Careers Handbook

1. 1
Careers Handbook
Name:
Where to start
Before you start out on the time consuming, frustrating and often expensive pathway into the
Broadcast, Film and Video industry, you should ask yourself seriously:
“What sort of job could I realistically hope to do?”
“Why should anyone be convinced that I would be a good candidate for this sort of job?”
Unfortunately, every year thousands of people apply for jobs that they have not researched
properly, and for which they do not offer appropriate skills, experience, qualifications ‐ or
personality. Inevitably, they are rejected by employers, without even being interviewed.
How can you avoid this fate?
If you are very well informed, extremely realistic, and knowledgeable about the work area that you
decide to focus on it is far more likely that you will be able to persuade someone to give you a
break.
Consider your skills
Before you start to think about individual jobs, or potential employers, you need to think about
what you have to offer the industry. Remember, in these increasingly cost‐conscious times,
employers are looking for people who can make a contribution from day one ‐ and not just people
who would like to work in the industry 'because it looks interesting. Think about what you do well,
and how you could present evidence of this effectively at an interview.

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TASK 1
Make a list of the skills you would be able to take to a job at the moment, and think of three
examples to support each one. Focus on your strengths and not your weaknesses.
e.g., “I am well organised”
“I manage my time in order to study and do a part‐time job”
“I keep track of my personal finances”
“I produced the Christmas Show successfully in High School”.
1. Logically Minded 1. Best Method for a task is used.
2. Most Efficient for Job Resources.
3. Quickest approach that meets expectations.
2. Well Organised 1. Nothing will be misplaced/lost.
2. Easily able to find anything in its correct place.
3. Also great for time management.
3. Photographic and Filming Skills
1. Able to take a photo to a great standard that meets the requirements as well as post production
editing on Photoshop.
2. Having studied different subjects that require filming skills and production, I will be able to
produce and filmvideos for both internal and external uses for the company.
3. I have help with companies outside of college to produce corporate videos for both external
and internal uses both of which were aimed at completely different audiences.
4. Production skills on a wide range of applications/programs.
1. During my education at high school and college I have worked on a wide range of
software from different companies. This allows me to be able to start producing work on a most
software’s. With little time being required to learn the layout of a new piece of software.
2. I am able to part create resources that I can then export to other programs to create a
better piece of work compared to a piece of work made on just one program.
3. I also have experience in Adobe software as well as 3D modelling programs.

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5. Able to work independently or a team and work in both styles.
1. Having spent a lot of external time from college producing my own work I am able to
create work by myself that may require other team members at times.
2. I have created Music Videos, Short Films and Corporate Videos with different people each
time with an unbiased view on which way to work.
3. I will be able to fill any placement that is vacant or where I am required to work.

4. 4
Skills and qualifications
When applying for new courses or jobs, you have to be sure that the information you provide is
correct.
When you think about all of those grades you have achieved, do you know what level they are?
Do you know what UCAS is and how their point system works?
Do you know how many hours a week you study?
There are so many terms and acronyms thrown around that sometimes it gets very confusing;
sometimes it is worth thinking about what you have actually achieved, what you hope to achieve
and what on earth all of these terms mean.
Task 2
Research, define and explain the following terms by relating them to yourself where necessary, e.g.,
Anne Example is currently studying A Level English, Law and P.E full time and has a part time job at
TK Maxx. The courses at the college are level 3 and she needs BBB to get into her chosen university –
that’s 300 UCAS points, etc.,
 Part time
 Full time
 GCSE
 AS, A Level
 Level 2, Level 3, Level 4
 Pass, Merit & Distinction in the BTEC Nationals
 Vocational
 Bachelor of, Master of
 Graduate (Undergraduate, Postgraduate)
Use the figure and branches below to ‘draw a picture’ of yourself as you are now (include your
aspirations).
It’s a good idea to find out as much as you can about the information you give others; if you get
interviewed, you want to make sure you can answer all of the interviewer’s questions and you
don’t want to get caught out either.
I run a gamingclubin my hometowntwice aweekinthe evening.Iusedtoworkpart
time a similarclubonbehalf of a commercial businessuntil theydecidedtoclose down.
Duringwhichtime I wasable to keepupwithmyA2 equivalentsubjects,whichIrequire
a highgrade to go to universityandstudyTelevisionProduction.ShouldIachieve aMerit
inmy BTEC TelevisionandFilmcourse anda Passin my 3D DesignBTEC I will be able to
getintouniversityandhopefullyaftermy3 yearcourse goonto a master’sdegree atthe
same university.

