Accredited courses - Schools Networkschoolsnetwork.tv/videotoolbox/pdf/keystage4/Key_Stage_4_5_Accre… · BTEC/Edexcel 500/8484/7, 8482/3, 8423/9, 8544/X Creative Media Production

‘Talk it Up’ Accredited courses Key stage 4 Page 1

Accredited courses

AQA 4705 English Language GCSE first award 2014 ................................................................................................................................................................. 10

Section 3 Subject content ...................................................................................................................................................................................................... 10

OCR J350 English Language GCSE (awaiting final approval) .................................................................................................................................................... 12

2.3 Unit A643: Speaking and Listening ................................................................................................................................................................................... 12

Edexcel 2EN01 English Language First award 2014 ............................................................................................................................................................... 13

Unit 3 Spoken Language Internally assessed unit ............................................................................................................................................................... 13

OCR J315 GCSE Drama First award 2014 ................................................................................................................................................................................ 16

Unit A582 Drama in the Making.......................................................................................................................................................................................... 16

AQA 4240 GCSE Drama First award 2014 ................................................................................................................................................................................ 19

Unit 2 – 42402 ............................................................................................................................................................................................................................ 19

Part 1 (Options 1–5) ............................................................................................................................................................................................................... 20

Part 1 (Options 6–14) ............................................................................................................................................................................................................. 21

Part 2 (Options 1–5) is assessed through the final performance .......................................................................................................................................... 21

Part 2 (Options 6–14) is assessed through the final performance or demonstration/artefact(s) ......................................................................................... 21

Options ....................................................................................................................................................................................................................................... 22

Option 1 Devised Thematic Work ..................................................................................................................................................................................... 22

Option 2 Acting ................................................................................................................................................................................................................. 22

Option 3 Improvisation ................................................................................................................................................................................................... 22

Option 7 Costume ............................................................................................................................................................................................................. 23

Option 8 Make-up ............................................................................................................................................................................................................. 24


Option 9 Properties ........................................................................................................................................................................................................... 24

Option 10 Masks .................................................................................................................................................................................................................... 25

Option 11 Puppets ................................................................................................................................................................................................................. 26

Option 12 Lighting .................................................................................................................................................................................................................. 26

Option 13 Sound .................................................................................................................................................................................................................... 27

Option 14 Stage Management ............................................................................................................................................................................................... 28

Edexcel 2DR01 (Unit Code 5DR03) GCSE Drama First award 2014 ....................................................................................................................................... 30

Unit 3 – Drama Performance ..................................................................................................................................................................................................... 30

Options ....................................................................................................................................................................................................................................... 31

AQA 7321 Creative & Media Diploma Level 1 ........................................................................................................................................................................ 33

Unit 2 Investigating ideas (CAM1U2) ................................................................................................................................................................................... 33

Unit 3 Experimenting with the tools of creativity (CAM1U3) ............................................................................................................................................... 34

AQA 7322 Creative & Media Diploma Level 2 .................................................................................................................................................................... 36

Unit 2: Creating inspiration (CAM2U2) ............................................................................................................................................................................... 36

Unit 3: Creating possibilities (CAM2U3) .............................................................................................................................................................................. 36

Unit 4: Discovering creative potential (CAM2U4) ............................................................................................................................................................... 38

BTEC/Edexcel 500/8484/7, 8482/3, 8423/9, 8544/X Creative Media Production Award, Certificate, Diploma .................................................................... 40

Unit 1: Developing Creative Media Skills A/601/2161 Entry 3........................................................................................................................................... 40

Unit 4: Creating Images Digitally F/601/2162 Entry 3 ........................................................................................................................................................ 41

Unit 6: Developing Multimedia Products Y/601/2166 Level 1 ........................................................................................................................................... 44

Unit 7: Developing Video Products D/601/2167 Level 1 ....................................................................................................................................................... 45

Unit 9: Developing Animation H/601/2171 Level 1 ........................................................................................................................................................... 47


Unit 10: Developing Audio Production T/601/2174 Level 1 .............................................................................................................................................. 49

Unit 11: Developing Editing A/601/2175 Level 1 .............................................................................................................................................................. 51

Unit 16: Media Audiences and Products M/600/6471 Level 2 .......................................................................................................................................... 53

Edexcel Principal learning in Creative and Media Diploma Levels 1 & 2 ............................................................................................................................... 56

Unit 4: Media Production Principal Learning Unit Level 1 .................................................................................................................................................. 56

Introduction to Unit ............................................................................................................................................................................................................... 56

Learning outcomes ................................................................................................................................................................................................................. 56

Unit content ........................................................................................................................................................................................................................... 56

Assessment criteria ................................................................................................................................................................................................................ 57

Unit 4: Record Principal Learning unit Level 2 ................................................................................................................................................................... 58

Unit introduction.................................................................................................................................................................................................................... 58


Unit content ........................................................................................................................................................................................................................... 58

Assessment criteria ................................................................................................................................................................................................................ 59

OCR 04304, 04305, 04306 Creative iMedia Award, Certificate, Diploma Level 1 .................................................................................................................. 61

Unit Title: Pre-production skills 101 Level: 1 .................................................................................................................................................................. 61

Unit purpose and aim ............................................................................................................................................................................................................ 61

Learning Outcomes ................................................................................................................................................................................................................ 61

Evidence requirements .......................................................................................................................................................................................................... 62

Unit Title: Digital media skills for asset production 102 Level 1 ...................................................................................................................................... 63





Unit Title: Special Video Effects 103 Level 1 .................................................................................................................................................................... 66




Unit Title: Character Modelling 104 Level 1 ...................................................................................................................................................................... 69




Unit Title: Sound effects 105 Level 1 .............................................................................................................................................................................. 71




Unit Title: Storytelling with a comic strip 106 Level 1 ...................................................................................................................................................... 74



Unit Title: Creating an animated object 112 Level 1 ........................................................................................................................................................ 76




Unit Title: Digital graphics editing 113 Level 1 ................................................................................................................................................................... 79





Unit Title: Creating a digital audio-visual sequence 114 Level 1 ...................................................................................................................................... 81




Unit Title: Digital photography 117 Level 1 ...................................................................................................................................................................... 84




OCR 04304, 04305, 04306 Creative iMedia Award, Certificate, Diploma Level 2 .................................................................................................................. 87

Unit Title: Pre-production skills 201 Level 2 ..................................................................................................................................................................... 87




Unit Title: Video Composite Effects 203 Level 2 .............................................................................................................................................................. 90




Unit Title: Character Modelling 204 Level 2 ..................................................................................................................................................................... 93





Unit Title: Sound Effects 205 Level 2 ................................................................................................................................................................................ 96




Unit Title: Storytelling with a comic strip 206 Level 2 ...................................................................................................................................................... 99



Evidence requirements ........................................................................................................................................................................................................ 101

Unit Title: Virtual Performance 207 Level 2 ................................................................................................................................................................... 102

Unit purpose and aim .......................................................................................................................................................................................................... 102

Learning outcomes ............................................................................................................................................................................................................... 102


Unit Title: Digital Performance 208 Level 2 ................................................................................................................................................................... 105




Unit Title: Interactive multimedia concepts 210 Level 2 ............................................................................................................................................... 109




Unit Title: Creating a digital animation 212 Level 2 ....................................................................................................................................................... 112





Unit Title: Digital Graphics Editing 213 Level 2 .............................................................................................................................................................. 116



Unit Title: Creating a digital sound sequence 214S Level 2 ........................................................................................................................................... 119

Unit purpose and aims ......................................................................................................................................................................................................... 119



Unit Title: Creating a digital video sequence 214V Level 2 ............................................................................................................................................ 122



Unit Title: Digital photography 217 Level 2 .................................................................................................................................................................... 125




Unit Title: Adobe rich media communication using Flash Professional A218 Sector unit number 9.3 Level: 2 ............................................................. 128




Unit Title: Adobe visual communication using Photoshop A220 Sector unit number 9.3 Level: 2 .................................................................................. 131





BTEC/Edexcel Information and Creative Technology – BTec First Levels 1 & 2 .................................................................................................................... 134

Unit 4: Creating Digital Animation Levels 1 & 2 .................................................................................................................................................................. 134

Learning aims ....................................................................................................................................................................................................................... 134

Learning Aims and Unit content .......................................................................................................................................................................................... 134

Learning aim A: Understand the applications and features of digital animation products ............................................................................................. 134

Learning aim B: Design a digital animation product ........................................................................................................................................................ 135

Learning aim C: Create, test and review a digital animation product ............................................................................................................................. 135

Unit 5: Creating Digital Audio Level: 1 and 2 ...................................................................................................................................................................... 137

Learning aims ....................................................................................................................................................................................................................... 137

Learning Aims and Unit content .......................................................................................................................................................................................... 137

Learning aim A: Understand the applications and features of digital audio products .................................................................................................... 137

Learning aim B: Design digital audio products ................................................................................................................................................................. 137

Learning aim C: Create, test and review digital audio products ...................................................................................................................................... 138

Unit 6: Creating Digital Graphics Level: 1 and 2 ................................................................................................................................................................. 140

Learning aims ....................................................................................................................................................................................................................... 140

Learning aims and Unit content ........................................................................................................................................................................................... 140

Learning aim A: Understand the applications and features of digital graphic products ................................................................................................. 140

Learning aim B: Design digital graphic products .............................................................................................................................................................. 140

Learning aim C: Create, test and review digital graphic products ................................................................................................................................... 141


Unit 7: Creating Digital Video Level: 1 and 2 ..................................................................................................................................................................... 143

Learning aims ....................................................................................................................................................................................................................... 143

Learning aims and Unit content ........................................................................................................................................................................................... 143

Learning aim A: Understand the applications and features of digital video ................................................................................................................... 143

Learning aim B: Design a digital video product ................................................................................................................................................................ 143

Learning aim C: Create, test and review a digital video product ..................................................................................................................................... 144


AQA 4705 English Language GCSE first award 2014

Section 3 Subject content 3b Speaking and listening

Unit 2 Candidates will be assessed on three Speaking and Listening tasks although they may well do more than one performance of each activity during the

unit.

They will be assessed on one activity in each of the following categories: o Presenting o Discussing and Listening o Role playing.

In Speaking and Listening activities, candidates should: o present and listen to information and ideas o respond to the questions and views of others, adapting talk appropriately to context and audience o make a range of effective contributions, using creative approaches to exploring questions, solving problems and developing ideas o participate in a range of contexts, including real life uses of talk and audiences beyond the classroom

Unit 2 Task setting examples:

Within the Presenting strand typically candidates might:

individually talk to the class about a topic of interest and then answer questions

talk to the class about an argument/cause, as part of a paired presentation (which may include ICT support such as PowerPoint, visual media clips) and then answer questions

interview (or be interviewed by) an adult, perhaps focusing on an aspect of occupation, local current affairs

listen to a speech extract on television and represent

its main points and biases or listen to a school assembly and re-present its main points and explain its methods of presentation deliver a speech to a wider audience (such as school assembly or another teaching group) either as an individual or as part of a team

Within the Discussing and Listening strand typically candidates might:

in a pair, work together to plan a presentation to the class

in a group of three or four, undertake a problem-solving exercise which is relevant to the local community such as congestion charging, public spending priorities

in a group of three or four, discuss an issue of interpretation which arises from reading being undertaken elsewhere on the course

in a group of three or four, discuss the possible schedules for a television station from a range of given possibilities

listen to a speech extract on television and discuss its main points and biases or listen to a school assembly and discuss its main points and its methods of presentation

Within the Role playing strand typically candidates might:


perform as a pair a media interview on a relevant issue, such as child welfare

perform as a pair an interview between detective and suspect based upon a narrative from literature that has been studied elsewhere

as an individual perform a 5-minute input for breakfast television called ‘what the papers say today’

perform an improvisation based on literary texts being studied

in a group of three or four, undertake a problem-solving exercise which is relevant to the local community such as congestion

charging, public spending priorities and improvise a public debate on the topic Note here that within the role playing category, the performance of a written script, even if that script has been learned, is not allowed. 4b Assessment Objectives (AOs) AO1 Speaking and Listening

Speak to communicate clearly and purposefully; structure and sustain talk, adapting it to different situations and audiences; use standard English and a variety of techniques as appropriate.

Listen and respond to speakers’ ideas, perspectives and how they construct and express their meanings.

Interact with others, shaping meanings through suggestions, comments and questions and drawing ideas together.

Create and sustain different roles.


OCR J350 English Language GCSE (awaiting final approval)

2.3 Unit A643: Speaking and Listening In this controlled assessment unit, available in both January and June, candidates are required to submit work in three assessment contexts:

individual extended contribution

group activity

drama-focussed activity During the course, candidates should engage in speaking and listening activities in a variety of formal and informal contexts.

One activity must allow candidates to participate in a real-life context in and beyond the classroom.

OCR will allow Centres to design their own tasks.

OCR will also set exemplar tasks which can be adapted by the Centre. Tasks set will provide opportunities for candidates to demonstrate their ability to fulfil the assessment objectives for AO1. In this unit Candidates should be able to:

present and listen to information and ideas

respond appropriately to the questions and views of others

make a range of effective contributions, using creative approaches to exploring questions, solving problems and developing ideas

reflect and comment critically on their own and others’ uses of language

participate in a range of real-life contexts in and beyond the classroom, adapting talk appropriately to situation and audience and using Standard English where appropriate

select and use a range of dramatic techniques and creative approaches to explore ideas, texts and issues in scripted and improvised work AO1 Speaking and listening

Speak to communicate clearly and purposefully; structure and sustain talk, adapting it to different situations and audiences; use Standard English and a variety of techniques as appropriate.

Listen and respond to speakers’ ideas and perspectives, and how they construct and express meanings.

Interact with others, shaping meanings through suggestions, comments and questions and drawing ideas together.

Create and sustain different roles.


Edexcel 2EN01 English Language First award 2014

Unit 3 Spoken Language Internally assessed unit Overview This unit is made up of three parts: Speaking and Listening, Spoken Language Study and Writing for the Spoken Voice. Speaking and Listening gives students the opportunity to:

present and listen to information and ideas

respond appropriately to the questions and the views of others

make a range of effective contributions, using creative approaches to exploring questions, solving problems and developing ideas

reflect and comment critically on their own and others’ uses of language

participate in a range of real-life contexts in and beyond the classroom, adapting talk to situation and audience and using standard English where appropriate

select and use a range of techniques and creative approaches to explore ideas, texts and issues in scripted and improvised work

Students will be assessed on three speaking and listening tasks. Spoken Language Study gives students the opportunity to: explore the way spoken language works by looking at examples from:

their own language

the language of their peers

the language they hear around them

the language they hear through TV, radio and the internet Writing for the Spoken Voice gives students the opportunity to:

explore writing for the spoken voice from a range of sources (including speeches, dialogue in stories and scripts) and create their own text for the spoken voice

Students will complete two tasks:

one Spoken Language Study task

one Writing for the Spoken Voice task

Task taking time will be up to two hours for each task (four hours in total). Assessment Objectives: AO1 – Speaking and Listening: 20% AO2 – Study of Spoken Language: 10% AO4 – Writing: 10% Details of tasks


Students will complete the following tasks: Speaking and Listening tasks Students will be assessed on three speaking and listening tasks, throughout this GCSE:

Communicating and Adapting Language

Interacting and Responding

Creating and Sustaining Roles.

All tasks are equally weighted. Spoken Language Study task Students will submit a response to one spoken language task set by Edexcel. They will present two examples of spoken language they have studied and comment on their findings. In their response to the task, students will:

show how spoken language changes depending on the context

understand some of the choices people make when they are speaking Writing for the Spoken Voice task Students will submit a response to one writing task from a choice of three tasks provided by Edexcel. These tasks will include speeches, stories with a focus on dialogue, and scripts. In their response to the task, students will demonstrate their ability to:

understand that different media work in different ways

understand the needs of different audiences and purposes Details of spoken language to be studied Students will study two examples of spontaneous spoken language taken from:

everyday spoken language

students’ own selection which could be taken from sources such as YouTube, TV or radio interviews, radio phone-ins or the British Library audio archives

centre’s own recorded materials

CD ROM of spoken language provided by Edexcel. Unit 3 content Speaking and Listening Students will

engage in a variety of Speaking and Listening activities designed to develop skills in, and experience of, real-life situations and work-related tasks Spoken Language Study Students will:

understand the importance of context, such as regional and cultural variation, age groups, situation, place and time

understand the use of standard and non-standard English


analyse commonly occurring features of the characteristics of spoken language Writing for the Spoken Voice Students will:

experiment through short writing activities in preparation for creating a text of their own


OCR J315 GCSE Drama First award 2014

Unit A582 Drama in the Making 60 marks total:

o 40 marks workshop presentation(s) o 20 marks working record

30% of the total GCSE marks

Internally assessed and externally moderated by post

Candidates will be assessed and be marked on two aspects: Working record

Recording what has been drawn from their preparation and exploration and applied to the process and presentation, plus their own original insights. Workshop Presentations

Demonstration of three pieces of work, one of which must be an improvisation. Underpinning content Areas of study The aims and learning outcomes will be achieved by candidates through activities designed to explore, understand and experience the subject of Drama using the following content framework. There are six Areas of Study:

Character, Context and Plot

Structure

Audience and Defining Performance Space

Improvisation

Genre, Performance Style and Convention

The Semiotics of Drama and Theatre The areas of study are explored through the contexts of Deviser, Designer, Director and Performer. For Units A581 and A582, the controlled assessment units, candidates have to work in at least two of the contexts (Deviser, Designer, Director or Performer) when studying these six Areas of Study. Unit A582 Set Task Candidates will prepare three distinct items for Workshop Presentation. Overall, the three items will last approximately 10 minutes. Group size is likely to vary for each presented item. Candidates can work individually, in a pair, or in a group of up to six to deliver a Workshop Presentation. Each candidate must be involved in three presentation items, which must be rehearsed.

One of the presented items must be an improvisation, which should last no more than 5 minutes for larger groups (4–6 candidates) and no more than 3 minutes for smaller groups (1–3 candidates).

The other two presentation items should represent a maximum of 3 minutes per candidate.

Following the teacher-led workshops on the Preparation and Exploration stages of the chosen stimulus, candidates individually set out in their


working record the potential for the stimulus for creating a devised drama and list the three presentation items they have selected to develop (controlled conditions – up to 1 hour).

Rehearsal Candidates prepare the items for the Workshop Presentations, which must cover at least two contexts (Deviser, Designer, Director and Performer).

Centres can be flexible in the way they wish to organise the presentations. The three presentation items could be interspersed throughout the 10-hour rehearsal period, e.g. 4 hours of rehearsal followed by the presentation of the rehearsed improvisation (first item), 3 hours of rehearsal before presenting the second item. Final 3 hours of rehearsal followed by the third item.

As long as the 10 hours of rehearsal time is not exceeded, centres can arrange the presentations to suit their particular preference and circumstances.

The rehearsed improvisation will illustrate how the devised drama would communicate intent, apply the semiotics of theatre and generate the necessary stage directions for the drama to work on stage.

No candidate may use performance for all three presentation items.

The presentations will show an understanding of the Areas of Study and the practical application of the many ways a drama can be devised. Where the contexts of Deviser, Designer, Director and Performer are evidenced, this will be in the context of how they contributed to the devising process.

Workshop Presentations

The Workshop Presentations will consist of three items, each of which has the potential to be developed into a full realisation. No item is expected to be a complete fully realised performance, design, or drama. The presentation of each item demonstrates the potential for creating effective drama. For the presentation, one of the items must be a rehearsed improvised scene(s).

The two other items of the presentation could be taken from: o a monologue, duologue or narration o ideas for linking scenes o a presentation on possible design ideas o ideas for closure of the drama o plot ideas; character ideas; directing ideas in the form of a workshop plan o role developed in an exploratory workshop.

All ideas should be as fully developed as possible in terms of how they would work as practical drama.

The ideas can be presented in a variety of ways, e.g. enacted, lecture demonstration, DVD of a role created, design sheets, photographs, a PowerPoint, lighting demonstration, ground plan, etc.

Teacher Assessment 2–4 hours Review Following the Workshop Presentations, candidates complete section three of the working record, a review of the presentations, including a review of one other group (controlled conditions – up to 1 hour). Evidence Working record This aspect is marked out of 20

The candidate’s working record focuses on the potential of the three items presented. It should cover:


o the dramatic potential of the given stimulus, with any relevant social, cultural and historical information, will be drawn from (a) Preparation work (AO1 and AO3)

o how each of the three items link to the stimulus and how they help to make an engaging workable drama; this will be drawn from (b) Exploration and (c) Rehearsal, with emphasis on the individual candidates’ involvement (AO1)

o a review of the potential of the three items generated, plus an evaluation of the potential of one item presented by another candidate/group (this to be taken from their role as audience for the other groups). (AO3)

Evidence of how the relevant Areas of Study (AoS) were used will be included in the three sections of the working record.

The evidence in the candidate’s working record may contain notes, diagrams, sketches, CD or DVD evidence, continuous writing, storyboards, scenarios, photographs, drawings, excerpts of dialogue, designs, character notes, views and ideas of self and others, as appropriate.

Examples of format might be: o between 8–12 sides A4 o between 3–5 minutes of CD or DVD commentary o about 700–1400 words of continuous prose o a mixture of elements from the above.

Workshop presentations This aspect is marked out of 40:

o 20 for the improvised performance o 20 for the two additional workshop items

The evidence will be in the form of a chaptered DVD recording of the group improvisation and other items as appropriate plus the candidate’s working record.

At the beginning of each performance/presentation, each candidate should state his/her name and candidate number.

Performances/Presentations must be planned so that all candidates are visible to the camera and identifiable throughout.

