Pearson BTEC Level 1

Introductory Award in
Vocational Studies

Learner Handbook

2018

Coleg Llandrillo Denbigh Page 1/18

 BTEC Level 1 Introductory Award in Vocational Studies

What is a BTEC Level 1 Introductory Award?

The Pearson BTEC Level 1 Introductory Award in Vocational Studies is designed around
practical skills and tasks that place an emphasis on learners demonstrating what they can
do rather than what they know in theory. The qualifications give learners the opportunity to
acquire and develop generic, transferable and sector-specific skills in order to complete
tasks and demonstrate a level of achievement that enables them to progress to further
learning.

The Award offers the opportunity for learners to study units from two different sectors within
the suite and could be studied alongside other subjects within a study programme. The
Award is designed for learners who need to explore similar sectors before making an
informed decision on their next steps in learning. The Award provides learners with a taste
of two sectors.

The mode of delivery and assessment in the units is designed to build awareness of a
sector and the skills required to work in it. Learners will be given contexts and scenarios to
help them develop skills and to acquire knowledge through application. Learners will not
develop all the knowledge and skills needed to enter the labour market in a given sector
but will develop pre-employability skills and contextualised knowledge to allow them to
progress to further learning and training and, ultimately, to become successful in their
chosen sector.

Coleg Llandrillo Denbigh Page 2/18

 Course Structure
Your course is made up of 4 units which consist of 110 guided learning hours (GLH).
These units are internally assessed through assignments set and marked by your tutors.
The course consists of one core unit and two different sector units.

Unit Code Unit Title GLH Sector

A2 Developing a Personal Progression Plan 30 Core

B10 Contribute to running an Event 40 Business

PA12 Rehearsing for a Performance 40 Performing

Arts

As you complete each unit your tutor will tell you what grade you have achieved - Pass,
Merit or Distinction. To ensure that your assessed work has been marked fairly, Pearson
checks samples of tutors’ marking. This process usually takes place between January and
May; the grades for your assessed units can change as a result.

When you have completed all the units of the course you will receive an overall grade for
your qualification – Pass, Merit, Distinction. This is the grade that will be shown on your
certificate and that you should give when you apply for employment or when progressing
to another course.

Coleg Llandrillo Denbigh Page 3/18

What do we expect from you?

 Attend all classes.

 Attend all performances.
 Show your commitment to the course and respect for your group by being
punctual.
 Participate in lessons – be prepared to share your ideas.
 Keep your log book and place your work in an organised and labelled
folder.
 Carefully prepare for all assessments.
 Read feedback and assignments carefully – this will help you to improve the
standard of your work.
 Keep records of your grades on the tracking sheet provided.
 Attend arranged trips.
 Do not be afraid to ask questions if you do not understand.

What can I expect from the tutors?

 Ensure that you are aware of the requirements of the course and know how
to achieve the criteria available.
 Give helpful feedback to all assessments.

Course Timetable

Day 9:30-12:00 12:00-1:00 1:00-3:30

Wednesday Rehearsing for a Lunch Developing a
performance Personal
Progression Plan
Tutor: Lisa (Mac Suite) Tutor: Ffranc (C03)

Friday Contribute to Lunch Rehearsing for a

running an Event performance

Tutor: Lisa (Hwb IT Tutor: Ffranc (Mac

Room) Suite)

Coleg Llandrillo Denbigh Page 4/18

Unit A2 – Developing a Personal Progression Plan

Learning Aims

In this unit you will:

A Explore the skills and behaviours needed to meet personal

progression goal

B Produce a progression plan to meet intended progression goal

Unit Start Date 7th March 2018

Unit Completion Date 23rd May 2018

You will develop the skills and behaviours needed to progress to the next stage in your
learning, identifying progression opportunities and creating a plan to enable you to get
there.

Coleg Llandrillo Denbigh Page 5/18

 About this unit

What would you like to do when you finish this course? Perhaps you would like to spend
more time learning about the subject you are studying at the moment? Or you may want
to do something completely different. Before you decide what your next step is, you need
to know what you are good at, what your interests are and what your end goal is.

This unit will help you find out what opportunities are available to you and how to get to
the nextstage. You will carry out a self-audit, identifying what your strengths are and what
you need to develop to be able to meet your progression goals. You will learn how to set
goals and plan ways to achieve them. You will then produce a personal progression plan
to help you reach the next step in your life.

