BA Theatre Practice Year 3

Unit Briefs and Feedback Forms

Full course information can be found in the BATP Course Handbook which has been revised for 2012/13 and is available on the intranet. You will also find hand-in dates and times at the back of this folder

Marking Descriptors

Unit Briefs
In the next pages you find the Unit Briefs for Year Three. These tell you what the focus of each Unit is, what we want you to learn and what you will be assessed on. They are expressed generically to apply to all of the Strands in the course. It is very important for your education on BATP that you read these carefully, think what the contents may mean for you, and then discuss and clarify with your tutor how these are applied to your Strand. Getting the most of each Unit
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Write a statement of goals do this at the start of your Unit and make them as SMART1 as possible. Include your statement of goals in your PEF. We suggest that you link your Statement of Goals to the Assessment Criteria for the Unit you are working on. Keep a daily journal, identifying what you have learnt (not just what youve done!) and evaluate what you need to do next. Ask for peer feedback at key stages throughout and not just at the end. Document your work so that you can share your progress and ideas with staff and other students. Keep a good visual record. Use your peers students from all years will be willing to help if asked. Use staff time effectively you can book time with Academic or Technical Support Staff. Always come prepared with the questions you want to ask.

SMART = Specific / Measurable/ Achievable / Realistic / Targets 2

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Marking Descriptors

Marking Descriptors Very important!

These Marking Descriptors are applied to all of your PEFs for each Unit during your three years on BA Theatre Practice. These are the standards your marker will assess your work on for every Unit. They are generic and applicable to every Unit. The specific Assessment Criteria for each Unit lay out what characteristics your marker will be looking for, and these Marking Descriptors show what level of achievement the marker should look for in each Assessment Criteria. You must meet 40% in each criterion to pass the unit. Your marker will be looking to see if in your PEF you have: First (70% and over) Shown outstanding qualities of responsibility, responsiveness and creativity in the project. Demonstrated a clear ability to implement appropriate strategies in the interests of the group/company. Used excellent levels of critical thinking and analysis to develop your ideas. Made excellent use of research to assist the project. Displayed great evidence of effective use of previous experience combined with the use of appropriate skills and intelligence in the moment. Produced work that is consistently excellent. Created work that may display originality. Upper Second (60-69%) Shown very good qualities of responsibility, responsiveness and creativity in the project. Demonstrated a clear ability to implement appropriate strategies in the interests of the group/company. Used very strong critical thinking and analysis to develop your ideas. Made very good use of research to assist the project. Displayed evidence of effective use of previous experience combined with the application of appropriate skills and intelligence in the moment. Produced work that has a high standard throughout, although it may not have the consistency or brilliance of First Class work. Lower Second (50-59%) Shown competent qualities of responsibility, responsiveness and creativity in the project. Demonstrated a reasonable ability to implement appropriate strategies in the interests of the group/company. Used some strong critical thinking and analysis to develop your ideas. Made good use of research to assist the project. Displayed some evidence of effective use of previous experience combined with the application of appropriate skills and intelligence in the moment. Produced work that is reasonably strong in some areas but less developed in others, and which may be inconsistent. Third (40-49%) Shown basic qualities of responsibility, responsiveness and creativity in the project. Demonstrated a partial ability to implement appropriate strategies in the interests of the group/company. Used some critical thinking and analysis. Made some use of research to assist the project. Displayed some evidence of effective use of previous experience combined with the application of appropriate skills and intelligence in the moment, although these may be limited in scope. Produced work that is patchy and inconsistent, and may at times be counterproductive. Fail (Less than 40%) Shown insufficient qualities of responsibility, responsiveness and creativity in the project. Demonstrated limited ability to implement appropriate strategies in the interests of the group/company. Used little or no critical thinking or analysis. Made little or no use of research to assist the project. Displayed inadequate evidence of effective use of previous experience combined with the application of appropriate skills and intelligence in the moment. Produced work that is likely to be inconsistent and counterproductive and may also be irresponsible.
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Marking Descriptors

Year 3 Briefs
BA (Hons) Theatre Practice - Year Three
Unit Title Level Course Credit: Degree Weighting: Professional Task 6 50 Credits 30%

