Unit 3 Sample Work

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BTEC Level 3 National in Creative
Digital Media Production
Sample Marked Learner Work
External Assessment
Unit 3: Digital Media Skills – Digital e-magazine

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Your-Identity
Your identity and personal information are valuable. Criminals can find out
your personal details and use them to open bank accounts and to get
creditcards,loans,state benefitsanddocumentssuchas passportsand
driving licences in your name. Criminals commit identity theft by stealing
personal information. This is often done by asking someone to open an
emailrequestingpersonaldetails.Often these emails looklike theycome
from a trusted source, but the source itself may be part of a scam. Personal
detailsmayalsobeobtainedbycriminals whoaccesssocialnetworkingand
communication sites, and once again this can lead to identity theft. Anyone
can be affected by identity theft. This kind of fraud can seriously affect your
personal financial circumstances, as well as costing the government and
financial services millions of pounds every year. If your identity is stolen, you
or your family may have difficulty getting bank accounts, student loans,
credit cards or a mortgage until the matter is resolved.
A campaign has been launched byYour-Identity,a government agency, to
help people appreciate the growing problem of identity theft. The target
audience for the campaign is 16 to 20 year olds.Your-Identity wants you to
contribute to the campaign by making a media product in response to one
of the following briefs.
You must choose which medium you will use to create your media product
and begin creating, sourcing and preparing the materials you will need in
preparation for the supervised assessment period.
Brief 4: Digitale-magazine
Your-Identity wants you to produce some sample pages for an
e-magazineaboutthedangersofidentitytheft.Thee-magazinepages
should be saved in epub format or a suitable alternative.
Your e-magazinesamplemustincludethefollowingrequirements:
o a front cover and at least one linked page
o one of the linked pages should include copy about the story
of a victim of identity theft. The copy should be between
300 and 350 words and flow through more than one
column
o a photograph to represent the victim’s story. The
photograph should be optimised for inclusion in the e-
magazine. Insert the image on the page and wrap the text
(the victim’s story) around the image

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o a pull quote from the victim
o a running head (or header) to appear at the top of every
inside page
o source a video to include in the e-magazine. The video should
be no more than 30 seconds and include an appropriate
poster image and playback controls.
o ahyperlinkto
http://www.actionfraud.police.uk/ID
o a way to navigate between the pages.

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Activity 1
You must create assets/material for your media product based on the
requirements of your chosen brief.
You must provide evidence of how you have created the assets/material for
your production.
(Total for Activity 1 – 20 marks)

5. 5
Higher scoring response
Your Identity
Brief 4: Digital e-magazine
I am producing a digital e-magazine for Your-Identity. In the brief there is a focus on identity theft through the use
of emails, I therefore will make my publication a special on ‘phishing’, the term used for this type of activity. The
elements that I will be producing are 2 inside pages that will sit next to each other and a front cover. I aim to make
it have contemporary feel, include peoples experience of phishing and advice on how to avoid it. For the brief I also
have to include a photo with text wrap, a story over at least 2 columns, a pull quote, a running head, a max 30
second video, a hyperlink and a way to navigate between pages.
Activity One
My original pictures and interview can be
found in the Activity one folder. I
renamed them so that they were easy to
find. My magazine will use as many
original images as possible so that I do
not have any issues with copyright. I have
taken pictures of my interviewee, a range
of bank cards, an ATM machine and post-
it notes. I have recorded my interview
and this will be archived in case there are
any questions about the validity or
misrepresentation of the interviewee in the article.
Interview
One of the key assets I needed to create is the interview which will form the main part of one of my pages. When I
was talking to my family about this assessment my sister told me that her boyfriend had been the victim of having
money taken from his bank account – her boyfriend agreed that I could talk to him about this as long as he couldn’t
be identified. Dave isn’t his real name. I arranged for him to come into college so that I could record an interview
with him and take his photo in the studio. The recording was done using a portable recorder – as I won’t be using
the recording I did not need to use the radio studio so we sat in a quiet area. I asked him some pre-prepared
questions which he answered. I already knew the story as we discussed it beforehand and I made sure he got some
of the key points across that I wanted to use in my article. I transcribed the recording in word (File: Interview with
Dave) so that I could edit it later in the sessions where I had to put the magazine together. The original
transcription and my edited story are in activity 1 folder. When editing the interview I had to ensure I kept the
sense of the story the same, not cutting out key points. The transcript is 437 words long, the word limit for the
article is 300/350 words. The final story is 346 words. To do this I took out some of the extra words he said – here is
an example from the first paragraph:

