This document provides the brief for a short film project assignment for a creative media production qualification. Students must create a 5 minute thriller or drama film shot using single camera techniques. They will go through various tasks from analyzing genre conventions to planning and producing their short film. The deadline for an interim cut is November 27th and the final deadline is April 15th. Students will be assessed on their pre-production, production and post-production work, as well as their understanding of relevant skills and concepts.
This document provides the details of an assignment for a BTEC National Extended Diploma in Creative Media Production. Students must complete a short film project involving pre-production, production and post-production tasks. They will analyze single camera techniques, research editing techniques, develop and pitch their own film ideas, create a 1-minute film, and plan funding sources for their proposed 5-minute short film. The assignment involves individual and group work, and is assessed based on learning outcomes for four units relating to pre-production, communication skills, film editing, and single camera techniques.
This document outlines the pre-production process for students creating short films. It includes developing a pitch, treatment, script, storyboard, animatic, and production schedule. Students will work in groups to complete these pre-production elements. The document provides guidance and online resources on each step. It emphasizes strong storytelling, visual style, effective communication, and technical filmmaking skills like lighting, camera angles, and continuity. The goal is for students to thoroughly plan their short films before production.
This document outlines a scheme of work for a BTEC National Diploma in Creative Media Production course at a sixth form college. It covers 15 months from September to April and includes units on pre-production techniques, communication skills, editing techniques, and single camera techniques. Students will complete induction projects and assignments including producing a webisode, short films, and conducting research. They will learn skills like shooting, lighting, editing, and pitching ideas. The schedule provides structure for students to develop their practical skills and understanding of the media production process through hands-on projects.
This document provides information about a film editing techniques unit, including definitions of key editing terms and techniques. It discusses continuity editing, the 180 degree rule, shot reverse shot, match on action, and more. It provides examples of techniques from films like Psycho, The Birds, and Scream. Students are tasked with creating a glossary defining terms and analyzing example clips to demonstrate motives and purposes of different editing choices. The goal is for students to develop expertise in discussing editing language and conventions.
This document outlines the tasks and requirements for a short film project. It includes 3 tasks:
1) Analyze examples of single camera techniques from TV and films, and create a video commentary explaining techniques like shot composition and sequencing.
2) Research different narrative structures and formats of short films/TV through examples, and analyze how 3 productions compare in these areas.
3) Critically examine the technical elements of 3 short films, including how camerawork, lighting, sound, and editing were used to appeal to audiences.
Key terms are provided to analyze formats, structures, genres and technical components. Final deadlines are set for mid-October and early November.
This document provides the assignment brief for a BTEC National Diploma in editing techniques. The assignment involves 3 tasks to demonstrate understanding and application of editing principles and techniques. Task 1 focuses on exploring editing fundamentals and pioneers through blog activities. Task 2 teaches preparation of footage through setting up a project in editing software. Task 3 requires choosing 3 exercises to edit footage and demonstrate techniques like shot reverse shot, parallel editing, and chroma keying. The assignment aims to develop technical and theoretical editing skills to a professional standard.
Early pioneers like the Lumiere Brothers, Thomas Edison, and Georges Méliès experimented with techniques like multiple shots and narrative structure in early films from the 1890s-1900s. Editing techniques then evolved throughout the 1900s-2000s to manipulate time and space, employ varying points of view, and develop pacing through cutting between shots. Modern directors like Alfred Hitchcock, Martin Scorsese, and Quentin Tarantino demonstrate unique styles and use editing techniques like continuity, montage, and parallel cutting to tell compelling stories through film.
This document outlines an assignment for students to produce a short single camera drama. It provides the timeline and requirements for the project, which includes researching single camera techniques, developing a script, pre-production, production, and post-production. Students will work in small groups to write, plan, and film a short film of 10 minutes or less. They will learn about cinematography, lighting, sound, and editing through completing the assignment. The goal is for students to develop their production skills and produce a short film using single camera techniques for a streaming service.
This document provides the details of an assignment for a BTEC National Extended Diploma in Creative Media Production. Students must complete a short film project involving pre-production, production and post-production tasks. They will analyze single camera techniques, research editing techniques, develop and pitch their own film ideas, create a 1-minute film, and plan funding sources for their proposed 5-minute short film. The assignment involves individual and group work, and is assessed based on learning outcomes for four units relating to pre-production, communication skills, film editing, and single camera techniques.
This document outlines the pre-production process for students creating short films. It includes developing a pitch, treatment, script, storyboard, animatic, and production schedule. Students will work in groups to complete these pre-production elements. The document provides guidance and online resources on each step. It emphasizes strong storytelling, visual style, effective communication, and technical filmmaking skills like lighting, camera angles, and continuity. The goal is for students to thoroughly plan their short films before production.
This document outlines a scheme of work for a BTEC National Diploma in Creative Media Production course at a sixth form college. It covers 15 months from September to April and includes units on pre-production techniques, communication skills, editing techniques, and single camera techniques. Students will complete induction projects and assignments including producing a webisode, short films, and conducting research. They will learn skills like shooting, lighting, editing, and pitching ideas. The schedule provides structure for students to develop their practical skills and understanding of the media production process through hands-on projects.
This document provides information about a film editing techniques unit, including definitions of key editing terms and techniques. It discusses continuity editing, the 180 degree rule, shot reverse shot, match on action, and more. It provides examples of techniques from films like Psycho, The Birds, and Scream. Students are tasked with creating a glossary defining terms and analyzing example clips to demonstrate motives and purposes of different editing choices. The goal is for students to develop expertise in discussing editing language and conventions.
This document outlines the tasks and requirements for a short film project. It includes 3 tasks:
1) Analyze examples of single camera techniques from TV and films, and create a video commentary explaining techniques like shot composition and sequencing.
2) Research different narrative structures and formats of short films/TV through examples, and analyze how 3 productions compare in these areas.
3) Critically examine the technical elements of 3 short films, including how camerawork, lighting, sound, and editing were used to appeal to audiences.
