PLTS in creative and media - archive.teachfind.comarchive.teachfind.com/...Diploma_PLTS_Creative.pdf · PLTS in creative and media This document shows how you can embed the PLTS into

The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority © QCA 2010 - 1 -

PLTS in creative and mediaThis document shows how you can embed the PLTS into your curriculum. The skills are listed at the end of each level below.

Curriculum aimsLearning and undertaking activities in the Diploma contribute to achievement of the curriculum aims for young people to become:

• successful learners who enjoy learning, make progress and achieve

• confident individuals who are able to live safe, healthy and fulfilling lives

• responsible citizens who make a positive contribution to society.

The importance of creative and mediaThe ability to develop and express ideas within the fields of creative and media enables young people to ‘imagine the world differently’. It offers them the opportunity to shape their identity, culture and society, through challenging what is known or accepted (See • CT5 ).The creative and media Diploma focuses on the meaning and outcomes of creativity in different contexts. It emphasises the importance of the individual and the collective voice and acknowledges and celebrates the importance of personal experience, cultural diversity and the achievements of earlier practitioners (See • CT3 ) .To engage in the creative process requires awareness and articulation of personal and cultural values, allied to practical, often technical, skills. Imaginative, abstract concepts must be wedded to concrete processes such as planning and rehearsal before a performance or product can be realised. Understanding and using production processes are key to this (See • LE2 ).The creative and media Diploma, with its emphasis on exploration of ideas through creative and professional practices (See • CT1 ), forms an educational framework that is able to respond to the changing needs of the learner by offering appropriate autonomy and ownership (See • RL2 ).By acquiring the knowledge and skills inherent within the creative and media disciplines, young people will develop their personal, social and employability skills.


Level 1

Level 1

Key themesThe key themes are central to the study of the creative and media Diploma. Understanding them enables learners to deepen and broaden their knowledge, skills and understanding. The key themes give the whole course its coherence and underpin effective teaching and learning.Teaching of the key themes should reflect the aim of the creative and media Diploma by integrating key themes across the disciplines, rather than taking a ‘single-subject’ approach.

Creativity in context ● There is a wide historical, cultural and economic context within which creative production and the activities of the creative and media

sectors operate ● This wider context influences and impacts on the activities of the creative and media sectors (See • LE5 ) ● Processes and products exist within a web of social, cultural and economic factors that influence decision making and outcomes at all

stages and levels ● Creative and commercial decisions are influenced by a range of factors including personal experience and knowledge, technological

developments, cultural and economic trends.

Thinking and working creatively ● Creativity can be defined as – imaginative activity fashioned to produce outcomes that are both original and of value. ● Creativity is supported by the creative process ● There are skills and attitudes that underpin the creative process that may be classified as creative thinking and behaviour

(See • CT1 ) ● A concept of personal and cultural identity is an integral part of creative thinking and working.

Throughout their Diploma work, learners should be encouraged to revisit this concept in order to develop a creative approach in the way they think and work.


Level 1

Principles, processes and practiceThe tools needed to realise and communicate ideas are:

● the practical skills and techniques at the heart of the creative production process (See • CT1 ) ● theoretical knowledge and principles ● the new and emerging technologies and platforms that are available and are impacting on traditional practice.

Creative business and enterprise ● The business context of creative and media production ● The creative and media industries and the skills required to succeed in a highly competitive and demanding market ● Innovation, risk-taking and skills relevant to sustainability as practitioners in a commercial market place (See • SM4 ) ● The importance of employability skills and their potential to make a positive contribution to creative industries and/or

to the wider economy.

Key processesThe key processes of critical thinking and enquiry and of taking informed and responsible action (an essential part of citizenship) are at the heart of the Diploma, and are developed through the applied and the experiential learning. As they acquire them, learners will be able to make progress within the creative and media Diploma, and beyond it.The key processes in the creative and media Diploma are the practical expression of the key themes. They are the processes through which learners experience the curriculum and produce and evidence their work. They describe what learners should be able to do at each of the levels.