In Unit A582, the Workshop Presentation will draw on all the Areas of Study. Assessment Objectives (AOs) GCSE Drama Candidates are expected to demonstrate the following in the context of the content described: AO1 Recall, select and communicate their knowledge and understanding of drama to generate, explore and develop ideas AO2 Apply practical skills to communicate in performance AO3 Analyse and evaluate their own work and that of others using appropriate terminology AO weightings – GCSE Drama Unit A582: Drama in the Making

AO1 10%

AO2 10%

AO3 10%

Total 30%


AQA 4240 GCSE Drama First award 2014

Unit 2 – 42402 Practical Work 120 marks – 60% Candidates are required to present practical work for two controlled assessment options, each with a weighting of 30% (60 marks each). Controlled assessment options:

Option 1 Devised Thematic Work

Option 2 Acting

Option 3 Improvisation

Option 7 Costume

Option 8 Make-up

Option 9 Properties

Option 10 Masks

Option 11 Puppets

Option 12 Lighting

Option 13 Sound

Option 14 Stage Management Each controlled assessment option assesses Assessment Objectives 1 and 2 with the following weighting: Process and understanding of skills development (AO1) – 7.5%

Final presentation: either performance or demonstration/artefact(s) (AO2) – 22.5%

Internally assessed and externally moderated. Unit 2: Practical Work Candidates may choose two performance options, for example Acting and Devised Thematic Work; two design options, for example Costume and Make-up; two technical options, for example Sound and Lighting or one of each performance and design option, for example Costume and Acting. Candidates are required to develop the ability to use improvisation skills in a range of drama contexts.

For all performance options, improvisation is used in a variety of ways. Candidates will use improvisation to devise, as a performance mode and as a means to improve scripted performance. They may use a range of spontaneous, prepared and polished improvisation skills. These will be used effectively during the preparation and rehearsal period.

For all design and technical options, candidates must show in their personal notes a practical exploration of skills through improvisation. The Option /options chosen for design and technical response are collaborative controlled assessment tasks and the exploration of the task will be improvised in its nature. Improvisation skills will be used effectively during the preparation and rehearsal period. Candidates will be given the opportunity to develop the exploration of their design or technical option through improvisation skills. These skills will enhance the communication of their design brief when recreated in performance outcomes.


Each controlled assessment option is assessed through 7.5% – process and understanding of skills development and 22.5% practical work – performance and production, giving a total of 60% for the unit. Each option is divided into two parts:

Part 1 Process and understanding of skills development, in which candidates’ ability to ‘recall, select and communicate their knowledge and understanding of drama to generate, explore and develop ideas’ is assessed (AO1).

o This part is assessed by the teacher through preparatory and exploratory work in preparation for the final presentation.

Part 2 Final Presentation (either performance or demonstration/artefact(s)), in which candidates’ ability to ‘apply practical skills to communicate in performance’ is assessed (AO2).

o This part is assessed through the final presentation. Choice of controlled assessment options

Teachers may set as many pieces of work as they wish during the course. The final submission to AQA must be only one set of marks for each of the two controlled assessment options. This set of marks must be for a complete controlled assessment option, i.e. Parts 1 and 2 of the same piece of work.

Teachers must ensure that candidates’ choice of controlled assessment options during the course will enable them to fulfil the requirements of the scheme of assessment as described in the specification.

Part 1 is assessed by the teacher during the period from initial discussion of ideas/ selection of material, through to, and including, the final presentation.

Resources required For performance options, a space, studio or hall which is large enough to accommodate the performers will suffice. Where candidates are offering technical and design skills, the following minimum facilities are advised:

materials to enable candidates to construct a set model, if applicable

greasepaint or water-based make-up, if applicable

materials to enable properties, masks and puppets to be constructed, if applicable

materials and equipment to enable candidates to make or assemble costumes if applicable

black-out facilities if lighting is being used

a lighting and sound system, commensurate in its capabilities with the candidates’ dramatic and technical aims and intentions.

Part 1 (Options 1–5) Part 1 is assessed by monitoring through observation and involvement by the teacher in the preparatory work being undertaken to create a performance. It assesses candidates’ ability to recall, select and communicate their knowledge and understanding of drama to generate, explore and develop ideas resulting in the final presentation.

This will include on-going discussions with the candidates. Teachers must maintain on-going records of candidates’ contributions throughout the period of the work to support their assessments.

These record sheets will be provided by AQA. The records should provide evidence of the candidates’ ability to: o recall, select and communicate their knowledge and understanding of work in progress o recognise strengths and weaknesses in working processes and presentation demonstrate understanding of their own capabilities and the

demands of working in a group verbally assess their final performance


Part 1 (Options 6–14) Part 1 is assessed primarily by the following: Notes

The notes should refer to the initial stages of working with the group performance, in which candidates analyse the task, define the problems, research possible solutions and perhaps map out some of these outcomes in draft form. The notes should contain the embryo of the final design ideas. It is not expected that the notes should be re-written or re-drawn, but they should be legible and intelligible to the assessing teacher and moderator. Written, graphic or modelled work is acceptable, and candidates should use the appropriate medium/ media to show their working.

Documents, e.g. the working plot, diagrams, sketches

The documents should show the final design, crystallised into a practicable and intelligible form to support the group performance. They should be able to be understood by other members of a production team and give full information about how the design ideas are to be realised in terms of construction, setting, operation, etc. Consideration of health and safety factors, cost, availability, use, constructional detail, relationship with other design elements will be included as appropriate. Diagrams and sketches will usually need extensive labelling for clarification.

There should also be on-going discussions with the candidates by the teacher on the development of their work and its contribution to the group performance.

The substance of these discussions should also be taken into account in the award of marks for Part 1. Teachers must maintain on-going records of candidates’ contributions throughout the period of the work to support their assessments. These record sheets will be provided by AQA. The records should provide evidence of the candidates’ ability to:

o recall select and communicate their knowledge and understanding of work in progress o understand the relationships of other design elements and their input to group performance o demonstrate understanding of their own capabilities with regard to their chosen skill and its contribution to the performance o verbally assess their design contribution to the final performance

Part 2 (Options 1–5) is assessed through the final performance Candidates are required to work in groups of not less than two performers. They should realise clear dramatic intentions for an audience. Candidates

should aim to produce approximately five minutes of performance each – an average group of 4/5 candidates should aim to perform for 20/25 minutes.

Each candidate must ensure their contribution to the performance is identified.

Each individual candidate’s contribution to the final performance will be assessed as they apply their practical skills to communicate in performance.

Candidates should develop and present a role offering their performance skills to fulfil a range of functions through the presentation of the final performance. They should be aware of health and safety factors relevant to the presentation of their final performance.

Part 2 (Options 6–14) is assessed through the final performance or demonstration/artefact(s) Candidates are required to contribute to an actual group performance.

The work produced must be each candidate’s individual work.

Candidates should develop their design/technical skills to fulfil a range of functions through the presentation of their design/technical skills in the final performance. They should demonstrate a thorough understanding of the interaction of the design/ technical work in performance.

Candidates should work collaboratively with other members of the production team. They should be aware of health and safety factors relevant to the presentation of their work in the final performance


Options Option 1 Devised Thematic Work

Candidates must prepare for, and perform, a piece of work devised in response to a specific stimulus or theme.

The devised work must contain both elements of script – extracts from plays, verse or prose – and of original work.

Candidates must work in a group of not less than two performers and each candidate’s contribution must be identified and assessed.

It is emphasised that careful consideration should be given to the material selected to ensure that each candidate has the opportunity to demonstrate an appropriate range of skills.

Candidates are expected to demonstrate the ability to: o recall, select and communicate their knowledge and understanding of drama to generate, explore and develop ideas during the process of

development to performance (AO1) o work in role to create a character or characters, interpret with creativity and originality; sustain role or character; show an awareness of

audience (AO2) o use practical skills to communicate in performance with clarity, fluency, control, appropriateness to character and sustain with pace,

projection, vocal and physical flexibility, timing and spatial awareness (AO2).

Candidates should be aware of health and safety factors relevant to the presentation of performances.

Option 2 Acting Candidates must prepare for, and perform, an extract from a script for a play.

The script used may be either a published or unpublished text. Scripted drama must be learned.







Candidates should be aware of health and safety factors relevant to the presentation of performances.

Option 3 Improvisation Candidates must prepare for, and perform, a piece of polished improvisation. Improvisation is defined as any non-scripted work in drama.



Candidates are expected to demonstrate the ability to:


o recall, select and communicate their knowledge and understanding of drama to generate, explore and develop ideas during the process of development to performance (AO1)

o work in role to create a character or characters, interpret with creativity and originality; sustain role or character; show an awareness of audience (AO2)

o use practical skills to communicate in performance with clarity, fluency, control, appropriateness to character and sustain with pace, projection, vocal and physical flexibility, timing and spatial awareness (AO2).

Candidates should be aware of health and safety factors relevant to the presentation of performances

Option 7 Costume Candidates must prepare, and present, a costume which they have made or assembled for a play, a devised piece or an unscripted piece. The

costume must be supported by designs for at least one other costume to be used in the performance.

While the costume and the designs must contribute to an actual group performance, the work produced must be each candidate’s individual work.

It is emphasised that careful consideration should be given to the material/ performance selected to ensure that candidates have the opportunity to demonstrate an appropriate range of skills.

Artefacts:

one completed costume, and designs for at least one other costume Work in progress:

to include patterns if applicable, preliminary drawings, costings, consideration of health and safety factors Skills tested:

awareness of the significance and use of costume in a production

knowledge of where to gain information on costume, and some knowledge of period style

suitability of materials, colours and textures for dramatic effectiveness

working to a budget, making, hiring, assembling costumes

development of design through sketches and through discussion with the director, set and lighting designers

knowledge of the effects of lighting on colours and fabrics

suitability of the costume to the actor, production and role

awareness of the contribution of other design elements

role of the wardrobe supervisor, running-repairs, quick changes and other special problems.

Candidates are expected to demonstrate the ability to: o recall, select and communicate their knowledge and understanding of the planning and development which leads to the final design, the

costume itself and its relationship to other design skills and others in the group (AO1) o respond to the stimulus/text/theme showing understanding of the dramatic possibilities for costume; apply practical skills and techniques

required to produce a practical creative costume design, consider its relationship to other design skills (AO2) o communicate this knowledge and understanding in a practical way taking health and safety issues into account; show an awareness of

audience (AO2)



Option 8 Make-up Candidates must prepare, and present, two contrasting make-ups for a play, a devised piece or an unscripted piece.

While designs must contribute to an actual group performance, the work produced must be each candidate’s individual work.

It is emphasised that careful consideration should be given to the material/performance selected to ensure that candidates have the opportunity to demonstrate an appropriate range of skills.

Demonstration:

two practical demonstrations under stage lights of contrasting types of make-up. The candidate may make up him/herself or another person Work in progress:

to include diagrams, drawings of designs, notes on method of usage, costings, consideration of health and safety factors Skills tested:

knowledge of different types of make-up

understanding of, and practice in, the creation of straight, character, and fantasy make-up

development of the design of make-up for a production through sketches and discussions with the director, set, costume and lighting designers

awareness of the effects of make-up on stage

effective application of make-up for a performance awareness of the contribution of other design elements

Candidates are expected to demonstrate the ability to: o recall, select and communicate their knowledge and understanding of the planning and development which leads to the final design, the

make-up itself and its relationship to other design skills and others in the group (AO1) o respond to the stimulus/text/theme showing understanding of the dramatic possibilities for make up; apply practical skills and techniques

required to produce a practical creative make up design, consider its relationship to other design skills (AO2) o communicate this knowledge and understanding in a practical way taking health and safety issues into account; show an awareness of

audience (AO2)


Option 9 Properties Candidates must prepare, and present, two different stage properties for a play, a devised piece or an unscripted piece.


It is emphasised that careful consideration should be given to the material/ performance selected to ensure that candidates have the opportunity to demonstrate an appropriate range of skills.

Artefact:

two self-manufactured properties Work in progress:

to include a property list for a production, drawings of the set which indicate where properties are to be sited, diagrams and notes relating to methods of making, costings, consideration of health and safety factors

Skills tested:

awareness of the significance and use of properties in a production


knowledge of where to gain information on properties, and some knowledge of period style

practice in making properties

organisation of properties and preparation of the property plot for a production

knowledge of other sources from which properties can be obtained

awareness of the contribution of other design elements and the practical needs of the properties






Option 10 Masks Candidates must prepare, and present, two contrasting masks for a play, a devised piece or an unscripted piece.



Artefacts and demonstration:

a practical demonstration of two masks Work in progress:

to include diagrams, drawings of designs, consideration of methods of usage, relevant methods of construction, health and safety factors Skills tested:

knowledge of the purpose and use of masks

design and manufacture of different types of masks and an understanding of their practical limitations in performance

development of the design of masks for a production through sketches and discussions with the director, set, costume and lighting designers

suitability of the role for the wearing of the mask








Option 11 Puppets Candidates must prepare, and present, a puppet for a play, a devised piece or an unscripted piece.



Artefact and demonstration:

a practical demonstration of the puppet. Work in progress:

to include diagrams, drawings of designs, methods of construction, consideration of methods of usage, health and safety factors. Skills tested:

knowledge of the purpose and use of puppets

the design and manufacture of different types of puppets and an understanding of their practical limitations in performance

development of the design of the puppet for a production through sketches and discussions with the director, set, costume and lighting designers;

characterisation and performance of the puppeteer







Option 12 Lighting Candidates must prepare, and present, the lighting for a play, a devised piece or an unscripted piece.



Demonstration:

an operational demonstration of lighting an acting area Work in progress:

to include working lighting plot, rigging diagrams, annotated script, consideration of health and safety factors Skills tested:

technical understanding of different types of lanterns and lamps, focusing, angling, wiring, operation of switchboard and dimmer packs, patching


use of colour filters, special effects lanterns, gobos and the effect on actors/costumes/set design and make-up

understanding of lighting design for a production, and experience in the preparation of a lighting plot

suitability of the lighting for the production







Option 13 Sound Candidates must prepare, and present, a sound plot for a play, a devised piece or an unscripted piece.



Demonstration:

a practical demonstration of sound effects appropriate to the chosen production Preparatory and exploratory work:

to include a working plot, annotated script or running order, diagrams, consideration of health and safety factors Skills tested:

awareness of the significance of sound in performance, and the quality of sound or music in creating atmosphere within a production

use of “live”, directional and recorded sound, as appropriate

ability to record, mix, and edit

ability to control sound at appropriate levels for background or dramatic effect

ability to create appropriate sound effects for the production








Option 14 Stage Management Candidates must prepare, and present, a practical demonstration of the stage manager’s role in a play, a devised piece or an unscripted piece.

The work produced must be for a group presentation, with the candidate’s contribution clearly identifiable.

Candidates should develop strategies as appropriate through their stage management decisions and methods. They should guide the actors and designers to achieve a clear understanding of how the performance is managed on stage and apply their practical skills by managing their performance.


Candidates should refer to the collaborative nature of the stage manager’s role with the rest of the group. They should demonstrate their knowledge, choice and use of performance space, the management of the actors in terms of groupings, movement and performance delivery.

Candidates should ensure all aspects of the performance are managed and carried out with precision and timing: from the entrances of the actors, cuing of lights to changing of the set and positioning of properties.

Candidates should ensure there is sufficient scope to fulfil all the appropriate tasks of a stage manager during rehearsals, as well as running the show during the final performance by applying skills to communicate in performance.

Demonstration:

an operational demonstration i.e., ‘running the show’ Work in progress:

to include a prompt copy/stage manager’s book, consideration of health and safety factors Skills tested:

understanding of the responsibilities of the stage manager, before, during and after a production

knowledge of backstage equipment

preparation of a prompt copy/stage manager’s book and the use of it

implementation of rehearsal schedules and preparation of the acting area for rehearsal

organisation and supervision of the backstage area and personnel

knowledge and application of health and safety regulations

awareness of the interaction of design and acting skills in the creation of a performance.







4.2 Assessment Objectives (AOs) The following assessment objectives will be assessed in the context of the content and skills set out in Section 3 (Subject Content). The examination will assess candidates’ ability to:

AO1 recall, select and communicate their knowledge and understanding of drama to generate, explore and develop ideas.

AO2 apply practical skills to communicate in performance

AO3 analyse and evaluate their own work and that of others using appropriate terminology.


Edexcel 2DR01 (Unit Code 5DR03) GCSE Drama First award 2014 Unit 3 – Drama Performance Unit overview

This unit provides students with the opportunity to: o demonstrate their knowledge and understanding of practical drama skills through their application to a live performance o communicate to an audience

The knowledge and understanding will be gained from the Programme of Study.

Work carried out in Units 1 and 2 can form the basis of the skills needed for this final examination performance.

Students have the opportunity to show either their skills as a performer or as a performance support student in one performance only.

It is the responsibility of the centre to choose the options and content for the performances based on the assignment brief.

Edexcel does not recommend or approve the choice of performance material for this unit. Assessment overview

This is an externally assessed unit. All students will present their work as either performers or performance support students in a single performance to an examiner appointed by Edexcel.

Edexcel will provide an externally set assignment brief which must be addressed for the final Unit 3 performance.

The examiner will visit the performance venue chosen by the centre. The examination will take place between 1 February and 31 May at a date and time agreed by the centre and the examiner.

Performers

Students must work collaboratively as members of a performance group taking the role of either a performer or performance support student.

The group size must be between three and nine performers.

Performers can offer scripted performance, devised performance or a combination of both.

The assessment will be based on the assessment criteria grids on pages 33-35. Note should be taken of the four aspects of assessment that will be applied to each student’s performance. These are:

o voice and movement o roles and characterisation o communication o content, style, form

Performance times must be no less than 15 minutes for smaller groups and no longer than a maximum of 45 minutes for groups of nine. Performance support

Examiners will award marks within these time limits only.

There can be a maximum of three performance support students in a performance group.

Only one student in each performance group may offer any one performance support option.

Performance support students must offer only one of the options in one performance.

Performance support options are:


o lighting o sound o setting/props o costume o make-up/masks

Examiners will award marks only on the evidence of the work seen on the examination day(s).

Performance support students will make a presentation, lasting a maximum of five minutes, to the visiting examiner before the performance is given.

The assessment will be based on the assessment criteria on pages 35-36. Note should be taken of the four aspects of assessment that will be applied to each student’s design. These are:

o justification of design decisions an explanation of the rationale that led to the design decisions (either in writing or orally)

o documentation relevant documentation must be available during the presentation

o realisation of design the visiting examiner must be given the opportunity to inspect the realised design

o communication of the design in performance communication of the design will be assessed during the performance

The presentation must be recorded on video/DVD.

Options

Students can be examined in one of the following options.

Performance devised by the students from a stimulus chosen by the centre and related to the assignment brief.

Performance of a complete short published play.

Performance of an extract from a full length published play.

Performance of an adaptation of a selection of scenes from a full length published play.

Performance based on a full length published play using some of the original text with additional devised work based on the situations and roles in the original text.

Performance of a Theatre in Education piece to a target audience chosen by the centre.

Performance based on the assignment brief that can include devised work plus existing play texts, poetry, song lyrics and factual material. Whichever option is chosen students will be required to:

work collaboratively with all other group members

take advice, guidance and direction from the teacher

prepare and rehearse for a sustained period

show their vocal and movement practical skills in performance

communicate with other performers and the audience

demonstrate an understanding of style and form within their chosen option


demonstrate an understanding of the content and purpose of the performance

perform to the visiting examiner

prepare in advance an individual written description of the role(s) performed in the context of the performance

prepare in advance as a member of the performance group a copy of the script as performed or a detailed breakdown of the scenes seen in performance

justify the final design decisions Performance support

Students can be examined in only one of the following options to support the performance (chosen from the above options): o Lighting o Sound o setting/props o costume o masks/make-up

Performance support students are required to produce documentation and a justification of the final design decisions. They must give a presentation of their work to the visiting examiner.

Documentation must be available at the presentation and must include: o Lighting:

final design with grid plan and lantern schedule

lighting plot or cue sheet with at least four lighting states o Sound:

final sound tapes to include at least one original cue that was created and recorded live and three further sound cues

cue sheet showing order, length and output level of each cue o Setting/props:

a scale model of the final design as realised in the performance space

a scale ground plan and/or scale drawing of any designed properties o Costume:

the final design of at least two constructed and/or found costumes

costume plot or list of costumes/accessories worn by each actor o Masks/make-up:

final design for at least two masks and/or make-ups

designs for all other masks and/or make-ups used by each actor


AQA 7321 Creative & Media Diploma Level 1

The four themes of the Creative and Media Diploma The generic Creative and Media processes of this Diploma are structured into four themes:

Creativity in context

Thinking and working creatively

Principles, processes and practice

Creative businesses and enterprise Learners at this level are encouraged to apply their learning by producing and/or making artefacts or outcomes which demonstrate their capability and appreciation of the four themes.

Unit 2 Investigating ideas (CAM1U2) Learning outcomes The learner will:

know how to develop ideas within a work related context, based on a source of stimulus

be able to present their ideas, combining two disciplines, in an appropriate format

know how to review ideas in light of audience feedback and identify any issues relating to copyright and intellectual property (IP) Assessment criteria 1 Develop ideas within a work related context, based on a source of stimulus The learner can:

develop a range of ideas in response to a stimulus (CT1, 5)

assess the potential of ideas, testing these on an audience where appropriate (IE4)

identify workable ideas capable of combining two disciplines in the available sector context (IE1) 2 Present ideas to an audience The learner can:

select an appropriate format for presenting ideas, which combines two disciplines

collate and arrange ideas into a presentable format

make a presentation to a small audience 3 Review ideas and identify issues The learner can:

receive and respond to audience feedback (RL4)

review their ideas, incorporating (RL1, 2, 3): o their own views o audience feedback o recommendation for further work


o issues surrounding copyright and IP, and how these were resolved Evidence requirements The learner must produce evidence of achievement of the assessment criteria. In the assignment, the learner will produce:

a record of their development of ideas from the given source of stimulus

a presentation of the developed idea, in an appropriate format using two disciplines

a review of work including their response to audience feedback Assignment structure A suggested assignment structure, which would allow learners to meet the evidence requirements, may include the following steps:

Experiment and develop ideas from a given stimulus

Establish which is the most workable idea given parameters of audience, chosen disciplines etc

Develop a presentation to show the ideas, including which idea was chosen and why. The presentation should combine two disciplines

Present ideas in an appropriate format, combining two disciplines, to an audience

Receive feedback from the audience

Review work, incorporating audience feedback, own review, issues of copyright and IP, how these were overcome, and recommendations for the future Record evidence of the generation of ideas, presentation and review of work for moderation.