The skills you develop in this unit will be good preparation when applying for another
course or training programme.

Unit Summary

Assessment Criteria

Coleg Llandrillo Denbigh Page 6/18

About this assignment

Scenario

You have been asked to attend a progression interview with your tutor to discuss
the next step in your learning. In preparation for this, you need to research the
possible progression opportunities available to you. You should decide on one
opportunity to focus on and produce an outline of the skills and behaviours needed
for that particular progression goal and then match your own skills and behaviours
to the goal. You should then produce a detailed progression plan, identifying the
key areas you need to develop in order to meet your progression goal. Both of
these documents will form a basis for the discussion with your tutor.

Coleg Llandrillo Denbigh Page 7/18

 .

Unit B10 Contribute to running an event

Learning Aims

In this unit you will:

A Contribute to the organisation of an event

B Work as part of a team to run an event

Unit Start Date 7th March 2018

Unit Completion Date 23rd May 2018

You will develop the skills required to organise and contribute to running a small enterprise
event to raise money for a cause.

BTEC First Diploma in Performing Arts 2010-11

St Benedict’s College Page 8/18
 About this Unit

Do you enjoy going to events organised by other people? Perhaps you like organising activities
and events for you and your friends? Businesses run events to raise money for different causes
e.g. cake sale or flea market to raise money for a charity.
In this unit, you will learn how to plan and contribute to the running of a small enterprise event
such as a local fundraising activity or a vintage clothes sale. You will work with others to
organize and plan the event and then take a role on the day to ensure the event is enjoyable
and successful. You will develop skills in planning and working well with other people. You will
learn how to work within a timeframe and manage the event budget by not spending more
money than you have been allocated for the event. You will also learn to multitask and
communicate with others during the running of the event.
The transferable and sector skills you develop in this unit can enable you to progress to further
learning. They will also support you in completing the core skills units in Group A of the
qualification.

Unit Summary

Assessment Criteria

BTEC First Diploma in Performing Arts 2010-11

St Benedict’s College Page 9/18
About this assignment

You are asked to run a Music and Arts Event to raise money for the charity MIND. You will work as a
team, taking on roles and responsibilities, sourcing a venue and resources and costing up the event.
You will meet regularly as a team to ensure plans and deadlines are being met and that any
problems are resolved. You will complete a plan documenting all the factors that need considering,
detailing your contribution and role in the team and how you will assist in the organisation and
running of this event. You will then hold the Event to help raise money for charity. You will work as a
team to set up, run and tidy up after the event.

BTEC First Diploma in Performing Arts 2010-11

St Benedict’s College Page 10/18
 Unit PA12 Rehearsing for a Performance

Learning Aims

In this unit you will:

A Plan a rehearsal process for a performance

B Work with others to rehearse and perform

You will develop the skills involved in rehearsing as part of a group for a performance. This will
include skills in working with others and planning deadlines.

BTEC First Diploma in Performing Arts 2010-11

St Benedict’s College Page 11/18
About this Unit
How does a show become great? How do actors prepare their lines and know where to stand and
when to react? How do musicians know when to come in, and dancers where to move? One main
reason is the effort put into the rehearsal process. Whether it’s a music gig, a stage play or a dance
showcase, it won’t be good unless work is done in rehearsals.
In this unit, you will develop the skills needed to take on a role and prepare for a performance. You
will learn what behaviour is expected of you and look at the different elements needed to make a
rehearsal work. You will learn how to communicate, work as part of a team, take part in rehearsals
and perform.
The skills you develop will help you communicate effectively and work as a part of a wider team.
The transferable and sector skills you develop in this unit can enable you to progress to further
learning. They will also support you in completing the core skills units in Group A of the
qualification.

Unit Overview

Grading Criteria

BTEC First Diploma in Performing Arts 2010-11

St Benedict’s College Page 12/18
About this Assignment

Musicians: you are asked to take part in an upcoming concert. Your group will be given suitable

material by your director and you will be expected to plan and to work with others in order to be

ready for the performance.

Dancers: you are asked to take part in an upcoming dance show. Your group will be given suitable

material by your director and you will be expected to plan and to work with others in order to be

ready for the performance.