Unit Aims Professional Competence, Management and Leadership, Teamwork. In this Unit, you will undertake a role from an appropriate range of production or performance tasks. These tasks will be characterised by a high degree of complexity, a range of responsibilities encompassed within the role and a high level of management, organisation and co-ordination in relation to the specific production challenges. These tasks are designed to develop further the skills and understanding learnt on the course so far, while working with a greater degree of independence in the management of both yourself and the production process. You will work with a minimum of staff supervision, enabling you to test your specialist skills, understanding and personal working processes within a simulation of contemporary production or performance practice. To prepare you for the range of roles and models in professional practice, you will be required to compare your own working process with the way in which similar roles are undertaken in a range of professional settings. Learning Outcomes Before undertaking your role, make sure that you understand how it relates to these Learning Outcomes, discuss with your tutor what these Learning Outcomes mean for you and plan carefully how you will approach your PEF in relation to these Learning Outcomes.

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By the end of this Unit, you should be able to demonstrate that: Professional Competence - You can evaluate, analyse, interrogate, experiment, create new models and re-test within your assigned task - You can creatively solve problems to further independent and collaborative work - You can plan and undertake rigorous independent research - You can apply specialist skills of technique and craft to the level of finish expected of a professional practitioner in your discipline - You can demonstrate current working professional practice in your specific discipline and its associated technologies Management and Leadership - You can compare the responsibilities of your professional role with other roles in a wide range of production and performance contexts - You can conceptualise, develop and implement creative, professional level project management in speculative and/or realised contexts Teamwork - You can actively collaborate with others to achieve common goals. - You can engage in the team work, processes and protocols of your chosen discipline of performance - You can apply a broad range of models of practice, routines and protocols within appropriate professional settings Due Requirement In your seminars and projects throughout the term you should be able to:

Time management - demonstrate effective time-management and organisational skills. Health and Safety - practice and apply health and considerations rigorously and consistently in all your work. safety

IT - use information technology as a flexible and creative means of communicating information and ideas. Teamwork - work as part of a team, follow processes and protocols (that is, your responsibilities or duties) of your chosen discipline of performance, and actively collaborate with others to achieve group goals. Communication work effectively in your given professional context; communicate clearly with all members of your team, tutors and professionals.

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How will you be assessed?

Either Personal Evaluation File with an essay of no more than 1,500 words per Assessment Criteria, including evidence and Due Requirement. You must meet at least 40% in each criterion to pass the unit Example of a past project for a Production Pathway student A technical stage management student may be assigned the role of Head of Technical Stage Department on a public production in the Embassy Theatre. This might involve: The organisation and management of a production team, taking into account the constraints of time and both physical and human resources Working as an active member of a production team, taking into account the problems and considerations of other departments The identification of the challenges inherent within a production, and the proposing of solutions which best serve the production, taking practical considerations into account The exploration and identification of a specific production role within the wider context of professional practice and performance situations.

Examples of activities for other Pathways Performance Arts

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Working as a small company, devise, write and perform a production called One Thousand Words working with students from Design for Performance and Production Pathways. Take the HOD Wardrobe role and manage the work of three Year Two constructors on Public Productions.

Crafts
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Design for Performance Create the sound design for en ensemble performance in Circus Spaces Combustion Chamber. Design and manage the realisation of the set for a Webber Douglas Studio show of Pinters Betrayal and Party Time.
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Or An Extended Research Essay (8,000-10,000 words) researching an agreed area of theatre practice and Due Requirement.

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Professional Task Extended Research Essay

* Please note - The extended research essay option is particularly appropriate to students wishing to apply to an MA programme upon graduation. Students wishing to take this option will need to apply to the Scholars Programme in Year Two and their proposals will be reviewed by tutors. Only successful applicants will present their work in the extended format.

