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Btec Media Intro
- 1. BTEC First Certificate in Creative Media Production Level 2
- 2. Why are you doing this qualification? I want a qualification This qualification is equivalent to 2 GCSEs (A*-C). I want to know more about the media You will find out more about the media industries, career opportunities and how media products are constructed for specific audiences or markets. My friends are doing it You will work both independently and as part of a team. I didn't know what else to do It will give you more confidence and better communication skills for when you leave school. It's better than doing written work You will do both written work and practical work, involving both independent and group research. It's different from other subjects! It helps you to develop a range of skills and techniques, personal qualities and attitudes essential for successful performance in working life. It's easier than other subjects
- 4. This is what the BTEC First Certificate will mean to you! It is gives you an opportunity to achieve a nationally recognised, vocationally specific, media qualification. It prepares you for entry to employment, applying for work in the media industry, or progressing to higher level qualifications. It gives you a qualification with credibility, not just for entry into the media industry but other industries too.
- 5. This is what the BTEC First Certificate will mean to you! It provides you with the opportunities to develop a range of skills and techniques, personal qualities and attitudes, essential for successful performance in working life. It helps you to gain a basic understanding of employment opportunities, job requirements and working practices in the media industry. It helps you to develop an understanding of how media products are constructed for specific audiences or markets.
- 6. Team work!
- 7. What do you need to do? Take your thinking outside of the classroom! Understand that every piece of information you get is important for your future career. Make sure you complete all written work and practical work – If you miss it, you will find it hard to catch up!
- 8. What else do you need to do? Always complete your research to the best of your ability. Put into practice the rules and regulations for Health, Safety & Welfare at all times. Complete all homework that you are given. TAKE PRIDE IN YOUR WORK!
- 9. What is the course about? The course covers 180 guided learning hours. There are 2 CORE UNITS: Unit 1 – Research for Creative Media Production Unit 2 – Communication Techniques for Creative Media Production There are 2 SPECIALIST UNITS: Unit 5 – Video Production and Unit 14 – Deconstructing Computer Games
- 10. Unit 1 – Research for Creative Media Production When you have completed the course you should: 1. Understand research methods and techniques. 2. Be able to identify and gather research material. 3. Be able to collate and store research material. 4. Be able to present results of research.
- 11. Research methods
- 13. Unit 2 – Communication Techniques for Creative Media Production When you have completed the course you should: 1. Be able to communicate about media production in discussions. 2. Be able to present information and ideas orally to an audience. 3. Be able to communicate information and ideas in written formats for media productions.
- 14. Unit 5 – Video Production When you have completed the course you should: 1. Understand pre-production, production and post-production techniques. 2. Be able to contribute to each stage of the creation of a finished video product. 3. Be able to review own video production work.
- 16. Role play / Rehearsal
- 17. Rehearsing lines
- 18. Acting workshop
- 19. Concentrating on the shot!
- 20. Working as part of a team!
- 21. Following instructions from a Director.
- 22. Acting the part.
- 23. Rehearsing a voice-over for the main character.
- 24. Unit 14 – Deconstructing Computer Games. When you have completed the course you should: 1. Know about the history of computer games. 2. Understand game elements. 3. Be able to recognise game genres. 4. Be able to produce a game review.
- 25. How will you be assessed? You will be assessed in a variety of different ways: Case studies Assignments Work-based assessments Projects Performance -Observation where your teacher will photograph you working Time constrained assessments.
- 26. How will you know if your work is right? Your teacher will mark each assignment. Your teacher will complete an ‘interim assignment feedback sheet` so that you know how well you are progressing Your progress will be kept on a tracking sheet
- 27. How will you be assessed? Each of the three units can be assessed at: PASS,(C/B) MERIT(B/A) or DISTINCTION(A/A*) To achieve a Pass you must satisfy all pass criteria. To achieve a merit you must satisfy all merit criteria, in addition to pass criteria To achieve a distinction, you must satisfy all distinction criteria, in addition to pass and merit criteria
- 28. Internal & External Verification When your teacher has marked each assignment, it will be put into a central file in the office. The Internal Verifier for the course will sample coursework on a regular basis, to make sure it has reached the correct standards for the grade awarded to each student. The External Verifier will then send for samples of work from the school, to check whether the standards have been met.
