BTEC Introductory Level 1 Sample Marked Learner Work - Subject: Performing Arts - Unit PA9: Performing a Piece of Music

Oct 20, 2026

BTEC Introductory Level 1 sample marked learner work for Subject: Performing Arts, Unit PA9: Performing a piece of music, provides an exemplar assessment model. The materials include an introduction, assignment brief, learner submission and declaration guidance, and templates for observations and assessment records. The assignment brief describes two learning aims linked to rehearsal and feedback, then performance at a 21st birthday party, with grading evidence mapped to Pass, Merit, and Distinction criteria for learning aims A and B.

LanguageEnglish

CategoryExam

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Introduction and commentary

Assignment brief

Learner assessment submission and declaration

Learner work

Observations record

Assessment record sheet

BTEC Introductory Level 1 Sample Marked Learner Work Subject: Performing Arts Unit PA9: Performing a Piece of Music Contents Introduction and commentary .....................................................................3 Assignment brief ..........................................................................................6 Learner assessment submission and declaration .....................................8 Learner work* ...............................................................................................9 Observations record .................................................................................. 11 Assessment record sheet ..........................................................................13 You will need to refer to the appropriate specification for Unit PA9 Performing APiece of Music alongside these sample materials. *This sample marked learner work includes video evidence that is available on our website within the course material area on the subject page. Note: The learner work generated is an exemplar of standard for a particular Assignment Brief. We expect centres to use this resource to exemplify how to structure a response to a task. We also encourage centres to use this work to standardise their Assessment teams and demonstrate to learners the level of work expected to achieve the different targeted grades outcome . Introduction and commentary – Performing Arts The learner work that follows has been assessed accurately to national standards. This is one example of Merit achievement. The assignment brief covers Learning Aims A and B. The Assignment Brief There are no authorised assignment briefs available as yet and the one used here is structured on the suggested scenario given within the specification and has been adapted by the centre to fit local needs. When writing Assignment Briefs to be used for the assessment of the BTEC Level 1 Introductory suite of qualifications, the Assessor should ensure that all tasks clearly meet the targeted assessment criteria. The structure of the tasks will always target an entire learning aim. This is a fundamental cornerstone of this suite, as it enables any learner to achieve the best grade for them. The assessment criteria are not a set of sequential activities but a way of making a judgement. For example , if a Pass specifies a ‘description’ and a Merit an ‘analysis’, these do not require two different activities but rather one activity through which some learners will provide only description evidence and others will also provide analysis evidence. A Learning Aim must NOT be broken down into discrete tasks. It is not acceptable to have tasks or sub-tasks that target, for example, a Pass criterion only. All tasks must encourage the learner to challenge themselves and aim for the highest level of personal achievement. In this instance the Assignment Brief contains one task for Learning Aim A and Learning Aim B. This is due to the clear linkage between the Learning Aims whereby one is the outcome of the other. The Assignment Brief presented is fit for purpose. The vocational scenario is to perform a piece of music at a 21st birthday party. The overarching task for the Learning Aim A is the development of the learner’s ability to perform the piece correctly and to the best of his ability. The learner has to practice the work, get feedback form a more skilled practitioner, and embrace that feedback into his performance. The overarching task for the Learning Aim B is to perform the music at the venue, bearing in mind what the scenario required and having taken note of the feedback from Learning Aim A. There is sufficient scope for learners at all levels to achieve. The Learner Work Always use the Essential information for assessment decisions section in the specification for clarification on when an assessment criterion can be awarded. This provides amplification to the grading criteria. Re

FAQs

What scenario does the PA9 assignment brief use for performing the music?

It requires the learner to perform a piece of music at a 21st birthday party.

How are Learning Aims A and B structured in this assignment brief?

Learning Aim A focuses on rehearsal, practising the piece, getting feedback, and integrating it into performance; Learning Aim B focuses on completing the performance at the venue using that feedback.

What evidence supports the Merit criterion for Learning Aim A (A. M1)?

The learner responds to feedback by listing strategies, with evidence shown in a diary about improving fingering.

Oct 20, 2026

Uploaded by Alexandar