Due Requirement: Students undertaking the Research Essay must make a presentation of their research in progress during the term the Research Essay is being completed. Below are the learning outcomes explained for the extended research essay Professional Competence/Academic Standards and Excellence - Evaluate, analyse, interrogate, Rigorous qualitative research methodology: the essay does not maintain an assumption/hypothesis throughout; instead the essay develops/pushes an initial idea/problem further/to another level. Therefore the essay must demonstrate a research journey, with various scales/steps of understanding made through refining the research task at stake. - Problem-Solving (independently and collaboratively) Identify problem/question/issue and develop an argument striving to answer the problem/question/issue; the essay attests of the students efforts to resolve practical/conceptual obstacles met during the research. - Plan and undertake rigorous research Rigorous quantitative research methodology: the essay does not maintain one-sided view, personal and/or external; instead the essay engages with multiple, sometimes conflicting, views, personal and external. Similarly the essay does not rely on a single evidence to secure an argument, but instead looks to gather various evidences to support an argument. Similarly there should be multiple modes of research at play rather than one limited research approach. - Specialist skills of technique and craft to the level of finish Academic writing, format and referencing: the essay rigorously follows all the Schools rules of academic standards of language, structure and presentation (i.e. bibliography, footnotes, appendix, etc) In that sense the intro should clearly express a problem/question that triggered research, and the conclusion should synthesize the main body of the essay and bring a form of answer to the problem/question while it should also make explicit further strands of research that are possible.
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- Current working professional practice Maintain theory attached to practice: the essay, however theoretical, maintains a clear connection to the students personal interests and practice. Overall the essay must demonstrate that the research makes sense to the students praxis. Management and leadership/Organization and Communication - Management: Identify a viable topic, clearly framed. The essay demonstrates clarity of organization and structure of ideas/arguments. The developments of the argument/essay and of the research process are well managed: probing various scales of research with thorough analytical consistency throughout. - Compare responsibilities of your professional role Engage with a minimum of three leading specialists/authors related to your subject. - Project management Avoid letting your argument stagnate: make sure you move from hypothesis to concepts, supported by an actively developed research + Identify clear limitations of your study, the frame, (in introduction) and where you would extend it in further study (in conclusion) Teamwork/Dialogic Process - Achieving common goals Identify how your research is relevant to other practitioners like yourself as well as to the wider context + Keep the essay understandable for a wider audience of readers. Explore ways of building and/or engaging with a research community related to your topic. - Teamwork, processes and protocols Develop your argument dialogically (with respect to other specialists concerns) and explore various dialogues. A critical view is not a bias opinion but the result of other views as well as a source of interest to others. - Broad range of models of practice, routine, protocols: Explore different models of research, both personal and collaborative both theoretical and practical. The essay demonstrates fluidity in navigating across various (sometimes conflicting) evidences and opinions.

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Year 3 Professional Task

Feedback Form
COVER PAGE
This Feedback Form is a Self Assessment / Peer Assessment / Staff Assessment (Please indicate who is assessing the folder by circling one of the above)

Name of Student: Strand: Tutor: Term: Marker:

Check List for PEF: Tick off each one to ensure that you have completed all elements:
Failure to submit any element below constitutes an automatic fail of the Unit You must meet at least 40% in each criterion to pass the unit

Submitted by agreed Deadline.

Evidence of agreed Due Requirement 1000 to 1500 words for each Assessment Criteria, supported by appropriate evidence

Evidence of appropriate time planning. Includes Self Assessment of the file Includes Statement of Goals

Feedback from at least two people who worked with you on the project.

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On the following pages you will see how well you have done for each Assessment Criteria as well as, on this page, how well you have done overall. You will also receive feedback for each Assessment Criteria, which will help you to improve for your next PEF, in your next practical project and for when you leave Central. The exact percentage grades for each Assessment Criteria are not confirmed until the end of the year, so you will not see them here. It is important to remind you here that you MUST acknowledge the source of ALL evidence (including journal entries) and the work of others (such as quotes from books, journals and websites, photographs, designs and drawings). The Student Handbook contains guidance on how to do this use it or you may fail the Unit! You will find details of how to apply for an extension or for consideration of special circumstances in the Student Handbook. Please note: For self and peer assessment, you must ensure that you fill in the feedback box evaluating each Assessment Criteria response.

PEF grade: First Upper Second Lower Second Third Fail

IN THE EVENT OF A FAIL: What is the retrieval task for this PEF?

When and where does this work need to be submitted?

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Year 3 Professional Task, Assessment Criteria 1:

Professional competence
Assessment Criteria 1 is asking you to show that you are able to complete your work to the standard expected of a professional in your discipline. You are expected here to be able to show that you can research effectively and use that research to assist your work. You should be able to analyse your work and that of others in comparable professional settings. You are also being asked to show you are able to research and experiment usefully with your practice. You are expected to use high quality evidence. Finally, you are being asked to show that you have gone beyond the taught course during this project.

