. and suggested programme of assignments.

outline learning plan. outline learning plan. Learning outcome 4 is now: 2 Be able to explore the performance styles of classical texts The same unit with added assessment and delivery guidance. and suggested programme of assignments. and suggested programme of assignments. and suggested programme of assignments. Learning outcomes 1 and 2 are now: 1 2 Understand a role or roles in a musical theatre work Be able to apply the appropriate performance skills Learning outcome 1 is now: 1 Know different types of variety performance Unit 12 Unit 13 Classical Theatre Performance Unit 12 Classical Theatre Performance Contemporary Theatre Performance Unit 13 Contemporary Theatre Performance Unit 14 Musical Theatre Performance Unit 14 Musical Theatre Performance Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 Unit 15 Variety Performance Unit 15 Variety Performance . Learning outcomes are now: 1 2 3 Unit 11 Unit 10 Number Name Unit 9 Devising Plays Unit 10 Theatre in Education Theatre in Education Know how to research and select suitable ideas for a TIE project Be able to develop an educational performance project Be able to contribute to the realisation of a TIE project Unit 11 Theatre for Children Theatre for Children The same unit with added assessment and delivery guidance.New units Number Name Unit 9 Old units Mapping/comments (new topics in italics) 76 Devising Plays The same unit with added assessment and delivery guidance. outline learning plan.

New units Number Name Unit 16 Old units Mapping/comments (new topics in italics) Number Name Performing With Masks 4 Unit 17 Unit 16 Performing With Masks Developing Voice for the Actor 1 2 Unit 18 New learning outcome 4 has been added: Understand the effectiveness of mask performance Know the principles of voice production and vocal health Be able to participate in and contribute to voice classes Be able to use vocal and physical technique in performance Learning outcomes 1 and 2 are now: Unit 17 Developing Voice for the Actor Unit 18 Auditions for Actors 3 Unit 19 Acting Auditions Principles of Acting Learning outcome 4 is now: Learning outcome 1 from previous version of unit (1 Understand the means and processes of characterisation) has been removed. Learning outcomes are now: 1 2 3 Be able to develop characterisation as an actor Be able to develop and rehearse material using different acting styles Be able to perform as an actor using different acting styles Learning outcomes 1 and 2 are now: 1 2 Be able to use the skills of improvisation Be able to use and develop improvisation Unit 19 Principles of Acting Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 Unit 20 Applying Acting Styles Unit 20 Applying Acting Styles Unit 21 Drama Improvisation Unit 21 Drama Improvisation 77 .

New units Number Name Unit 22 Old units Mapping/comments (new topics in italics) 78 Radio Acting 1 2 3 Unit 23 Number Name Learning outcomes are now: Unit 22 Audio Performance Acting Know performance techniques used in radio drama and other audio fields Be able to use vocal skills in solo audio performance Be able to use vocal skills in ensemble audio performance Be able to develop acting techniques for the camera Understand the history and key practitioners of mime Be able to develop mime skills and techniques Be able to create and rehearse mime performances Be able to perform in mime acts Be able to prepare a script for production Unit 23 Film and TV Acting 1 Unit 24 Film and TV Acting Mime 1 2 3 4 Learning outcomes are now: Learning outcome 1 is now: Unit 24 The Performance of Mime Unit 25 The Practice of Directing Theatre Unit 25 The Practice of Directing Theatre 1 2 Learning outcomes 1 and 2 are now: Be able to plan the necessary processes for a production Learning outcome 2 is now: 2 Understand approaches to the role of theatre director Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 Unit 26 Approaches to Directing for Theatre Unit 26 Approaches to Directing for Theatre .