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I took out things like he couldn’t remember who the clothing firm was, as it adds nothing to the story. Similarly the
fact that he read the email, because to take the action he did he must’ve obviously read it – so this wasn’t needed. I
did originally leave the last line in, but when it came to meeting the word count I took this out in the end. I also
changed my question for the final story as the original was ok for the interview, but a reader would need more
information as they do not initially know what happened, so I needed to point out it was identity theft.
Silhouette picture
I also needed to get a picture of him which had to
be a silhouette. This was done in the studio (see
RH picture for my set-up) – I created the
silhouette by placing a light behind his head and
then taking his picture so that his head hid the
light. I used my DSLR for this and used it in manual
as I needed to do the focussing because of the
dark lighting in front of ‘Dave’ wouldn’t let the
camera autofocus. I also got an overall better result setting the aperture/shutter
speed/ISO myself so that you cannot see any details of his face, but a good clear
silhouette with a rimlight around him which separates him out from the black
background. I needed to use the barn doors to stop the light spilling out too much but as you can see there is part
of this in the shot but I can take this out when I edit it later in photoshop. I used a black background as my plan is to
have the whole page black, with white text. Using a black background will make this easier.
Credit card pictures
For one of my pieces I want to show how credit card fraud can
happen and it links in to Daves story. I didn’t want to use stock
images so I took these myself. To do this I set up a copy stand and
placed the credit cards on a white background so that they will be
easier to cut out later when I edit them in photoshop. I used 2 cards –
a green one which everyone recognises as Lloyds and a red one. I wanted to give myself a colour option and the red
one will stand out from the page. I also did a shot of several together. I lit the cards on the stand from above, again
using my DSLR in manual mode. I have edited the pictures here as I didn’t want the names to appear.
ATM pictures

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I have an idea for my checklists on the do’s and don’ts for protecting your identity to use a
post-it note with tick boxes and the screen of an ATM machine. While I was taking the
picture of the ATM I saw the ‘Free Cash’ sign so thought this may be useful so took a picture
of that as well – I could link this into identity theft = free cash for the perpretator. I used my
iphone to take the pictures of the ATM as I did not want to stand
out and be asked questions if using my full size DSLR – I could be
discreet.
Post It Note
This was done the same way as the credit cards using a copy stand and my DSLR
Editing images
On the silhouette image is one of the barn doors, which is lighter than the rest of the black background. As
mentioned earlier, I want the whole page to be black so I need to change this portion of the picture. I did this using
photoshop and the clone tool. The clone allows you to copy one part of an image and copy/clone it onto another
area. I started off using a large brush (448px)to clone most of the affected area. I then zoomed in and used a
smaller brush (29px) to complete the detailed area around the ear. It did not need to be hyper-accurate as it will
blend in with the background of the page and the text wrap.

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For the post-it note I want this to look like it has torn edges. I have previously done this on photos, giving them an
aged/torn look so I will use a similar process here. I created a copy layer (1) of the original post -it and then a blank
layer (2) which I placed between the first 2 layers, filling this with white. I then added a layer mask to the top layer.
I then used a rough round bristle brush, painting around the edges of the post-it so that the edge disappears,
leaving a ragged edge. Finally I cropped this using the cropping tool and saved it as a jpg.
There are additional elements of editing detailed in Activity 2 which had to be done as I created the magazine
In this response the learner has provided an introduction that lays out their intentions
and the style of the magazine to be produced. This relates directly to the
requirements of the brief and a focus on emails. The learner has created the
majority of the assets themselves, with one photo and the video being sourced
externally. There is evidence of forward planning and comprehensive skill and
understanding in the creation of the assets, for example understanding the need to
use manual settings on the DSLR for the silhouette and rimlight, and the use of a
black background for use on the final page. This has been supported by images of the
setups used. There are elements of creativity, not necessarily in the taking of the
images but in how they may be used later in the production, for example spotting the
‘free cash’ banner and how this may link to the subject matter.
There is evidence of effective organisation, with folders created for original, sourced
and edited assets. The assets are labelled in a clear logical way, which will allow for
easy identification when using them in the final production.
The images, however, are a little formulaic in style, but have been manipulated to
create a more creative final image. The learner has demonstrated comprehensive,
skill, knowledge and understanding in the use of image editing techniques, for
example, to adapt these images for use in the final product.