Unit 3 Experimenting with the tools of creativity (CAM1U3) Learning outcomes The learner will:

be able to experiment with new technologies and techniques to produce ideas in response to a brief and to record these in an appropriate format

be able to develop a chosen idea into a creative outcome combining two disciplines, or two outcomes using different disciplines

be able to present the creative outcome(s) to an audience and review these in light of their feedback Assessment criteria 1 Experiment with new technologies and techniques to produce ideas in response to a brief The learner can:

identify suitable technologies and skills within the different disciplines (CT1, 5)

experiment with materials, tools, technologies and techniques, working within Health and Safety regulations (CT1, 5, 6)

record ideas and experiments in a chosen format 2 Produce a creative outcome combining two disciplines, or two outcomes using different disciplines The learner can:

produce a creative outcome combining two disciplines, or two outcomes using different disciplines, that meet the demands of a brief 3 Present the creative outcome(s) to an audience and review in light of feedback The learner can:

present the creative outcome(s) to the audience (RL6)

receive feedback from the audience (RL4)


review their own work, including (IE4) (RL1, 5): o audience feedback o future development of the materials and/or technology used o how well the outcome(s) answered the brief

Evidence requirements The learner must produce evidence of achievement of the assessment criteria. In the assignment, the learner will produce:

a record of ideas and experiments with a range of technologies, techniques, tools and materials, including Health and Safety considerations

a creative outcome combining two disciplines, or two outcomes using different disciplines

a presentation of their creative outcome(s) to an audience

a report including a record of feedback from the audience, and a review of their own work and of that feedback, with ideas for improvements Assignment structure A suggested assignment structure, which would allow learners to meet the evidence requirements, may include the following steps:

Experiment with new technologies, techniques, tools and skills to find an idea in answer to the brief

Record these experiments and ideas in appropriate format

Produce the creative outcome(s)

Present the creative outcome(s) to the audience

Receive and respond to feedback from the audience

Review own work, including feedback, to explore how well the outcome(s) answered the brief, and ideas for further development

Record and collate the ideas and experiments, the presentation and the review, for moderation purposes.


AQA 7322 Creative & Media Diploma Level 2

Unit 2: Creating inspiration (CAM2U2) Learning outcomes The learner will:

be able to investigate sources of inspiration and to use those to develop creative ideas

be able to develop their ideas and present them to an audience, and respond to feedback

be able to review their ideas, the development plan and presentation in the light of audience feedback, and make suggestions for improvement Assessment criteria 1 Investigate sources of inspiration and use those to develop creative ideas The learner can:

explore the stimulus material provided (IE2)

investigate the creative potential of particular styles, genres and practitioners as sources of inspiration (IE2)

assess the ways in which these can be developed as a source of inspiration 2 Develop ideas and present them to an audience The learner can:

develop ideas based on the investigation into sources of inspiration (IE3) (CT1)

record the development of ideas

present their ideas to an audience using two disciplines

record audience feedback in response to ideas (RL3) 3 Review ideas and the process for developing and presenting them, and make suggestions for improvement The learner can:

undertake a review of their ideas and the research and recording methods used, and suggest further development (RL3)

assess the appropriateness of the two different disciplines selected for the presentation (RL1)

undertake a review of the feedback from the audience and suggest how the work might be amended or improved (RL4) Evidence requirements The learner must produce evidence of achievement of the assessment criteria. In the assignment, the learner will produce:

a record of investigations into sources of inspiration used for generating creative ideas

a presentation of the ideas generated, based on the sources of inspiration, combining two disciplines

a review of their work, ideas, presentation, and the disciplines chosen, in light of audience feedback, with suggestions for improvement

Unit 3: Creating possibilities (CAM2U3) Learning outcomes The learner will:

be able to respond to a brief and produce a plan of action for the production process


be able to produce a creative outcome using two or more disciplines and to present this to a defined audience, gaining feedback

be able to review the outcome in light of audience feedback and fitness for purpose, making suggestions for improvement Assessment criteria 1 Respond to a brief and produce a plan of action for the production process The learner can:

explore ideas for fulfilling the requirements of the brief, taking into account the demands of the client target audience (IE3)

produce an action plan or production plan detailing resources, timescales etc (SM3) 2 Produce a creative outcome using two or more disciplines and present this to a defined audience The learner can:

select appropriate materials, techniques and technologies

produce the creative outcome in a timely manner, using two interlinked disciplines

continually review work to ensure the brief is constantly being met (RL1)

present the creative outcome to a specified audience and gain their feedback 3 Review the outcome in light of audience feedback and fitness for purpose, making suggestions for improvement The learner can:

assess the two different disciplines selected and the research undertaken in terms of fitness for purpose (IE4) (RL1)

undertake a review of the creative outcome produced and suggest further development of the work presented (RL3)

undertake a review of the feedback from the audience and suggest how the work might be amended (RL4) Evidence requirements The learner must produce evidence of achievement of the assessment criteria. In the assignment, the learner will produce:

an action plan for producing the creative outcome in response to the client brief, detailing resources and timescales

a presentation of the creative outcome to a specified audience, using two disciplines

a record of feedback received

a review of their work and the feedback received, with suggestions for improvement In order to attain a high mark in this unit, learners must address all of the above. It may, however, be possible to achieve a pass mark without producing every one of the evidence requirements. Assignment structure A suggested assignment structure, which would allow learners to meet the evidence requirements, may include the following steps:

In response to a brief, develop an action plan for the production of a creative outcome, which combines two disciplines within a defined commercial context.

Produce a creative outcome combining two disciplines in response to the brief and appropriate to the needs of the target audience.

Continually evaluate work and make any necessary changes.

Present the creative outcome to the client or target audience, showing how the idea was derived from the research.

Collate and respond to audience feedback.

Review work and feedback received, making suggestions for improvements.


Unit 4: Discovering creative potential (CAM2U4) Learning outcomes The learner will:

understand how two practitioners in different disciplines work within specific styles and genres, and how they influence the creative output of others

be able to develop and present their ideas based on inspiration gained from the output of creative practitioners

be able to review their own work and receive feedback from an audience Assessment criteria 1 Investigation into styles and genres of specific practitioners The learner can:

investigate different styles and genres used by two creative practitioners to produce creative outcomes within an industrial and sector context

assess ways in which these styles have been utilised and how they influence creative output within these contexts

consider how commercial factors have influenced the output of practitioners 2 Development and presentation of ideas The learner can:

explore ideas based upon the investigation of the work of two creative practitioners (CT1, 2, 4)

develop ideas, combining two disciplines, in relation to a specific commercial creative context for an identified target audience (CT1)

demonstrate research and planning skills in the development of ideas (IE2)

present ideas which have been developed 3 Review of research and presentation The learner can:

review their own work, including: o the fitness for purpose of the developed work o opportunities for further development of the work

plan, carry out and record audience feedback for their ideas (RL4)

use audience feedback to inform the progress of the ideas, review the creative outcomes and modify developments (CT6) (RL3, 5)

detail how issues of copyright and intellectual property (IP) have been considered and, if necessary, overcome (IE1) Evidence requirements The learner must produce evidence of achievement of the assessment criteria. In the assignment, the learner will produce:

a record of an investigation into the output of two creative practitioners

a presentation to a small audience and record of this for moderation purposes

a report of their review and feedback received, with suggestions for improvements to be made In order to attain a high mark in this unit, learners must address all of the above. It may, however, be possible to achieve a pass mark without producing every one of the evidence requirements. Assignment structure A suggested assignment structure, which would allow learners to meet the evidence requirements, may include the following steps:

Investigate and analyse two practitioners within specific styles or genres.


Record the investigation in an appropriate format for moderation.

Generate ideas, informed by the research, for a creative outcome.

Present ideas and findings in an appropriate format.

Receive feedback from an audience.

Review own work, incorporating audience feedback, issues of copyright and IP, and how these were dealt with, with improvements for the future.

Collate evidence of the research, presentation and review for moderation.


BTEC/Edexcel 500/8484/7, 8482/3, 8423/9, 8544/X Creative Media Production Award, Certificate, Diploma

Unit 1: Developing Creative Media Skills A/601/2161 Entry 3 Unit aim In this unit learners will explore the use of a variety of types of mediums and will work as a team to plan, record and present a simple media product and evaluate their own work. Unit introduction In this unit learners will explore:

different mediums while acquiring some of the skills needed to create a media product using media technology (for example, video recording, audio recording)

different types of mediums such as radio, television, newspapers and advertisements before producing as a team an action plan to produce a simple media product

record the event or topic according to the plan and present this to an audience

evaluate their work, discussing what went well and what changes could be made Learning outcomes 1 Know the use of different mediums Assessment criteria

name at least two different types of mediums

outline the uses of different mediums Amplification

Different types of mediums: radio; television; film; newspapers; magazines; advertisements; internet e.g. interactive web pages

Uses: entertainment; educational; informative 2 As a team member, be able to plan producing a media product as a team member Assessment criteria

contribute positively as a team member during the planning process

produce an action plan for producing a simple media product

identify key stages of planning Amplification

Contribute as a team member: agreeing own role in team; listening to others; making suggestions

Identify and choose: an event or topic to record; appropriate media

Action plan: including details of the event to be recorded; where the content will come from; the medium to be used; how the work will be presented; how long each stage will take; who will be involved; the cost of recording; agreeing roles e.g. camera operator, director

Key stages: pre-production e.g. gathering equipment needed, agreeing schedule, agreeing script or storyboard; production –


producing recording; post-production – editing 3 As a team member, be able to produce and present a media product as a team member Assessment criteria

contribute positively as a team member when producing and presenting a media product

present a product to an audience Amplification

Contribute: as a team member: carrying out agreed role according to plan; listening to others; asking questions; asking for help when necessary; offering help when needed

Produce: a media recording e.g. of news item, advertisement; following plan and script or storyboard

Present: showing work to others; explaining own role 4 Be able to comment on own work Assessment criteria

identify what went well

identify what could have been improved Amplification

Comment on work: comments e.g. what went well; what went less well, changes that could be made to the plan; what others said about work Outline learning plan Topic and suggested assignments/activities

Introduction to unit and programme of learning.

Tutor-led discussion on different types of mediums and their uses.

In small groups learners discuss which mediums they use or interact with and why.

Learners name different types of mediums and outline the uses of different mediums, either through discussion or through completing a worksheet. (Learning outcome 1)

Tutor-led delivery – introduction to an assignment; for example, produce a recording about a news item with vox pops/interviews.

Tutor-led discussion on team work – what makes an effective team?

Learners discuss and allocate team roles.

Learners devise a checklist for their own activities.

Workshop and assignment work – making an action plan.

Workshop and assignment work – decide on roles and props.

Workshop and assignment work – producing a media product.

Learners screen/present work to group. (Learning outcomes 2 and 3)

One-to-one discussions with the tutor for learners to receive feedback and comment on own work. (Learning outcome 4)

Unit 4: Creating Images Digitally F/601/2162 Entry 3 Unit aim In this unit learners will


have the opportunity to develop the knowledge and skills needed to produce digital images for specific purposes

use a variety of hardware to capture images

create and edit images digitally in a variety of formats for different uses and be able to comment on their own work Unit introduction In this unit learners will learn :

image capture techniques such as scanning and basic digital photography

basic digital image creation and editing techniques

about different types of digital images and their uses

how to use hardware and software to create and edit digital images

to comment on their own work, identifying where improvements could be made NB Sophisticated image manipulation software is not required at this level as documents can be created in programmes such as Paint, Word and Photoshop Elements. Learning Outcomes 1 Know uses of digital images Assessment criteria

identify at least two types of digital images

describe at least two different uses of digital images Amplification

Types: images created on computer using scanner paint tool, drawing tools; images imported into computer eg using clip art, web sources, digital technology

Document types: types e.g. bmp, gif, tiff, jpg

Uses: types of uses e.g. print, web, decorative, illustrative 2 Be able to use hardware and software to create and edit digital images Assessment criteria

use different types of hardware to create digital images

use software to create digital images

edit images for different purposes Amplification

Using hardware: types of hardware e.g. digital camera, scanner, computer; use eg camera (point of view, frame, focus, view image), scanner (position image to be scanned correctly, scanning to correct software), computer (insert, positioning image, ensuring image is correct size)

Using image editing software:

uses e.g. to colour scanned drawings, pixel editing, to edit brightness and contrast on photographs;

creating and saving bitmap images eg gif, tiff, jpg in paint programme;


using simple drawing tools to create and save images

Purposes: e.g. print poster, website 3 Be able to comment on own work Assessment criteria

identify what went well

identify what could have been improved Amplification

Identify how to improve work: what went well; what was difficult; changes that could be made to the plan; what others said about their work Outline learning plan

Introduction to unit and programme of learning and outline of skills to be used

Assessment – group discussion on types of digital images and their use.

Learners complete worksheet to identify types of digital images and their uses (Learning outcome 1)

Practical workshops to create digital images

Practical workshop – using scanner

Practical workshops – using drawing and painting tools

Practical workshop – using digital cameras

Introduction to Assignment 1 – for example, creating a poster advertising a school event

Work towards Assignment 1 – for example, hand drawing simple image for poster, scanning and colouring on computer

Work towards Assignment 1 – create simple graphic elements for poster using drawing tools

Work towards Assignment 1 – assembling elements to create final poster

Assignment 2 – take and edit photographs for a website about the local area (Learning outcome 2)

One-to-one meeting with the tutor to receive feedback and comment on own work (Learning outcome 3)


Unit 6: Developing Multimedia Products Y/601/2166 Level 1 Unit aim This unit will enable learners to develop the skills needed to generate ideas for, produce and review a multimedia product. Unit introduction

This unit might be appropriately coupled with another unit such as Unit 7: Introduction to Video Production or Unit 8: Introduction to Photography in order to develop a vocational context. For example, if the learner is working with multimedia and photography, they might produce project work that embraces the specialist requirements for both introductory units.

Learners will plan and produce a multimedia product.

This may involve the use of software and the creative integration of audio and visual material to produce a multimedia product, eg web page, internet/intranet, audio-visual presentations or displays within exhibition or museum design. It could also include sound and vision used in a range of environments, for example project still or moving image and sound at a fashion show.

It is essential that the product is focused on the needs of the user. Design and layout are important but the final product produced for this unit must be easy to use and easy to understand. At this level it is not necessary for the learner to produce a complete final project, only ideas and materials when working towards a multimedia product.

Learning Outcomes 1 Be able to generate ideas for multimedia products Assessment criteria

collect information from different sources to generate ideas for multimedia products Amplification

Ideas: content; purpose; style; audience; considering what the messages are or information that needs to be communicated; who it is for; notes and group discussion, brainstorming, development exercises such as sketches, flowcharts, storyboards, ideas worksheets

Sources: sources e.g. website design, CD ROM or other multimedia presentations, sources used by media designers; professional practice e.g. multimedia designers in advertising mediums eg television, internet websites, CD ROM, presentations

2 Be able to produce a multimedia product Assessment criteria

identify the purpose of the multimedia product

plan the production of a multimedia product

follow health and safety requirements

present the multimedia product which meets the identified purpose Amplification

Materials, techniques and processes: selecting appropriate materials e.g. aesthetic qualities, fitness for purpose, alternative options, properties, characteristics, effects, limitations and creative potential; understanding why some materials and techniques are more suitable than others

Planning: selecting final idea; making appropriate developments; selecting final design; choosing appropriate processes and


techniques; checking design against the project; meeting deadlines, identifying and selecting appropriate multimedia equipment and processes, identifying limitations e.g. resources, time, budget, deadlines

Recording: production log

Health and safety: importance of health and safety e.g. work safely with electrical equipment and computers

Gather resources: identifying and gathering a range of material for content

Combining materials into multimedia production: deciding on a final format; exploring combining different mediums; inputting from different mediums e.g. video, audio, scanning and digital photography; sequences or linking frames

Presenting product: e.g. explaining purpose of product, how it was produced 3 Be able to review own work Assessment criteria

collect feedback on work from different sources

review aspects that went well

review aspects that could be improved Amplification

Collecting feedback: asking questions; listening to others; feedback from others e.g. peers

Format of review: e.g. verbal, presentation, discussion, audio, audio-visual, written annotations

Performance: aspects e.g. own work, time management, fitness for purpose of process and product; what was achieved; how it was achieved; how it could be improved

Outline learning plan


Tutor-led delivery – what is multimedia – its definition, use and purpose.

Learner investigation into professional work – guest speaker or visit to suitable environment. Learner to prepare questions to ask.

Presentation of findings. (Learning outcome 1)

Practical workshops and mini-tasks – gathering resources and assembling multimedia documents.

Introduction to assignment – for example CD/DVD multimedia content for a local band.

Assignment work – generating different visual ideas.

One-to-one discussion with tutor to discuss ideas generated and choose an idea to develop(Learning outcome 2)

Assignment work – planning and gathering resources including log of work achieved.

Assignment work – assembling the project including log of work achieved.

Presenting the product to the group. (Learning outcome 2)

One-to-one discussion with the tutor to receive feedback and comment on own work. (Learning outcome 3)

Unit 7: Developing Video Products D/601/2167 Level 1 Unit aim This unit provides learners with knowledge of the basic techniques and technology of video production and the skills required.


Unit introduction

The main emphasis of this unit is on the processes involved in video production work. The unit is likely to be delivered using digital systems.

After an initial investigation of video production techniques learners will work through the three stages of pre-production, production and post-production, to produce a video production outcome. Learners could be encouraged to work as part of a team.

Learning outcomes 1 Know video production techniques and technology Assessment criteria

identify digital video equipment

describe digital video techniques Amplification

Digital video equipment: e.g. MiniDV recorder, HD camcorder, SD Camcorder

Digital video techniques: e.g. framing, shot type (close up, low angle), shot length; camera set ups eg setting up the recording equipment in the correct way e.g. using a tripod, positioning microphones

2 Be able to generate ideas for a video production Assessment criteria

collect information from different sources to generate ideas for a video production Amplification

Sources: e.g. viewing video productions, looking for stories, internet

Ideas: message; subject; information to be communicated; story e.g. drama, news item, audience; methods e.g. mind map ideas, gather visual references, drawings, thumbnail sketches; exploring professional practice

3 Be able to apply pre-production techniques Assessment criteria

prepare a storyboard for an agreed video production

prepare a plan to produce an agreed video production Amplification

Storyboard: methods e.g. hand-drawn or digital photos, shot length, shot type and annotations; sequencing

Planning: factors e.g. time lines, equipment lists, location, and style of video, audience, budget, contingency, resources, talent, crew 4 Be able to undertake production and post-production work for agreed video production Assessment criteria

choose appropriate equipment to produce agreed video

demonstrate appropriate production skills while producing agreed video

follow appropriate postproduction processes for agreed video production

follow health and safety procedures Amplification

Production: appropriate equipment – camera, tripod, sound, lighting; skills eg setting up, run through, shooting, logging shots

Post-production: post-production practices eg editing picture, editing sound, adding graphics, adding text


Health and safety: working safely with electrical equipment and computers eg video cameras, digital editing equipment; handling lighting; handling props

5 Be able to review own work Assessment criteria




Collecting feedback: asking questions; listening to others; feedback from others e.g. peers, tutor





Tutor delivery – digital video equipment and techniques, shooting techniques, what to look for in professional work.

Learners identify digital video equipment and describe techniques through discussion with the tutor or on a worksheet. (Learning outcome 1)

Group discussion – developing ideas for video production, sources of ideas.

One-to-one discussion with the tutor to identify ideas. (Learning outcome 2)

Investigation into professional work.

Presentation of student findings.

Tutor delivery – the production process and health and safety.

Practical workshop – set up video production equipment.

Mini-brief – work in groups to film a 30-second video about what learners like about the course.

Practical workshop – introduction to editing and exporting video.

Screening of learners’ work for mini-brief.

Introduction to assignment – promotional video for school/college sports activities.

Assignment Task 1 – generating ideas, planning, storyboard/scripting, shot choices.

Assignment Task 2 – filming, capturing footage, basic editing and exporting including daily log of learner work.

Screening of learner work for assignment. (Learning outcomes 3 and 4)

Group discussion with peers and tutor to receive feedback and comments on own work. (Learning outcome 5)

Unit 9: Developing Animation H/601/2171 Level 1 Unit aim This unit has been designed as a basic introduction to animation. It aims to develop learners’ knowledge of animation styles and techniques and to enable them to develop basic skills for animation techniques.


Unit introduction Learners may be introduced to a number of animation techniques but should focus on one specific technique for the production of an animation sequence. Learners will

experiment with a range of animation techniques from Flipbook to Flash

be able to produce a short animation sequence Learning outcomes 1 Know animation styles and techniques Assessment criteria

describe styles used by different animators

identify techniques used by contemporary animators Amplification

Styles: e.g. traditional hand-drawn, stop motion, computer generated 2 Be able to develop ideas for an animated sequence Assessment criteria

collect information from

different sources to generate ideas Amplification

Sources: e.g. stories, drama, pictures, shapes, animals

Ideas: audience; story e.g. simple, comic, dramatic, children’s, fairy tale adaptation; methods e.g. brainstorm ideas, gather visual references, drawings, thumbnail sketches

Develop a character: types e.g. human, non-human, roles, behaviour, Voice 3 Be able to produce materials for an animated sequence Assessment criteria

plan to produce an agreed animated sequence

produce materials for the agreed animated sequence

review own work Amplification

Plan: idea; materials; techniques; storyboard; timescales

Use appropriate techniques: techniques e.g. cut-outs, drawings, painting, mixed media, stop frame, digital photography, photocopied, software, sound, music, SFX, voice over

Materials: e.g. paints, drawing materials, cut out shapes, software, computer, digital camera

Review: aspects e.g. own work, time management, fitness for purpose of process and product; what was achieved; how it was achieved; how it could be improved



Tutor-led delivery – different animation styles.


Learner investigation into professional work.

Presentation of learner findings.

Learners describe styles and techniques used by different animators. (Learning outcome 1)

Practical workshops in different animation techniques including some screenings.

Learners generate ideas from different sources and develop an idea for a specific animation. (Learning outcome 2)

Introduction to assignment – in small groups animate a scene from an animation, for example, a children’s story.

Assignment Task 1 – generating visual ideas for backgrounds and characters, deciding on techniques, script, storyboard.