First

Upper Second

Lower Second

Third

Fail

Feedback on Criteria 1:

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Year 3 Professional Task, Assessment Criteria 2:

Management and Leadership
In Assessment Criteria 2 you are being asked to show that you can conceptualise, develop and implement professional project management skills in a speculative and/or realised context. You are also being asked to compare the different responsibilities of your professional role in a range of production and performance contexts. You are expected to have high quality evidence throughout this Assessment Criteria. Finally, you are being asked to show that you have completed practice and research that go beyond the taught course.

First

Upper Second

Lower Second

Third

Fail

Feedback on Criteria 2:

Year 3 Professional Task, Assessment Criteria 3:

Teamwork
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In Assessment Criteria 3 you are being asked to show that you have been an active collaborator, helping to achieve group goals and engage in processes and protocols of your chosen area of study, appropriate to a professional standard, and apply specialist skills beyond the taught course. Finally, you are expected to show a high standard of evidence for this Assessment Criteria.

First

Upper Second

Lower Second

Third

Fail

Feedback on Criteria 3:

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Year 3 Professional Task

Feedback from 2nd marker where required

Agreed Mark:

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BA (Hons) Theatre Practice - Year Three

Unit Title Level Course Credit: Degree weighting: Professional Development Task Two 6 50 Credits 30%

Unit aims Praxis (research into practice), Enterprise, and Personal Development This Unit provides you with the opportunity to undertake a production or performance task specifically related to your individual area of interest. This may be located outside the conventions of established production and performance practice. You will identify a range of personal goals and objectives that will help you to further explore and develop your own area of study. You will already have formulated a draft proposal in Year Two, which through tutorial negotiation and the approval of staff will provide the basis for the activities of your Professional Development Task Two. You may undertake this Professional Development Task Two within the School or through collaboration with an appropriate partner institution or within a professional setting. The Unit is normally undertaken by the student individually. However, you can propose that group activity may be appropriate. Learning Outcomes Before undertaking your role, make sure that you understand how it relates to these Learning Outcomes, discuss with your tutor what these Learning Outcomes mean for you and plan carefully how you will approach your PEF in relation to these Learning Outcomes.

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By the end of this Unit, youll be able to place your personal and professional abilities within a setting that is appropriate to your career ambitions. At the end of the Unit, you should be able to demonstrate that: The ability to integrate theoretical knowledge and information into practice: - You are able to articulate the relationship between theory and practice in relation to your specialism, appreciating the dialogue between the theoretical and practical elements of performance. Enterprise and presentation: - You can locate your practice in relation to the relevant current debates, discussions and developments that affect your discipline, and employ analytical strategies to engage with the historical, conceptual and critical frameworks to promote innovatory work within your practice. - You can document and present your work in the manner expected of a professional practitioner in your discipline. Personal Development: - Through your work in a professional setting you are able to further contextualise your professional practice in the wider theatre and performance context. - You can develop strategies for life long learning in order to maintain and develop your professional practice. Due Requirement In your seminars and projects throughout the term you should be able to:

Time management - demonstrate effective time-management and organisational skills. Health and Safety - practice and apply health and considerations rigorously and consistently in all your work. safety

IT - use information technology as a flexible and creative means of communicating information and ideas. Teamwork - work as part of a team, follow processes and protocols (that is, your responsibilities or duties) of your chosen discipline of performance, and actively collaborate with others to achieve group goals. Communication work effectively in your given professional context, communicate clearly with all members of your team, tutors and professionals.
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How will you be assessed?

Personal Evaluation File an essay of 1000-1500 words per Assessment Criteria, including evidence for each Assessment Criteria You must meet 40% in each criterion to pass the unit Plus Due Requirement - Professional skills paperwork evidenced in seminars and studio teaching - At least 2 professional references from your placement hosts.

Examples of Pathway activities

Crafts - Working with professional scenery builder, Scott Fleary, in role as assistant metal engineer - Working with professional costume hire company, Cos Props, in a range of departments as costume maker. Performance Arts - Working with the Artistic Director of Border Crossings on the creation of projected images for a touring production. Design for Performance - Working with professional lighting designer Matt Eagland, on the design at a major regional theatre venue. Production - Working as a production lighting engineer for Nutkhut on a large scale touring production, Bollywood Steps.