Actors: you are asked to take part in a theatre production celebrating West End theatre. Your

group will be given suitable material by your director and you will be expected to plan and to work

with others in order to be ready for the performance.

All: you will need to produce a rehearsal plan detailing deadlines for the different stages of the

process. It should also detail the resources and behaviours that will be necessary to complete the

process. You will then take on a specified role within the rehearsal and work as a group to complete

the process.

BTEC First Diploma in Performing Arts 2010-11

St Benedict’s College Page 13/18
 Glossary of BTEC Terms
This glossary lists the most common BTEC terms that are used in unit assessment criteria together with
indicative definitions.

ANALYSE Break down a complex topic into simpler parts, exploring patterns and explaining
significance.

ASSESS See evaluate.

COMPARE Identify and explain the similarities and differences.

CONTRAST Identify and explain the differences.

DEMONSTRATE Show awareness and understanding

DESCRIBE Give a description of the major features.

DISCUSS Present and examine clearly the various views on a topic or issue.

EVALUATE Examine the strengths & weaknesses.

EXAMINE Lay out the essential elements of an issue and investigate in detail.

EXPLAIN Show clearly knowledge and understanding of topic.

EXPLORE Examine or investigate a topic or issues, often in an imaginative way.

IDENTIFY Pick out and describe the main points.

INTERPRET Clarify or explain the meaning.

INVESTIGATE A careful and systematic inquiry into a topic or issue.

JUSTIFY Provide reasons why something is valid.

OUTLINE Identify the main features.

RESEARCH Use a variety of sources to establish facts or collect information.

REVIEW Write a critical assessment.

SIGNIFICANCE Consequence or importance.

SPECIFY Identify clearly and definitely.

STATE Provide information in a brief uncomplicated form.

BTEC First Diploma in Performing Arts 2010-11

St Benedict’s College Page 14/18
 Glossary of DRAMA Terms

Atmosphere The mood created by the script, actors, lights and sound within performance.
Audience People who watch a performance either in a theatre or simply rest of the class.
Character A character in a play has a recognisable personality; they act in a certain way
because of who they are rather than what they are.
Content What is contained within the drama.
Context What are the circumstances of the drama. Such as what has already happened
and the background of the characters.
Conventions Usual way of doing things.
Costume Clothes or items an actor wears to suggest things about their character.
Devised Scene, dialogue or movement made up by the performers.
Dialogue Words spoken between two or more actors.
Director The person who directs the action on stage.
Focus The central issue that the play is dealing with.
Gesture Communication relying on physical movement usually in the form of a hand signal.
Hot seating Dramatic technique where an actor ‘in character’ is questioned about how they
would react or deal with a situation, this is usually done so an actor can gain
clear insight into a character.
Improvisation Scene or movement made up on the spot by the performer
Mime Acting without sound or dialogue, often movement is exaggerated to compensate
for absence of language.
Monologue A speech made by just one actor.
Motivation What influences or drives a character.
Movement Communication, which relies on physical movement, such as how character, walks
or holds themselves during a scene.
Plot The storyline of a play.
Performance The presentation of a play to an audience
Projection How an actor makes their voice heard on stage.
Props Objects used on stage to enhance a scene or reinforce an idea.
Role Play Actors perform and react as if they are real people dealing with real events.
Rehearsal Period spent working on play in preparation for performance.
Set The items used on stage to suggest location or atmosphere.
Script Written piece of theatre.
Spatial awareness A term describing how an actor uses space to convey understanding and express
meaning.
Symbolism When actors use space, their bodies or an objects to suggest or represent
something else.
Tableaux A frozen image which captures an important moment or idea.
TIE Theatre in Education.
Voice The way an actor uses and adapts their voice to communicate a character or idea
to the audience.

BTEC First Diploma in Performing Arts 2010-11

St Benedict’s College Page 15/18
 Glossary of MUSIC Terms

A Capella is the term used to describe singing without musical accompaniment.