Key terms are provided to analyze formats, structures, genres and technical components. Final deadlines are set for mid-October and early November.
This document provides the assignment brief for a BTEC National Diploma in editing techniques. The assignment involves 3 tasks to demonstrate understanding and application of editing principles and techniques. Task 1 focuses on exploring editing fundamentals and pioneers through blog activities. Task 2 teaches preparation of footage through setting up a project in editing software. Task 3 requires choosing 3 exercises to edit footage and demonstrate techniques like shot reverse shot, parallel editing, and chroma keying. The assignment aims to develop technical and theoretical editing skills to a professional standard.
Early pioneers like the Lumiere Brothers, Thomas Edison, and Georges Méliès experimented with techniques like multiple shots and narrative structure in early films from the 1890s-1900s. Editing techniques then evolved throughout the 1900s-2000s to manipulate time and space, employ varying points of view, and develop pacing through cutting between shots. Modern directors like Alfred Hitchcock, Martin Scorsese, and Quentin Tarantino demonstrate unique styles and use editing techniques like continuity, montage, and parallel cutting to tell compelling stories through film.
This document outlines an assignment for students to produce a short single camera drama. It provides the timeline and requirements for the project, which includes researching single camera techniques, developing a script, pre-production, production, and post-production. Students will work in small groups to write, plan, and film a short film of 10 minutes or less. They will learn about cinematography, lighting, sound, and editing through completing the assignment. The goal is for students to develop their production skills and produce a short film using single camera techniques for a streaming service.
This document outlines the tasks and requirements for a short film project assignment. It involves three main tasks:
1. Creating a timeline and video discussing the development of film editing from early films to current practices, comparing examples across genres.
2. Producing a video explaining key editing principles, purposes, and how editing has developed over time, citing references.
3. Editing a short film using footage provided, including importing, organizing footage, creating rough cuts, adding sound, and evaluating editing decisions.
The assignment focuses on understanding the development, purposes, and techniques of film editing through research, video creation, and practical editing experience.
This document provides full subject syllabi for several postgraduate film, television, and computer graphics courses. The CTV 7010 syllabus outlines objectives for a film and video production course that will immerse students in all aspects of production through group projects. Students will learn directing, cinematography, lighting, audio recording, and basic post-production. The CTV 7020 syllabus describes a television studio production course that will enhance directing skills through hands-on experience producing multi-camera TV programs. The CTV 7030 syllabus covers 2D computer graphics workshops exploring concepts, issues, and techniques using software like Photoshop and Illustrator.
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This document provides guidance on short film production. It discusses seven rules for writing short films, including keeping practicalities in mind, making the film visual, finding single moments, and engaging the reader. It also covers techniques for filming such as maintaining continuity, using editing to enhance storytelling, proper framing and composition, and confidently using a variety of shot types and angles. Finally, it addresses standards for technical ability, creativity, and storytelling quality that distinguish between merit and distinction levels for short film production.
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The document outlines the course outline for an induction booklet covering representation in TV drama, the UK film industry, and creating an opening film sequence. In the first term, students will analyze representations in TV drama and complete an essay. They will also begin planning and preliminary work on creating an opening sequence, including setting up a production blog and research. The second term focuses on a mock exam, completing the opening sequence, and continuing analysis of the film industry. The third term includes a full mock exam, completing evaluations of the opening sequence, and exam revision.
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This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in assigned roles, and gain experience across the film production process.
ig1 film opening title sequence assignment 2014 to 2015Nicole Melia
This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in teams, and gain experience across the film production process. Documentation and blogs will provide evidence that learning outcomes are being met.
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This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in assigned roles, and gain experience across the film production process.
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This document outlines an assignment for a film production qualification. Students must work in a team to plan, shoot, and edit a film opening title sequence. The assignment involves several tasks including analyzing existing title sequences, generating ideas, pre-production planning, shooting footage, and post-production editing. Students are expected to take on specific roles, collaborate effectively, and manage any production issues that arise. The final edited title sequence should demonstrate knowledge and application of relevant techniques.
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This document outlines an assignment for a film production qualification. Students must work in a team to plan, shoot, and edit a film opening title sequence. The assignment involves several tasks including analyzing existing title sequences, generating ideas, pre-production planning, shooting footage, and post-production editing. Students are expected to take on specific roles, collaborate effectively, and manage any production issues that arise. The final edited title sequence should demonstrate knowledge and application of relevant techniques.
This document outlines the tasks and requirements for a short film project. It details that students will shoot their films in production teams, ensuring they address previous feedback. Students are instructed to properly set up shots, light scenes, and capture multiple takes. For post-production, students will individually edit their raw footage using Premiere Pro software. They must consider pace, continuity, sound and image quality, and transitions. The final output is an AVI file of the edited film, uploaded to YouTube and embedded in a production blog. Grading criteria focus on production and post-production skills.
This document provides information about technical filmmaking techniques and storyboarding. It defines several camera techniques like the 180 degree rule, match on action, and shot-reverse-shot. It explains that storyboards combine images and descriptions to help plan timing, problem solve, illustrate vision, and clarify ideas for others. Students are assigned as a group to come up with a 30 second TV drama sequence including characters, narrative, broadcast details, and using discussed techniques to complete a storyboard in preparation for filming.
This document provides an assignment brief for a group project to pitch a short film idea. Students will work in groups of 3 to research short film techniques, develop ideas for a short film about "going on a journey," write a script, and present a verbal pitch of their idea to a panel. The assignment consists of several tasks, including analyzing short films, researching the script commissioning process, generating initial ideas, writing a proposal, treatment, and first draft script, practicing the pitch, and doing a final verbal group pitch. The goal is to develop students' skills in research, idea generation, script writing, and pitching film concepts to potential funders.
This document provides instructions for a student to complete tasks assessing their understanding of multi-camera production techniques. The student will write a report explaining the conventions of multi-camera filming, comparing formats such as sports/live events and studio productions. They will then plan and perform roles for a multi-camera pilot production, demonstrating organizational skills. The tasks are aimed at developing the student's technical skills and understanding of multi-camera integration with other production areas.