Assignment Task 2 – creating materials for animation. Depending on the

techniques chosen this could include 2D paper puppets, clay models, a sequence of still photographs which could be imported into a programme such as PowerPoint or iMovie to produce a final digitised animated sequence

Learners present work for assignment. (Learning outcome 3)

Group discussion with peers and tutor to receive feedback and comment on own work. (Learning outcome 4)

Unit 10: Developing Audio Production T/601/2174 Level 1 Unit aim The aim of this unit is to give learners basic knowledge of different audio products, sound recording techniques and technology and the skills to enable them to produce an audio product. Unit introduction Learners should develop a basic understanding of sound recording through investigation and experimentation. Learners will:

develop a basic understanding of various styles, techniques and technologies,

gain a basic understanding of broadcast audio production

develop basic skills in sound recording, editing and mixing Learning outcomes 1 Know types of audio products Assessment criteria

describe at least three

different audio products Amplification

Products: items for broadcast e.g. news, commercials, drama; music recording; audio books

Audio delivery formats: types e.g. CD, music TV, digital sound files, e.g. MP3, wav 2 Be able to generate ideas for audio production Assessment criteria

use different sources to generate ideas for an audio production Amplification


Sources: e.g. news items, commercials, drama, music

Ideas: e.g. message or purpose, subject, information to be communicated, story, who it is for; methods e.g. brainstorm ideas; exploring how others/professionals use audio production, content eg scripted voice, unscripted voice, music, sound effects

3 Be able to use recording techniques and technology to produce an audio product Assessment criteria

use appropriate recording techniques for agreed audio production

use appropriate recording technology for agreed audio production

use appropriate post production techniques for agreed production Amplification

Production: techniques e.g. recording, monitoring levels, location

Post-production: mixing e.g. live, recorded, multi-track; effects; atmosphere 4 Be able to review own work Assessment criteria




Collecting feedback: asking questions; listening to others; feedback from peers, from tutor





Tutor delivery – what to look for – different audio products, audio uses and formats.



Learners describe different audio products, in discussion or on worksheet. (Learning outcome 1)

Workshops – audio capture indoors and outdoors, mixing audio, adding effects, using pre-recorded sources and exporting.

Learner investigation into sources. Learners use different sources to identify ideas for audio production, in discussion with the tutor. (Learning outcome 2)

Mini-brief – work in groups to plan and record vox pops, for example, about a new movie release.

Class feedback on work produced.

Introduction to assignment – for example plan and produce a radio commercial.

Assignment work.

Presentation of product to the class. (Learning outcome 3)


Group discussion for learners to receive feedback from peers and tutor and comment on own work. (Learning outcome 4)

Unit 11: Developing Editing A/601/2175 Level 1 Unit aim This unit introduces learners to the knowledge and skills needed for editing and can be applied to audio/visual, and audio or visual-based production work. Unit introduction Learners will:

follow their plan

edit the materials

review their work by collecting feedback and reviewing aspects that went well and aspects that could be unproved

have an awareness of both traditional and digital techniques NB

This unit does not preclude the use of traditional editing equipment for production work. Learning outcomes 1 Know when editing is applied and why Assessment criteria

identify different materials that are edited

describe why editing is carried out Amplification

Audio: e.g. news, commercials, drama, commentary, music, speech/dialogue

Audio-visual: e.g. drama, documentary, news, commercials, music video, cinema trailers

Editing techniques: e.g. cut, cutaway shot, reaction shot, insert shot, fade

Purpose of editing: to construct a narrative; to meet time constraints; to improve performance 2 Be able to generate ideas for editing Assessment criteria

collect information from different sources to generate ideas for editing

plan to edit materials Amplification

Sources: e.g. a news item, a drama, music

Ideas: e.g. drama, music video, documentary, advertisement, to improve performance e.g. music, to shorten an item e.g. news item, drama scene

Pre-recorded and found sources: types e.g. video, audio, CD, from web, live recordings, radio recordings

Self-generated materials: video soundtrack; audio recordings; digital formats

Plan: reasons for editing; sections to be edited; techniques to be used 3 Be able to edit materials


Assessment criteria

produce edited materials according to plan Amplification

Video and audio equipment: e.g. camcorder, mobile telephone, digital sound files e.g. MP3, wav

Editing systems: e.g. digital, linear, non-linear, time-based, digital audio, appropriate analogue systems

Edit: for pace, timing, sequence, sound balance, shortening or lengthening 4 Be able to review own work Assessment criteria

collect feedback on work



Collecting feedback: asking questions; listening to others; feedback from peers, from tutor





Tutor-led delivery – what materials are edited? Why?



Learners identify different materials that are edited and describe when editing is carried out. (Learning outcome 1)

Learners research different sources to develop initial ideas. (Learning outcome 2)

Workshops and mini-tasks – video and audio editing techniques, effects and exporting.

Introduction to Assignment – for example, plan and produce a video ‘magazine’ show for 14-18 year olds.

Assignment work – as groups decide on format and produce/gather resources including individual log of work achieved.

Assignment work – as individuals edit a section of the show including log of work.

Assignment work – as groups review and edit together the final cut of show including individual log of work achieved.

Presenting work. (Learning outcome 3)

Group discussion with peers and tutor for learners to receive feedback and comment on own work. (Learning outcome 4)


Unit 16: Media Audiences and Products M/600/6471 Level 2 Unit aim The aim of this unit is to encourage learners to think about the construction of media products. Learners will develop their understanding of how the media industries think about their audiences, how these industries create products for specific audiences and how they themselves, as members of an audience, understand media products. Unit introduction Learners will:

become familiar with the basic language and key concepts which are fundamental to studying the media and its products NB Learners can approach this unit with reference to one specific industry in the media sector and ideally the one in which their production work will take place. Learning outcomes 1 Know how a media industry identifies audiences for its products Assessment criteria

outline ways in which a media industry identifies audiences for its products Amplification

Classification of audiences: e.g. Standard Occupational Classification (ABC1 etc.), lifestyle or psychographics; postcode or geo-demographics; age; gender; sexual orientation

Audience research: e.g. focus groups, questionnaires, ratings (BARB), audience measurement panels, face-to-face interviews 2 Understand how media products are constructed for specific audiences Assessment criteria

outline ways in which a media product is constructed for a specific audience Amplification

Elements of construction: selection; composition; combination

Modes of address: e.g. through content, through language, through genre, through narrative, through visual imagery, through graphic style

According to genre: e.g. sci-fi movie, horror movie, romantic comedy, television soap opera, television situation comedy, television documentary, ‘reality’ TV, tabloid newspaper, broadsheet newspaper, local newspaper, national newspaper, free sheet, lifestyle magazine, specialist magazine, comic, radio drama, radio documentary, music programming, radio comedy, news website, fan culture website

Constraints: codes of practice, e.g. BBC guidelines, web accessibility guidelines (W3C), press codes of conduct, advertising standards; legal restrictions, e.g. privacy, libel law, defamation, race discrimination law, data protection, freedom of information, copyright

3 Understand how audiences can respond to media products Assessment criteria

outline ways in which a media product might be understood by an audience Amplification

Reasons for preference: e.g. age, gender, ethnic background, sexual orientation


Language codes: e.g. verbal, visual, aural

Generic codes: e.g. language, content, narrative, characters, style, camera work, soundtrack, music, mise-en-scène, iconography, graphics Outline learning plan

Introduction to the unit and structure of assessment.

Introduction to audience categorisation:

Standard Occupational Classification (ABC1, etc.) o lifestyle (psychographics) o postcode (geo-demographics) o age, gender and sexual orientation o independent reading of prepared hand-outs

Introduction to audience research: o introduction to audience research methods o independent reading of prepared hand-outs

Personal profile: o working in pairs, learners analyse own media consumption habits through questionnaire o using results each learner identifies and individually writes up own profile

Assignment 1 – Identifying Audiences

Learners construct a proposal to research audience responses to a media product. Learners will: o identify methods of research to be used o prepare questionnaires, lead questions for focus groups or panels o state how each method will help to identify audience classification o exchange and comment on each other’s proposals o Learners then individually produce a research report identifying the audience for the product. o Understanding how media products are constructed for audiences: o elements of construction

o modes of address o construction of products according to genre o influence of constraints o independent reading of prepared hand-outs

Assignment 2 – Media Products for Media Audiences.

Learners will work in pairs on a given media product, discussing and identifying: o genre of product o methods of construction o style or mode of address o constraints on the production


Learners then individually produce a report showing how these elements relate to the way the product has been constructed. Understanding how audiences make sense of media products:

o generic elements o narrative o language and mode of address o independent reading of prepared hand-outs

Assignment 3 – Understanding a Media Product

Group activity analysing a specific product looking at:

languages employed

generic codes employed

reasons for liking it

Learners then write, individually, a review of the product for a fanzine or website


Edexcel Principal learning in Creative and Media Diploma Levels 1 & 2

Unit 4: Media Production Principal Learning Unit Level 1

Introduction to Unit

Media production includes:

film production

television production

audio and radio production, such as recorded music, radio drama, music radio and podcasts

interactive media production, websites, mobile phone content and podcasts

animation production

computer game design

photography

creative writing

Learning outcomes

On completion of this unit a learner should:

Know about media production

Be able to plan the creation of a media product which combines two or more media disciplines

Be able to create a media product which combines two or more media disciplines

Know how to monitor own media production work.

Unit content

4.1 Know about media production

The disciplines covered by this unit can be used to create many different kinds of media products. Within the discipline of television there are different types of programme – dramas, quiz shows, news programmes and reality shows, for example. A computer games designer might produce games to be played on a computer or on a mobile phone.

Investigate products that might be created using two different media disciplines and think about: o what makes these products what they are – what it is that is distinctive or special about them o why they exist – what they have to offer their audiences o what sort of audiences will enjoy them

4.2 Be able to plan the creation of a media product which combines two or more media disciplines

Combine two of the media disciplines – for example produce a short piece of animation for a website. That would combine animation with interactive media production.


o come up with ideas for a piece of work in a media form. This might be one of the media products already investigated o or work to a brief given to you for which you have to produce the ideas

research to find which of these ideas are workable

choose one of your ideas

draw up a plan showing: o how you will explore the idea further o what resources you will need to realise the idea o what production processes you intend to use o what you will do to produce it and the order in which you will do these things

4.3 Be able to create a media product which combines two or more media disciplines

complete the production of your media idea

show what role played in the production process

gather the resources planned to use

follow plans for the production process

complete the production

ensure working safely at all times 4.4 Know how to monitor own media production work

All the way through the process of planning and producing your idea you must reflect on what you are doing and compare what you are aiming to do with what you are actually achieving. You must use these reflections to change your work as you think appropriate.

Think about: o how well you plan your work o why you need to make changes o how well you succeed in achieving your intentions o what others say about your work

Assessment criteria This unit will be assessed by your teachers.

Your achievement of learning outcome 1 is likely to be assessed through a research assignment on media products followed by a presentation of that research.

Your achievement of learning outcomes 2, 3 and 4 is likely to be assessed through a production assignment in which you will create a media product.

You must keep everything you produce for the unit in a Process Portfolio which shows all the stages of your work. That is: o your research into media products and your finished presentation of that research (learning outcome 1) o the ideas you have come up with for your media product, and your exploration of those ideas (learning outcome 2) o your planning (learning outcome 2) o your final product (learning outcome 3) o a journal or log recording your reflections on what you have done (learning outcome 4)


Unit 4: Record Principal Learning unit Level 2 Unit introduction This unit includes working on:

making a record of something, a performance, an event or a process

the process of recording, or the creation of something that is recorded

performers will work closely at all times with the person or people involved in making the recording

an individual recording make a record of an event, place or situation.

bringing together two or more of the disciplines by either recording something produced through another discipline, or by combining two or more recording disciplines

Learning outcomes On completion of this unit a learner should:

Understand how a specified medium can be used to create a record

Be able to plan the creation of a record in a chosen medium

Be able to take part in or complete the creation of a record in a chosen medium

Be able to monitor the creation of the record.

Unit content 4.1 Understand how a specified medium can be used to create a record

Consider how to combine two or more of the creative and media disciplines in order to create record.

Understand the medium intended to employ for the making of record, and know how it can be used bylooking closely at: o a range of examples of recordings made in the medium chosen to use o examples of work from different periods in time, not just the present o recent developments in the medium selected

If you are working in a group for this unit you should do this exploration and development with the other members of your group.

You may already be familiar with the technologies of this medium, but, whether you have used it before or are new to it, you should think about any additional skills you will need to or would like to develop. You might, for example, need to improve your skills in using a camera, or in recording sound, or in using a particular type of paint or drawing medium.

You might, of course, choose to combine two mediums in creating your record. 4.2 Be able to plan the creation of a record in a chosen medium

Once you know what medium you will be working with (and, if you are working in a group, have decided whom you will be working with) you can start developing ideas. It is worth bearing in mind at this stage that some things will suit the recording process better than others, and that some will suit your chosen medium better than others. You need to:

o develop several ideas o do some basic research on these ideas to see which are workable o decide which one will be the most suitable for you and your group (if you are working in a group) o plan carefully how you will record whatever it is that you are recording (for example, if you are recording the making of something, you need


to be sure that you can record each stage of the making process) o prepare a schedule showing all the stages of your procedure, and who and what will be needed when o make contingency plans o check whether anything you want to do requires copyright permission before you start o keep records of all meetings and discussions, reviewing and evaluating your progress as you work (such as a dance, or a film, television or

radio drama) you might need to practise the skills you will be using. Any such practice should be done as much as possible with whoever is doing the recording so that both the recorder and the recorded will better understand each other’s contribution when creating the final piece of work

4.3 Be able to take part in or complete the creation of a record in a chosen medium

When you create your record you will need to: o ensure you have the resources needed to create your record o manage those resources to complete the recording process and realise your intentions o communicate, co-operate and interact with everyone involved on both sides of the process o work within health and safety guidelines

4.4 Be able to monitor the creation of the record

Throughout the process of planning and producing your record you must regularly monitor your own activity and examine your achievements and aims.

You must constantly ask yourself if you are achieving what you set out to achieve. If you are not achieving what you want to achieve you should ask yourself why not and what you need to do to get nearer to your intentions.

You must actively use your reflections to inform, shape or modify your work as you think appropriate. You will need to: o examine where you succeed and where you do not succeed o consider areas for improvement o alter intentions or plans where necessary in order to achieve your aims

At the end of the process you should think about what you have learnt, and how you can put this learning to good use in your next project.

Assessment criteria You must:

undertake an investigation into a recording process and present the results of your investigation (learning outcome 1)

generate and explore ideas for creating your own record, and plan the project (learning outcome 2)

explore and experiment with your idea, and complete your record (learning outcome 3)

monitor and reflect on the process (learning outcome 4) Whether you have worked on your own or in a group for this unit, you must produce an individual Process Portfolio which shows all the stages of your work. All group activity must be written up or recorded in some way individually by you. Your unit portfolio must contain:

all research and research outcomes

all planning

all pre-production, production and post-production documentation


the final piece of work

the monitoring and review process


OCR 04304, 04305, 04306 Creative iMedia Award, Certificate, Diploma Level 1

Unit Title: Pre-production skills 101 Level: 1 Unit purpose and aim This unit helps learners to understand the basic of pre-production skills for the creative and media sector. It allows them to understand the client brief and time frames and deadlines and preparation techniques to form part of the planning and creation process:

An understanding of planning for pre-production

Ability to produce pre-production documents and files

Understand how to review and improve pre-production documents and files

The aim of this unit is for the learner to develop an awareness of the current use of pre-production techniques in the Creative Media sector

Learning Outcomes 1 Know about preproduction techniques Assessment criteria

Identify the content of a mood board

Identify the use of a mind map/spider diagram

Identify the use of a visualisation diagram

Identify the use of a storyboard Amplification

Electronic evidence that identifies the content/use of pre-production documents e.g. visualisation diagrams for still images/graphics, storyboard for moving image or other assets that use a timeline

2 Be able to plan preproduction Assessment criteria

Identify client requirements

Select appropriate equipment, resources and formats to be used for the preproduction documents

List in order the activities to be carried out to create the pre-production documents Amplification

Candidates should be identifying what the client required in terms of the purpose and the target audience.

Equipment/resources list with annotated comments for each technique and their ideas for use.

A plan in a text or graphical format identifying proposed activities in the order they are to be carried out 3 Be able to produce preproduction documents Assessment criteria

In line with client requirements, produce a mood board mind map/spider diagram visualisation diagram or sketch storyboard Amplification

A mind map/spider diagram, either hand drawn or generated using computer software.


A visualisation diagram or sketch, either hand drawn or generated using computer software.

A storyboard, either hand drawn or generated using computer software. For example, this could be for a video, animation, multimedia presentation or audio track

4 Understand how to review pre-production documents Assessment criteria

Compare the finished documents to the original brief

Obtain feedback on the work

Identify strengths and weaknesses of own work

Suggest improvements for own work Amplification

Personal review of the final outcomes identifying the strengths and weaknesses.

Candidates should obtain feedback (this can be tutor acting as the client).

Candidates should identify strengths and weaknesses and suggest how they could improve their pre-production documents and any changes to the order of their listed activities.

Evidence requirements Candidates should present a report or presentation to show their understanding of the use and purpose of mood boards, mind map/spider diagram,

visualisation diagram, storyboards.

A plan to show that they have identified the client requirements, that they understand the appropriate equipment, resources and formats of preproduction documents and files to be used to meet the brief.

o Candidates should be able to list in order the activities to be carried out to create the preproduction documents. o Candidates should create sketches or drawings of ideas.

Be able to produce pre-production documents in line with their plan to include: o A mood board, either hand drawn and created or generated using computer software o A mind map/spider diagram, either hand drawn or generated using computer software o A visualisation diagram or sketch, either hand drawn or generated using computer software o A storyboard, either hand drawn or generated using computer software. For example, this could be for a video, animation, multimedia

presentation or audio track. These produced files if hand created should be digitised although candidates should be encouraged to create them digitally.

Candidates should prepare a review file to compare the finished documents to the original brief and plan.

This should include feedback on the work produced; the candidate should identify strengths and weaknesses of their own work and list suggestions for improvements.


Unit Title: Digital media skills for asset production 102 Level 1 Unit purpose and aim

This unit helps learners to understand the basic digital media skills for the creative and media sector. It allows them to understand the client brief and preparation techniques to convert and repurpose files:

Candidates will explore and understand the use of files and file types within the digital media sector

Develop skills in planning to convert digital media files

Develop skills in converting digital media files

Understand the importance of reviewing and checking the converted files

The aim of this unit is for the learner to develop an awareness of the current use of digital media skills in asset manipulation and the implications of this technology in the Creative Media sector.

Learning Outcomes 1 Know how to explore technologies and uses for digital media Assessment criteria

List a range of digital media types

Search for where digital media is used and how it is presented

Rate the quality of a range of digital media available to the public Amplification

Candidates should identify where the digital media is, the format it takes, their rating on quality and appropriateness

A range should consist of at least 3 types of digital media (e.g. photography, video, animation and audio) with examples of these within the Candidates should rate the digital media using a minimum of 4 criteria in addition to the identification of the media type. There should be a minimum of 3 digital media types rated.

2 Be able to plan to convert digital media files Assessment criteria


List equipment and software for converting media to client requirements

Identify appropriate file types and formats

Create a storyboard of sketches and identify sources for assets

List in order the activities that you will carry out to convert the digital media files Amplification


Equipment list with annotated comments on reasons why suitable for the project

Narrative or annotated document that covers relevant techniques for audio, still image and moving image assets. For example, compression techniques, audio bit depth, volume, image pixel dimensions, resolution, moving image video format, pixel dimensions, file formats

The digital workflow to cover the recording/capture, editing and storage of the assets and final work, including any working file formats and how these differ from the requirements of the end user.


3 Be able to convert digital media files Assessment criteria

Use identified software applications to convert files in planned formats to meet client requirements from a supplier o audio file o still image file o moving image file

Save and export the converted files in line with the plan

Create a list to include file names, types and properties of converted files Amplification

Files supplied in both compressed and uncompressed formats. Audio e.g. wav, mp3 Image e.g. tif, psd, jpg, png, gif Moving image e.g. .avi, mpeg- 2, mpeg-4

Only basic editing and processing techniques need to be evidenced for this unit since the primary aim is about the process and workflow. 4 Understand how to review the converted files Assessment criteria


Compare the finished object to the original brief

Obtain feedback on the product


Students should produce a personal review reflecting upon how successfully product meets the requirements of the brief, identifying any parameters and constraints that influenced their decisions identifying what they would do differently if faced by a similar task and why.

Evidence requirements Candidates should explore the sector looking at a range of file types and identify where these used and different types and digital media purposes.

They should then rate the quality of a range of digital media available to the public. They should submit digital files to include a report of presentation to evidence their exploration and a rating table in a format of their choice.

They should identify client requirements for file conversion and be able to plan what they are doing and how they intend to do it listing appropriate file types and formats and listing in order the activities that they will carry out to convert the digital media files. They should list within this plan the equipment and software they will use to convert or edit the files and submit a digitised storyboard of sketches and identify sources for assets.

A report/presentation and a storyboard should be submitted for moderation.

Candidates should use the identified software applications to convert files into the planned formats from a supplied: o audio file o still image file o moving image file

Candidates should save and export the converted files in line with their plan

Create should also create a list to include file names, types and properties of converted files

Candidates should submit the edited files and annotated screen captures in a report will also assist in evidencing their activities.




Unit Title: Special Video Effects 103 Level 1 Unit purpose and aim This unit helps learners to understand the basics of special video effects for the creative and media sector. It allows them to understand the client brief and time frames and deadlines and preparation techniques to form part of the planning and creation process:

Candidates will explore different types of video effects and where they are used

Plan a product to the client brief with special effects

Create and edit a digital video clip with special effects

Review the final product with against the original brief

Learning Outcomes 1 Be able to explore types of video effects and where they are used Assessment criteria

List a range of techniques used to create video special effects

Explore where video special effects are used, and give examples of their use

Rate the effectiveness of the use of video special effects Amplification

Candidates should identify a range of at least 3 different techniques used to create video special effects. The methods by which these are created may be both digitally using software or manually using props.

Candidates should identify at least 3 types of special effects.

Candidates should rate the effectiveness of the use of the video special effects using a minimum of 4 criteria in the rating in addition to the identification of the video special effects. There should be a minimum of 3 products rated.

Effects could be as simple as basic blue/green screen technology used on the news and weather to advanced effects used widely in cinema. 2 Be able to plan a short digital video with special effects Assessment criteria

Identify the needs of the client for a blue/green screen video sequence

Produce a plan to include: o length of sequence o target audience o purpose o resources o limitations o copyright o timescales


List in order the activities that you will carry out to create the original video clip with special effects

Create a storyboard for the planned short digital video with special effects


Amplification


Meeting notes Storyboard Studio lighting and equipment layout List of equipment List of personnel Brief production schedule Risk assessment

The plan should consider: o Length of sequence o Target audience o Purpose e.g. entertainment, information, persuasion o Resources e.g. time, equipment and software needed o Limitations e.g. amount of archive material, location, props o Identification of material needing copyright clearance o Storyboard o Timescales

Candidates should understand the need to back up their work on a regular basis 3 Be able to create and edit a digital video clip with special effects Assessment criteria

Record the digital video sequence using blue/green screen technologies

Use software to combine recorded video with additional content

Edit video clip and add additional special effect(s) to complete the video clip

Format edited material for export

Save and export/publish in an appropriate format Amplification

Permission forms for sourced material or acknowledging permission required

Evidence of a successful download and import

Photographic evidence 4 Understand how to review the final video clip with special effects against the original brief Assessment criteria






Candidates should obtain feedback (this can be tutor acting as the client). Candidates should identify strengths and weaknesses and suggest how they could improve their video clip and any changes to the order of their listed activities.