Accompaniment The instrumentation that plays beneath the singing.
Accompanist A pianist who plays music beneath the singing.
Alto is the lowest vocal range for female singers.
Baritone is the lowest vocal range for male singers
Bass is the lowest vocal range for male singers
Breath Support is effective use of the diaphragm to control breathing whilst singing.
Blend In solo singing, the smooth transition between the head and chest voice. Or, when
more than one individual is singing, the sound combination between singers, which
preferably makes it difficult to pick out one singer's voice amid the group.
Chest Voice The lower notes of a singer's range; in the same general range as the speaking
voice.
Head Voice Or "head register." Singing in the higher part of the range.
Diaphragm "The dome shaped muscle attached to the bottom of the lungs that separates your
chest and stomach cavities. Its main function is to initiate inhalation
Diction is the way in which you pronounce your words. In singing a lot of care is required
especially with the difference between vowels and consonants.
Dynamics The variations of soft and loud singing in a given song.
Falsetto is a male high pitch singing style, which imitates the female range.
Glottis is alternate name for the voice box.
Head Voice is a style of singing which focuses on high singing often in a major key.
Intonation is a term used to describe the quality of a pitch produced by a vocalist.
Larynx The Larynx is the part of the throat that vibrates to produce sounds (otherwise
known as the voice box).
Legato Singing as though all the notes were tied together; the notes flow together
smoothly..
Marking Marking is when a vocalist sings without using their full voice. Marking should be
used infrequently or avoided altogether if possible
Mezzo Soprano is the middle vocal range for female singers
Nasal is a tone of voice produced by using the nose.
Pitch The sound of a particular note. When pitch is referred to being "on" or "off" pitch.
"On pitch" means the singer is singing in tune. "Off pitch" means the singer is
either flat or sharp.
Range Refers to the notes that a given performer can sing comfortably.
Repertoire The songs a singer knows well and can perform.
Sight Singing is the ability to sing notes accurately from sheet music.
Soprano is the highest vocal range for female singers
Tenor is the highest vocal range for male singers.
Tone The quality of sound of a note.
Warm Up A singers Warm Up consists of vocal techniques and is designed to ease the strain
on the singers voice.

BTEC First Diploma in Performing Arts 2010-11

St Benedict’s College Page 16/18
 Glossary of DANCE Terms
TERM DEFINITION
ALIGNMENT Proper posture as near to a straight line as possible from head to toe when
standing.
ASSYMETRIC Uneven in space, time and dynamics
BALLET A highly stylised technique of dance that originated in Europe in the C17TH.
BATTEMENT The free leg gestures forwards, back or sideways with a downward accent. Petit
battement is small, leg only just off floor. Grand battement is large. Leg raises to
medium level.
BINARY A two part form in composition AB
BRUSH A leg lifts with foot brushing along the floor with an upward accent.
CANON An overlap in the dancers movements
CENTRE OF The densest part of the body, situated just below the belly button
GRAVITY
CHOREOGRAPHY Art of arranging movement into a finished performance
CLIMAX The main high point of the dance
COMPOSITION Organising and arranging sounds, words, movement, images into a unified whole.
CONTACT Spontaneous movement to support, bounce off and onto a partner or group
IMPROVISATION
CRESCENDO Gradual increase in speed, dynamics or sound
CYCLORAMA A stretched curtain or wall at the back of the stage
DEVELOPMENT Altering the action, space, time and quality of motifs so that when they are
repeated, they remain interesting.
DORSIFLEXION The foot pulls upwards
DOWNSTAGE The space towards the front of the stage
DYNAMICS Variety of force, accent and quality of movement
ELEVATION Jumping or rising
ENERGY Potential to move
EXTENSION Lengthening of body parts outwards. Important factor in a dancer’s training.
FALL A lowering to the floor following a loss of balance
FLEXIBILITY The range of movement possible in the joints. Important to increase this.
FLOW Free or bound in movement, flexible or direct through space; successive or
simultaneous through the body
FOCUS The dancer’s sight line used to increase communication with the audience.
ISOLATION Movement restricted to a single joint or muscle group
JETE A leap, take off on one foot and land on the other
PARALLEL When standing the thighs, knees and toes facing
PLIE A knee bend keeping body aligned. When grand or deep, heels peel off or demi.
PROJECTION Communication by the dancer to the audience of the content of the dance, by
throwing out energy.
RELEVE Raising onto half toe
RHYTHM A structure of movement patterns in time

BTEC First Diploma in Performing Arts 2010-11

St Benedict’s College Page 17/18
BTEC First Diploma in Performing Arts 2010-11
St Benedict’s College Page 18/18