● Engage in the creative process ● Introduce personal views into the creative process and develop respect and appreciation for the views of others (See • CT3 ) ● Consider the influence of their own experience within the creative process (See • CT4 ) ● Consider and practise the skills of citizenship through the reflective, collaborative process. ● Consider personal and cultural identity as individuals and within groups (See • EP1 ) ● Consider aspects of contemporary culture and audience and how they relate to practical processes and products (See • CT5 ) ● Establish an awareness of the key theories that relate to the practical processes and products they create and encounter See • CT3 ) ● Establish an awareness of a range of tools, techniques and materials appropriate to a task or brief and develop a degree of confidence

in their use ● Establish practical skills. These should cover several ‘fields of activity’ and encompass certain elements of:

– creative skills – administrative skills – production and technical skills – personal and interpersonal skills.


Level 1

● Recognise the ways in which these skills contribute to the process and the product ● Establish an awareness of the concepts of creative innovation and risk and show willingness to engage in supported experimentation

(See • CT5 ) ● Engage in safe working practices throughout the creative process (See • SM4 ) ● Establish a core of fundamental research skills to support their developing knowledge and views (See • LE2 ) ● Use appropriate independent learning skills ● Establish an understanding of the significance of new and emergent technologies and their principal applications ● Recognise and engage with the principal new platforms created by modern technology (See • CT6 ) ● Understand that knowledge and skills are transferable ● Establish an awareness of the business context of their specialist sectors (See • LE3 ).

Range and contentWhen planning and delivering the creative and media Diploma, teachers and others should draw on the range and content to develop the key themes and processes. Other sources will include awarding body specifications and statements of content from Diploma development partnerships.The range encompassed by the creative and media Diploma at level 1 is expressed by the structure:

● a compulsory interdisciplinary introductory unit ● the three areas or broad groupings within which choices are made:

– art and design – performing arts – media

● the fields of activity or sector-related disciplines within and across which learners will work.


Level 1

Creativity in contextLearners will be introduced to the concept of audience and encouraged to consider creative and media products and practices in the context of the audience they are intended for (See • RL6 )They should consider:

● a range of different examples of creative and media production and practice ● audience response to creative and media practice ● the work of a range of practitioners ● the development of creative and media practice over time ● technology in creative and media practice and products ● diversity, equality and representation in creative and media practice and products.

Thinking and working creativelyThe focus will be on encouraging learners’ confidence and their ability to be flexible in their approach.Learners will:

● start to devise ideas in response to a brief ● explore and experiment with ideas (See • CT1 ) ● communicate ideas and collaborate on idea development (See • TW1 ) ● explore the characteristics of a range of creative and media forms ● appreciate planning and production as a flexible process (See • LE5 ) ● learn how to research to realise creative ideas (See • CT3 ) ● review their own and others’ ideas and ways of working (See • RL1 ).

Principles, processes and practiceLearners will be introduced to the key stages in the creative production process and become familiar with the practices involved in each stage.They will understand:

● the basic practices that will enable them to begin producing creative work of their own (See • RL1 ) ● established practices and processes in creating products ● a range of equipment and materials, including new technologies ● issues relating to health and safety (See • SM4 ) ● how to produce creative and media products ● the effect that the audience/consumer/user can have on the production process (See • CT6 ).


Level 1

Creative businesses and enterpriseLearners should be introduced to the creative and media sectors, the realities of working in the industry and the importance of self-development in supporting progression.They should have experience of:

● working creatively with available resources (See • SM1 ) ● learning about industry structures, job roles available and progression routes into employment ● transferable skills that support employability ● opportunities for self-development (See • RL4 ) ● skills and activities required in enterprise and entrepreneurial activities (See • EP1 ).

Curriculum opportunitiesThe aims, structure, nature and scope of the creative and media Diploma provide a range of curriculum opportunities. They should be offered to learners as an integral part of their learning, to enhance their engagement with the themes, processes and content of the line of learning.A minimum of 50 per cent of the learning must be applied learning.Curriculum at level 1 should provide opportunities for learners to:

● develop functional skills ● engage in applied learning ● establish a degree of creative ownership over their work ● engage in managed and supported risk taking (See • SM ) ● participate in learner-led projects ● blend a range of creative disciplines within projects ● engage in individual and group projects (See • TW ) ● engage with current and emergent technologies ● use a range of information sources that can be accessed on site and remotely (See • LE ) ● develop awareness of and work within the parameters of the industry standards ● carry out projects that take realistic commercial and financial parameters into consideration ● undertake a period of work experience ● recognise and engage in safe working practices (See • SM4 ) ● be introduced to personal, learning and thinking skills.