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Year 3 Professional Development Task 2

Feedback Form
COVER PAGE
This Feedback Form is a Self Assessment / Peer Assessment / Staff Assessment (Please indicate who is assessing the folder by circling one of the above)

Name of Student: Strand: Tutor: Term: Marker:

Check List for PEF: Tick off each one to ensure that you have completed all elements:
Failure to submit any element below constitutes an automatic fail of the Unit You must meet at least 40% in each criterion to pass the unit

Submitted by agreed Deadline. Feedback from at least two people who worked with you on the project.

Evidence of agreed Due Requirement 1000 to 1500 words for each Assessment Criteria, supported by appropriate evidence

Evidence of appropriate time planning. Includes Self Assessment of the file Includes Statement of Goals

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On the following pages you will see how well you have done for each Assessment Criteria as well as, on this page, how well you have done overall. You will also receive feedback for each Assessment Criteria, which will help you to improve for your next PEF, in your next practical project and for when you leave Central. The exact percentage grades for each Assessment Criteria are not confirmed until the end of the year, so you will not see them here. It is important to remind you here that you MUST acknowledge the source of ALL evidence (including journal entries) and the work of others (such as quotes from books, journals and websites, photographs, designs and drawings). The Student Handbook contains guidance on how to do this use it or you may fail the Unit! You will find details of how to apply for an extension or for consideration of special circumstances in the Student Handbook. Please note: For self and peer assessment, you must ensure that you fill in the feedback box evaluating each Assessment Criteria response.

PEF grade: First Upper Second Lower Second Third Fail

IN THE EVENT OF A FAIL: What is the retrieval task for this PEF?

When and where does this work need to be submitted?

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Year 3 Professional Development Task 2, Assessment Criteria 1:

Ability to integrate theoretical knowledge and information into practice
In Assessment Criteria 1 you are being asked to show that you are able to put theory into practice and show why this is a useful thing for you to do in your discipline. You are also being asked to show that you can use practical experience to develop your understanding of theory. You are expected to have high quality evidence for this Assessment Criteria.

First

Upper Second

Lower Second

Third

Fail

Feedback on Criteria 1:

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Year 3 Professional Development Task 2, Assessment Criteria 2:

Enterprise and Presentation
In Assessment Criteria 2 you are asked to show your understanding of your role in the context of the project(s) you have undertaken, and how this allows you to develop ways of solving problems. You are asked to show how you have developed practical skills, including those that enable you to document and present your work in the manner expected of a professional practitioner. You are expected to have a high quality of evidence for this Assessment Criteria.

First

Upper Second

Lower Second

Third

Fail

Feedback on Criteria 2:

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Year 3 Professional Development Task 2, Assessment Criteria 3:

Personal Development
In Assessment Criteria 3 you are being asked to show that you understand the context in which your discipline sits. You are also being asked to demonstrate that you are ready for professional practice. Finally you are being asked to show that you have developed ways in which you can continue to learn and develop in professional practice in the future. You are expected to use a high standard of evidence for this Assessment Criteria.

First

Upper Second

Lower Second

Third

Fail

Feedback on Criteria 3:

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Year 3 Professional Development Task 2

Feedback from 2nd marker where required

Agreed Mark:

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BA (Hons) Theatre Practice - Year Three

Unit Title Level Course Credit: Degree Weighting: Future Practice 6 20 Credits 20%

Unit Aims Portfolio Skills and Interpersonal Development This Unit consolidates all the professional preparation that you have done so far and asks you to prepare your professional portfolio, identify opportunities for work and plan your career for the next five years. Although it is set out in 4 elements it is important to remember each element is related i.e. its a 5 year plan and research paper, including portfolio, CV and web presence. Essentially in this Unit you will articulate your personal position as a practitioner. You are encouraged to make a regular slot for this work throughout the year, entering into discussions with professional practitioners who can guide you to material, using web-based resources as well as researching existing literature. You will share and discuss your emerging plans with Year Two students of your discipline.