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This document outlines the tasks and requirements for a short film project assignment. It involves three main tasks:
1. Creating a timeline and video discussing the development of film editing from early films to current practices, comparing examples across genres.
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3. Editing a short film using footage provided, including importing, organizing footage, creating rough cuts, adding sound, and evaluating editing decisions.
The assignment focuses on understanding the development, purposes, and techniques of film editing through research, video creation, and practical editing experience.
This document provides full subject syllabi for several postgraduate film, television, and computer graphics courses. The CTV 7010 syllabus outlines objectives for a film and video production course that will immerse students in all aspects of production through group projects. Students will learn directing, cinematography, lighting, audio recording, and basic post-production. The CTV 7020 syllabus describes a television studio production course that will enhance directing skills through hands-on experience producing multi-camera TV programs. The CTV 7030 syllabus covers 2D computer graphics workshops exploring concepts, issues, and techniques using software like Photoshop and Illustrator.
Btec l3 short film week 2 shooting workshopctkmedia
This document provides guidance on short film production. It discusses seven rules for writing short films, including keeping practicalities in mind, making the film visual, finding single moments, and engaging the reader. It also covers techniques for filming such as maintaining continuity, using editing to enhance storytelling, proper framing and composition, and confidently using a variety of shot types and angles. Finally, it addresses standards for technical ability, creativity, and storytelling quality that distinguish between merit and distinction levels for short film production.
A Level Media Studies - Induction BookletMissCTurner
The document outlines the course outline for an induction booklet covering representation in TV drama, the UK film industry, and creating an opening film sequence. In the first term, students will analyze representations in TV drama and complete an essay. They will also begin planning and preliminary work on creating an opening sequence, including setting up a production blog and research. The second term focuses on a mock exam, completing the opening sequence, and continuing analysis of the film industry. The third term includes a full mock exam, completing evaluations of the opening sequence, and exam revision.
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This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in assigned roles, and gain experience across the film production process.
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This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in teams, and gain experience across the film production process.
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This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in teams, and gain experience across the film production process.
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This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in assigned roles, and gain experience across the film production process.
This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in assigned roles, and gain experience across the film production process.
ig1 film opening title sequence assignment 2014 to 2015Nicole Melia
This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in teams, and gain experience across the film production process. Documentation and blogs will provide evidence that learning outcomes are being met.
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This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in assigned roles, and gain experience across the film production process.
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This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in assigned roles, and gain experience across the film production process.
IG1 film opening title sequence assignment 2014 to 2015Megan Hughes
This document outlines an assignment for a film production qualification. Students must work in a team to plan, shoot, and edit a film opening title sequence. The assignment involves several tasks including analyzing existing title sequences, generating ideas, pre-production planning, shooting footage, and post-production editing. Students are expected to take on specific roles, collaborate effectively, and manage any production issues that arise. The final edited title sequence should demonstrate knowledge and application of relevant techniques.
_ig1 film opening title sequence assignment 2014 to 2015Carla Appleby
This assignment brief outlines tasks for students to complete a film opening title sequence production. Students must analyze existing title sequences, generate ideas for their own, and complete pre-production, production, and post-production phases. They will plan their sequence, shoot footage, and edit a rough and final cut. The goal is for students to understand single camera techniques, work collaboratively in teams, and gain experience across the film production process. Documentation and blog posts are required to track progress and demonstrate skills learned.
_ig1 film opening title sequence assignment 2014 to 2015reecemechan
This document outlines an assignment for a film production qualification. Students must work in a team to plan, shoot, and edit a film opening title sequence. The assignment involves several tasks including analyzing existing title sequences, generating ideas, pre-production planning, shooting footage, and post-production editing. Students are expected to apply their skills, demonstrate teamwork, and produce professional quality work within the assigned deadlines.
IG1 film opening title sequence assignment 2014 to 2015Megan Hughes
This document outlines an assignment for a film production qualification. Students must work in a team to plan, shoot, and edit a film opening title sequence. The assignment involves several tasks including analyzing existing title sequences, generating ideas, pre-production planning, shooting footage, and post-production editing. Students are expected to take on specific roles, collaborate effectively, and manage any production issues that arise. The final edited title sequence should demonstrate knowledge and application of relevant techniques.
This document outlines the tasks and requirements for a short film project. It details that students will shoot their films in production teams, ensuring they address previous feedback. Students are instructed to properly set up shots, light scenes, and capture multiple takes. For post-production, students will individually edit their raw footage using Premiere Pro software. They must consider pace, continuity, sound and image quality, and transitions. The final output is an AVI file of the edited film, uploaded to YouTube and embedded in a production blog. Grading criteria focus on production and post-production skills.
This document provides information about technical filmmaking techniques and storyboarding. It defines several camera techniques like the 180 degree rule, match on action, and shot-reverse-shot. It explains that storyboards combine images and descriptions to help plan timing, problem solve, illustrate vision, and clarify ideas for others. Students are assigned as a group to come up with a 30 second TV drama sequence including characters, narrative, broadcast details, and using discussed techniques to complete a storyboard in preparation for filming.
This document provides an assignment brief for a group project to pitch a short film idea. Students will work in groups of 3 to research short film techniques, develop ideas for a short film about "going on a journey," write a script, and present a verbal pitch of their idea to a panel. The assignment consists of several tasks, including analyzing short films, researching the script commissioning process, generating initial ideas, writing a proposal, treatment, and first draft script, practicing the pitch, and doing a final verbal group pitch. The goal is to develop students' skills in research, idea generation, script writing, and pitching film concepts to potential funders.
This document provides instructions for a student to complete tasks assessing their understanding of multi-camera production techniques. The student will write a report explaining the conventions of multi-camera filming, comparing formats such as sports/live events and studio productions. They will then plan and perform roles for a multi-camera pilot production, demonstrating organizational skills. The tasks are aimed at developing the student's technical skills and understanding of multi-camera integration with other production areas.