Focus:Young people process and evaluate information in their investigations, planning what to do and how to go about it. They take informed and well-reasoned decisions, recognising that others have different beliefs and attitudes.

Young people:LE1 identify questions to answer and problems to resolveLE2 plan and carry out research, appreciating the

consequences of decisionsLE3 explore issues, events or problems from different

perspectivesLE4 analyse and evaluate information, judging

itsrelevance and valueLE5 consider the influence of circumstances, beliefs and

feelings on decisions and eventsLE6 support conclusions, using reasoned arguments

and evidence.

Focus:Young people work confidently with others, adapting to different contexts and taking responsibility for their own part. They listen to and take account of different views. They form collaborative relationships, resolving issues to reach agreed outcomes.

Young people:TW1 collaborate with others to work towards

common goals TW2 reach agreements, managing discussions to

achieve resultsTW3 adapt behaviour to suit different roles and

situations, including leadership rolesTW4 show fairness and consideration to othersTW5 take responsibility, showing confidence in

themselves and their contributionTW6 provide constructive support and feedback

to others.

Focus:Young people think creatively by generating and exploring ideas, making original connections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value.

Young people:CT1 generate ideas and explore possibilitiesCT2 ask questions to extend their thinkingCT3 connect their own and others’ ideas and

experiences in inventive waysCT4 question their own and others’ assumptionsCT5 try out alternatives or new solutions and follow

ideas throughCT6 adapt ideas as circumstances change.

Focus:Young people organise themselves, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and self-improvement. They actively embrace change, responding positively to new priorities, coping with challenges and looking for opportunities.

Young people:SM1 seek out challenges or new responsibilities and

show flexibility when priorities changeSM2 work towards goals, showing initiative, commitment

and perseveranceSM3 organise time and resources, prioritising actionsSM4 anticipate, take and manage risksSM5 deal with competing pressures, including personal

and work-related demandsSM6 respond positively to change, seeking advice and

support when neededSM7 manage their emotions, and build and maintain

relationships.

Focus:Young people evaluate their strengths and limitations, setting themselves realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making changes to further their learning.

Young people:RL1 assess themselves and others, identifying

opportunities and achievementsRL2 set goals with success criteria for their development

and workRL3 review progress, acting on the outcomesRL4 invite feedback and deal positively with praise,

setbacks and criticismRL5 evaluate experiences and learning to inform

future progressRL6 communicate their learning in relevant ways for

different audiences.

Focus:Young people actively engage with issues that affect them and those around them. They play a full part in the life of their school, college, workplace or wider community by taking responsible action to bring improvements for others as well as themselves.

Young people:EP1 discuss issues of concern, seeking resolution

where neededEP2 present a persuasive case for actionEP3 propose practical ways forward, breaking these

down into manageable stepsEP4 identify improvements that would benefit othersas

well as themselvesEP5 try to influence others, negotiating and balancing

diverse views to reach workable solutionsEP6 act as an advocate for views and beliefs that

maydiffer from their own.

Independent enquirers

Team workers

Creative thinkers

Self-managers

Reflective learners

Effective participators

© Qualifications and Curriculum Authority


Level 2

Level 2

Key themesThe key themes are central to the study of the creative and media Diploma. Understanding them enables learners to deepen and broaden their knowledge, skills and understanding. The key themes give the whole course its coherence and underpin effective teaching and learning.Teaching of the key themes should reflect the aim of the creative and media Diploma by integrating learning across the disciplines, rather than taking a ‘single-subject’ approach.The key themes are a blend of practical skills and theoretical knowledge formally assessed through process portfolios, and structured around the four stages of the creative production process.Learners engage with the themes through practical experience in applied contexts, using exemplars and input from the professional sectors wherever possible.