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What job am I best suited to?
Now you have compiled a list of your skills, strengths and accomplishments it is time for you to look
at the path you would like to take into the industry. Think of all those dreams and aspirations you
had when you were younger and those which you may still have; what do you want to do? What do
you aspire to be?
TASK 3
List any 3 jobs mentioned in class or any you may have already been considering. What is the job
role? What does it entail? Do you need any specialist training or skills? Is it freelance work or can
you be a permanent member of staff?
For example, you may want to consider specific roles in;
 Management
 Finance
 Creative roles
 Technical roles
 Directorial
 Editorial
(Think of the credits at the end of a filmor television programme, think how many people worked
on it and look at one aspect, for example camera operators, how many worked in that one area).
1. Full Time Camera Operator: This entails being able to fluently film and work together in a
large team to successfully filmand broadcast live footage without errors. I will also need to
know the equipment and know how to use it to its best capabilities as well as great
communication skills. This job role will require good knowledge/skills with using cameras
and other related equipment most likely university training or private training as a part of a
work experience placement. This job is both a freelance and permanent job position with
some freelance roles being long term (during the production of a whole TV series only)
2. Floor Management: This job is all about controlling what is happening both in and out of
camera view to ensure that all staff are able to work currently to create the job. This will
require good communication skills with management and on rare occasion’s people skills.
Normally this job is given as a promotion. There are university courses that can be useful
and help to applying for the job right away such as events managers or just being well co-
ordinated throughout multiple productions where you’re required to lead a team.
3. Assistant Editor: This job is about supporting an editor in compiling all of the footage into
edits for the production. Quite often it will entail doing more paper work than production
work such as an Edit Decision list which is about all of the edit points throughout the edit of
a production. This job can be both freelance and permanent if the editor wants to keep
working with you rather than different people. The working hours are usually extensive as
there is a strict deadline for the final edit for the release of the production on TV, Cinemas,
DVD’s or On-Demand services. A higher education qualification in editing or media
production is good to apply for the job with people without this working their way up from a
runner in the industry.
Avenues for recruitment

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In May 2012, there were a total of 55,900 people employed in the TV industry in the UK1. There are
lots of jobs out there; you just have to be confident, persistent and patient. When looking for a job
or course for a new qualification, it can be difficult to know where to start; however, lots of
avenues do exist. There are many publications that offer help and guidance in addition to job
listings and the internet is an obvious and easily accessible tool when searching for development
and career opportunities. It is also a very good idea to keep names and contact details for people
you have met who could offer help somewhere down the line.
Who will be recruited?
If you are qualified and meet the requirements of a position, you have a good/equal chance of
getting the job – just remember that a lot of people may have applied for it. It is illegal to
discriminate against a person for reasons of gender, race, age, sexual orientation etc. However, the
industry is still dominated by white males.
Creative Skillset's latest research shows that:
 Only 39% of Creative Media employees are women
 Only 6% of employees are from minority ethnic groups
 Employees with disabilities account for only 6% of the workforce2
Task 4
Research, define and explain methods of recruitment in the creative media industries. Try to find
examples, where relevant*.
 National Press*: This is the
recruitment method where job
applications are published in
newspapers with details about the
job. The advert is there to ask
people to send in an application
rather than hosting open
interviews due to the number of
people who will see it.
 Trade Press*: A trade press is a more refined and specific about the job role, requirements as
well as what the employer needs done. An example of a trade press magazine is Broadcast
which is a weekly magazine about the television and radio industry within the UK.
 Internet* (for recruitment): Jobs can openly be advertised with a local postcode, salary, working
hours and pretty much as much details as the
employer wants to reveal online. There are a huge
range of websites that do this however a well-known
website is www.indeed.co.uk
1 http://www.prospects.ac.uk/ (May 2013)
2 Employment Census 2009, WorkforceSurvey 2010 and ONS Labour Force Survey.

