BTEC International Level 3 Unit 17 (Unit 17) — 60 Guided Learning Hours.
Assessment criteria
Reproduced verbatim from the Pearson specification — the same grid the assignment brief carries. A unit grade is the highest band where all criteria in that band (and every band below it) are met.
Pass
3 criteriaG17.P1Pass At Pass, learners relate personal opportunities to their specialism Describe and goals, and make some connections to the practical development of technical and interpretive performance skills.
G17.P2Pass At Pass, learners create and follow a plan practically, including Describe goals, techniques and routines suitable for their personal progression. There are outlined timelines and review points.
G17.P3Pass At Pass, learners show improvement of personal performance Defined improvement skills related to an understanding of what is working and what is not, with appropriate responses to continue development.
Merit
3 criteriaG17.M1Merit At Merit, learners relate personal opportunities to their specialism Analyse and goals, with examples and clear and considered links to the practical development of their technical and interpretive skills.
G17.M2Merit At Merit, learners create and follow a plan practically, including Analyse clear goals, techniques and routines related to improvement and their own interests. There are considered timelines and review points linked to the desired improvement of skills.
G17.M3Merit At Merit, learners relate improvement and refinement in their Self-reflective improvement technical and interpretive skills to the processes and exercises they are using. They will show the ability to analyse what is working and what is not, and generate effective responses to continue development.
Distinction
3 criteriaG17.D1Distinction At Distinction, learners relate opportunities to their specialism Critically evaluate and goals, with clear reasoning and pertinent links to the practical development of their technical and interpretive skills, with well- chosen examples. 8 Task 2: Your Plan You should now create a personal development plan that allows you to improve and refine your technical and interpretive skills. The plan should: set clear, well-considered targets for improvement/development explain the activities, exercises and techniques you will undertake to achieve the targets include a timeline with four milestone points for interim reviews. 9 Task 2: Your Plan Follow your development plan completing portfolio entries at the four milestone review points. You should: consider your progress towards your targets, critically evaluating what is working and what is not make changes and/or adaptations to the development plan as necessary, generating creative responses to continue your development. In practical sessions you should demonstrate improvements showing a consistent application of the activities, techniques and exercises you are using. Create a final portfolio entry evaluating the whole process. You should include: an evaluation of the methods that worked best against those that were less beneficial a video of you demonstrating a new skill set. This could be a series of demonstrations or a single performance/recording. 10 Criteria covered by Task 2 G17.2 Create a plan for personal development Unit/Criteria To achieve the criteria you must show that you are able Reference to:
G17.D2Distinction At Distinction, learners create and follow a plan practically, Critically evaluate including reasoned goals, techniques and routines, and how they are related to improvement and their own interests. There are thorough timelines and review points connected to the desired improvement of skills. 11 Criteria covered by Task 2 G17.3 Develop performance skills in response to the plan Unit/Criteria To achieve the criteria you must show that you are able Reference to:
G17.D3Distinction At Distinction, learners show consistent relationship between Accomplished improvement improvement and refinement to the processes and exercises they are using. They show the ability to critically evaluate what is working and what is not, and generate creative responses to continue development. 12 Checklist of evidence required Your portfolio* should include the following: Task 1 Exploration of progression opportunities Skills audit linking current skills to progression opportunities Task 2 Development plan Four milestone reviews Final evaluation and video of practical demonstration of skills *Your portfolio can be in any form suitable for the submitted evidence, such as an e-portfolio of skills development, a video blog, audio files with supporting commentary or peer presentations on key development points. 13 BTEC Creatives Performing Arts © PeopleImages / Getty
Criteria and aim text reproduced for teacher reference from the official Pearson qualification documentation (Pearson BTEC International Level 3 Qualifications). BTEC is a registered trademark of Pearson Education Limited. checkb.tech is an independent tool — not affiliated with, endorsed by, or sponsored by Pearson. It never awards a grade; the teacher stays the assessor.