Creativity in context ● There is a wide historical and cultural context within which creative production and the activities of the creative and

media sectors operate ● This wider context influences and impacts on the activities of the creative and media sectors (See • LE5 ) ● Creative and media processes and products exist within a complex web of social, cultural and economic factors that influence decision

making and outcomes at all stages and levels ● Creative and commercial decisions are influenced by a range of factors including personal experience and knowledge, technological

developments, cultural and economic trends.

Thinking and working creatively ● Creativity can be defined as – imaginative activity fashioned so as to produce outcomes that are both original and of value. ● There are skills and attitudes that develop and nurture creativity (See • CT1 ) ● A range of tools and an environment conducive to creative problem solving and critical evaluation should be provided in order to

equip learners with the confidence and tenacity to follow creative ideas through to resolution ● The concept of personal and cultural identity is an integral part of creative thinking and working ● Throughout their Diploma studies, learners should be encouraged to revisit this theme in order to develop a creative approach in the

way they think and work (See • CT3 ).


Level 2


● the practical skills and techniques at the heart of the creative production process ● theoretical knowledge and principles ● new and emerging technologies and platforms that are available and are impacting on traditional practice.

Creative businesses and enterpriseThis considers:

● the importance of employability skills and the learner’s potential to make a positive contribution to creative industries and/or to the wider economy

● the business context of creative and media production ● the creative and media industries and the skills required to succeed in a highly competitive and demanding market ● innovation, risk-taking and skills relevant to sustainability as practitioners in a commercial market place (See • SM4 ).

Key processesThe key processes of critical thinking and enquiry and of taking informed and responsible action (an essential part of citizenship) are at the heart of the Diploma, and are developed through the applied and the experiential learning. As they acquire them, learners will be able to make progress within the creative and media Diploma, and beyond it.The key processes in the creative and media Diploma are the practical expression of the key themes. They are the processes through which learners experience the curriculum and produce and evidence their work. They describe what learners should be able to do, at each of the levels.

● Understand and explore the creative process ● Explore personal views of originality, relevance and quality (See • CT5 ) ● Articulate a respect and appreciation for the views of others. ● Recognise the influence of their own experience within the creative process (See • CT4 ) ● Explore the notion of citizenship through the reflective, collaborative process (See • CT4 ) ● Explore personal and cultural identity as individuals and within groups (See • EP1 ) ● Apply understanding of contemporary culture and audience to practical processes and products. (See • CT5 ) ● Apply understanding of theory to practical processes and products (See • CT3 ) ● Explore a range of tools, techniques and materials appropriate to a task or brief and develop confidence in their use.


Level 2

● Explore practical skills. These should cover several ‘fields of activity’ and encompass a range of elements from: – creative skills – administrative skills – production and technical skills – personal and interpersonal skills

● Explore the ways in which these skills interconnect within the process and the product ● Explore the concepts of creative innovation and risk and show willingness to experiment and comment on their outcomes

(See • CT5 ) ● Apply safe working practices throughout the creative process (See • SM4 ) ● Undertake research to support their exploration of knowledge and views (See • LE2 ) ● Apply understanding of theory to the development and expression of a critical view. ● Explore and articulate objective and subjective judgements (See • CT3 ) ● Explore a broad range of independent learning skills ● Explore the significance of new and emergent technologies and their application in theory and in practice (See • CT5 ) ● Manipulate some of the new platforms created by modern technology (See • CT6 ) ● Explore the concept that knowledge and skills are transferable ● Understand the business context of their specialist sector(s) (See • LE3 ) ● Understand the concepts of innovation and risk in relation to economic factors and develop the ability to experiment and reflect within

those parameters (See • SM4 ).

Range and contentWhen planning and delivering the creative and media Diploma, teachers and others should draw on the range and content to develop the key themes and processes. Other sources will include awarding body specifications and statements of content from Diploma development partnerships.The range encompassed by the creative and media Diploma at level 2 is expressed by the breadth of choice available across the fields of activity or sector-related disciplines. Following study of an introductory unit, learners can choose any combination of these according to their interest and progression intentions.For learners at level 2 to be creative practitioners, they will need to explore a range of creative and media interconnections (See • CT3 ) and how their own original ideas can be informed and enhanced by knowledge of contemporary, professional practice and the historical context (See • LE5 ).Creative and media arts focus on personal and cultural expression. Creative outcomes are an intricate blend of established forms and current trends as well as a desire to be innovative and original (See • CT3 ).