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 Trade Fairs*: Trade fairs are huge gatherings at venues such as the Birmingham NEC where
employers will set up stands and promote their business and job vacancies to the general
public. These events can often include seminars and talks about how to perform in interviews
well, writing a good CV etc. An example of a trade fair is the CRN sales and marketing awards.
 Word of Mouth: This is basically finding out about a potential job through conversations with
pretty much anyone. However you’ll never know what to expect.
 Personal Contacts & Networking: This is being told about the job/being offered the job already
in the industry before they share the job vacancy to the open public.
 Internal Promotion: This is a promotion for a company to whom you are currently employed
with. This can also lead onto doing new work for the company that you initially didn’t apply to
do.
Presentation materials and documentation
Once you have decided that you are going to apply for a job, it is a good idea to consider every
aspect of the following journey. To initiate the employment process, you may produce and submit a
letter of application and/ or a CV; if lucky, this may lead to an interview.
Developing a C.V.
A CV is a portrait of you, at any moment in time. Depending on who will receive it, you can decide
which aspects of your skills, abilities, personality and experience should be highlighted. It doesn't
need to be very long ‐ one side of A4, well laid out is often the most effective size ‐ but it does need
to be RELEVANT.
Think about what an employer will be looking for ‐ for instance the skills and abilities often quoted
by people who recruit runners include:
 Common sense
 Pleasant personality
 Good communication skills
 Sensitivity
 Lots of energy
 Curiosity
 Attention to detail
 Knowing when to shut up
 Not afraid of getting their hands dirty
 Not too grand to make the
sandwiches/wash up etc.
 A PASSION FOR THE INDUSTRY!
There are no rules about CVs ‐ they are personal documents (in an industry that contains a wealth
of talent, some of them are very individualistic indeed!) But the best share common factors.
They are:
 Concise  Relevant

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 Clean and flat (not creased)
 Well laid out
 They make the reader want to meet the
person and find out more.
Within the industry, video CVs are increasingly popular. They need to follow the same guidelines as
described for written CVs.
Once you've got a CV (maybe in two or three versions) you can either send it off to advertised
vacancies if the company doesn't specify their own application form, or make direct approaches to
people that you feelhope may be interested in you. In both cases, you should also send a 'covering
letter'. These need only be a simple, typed document (keyboard skills are a real advantage), giving
information about where you saw/heard about the opportunity, and why you feel you would be
particularly suited to it. In the covering letter (also referred to as a speculative letter or application
letter), don't repeat information given on your CV, and make sure that your grammar, spelling etc.,
are all correct.
Task 5
Option 1: In Word, create a CV and cover letter for a (media) job that you have found on the
internet/in a media magazine. If you cannot find a suitable advert, create a speculative letter for an
internship and attach a relevant CV focussing on your media knowledge

9. 9
Max Warren
maxwarren29@gmail.com – 07434411523
9 Puddleduck Lane, Worlingham, NR34 7ET
Personal Statement:
I’m a hard working individual who has provided greatfirstimpressions to customers atmy summer job from a young age for
the past 7 years as well as communication with staff and helping customers during myworking day. I’m seeking parttime
work to provide for myselffor independence to pay for all of my education and essential needs before I go to university in
September 2017.
Previous Employment
Car Park Attendant/Café Employee – 2009-2016 (Summer for 2 Weeks Part Time)
The Beach Hut - https://www.facebook.com/thebeachhutkennacksands/?fref=ts
Kennack Sands, Cornwall
Responsibilities:
 Setting up café both in the mornings and evenings.
 Maintaining the café’s tidiness and health hygiene.
 Providing a good and warm welcoming first impression for customers parking at the café’s car park.
EDUCATION
A-Levels, Education Ongoing
EastNorfolk Sixth Form College,
Gorleston
PhotographyA2: C
Art and Design:Fine Art AS: C
BTEC Level 3 Certificate (Games Design):Merit
BTEC Level 3 Certificate (TV and Film Production:Merit
Media Studies AS: E
GCSE’s, June 2003 – June 2008
Sir John Leman High School
Beccles
OCR Level 2 National Award (ICT): Merit
Core Science: C
Additional Science: B
Mathematics: B
WJEC Media Studies: C
IGCSE English Language: C
English Literature: D
Design and Technology (Graphic Design): C
Religious Studies: E
PERSONAL INTERESTS
During my free time outside of college I go to two different local gaming clubs for various table top and miniature games as
well as watching television programs that I aspire to work on similar shows in my future career in the television and film
production industry.
REFERENCES
Richard/David: Kulture Shock, Beccles
Tel: 01502 712922
Address,Email andphone numberare confidential.