The review should identify positives and negatives relating to the finished product, rather than the creation process as this has been included in earlier evidence.


Evidence requirements Candidates should present a report or presentation to show their understanding of the use and purpose of video with special effects.

A plan to show that they have identified the client requirements, that they understand the appropriate equipment, resources and formats of video with special effects to meet the brief. Candidates should be able to list in order the activities to be carried out to create the video with special effects.

Candidates should create sketches or drawings of ideas. These sketches should be digitised and submitted with a planning document for moderation.

Be able to produce the video with special effects in line with their plan to include: o The recording of the digital video sequence using blue/green screen technologies o The use of software to combine recorded video with additional content o Consideration for and editing of the video clip adding additional special effect(s) to complete the video clip o Formatting the edited material for export o Saving and export/publish in the appropriate format o Evidence should also include a list of file names, types and properties of converted files


Candidates should prepare a review file to compare the finished documents to the original brief and plan. This should include feedback on the work produced; the candidate should identify strengths and weaknesses of their own work and list suggestions for improvements.


Unit Title: Character Modelling 104 Level 1 Unit purpose and aim This unit helps learners to understand the basics of character modelling for the creative and media sector. It allows them to understand the client brief and time frames and deadlines and preparation techniques to form part of the planning and creation process:

Candidates will explore different types of characters and where they are used within the sector

Plan an original character to a client brief

Create, edit and save the character in line with their plan


Learning outcomes 1 Be able to explore the visual characteristics of 2D/3D characters. Assessment criteria

List a range of 2D/3D characters

Explore and comment on the visual and facial characteristics for 2D/3D characters

Rate the types of 2D/3D characters for their appeal and suitability Amplification

Candidates should identify a range of at least 3 different 2D/3D characters e.g. cartoons, cut out characters, computer generated characters.

Visual and facial characteristics will include the size of the character and the facial features (e.g. eye size and position etc.)

Candidates should rate the types of 2D/3D characters using a minimum of 4 criteria in the rating in addition to the identification of the media product. There should be a minimum of 3 2D/3D characters rated.

2 Be able to plan an original character Assessment criteria Identify the clients requirements Identify the assets that will be required List in order the activities that you will carry out to create your original character Amplification Candidates should be identifying what the client required in terms of the purpose and the target audience. Candidates need to identify the assets that are needed for their character Candidates should plan what their character will look like this can be basic sketches, descriptive text. 3 Be able to produce a character Assessment criteria

Identify the software to produce the character

Create a character using shapes or freehand drawing tool

Save the character in the format specified by the client Amplification

Candidates should choose the best software to create their character.


Using shapes and freehand drawing use software to create the character. 4 Understand how to review the character against the original brief Assessment criteria






Candidates should obtain feedback (this can be tutor acting as the client). Candidates should identify strengths and weaknesses and suggest how they could improve their character and any changes to the order of their listed activities.


Evidence requirements Candidates should present a report or presentation to show their understanding of the use and purpose of characters.

A plan to show that they have identified the client requirements, that they understand the appropriate equipment, resources and formats of characters to meet the brief. Candidates should be able to list in order the activities to be carried out to create the characters.

Candidates should create sketches or drawings of ideas.

These sketches should be digitised and submitted with a planning document for moderation.

Be able to produce the characters in line with their plan to include:

The identification of software to be used

Identification of the features and tools of this software that they will use and why

Saving the character digitally for submission

Evidence should also include a list of file names, types and properties of created files.

Candidates should submit the created and edited files and annotated screen captures in a report will also assist in evidencing their activities.


This should include feedback on the work produced; the candidate should identify strengths and weaknesses of their own work and list suggestions for improvements.


Unit Title: Sound effects 105 Level 1 Unit purpose and aim This unit helps learners to understand the basics of sound effects for the creative and media sector. It allows them to understand the client brief and time frames and deadlines and preparation techniques to form part of the planning and creation process:

Candidates will explore different types of sound effects and where they are used

Plan a sound effect with props to a client brief

Create and edit a the sound effect


Learning outcomes 1 Be able to explore types of sound effects and where sound effects are used Assessment criteria

List a range of techniques used to create sound effects

Search for uses of sound effects and give examples of these uses

Rate the effectiveness of the use of sound effects in different situations Amplification

Candidates should identify a range of at least 3 different types of sound effects e.g. created by recording or digitally created effects.

Candidates should give examples of where sound effects are used e.g. radio, television etc.

Candidates should rate the use of the sound effects for quality, fitness for purpose and usage

Candidates should rate the use of the sound effects for quality, fitness for purpose and usage using a minimum of 4 criteria in the rating in addition to the identification of the media product. There should be a minimum of 3 sound effects rated.

2 Be able to plan to record a sound effect using props Assessment criteria

Identify the clients requirements

Identify the assets, props and equipment that will be required


List in order the activities that you will carry out to create an original sound effect Amplification


Candidates need to identify the assets that are needed for their sound effect this could be recorded sounds, sounds that are created digitally and then effects added in the software or sounds that are sourced and then edited to enhance (mixed or extra special effects added) the effect.

Candidates should plan the effect in terms of Length of sequence, Resources e.g. time, equipment and software needed, Constraints e.g. use of copyright or amount of archive material, Quality e.g. bandwidth, Storyboard, other resources e.g. physical assets to create the sound, Plan a schedule for generating and editing material to a brief

3 Be able to record and edit the planned sound effect Assessment criteria


Record and save a sound effect using props

Use software to edit and trim the recorded sound

Apply any additional effects within the software

Save and export the finished sound effect in the format specified by the client Amplification

Candidates will work to their plan and record sound effects using props e.g. for someone walking up a road, the candidate may use a shoe in a tray filled with gravel.

Candidates should fully utilise a range of tools within their software application to ensure the sound(s) are is fully developed in line with the brief 4 Understand how to review the sound effect against the original brief Assessment criteria







Candidates should identify strengths and weaknesses and suggest how they could improve their sound effect and any changes to the order of their listed activities.


Evidence requirements Candidates should present a report or presentation to show their understanding of the use and purpose of sound effects.

A plan to show that they have identified the client requirements, that they understand the appropriate equipment, resources and formats of sound effects to meet the brief.

Candidates should be able to list in order the activities to be carried out to create the sound effects.


Be able to produce the sound effects in line with their plan to include: o Recording and saving a sound effect using props o Using software to edit and trim the recorded sound(s) o Applying any additional effects within the software o Saving and exporting the finished sound effect in the format specified by the client o Evidence should also include a list of file names, types and properties of created files.


Candidates should prepare a review file to compare the finished documents to the original brief and plan. This should include feedback on the work


produced; the candidate should identify strengths and weaknesses of their own work and list suggestions for improvements.


Unit Title: Storytelling with a comic strip 106 Level 1 Unit purpose and aim This unit helps learners to understand the basics of storytelling with a comic strip for the creative and media sector. It allows them to understand the client brief and time frames and deadlines and preparation techniques to form part of the planning and creation process:

Candidates will explore different types of storytelling with a comic strip and where they are used

Plan a product to the client brief with storytelling with a comic strip

Create and edit a storytelling with a comic strip


Learning outcomes 1 Be able to explore types of comic books Assessment criteria

List a range of comic books currently available

Search for and review different types of comic book stories and their main characters

Explore the characteristics and/or abilities of key characters

Rate the quality of the storyline for the reader Amplification

Candidates should identify a range of at least 3 different comic book story formats and give a brief overview.

Candidates should rate the quality of the storyline for the reader using a minimum of 4 criteria in the rating in addition to the identification of the media product. There should be a minimum of 3 products rated

2 Be able to plan and create a simple comic strip to a brief Assessment criteria

Identify the needs of the client

Create an original short story in line with the brief

Use a series of basic sketches to plan the comic strip

List in order the activities that you will carry out to create the comic strip

Source/create assets required for the comic strip

Open comic strip creation software

Design panel layout for the strip, import assets into the comic strip

Create story and narrative within the strip Amplification


Candidates should think about how many panels they will have for a small comic strip and the main characters in the strip 3 Be able to save/export the comic strip Assessment criteria

Save and export the comic strip in the required format as specified by the client brief


Organise electronic files using appropriate naming conventions to facilitate access by others Amplification

Candidates should ensure that the comic strip can be read by those that do not necessarily have the same software 4 Understand how to review the comic strip against the original brief Assessment criteria






Candidates should obtain feedback (this can be tutor acting as the client). Candidates should identify strengths and weaknesses and suggest how they could improve their comic strip and any changes to the order of their listed activities.



Unit Title: Creating an animated object 112 Level 1 Unit purpose and aim This unit helps learners to understand the basics of animated objects for the creative and media sector. It allows them to understand the client brief and time frames and deadlines and preparation techniques to form part of the planning and creation process:

Candidates will explore different types of animations and where they are used

Plan a product to the client brief with animated objects

Create and edit an animated objects


The aim of this unit is for the learner to develop an awareness of the current use of digital animation software and the implications of this technology in the Creative Media sector.

Learning outcomes 1 Be able to explore the use of animation Assessment criteria

List a range of different animation styles with examples

Search for a range of digital animations identifying their purpose

Rate the quality of digital animations Amplification

A range should consist of at least 3 animation styles of digital animation (e.g. hand drawn flipbook, cell animation, time lapse photography, cut out animation, computer animation, modelling, stop motion) with examples of these within the public domain

The range of purposes of the animations may include options from animated objects on a web site through to full cinema films but candidates should identify the specific purpose for each.

Candidates should rate the animations using a minimum of 4 criteria in addition to the identification of the animation. There should be a minimum of 3 animations rated

2 Be able to plan a digitally animated object Assessment criteria


List in order the activities that you will carry out to create an original digitally animated object

Create a storyboard for the digitally animated object

Identify the assets and resources that you will need

Identify appropriate file types and formats Amplification


Candidates should list all the activities to be carried out in a logical order. This may change and can be commented on in their review.

Candidates should understand the concepts of storyboarding and apply this to their planned animated object.

Candidates need to identify the file types and formats that they will source and also create for their final product


3 Be able to create the digitally animated object Assessment criteria

Source and create assets and resources as identified

Organise all asset files using appropriate naming conventions

Use software to create the planned digitally animated object and animate the movement

Save and export the digitally animated object in the required format Amplification

Candidates should: o source assets o scan assets o digitise assets o all required component assets are created (e.g. for different button states) o save in standard format (e.g. gif, png, jpg)

Create assets

Use manipulation/editing tools

Use industry standard software tools: o geometric tools o drawing tools o fill and stroke tools o fill colours/colour theory o text/principles of typography

Save in a suitable format (e.g. png, gif, bmp)

Use industry standard software: o select objects o cut, copy, paste o crop, resize, change resolution o Use animation features industry standard software tools o frame by frame animation o tweened animation o save in appropriate format e.g. gif (animated)

4 Understand how to review the digitally animated object against the original brief Assessment criteria




Suggest improvements for own work


Amplification



Candidates should identify strengths and weaknesses and suggest how they could improve their work and any changes to the order of their listed activities.

The review should identify positives and negatives relating to the finished product, rather than the creation process as this has been included in earlier evidence

Evidence requirements Candidates should present a report or presentation to show their understanding of the use and purpose of animations.

A plan to show that they have identified the client requirements, that they understand the appropriate equipment, resources and formats for animated objects to meet the brief. Candidates should be able to list in order the activities to be carried out to create the animated object.


The planning document clearly meeting all the learning outcomes must be submitted for moderation.

Be able to produce the animated object in line with their plan to include: o Sourcing and creating assets and resources o Organising the asset files using appropriate naming conventions o Using software to create the planned digitally animated object and animate the movement o Evidence should also include a list of file names, types and properties of created files.


Candidates should prepare a review file to compare the finished product to the original brief and plan.


Unit Title: Digital graphics editing 113 Level 1 Unit purpose and aim This unit helps learners to understand the basics of digital graphics editing for the creative and media sector. It allows them to understand the client brief and time frames and deadlines and preparation techniques to form part of the planning and creation process:

Candidates will explore different types of digital graphics and where they are used

Plan a montage to the client brief editing digital graphics

Create and edit the digital graphics montage


Learning outcomes 1 Be able to identify the uses and principles of digital graphics Assessment criteria

List a range of different digital graphics styles and their purpose

Explore and list the basic principles of graphic design

Rate the quality of digital graphics Amplification

A range of 3 digital graphics styles should be identified (e.g. advertising, information, entertainment in both print publishing and web use) each with a clearly different purpose.

Image composition and layout, use of colour

Candidates should rate the digital graphics using a minimum of 4 criteria in addition to the identification of the graphic. There should be a minimum of 3 digital graphics rated

2 Be able to plan the editing of a digital graphic montage Assessment criteria


List in order the activities that you will carry out to create an original digital graphic montage

Identify appropriate file types and formats for the digital graphic montage

Produce a visualisation diagram or sketch for the intended work, to include multiple images and graphics Amplification

Candidates should be identifying what the client required in terms of the purpose and the target audience. For example, client discussion, written brief, specification, end user requirements, purpose and timescales.

The montage must include a minimum of 3 images/graphic elements

Use planning methods, for example visualise and/or conceptualise the final graphic

Identify and record sources of graphics with permissions and implications of use in creating graphics 3 Be able to produce a digital graphic Assessment criteria

Source/create the assets identified for use in the digital graphic montage


Edit the images and graphics using a range of graphics tools and techniques

Create the digital graphic montage, using a range of graphics tools and techniques

Save the digital graphic montage in the required pixel dimensions and resolution and in a suitable file format Amplification

Identify file formats, properties and fitness for purpose (e.g. print or web resolution, maximum print size, file formats such as jpg, tif, png, gif)

A range of tools and techniques should be a minimum of 5

Graphics processing and manipulation techniques (for example cropping, rotating, brightness/contrast, levels, colour adjustment, cloning, retouching, red eye removal, filters, selections, use of layers, text)

Save in different file sizes and formats for web and print (for example tif, jpg, gif, png) including jpg image quality settings 4 Understand how to review the digital graphic






Candidates should obtain feedback (this can be tutor acting as the client). Candidates should identify strengths and weaknesses and suggest how they could improve their web pages and any changes to the order of their listed activities.


Evidence requirements Candidates should present a report or presentation to show their understanding of the use and purpose of digital graphics.

A plan to show that they have identified the client requirements, that they understand the appropriate equipment, resources and formats of digital graphics and editing techniques to meet the brief. Candidates should be able to list in order the activities to be carried out to create the digital graphics montage.




Be able to produce the digital graphics montage in line with their plan to include: o Sourcing/creating the assets identified for use in the digital graphic montage o Editing the images and graphics using a range of at least 5 graphics tools and techniques o Creating the digital graphic montage, using a range of graphics tools and techniques o Evidence should also include a list of file names, types and properties of created files.

Candidates should submit the sourced/created and edited files and annotated screen captures in a report will also assist in evidencing their activities.



Unit Title: Creating a digital audio-visual sequence 114 Level 1 Unit purpose and aim This unit helps learners to understand the basics of digital audio-visual sequences for the creative and media sector. It allows them to understand the client brief and time frames and deadlines and preparation techniques to form part of the planning and creation process:

Candidates will explore different types of digital audio-visual products and where they are used

Plan an audio visual sequence to the client brief

Create and edit an digital audio-visual sequence


The aim of this unit is for the learner to develop an awareness of the current use of audio-visual products in the Creative Media sector

Learning outcomes 1 Be able to explore audio-visual products Assessment criteria

Search for a range of audio-visual products listing each with a different purpose

Identify different camera shots used in these audio-visual products

Rate the quality and suitability of the audio-visual products Amplification

A range should consist of at least 3 types of audio-visual products, with examples of these within the public domain.

Candidates should identify the different camera angles or shot types for each of the identified products

Candidates should rate the audio-visual products using a minimum of 4 criteria in the rating in addition to the identification of the audio visual products. There should be a minimum of 3 products rated.

2 Be able to plan a digital audio-visual product Assessment criteria


List in order the activities that you will carry out to create an original audio-visual product

Identify the hardware and software that you will need

Create a storyboard of sketches identifying the content and sequence

Identify appropriate file types and formats for use in your audio-visual product

Identify any assets for use in the audio-visual product and list sources Amplification


Candidates need to identify the basic storyline and present this in storyboard format

Candidates should list all the activities to be carried out in a logical order. This may change and can be commented on in their review 3 Be able to create the audio-visual product Assessment criteria

Record digital video with sound


Import and edit the digital video with sound

Create the audio-visual product in line with the plan

Save and export the audio-visual product in the required format as specified by the client brief


Candidates should evidence the process with screen captures of digitising and trimming of the recorded video with sound

Trimming can be a simple topping and tailing of clips

Editing may include the addition of titles and transitions to create the final audio-visual product 4 Understand how to review the audio-visual product against the original brief Assessment criteria







Candidates should identify strengths and weaknesses and suggest how they could improve their digital video and sound and any changes to the order of their listed activities.


Evidence requirements Candidates should present a report or presentation to show their understanding of the use and purpose of digital audio-visual products.

A plan to show that they have identified the client requirements, that they understand the appropriate equipment, resources and formats of digital audio visual products for a sequence to meet the brief.

Candidates should be able to list in order the activities to be carried out to create the digital audio-visual sequence.



Be able to produce the digital audio-visual sequence in line with their plan to include:

Recording a digital video with sound

Importing and editing the digital video with sound

Creating the audio-visual product in line with the plan

Saving and exporting the audio-visual product in the required format as specified by the client brief






Unit Title: Digital photography 117 Level 1 Unit purpose and aim

This unit helps learners to understand the basics of digital photography. It allows them to understand the concepts and rules of photography to produce photographs to a client brief and time frames and deadlines and preparation techniques to form part of the planning and creation process:

Candidates will explore digital photography and the equipment used

Plan to take digital photographs to a client brief

Use a digital camera to take digital photographs

Review the final photographs with against the original brief

Learning outcomes 1 Know how to explore photographic equipment Assessment criteria

Explore and identify the basic rules of photography

Identify appropriate camera settings for photographic conditions

Rate the features of a range of digital cameras Amplification

Basic rules of photography should include a minimum of 2, for example: rule of thirds, use of lines, frames, orientation, subject positioning

Settings and features to include how to use zoom lenses and using built in flash. Fast shutter speeds to freeze movement. Small apertures for more depth of field

Different types of camera to include compact and digital SLR.

Candidates should rate the digital cameras using a minimum of 4 criteria in addition to listing the camera used in the rating. There should be a minimum of 3 different types of camera rated e.g. SLR, compact, prosumer, mobile, digital video camera (with stills)

2 Be able to plan to take photographs Assessment criteria


List in order the activities that you will carry out to take photographs

List appropriate photographic equipment and camera settings


List key legal issues for photography Amplification


Candidates should list all the activities to be carried out in a logical order. This may change and can be commented on in their review


Candidates should have an awareness of photography and the law 3 Be able to take photographs using a digital camera Assessment criteria


Use identified photographic equipment and settings to take photographs to meet client requirements

Check the photographs for image quality and suitability

Transfer the photographs to a storage medium and save in planned formats

Identify and rename the chosen photographs for a portfolio

Create an asset list to include: o file names o description o properties of photographic files

Amplification

Take a series of photographs as planned using appropriate settings

Use the camera features and settings to take photographs and review stored images to check image quality before leaving the photographic location

A portfolio of 6 photographs must be supplied. These will be chosen from a larger number of photographs taken 4 Understand how to review the photographs taken Assessment criteria





Personal review of the final outcomes identifying the strengths and weaknesses

Candidates should obtain feedback (this can be tutor acting as the client). Candidates should identify strengths and weaknesses and suggest how they could improve their photographs and any changes to the order of their listed activities.


Evidence requirements Candidates should present a report or presentation to show their understanding of digital photography and the equipment and settings used.

A plan to show that they have identified the client requirements, that they understand the appropriate equipment, rules and formats of digital photography to meet the brief.

Candidates should be able to list in order the activities to be carried out to take the digital photographs.



Be able to take the digital photographs in line with their plan to include: o Using identified photographic equipment and settings o Checking the photographs for image quality and suitability o Transferring the photographs to a storage medium and saving in the planned formats


o Identifying and renaming the chosen photographs for a portfolio o Evidence should also include a list of file names, types and properties of created files.

Candidates should submit the taken photographs and annotated screen captures in a report will also assist in evidencing their transferring and storing the photographs.

Candidates should prepare a review file to compare the final photographs to the original brief and plan.


OCR 04304, 04305, 04306 Creative iMedia Award, Certificate, Diploma Level 2

Unit Title: Pre-production skills 201 Level 2 Unit purpose and aim This unit helps learners to understand the basics of pre-production skills for the creative and media sector. It allows them to understand the client brief and time frames and deadlines and preparation techniques to form part of the planning and creation process:

Be able to plan pre-production documents to a client brief

Be able to produce planned pre-production documents

Understand how to review pre-production documents and process

The aim of this unit is for the learner to develop an awareness of the current use of pre-production techniques.

Learning outcomes 1 Know about preproduction techniques Assessment criteria

Describe the purpose and uses for: o a mood board o mind maps/spider diagrams o visualisation diagrams o a storyboard

Amplification

This report should identify the purpose of pre-production documents, where they are used e.g. visualisation diagrams for still images/graphics, storyboard for moving image or other assets that use a timeline.