Level 2

Creativity in contextAt level 2, learners will explore contexts including a diverse range of cultures and the historical development of products and practices.Learners should consider:

● creative and media production and practice in a range of social, cultural and global contexts ● a critical perspective in response to creative and media products and practices ● the work of a broad range of recognised practitioners ● the historical development of principles and practices and the influence on contemporary practice (See • LE5 ) ● the impact of new technologies on production, distribution and reception of creative and media products ● issues relating to diversity and representation in the context of creative and media production and practice.

Thinking and working creativelyAt level 2, emphasis is placed on exploration and experimentation in relation to idea development, encouraging learners to think creatively and with increasing confidence.Learners should consider:

● ideas to suit a range of purposes (See • CT6 ) ● communicating effectively via a range of means (See • RL6 ) ● the qualities of a range of creative and media forms and their meaning ● the need for flexibility and the ability to adapt the production process (See • LE5 ) ● why research is important in the development of creative ideas (See • CT3 ) ● challenging own ideas and the ideas of others (See • CT2 ).

Principles, processes and practiceAt level 2, learners will explore and develop a range of fundamental skills and techniques in production processes, using a broad range of materials and equipment.Learners should consider:

● the stages in the production process and how they relate to each other ● the creative principles and conventions that underpin production processes ● a range of materials, platforms and technologies, including new technologies ● health and safety issues and legal and ethical constraints in the context of professional working practices ● producing a range of creative and media forms ● the importance and impact of the user/audience/consumer in the production process.


Level 2

Creative businesses and enterpriseAt level 2, exploration of the industry and of progression routes should be reinforced by a realistic view of the industry and employment opportunities.Learners should consider:

● working creatively within available resources and developing skills in managing resources (See • SM1 ) ● the structure of the industry, job roles, progression opportunities ● the practices, protocols and realities of working in the industry ● the importance of a range of transferable skills in supporting employability ● promoting own work and engaging in self-promotion (See • SM2 ) ● enterprising behaviour and the personal qualities that support it (See • SM5 ) ● intellectual property rights and how to protect them.


Level 2

Curriculum opportunitiesThe aims, structure, nature and scope of the creative and media Diploma provide a range of curriculum opportunities. They should be offered to learners as an integral part of their learning, to enhance their engagement with the themes, processes and content of the line of learning.A minimum of 50 per cent of the learning must be applied learning.Learners should be offered the following opportunities as integral to their learning and as a means of enhancing engagement with the themes, processes and content of the line of learning.The curriculum at level 2 should provide opportunities to:

● further develop learners’ functional skills ● engage in applied learning ● develop creative ownership over their work ● engage in managed risk taking (See • SM ) ● participate in student-led projects ● blend a range of creative disciplines within projects ● engage in individual and group projects (See • TW ) ● engage with current and emergent technologies ● use a range of information sources that can be accessed on site and remotely (See • LE ) ● develop knowledge of and work within the parameters of the industry standards ● carry out projects that apply realistic commercial and financial parameters ● undertake a period of work experience ● recognise and engage in safe working practices (See • SM4 ) ● further develop their personal, learning and thinking skills.


Level 1







and evidence.







to others.











relationships.
















Team workers

Creative thinkers

Self-managers

Reflective learners




Level 3

Level 3

Key themesThe key themes are central to the study of the creative and media Diploma. Understanding them enables learners to deepen and broaden their knowledge, skills and understanding. The key themes give the whole course its coherence and underpin effective teaching and learning.Teaching of the key themes should reflect the aim of the creative and media Diploma by integrating learning across the disciplines, rather than taking a ‘single-subject’ approach.

Creativity in context ● There is a wide historical, cultural and economic context within which creative production and the activities of the creative and media

sectors operate ● This wider context influences and impacts on the activities of the creative and media sectors (See • LE5 ) ● Processes and products exist within a web of social, cultural and economic factors that influence decision making and outcomes at all

stages and levels ● Creative and commercial decisions are influenced by a range of factors, including personal experience and knowledge, technological

developments and cultural and economic trends.