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Option 2
Produce a video CV for a (media) job found on the net or in a media magazine.
(Upload the final version to your blog).
Presentation materials and documentation (cont’d.)
There are several other ‘tools’ that can make you an attractive candidate such as presenting a
showreel or website to show off your creative abilities or by presenting yourself in a professional
and appropriate manner. Below are some key aspects which, combined, can lead to a success in job
hunting.
Task 6
Research, define and explain the following and relate them to yourselves and past experiences. You
should also attempt to create the following if you complete the other tasks early.
 Portfolio/e-portfolio: A portfolio is a selection of your own pieces of work that you want to
show the employer/interviewer. The content of the portfolio can heavily vary based on the
job role as well as the required skills. An E-Portfolio is an online portfolio that can be easily
shared and accessible to the employer. Link to an online portfolio:
http://maxwarrenbteccreativemediablog.blogspot.co.uk/search/label/P.%20%20Portfolio%
27s
 Show reel: A show reel is essentially a portfolio in the form of a video showing off your digital
work, skills as well as showing where you have previously worked. This show-reel could also
include your previous employer talking about you as an employee.
 Personal website: A personal website is a website that someone has created to be a webpage
portfolio. These are often in the forms of blogs with links to specific pieces of work.
(If you do not manage to create the above in class, have a go over the summer so you can use them
when applying for university, other higher education opportunities and employment).
At an interview
Before answering any question, take time to think ‐ why are they asking this? How does it relate to
the job? How can I get over all the important information about my skills and experience within the
confines of this (sometimes very short) time. You may be desperate to tell them about your
film/book/project, but it's best to sit on it, until asked. Take your chosen examples of work to the
interview unless specifically asked to enclose them with your application.
Remember that they are looking for someone to join a team, and the 'fitting in' factors are some of
the most important things they're trying to assess. A dose of modesty at this stage (especially if
you've won an award or the like) can be very refreshing. However much you think you know before
you join the industry, don't push it around - it can be embarrassing to find out that you still have a
lot to learn!
Task 7
Research the following presentation skills/methods and explain what you believe would be ‘good
practice’ for each (a list of dos and don’ts would be a suggestion).
 Interviewing skills: There are a wide range of skills that are ideal to have at an interview.
Being a good listener so you can take in all of the information then ask relevant and well