Candidates should also identify the components parts of each e.g. for a storyboard include timings, camera angles, lighting, settings, locations 2 Be able to plan preproduction Assessment criteria

Identify client requirements based on their brief to include the target audience

Select appropriate equipment, resources and/or software for creating pre-production documents

Identify suitable technique for preproduction documents in line with client requirements

Produce a work plan for the preparation of the pre-production documents; to include tasks, timescales and resources needed

Identify any legal issues regarding any assets to be sourced Amplification

Equipment/resource/software list with annotated comments on reasons why suitable for the project

A work plan in a text or graphical format

Demonstrate knowledge and understanding of copyright, trademarks and use 3 Be able to produce preproduction documents Assessment criteria


In line with client requirements, produce a: o mood board o mind map/spider diagram o visualisation diagram or sketch o storyboard

Identify appropriate files, types and formats needed to produce the final products in conjunction with the pre-production documents Amplification

The brief followed should allow the candidate to demonstrate their knowledge and abilities across all pre-production techniques in an appropriate way to the Creative and Media industry.

The mood board may be photographed for evidence purposes

All pre-production documents may be demonstrated using hand drawn sketches or generated using computer software. These will need to be digitised for submission.

Narrative or annotated document that covers relevant file types/formats and where these are used as part of the workflow processes to produce the work

4 Understand how to review pre-production documents and process Assessment criteria

Identify parameters and constraints that influenced any decisions that were made

Critically review the quality of the finished products and their fitness for purpose

Review the preproduction documents and process with the client and record feedback

Identify areas for improvement and further development of the preproduction documents and process Amplification

Critical personal review, commenting on the quality of finished product and its fitness for purpose


Candidates should review the pre-production documents against the original brief and obtain feedback from their client. They should identify any parameters and constraints that influenced their decisions. For example copyright, IPR, trademarks etc, file formats, asset manipulation, software and hardware constraints

Maintain accurate written records of relevant information about assets obtained, such as source, ownership, any restrictions on use, where they are located, filenames given

Evidence requirements Candidates should present a report or presentation to show their understanding of the use and purpose of pre-production techniques.

A plan to show that they have identified the client requirements, that they understand the appropriate equipment, resources and formats of preproduction documents to meet the brief. Candidates should be able to produce a work plan for the preparation of the pre-production documents; to include tasks, timescales and resources needed to create the pre-production documents.




Be able to produce the pre-production documents in line with their plan to include: o A mood board, either hand drawn and created or generated using computer software o A mind map/spider diagram, either hand drawn or generated using computer software o A visualisation diagram or sketch, either hand drawn or generated using computer software o A storyboard, either hand drawn or generated using computer software. For example, this could be for a video, animation, multimedia

presentation or audio track. o These produced files should be digitised for submission although candidates should be encouraged to create them digitally initially where

possible. o Evidence should also include a list of file names, types and properties of created files.




Unit Title: Video Composite Effects 203 Level 2

Unit purpose and aim

This unit helps learners to understand the basics of video composite effects for the creative and media sector. It allows them to understand the client brief and time frames and deadlines and preparation techniques to form part of the planning and creation process:

Candidates will explore different types of visual special effects technology and where they are used

Plan a video sequence to the client brief with video special effects

Create and edit a video sequence


The aim of this unit is for the learner to develop an awareness of the current use of video composite effects and the implications of this technology in the Creative Media sector.

Learning outcomes

1 Be able to investigate uses and features of visual special effects technologies Assessment criteria

Investigate the techniques of composite visual special effects creation

Research a range of applications within the visual industries for special video effects identifying their uses Amplification

Candidates should investigate a range of visual special effects technologies.

A range indicates a minimum of 3 types of visual special effect technologies.

Candidates should consider a range of digital gaming platforms not simply commonly recognised games consoles. 2 Be able to plan a composite video sequence with special effects according to a client brief Assessment criteria

Identify client requirements for an original split screen sequence with blue/green screen footage with consideration for the target audience

Create a storyboard showing backgrounds, special effects and the blue/green screen content

Create a work plan to produce the video sequence to include assets, resources and timescales


Identify any legal issues regarding any assets to be sourced Amplification

Identify the constraints and requirements for location footage

Identify the constraints and requirements for green/blue screen studio footage

Studio lighting and equipment layout including subject/object CODEC and settings MPEG 4, 3 Be able to create, test and export the composite video sequence with special effects


Assessment criteria

Record or source blue/green screen clips

Record or source background/foreground images

Combine the video clips and images to create the split screen sequence

Edit the sequence to the required length

Add visual special effects to further enhance the sequence

Develop and use a detailed test plan to test the sequences

Correct any identified faults based on the test plan.

Render and export, saving the sequence in appropriate format(s) for the client as agreed

Organise electronic files using appropriate naming conventions to facilitate access by others 4 Understand how to review the final sequence against the client brief Assessment criteria

Critically review the finished product with the client and record feedback

Describe the quality of the finished product.

Explain the fitness for purpose of the finished product.

Identify parameters and constraints that influenced decisions made

Produce accurate written records of relevant information about assets obtained such as source ownership, any restrictions on use where they are located, filenames given

Amplification



Candidates should review their video sequence against the original brief and obtain feedback from their client.

They should identify any parameters and constraints that influenced their decisions. e.g. file formats, asset manipulation, software and hardware constraints,

copyright permissions

Parameters and constraints should review the entire project and should also discuss the limitations of the equipment used

Maintain accurate written records of relevant information about assets obtained, such as source, ownership, any restrictions on use, where they are

located, filenames given

Evidence requirements

Candidates should present a report or presentation to show their understanding of the use and purpose of special video effects.

A plan to show that they have identified the client requirements, that they understand the appropriate equipment, resources and formats of video composite effects to meet the brief. Candidates should be able to produce a work plan for the composite video sequence.




Be able to produce the composite video in line with their plan to include: o Recording or sourcing blue/green screen clips o Recording or sourcing background/foreground images o Combining the video clips and images to create the split screen sequence o Editing the sequence to the required length o Adding visual special effects to further enhance the sequence o Developing and using a detailed test plan to test the sequences o Correcting any identified faults based on the test plan and retesting o Rendering and exporting, saving the sequence in appropriate format(s) for the client as agreed

These produced files should be digitised in the appropriate for submission although candidates should be encouraged to create them digitally initially.





Unit Title: Character Modelling 204 Level 2


This unit helps learners to understand the basics of character modelling for the creative and media sector. It allows them to understand the client brief and time frames and deadlines and preparation techniques to form part of the planning and creation process:

Candidates will explore different types of character modelling, characteristics and where modelling is are used

Plan a character to the client brief

Create and edit the character model


Learning outcomes

1 Be able to investigate characteristics and technologies used for 2D and/or 3D characters Assessment criteria

Research the existing market and uses for 2D and/or 3D characters

Explore a range of 2D and/or 3D characters identifying the physical characteristics

Identify the computer hardware, peripherals and software required to produce a 2D or 3D character Amplification

Candidates should investigate the existing market for 2D or 3D characters e.g. film, TV, games, advertisements

Candidates should produce profiles to identify physical characteristics of identified characters.

Candidates should identify the computer specification, software applications and requirements together with other equipment needed to produce the digital 2D or 3D characters.

2 Be able to plan an original 2D or 3D character to a specific brief Assessment criteria


Create a work plan to produce an original 2D or 3D character to include assets, resources and timescales

Generate a range of visualisations for the planned character

Identify any legal issues regarding any assets Amplification

The plan will include details of client requirements, activities to be carried out with proposed timescales and deadlines, assets to be sourced and equipment to be used.

Candidates should create sketches or drawings of at least 3 views (e.g. facial characteristics, overall design, mood board to gain an idea of colours that match, clothing or props etc.)

3 Be able to create, save and test the planned character using the identified software Assessment criteria


Use a range of software tools and techniques to create the visualised character

Add and apply effects to enhance the character

Save character in appropriate formats for the client as agreed

Organise electronic files using appropriate naming conventions to facilitate access by others

Develop and use a basic test plan to test the character

Correct any identified faults and apply improvement based on the test plan. Amplification

Candidates will work to their plan and add/import objects properties (visibility, solidity).

Candidates should fully utilise a range of tools within their software application to ensure the character is fully developed in line with the brief

The 2D or 3D character should be saved/exported in a format so that it can be viewed for moderation purposes.

Candidates should test their character which may include the size of features from differing angles, consistency of colour etc – gaining feedback and make any improvements required.

4 Understand how to review the character against the original brief Assessment criteria


Describe the quality of the finished product

Explain the fitness for purpose of the finished product


Produce accurate written records of relevant information about assets obtained such as source ownership, any restrictions on use, where they are located, filenames given

Amplification


Candidates should review the character against the original brief and obtain feedback from their client. They should identify any parameters and constraints that influenced their decisions. For example asset manipulation, file formats, compression techniques, permission and subject matter/location, copyright, IPR, trademarks etc.



Candidates should present a report or presentation to show their understanding of the use, purpose and characteristics of characters.

A plan to show that they have identified the client requirements, that they understand the appropriate equipment, resources and formats of character modelling to meet the brief. Candidates should be able to produce a work plan for the character modelling to create the character modelling.




Be able to produce the character modelling in line with their plan to include: o Using a range of software tools and techniques to create the visualised character o Adding and applying effects to enhance the character o Saving the character in appropriate formats for the client as agreed o Organising electronic files using appropriate naming conventions to facilitate access by others o Developing and use a basic test plan to test the character o Correct any identified faults and apply improvement based on the test plan and retesting o Evidence should also include a list of file names, types and properties of created files.




Unit Title: Sound Effects 205 Level 2


Candidates will explore different uses and features of sound effects and where they are used

Plan to record a sound effect to the client brief

Create and edit the sound effect


Learning outcomes

1 Be able to investigate uses and features of sound effects Assessment criteria

Explore the process of sound effect creation

Investigate a range of uses and applications within the sound industry for special sound effects

Identify how a range of sound effects are created and the methods used Amplification

Candidates should identify how sound effects are created e.g. in a studio using props to recreate a sound or from mixing digital effects together or adding effects in software.

Candidates should investigate the existing market for sound effects e.g. film, TV, games, advertisements. 2 Be able to plan to record sound effects Assessment criteria


Generate a range of original ideas for recording a sound effect using props

Identify appropriate equipment, props and software for recording and creating sound

Create a work plan to produce the sound effects to include activities, resources and timescales

Identify any legal issues regarding all aspects of sound creation Amplification


3 Be able to create save and test the planned special sound effects Assessment criteria

Record planned sounds using props

Edit the sounds to the required length

Use a range of software tools and techniques to enhance the sounds, creating the planned special sound effects

Save the special sound effect in appropriate format for the client as agreed



Develop and use a basic test plan to test the special sound effect

Correct any identified faults and apply improvement based on the test plan Amplification

Candidates will work to their plan and record sound effects using props e.g. for someone walking up a road, the candidate may use a shoe in a tray filled with gravel.

Candidates should fully utilise a range of tools within their software application to ensure the sound(s) are is fully developed in line with the brief

The sound effects should be saved/exported in a format so that it can be listened to for moderation purposes.

Candidates should test their sound effect for sound quality, audio levels – gaining feedback and make any improvements required. 4 Understand how to review the special sound effect against the original brief Assessment criteria





Produce accurate written records of relevant information about assets obtained such as source ownership, any restrictions on use where they are located, filenames given

Amplification

Candidates should obtain feedback on the sound effect. The review should identify positives and negatives relating to the finished product, rather than the creation process as this has been included in earlier evidence.


Candidates should identify any parameters and constraints. e.g. asset availability, permissions and subject matter/location, copyright.



Candidates should present a report or presentation to show their understanding of the uses and features of sound effects.

A plan to show that they have identified the client requirements, that they understand the appropriate equipment, resources and formats of sound effects to meet the brief. Candidates should be able to produce a work plan for the sounds to create the sound effects.


Be able to produce the sound effects in line with their plan to include: o Recording the planned sounds using props o Editing the sounds to the required length o Using a range of software tools and techniques to enhance the sounds, creating the planned special sound effects


o Saving the special sound effect in appropriate format for the client as agreed o Developing and using a basic test plan to test the special sound effect o Correct any identified faults and apply improvement based on the test plan o These produced files should be digitised in the correct format for submission although candidates should be encouraged to create them

digitally initially. o Evidence should also include a list of file names, types and properties of created files.




Unit Title: Storytelling with a comic strip 206 Level 2


Candidates will explore different types of comic books, their applications and where they are used

Plan a comic books to the client brief using an original story

Create and edit the comic book


Learning outcomes

1 Be able to investigate the uses and applications of comic books Assessment criteria

Research a range of comic books by genre, audience, country of origin

Describe a range of methods for creating comic books to include format, styles, and communication conventions used

Explore a range of key characters in comic books listing their physical features and abilities

List a range of software that may be used to create a comic book Amplification

Candidate should investigate the types of comic books and compare those produced in different countries against the criteria listed. Ideally a range should be 3 or more, detail is more important than quantity. They should describe the methods for creating the comic book such as cartoon, photography, digital and the format – paper size and page layout. Communication conventions include the use of thought bubbles, speech balloons and narrative. The list of key characters should again be a minimum of 3 with detailed descriptions, detail again being more important than quantity.

Candidates should identify a range of commercial and freeware software that could be used to create the comic book. 2 Be able to plan a multi-page comic strip to a specific brief Assessment criteria

Identify client requirements based on their brief to include o the target audience o any proposed page layout

Create an original short story in line with the brief

Create a storyboard of rough sketches and a script from the original story, including o characters o storyline o communication o locations o Create a work plan to produce the comic strip to include o assets o resources


o timescales

Identify any legal issues regarding all aspects of comic strip creation Amplification

Candidates should discuss the brief with their client (this can be a tutor acting as a client). Page layout and orientation e.g. A5, A6. Multi-page should be at least 2 pages of comic story, not a single image and a title page.

They should understand the concepts of writing a story with a three-act structure where there is a start, middle and ending (this may be a cliff hanger for the sequel). Candidates should understand the purpose of the comic strip when writing the story.

The storyboard should be a draft layout for their final product and outline their initial ideas and script ideas. Methods of communication will include speech, thought, narrative and facial expression. The storyboard may be created manually and scanned for evidence or may be created digitally by the candidate

Candidates should submit the created story as a digital file. Candidates should submit files created at all stages of the process to include the final product. This evidence should be provided in a compressed digital format.

3 Be able to produce, test and save the planned multi-page comic strip Assessment criteria

Source/produce assets required for story within the comic strip

Prepare the page layout with panels within the chosen software application

Place the assets into the pre-prepared panels to produce a coherent illustrated story

Integrate the script with the visual storyline, to complete the comic strip

Create and use a test plan to check for readability, storyline and suitability for target audience

Proofread the comic strip and correct all errors identified

Save and export the comic strip in the required format as specified by the client brief


Candidates should draw or scan the images required for the pamphlet or capture photographic images in preparation for the final product.

When the pamphlet is created, they will then overlay/integrate the additional speech/thought bubbles and any narrative for each panel. Intermediate files do not need to be submitted for moderation but should be securely stored until the final work is completed

A formal test plan should be created to identify what has been tested and who did the testing.

Assets should be manipulated to ensure the file size is optimised.

Final comic strip should be exported in a suitable format for viewing. 4 Understand how to review the comic strip against the original brief Assessment criteria






Produce accurate written records of relevant information about assets obtained such as o source ownership o any restrictions on use o where they are located, filenames given

Amplification

Candidates should gain feedback on the comic strip. The review should identify positives and negatives relating to the finished product, rather than the creation process as this has been included in earlier evidence.

Candidates The review should identify positives and negatives relating to the finished product, rather than the creation process as this has been included in earlier evidence.

Candidates should identify any parameters and constraints. e.g. asset availability, permissions and subject matter/location, copyright



Candidates should present a report or presentation to show their understanding of the use and application of comic books.

A plan to show that they have identified the client requirements, that they understand the appropriate equipment, resources and formats of comic books to meet the brief. Candidates should be able to produce a work plan to create the comic books based n their original story.

Candidates should create sketches or drawings of ideas as well as a written story.



Be able to produce the comic book in line with their plan to include: o Sourcing/producing assets required for creating the story within the comic strip o Preparing the page layout with panels within the chosen software application o Placing assets into the pre-prepared panels to produce a coherent illustrated story based on the original story o Integrating the script with the visual storyline, to complete the comic strip o Creating and using a test plan to check for readability, storyline and suitability for target audience o Proofreading the comic strip and correct all errors identified o Saving and exporting the comic strip in the required format as specified by the client brief o These produced files should be digitised for submission although candidates should be encouraged to create them digitally initially. o Evidence should also include a list of file names, types and properties of created files.




Unit Title: Virtual Performance 207 Level 2


This unit helps learners to understand the basics of virtual performance for the creative and media sector. It allows them to understand the client brief and time frames and deadlines and preparation techniques to form part of the planning and creation process:

Candidates will explore different concepts and potential uses for virtual performance

Plan a scene for a virtual performance to the client brief

Create and edit the virtual performance


Learning outcomes

1 Be able to investigate the concepts of creating a live virtual performance using software Assessment criteria

Investigate a range of current/potential uses of virtual performance

Explore the use of virtual character emotions and gestures

Explore virtual camera shots, techniques, placement, movement and the use of multiple cameras

Identify the key features of software to create virtual environments characters, set, props, lighting and scenes Amplification

Candidates should investigate a range of current/potential uses of virtual performance. A range indicates a minimum of 3 types of current or potential uses of virtual performance

2 Be able to plan to create a scene Assessment criteria

Identify client requirements based on their brief and consider the target audience

Storyboard an original narrative/activity into a sequence of shots with attention to o shot type and camera movement o characters and on stage direction o sets and props o opportunities to be selective of shot choices during the performance o continuity between shots/scenes

Create a work plan to include tasks, timescales and resources

Identify any legal issues regarding virtual performance Amplification

Opportunities for shot choices allows the candidate to include a minimum of two camera angles 3 Be able to create, manage and test a virtual performance Assessment criteria


Use software to create the set and props

Create or source characters and place within the set

Direct the action by programming/editing the scripting routines

Add dialogue to action in line with the storyboard plan

Position cameras and lighting combining camera shots to create the scene

Record the virtual performance

Save and export the production in the required format as specified by the client brief


Create and use a test plan to check for shot type, camera movement, characters, sets and props, continuity between shots/scenes

Correct all errors identified and retest Amplification

In some software applications the recording may be a single process where in others this may require several recordings.

Outcomes should be in a digital file format appropriate format of either the performance and/or video clip of the Virtual Digital Performance. 4 Understand how to review the virtual performance Assessment criteria

Critically review the virtual performance with the client and record feedback





Amplification



Candidates should review the Virtual Performance against the original brief and obtain feedback from their client. They should identify any parameters and constraints that influenced their decisions. For example asset manipulation, file formats, compression techniques, permission and subject matter/location, copyright, IPR, trademarks etc



Candidates should present a report or presentation to show their understanding of the concepts and potential uses of virtual performance.


A plan to show that they have identified the client requirements, that they understand the appropriate equipment, resources and formats of virtual performance scene to meet the brief. Candidates should be able to produce a work plan for the virtual performance to create the virtual performance scene.




Be able to create, manage and test the virtual performance in line with their plan to include: o Using software to create the set and props o Creating or sourcing the characters and placing within the set o Directing the action for the planned scene by programming/editing the scripting routines o Adding dialogue to action in line with the storyboard plan o Positioning cameras and lighting and combining camera shots to create the scene o Recording the virtual performance o Saving and exporting the production in the required format as specified by the client brief o Creating and using a test plan to check for shot type, camera movement, characters, sets and props, continuity between shots/scenes o Correcting all errors identified and retesting o These produced files should be digitised for submission although candidates should be encouraged to create them digitally initially. o Evidence should also include a list of file names, types and properties of created files.




Unit Title: Digital Performance 208 Level 2


This unit helps learners to understand the basics of digital performance for the creative and media sector. It allows them to understand the client brief and time frames and deadlines and preparation techniques to form part of the planning and creation process:

Candidates will explore different types of digital performance and where they are used

Plan a digital performance to the client brief

Create and edit the digital performance


Learning outcomes

1 Be able to explore the world of live digital performance Assessment criteria

Explore the hardware and software requirements for creating and controlling live digital performances of audio and video.

Outline a range of different types of performances where live digital control is used

Identify the key components of a performance, to include the o content o scenes o sequences o automation

Outline how these key components are controlled digitally Amplification

Hardware will include physical computer hardware and peripheral devices. This includes graphics card and audio peripherals providing enhanced functions to laptop or desktop computer

This would include midi-based controllers that can be mapped to software. For example, fader/slider, rotary knobs endless and fixed, XY controller, Buttons, Pads, Keys (as found on midi keyboards), Touch screen and surfaces, Remote devices for triggering scenes these could include mobile phones and other programmable handsets

A range should be at least 3 different types of performances which could include live music events or festivals, theatre, displays, ceremonies and any outdoor/indoor events. This could include the live visuals or audio or both for a performance of Music, Dance, Drama or any Arts based event.

This would be from the basic mapping of a controller to software, to the construction of a sequence of video and/or sound that will be played and manipulated with filters and faders and other visual and audio effects.

Audio performance could the mixing of multiple sound clips including volume, panning, tempo, pitch, start/stop and basic effects such as filters and delays.

Audio Content could include music loops, midi data, sourced and original recordings.


Video performance could include the mixing of multiple video/image clips, fading, altering movement in 2d, movement in 3d, resizing, rotating, and transparency.

Video content could include pre-made video loops, animations, original and sourced video, digital still images, and text. 2 Be able to plan a live digital performance Assessment criteria


Plan the identified digital sequence using a range of planning methods.

Create a performance schedule

Create a work plan to include o tasks o timescales o resources

Identify any legal issues regarding all aspects of live digital performance Amplification

This could include storyboarding and visually mapping/listing of content. The timings of clips.

Rehearsing will include experimentation of mixing and manipulating sourced and original content.

This would include projectors for visuals and audio.

A visual map showing how controllers or keys are assigned to software functions e.g. faders and rotary knobs controlling visual or audio effects. 3 Be able to create, save and test the planned sequence Assessment criteria

Source or create the required assets to produce the digital content with suitable file sizes and formats

Collate and import the digital content into the performance software

Prepare the sequence for use with the performance schedule

Save sequences in the required format as specified by the client brief


Create and use a detailed test plan to check for suitability, correcting identified errors

Rehearse and review the performance with the client making adjustments where appropriate Amplification

Content could be created from within the software and/or sourced from other sources including real instruments/musicians, the internet or other software.

Content that is not original needs to be clearly indicated.

Any editing of content during rehearsing needs to be noted and included as part of the tracking of the project. Any automated/programmed activity also needs to tested.