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Although this Unit starts full-time in the Summer Term, staff and professional seminars from Year Two you have been exploring professional perspectives and expectations. As you prepare to leave, you will have three main responsibilities in this term: To Yourself This is your main responsibility in this Unit. Throughout the course we have emphasised that while we can teach you skills and you can develop them through project work, its only you who knows whether all of this is taking you in the right direction. We have asked you to consider career plans in Year One and Year Two, and hopefully you will have reaped the dividends in Year Three. To Your Peers We want you to be able to test and share your plans with other students on the course, to benefit from their feedback and contacts. You will get a Year Two audience for your work and they get an insight into the standards and expectations of Year Three. More generally, Year Three students work with their peers in many ways, including: - Peer teaching, leading skills sessions or subject seminars. - Mentoring from across Strands, advising on the development of projects. - Providing feedback. All these areas help build your CV, your confidence and your authority as a subject specialist which is all vital to a successful career. To Your School All graduates benefit from the healthy profile of the course that trained them and so it is in your interest to contribute to that profile. You will be able to do this in a number of different ways across the year (not just in the Summer Term). Tasks that students have undertaken in the past included: - Presenting the work that theyve done on the course at their old school. - Taking part in the Schools mentoring programme. - Guiding visitors at our information days and interviews. At the end of the Unit you will have a:
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Professional portfolio and Professional CV (or equivalent depending on your discipline) which will be reviewed by staff and/or outside professionals from your discipline. As part of this you will be asked to put together a proposal for an online presence. Please note that you do not need to create a live website, but only to demonstrate how you would use the internet to effectively introduce your work to the public. Please speak to your tutor if you are uncertain about this. Career plan for the next five years after graduation.
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Learning Outcomes Before undertaking your role, make sure that you understand how it relates to these Learning Outcomes, discuss with your tutor what these Learning Outcomes mean for you and plan carefully how you will approach your assessment tasks in relation to these Learning Outcomes. By the end of this Unit, you should be able to profile your personal and professional competence in a way that is appropriate to your career ambitions. At the end of the Unit, you should be able to demonstrate that:
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You can use information technology imaginatively as a flexible and creative means of communicating information and ideas. You can make strategic decisions in uncertain contexts, using your discipline and self knowledge to develop as a creative entrepreneur. You have a range of portfolio skills to creatively record practical projects. You know how to critically evaluate data, processes and protocols recognising the variable nature of performance activities and mediums. You can evaluate your professional and personal development through a process of reflection and self appraisal and share that with peers and professionals. You have developed strategies for life-long learning in order to maintain and develop your professional practice.

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How will you be assessed? You must meet 40% in each element to pass the unit
You will be assessed on four elements: Element One - a professional portfolio (or equivalent depending on your discipline) to be reviewed by staff and/or outside professionals from your discipline and a professional CV. As part of this you are asked to put together a proposal for an on-line presence. Please note that you do not need to create a live website, but only to demonstrate how you would use the internet to effectively introduce your work to the public. You will have negotiated with your tutor the most appropriate format in which to do a portfolio. In most cases it is likely to be through an exhibition, and/or through an interview portfolio. Both are likely to be assessed in situ by tutors. In addition to feedback from tutors, you are strongly advised to get feedback from suitable professional practitioners. Please note below are the marking descriptors for your portfolio and CV Demonstrates exceptional practice in a broad range of skills and work settings Demonstrates a high standard of practice in a broad range of skills and work settings or exceptional skills in a narrower specialist area Demonstrates competence in a broad range of skills and work settings or high standard of skills in a narrower specialist area Demonstrates a limited ability in a range of skills and work settings Fails to demonstrate competence in skills
First

Upper Second

Lower Second

Third

Fail

Element Two - a career plan for the next five years after graduation, supported by a research paper. The career plan must be presented to Year Two students at the start of the Summer Term and included in your final submission, with a cover note stating any changes following feedback from peers or professionals. This will be between 2,500 and 6,000 words. Element Three a summary (on one A4 page) of your contribution to peers and the School over the last year.