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2015 2016 assignment brief 1,16, 22
1. Assignment Brief
Qualification: Level 3 BTEC National Extended Diploma in Creative Media Production (TV & Film)
Unit:
1: Pre-Production Techniques for the Creative Media Industries; 16: Film and Video Editing
Techniques; 22: Single Camera Techniques
Assignment: Short Film Project
Start date: 12th
September 2015
Deadline date: Interim Deadline – 27th
November. Final Deadline – 15th
April
Assessing tutor: Rich Barton
Applied Learning Scenario:
You have been asked to create a short film of not more than 5 minutes for entry into the London Short Film Competition
http://shortfilms.org.uk/. The genre of the film should be a Thriller/Drama shot using only a single camera. It must have
suitable coverage using a variety of set ups, angles and shot types to create meaning and interest. It needs to maintain
continuity and demonstrate the use of alternative narrative structures and perspectives to create mystery and
suspense. The storytelling is up to you, but the content must conform to conventions of filmmaking and the Thriller
genre. It must be a complete story (not part of a series) and it must be suitable for particular age range or target
audience chosen by you. You should consider a style for your film in terms of camera, lighting, mise-en-scene and
editing to create the expected mood and atmosphere.
Analysis:
You need to begin by understanding the genre of single camera drama and its various types.
Ideas and Preliminary Skills Assessment:
Having looked at single camera dramas, you now need to begin to think about your short film and therefore your own
single camera film. You will start with an individual 1 minute film.
Understanding requirements:
You need to understand how the industry works and what procedures need to be followed in order to produce a short
film (or any Media product).
The Plan:
Having shot and edited your individual 1 minute film
Production:
Having fully planned down to the last detail, your production stage should go smoothly and you should produce enough
raw footage to put together a professional looking short film.
Post-Production:
After looking at the edit process and how it has developed, you need to prepare your footage for edit and then put
together your final piece with sound and music to make a professional looking short film.
Learning outcomes:
Unit 1:
On completion of this unit a learner should:
1 Understand requirements for a specific media production
2 Be able to prepare pre-production documentation for a specific media production
3 Be able to apply pre-production planning for a specific media production
Unit 16:
On completion of this unit a learner should:
1 Understand the development and principles of editing
2 Be able to prepare moving image material for editing
3 Be able to edit moving image material.
1
2. Unit 22:
On completion of this unit a learner should:
1 Understand the features of single camera production
2 Be able to plan a single camera production
3 Be able to apply single camera techniques in a production.
2
3. Assignment: Short Film Project
What you have to do
Task Assessment Evidence Assessment Focus
TASK 1: Short Film Analysis
a) From studying class examples of single camera techniques in
Short Films and TV Drama. Film and source your own examples
of narrative structures and single camera set-ups and techniques.
Allocated class examples TV Drama Daredevil, Breaking Bad.
Edit these clips into a Video Commentary
1. A class edited video guide explaining the
benefits/limitations of Single Camera Techniques, and the
purpose/meaning created by their use
Single camera techniques:
• 180 deg rule
• Rule of 3rds
• Master shot
• Close up
• Establishing Shot
• 2-Shot
• Long Shot
• High and Low Angles
Narrative Structures
• Linear (or sequential), Non-linear (or non-
sequential),
• Flashback or Flash-forward
• Realist or anti-realist;
• Open or closed endings
• Restricted or Omniscient
3
4. b) Through looking at a range of different Single Camera
Productions, and using the key terms to guide you, analyse at
least 3 different examples of formats (Series, Serial, Single
Drama) and compare and contrast them.
1. Annotated Thriller/Drama Genre Moodboard
2. A blog report outlining:
• Narrative structures
• Formats (Series, Serial, Single Drama)
• Thriller/Drama Genre conventions
https://youtu.be/c_PkmZTRVMw
https://youtu.be/HinUychY3sE
Grading Criteria:
Unit 22: P1/M1/D1
PLTS:
Independent enquirers:
planning and carrying out
research into existing single
camera productions
Functional Skills:
ICT:
Select and use a variety of
sources of information
independently for a complex task
English:
reviewing literature and websites
to find examples of short films
and to find out about the uses,
characteristics and
technology
c) Looking at 3 Short Films, look at the technical aspects in terms
of how they use cameras, lighting, sound and editing.
Analyse the whole film and discuss how they have been
constructed in order to appeal to and entertain the audience,
using subject terminology.
1. A blog post or Video Commentary that explains the use of
the following in the Short Films:
• Narrative structures
• Formats (Series, Serial, Single Drama)
• Thriller/Drama Genre conventions
• Technical (Camera, Editing, Lighting, Sound, Mise-en-
scene)
Key Terms that you should be using in your work:
• Formats: e.g. series, serial, single drama; genre, e.g. period, dramadoc, crime, soap opera, comedy
• Narrative structures: e.g. linear (or sequential), non-linear (or non-sequential), flashback, realist, anti-realist; endings, e.g. open, closed
• Technical: camera; lighting; sound; editing; scripting; building a scene; building a story
4
5. Assignment: Short Film Project
What you have to do
Task Assessment Evidence Assessment Focus
TASK 2: Development of Film Editing
a) A study of the development of editing from the very earliest
films by the Lumiere brothers and Meliez, the early
experimentalists such as Griffiths and Eisenstein, Vertov and
to the mid-twentieth century Scorcese & Kubrik, and
Goddard to current practitioners in Music Videos,
Documentary and TV Drama. You will compare examples
from fiction, non-fiction and advertising. However, they may
be well advised to concentrate on one form for the practical
elements of the unit.
