Measures of Dispersion and Variability: Range, QD, AD and SD
BTEC Creative Digital Media Production Unit 2 introduction
1. BTEC First Creative Digital Media Production
Unit 2: Planning and Pitching a Digital Media Product
Unit 2 Introduction
Lesson Objectives:
•To understand what Learning Aim A will consist of and
note down its deadline.
•To be able to successfully deconstruct a client’s brief
for important details.
Do Now
1. What regulatory body is responsible for:
•Television Advertising
•Films
2. Name a function/responsibility for each.
2. BTEC First Creative Digital Media Production
Unit 2: Planning and Pitching a Digital Media Product
Move and sit with your
production team.
(Teams are subject to
change later).
Team 1
James
Lewis
Nat
Sophie
Chloe
Team 2
Kieran
Patriks
Stelson
Adam
Gordon
Team 3
Sunat
Troy
Lawrance
Zed
Cameron
Team 4
Damian
Hakeem
Yonus
Kian
3. BTEC First Creative Digital Media Production
Unit 2: Planning and Pitching a Digital Media Product
Brief overview of Unit 2
Learning aim A
Understand how
to develop ideas
for a digital
media product
Learning aim B
Pitch ideas for a
digital media
product
Learning aim C
Produce planning
for a digital media
product
Students will formulate initial
ideas based on the client brief.
As a team, the students will then
discount ideas and select one
which will be developed/planned
fully.
Once the selected idea has been
developed and planned fully, the
team will need to pitch their idea
to the client.
Students will create and maintain an
online blog which they will use to upload
all pieces of work onto.
This work will be used as proof. Anything
not uploaded will NOT be marked.
Deadline
7th
June 2018
Deadline
9th
May 2018
Deadline
24th
May 2018
4. BTEC First Creative Digital Media Production
Unit 2: Planning and Pitching a Digital Media Product
Learning aim A
Understand how to develop
ideas for a digital media
product
Teacher notes: PS6
Video/sound recordings will need to be used to evidence learners verbal communication of ideas.
Assist learners with setting up appropriate meetings/focus groups. Remind learners to ensure they get the corresponding target audience to participate in such discussions/interviews.
Clips from TV programmes like The Apprentice or Junior Apprentice would be good to use here as they show a range of communication methods being used to formulate ideas.
You will need to provide illustrative examples of written methods.
Learners could work in pairs/small groups to look at an example and report back on how the idea is being communicated.
Teacher notes: PS8
This topic can be somewhat uninspiring for learners if it is taught as simply a list of things they have to do! Try to bring it to life by having a media technician or other ‘real media world’ practitioner come in to talk to your learners about planning considerations.
To achieve a distinction for the second criteria under Learning Aim A, learners must: Justify the selected idea for a digital media product, comprehensively demonstrating the requirements of the brief and relevant planning issues.
Ensure learners address all the relevant planning issues.
Teacher notes: PS9
Learners tend to be overly ambitious in imagining what they can achieve! Make sure you provide clear logistical details to enable them to make realistic plans.
Make use of your media technician and/or Health & Safety Officer (if you have one) to explain relevant planning considerations in relation to your learners’ school/college environment.
Teacher notes: PS10
Again, your focus here will be dependent on the selected media sector and product type.
The websites of the regulators are useful here for providing the necessary information to allow learners to identify legal, moral or ethical issues that are relevant to their ideas.
You may wish to amend this slide to focus more specifically on the appropriate regulator (e.g. BBFC, OFCOM).
Ensure learners are aware of all potential costs.
Learners could be asked to undertake research to determine exact costings, (e.g. make calls to props agencies to get quotes, look up websites to find costs of external studio hire).
Teacher notes: PS11
Expand on these points, ensuring your learners understand how they will be assessed.
Teacher notes: PS12
Discounting ideas:
These bullet points give an illustration of some factors that would necessitate an initial idea being discounted.
Ask learners to think of other factors (e.g. ethical/costs) that would lead to an idea being discounted.
Discounted ideas are all part of the development process and should therefore be recorded.
Revisions and decisions:
Use these points to show how revisions and decisions can be made to an idea.
Ask learners to identify more examples and provide explanations of how they would then go on to make appropriate decisions/revisions.
Teacher notes: PS13
Review the process for selecting a final idea to bring forward to pitch.
Make connections between this and the next stage (link to Learning Aim B)
Teacher notes: PS5
There is opportunity here for links to the practical units. The brief, pitch and planning could all correlate with the practical production(s) in Units 3, 4, 5, 6, 7.
Teachers could amend these slides accordingly to make the links more explicit.
Make sure you provide your learners with a very clear, detailed client brief to work from for their assignment.
Provide lots of examples of real client briefs during the class activities.
Teacher notes: PS5
There is opportunity here for links to the practical units. The brief, pitch and planning could all correlate with the practical production(s) in Units 3, 4, 5, 6, 7.
Teachers could amend these slides accordingly to make the links more explicit.
Make sure you provide your learners with a very clear, detailed client brief to work from for their assignment.
Provide lots of examples of real client briefs during the class activities.