New units Number Name Unit 27 Old units Mapping/comments (new topics in italics) Number Name Script Writing 1 2 3 4 Unit 28 Unit 27 Script Writing Learning outcomes are now: Understand styles and forms of writing for performance Be able to research and explore different writing forms and topics Be able to present ideas in a written format appropriate to performance medium that can be interpreted by others Understand the effectiveness of script writing Be able to research source material for a story Be able to create stories Be able to select. develop and refine stand-up comedy material Be able to develop and maintain vocal technique 2 3 4 Be able to learn and repeat musical phrases Be able to rehearse sung musical material Be able to perform sung musical material using characterisation Unit 28 Storytelling as Performance 1 2 Unit 29 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 Storytelling as Performance Learning outcomes 1 and 2 are now: Unit 29 Stand-up Comic Technique 3 Unit 30 Stand-up Comic Technique Learning outcome 3 is now: Unit 30 Singing Skills for Actors and Dancers 1 Singing Skills for Actors and Dancers Learning outcomes are now: 79 .

and suggested programme of assignments. body and orientational awareness Be able to organise acrobatic skills into a performance Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 . Learning outcomes are now: 1 2 3 Unit 34 Unit 33 Number Name Unit 31 Developing Styles in Clowning Unit 32 Developing Physical Theatre Unit 33 Applying Physical Theatre Applying Physical Theatre Be able to explore text using physical theatre skills Be able to use physical theatre skills to develop a role/ character in rehearsal Be able to perform role/character using physical theatre skills Know the physical requirements of acrobatics Unit 34 Circus Acrobatics Circus Acrobatics Learning outcomes are now: 1 2 3 4 Be able to show a range of acrobatic skills Be able to explore spatial. outline learning plan.New units Number Name Unit 31 Old units Clowning 1 2 3 4 Unit 32 Mapping/comments (new topics in italics) Learning outcomes are now: Understand the history and development of clowning Be able to create a clown persona Be able to rehearse and develop material Be able to perform to audience or present a directed clown piece 80 Developing Physical Theatre The same unit with added assessment and delivery guidance.

body and orientational awareness Be able to organise aerial skills into a performance Unit 36 Circus Equilibristics Circus Equilibristics The same unit with added assessment and delivery guidance.New units Number Name Unit 35 Old units Mapping/comments (new topics in italics) Number Name Circus Trapeze 1 2 3 4 Unit 36 Unit 35 Circus Aerial Learning outcomes are now: Be able to demonstrate the physical requirements of aerial skills Be able to demonstrate skills in a selection of aerial disciplines Be able to explore spatial. and suggested programme of assignments. The same unit with added assessment and delivery guidance. outline learning plan. and suggested programme of assignments. outline learning plan. outline learning plan. Learning outcomes 1 and 4 are now: 1 4 Be able to apply compositional structures and devices in the creation of dance work Understand the choreographic process and the performance of dance composition The same unit with added assessment and delivery guidance. and suggested programme of assignments. and suggested programme of assignments. Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 Unit 37 Circus Manipulation Unit 37 Circus Manipulation Unit 38 Dance Performance Unit 38 Dance Performance Unit 39 Choreographic Principles Unit 39 Choreographic Principles Unit 40 Choreographing Dance Unit 40 Choreographing Dance 81 . The same unit with added assessment and delivery guidance. outline learning plan.

and suggested programme of assignments. outline learning plan.New units Number Name Unit 41 Old units Dance Improvisation 3 4 Unit 42 Mapping/comments (new topics in italics) Learning outcomes 3 and 4 are now: Be able to use performance skills in improvisation Understand the effectiveness of improvisation Know the structure and function of the human body Be able to apply principles of fitness training and safe practice Know why injuries occur and how to treat them Know the importance of a balanced diet 82 The Healthy Performer 1 2 3 4 Unit 43 Number Name Unit 41 Dance Improvisation Unit 42 The Healthy Performer Learning outcomes are now: Unit 43 Developing Classical Ballet Technique Developing Classical Ballet Technique The same unit with added assessment and delivery guidance. Learning outcome 2 is now: 2 Be able to develop and improve classical ballet technique Learning outcomes are now: 1 2 3 4 Be able to demonstrate contemporary technique in classes Be able to improve physical and interpretative skills Be able to absorb and reproduce sequences of movement in class Understand individual technical progress Unit 44 Unit 45 Applying Classical Ballet Technique Unit 44 Applying Classical Ballet Technique Developing Contemporary Dance Technique Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 Unit 45 Developing Contemporary Dance Technique .