1. Class Timeline on the Development of editing with
commentary and video/image examples (Timeglider)
2. Learners will produce a video on their blog about editing
(using a mixture of stock footage, images and audio
commentary) You will describe:
• the principles of editing
http://www.slideshare.net/phele1512/principles-and-
purposes-of-editing-presentation
• the purposes of editing
• how editing has developed over time
http://www.slideshare.net/katierothery/history-of-editing
https://youtu.be/Xr-N3fSo62w
https://youtu.be/6uahjH2cspk
b) You will source mix of archive and practical captured examples of
editing conventions and techniques seamless; continuity;
motivated; montage; jump-cutting; parallel editing; 180o rule;
splicing; transitions, eg cut, dissolve, fade, wipe; cutaways; point
of view shot; shot-reverse-shot; providing and withholding
information; editing rhythm; crosscutting; cutting to soundtrack
1. Editing Techniques practical video
2. Annotation explaining the purpose and uses of each
https://youtu.be/FinhQb3jiAs
https://youtu.be/7LXQg6t4q2A
Grading Criteria:
Unit 22: P1/M1/D1
PLTS:
Independent enquirers:
planning and carrying out
research into existing single
camera productions
Functional Skills:
ICT:
Select and use a variety of
sources of information
independently for a complex task
English:
reviewing literature and websites
to find examples of short films
and to find out about the uses,
characteristics and
technology
c) Edit a given Short Film from previous L3 Btec footage • Import, Organise footage, Editing Logs, Rough Cut, Sound,
and evaluation of decisions with screen captures
5
6. Key Terms that you should be using in your work:
• Development: in-camera editing; following the action; multiple points of view; shot variation; manipulation of diegetic time and space; film, video; analogue; digital
• Purposes: storytelling, eg engaging the viewer, development of drama, relationship to genre, creating motivation; combining shots into sequences; creating pace
• Conventions and techniques: seamless; continuity; motivated; montage; jump-cutting; parallel editing; 180o rule; splicing; transitions, eg cut, dissolve, fade, wipe;
cutaways; point of view shot; shot-reverse-shot; providing and withholding information; editing rhythm; crosscutting; cutting to soundtrack
Assignment: Short Film Project
What you have to do
Task Assessment Evidence Assessment Focus
TASK 3: Ideas & Preliminary Skills Assessment (Individual)
a) Using the techniques learned in lessons about narrative – i.e
Todorov’s theory, Barthes Enigma and Action Codes and Propp’s
stock characters, Non-Linear, Multi-stranded, Parallel develop an
idea for a 1 minute short film plot and characters – you need to
document this process with minutes of meetings and show the
process of ideas generation that you have gone through with a
personal diary or log.
1. Treatment
2. Storyboard
3. Recce
4. Script
5. Casting
6. Diary/Log
7. Influences (Research into your story)
Grading Criteria:
Unit 2 P1/M1/D1
Unit 22 P2/M2/D2
PLTS:
Creative Thinkers:
generating ideas and exploring
possibilities for a short film
Reflective learners:
setting goals with success criteria
for their production work.
Team workers:
managing discussions to reach
agreements and achieve results
Functional Skills:
ICT:
Use ICT to effectively plan work
and evaluate the effectiveness of
the ICT system they have used
English
taking part in brainstorming
sessions to generate ideas as a
response to a creative brief
presenting the final motion
graphics sequence to their peer
group and talking about it
b) Shoot (using rule of 3rds, 180 deg rule, low and high angles,
master shots and coverage) and edit your Individual 1 minute Short
Film (using continuity techniques)
• Completed 1 minute Thriller/Drama Short Film using Non-
Linear/Non-Linear Editing
c) Crit. Show each other the 1 minute short and upload to YouTube.
The class will vote on the best ones which will be made into the 5
minute project as a group production in 3’s. Each of will have a
clearly defined role and responsibility for the production.
• Crit and Evaluation of improvements
6
7. Key Terms that you should be using in your work:
• Originate ideas: group and individual brainstorming; analysis of each idea; selection; justification
• Develop an idea: eg mood boards, thumbnails, mock-ups, surveys
• Devising: finding ideas; developing ideas; narrative structures; character; scripts; treatments; storyboards
• Resources: talent; properties; costume; locations; video recording and playback equipment; audio recording and playback equipment; lighting equipment; sound and visual effects
• Planning: treatments; shooting scripts; records of pre-production meetings; shooting schedules; call sheets; production roles; floor or location plans; prop lists; daily report sheets; production schedules
• Health and safety: risk assessments (studio, locations)
Assignment: Short Film Project
What you have to do
Task Assessment Evidence Assessment Focus
TASK 4: Understanding requirements (Pre-prod)
a) Research into sources of funding for a film giving examples of
films that have been funded by these sources and how it has
helped them to be successful – this could be through grants or
investments.
A document or presentation about funding for films with examples.
Grading Criteria:
Unit 1 P1/M1/D1
PLTS:
Independent Enquirers:
Investigating requirements for
production in the media
industries.
Functional Skills:
ICT:
researching materials and
resources for pre-production
English
researching the techniques and
conventions of pre-production
work
b) Research what regulatory bodies your film would have to go
through for general release (such as BBFC or the ASA if you are
advertising it) and find out the rules that you would need to
comply with.
A document or presentation about regulatory bodies and the rules
that you would need to comply with.
7
8. c) Find out about the copyright issues relating to any archive
material or music that you may use and state how you would go
about getting permission to use this (try MCPS).
A document or presentation about the copyright issues and what
you would need to do.