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thought out questions. Also knowing about the job so you’re knowledgeable from the start
can be ideal in case the interviewer asks you why you applied for it straight away. Keeping
answers precise and about the point can create a good impression than that of someone
who uses only 1 word answers or very long winded answers.
 Presentation skills: These are often the first impressions that you will set within the first 10
seconds of the interview. Sometimes the interviewer will have the interview arranged so
you speak to receptionist first to sign in or something similar. So it is critical that you are
well mannered and respectful right away. A good hand shake and simple small things to do
with common courtesy.
 Self‐presentation
o Linguistic codes: There’s not much to say about linguistic codes as its very rare you’ll
be required to speak more than 1 language in an interview. However refraining from
bad language, slang as well as abbreviations can be very important when setting an
image about the sort of person that you are.
o Dress codes: The dress code for interviews is formal wear normally in the form of a
suit or a shirt with a tie. This applies for both genders.
 References: For a good reference you’ll want to make sure that all of the contact details are
correct so they employer
can contact them. A
statement no longer than
a paragraph is good when
you have multiple
references on a CV. Also a
full time stamp and proof
of employment can be
essential at certain interviews.
A PRODUCTION
Once you're in, you've crossed the threshold, and your chances of progressing from an entry level
job are quite high. But before you get promoted, you will need to do that entry level job quite
brilliantly and you may still need to spend free time gaining skills, knowledge and generally making
yourself indispensable.
Continuing professional development and institutions
Once you are in employment, you may still be required to (or just want to) update your knowledge
and understanding of specific practice and equipment. Even when you have your perfect job it
never means that it is the end of the journey. When employed there are still plenty of opportunities
for self‐development and learning new skills. Institutions also exist in order to ensure individuals
continue to learn new skills. As always, it is useful to be aware of these aspects to aid in your own
progression.
For example, in order to deliver lessons on using subject specific software, Media teachers must
keep up to date with the latest programs and must also know how to use certain ones that are
installed in that institution. Similarly, professional editors would keep track of the latest and
greatest programs and become proficient in using them in needed.
Task 8
Research, define and explain the following terms.

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 Training on the job & continuing professional development: This is very similar to an
apprenticeship however sometimes you’ll receive the full pay right away. However at times
you may be required to learn something on your own or you may learn it from someone
else who may not do it the right way.
 Self‐training: This is pretty much what it says on the metaphorical tin. You learn something
within your own free time, at your own expense. However you do get the freedom to do it
all at your own pace when and how you’d like to.
 Sources of information
o Trade unions: A trade union is a group/organisation of
workers within a specific trade who meet up and discuss
problems that they may have with upcoming work
changes and they may petition to keep their rights and
interests at heart. An example of a trade union is the
Prospect, which represents scientists, engineers and
managers.
o Sector Skills Councils: These are an organisation led by the employer who cover
specific industries within the United Kingdom. They have 4 main principles that they
follow. They support employers with managing and developing the standards of
apprenticeships. Improve the resources for the apprenticeships to learn with.
Reduce number of ideal unknown skills which in turn helps increase productivity and
finally they work to improve the workforces skills within a specific sector.
o Careers services: These are services which will go to universities/collages to
advertise their company as an employer to get students recruited to work for them
ready for when they finish their education. They sometimes also offer the student
the chance for a gap year.
Transferable skills and the hidden curriculum
Throughout your lives, you have all picked up skills and knowledge from a range of places and you
have then applied those skills and that knowledge when needed. The hidden curriculum is the term
given to ‘lessons’, skills and abilities that you learn in particular classes that are then useful in other
classes and situations.
For example, a presentation in English requires you to communicate information clearly, project
your voice and possibly answer questions at the end – skills which would be vital in an interview.
Aside from benefiting from the ‘hidden curriculum’ you are also being exposed to functional skills.
“Functional skills are those core elements of English, mathematics and ICT that provide
individuals with the skills and abilities they need to operate confidently, effectively and
independently in life, their communities and work. The functional skills standards are
embedded in the revised programmes of study for English, mathematics and ICT. However,
functionality within the curriculum is not limited to these subjects. The curriculum
opportunities in the programmes of study for all subjects encourage working beyond the

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school and making links with other subjects and many key processes have the potential for
functional skills development”. 3
Task 9
Identify the opportunities you have had in the courses that you are currently studying for
developing your functional skills (English, mathematics and ICT).
3 http://curriculum.qcda.gov.uk
Subject Opportunities for functional skills
English Maths ICT
1.
TV and Film
Production.
Writing in different
formats for blog
reports/posts that
required essays.
Budgeting within each unit
of work where a filmed
piece of work was
required.
Creating videos to a brief
as well as presentations
for the ‘employer’
2.
3D Design
“ “ Calculating and
transferring
measurements from real
life models over to
computer based software
for 3d modelling.
Learning and using
multiple pieces of software
to make one piece of work
to a high standard.
3.
4.