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Lower scoring response
Digital e-magazine
I am going to make a magazine cover and inside page. On my cover will be an
image which will get the readers attention and they will instantly know what the
magazine is about because of the picture and the title. I will call it protect Your
Identity. The pictures will be something that the the group 16-20 can connect with. I
will use Microsoft Publisher to make my magazine.
Activity 1
I didn’t know anyone that had there identity stolen so I searched for some on the
website in my class time and found a page with lots of case studies on there. I
saved this and wrote one of them out for my example. The example I chose was
the social networking one as lots of young people have an account an account. I
have put this in my folder. I also found lots of pictures which I can use on the
internet. I chose cartoon ones because they would match the audience. This is a
screenshot of my files

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For Activity One this learner has relied heavily on sourced assets for images and
rewritten a story they found on the Internet for their original assets. The asset created is
relevant to the subject and the target audience and the use of a sourced story for the
initial information is explained. The ability, therefore, to demonstrate skill, knowledge
and understanding has been severely limited. For a higher scoring response it is
expected that the learner will be creating assets as well as sourcing them from the
Internet or other sources.
There is evidence of the adequate organisation of some assets/material, but this is
inconsistent with some having generic names, such as ‘image’.

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Activity 2
Using the assets you have created and sourced, you must edit and use
your assets to construct/build a completed media product that meets the
requirements of your chosen brief.
During this period, you must create an annotated digital e-portfolio of a
maximum of 15 pages, which should include evidence of:
o howyouprepared,editedand/ormanipulatedyour
assets/material for your production
o how you constructed/built your media product
o a justification for the decisions you have made throughout Activity 2.
You will be assessedon:
o your preparation, editing and manipulation of the assets for
your production
(20 marks)
o your final completed media product and its relation to the brief.
(20 marks)

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Higher scoring response
Activity Two
Initial set-up
I set this up as an A4 publication in InDesign. I am using InDesign as it is an industry package which will allow me to
export my magazine as an e-publication. When I export I will use a fixed layout as I will be using pictures and this
will give the best result as the properties I set will be kept. The alternative would be a reflowable format, but this
has limitations when you are using lots of pictures/images.
As I am doing a front page and double page spread I set the number of pages to 3 and ticked facing pages to make
the double page spread. I also set-up 4 column guides to give me a structure guide, but also allow flexibility.
Front Cover
I want this to be eye-catching so I’ve decided to use the picture I took at
the cash machine which has ‘free cash’ on it, as effectively when your
identity is taken you are given the perpetrator free cash. First of all I
need to edit the picture as I just want the free cash element from it.
Using photoshop I used the crop tool to initially straighten the picture
as it is not quite level and then cropped it using the crop tool until I got
the image I wanted.
Once I had cropped it I wanted to emphasise the red so I increased the
saturation

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This will now form a dynamic image on my cover. I selected
the image and placed it on my page and then rotated it to go
diagonally by selecting the rotate handle at the top left of the
picture box. This needed re-positioning and re-sizing to fit as I
wanted so I used a combination of the ‘direct selection’ and
‘selection’ tools to move it and resize it to fit. Finally so that I
didn’t have any white at the left hand side I used the ‘eye-
dropper’ tool to select some colour from the picture to flood
into the white space.
The next step was the title – I wanted to keep this simple so have used a contemporary
font in lower case, bold. I also adjusted the kerning to bring the individual characters
closer together to add more impact. I don’t want it to go across the whole page, but kept
it towards the left hand side. The title itself is simple – identity – as I want it to be clear
and obvious what the magazine is about.
One of the requirements is to include a hyperlink to action fraud – I decided that it
would be good to have this on the front page – an ideal place for this is the bottom left corner in the triangle left
below the diagonal image. As InDesign can also create a QR code I have decided to make the link more accessible
by using this - this way those accessing it online can click on
a link and anyone that has a paper copy can use the QR link.
QR code can be created by selecting ‘Generate QR code’
from the Object menu, selecting ‘web hyperlink’ and typing
in the web address. Similarly an HTML link can be created
from the text by right clicking on the text and creating a
hyperlink to the web-page.
It is important that anyone viewing the publication gets an idea of what is
inside, so next was to add this onto the front page. I wanted to make this as
visual as possible as the target audience is 16-20 year olds so I used the cartoon
I sourced as a graphic and combined this with text highlighting that this was a
special edition on Phishing. I added text to this, emphasising the special issue
with the use of red text (links in to free cash) and a larger font size. Beneath this
I gave a short description of what the special edition is about. This was created
by pasting the image onto the page and re-sizing it and then editing and formatting a text box placed next to it. I
need to fill the white space above and to the right of my diagonal image. However when I placed it here it
conflicted in a way with the title, so I moved the title to the left side of the page to create a better look. Reviewing
this, it would be good to link this to my story so I added an extra line, highlighted the word ‘story’ by using red and
created a link to the story so that the reader could click and go to the page. I did this by creating a hyperlink again,
but rather than it going to an external URL it goes to the page.