- 29. GO FOR IT! Grasp this chance! Do your best work! Listen and learn new skills! Get yourself further forward to a career in the Media Industries and/ or a worthwhile qualification to boost your C.V..
Editor's Notes
- 1. Which examination board runs this qualification? EDEXCEL 2. Why have you chosen to do this qualification? – ASK EACH STUDENT TO ANSWER THAT QUESTION
- You may have answered in one of these ways.
- EXPLAIN WHICH ONE YOUR GROUP IS DOING.
- EXPLAIN IN SIMPLE TERMS 1, 2, 3, & 4 METHODS – Primary; secondary; qualitative e.g. opinions, attitudes. Behaviour patterns – quantitative e.g. ratings, circulation figures, web hits. TECHNIQUES – Using libraries; using the internet; search methods (indexes, catalogues, search engines); reading; note making; interviews (written, recorded); observations; questionnaires; surveys; focus groups; meetings. INFORMATION TRAIL – Log of library; internet and catalogue searches. 2.IDENTIFY – Material of various types e.g. verbal (interviews, reports, from books, from newspapers, from magazines, from internet), visual (photographs, drawings, paintings, cartoons, film and television clips), graphic (chart, graphs) From various sources - e.g. books, trade magazines, periodicals, newspapers, microfiche, reference books, television, photo libraries, film archives, internet, CD ROM databases. GATHER – Through various methods e.g. primary, secondary, qualitative, quantitative; Through various techniques e.g. interviews, observations, searches, questionnaires, surveys, focus groups, meetings. Record e.g. written notes, summaries, by electronic means. 3. COLLATE – Sift and select; organise e.g. by name, by date, by type, by content, by information source; index. STORE – Secure storage; ease of access. 4. FORMAT – e.g. written report, oral presentation, Power Point presentation, audio-visual presentation, individual presentation, group presentation. CONTENT – Purpose; procedures, summary of data / material e.g. graphics, charts, tables; Analysis / results / conclusions; Bibliography / summary of sources. EXPRESSION – Structure; clarity; linguistic register; recognition of audience.
- EXPLAIN IN SIMPLE TERMS 1, 2, 3, & 4 METHODS – Primary; secondary; qualitative e.g. opinions, attitudes. Behaviour patterns – quantitative e.g. ratings, circulation figures, web hits. TECHNIQUES – Using libraries; using the internet; search methods (indexes, catalogues, search engines); reading; note making; interviews (written, recorded); observations; questionnaires; surveys; focus groups; meetings. INFORMATION TRAIL – Log of library; internet and catalogue searches. 2.IDENTIFY – Material of various types e.g. verbal (interviews, reports, from books, from newspapers, from magazines, from internet), visual (photographs, drawings, paintings, cartoons, film and television clips), graphic (chart, graphs) From various sources - e.g. books, trade magazines, periodicals, newspapers, microfiche, reference books, television, photo libraries, film archives, internet, CD ROM databases. GATHER – Through various methods e.g. primary, secondary, qualitative, quantitative; Through various techniques e.g. interviews, observations, searches, questionnaires, surveys, focus groups, meetings. Record e.g. written notes, summaries, by electronic means. 3. COLLATE – Sift and select; organise e.g. by name, by date, by type, by content, by information source; index. STORE – Secure storage; ease of access. 4. FORMAT – e.g. written report, oral presentation, Power Point presentation, audio-visual presentation, individual presentation, group presentation. CONTENT – Purpose; procedures, summary of data / material e.g. graphics, charts, tables; Analysis / results / conclusions; Bibliography / summary of sources. EXPRESSION – Structure; clarity; linguistic register; recognition of audience.