Key Terms that you should be using in your work:
• Type of production: eg film, television, video, radio, audio, interactive media, web, computer game, print, photo-imaging
• Finance: sources of finance; requirements, eg equipment, transport, talent, crew, materials, facility hire, clearances
• Time: eg deadlines, availability of equipment, availability of personnel, timescales for clearances
• Personnel: size of team; roles; skills and experience; resourcing; availability; costs; team or crew CVs
• Facilities: eg production equipment, post-production equipment, facility houses, outsourcing; availability; costs
• Materials: type, eg original materials, archive and library materials, photo-library materials, sound library materials, internet, assets, audio, script, animatics, graphics, interviews,
costumes, properties, recorded music; sources; costs; clearances
• Contributors: type, eg specialists, experts, talent, public; contributor biographies
• Codes of practice and regulation: clearances, eg Mechanical Copyright Protection Society-Performing Rights Society Alliance (MCPS-PRS), model releases, location permissions; legal,
eg copyright, health and safety; insurance, eg public liability, completion insurance; regulatory bodies, eg Ofcom, Press Complaints Commission (PCC), Advertising Standards Authority
(ASA), British Board of Film Classification (BBFC); trade unions, eg Producers’ Alliance for Cinema and Television (PACT), National Union of Journalists (NUJ), Broadcasting
Entertainment, Cinematograph and Theatre Union (BECTU)
Assignment: Short Film Project
What you have to do
Task Assessment Evidence Assessment Focus
TASK 5: Planning
Pre-production portfolio for 5 minute film
• Director (Shooting Script, Casting, Art Dept, Rehearsals),
• Producer (Production Schedule, Call Sheets, Location
Scout & Permissions/Risk Assessment & Budget),
• D.O.P. (Shot List and Storyboard). Groups will be recruited
by ability from previous 1 minute film.
Grading Criteria:
Unit 1 P2/M2/D2
PLTS:
Independent Enquirers:
Investigating requirements for
production in the media
industries. Identifying resources
required for a production
8
9. Self Managers:
Taking responsibility for
implementing a pre-production
plan. Taking responsibility for
tasks which are crucial to the
success of a group project.
Team workers:
Applying pre-production planning
to a group-based media
production. Taking a role within a
group production
Functional Skills:
ICT:
Use ICT to effectively plan work
English
writing treatments, scripts,
schedules, and reports on
preproduction techniques
a) A full script needs to be written for your short film including all
shots, action and dialogue
• A complete shooting script using correct format
b) Identify the roles that each of you will take during the production
process and write a full explanation and justification as to why
each of you is taking on that role
• A document justifying your choices for each crew member’s
pre-production role and responsibility on set/location
c) List the actors for your film and justify why they were chosen to fill
those roles
• Casting research (images & document justifying your
choices for each acting role)
d) From your script, produce a storyboard and shot list • A Full 5 minute Storyboard
• Shot List (Grouped by A Roll and B Roll – 1
st
/2ns Unit
Shoot)
e) Perform a location recce and fill in both Location reports and risk
assessments. From this a shooting schedule can be created
including details of all cast, crew, equipment, costume and props
for each individual shoot.
• Location reports, risk assessments for each location &
shooting licence
• A shooting schedule with full details of all elements required
(with shots grouped by set up)
• Call Sheets
f) Create actor and location release forms to be signed during
filming
• Actor and Location release documents
Key Terms that you should be using in your work:
• Procedure: identify finance available; identify personnel needed; identify personnel available; identify resources needed; identify resources available; prepare budget; contract
personnel; book resources; prepare schedules; identify health and safety implications; identify legal implications; identify risks to project
• Documentation: production documentation, eg scripts, storyboards, mood boards, thumbnails, properties, contact lists, location recces; production schedules; budget; clearances; plans,
eg location plans, studio plans; health and safety assessments; risk assessments; contingency plans
• Planning: agreed production roles; job allocation; task definitions and deadlines; agreed content outline within proposal; preliminary and regular team meetings; agendas and minutes;
proposed schedules; logistics, eg personnel, equipment, locations, additional facilities, additional resources; contingency, eg resources backup, logistics backup; time frame for project
maturity; risk assessments
• Production management: pre-production phase; production phase; post-production phase; project management techniques, eg spreadsheet, dedicated software, agile methods,
scrums; team and individual performance; contingency plans for staffing and resources; monitoring and reviewing; problem solving; prioritisation; crisis management; quality control;
meeting submission dates; modifications after completion
9
10. • Product: technical and aesthetic qualities; realisation of proposal; fitness for purpose, eg audience, commissioning organisation or agency, client
Assignment: Short Film Project
What you have to do
Task Assessment Evidence Assessment Focus
TASK 6: Production
a) Shoot your film! But consider the following:
• Always use a marker (such as a clapper board on each take
of each shot)
• Check the camera settings – then check them again
(including white balance, gain and sound settings)
• Always have someone listening on headphones to make sure
that the sound is good, clear and free from background
noises
• Check the light – use lights and reflectors – especially if the
light is coming from behind your actors or part of their face is
in shadow (unless you are specifically going for that effect)
• Set up your shots carefully considering Mise-en-scene
• One take is rarely enough!! Do 2 or 3 per shot to make sure
and give your editor more choice
• Make a record during the shoot of which takes worked well
and which are bad
In your production teams you will now film your group’s project
ensuring you address the feedback to improve lighting, variety if
shots and angles, maintenance of continuity, framing, use of non-
linear or alternative narrative structures
Files of your raw footage ready for editing (also called rushes)
Grading Criteria:
Unit 1 P3/M3/D3
Unit 22 P3/M3/D3
PLTS:
Creative Thinkers:
Adapting ideas as circumstances
change whilst working on single
camera productions. Adapting
their ideas as circumstances
change
Self Managers:
Organising time and resources
and prioritising actions when
producing projects. Seeking out
challenges or new responsibilities
and showing flexibility when
priorities change. Deal with
competing pressures, including
personal and work-related
demands. Responding positively
to change, seeking advice and
support when needed.
Key Terms that you should be using in your work:
10
11. • Elements of production: logistics; finance; creative processes
• Project management: personnel management; resource management; time management; monitoring progress; risk management; crisis management; maintaining documentation
• Production process: rehearsals; shoot; shooting records; production logs; technical competencies; creative abilities; own work; teamwork
Assignment: Short Film Project
What you have to do – NB: all work in this section is INDIVIDUAL not group.