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When reviewing the front page I made some minor changes to the
bottom left to make it more obvious what the link is about.
I also added a line underneath the title to create an element of separation
as I felt it didn’t stand out enough it needed some form of emphasis, but I
did not want to increase the size or change the colour.
Page 2
This is going to be my key page containing the interview and my edited silhouette picture. I will edit the story to fit
the space I have as I want it to fill the text box and be evenly balanced between the two columns if possible.
The first step was to import my picture into
InDesign. As you can see in this picture it was
too big so I re-sized it proportionately. I also
took it to the edges of the page rather than the
page guide rules so that the whole page is black
and moved it to the left hand-side of the page
The next step was to use the pen
tool and draw a bounding box
round the image – this will form
the edge up to which the text will
flow when I fill the text in. I also
set the text wrap to ‘wrap around
object shape’

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Now it’s time to put my interview text– there is a red box in the bottom right corner, indicating that my text goes
outside the text area, so now I need to edit it to fit without losing the key-points of my interview. I did this in Word
and re-imported the text back in as it was easier to do it in Word. I also added the pull quote. I chose this as it
shows the effect that this has had on him as he now feels the need to constantly check things.
This is the final page. As you can see, I have added a title/introduction in a larger
typeface to stand out. I also re-adjusted the bounding box for the picture to try and get
a better flow round it. I used the leading and kerning to adjust the spaces between
characters and lines to try to balance the space up. However when I got the bottom
lines on the same level I was left with a single line on the top of column 2 and then the
next sub-heading, which looked untidy, so I adjusted it so that the second column
started with a sub-heading and a slight imbalance in the level of the bottom lines, as I
believe this looks better. I also used fully justified text, again to create the balance on
the page.
Page 3
This page is aimed at defining what phishing is and steps that can be taken to protect yourself against this type of
identity theft. It will also have a short video about phishing and a teaser for what the next special edition will be.
I want the definition to stand out and not be plain text so that it gets noticed. To do this I have used 24pt Franklin
Heavy Gothic (the same as the identity title) for the question and coloured this red. I have then separated this from
the definition using a simple vertical line, with the definition being 14pt Arial. This draws you to the key point.

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One of the problems I had was the hyphenation of the word password – to
stop this happening I selected the paragraph style options/hyphenation and
turned this off to create a better flow.
Beneath this I expanded on the definition, emphasising particular key words in bold to make them stand out. I
wanted this to be justified across the whole box, but justifying puts in extra spaces to make the text fit from one
side of the box to the other.
In this case this looked untidy. I wanted to keep the font size as 12pt. To get around this I adjusted the space
(kerning) between the letters to make it fit on one line. For the first line I used -20 and -40 for the second. I also had
to edit a few words out of the second line so chose carefully so that I still kept the sense of the statement.
I then reduced the spacing between the two lines to 8pt (leading).
For the tips I wanted a tick list on a
yellow post-it, again to separate this
out so that it stands on it’s own. The
tips have come from a range of my
sources found during the
preparatory period and saved in my
activity 1 folder. To create the post-it on screen I used the post it note I
previously edited to create a ripped edge effect and placed this on the page
below the definition. I used the selection tool to increase the box to fit across all four columns in which the post-it
was placed, then the direct selection tool to stretch the post-it within this box. I will then have to stretch it down
using the same techniques when I have my text in place.