Thinking and working creatively ● Creativity can be defined as – imaginative activity fashioned so as to produce outcomes that are both original and of value. ● Creativity is supported by the creative process ● Ability to follow creative ideas through to resolution (See • CT5 ) ● There are skills and attitudes that underpin the creative process that may be classified as creative thinking and behaviour (See • CT1 ) ● A concept of personal and cultural identity is an integral part of creative thinking and working (See • CT5 ).


● the practical skills and techniques at the heart of the creative production process (See • CT1 ) ● theoretical knowledge and principles ● new and emerging technologies and platforms that are available and are impacting on traditional practice.


Level 3

Creative businesses and enterpriseThis considers:

● the business context of creative and media production ● the creative and media industries and the skills required to succeed in a highly competitive and demanding market ● innovation, risk taking and skills relevant to sustainability as practitioners in a commercial market place (See • CT6 and SM4 ) ● how the importance of employability skills and their potential make a positive contribution to creative industries and/or to

the wider economy.

Key processesThe key processes of critical thinking and enquiry and of taking informed and responsible action (an essential part of citizenship) are at the heart of the Diploma, and are developed through the applied and the experiential learning. As they acquire them, learners will be able to make progress within the creative and media Diploma, and beyond it.The key processes in the creative and media Diploma are the practical expression of the key themes. They are the processes through which learners experience the curriculum and produce and evidence their work. They describe what learners should be able to do at each of the levels.

● Develop the potential and outcomes of the creative process. ● Develop informed, personal views of originality, relevance and quality (See • CT3 ) ● Articulate an informed respect and appreciation for the views of others ● Develop the influence of their own experience within the creative process (See • CT4 ) ● Develop a sense of citizenship through the reflective, collaborative process (See • EP1 ) ● Develop personal and cultural identity as individuals and within groups (See • EP1 ) ● Apply a critical understanding of contemporary culture and audience to practical processes and products (See • LE5 ) ● Apply a critical understanding of theory to practical processes and products ● Develop a range of tools, techniques and materials appropriate to a task or brief and develop confidence in their use. ● Develop practical skills. These should cover several ‘fields of activity’ and encompass significant elements of:

– creative skills – administrative skills – production and technical skills – personal and interpersonal skills.


Level 3

● Develop a practical and analytical understanding of how these skills interconnect within the process and the product. ● Understand the concepts of creative innovation and risk and show willingness to experiment and evaluate the outcomes (See • CT5 ) ● Apply and manage safe working practices throughout the creative process (See • SM4 ) ● Undertake sophisticated research to support their developing knowledge and views (See • LE2 ) ● Apply a critical understanding of theory to the development and expression of a critical view ● Develop a wide range of objective and subjective judgements that can be clearly articulated (See • CT3 ) ● Develop a sophisticated range of independent learning skills ● Develop an understanding of the significance of new and emergent technologies and their application in theory and in practice

(See • CT5 ) ● Understand and manipulate a range of the new platforms created by modern technology (See • CT6 ) ● Develop an understanding of how knowledge and skills are transferable. ● Understand and analyse the business context of their specialist sector(s) (See • LE3 ) ● understand the concepts of innovation and risk in relation to economic factors and develop the ability to experiment and evaluate

within those parameters. (See • SM4 and CT5 ).

Range and contentWhen planning and delivering the creative and media Diploma, teachers and others should draw on the range and content to develop the key themes and processes. Other sources will include awarding body specifications and statements of content from Diploma development partnerships.The range encompassed by the creative and media Diploma at level 3 is expressed by the requirement that learners should produce evidence of work across a minimum of four disciplines (See • CT3 ), although their programme will be based on one or two core disciplines.The creative and media Diploma focuses on personal and cultural expression, emphasising the power of imagination to harness our individual and collective ideas and feelings. Creative outcomes are an intricate blend of established forms and current trends as well as a desire to be innovative and original (See • CT6 ).


