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The materials include introduction and commentary, the assignment brief for Learning Aims A and B, learner assessment submission and declaration, and the learner work with supporting video evidence. 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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 .  \nIntroduction and commentary-Sport  \nThe learner work that follows has been assessed accurately to national standards. This is an example of Merit achievement.  \nThe assignment brief covers Learning Aims A and B.  \nThe Assignment Brief  \nThere are no authorized assignment briefs 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, by way of encouraging the learner to strive to get into the first team. 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.  \nThe 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.  \nThe 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.  \nA 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.  \nIn this instance the Assignment Brief contains two tasks, one each for Learning Aim A and Learning Aim B. The Assignment Brief presented is fit for purpose.  \nThe overarching task for Learning Aim A is to show skills and techniques in sport. The learner can leave the skills at a basic level or show how they have improved them. The mode of presentation for the task is noted as videos supported by an observation record. This is appropriate as it will allow the learner to show the skills they have and allows for learners to make progress. The learners need access to a Sports Hall as noted in the Essential Resources section of the specification and this has been facilitated. There is sufficient scope for learners at all levels to achieve.  \nThe overarching requirement for Learning Aim B is for the learner to review own performance when playing sport to improve skills and techniques. In Task 2 the assessor asks the learner to review and feedback on their own performance throughout the try out. This embraces Learning Aim B fully and, again, allows for full coverage of the levels.  ","cbCaiiOYCRaLvEDl","https://ap.wps.com/l/cbCaiiOYCRaLvEDl","pdf",1192030,14,"English","# Contents\n## Introduction and commentary\n## Assignment brief\n## Learner assessment submission and declaration\n## Learner work\n## Observation record\n## Assessment record sheet","[{\"question\":\"What do the assignment brief tasks for Learning Aim A and Learning Aim B cover?\",\"answer\":\"Learning Aim A requires showing skills and techniques in sport, supported by evidence such as videos and an observation record. Learning Aim B requires reviewing the learner’s own performance while playing sport to improve skills and techniques.\"},{\"question\":\"Why must Learning Aims not be broken into discrete tasks?\",\"answer\":\"The guidance states that breaking a learning aim into pass-only tasks is not acceptable. All tasks should encourage learners to challenge themselves and target the highest level of personal achievement.\"},{\"question\":\"How is grade judgement described in relation to Pass, Merit, and Distinction criteria?\",\"answer\":\"The criteria are described as a way of making a judgement rather than sequential activities. For example, a Pass focuses on description evidence, while a Merit requires analysis evidence within the same overarching activity.\"}]","BTEC - Introductory Level 1 Sample Marked Learner Work - Subject: Sport - Unit SP7: Playing Sport | PDF",1792472519,35]