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To put text on top of the image I created a text box, selected the
text frame options and clicked ignore text wrap. If this isn’t done
then you will not be able to see the text on the image below.
The first thing I did was rewrite the elements that I wanted to use
into a separate word document, again to make it easier to create
the outline of what I wanted to write.
I then placed this in the text box – the look I wanted was similar to
hand writing, but I couldn’t find a suitable font (NOT Comic Sans!).
With a bit more planning I could probably have written the text out
by hand and scanned this to use. I have compromised by using Eras
Medium ITC 12pt – by using a different font it does stand out as
being something separate on the page, along with being placed on
the yellow post-it. As I want to create something similar to a check
list, I have left a space on the left
hand side to put in some check boxes.
I also adjusted the line space between
each point to 8pt. I did consider
rotating the box slightly, but after
doing this rejected it as it looked odd
within everything else placed as
horizontal. If it had been smaller
boxes it may have worked, but not for
one large one.

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I created the check boxes by
drawing a box and then selecting
a 1pt outline – I then copied and
pasted the right number so that
they were all the same size. I got
them all to line up by selecting
them all and aligning them on
their left edge. Finally I added a 1
mm drop shadow to give the
boxes an element of depth.
Video
It was difficult finding a video that lasted less than 30
seconds or one that could be edited to 30 seconds and still
make sense. I eventually found one from the telephone
network 3 that was slightly over (35 seconds). I chose this
one because it is animated, simple to understand and has
the same information I have put in my checklist so the
reader will get the information in 2 different ways. I used
Adobe Premier to adjust the time to 30 seconds by taking
off the logos at the beginning and end. This also meant
that the poster image seen for the video will be relevant
rather than a company branding. I will, however, credit the
network within the text on the page. The video was
exported using Media Encoder to MP4 format.
To put this on the page I used ‘place’ from the FILE menu, selecting the edited video from my edited assets folder.
As you will be able to make the video full screen when you play it in the e-pub document I do not need to make the
video big within my document. By editing it and ensuring that the first frame of the edit is a frame with an image in
it, this will be the image that will be seen as the placeholder. By exporting to e-pub play controls are automatically
created. I have placed this in the bottom left across two columns and put a vertical separator line in. This is because
I want to highlight what the next special issue will be and this will be in the right 2 columns at the bottom.

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As I have edited out the fact
that this video was made by
the phone network 3 I need to
acknowledge this. I also will
need to seek permission to
use this before the magazine
is made public to ensure I am
copyright compliant. I have
also added a text box to label
the video.
The final part for this page is
to add a second link to the
website and to run a ‘tease’
for the next edition. As this
will be on credit card fraud I
used the images I had taken
of credit cards and positioned
these in the bottom right
corner with the text.
Running Header
To ensure the running header will be consistent across all pages I have used master pages to set this up, using the
facing pages rather and not the single front page. This is so that the header appears on all inside pages. I created a
text box and used the same font as the front page title for consistency, a smaller and lighter version of the font for
the page number along with a black bar running either side of the header text. To number the pages automatically I
selected TYPE >INSERT SPECIAL CHARCTERS > CURRENT PAGE NUMBER. This will update each page number to the
current page. I replicated this on the left and right hand side pages, reversing the position of the number and text
on the RH page. I wanted to keep the header simple and in black and white to fit in with the clean style of the rest
of the magazine.
When reviewing the final magazine I did not like the front page as there was too much white space and not enough
to tease the reader in. I therefore separated out Daves story to be a separate item and included his silhouette with
a link to the page. I also re-arranged the placement of the text boxes to improve the balance.

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Exporting
In order to be able to be viewed online I converted the final magazine to both an interactive PDF and an e-pub
document. I chose fixed layout to preserve the original formatting. This allows the magazine to be viewed as an e-
publication on a web page or viewer.

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The learner has produced a front page and 2 internal pages for a magazine. The final
magazine pages fully meet the requirements of the brief and contain all the specified
elements in the brief.
Through the e-portfolio the learner has demonstrated a comprehensive
understanding of the editing/manipulation/preparation process with detailed
notes and justifications. The account of how pages 2 and 3 were created is technically
sophisticated and successfully applied. There are clear justifications for actions
taken and content, for example the pull quote, and how leading and kerning have been
used to adjust on specific occasions to create a balance within the text layout.
The learner has used a range of software packages in producing the final magazine,
including video editing software to ensure the video meets the 30 second requirement.
The reasons for the choice of video and how it has been amended to meet the
requirements of the brief have been fully justified.
The media product demonstrates creativity, but this is not consistent throughout the
whole product, the front page being weaker than pages 2 and 3. The magazine is
effective and coherent and comprehensively meets the brief.