- ATTRIBUTES OF AN ACCIDENT – Definition of `accident`; elements of a typical accident; how accidents differ from a near miss to a dangerous occurrence; chain of events or omissions leading to accidents. ACCIDENT TRENDS – Overview of causes of accidents in the construction industry; causation factors; frequency and severity of accidents over the last 5 years as reported by the HSE (Health & safety Executive) COST OF AN ACCIDENT – Human costs; financial costs in general terms (to individuals, companies and society) LEGAL RESPONSIBILITIES – Roles and responsibilities of individual personnel (including managers, supervisors, operatives, labourers) both on-site and off-site, under the Health & safety at Work Act etc. 1974 (HASWA) WORKPLACE POLICY – Overview of safety rules and procedures; safe systems of work; need for risk assessments. LEGAL REQUIREMENTS – Mandatory legal actions (in general terms) required of a contractor on-site; penalties (in general terms) for non-compliance. 2. HAZARDS – Identification of hazards having the potential to cause harm. RISKS – Identification of the risks that arise out of identified hazards relating to plant, equipment, machinery and materials. WORK METHODS – How changes in the workplace can affect hazards and risks. WORKPLACE FACTORS – How changes in the workplace can affect hazards and risks e.g. temperature, dust, humidity, confined spaces, traffic access and egress. HUMAN FACTORS - How human factors can create hazards and risks, e.g.attitude, training, responsibility, experience. RISK ASSESSMENTS – Purpose; features; use. 3. TRAINING – Toolbox talks; manual handling and safety courses. PROCEDURES – Written work procedures; risk assessments; permit to work systems. PROTECTIVE EQUIPMENT – correct use of personal protective equipment (PPE) (including hard hat, safety boots, ear defenders, safety glasses); maintenance of PPE in good condition; reporting of defective equipment. SUBSTANCES – Risks associated with a range of substances; relevant current legislation, e.g. Control of substances Hazardous to Health (COSHH); risk assessments and their use in preventing exposure to harmful substances. FIRE PRECAUTIONS – Conditions for a fire; types of fire extinguisher; labelling of fire extinguishers; selection of appropriate extinguishers for given situations. GOOD HOUSEKEEPING – Tidy workplace with clearance and space; safe storage of materials; clearance of fire exits; avoidance of trip hazards. WORKING AT HEIGHTS – Awareness of `Working at Height Regulations` (WAH); control measures; fragile roofs; movement of materials into position. WORKING BELOW GROUND – Standard trench support systems. CONFINED SPACES - safe systems of work; emergency procedures. SAFETY SIGNS – Identification and appropriate positioning of safety signs; difference between mandatory and advisory safety signs. PLANT, EQUIPMENT AND MACHINERY – Inspection and testing; requirement for operator competence; safe systems of work; awareness of the requirements of the Provision and Use of Equipment Regulations (PUWER) ELECTRICITY AND BURIED / OVERHEAD SERVICES – Use of 110 volt supply on sites; detection of cables; safe working practices when excavating.
- HANDTOOLS – Pencil; steel rule; combination / try square; marking knife; marking/mortice gauge; sliding bevel; wooden mallet; claw hammer; mortice/ bevel-edged chisel; tenon/panel/dovetail saw; jack/plough/block plane; wheel brace; bradawl; hand screwdrivers; bench holdfast; cleaning of tools. PPE – Safety boots/shoes; hand protection; other PPE, e.g. goggles, as appropriate. 2. BASIC JOINTS – Housing; through/corner halving; through/corner bridle; through/haunched mortice and tenon; mortice and tenon with long and short shoulders. FRAMES – Production of specified simple frame(s) made from square sections to include the range of joints listed above. HEALTH, SAFETY AND WELFARE – Maintenance of clean and tidy work space; identification of hazards associated with given tasks; use of safe practices to minimise risks from identified hazards. 3. RODS TO INCLUDE – Vertical and horizontal sections of simple frames; cutting lists as appropriate; use in producing specified frames.
- Show tracking sheet and explain how it is used.