There should be 2 outcomes a digital file in an appropriate format of the performance and a video clip of the Live Digital Performance taking place. 4 Understand how to review the digital performance


Assessment criteria






Amplification



Candidates should review the digital performance against the original brief and obtain feedback from their client. They should identify any parameters and constraints that influenced their decisions. For example asset manipulation, file formats, compression techniques, permission and subject matter/location, copyright, IPR, trademarks etc.



Candidates should present a report or presentation to show their understanding of the components and technologies of digital performance.

A plan to show that they have identified the client requirements, that they understand the appropriate equipment, resources and formats for a digital performance to meet the brief. Candidates should be able to produce a work plan for the digital performance through to the creation of the digital performance.




Be able to produce the digital performance in line with their plan to include:

Sourcing or creating the required assets to produce the digital content with suitable file sizes and formats

Collating and importing the digital content into the performance software

Preparing the sequence for use with the performance schedule

Saving sequences in the required format as specified by the client brief

Creating and using a detailed test plan to check for suitability, correcting identified errors

Rehearsing and reviewing the performance with the client making adjustments where appropriate




Candidates should prepare a review file to compare the finished product to the original brief and plan


Unit Title: Interactive multimedia concepts 210 Level 2


This unit helps learners to understand the basics of multimedia concepts for the creative and media sector. It allows them to understand the client brief and time frames and deadlines and preparation techniques to form part of the planning and creation process:

Candidates will explore different types of multimedia technologies, products and where they are used

Plan a multimedia product to the client brief

Create and edit the multimedia product


Learning outcomes

1 Be able to investigate interactive multimedia technologies and products Assessment criteria

Research a range of interactive multimedia products identifying where they are used

Describe the purpose of these interactive multimedia products

Research and list the advantages and disadvantages of using interactive multimedia products

Identify the appropriate computer hardware, peripherals and software required to create and view an interactive multimedia product

Identify the limitations of bandwidth on accessing the interactive multimedia product

Identify file formats supported by media players Amplification

Candidates should investigate a range of interactive multimedia products. A range indicates a minimum of 3 existing professional products e.g. web sites, games, information kiosks, mobile phone applications.

Candidates should identify the purpose of interactive multimedia products (e.g. Entertainment, Education, Advertising)

Candidates should describe the advantages and disadvantages of using each of these products in their identified context

Candidates should consider bandwidth for internet and network distribution

Candidates should list a range of file formats that could be used and a list of players that they are supported by. 2 Be able to plan an interactive multimedia product to a specific brief Assessment criteria


Create a work plan to produce an original Interactive multimedia product, to include o assets o resources o timescales



Apply the design principles to your sketches

Identify assets to be created and sourced, non-linear navigation structure and interactivity

List copyright implications of any assets to be sourced Amplification


Candidates should create sketches or drawings of ideas

Design principles could include: non-linear structure, screen size interaction, narrative, navigation, GUI

Content type should include o Vector drawings/graphics o Text o Animation/video o Enhanced visual effects o Sound effects/music o Interactivity (e.g. buttons rollovers) o Navigation features (e.g. links)

3 Be able to create save and test the interactive multimedia product Assessment criteria

Source the assets identified for use in the interactive multimedia product

Create the assets identified for use in the interactive multimedia product

Create the interactive multimedia product to the plan

Save and export the interactive multimedia product in the required format as specified by the client brief

Check the exported interactive multimedia product works


Develop and use a test plan to test the interactive multimedia product

Correct any identified faults and apply improvements based on the test plan Amplification

Identify the location of assets (e.g. web, DVD/CD games, mobile technology

Candidates should source the assets to the plan

Use the planned content as appropriate to create the product

The interactive multimedia product should be saved/exported inappropriate size and format relating to quality and platform.

Candidates should test their interactive multimedia product and make any improvements required. Candidates should correct and retest as appropriate.

4 Understand how to review the interactive multimedia product against the original brief Assessment criteria






Produce accurate written records of relevant information about assets obtained, such as o source ownership o any restrictions on use o where they are located and filenames given

Amplification



Candidates should review the Virtual Performance against the original brief and obtain feedback from their client. They should identify any parameters and constraints that influenced their decisions. For example asset manipulation, file formats, compression techniques, permission and subject matter/location, copyright, IPR, trademarks etc



Candidates should present a report or presentation to show their understanding of multimedia technologies and products.

A plan to show that they have identified the client requirements, that they understand the appropriate equipment, resources and formats of multimedia products to meet the brief. Candidates should be able to produce a work plan to create the interactive multimedia product.



Be able to produce the interactive multimedia product in line with their plan to include: o Sourcing the assets identified for use in the interactive multimedia product o Creating the assets identified for use in the interactive multimedia product o Creating the interactive multimedia product to the plan o Saving and exporting the interactive multimedia product in the required format as specified by the client brief o Checking the exported interactive multimedia product works o Developing and using a test plan to test the interactive multimedia product o Correct any identified faults and apply improvements based on the test plan, then retest. o These produced files should be digitised for submission although candidates should be encouraged to create them digitally initially. o Evidence should also include a list of file names, types and properties of created files.




Unit Title: Creating a digital animation 212 Level 2


This unit helps learners to understand the basics of digital animation for the creative and media sector. It allows them to understand the client brief and time frames and deadlines and preparation techniques to form part of the planning and creation process:

Candidates will explore different types of digital animation techniques and where they are used

Plan a digital animation to the client brief

Create and edit and then test the digital animation


Learning outcomes

1 Be able to investigate digital animation techniques Assessment criteria

Research a range of animation types detailing where they are used

Explore the purpose of these animations

List the advantages and disadvantages of using different animation techniques Amplification

Candidates should investigate a range of digital animation types, methods and formats. A range indicates a minimum of 3 types. This should include types of digital animation (e.g. hand drawn flipbook, cell animation, time lapse photography, cut out animation, computer animation, modelling, stop motion)

Candidates should consider the types of animation and then list advantages and disadvantages for the identified range 2 Be able to plan a digital animation Assessment criteria


Create a work plan to produce an original digital animation to include o assets o resources o timescales

Identify the computer hardware, peripherals and software required to produce digital animations





Candidates should identify the computer specification, software applications and requirements together with other equipment needed to produce the digital animation.


Work plan should: o identify client requirements (e.g. discussion, written brief/specification/assets) o use planning methods (e.g. visualise, conceptualise and identify sources) o identify timescales and o identify number of frames, timing, frame rate, key frames, digital animation techniques and software functions o identify assets o identify and record source details, permissions and copyright implications for use

3 Be able to create, save and test the planned digital animation Assessment criteria Source and create assets and resources as planned Organise all asset files using appropriate naming conventions Use animation software to create the planned animation Import assets and place on a timeline Use software interface to manage assets Use a range of functions within the software to enhance and animate movement Organise and save the animation and asset files using appropriate naming conventions Develop and use a test plan to fully test the digital animation Correct any identified faults and apply improvements based on the test plan Amplification

Software interface to manage assets includes libraries and organisers

Candidates should use a range of tools and techniques within the animation software. A range indicates a minimum of 3 different tools and techniques for example

o tools and options (e.g. selection and transformation) o using assets, tools and timeline to create the digital animation o drawing and text tools (e.g. geometric, line, pen, brush, text, stroke, fill and paint, erase, applying colour, or equivalent) o the digital animation approach e.g. frame by frame, shape and motion tweening o transitions and effects (e.g. fade, dissolve, cut)

The digital animation should be saved/exported in a format so that it can be viewed for moderation purposes.

Candidates should:

test/check the saved digital animation file o select appropriate file formats eg for web o apply suitable optimisation techniques and settings o use appropriate naming conventions


o choose appropriate size relating to quality o export/publish the digital animation o Candidates should test their digital animation – and make any improvements required to include: o basic functionality o display o movement

Candidates should correct and retest as appropriate. 4 Understand how to review the digital animation against the original brief Assessment criteria






Amplification



Candidates should review their digital animation against the original brief and obtain feedback from their client. They should identify any parameters and constraints that influenced their decisions. e.g. file formats, asset manipulation, software and hardware constraints, copyright permissions




Candidates should present a report or presentation to show their understanding of the use and purpose of digital animation techniques.

A plan to show that they have identified the client requirements, that they understand the appropriate equipment, resources and formats for a digital Animation to meet the brief. Candidates should be able to produce a work plan for the digital animation.




Be able to produce the digital animation in line with their plan to include: o Sourcing and creating assets and resources as planned


o Organising all asset files using appropriate naming conventions o Using animation software to create the planned animation o Importing assets and placing on a timeline o Using the software interface to manage assets o Using a range of functions within the software to enhance and animate movement o Developing and using a test plan to fully test the digital animation o Correcting any identified faults and applying improvements based on the test plan, then retesting. o Evidence should also include a list of file names, types and properties of created files.




Unit Title: Digital Graphics Editing 213 Level 2


This unit helps learners to understand the basics of digital graphics editing for the creative and media sector. It allows them to understand the client brief and time frames and deadlines and preparation techniques to form part of the planning and creation process:

Candidates will explore different types of digital graphics editing and where it is used

Plan to edit digital graphics to the client brief

Create and save a new digital graphic using editing techniques

Review the final product with against the original brief 1 Be able to investigate digital graphics earning outcomes Assessment criteria

Explore how and where a range of digital graphics are used

Identify the purpose of these digital graphics

Research the design, layout and properties of digital graphics Amplification

Candidates should investigate a range of digital graphics. A range indicates a minimum of 3 existing products in both print and electronic format e.g. magazine covers, adverts, posters, cartoons, web images and graphics

Candidates should identify the purpose of digital graphics e.g. entertainment, information, education, advertising, promotion

Properties of images sourced from digital cameras, scanners, the internet and photo libraries, to include pixel dimensions, resolutions and suitability for use in creating graphics. Properties of bitmap/raster images and vector based graphics. The use of colour, composition and layout for graphics design

2 Be able to plan the editing of a digital graphic montage Assessment criteria


Identify appropriate file types and formats for the digital graphic montage

Produce a work plan for the original graphics creation; to include o workflow o timescales o resources needed o Produce a visualisation diagram or sketch for the intended work, to include o multiple photographic images o scanned graphics o Identify the legal restrictions on all images and graphics to be used, whether sourced or created

Amplification

For example, client discussion, written brief, specification, end user requirements, purpose and timescales.


Identify digital workflow needed to produce the digital graphic montage. The montage must include a minimum of 5 images/graphic elements

Use planning methods, for example visualise and/or conceptualise the final graphic

Identify and record sources of graphics with permissions and implications of use in creating graphics

Understanding of copyright, trademarks and intellectual property use 3 Be able to create and save a digital graphic Assessment criteria

Source/create the assets identified for use in the digital graphic montage

Modify/crop the images and graphics to the required pixel dimensions and resolution

Edit the images and graphics using a range of graphics tools and techniques

Create the digital graphic montage, using a range of different graphics tools and techniques

Save the digital graphic montage in the required pixel dimensions and resolution and in a suitable file format

Create an asset list to include file names, description and properties of graphic files Amplification

Identify file formats, properties and fitness for purpose (e.g. print or web resolution, maximum print size, file formats such as jpg, tif, png, gif)

A range of different tools and techniques should be a minimum of 7 graphics processing and manipulation techniques (for example cropping, rotating, brightness/contrast, levels, colour adjustment, cloning, retouching, red eye removal, filters, selections, use of layers, text)

Graphics pixel dimensions, print size and dpi resolution

Save in different file sizes and formats for web and print (for example tif, jpg, gif, png) including jpg image quality settings 4 Understand how to review the digital graphic Assessment criteria

Critically review the finished products with the client and record feedback

Describe the quality of the finished products

Explain the fitness for purpose of the finished products



Amplification



Candidates should review the digital graphic against the original brief and obtain feedback from their client.

They should identify any parameters and constraints that influenced their decisions. For example asset manipulation, file formats, compression techniques, permission and subject matter/location, copyright, IPR, trademarks etc.




Candidates should present a report or presentation to show their understanding of the types and properties digital graphics.

A plan to show that they have identified the client requirements, that they understand the appropriate equipment, resources and formats of digital graphics editing to meet the brief. Candidates should be able to produce a work plan for the creation and editing if the digital graphic.

Candidates should create sketches or drawings of ideas. These sketches should be digitised and submitted with a planning document for moderation. The planning document clearly meeting all the learning outcomes must be submitted for moderation.

Be able to produce the digital graphic in line with their plan to include: o Sourcing/creating the assets identified for use in the digital graphic montage o Modifying/cropping a minimum of 5 images and graphics to the required pixel dimensions and resolution as identified in the plan o Editing the images and graphics using a range of at least 7 different graphics tools and techniques o Creating the digital graphic montage, using a range of different graphics tools and techniques o Save the digital graphic montage in the required pixel dimensions and resolution and in a suitable file format o Evidence should also include a list of file names, description, types and properties of created and sourced files.




Unit Title: Creating a digital sound sequence 214S Level 2

Unit purpose and aims

This unit helps learners to understand the basics of digital sounds for the creative and media sector. It allows them to understand the client brief and time frames and deadlines and preparation techniques to form part of the planning and creation process:

Candidates will explore the purpose and recording digital sounds and where they are used

Plan a digital sound sequence to the client brief

Create and edit the digital sound sequence


Learning outcomes

1 Be able to explore the purpose and recording of digital sound Assessment criteria

Research a range of digital audio products identifying where they are used

Identify the purpose of these and their target audience

Explore the use of microphone types and placement for recording Amplification

Identify how and why digital sound is used in education, entertainment and business

A range is 3 different products with different purposes that the candidate must research and identify

Identify characteristics (tone, pitch, timbre, texture, harmony, discord and the use of space) in voiceovers and how they are used in broadcast radio, television and other applications candidates should produce.

Platforms could include Digital Radio, Multimedia authoring, online sources of audio files such as sound effects files and complete productions for example podcasts.

Candidates should identify the requirements for both recording purposes and playback.

How to choose a suitable microphone from the different types available. Include environmental considerations and limitations. 2 Be able to plan a digital sound to a specific brief Assessment criteria


Identify the equipment to be used to record, store and mix the digital sounds

Plan the original sound track, identifying the o length o content o production considerations

Create a work plan to produce the digital sound track to include


o recording o resources o timescales

Create a production schedule for all aspects of the sound recording

Obtain and prepare the assets and resources for the recording of the digital sounds

List legal implications of any sounds to be recorded or sourced Amplification


Candidates may produce mind maps and/or mood boards for ideas and scripts A storyboard may be used to show the sequence of sounds on a timeline

List copyright implications of any assets to be sourced 3 Be able to create, save and test the digital sound Assessment criteria

Record and source sounds

Process, edit and mix the sounds to create the final sound track

Save and export the sound track for testing

Develop and use a test plan to test the digital sound

Correct any identified faults and apply improvements based on the test plan.

Resave and export the digital sound in the required format as specified by the client brief


Candidates should submit files created at all stages of the process to include the final product. This evidence should be provided in a compressed digital format. This could be before and after editing, adding effects and mixing.

The save/export could include EQ and compression (audio not file compression)

Candidates should test their digital sound – and make any improvements required.

Candidates should correct and retest as appropriate.

The digital sound should be saved/exported in a format so that it can be listened to for moderation purposes. 4 Understand how to review the digital sound outcome against the original brief Assessment criteria





Produce accurate written records of relevant information about assets obtained such as


o source ownership o any restrictions on use o where they are located, o filenames given

Amplification



Candidates should review their digital sound against the original brief and obtain feedback from their client.

They should identify any parameters and constraints that influenced their decisions. e.g. file formats, asset manipulation, software and hardware constraints, copyright permissions

Maintain accurate written records of relevant information about assets obtained, such as o source o ownership o any restrictions on use o where they are located o filenames given


Candidates should present a report or presentation to show their exploration of the purpose and recording of digital sounds.

A plan to show that they have identified the client requirements, that they understand the appropriate equipment, resources and formats of digital sound sequence to meet the brief. Candidates should be able to produce a work plan for creation of the digital sound sequence.



Be able to produce the digital sound sequence in line with their plan to include: o Recording and sourcing sounds o Processing, editing and mixing the sounds to create the final sound track in line with the plan o Saving and exporting the sound track for testing o Developing and using a test plan to test the digital sound o Correcting any identified faults and applying improvements based on the test plan, then retesting o Resaving and exporting the digital sound in the required format as specified by the client brief o These produced files should be digitised for submission although candidates should be encouraged to create them digitally initially. o Evidence should also include a list of file names, types and properties of created files.




Unit Title: Creating a digital video sequence 214V Level 2


This unit helps learners to understand the basics of recording a digital video sequence for the creative and media sector. It allows them to understand the client brief and time frames and deadlines and preparation techniques to form part of the planning and creation process:

Candidates will explore different types of digital video products and where they are used

Plan an original digital video sequence to the client brief

Record and review the digital video sequence

Review the final product with against the original brief 1 Be able to investigate the world of digital video Learning outcomes Assessment outcomes

Investigate a range of digital video products, where they are used and the purpose and style/genre for a target audience

List the video standards and formats and where they are used

Identify a range of camera techniques used create digital video Amplification

Candidates should investigate a range of areas where digital video is used e.g. film, television, multimedia, web. A range indicates a minimum of 3 areas and should be explored

Video standards relate to broadcast media, resolutions, aspect ratios and file formats to differentiate for broadcast or web related products.

Candidates should understand the relevance of these standards relating to the delivery method throughout their work.

Camera techniques must include types of shot e.g. long, medium, close-up and camera movement e.g. pan/tilt, tracking and dolly 2 Be able to plan the preproduction and the original video to a specific brief Assessment criteria


Identify the devices to be used to record the original digital video

Create a storyboard of sketches including angles, sequence and timings for each shot

Create a work plan to produce the video to include o recording o resources o timescales

List legal implications of any footage to be recorded


Candidates should identify the devices used to record video footage and peripherals such as lighting microphone tripods, computer specification, software applications and connection requirements


The planning, recording, editing and review must be on an individual candidate basis

The plan will include details of client requirements activities to be carried out with proposed timescales and deadlines, assets to be sourced and equipment to be used.

Storyboards should include settings, location, camera angles sets and props. Each new shot should be represented in sequence with the appropriate timings to suit the client requirements.

3. Be able to record and test the video footage Assessment criteria

Record the original video footage including lighting, changing camera settings, shots and movement in line with the plan

Check the format and import the video footage using appropriate conventions

Select appropriate clips and edit to plan, applying transitions between clips adding titles and credits

Save and export in an appropriate format and using compressions for the client as agreed


Develop and use a test plan to test the video for quality, playback, transitions and titles and credits

Correct any identified faults and apply improvements based on the test plan Amplification

Candidates should be selecting appropriate camera settings in line

Editing should include tools and techniques e.g. trimming and cutting clips with their storyboard

The video should be saved/exported in a format so that it can be viewed for moderation purposes.

Candidates should test their video – and make any improvements required.

Candidates should correct and retest as appropriate. 4. Understand how to review the video against the original brief Assessment criteria






Amplification



Candidates should review their video against the original brief and obtain feedback from their client.


They should identify any parameters and constraints that influenced their decisions. e.g. file formats, asset manipulation, software and hardware constraints, copyright permissions




Candidates should present a report or presentation to show their understanding of the products and formats of digital video.

A plan to show that they have identified the client requirements, that they understand the appropriate equipment, resources and formats of digital video to meet the brief. Candidates should be able to produce a work plan for the digital video sequence.



Be able to produce the digital video sequence in line with their plan to include: o Recording the original video footage including lighting, changing camera settings, shots and movement in line with the plan o Checking the format and importing the video footage using appropriate conventions o Selecting appropriate clips and editing to plan, applying transitions between clips adding titles and credits o Saving and exporting in an appropriate format and using compressions for the client as agreed o Developing and using a test plan to test the video for quality, playback, transitions and titles and credits o Correcting any identified faults and apply improvements based on the test plan, then retesting o These produced files should be digitised for submission although candidates should be encouraged to create them digitally initially. o Evidence should also include a list of file names, types and properties of created files.




Unit Title: Digital photography 217 Level 2


This unit helps learners to understand the basics of digital photography. It allows them to understand the client brief and time frames and deadlines and preparation techniques to form part of the planning and creation process:

Candidates will explore different techniques of digital photography and the equipment used

Plan digital photographs to the client brief

Take, review and transfer the digital photographs

Learning outcomes

1 Be able to investigate photographic equipment and techniques Assessment criteria

Investigate the capabilities and limitations of different types of digital camera

Describe good image composition and a range of the rules of photography

Explore the techniques, exposure controls and lighting for particular subjects such as sports, portraits, landscapes, night Amplification

Compare the capabilities of a minimum of 3 different types of cameras such as SLR, compact, prosumer, mobile phone, digital video cameras.

The limitations of digital camera image quality should be identified in terms the number of pixels, lens type and size of sensor

A minimum of 3 rules of photography for example, rule of thirds, use of lines, frames, orientation, subject positioning

Lighting may include artificial studio lights, natural lighting, use of flash or reflectors both indoor and outdoor

Candidates are expected to know how exposure is chosen using a combination of shutter speed and aperture.

Candidates should demonstrate their understanding of when to use fast shutter speeds (e.g. for moving subjects such as sports) to freeze movement.

Candidates should also demonstrate their understanding of when to use small apertures for wider depth of field 2 Be able to plan to take Photographs Assessment criteria

Identify client requirements based on their brief for a range of different styles of photographic assignment

Produce a work plan for the photographic assignment; to include o workflow o timescales o resources

Plan the original photographs to be taken, including the location, composition and equipment for a range of assignments

Identify camera settings and appropriate image file formats for photographic capture

Identify any legal issues for all photographs to be taken Amplification


Two different styles of photography must be included, such as: Sports, portraiture, landscape, night, macro, still life, nature, event/occasion

Candidates are expected to complete 2 different photographic assignments, each on a different style of photography


File formats to include jpg, tiff and RAW

The workflow to cover the editing and storage of the assets and final work, including any working file formats and how these differ from the requirements of the end user.

Demonstrate knowledge and understanding of copyright, model and property releases 3 Be able to take photographs using a digital camera Assessment criteria


Check the photographs for image quality and suitability

Transfer the photographs to a storage medium and save in planned formats

Select the images for the final portfolios from the range of photographs taken

Identify and rename the chosen images for each portfolio

Create an asset list to include o file names o description o properties of photographic image files

Amplification

Take a series of photographs as planned using appropriate settings

Use the camera features and settings to take photographs and review stored images to check image quality before leaving the photographic location

A portfolio of 6 photographs must be supplied for each assignment. These will be chosen from a larger number of photographs taken for each assignment.