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Lower scoring response
Activity 2
I opened the programme and created
my first page. As I need two pages I
added another page, I used insert
blank page.
I wanted to create an eye-catching title
so I used Word Art that is part of the
programme. I tried different colours and
styles and ended up having it curved
with a black outside and blue inside and
a shadow. The shadow makes it stand
out like its 3D.

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I want to put my picture on next and this is
important because it will get the attention. I
have used a padlock picture because it
represents that you need to lock things up
so they don’t get taken. When I put my
picture on the page it did not cover all the
area so I made the picture persentages
bigger until it would cover the area I
wanted. It was then to big so I had to crop
it. When I did this 1st time the padlock was
too much so I moved the picture to the side
a bit and did it again. When I did it again it
looks a lot better because you also cannot
see the name on the padlock.
I now need to put my text on the picture, but if
I put it straight on you wouldn’t read the writing
very well as it would be too complicated. So I
made some shapes to put the text in and
coloured these in different bright colours to
stand out. When I looked at it I also didn’t like
that the picture stopped part way up the page
so I made it bigger and sent it to the back so
the title could be seen. I made them yellow red
and green and then thought they looked like
traffic lights so changed there position and put
the bad story in the red one and how to stay
safe in the green one. When I have put my
story in I will link to the story

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I then worked on my inside page
before adding the text to the
front page so that I could make it
all match up. The exam states
that I have to do a running head.
To do this I looked at the page parts in the menu for a heading but didn’t like the
ones there so made my own. I wanted it to have the name of my magazine and the
page number so I made a text box across the page and typed the information into
this. I used the Bauhaus font as it looks modern and drew a line underneath so it
doesn’t get mixed in with the other text
I now have to do my story so I made a text box to put it in
and gave it 2 columns and copied the story I wrote into it.
Because the story is adapted from one on the internet I
don’t have a picture of Jackie so I used one I found
which is a silhouette with a question mark and put this in
the text box so the words went round it. I had to change
the size so it fit properly. For the pull quote I used the
ones available in the menu and the words It made my
blood run cold to think that strangers had accessed so
much personal information. To keep the story separate I
put a box round it.
Another thing I have to do is add a video but I
couldn’t find one the right length but did find one
about a shop that used peoples facebook to show
the how easy it was to trick them so I have used
this. It is called data To go and I dragged it onto
my page in the gap at the bottom so people can
click on this and open it.

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I’ve got to fill in the other side of my page and when I was
looking for stuff i found about the most ways people get
scammed so I’m going to add this in here. For this the best
stuff I found was the BBC one so I will use this and edit it to fit
in. When I put the text in it looked boring so I added some
pictures where I had them. There are some without pictures. If
I could use the internet I could add in more but I didn’t have
them.
I also added my link to the website that was needed.

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These are my finished pages. I exported
them to a pdf so that they can be read online

27. 27
For Activity 2 there is a general understanding of the editing/manipulation
process, in that the learner has recognised when images are too big and uses the
facilities within Publisher to modify this, but these may not be the most relevant
skills used to do this. There is a heavy reliance on the use of ‘shortcuts’ within the
programme to create elements, such as word art and the pull quote. A higher
scoring response would look beyond the limitations of these to create more
sophisticated elements.
There is partially successful application of techniques used in the
building/creating of a media product evidenced through the e-portfolio, however
these seem to be a bit ‘hit or miss’ to get the desired outcome rather than planned
– for example reducing the impact of the name on the padlock and the ‘traffic light
effect’ of using the coloured circles.
There is some evidence of the decision making process, for example the
explanation given as to why text cannot be placed straight onto the cover picture.
This, however, is not consistent throughout the work.
The final magazine has some creativity, the front page is eye-catching in the use
of the traffic lights for danger and advice, but it is inconsistent throughout. In the
advice story, for example, the use of graphics for each section is not carried
through the whole story. The article is also an unedited copy from the original
article and has references that may not be appropriate to the audience. To meet
the assessment criteria for the higher bands, the learner would be expected to edit
the source text to ensure that it matches the target audience.
A functional media product has been produced, but this is uneven. The links for
the website and page work, but the video link is ambiguous as to where to click.
The requirement for the video was for no more than 30 seconds and have an
appropriate poster image. For this reason, this is a media product that generally
meets the brief.