Level 3

Creativity in contextAt level 3, learners are required to demonstrate development of a relatively sophisticated level of critical analysis and personal response. They will need to develop the ability to be more objective and to respond and communicate in a way that demonstrates the depth of their understanding and their ability to articulate their thoughts and ideas. The integrated delivery of this theme should reflect the focus on the practical application of learning.Learners need to develop:

● a critical perspective in response to a diverse range of creative and media products (See • LE4 ) ● an understanding of the cultural, economic, political and social forces that influence the production, distribution and consumption of

products (See • LE5 ) ● a critical appraisal of the work and practices of a diverse range of practitioners ● an understanding of how the historical development of principles and practices can influence contemporary practice (See • LE5 ) ● an ability to use a range of new technologies in the production and distribution of creative and media products ● an understanding of the impact of diversity and representation in relation to content and the production of content (See • LE5 ).

Thinking and working creativelyAt level 3, learners need to focus on the development of a more critical perspective from which to develop ideas and analyse the ideas of others. Learners will be required to adopt an objective and critical perspective, and to be more confident in the way that they challenge ideas and apply their own innovative approach.Learners need to develop:

● inventiveness and flexibility in adopting new ideas and in exploring alternative solutions (See • CT3 ) ● effective communication using a diverse range of means and for a range of purposes (See • RL6 ) ● the skills for critical appraisal of a range of media forms ● negotiating skills and problem-solving skills in the production process (See • CT5 ) ● primary and secondary research techniques to support the realisation of creative ideas (See • LE4 ) ● self-evaluation skills in order to question and challenge their own and others’ assumptions (See • RL1 ).


Level 3

Principles, processes and practiceAt level 3 the focus is the learner’s development of skills and techniques and showing encouraging creativity, imagination and innovation in their application. Greater emphasis will also be placed on the impact and application of emerging technologies on traditional practices.Learners need to develop:

● an understanding of the stages in the production process, how they relate to each other and where they apply across other disciplines ● an awareness of the function and effect of established generic conventions and principles ● an understanding of the use and manipulation of materials, techniques and technologies, including new technologies, to meet an intended purpose.

(See • LE4 ) ● an appreciation of health and safety and other considerations and constraints, including legal, ethical and environmental concerns (See • SM4 ) ● a diverse range of creative and media forms that meet a set brief ● an appreciation of the user/audience/consumer as important in the creation of creative and media products (See • RL6 ) ● an understanding of the impact of digital and emerging technologies on industry, production practices, products and audiences.

Creative businesses and enterpriseAt level 3, focus is on the development of key knowledge and skills that will support future employment or self-employment in the creative and media industries (or in other unrelated industries, such as business, management, marketing and self-promotion).Learners need to develop:

● an understanding of project management and working within time and budgetary constraints (See • SM3 ) ● an understanding of professional working practices and industry protocols ● transferable skills by responding to a brief/commission, including negotiating with clients (See • SM5 and EP5 ) ● an understanding of marketing and promotion, including self-promotion for working in the creative and media industries (See • SM1 ) ● an understanding of enterprising and entrepreneurial activities to support innovation (See • EP2 ) ● an understanding of intellectual property rights and why they must be protected.

Curriculum opportunitiesThe aims, structure, nature and scope of the creative and media Diploma provide a range of curriculum opportunities. They should be offered to learners as an integral part of their learning, to enhance their engagement with the themes, processes and content of the line of learning.A minimum of 50 per cent of the learning must be applied learning.The curriculum should provide opportunities for learners to:

● further develop and achieve functional skills in English, mathematics and ICT ● develop creative ownership over their work ● engage in experiential and applied learning ● engage in self-managed risk taking (See • SM ) ● initiate and participate in learner-led projects


Level 3

● blend a limited range of creative disciplines within projects ● engage in individual and group projects (See • TW ) ● engage with current and emergent technologies ● use a range of information sources that can be accessed on site and remotely (See • LE ) ● develop knowledge of and work within the parameters of the industry standards ● carry out projects that apply realistic commercial and financial parameters ● undertake a period of work experience ● recognise and engage in safe working practices (See • SM4 ) ● further develop their personal, learning and thinking skills.


Level 1







and evidence.







to others.











relationships.
















Team workers

Creative thinkers

Self-managers

Reflective learners



Documents

PLTS in creative and media - archive.teachfind.comarchive.teachfind.com/...Diploma_PLTS_Creative.pdf · PLTS in creative and media This document shows how you can embed the PLTS into