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Year 3 Future Practice

Feedback Form
COVER PAGE
This Feedback Form is: Self Assessment / Peer Assessment / Staff Assessment (Please indicate who is assessing the folder by circling one of the above)

Name of Student: Strand: Tutor: Term: Marker:

Check List for submission: Tick off each one to ensure that you have completed all elements:
Failure to submit any element below constitutes an automatic fail of the Unit You must meet 40% in each element to pass the unit

Submitted by agreed Deadline

Professional Review of your portfolio (or equivalent) and professional C.V. Includes 1 page summary of personal contribution to CSSD community

5 Year Career Plan (with feedback) and Research Paper Web presence

Includes Self Assessment

Students are reminded that Element 1 (Portfolio) will usually be assessed in situ. For most strands, only professional and tutor feedback on Element 1 should be submitted.
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On the following pages you will see how well you have done for each Assessment Criteria as well as, on this page, how well you have done overall. You will also receive feedback for each Assessment Criteria, which will help you to prepare for when you leave Central. The exact percentage grades for each Assessment Criteria are not confirmed until the end of the year, so you will not see them here. It is important to remind you here that you MUST acknowledge the source of ALL evidence (including journal entries) and the work of others (such as quotes from books, journals and websites, photographs, designs and drawings). The Student Handbook contains guidance on how to do this use it or you may fail the Unit! You will find details of how to apply for an extension or for consideration of special circumstances in the Student Handbook. Please note: For self and peer assessment, you must ensure that you fill in the feedback box evaluating each Assessment Criteria response.

PEF grade: First Upper Second Lower Second Third Fail

IN THE EVENT OF A FAIL: What is the retrieval task for this PEF?

When and where does this work need to be submitted?

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Year 3 Future Practice, Element 1

Professional Portfolio or Equivalent, Professional CV and Web Presence
In Element 1 you are being asked to demonstrate your skills, abilities and experience in preparation for entering the world of work. You should show how you have creatively recorded your practical work. You should do this through a portfolio and or web presence (or equivalent as discussed with your tutor) and through a professional CV. You are being asked to show that you can work at a professional standard in many different contexts. Element 1 accounts for 55% of the total mark available for this Unit.
Demonstrates exceptional practice in a broad range of skills and work settings Demonstrates a high standard of practice in a broad range of skills and work settings or exceptional skills in a narrower specialist area Demonstrates competence in a broad range of skills and work settings or high standard of skills in a narrower specialist area Demonstrates a limited ability in a range of skills and work settings Fails to demonstrate competence in skills First Upper Second Lower Second Third Fail

Feedback on Element 1:

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Year 3 Future Practice, Element 2:

Five Year Career Plan and Research Paper
In Element 2 you are being asked to show, through a 5 Year Career Plan and a Research Paper, that you: Can research into your chosen areas of professional practice Are receptive to feedback received on your career plan from peers, tutors and industry professionals Have an ability to evaluate professional and personal development through reflection and peer networks Have an ability to formulate and use strategies for life long learning. Use your discipline and self knowledge to develop as a creative entrepreneur. Your research paper and 5-year plan should have a joint word count of between 2,500 and 6,000 words, including bibliography. Element 2 accounts for 40% of the total mark available for this Unit.

First

Upper Second

Lower Second

Third

Fail

Feedback on Element 2:

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Year 3 Future Practice, Element 3:

1 page summary of your personal contribution to the CSSD community.
In Element 3 you might want to include such things as: Peer teaching, Mentoring across Strand or year groups, Bringing new ideas, practices or practitioners into the School from either personal endeavour or placement experience Helping to support the course or School through representing your year, pathway, or Strand, or taking an active part in School committees Building links with your high school or another community Working with the SU Forging new links with the industry Element 3 accounts for 5% of the total mark for this Unit.

First

Upper Second

Lower Second

Third

Fail

Feedback on Element 3:

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Year 3 Future Practice Task

Feedback from 2nd marker where required

Agreed Mark:

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Calendar information 2012/13

On this page you will find many important dates for this academic year. Please take careful note of the Hand-in Dates, as this is when you will submit your Unit 1 Assessments and Project Evaluation Files. The Course Support Office will contact you by e-mail closer to the time with further details about where to submit your work. Please note DR stands for Due Requirements, Pres stands for Presentation Term Dates Autumn Term 2012 Spring Term 2013 Summer Term 2013 Hand-in Dates
Year 3 PEF 1 PEF 2 PEF 3 Unit depends on order of units taken Unit depends on order of units taken Future Practice

Attendance Required 8 October - 14 December 2012 Attendance Required 14 January - 22 March 2013 Attendance Required 22 April - 28 June 2013

Friday 14th Dec Friday 22nd March Monday 10th June

12.00 1.00 12.00 1.00 12.00 1.00

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