Task Assessment Evidence Assessment Focus
TASK 7: Post Production
Edit your final piece using Premiere and considering some of the
following:
• The pace of the piece
• Continuity
• Sound quality and levels
• Image quality
• Appropriate use of transitions
• Soundtrack and balance
The flow of the piece and how engaging it will be to an audience
• A final edited film in AVI format and uploaded to the
YouTube, then embedded to the production blog
Grading Criteria:
Unit 22 P3/M3/D3
PLTS:
Creative Thinkers:
Generating ideas and exploring
possibilities when editing sound
and picture for a specific
purpose, and using conventions
and techniques to create
meaning. Connecting their own
and others’ ideas and
experiences in inventive ways by
using knowledge of the work of
professional editors to inform
their own work. Adapting ideas as
circumstances change whilst
editing.
Self Managers:
Working towards goals, showing
initiative, commitment and
perseverance
Organising time and resources,
and prioritising actions when
engaged in editing work.
Functional Skills:
ICT:
using editing software to select,
refine and combine material on a
timeline
11
12. Key Terms that you should be using in your work:
• Development: in-camera editing; following the action; multiple points of view; shot variation; manipulation of diegetic time and space; film, video; analogue; digital
• Purposes: storytelling, eg engaging the viewer, development of drama, relationship to genre, creating motivation; combining shots into sequences; creating pace
• Conventions and techniques: seamless; continuity; motivated; montage; jump-cutting; parallel editing; 180o rule; splicing; transitions, eg cut, dissolve, fade, wipe; cutaways; point of view shot; shot-reverse-shot; providing
and withholding information; editing rhythm; crosscutting; cutting to soundtrack
• Preparation techniques: checking material for faults; synchronising rushes; producing a rushes log; marking up a script; labelling tapes; storing tapes or film; producing an edit decision list; creating bins; clarifying the
purpose of the work with a client or director
• Preparing to edit: importing clips; bins; timelines; storage and folder management; online and offline editing; formats; resolution
• Editing technology: software applications; hardware, eg non-linear, linear; high definition; standard definition; tapes; hard disc; data transfer rates; exporting productions; file types, eg mov, avi, flv; compression
• Editing process: use appropriate techniques, eg seamless, continuity, motivated, montage, jump-cutting, parallel editing; use appropriate transitions, eg cut, dissolve, fade, wipe; use appropriate conventions, eg cutaways,
cutting on action, creating juxtapositions, intercutting; pace effectively; convey information effectively; use sound to create impact; synchronise sound and vision; mix soundtracks; overlap sound; offline edit; online edit
• Post-production tools: on screen text; image editing; audio editing
12
13. Sources of Information
Useful Websites
Textbooks:
• Baylis P, Freedman A, Procter N et al – BTEC Level 3 National Creative Media Production, Student Book (Pearson, 2010) ISBN 978-
1846906725
• Baylis P, Freedman A, Procter N et al – BTEC Level 3 National Creative Media Production, Teaching Resource Pack (Pearson, 2010) ISBN
978-1846907371
• Gates R – Production Management for Film and Video, 3rd Edition (Focal Press, 1999) ISBN 978-0240515533
• Kindem G and Musburger R – Introduction to Media Production: From Analog to Digital, 2nd Edition (Focal Press, 2001) ISBN 978-
0240804088
• Millerson G – Video Production Handbook (Focal, 2008) ISBN 978-0240802398
• Mitchell L – Production Management for Television (Routledge, 2009) ISBN 978-0415424813
• Roberts-Breslin J – Making Media: Foundations of Sound and Image Production, 2nd Edition (Focal Press, 2003) ISBN 978-0240809076
• Bradbury A – Successful Presentation Skills, 3rd Edition (Koogan Page, 2006) ISBN 978-0749445607
• Condrill, J and Bough, B – 101 Ways to Improve Your Communication Skills Instantly (GoalMinds Inc, 1999) ISBN 978-0966141498
• Cottrel S – Critical Thinking Skills: Developing Effective Analysis and Argument (Palgrave Macmillan, 2005) ISBN 978-403996855
• Hargie, O – The Handbook of Communication Skills, 2nd Edition (Routledge, 1997) ISBN 978 0415123266
• Jeffries L and Mikulecky B – More Reading Power: Reading for Pleasure, Comprehension Skills, Thinking Skills, Reading Faster (Pearson, 2003)
ISBN 978-0130611994
• Chandler G – Cut by Cut: Editing Your Film or Video (Michael Wiese, 2004) ISBN 978-0941188999
• Dancyger K – The Technique of Film and Video Editing: History, Theory, and Practice, 4th Edition (Focal, 2006) ISBN 978-0240807652
• Kindem G and Musburger R – Introduction to Media Production: From Analog to Digital, 4th Edition (Focal Press, 2009) ISBN 978-
0240810829
• McGrath D – Editing and Post-Production (Focal Press, 2001) ISBN 978-0240804682
• Murch W – In the Blink of an Eye: A Perspective of Film Editing, 2nd Edition (Silverman-James Press, 2001) ISBN 978-1879505629
• Orlebar J – Digital Television Production (Hodder Arnold, 2001) ISBN 978-0340763230
• Roberts-Breslin J – Making Media: Foundations of Sound and Image Production, 2nd edition (Focal Press, 2007) ISBN 978-0240809076
• Rubin M – The Little Digital Video Book, 2nd Edition (Peachpit, 2001) ISBN 978-0321572622
• Wells P – Digital Video Editing: A User’s Guide (Crowood, 2007) ISBN 978-1861269522
• Evans R – Practical DV Film Making, 2nd Edition (Focal Press, 2005) ISBN 978-0240807386
• Figgis M – Digital Film Making (Faber, 2007) ISBN 978-0571226252
• Gloman C— No-budget Video Production: Producing Professional Quality Commercials, How-to’s, Training and Features – for
Virtually Nothing (McGraw Hill, 2002) ISBN 978-0071412322
• Hardy P – Filming on a Microbudget, 3rd Edition (Pocket Essentials, 2008) ISBN 978-1842433010
• Jones C and Joliffe G – The Guerilla Film Makers Handbook, 3rd Edition (Continuum, 2006) ISBN 978-0826479884
• Kindem G and Musburger R – Introduction to Media Production: From Analog to Digital, 4th Edition (Focal Press, 2009) ISBN 978-
0240810829
• Logan J and Schellhardt L – Screenwriting for Dummies, 2nd Edition (J Wiley, 2008) ISBN 978-0470345405
• Millerson G – Video Production Handbook, 4th Edition (Focal Press, 2008) ISBN 978-0240520803
• Musberger R – Single Video Camera Production, 4th Edition (Focal Press, 2005) ISBN 978-0240807065
• Roberts-Breslin J – Making Media: Foundations of Sound and Image Production, 2nd Edition (Focal Press, 2007) ISBN 978-0240809076