accompaniment and tap dancing Unit 47 Jazz Dance 1 2 3 Unit 48 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 Jazz Dance Learning outcomes are now: Unit 48 Tap Dance Tap Dance Learning outcome 1 is now: 1 83 .New units Number Name Unit 46 Old units Mapping/comments (new topics in italics) Number Name Applying Contemporary Dance Technique 1 2 3 4 Unit 47 Unit 46 Applying Contemporary Dance Technique Learning outcomes are now: Be able to demonstrate the stylistic features of contemporary technique Be able to apply physical and interpretative skills in contemporary styles Be able to absorb and reproduce complex sequences of movement Be able to develop contemporary dance technique through the rehearsal process Be able to demonstrate the relationship between jazz dance and music Be able to demonstrate key features of jazz dance styles Be able to perform combinations within the jazz style Be able to show the relationship between music.

New units Number Name Unit 49 Old units Mapping/comments (new topics in italics) 84 Developing Movement Skills 1 2 3 4 Unit 50 Number Name Learning outcomes are now: Be able to execute movement actions Be able to apply spatial awareness to movement work Be able to apply dynamic principles to movement work Be able to use relationships in movement Be able to reproduce movement phrases within a performance Unit 49 Developing Movement Skills Unit 50 Movement in Performance 2 Unit 51 Movement in Performance Learning outcome 2 is now: Unit 51 International Dance 1 2 3 Unit 52 World Dance Learning outcomes are: Understand the history and context of different genres of international dance Know how to reproduce key features of different genres of international dance Be able to perform combinations within the international dance genre The same unit with added assessment and delivery guidance. Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 Unit 52 Urban Dance Urban Dance . and suggested programme of assignments. outline learning plan.

and suggested programme of assignments. 85 . outline learning plan.New units Number Name Unit 53 Old units Mapping/comments (new topics in italics) Number Name Exploring Contact Improvisation 1 2 3 Unit 54 Unit 53 Exploring Contact Improvisation Learning outcomes are now: Be able to demonstrate awareness of movement flow and underpinning principles of contact Be able to explore contact with stimuli and with other dancers Be able to improvise using the dynamics in performance Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 Unit 54 Dance Appreciation Dance Appreciation The same unit with added assessment and delivery guidance.

86 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 .

distinction or distinction* grades (or combinations of these grades appropriate to the qualification). Qualification grade BTEC Level 3 Certificate Points range above pass grade 230-249 250-259 260 and above Grade Merit Distinction Distinction* M D D* BTEC Level 3 Subsidiary Diploma Points range above pass grade 460-499 500-519 520 and above Grade Merit Distinction Distinction* M D D* Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 87 . The generic examples below demonstrate how the qualification grade above pass is calculated using the following two tables which are also shown in the section earlier on in the specification Calculation of the qualification grades above pass grade. Unit QCF level Level 2 Level 3 Level 4 Points per credit Pass 5 7 9 Merit 6 8 10 Distinction 7 9 11 Learners who achieve the correct number of points within the ranges shown in the ‘qualification grade’ table below will achieve the qualification merit. Points available for credits achieved at different QCF levels and unit grades The table below shows the number of points scored per credit at the unit level and grade.Annexe G Examples of calculation of qualification grade above pass grade Edexcel will automatically calculate the qualification grade for your learners when your learner unit grades are submitted.

BTEC Level 3 Diploma Points range above pass grade
880-919 920-959 960-999 1000-1029 1030-1059 1060 and above

Grade
MP MM DM DD DD* D*D*

BTEC Level 3 Extended Diploma Points range above pass grade
1300-1339 1340-1379 1380-1419 1420-1459 1460-1499 1500-1529 1530-1559 1560-1589 1590 and above

Grade
MPP MMP MMM DMM DDM DDD DDD* DD*D* D*D*D*

Example 1 Achievement of pass qualification grade

A learner completing a 30-credit Edexcel BTEC Level 3 Certificate does not achieve the points required to gain a merit qualification grade. Level
Unit 1 Unit 2 Unit 3
Qualification grade totals