4 Understand how to review the photographs taken Assessment criteria

Critically review the chosen photographs with the client and record feedback

Describe the quality of the chosen photographs

Explain the fitness for purpose of the chosen photographs



Amplification




Candidates should review the photographs against the original brief and obtain feedback from their client.

They should identify any parameters and constraints that influenced their decisions. For example asset manipulation, file formats, compression techniques, permission and subject matter/location, copyright, IPR, trademarks etc.



Candidates should present a report or presentation to show their understanding of the techniques and equipment used in digital photography.

A plan to show that they have identified the client requirements, that they understand the appropriate equipment, resources and formats of digital photographs to meet the brief.

Candidates should be able to produce a work plan for the digital photographs to create the digital portfolio.


The planning document clearly meeting all the learning outcomes must be submitted for moderation

Be able to produce the digital photographs in line with their plan to include:


Setting up and taking the photographs

Checking the taken photographs for image quality and suitability

Transferring the photographs to a storage medium and save in planned formats

Selecting the images for the final portfolios from the range of photographs taken and justifying choices

Identifying and renaming the chosen images for each portfolio

Creating an asset list to include o file names o description o properties o of photographic image files o Evidence should also include a list of file names, types and properties of created files.




Unit Title: Adobe rich media communication using Flash Professional A218 Sector unit number 9.3 Level: 2


The unit aims prepare candidates to use Adobe Flash to:

Identify project and client requirements

Identify rich media design elements and to prepare to create them

Identify elements and properties of the Adobe Flash interface.

Build a range of rich media content using tools, assets and Adobe Flash functionality

Evaluate the quality and usability of created rich media elements

Learning outcomes

1 Be able to set project requirements Assessment criteria

Identify the purpose, audience and their needs for a website

Identify rich media content that is relevant to the purpose of the media in which it will be used

Choose solutions for producing accessible rich media content

Identify standard copyright rules used for the project

Identify project management tasks and responsibilities

Communicate with others about design and content plans Amplification

A candidate should know how to plan a digital narrative and create a script, then should be able to create a storyboard for and build a digital narrative.

The candidate should also be able to review and redesign a digital narrative.

Standard copyright rules: o related terms o obtaining permission o citing copyrighted material

Candidates should understand how to improve and enhance a user experience with video and advanced animation techniques.

Candidates should know how to create effects and film techniques with Adobe Flash Professional.

Others include: o peers o clients

2 Be able to plan to use rich media design objects Assessment criteria


Identify general and Flash-specific best practice for designing rich media content for a website

Identify design elements and principles for use in a narrative

Identify general and Flash-specific techniques to create rich media elements that are accessible and readable.

Use a storyboard to plan rich media elements

Organise a Flash planning document Amplification

A candidate should know how to create effects and film techniques using Adobe Flash Professional and to create a storyboard for and build a digital narrative

3 Be able to use Adobe Flash software interface to structure the development environment Assessment criteria

Identify elements of the Flash interface

Implement settings for the development environment using the: o Property inspector timeline o Document properties o Flash guides and rulers o Motion Editor o range Flash file types for web and video

Identify best practice to manage file size of a published Flash document Amplification

The candidate should understand how to enhance the user experience with rich media, video and advanced animation techniques.

Candidates should be able to create effects and film techniques with Adobe Flash Professional 4 Be able to build rich media elements using Adobe Flash to meet project requirements Assessment criteria

Analyse design specifications to select rich media content to meet project requirements

Use Adobe Flash in line with the storyboard plan to: o Select, create and manipulate graphics and text to meet project requirements Import and modify graphics o Create text o Adjust text properties o Create and convert objects to symbols, graphics, movie clips, and buttons o Edit symbols and instances o Create masks o Create animations o Add controls through ActionScript o Import and use sound o Add and export video o Publish and export Flash documents


o Make a document accessible o Record the use of symbols and the library

Amplification

The candidate should understand how to enhance the user experience with rich media, video and advanced animation techniques.

Candidates should be able to create effects and film techniques with Adobe Flash Professional and build a digital narrative. The should use changes in shape, position, size, colour, and transparency.

Candidates should know how to write a design document and build elements of a client site. 5 Be able to evaluate rich media elements created using Adobe Flash by testing Assessment criteria

Use a test plan to conduct technical tests

Identify techniques for usability tests Amplification

Candidates should be able to create effects and film techniques with Adobe Flash Professional and build a digital narrative.

Candidates should be able to review and redesign a digital narrative.

Technical tests include: o Frame rate o Transitions o Movement


Candidates will submit a digital copy of their certification via the e-portfolio.


Unit Title: Adobe visual communication using Photoshop A220 Sector unit number 9.3 Level: 2


The unit aims prepare the candidate to use Adobe Photoshop to:

Identify project and client requirements

Identify design elements to prepare images for identified projects

Identify settings, set-up, features and functions of Adobe Photoshop

Manipulate a range of images and formats

Publish digital images for a range of purposes

Learning outcomes

1 Be able to set project requirements Assessment criteria

Identify the purpose, audience and its needs for preparing images

Apply standard copyright rules for images and image use

Identify project management tasks and responsibilities

Communicate with others about design plans Amplification

Candidates should be able to set project requirements to create Logos, Advertisements, Brochures, Collages and Photography.

Candidates should know how to comply with copyright rules for all aspects of images and image use and how to apply this to their images.

Candidates should be able to communicate with others regarding design plans and be able to understand project management tasks and responsibilities.

Others include: o peers o clients

2 Be able to use design elements when preparing images Assessment criteria

Select image resolution, image size and image file formats for web, video, and print

Apply design elements to image composition

Implement settings to prepare for project requirements to include: o a range of typography options o Photoshop colour correction facilities

Use Photoshop to generate images in a range of formats for editing

Interpret a range digital image terminology to apply edits


Amplification

Candidates should understand design principles and elements and image composition relating to photographic structure and the “rules” of photography.

They should understand how terminology relating to images and images editing, how images are generated and their types/formats for use in a variety of projects to include:

o Collages and photography o Logos o Business cards o Advertisements o Brochures

3 Be able to apply Adobe Photoshop features Assessment criteria

Use Photoshop functions to edit images, including: o layers o masks

Import, export, organise and save files

Produce and repurpose images

Implement a colour management workflow using Photoshop features and elements Amplification

Candidates should know how to use Photoshop to use features and functions to include layers and masks.

They should be able to import, export, save and manage their files to produce project such as: o Collages and photography o Logos o Advertisements o Brochures o Newsletters o Mini-yearbook

Candidates should be able to reuse images for different purposes and use Photoshop features as required implement a colour management workflow 4 Be able to manipulate images using Adobe Photoshop Assessment criteria

Use the selection and measurement features in Photoshop to manipulate images

Use Photoshop guides and rulers to align images

Use Photoshop to manipulate images to meet project requirements, including: o Transforming images o Adjusting tonal range, colour and/or distortions of an image o Retouching and blending images


o Drawing and painting tools o Type functions o Filters to change the appearance of images

Amplification

Candidates should be able to manipulate images to requirements using the features of Adobe Photoshop, retouching and blending images, correcting and transforming by colouring and distorting images.

Candidates should consider a range of: o Collages and Photography Logos o Business cards o Advertisements o Brochures o Newsletters

5 Be able to publish digital images using Adobe Photoshop Assessment criteria

Prepare images for publishing on the web

Prepare images for print

Prepare images for use in Video Amplification

Candidates should be able to prepare images for publishing for a range of purposes and projects to include: o Collages and photography o Logos o Business cards o Advertisements o Portfolios


Candidates will submit a digital copy of their certification via the e-portfolio.


BTEC/Edexcel Information and Creative Technology – BTec First Levels 1 & 2

Unit 4: Creating Digital Animation Levels 1 & 2

Learning aims

In this unit you will:

understand the applications and features of digital animation products

design a digital animation product

create, test and review a digital animation product.

Learning Aims and Unit content

Learning aim A: Understand the applications and features of digital animation products

Types of animation

Know the different types of traditional and digital based animation, including: o flick book o cel animation o stop motion o cut-out (paper-based and computer-generated images either scanned or as graphics) o rotoscoping o skeletal animation o Flash animation o computer-generated imagery (CGI).

Applications of digital animation

Applications and purpose of digital animation, including: o different existing digitally animated products (e.g. TV programmes, films, computer games, music videos, advertisements, internet and

mobile content, simulation, product development)

The effect (e.g. evokes emotion, educate) they have on different audiences (e.g. age, gender, interest, need).

Features of digital animation

Features of computer-animated products, e.g.: o type of animation o 2-D and 3-D models o image type (bitmap/photo and vector) o frames per second


o resolution o timing and length o special effects (motion blur/fade, rendering effects, morphing, camera angles) o audio (speech, music, sound effects).

Learning aim B: Design a digital animation product

Designs include:

intended audience (age, gender, interests), purpose and requirements (as defined in a brief)

storyboards containing panels which outline the main assets (characters, objects, scenes, sounds) and which include some main panels that show how the assets combine, with timing, camera angles and flow shown

list of any ready-made assets, with their sources documented and referenced in a sources table, e.g.: o graphics – characters and/or objects o audio clips – speech, sound effects and/or music o video clips o alternative ideas for the design

if required, prototypes of the animated product, e.g. characters, objects, video clips, audio clips, scenes (hand-drawn or computer-generated prototypes are acceptable formats for designs).

Learning aim C: Create, test and review a digital animation product

Creating the animation

Preparing assets o Gather ready-made digital assets (characters, objects, audio clips, video footage) from other sources (e.g. internet, media such as CD or

DVD). o Hand draw or use graphic-editing software to create original assets (characters, objects and/or backgrounds). o Import original and ready-made assets:

graphics and/or video files, e.g. .tga, .jpg, .png, .dpx, .iff, .avi, .mov (QuickTime), .ac (AC3D), .obj (Wavefront), .lwo (Lightwave), .motion capture, .mp4 and .mpg

audio files, e.g. .wav, .aiff, .au, .mp3 reference ready-made assets appropriately in a sources table, considering copyright issues.

o Graphic-editing software: vector editing tools/techniques, e.g.: text line and curve (types and thickness) shading, colour fills, gradients, patterns layering

o photo editing tools/techniques, e.g.:


selecting and removing parts (lasso, eraser, marquee) cropping and resizing images shape fill with texture, solid colours, colour gradient or outline with colour scale, rotate, reflect and distort layers.

o If required for the product, record original audio and video, import assets into animation software and use software to edit the original assets.

Animation-editing software

2-D digital animation techniques (3-D techniques are acceptable but not required): o cut-out (either scanned images or digitally generated graphics) o rotoscoping o skeletal animation o animation-editing software tools/techniques: o edit key frames (e.g. insert, delete, copy) o tweening o layering o camera movement (e.g. panning, cuttings from one shot to another, zoom, angles) o rendering (e.g. shading, reflections, edge effects and shadows) o transition effects (e.g. motion blur/fade, morphing) o audio speech, sounds and/or music o lip-sync mouth movement to audio.

Test the animation

Improving the animation: o test the animated product for functionality (e.g. sound is audible, the animation runs, the length of the clip is appropriate) o test that the animation is fit for purpose o gather feedback from others on quality (e.g. the characters and/or objects move as intended, timing is accurate, sound quality is high),

functionality, audience and purpose o document any improvements and update the sources table for ready-made assets o understand the reasons for exporting and compressing animation files (e.g. to ensure format is appropriate for reviewers and/or users) o export and compress the animation product into a suitable final file type (e.g. .swf, .mpeg, .wmv, .sb, .mpg) and size.

Review the animation

Review the finished digital animation product for: o quality of the animation product o fitness for audience and purpose o suitability against the original requirements o legal and ethical constraints, e.g. copyright, eSafety, suitable content o strengths and improvements.


Unit 5: Creating Digital Audio Level: 1 and 2

Learning aims


understand the applications and features of digital audio products

design digital audio products

create, test and review digital audio products.

Learning Aims and Unit content

Learning aim A: Understand the applications and features of digital audio products

Applications of digital audio

Applications and purpose including: o a range of different existing audio products or clips (e.g. podcasts, radio adverts, news, plays, comedy shows, live music, speeches) o The effect (e.g. evokes emotion, educate) they have on different audiences (e.g. age, gender, interest, need).

Features of digital audio products e.g.: o file types (e.g. .mp4, .wav, .wma, .aac) o file sizes o timing and length o quality o codecs o platforms and compatibility o special effects (e.g. echo, fade, distortion, change of pitch or tempo) o voiceovers o soundtracks o layering o transitions/mixing o multi tracks.

Learning aim B: Design digital audio products

Designing a digital audio product

Designs include: o intended audience, purpose and any other requirements (as given in a brief) o script (e.g. what will be included in the product, any dialogue, instructions, effects and directions) o list of any ready-made digital assets (e.g. an individual digital audio recording of any type such as speech, music or sound effect). Sources for


ready-made assets must be documented and referenced o timeline, e.g. outlining what different assets are included and when different assets will be combined o alternative design ideas o if required, prototype design ideas of the digital audio assets (e.g. voice overs, soundtrack, cropping/mixing of recorded clips) and special

effects (e.g. echo, fade, distortion, change of pitch or tempo) o recording schedule (e.g. the day(s) on which learners plan to record, the equipment they will need and the people who will be involved) o consideration of health and safety constraints while recording (e.g. trailing cables, carrying heavy equipment, high volume levels, use of

headphones) and the environment where the recording will take place (e.g. no liquids near electrical equipment).

Learning aim C: Create, test and review digital audio products

Record original audio assets

Use audio equipment: o features of recording equipment (e.g. directional, covers/pop shields/muffs, range (Hz), length of cord/wireless, portability/clip-on, cost) o types of equipment used for recording:

microphones other equipment (e.g. dictaphones, in-camera, mobile phones)

o features of playback equipment (e.g. range (Hz), length of cord/wireless, cost) o types of equipment for playback:

headphones speakers.

Prepare and test the equipment

Use audio equipment: o perform a soundcheck and adjust set up if necessary (e.g. to reduce background noise), distance from microphone and sound levels o record original audio assets safely from different sources.

Create digital audio products

Prepare (gather and create) audio assets.

Gather ready-made audio assets from other sources (e.g. the internet, other media such as CD or DVD) and reference them in a sources table

Audio editing software, e.g. o import audio files (e.g. .wav, .aiff, .au, and .mp3) o editing, e.g.:

cut, copy, paste and delete clips edit and mix tracks fade the volume up or down smoothly layering separate audio assets

o effects, e.g.: change the pitch without changing the tempo, or vice versa


adjust volumes, balance, amplify, and normalise effects special effects like echo and reverse speech filters (e.g. pitch, tempo, pan)

o sound quality, e.g.: clean the audio product of unwanted noise (e.g. static, hiss or hum) understand tracks can have different sample rates or levels of quality (e.g. 24 bit or 32 bit).

Test audio products

Test and refine audio products

Test the audio products for functionality (e.g. checking that the assets work, that sound is audible, the clip runs, the length of the clip is correct) and against the original requirements of the brief

Gather feedback from others on feedback on quality (e.g. they are free of unwanted noise, the assets are synchronised and flow, timing is accurate and sound quality is high), functionality, audience and purpose.

Document any improvements, including updating the sources table for ready-made assets.

Understand the reasons for exporting and compressing audio files (e.g. to ensure format is appropriate for reviewers or users).

Export and compress the audio product into suitable final file type (e.g. .mp3, .wav, .wma) and size.

Review the audio products

Review the finished audio products for: o quality of the audio product o fitness for audience and purpose o meeting the original requirements o legal and ethical constraints (e.g. copyright, eSafety, suitable content) o strengths and improvements.


Unit 6: Creating Digital Graphics Level: 1 and 2

Learning aims


understand the applications and features of digital graphic products

design digital graphic products

create, test and review digital graphic products.

Learning aims and Unit content

Learning aim A: Understand the applications and features of digital graphic products

Applications of digital graphics

Applications and purpose, including: o a range of different existing graphic products (e.g. logos, signs, posters, magazine covers, packaging, web graphics, engineering drawings,

manuals, imagery in movies and computer games) o the effect (e.g. to invoke emotion, educate, inform, entertain) they have on different audiences (e.g. age, gender, interest, need)

Features of digital graphics

Features, e.g.: o type – vector graphic or bitmap image (photograph) o text o composition o use of colour and texture o size and position o characters and objects o file type and sizes o resolution.

Learning aim B: Design digital graphic products

Design documents

Designs include: o intended audience, purpose and requirements as defined in a brief for two products, one vector with text and one bitmap with text o initial design ideas/prototypes (an early sample or model built to test a concept) – to illustrate content and appearance and can either be

produced using: digital editing techniques (as given in learning aim C), or traditional methods such as hand-drawn on paper


o a list of ready-made bitmap and/or vector digital graphic assets (e.g. a company logo, a character or an object) which can be combined with original graphic assets to create a product – sources for ready-made assets must be documented and referenced

o alternative design ideas o consideration of health and safety constraints while taking original photographs with a camera (e.g. carrying heavy equipment and the

environment where the photography will take place, e.g. no liquids near electrical equipment).

Learning aim C: Create, test and review digital graphic products

Preparing assets

Gathering and selecting ready-made vector and bitmap assets, considering: o sources (e.g. the internet, other media such as CD or DVD), referencing them appropriately o copyright for ready-made graphics.

Graphics software

Vector editing software tools/techniques, e.g.: line (types and thickness)

o shapes o text o shading and effects o colour fills, gradients and patterns o group and ungroup o rotate and reflect o scale and dimensions o duplicate and clone o combine shapes and paths o edit and break apart paths o layering.

Photo editing software tools/techniques, e.g.: o importing and combining images o selecting and removing parts (lasso, eraser and marquee) o cropping and resizing images o duplicate and clone o colour selection and palettes o gradients and opacity o brush and spray effects o contrast and greyscale o filters o scale, rotate, reflect and distort layers.


Testing and refining graphic products

Use different processes to test and refine graphic products: o vector and bitmap asset properties (e.g. resolution, file type, file size, compression) o gather feedback from other people on quality (e.g. resolution, accuracy of the line drawing), audience and purpose o document any improvements to the products, including updating the sources table for ready-made assets o understand the reasons for exporting and compressing graphic product files (e.g. to ensure format is appropriate for reviewers or users) o export and compress the graphic products into suitable final file types (e.g. .jpg, .gif, .swf)

Reviewing products

Review the finished graphic products for: o quality o fitness for audience and purpose o suitability against the original requirements o legal and ethical constraints (e.g. copyright, eSafety, suitable content) o strengths and improvements.


Unit 7: Creating Digital Video Level: 1 and 2

Learning aims


understand the applications and features of digital video products

design a digital video product

create, test and review a digital video product.

Learning aims and Unit content

Learning aim A: Understand the applications and features of digital video

Applications of digital video products

Applications and purpose, including: o a range of different existing digital video products/recordings (e.g. a TV news segment, a sketch for a comedy show, a section of

documentary, a TV advert, a movie trailer, machinima) o the effect (e.g. evoke emotion, educate, entertain, inform) that they have on different audiences (e.g. age, gender, interest, need).

Features of digital video

Features, e.g.: o file types (.avi, .mpeg, etc.) o file sizes o timing and length o quality o codecs o platforms and compatibility o resolution (e.g. HD, for web) o bit rate o frames per second o layers (soundtrack, narrative, etc.).

Learning aim B: Design a digital video product

Design documents

Designs include: o intended audience (age, gender, interests), purpose and the requirements defined in the brief o initial design ideas o script (e.g. what will be included in the product, dialogue, instructions, effects, stage directions)


o storyboard outlining the main panels of action showing characters, scenery, props and sounds and identifying timing, camera angles and flow

o list of ready-made digital assets (audio – speech, music and/or sound effects, graphics, and video recordings of any type). Sources for ready-made assets must be documented and referenced

o alternative design ideas o recording schedule (e.g. the day(s) on which learners plan to record, the equipment they will need and the people who will be involved). o logsheet (log of what scenes are recorded and their details) o health and safety considerations of filming (e.g. trailing cables, risk of falling, slippery surfaces, sharp objects, heavy equipment and the

environment where the recording will take place)

Carry out a recce (reconnaissance, an initial investigation) for the filming location(s): o types of location, e.g.: o exterior o interior o stage o considerations, e.g.: o indoor/outdoor o lighting o ambient sounds o weather o legalities (e.g. need to obtain permission, health and safety) o transport o security

Recruit a cast/crew: o types of cast (e.g. lead actors, secondary actors, extras) o job roles of crew, e.g.: o director o cinematographer (cameraman) o sound recordist o lighting technician.

Learning aim C: Create, test and review a digital video product

Recording original video clips

Features of video recording equipment: o digital video equipment: zoom, pan, placement of camera, use of tripod, camera angles, specifications of cameras (e.g. DV tape or digital

storage, images sensors e.g. CMOS/CCDs, connectivity to editing machine, cost) o screen capture software: screen region, mouse pointer, narration.


Understand the difference between original video clips recorded onto tape and digital formats, and the saved digital format (usually .dv) and other wrapped formats (e.g. .avi, .qt), which are known as assets.

Create a video product

Gather ready-made video, audio and/or graphic asset(s) from other sources (e.g. internet, other media – such as CD or DVD).

Video editing software, e.g.: o import video files and other files (e.g. music) o editing tools and techniques, e.g.: o cut, copy, paste and delete clips o split and trim clips o transitions o text

effects tools and techniques, e.g.: o filters o overlays o layering (video and audio) o picture in picture o video quality tools and techniques, e.g.: o contrast o sharpen o saturation o white balance.

Test the video product

Test the video products for functionality during editing (e.g. checking that the clips’ play and volume levels are appropriate, picture quality is usable, and products are the correct length).

Gather feedback from others, including quality (e.g. that they only capture what is needed, the clips flow together well, timing is accurate, sound quality high – minimal or no noise, picture quality is high, and video is appropriate for audience and purpose).

Document any improvements, updating the sources table for ready-made assets.

Render the video (if required) into a suitable final size and format (e.g. .avi, .flv, .mpeg, .mov, .wmv). Understand the process of rendering and the reasons for doing it and consider technical aspects (e.g. format, file size, bandwidth, length, compression, frames per second (fps), bit rate).

Review the video product

Review the finished video product for: o quality o fitness for audience and purpose o suitability against the original requirements o legal and ethical constraints, e.g. copyright, eSafety and suitable content o strengths and improvements.