• Thurlow C – Making Short Films: The Complete Guide from Script to Screen, 2nd Edition (Berg, 2008) ISBN 978-1845208042
Websites:
www.bbc.co.uk/dna/filmnetwork/Filmmakingguid
e
– BBC information about film making
www.bectu.co.uk
– roles in the media industries
www.celtx.com
– free pre-production software
www.primary-film-
focus.co.uk/filmpreproduction.html
– information about film production techniques
www.bbc.co.uk/keyskills
– online resources for practising communication
skills
www.learndirect.co.uk
– government website with links to online courses
www.mindtools.com
– free online tools which help you discover and
develop essential communication skills
and techniques
www.allpm.com
– a project management site with useful resources
www.skillset.org/interactive/careers/article_4754_1
.asp
– Skillset’s pages on the role of a project manager
www.firstlightmovies.com
– First Light exists to encourage film making
amongst young people and has links to Skillset
and the UK Film Council
www.nt12.orbital.net/bksts/about.asp
– BKSTS (British Kinematograph Sound &
Television Society) organises events, courses, and
new equipment demonstrations)
www.shootingpeople.org/account/auth.php
– Shooting People, a film making forum
13
14. Unit:
1: Pre-Production Techniques for the Creative
Media Industries
Assessment and Grading Criteria
In order to pass this unit, the evidence that you present for assessment needs to demonstrate that you can meet all the learning outcomes for the unit.
The assessment criteria for a PASS grade describe the level of achievement required to pass this unit.
To achieve a PASS grade your work must
show that you are able to:
To achieve a MERIT grade your work must
show that, in addition to the PASS criteria,
you are able to:
To achieve a DISTINCTION grade your work
must show that, in addition to the PASS
and MERIT criteria, you are able to:
P1 outline requirements and sources of
requirements for a specific media production
[IE]
M1 explain in some detail and competently
present requirements and sources of
requirements for a specific media production
D1 comprehensively explain and present to a
quality that reflects near-professional
standards fully detailed requirements and
sources of requirements for a specific media
production
P2 generate outline preproduction
documentation for a specific media
production with some assistance
M2 generate competent, carefully presented
and detailed pre-production documentation
for a specific media production with only
occasional assistance
D2 generate thorough and comprehensively
detailed pre-production documentation for a
specific media production, working
independently to professional expectations
P3 apply pre-production planning to a specific
media production working with some
assistance. [TW, SM]
M3 apply pre-production planning to a specific
media production competently with only
occasional assistance
D3 apply pre-production planning to a specific
media production to a quality that reflects
near-professional standards, working
independently to professional expectations
14
15. Unit: 16: Film and Video Editing Techniques
Assessment and Grading Criteria
In order to pass this unit, the evidence that you present for assessment needs to demonstrate that you can meet all the learning outcomes for the unit.
The assessment criteria for a PASS grade describe the level of achievement required to pass this unit.
To achieve a PASS grade your work must
show that you are able to:
To achieve a MERIT grade your work must
show that, in addition to the PASS criteria,
you are able to:
To achieve a DISTINCTION grade your work
must show that, in addition to the PASS
and MERIT criteria, you are able to:
P1 describe the development and principles of
editing with some appropriate use of subject
terminology
M1 explain the development and principles of
editing with reference to detailed illustrative
examples and with generally correct use of
subject terminology
D1 critically assess the development and
principles
of editing with supporting arguments and
elucidated examples, and consistently using
subject terminology correctly
P2 apply editing preparation techniques with
some
assistance
M2 apply editing preparation techniques
competently with only occasional assistance
D2 apply editing preparation techniques to a
technical quality that reflects near professional
standards, working independently to
professional expectations
P3 apply editing techniques working within
appropriate conventions and with some
assistance.
[CT]
M3 apply editing techniques to a good
technical standard showing some imagination
and with only occasional assistance.
D3 apply editing techniques to a technical
quality that reflects near-professional
standards, showing creativity and flair and
working independently
to professional expectations.
15
16. Unit: 22: Single Camera Techniques
Assessment and Grading Criteria
In order to pass this unit, the evidence that you present for assessment needs to demonstrate that you can meet all the learning outcomes for the unit.
The assessment criteria for a PASS grade describe the level of achievement required to pass this unit.
To achieve a PASS grade your work must
show that you are able to:
To achieve a MERIT grade your work must
show that, in addition to the PASS criteria,
you are able to:
To achieve a DISTINCTION grade your work
must show that, in addition to the PASS
and MERIT criteria, you are able to:
P1 describe the features of single camera
production with some appropriate use of subject
terminology
M1 explain the features of single camera
production with reference to detailed
illustrative examples and with generally correct
use of subject terminology
D1 comprehensively explain the features of
single camera production with reference to
elucidated examples and consistently using
subject terminology correctly
P2 generate outline plans for a single camera
production working within appropriate
conventions and with some assistance [CT]
M2 generate detailed ideas for a single camera
production showing some imagination and
with only occasional assistance
D2 generate thoroughly thought out ideas for a
single camera production showing creativity
and flair and working independently to
professional expectations
P3 produce a single camera production
working within appropriate conventions and
with some assistance. [SM]
M3 produce a single camera production to a
good technical standard showing some
imagination and with only occasional
assistance
D3 produce a single camera production to a
technical quality that reflects near professional
standards showing creativity and flair and
working independently to professional
expectations
16