Credit
10 10 10
30

Grade
Pass Pass Merit
Pass

Grade points
7 7 8

Points per unit = credit x grade
10 × 7 = 70 10 × 7 = 70 10 × 8 = 80
220

3 3 3

88

Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009

Example 2 Achievement of merit qualification grade

A learner completing a 30-credit Edexcel BTEC Level 3 Certificate achieves the points required to gain a merit qualification grade. Level
Unit 1 Unit 2 Unit 3
Qualification grade totals

Credit
10 10 10

Grade
Pass Merit Merit
Merit

Grade points
7 8 8

Points per unit = credit x grade
10 × 7 = 10 × 8 = 10 × 8 =
230

3 3 3

70 80 80

Example 3 Achievement of distinction qualification grade

A learner completing a 60-credit Edexcel BTEC Level 3 Subsidiary Diploma achieves the points required to gain a distinction qualification grade. Level
Unit 1 Unit 2 Unit 3 Unit 5 Unit 6 Unit 11
Qualification grade totals

Credit
10 10 10 10 10 10
60

Grade
Merit Distinction Distinction Merit Distinction Distinction
Distinction

Grade points
8 9 9 8 7 9

Points per unit = credit x grade
10 × 8 = 10 × 9 = 10 × 9 = 10 × 8 = 10 × 7 = 10 × 9 =
500

3 3 3 3 2 3

80 90 90 80 70 90

Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009

89

Example 4 Achievement of distinction merit qualification grade

A learner completing a 120-credit Edexcel BTEC Level 3 Diploma achieves the points required to gain a distinction merit qualification grade. Level
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 11 Unit 15 Unit 17 Unit 18 Unit 25
Qualification grade totals

Credit
10 10 10 10 10 10 10 10 10 10 20
120

Grade
Merit Distinction Distinction Merit Merit Distinction Distinction Merit Pass Pass Merit
Distinction Merit

Grade points
8 9 9 8 8 7 9 10 7 7 8

Points per unit = credit x grade
10 × 8 = 10 × 9 = 10 × 9 = 10 × 8 = 10 × 8 = 10 × 7 = 10 × 9 = 10 × 7 = 10 × 7 = 20 × 8 =
980

3 3 3 3 3 2 3 4 3 3 3

80 90 90 80 80 70 90 70 70 160

10 × 10 = 100

90

Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009

indd/95/2 Edexcel BTEC Level 3 Nationals specification in Performing Arts – Issue 1 – January 2010 © Edexcel Limited 2009 91 . Level Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 11 Unit 12 Unit 15 Unit 17 Unit 18 Unit 20 Unit 22 Unit 25 Unit 35 Unit 36 Unit 38 Qualification grade totals Credit 10 10 10 10 10 10 10 10 10 10 10 10 10 20 10 10 10 180 Grade Merit Pass Distinction Merit Pass Distinction Distinction Merit Pass Pass Pass Pass Merit Pass Distinction Merit Distinction Merit Merit Merit Grade points 8 7 9 8 7 7 9 8 9 7 7 7 8 7 9 8 9 Points per unit = credit x grade 10 × 8 = 10 × 7 = 10 × 9 = 10 × 8 = 10 × 7 = 10 × 7 = 10 × 9 = 10 × 8 = 10 × 9 = 10 × 7 = 10 × 7 = 10 × 7 = 10 × 8 = 20 × 7 = 10 × 9 = 10 × 8 = 10 × 9 = 1410 3 3 3 3 3 2 3 3 4 3 3 3 3 3 3 3 3 80 70 90 80 70 70 90 80 90 70 70 70 80 140 90 80 90 2186sb131109/S:LT/PD/Nationals 2010/BN021873 BTEC Nationals Performing Arts L3.Example 5 Achievement of merit merit merit qualification grade A learner completing a 180-credit Edexcel BTEC Level 3 Extended Diploma achieves the points required to gain a merit merit merit qualification grade.

4496750 Registered Office: One90 High Holborn. Registered in England and Wales No.edexcel. London WC1V 7BH.com BTEC is a registered trademark of Edexcel Limited Edexcel Limited. VAT Reg No 780 0898 07 .January 2010 For more information on Edexcel and BTEC qualifications please visit our website: www.

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