This document provides guidance for an assignment brief assessing identity for a creative media or art and design course. It can be used for units A1, A2, or B2, with different expectations for each. The brief asks learners to explore their own identity and develop creative work relating to the theme of "Who am I?" for an exhibition. The document provides details on requirements, inspiration, assessment criteria, and guidance on evidencing skills in informing ideas, problem solving, technical skills, professional practice, and communication through the assignment.

1. Example assignment brief
for assessment unit A1, A2 or B2 in:
BTEC Level 3 in Art and Design Practice
BTEC Level 3 in Creative Media Practice
Identity

2. While this assignment has been designed to be used to support delivery of
assessment unit A1, it could also be adapted for use with units A2 or B2.
Learners must undertake different assignments for each assessment unit and the
expectations in each assessment unit will also be different.
● A1: the assignment could be used to give thematic context to explorative and
developmental work produced by learners which would form part of
evidence for the unit, combined with evidence from other assignments.
If adapted for use with A2 or B2 the focus of the assignment would be the
application of skills to undertake a focused creative project rather than on the
exploration and development of the skills.
● A2: as a unit dedicated to undertaking a focused creative project in response
to an assignment brief, more time would be expected to be spent exploring
different ideas, developing work and presenting outcomes to meet the brief.
● B2: the response itself is likely to be more extensive and fully resolved given
the time allocated to the development of work towards the assignment and
the depth of content being assessed through this unit
Identity
Guidance for teachers on using
example assignment briefs
(delete slide prior to handing out
to learners)
Example Assignment Briefs
(EABs) are provided for use and
guidance. They have been
developed to provide realistic
vocational scenarios as client
briefs. The content demonstrates
how briefs can be used for
assignments for all or part of
assessment units.
EABs can be adapted in any way
to meet the needs of your
learners and programme,
however they must maintain the
required features of an
assignment for a BTEC
qualification. Please see the
Delivery Guide for this
qualification for more
information on setting and
adapting assignments.
You should ensure the following sections of this assignment brief are appropriate for your
programme and learners, and adapt as necessary e.g.:
● Requirements: to indicate the types of media and outcomes.
● Requirements – detail: to indicate the specific requirements for focused programmes, i.e. if
the programme is fashion or games orientated, it would be advisable to set narrower
outcome requirements.
● Inspiration: to use examples of sources relevant to the programme.
● Guidance: to indicate the specific expectations of how learners will develop and submit work.
Additional deadlines can be included for different tasks within the assignment if needed.

3. Client
Lighthouse Gallery
Context
The Lighthouse Gallery are holding an exhibition, which will be titled Who
Am I? Young practitioners have been asked to explore and develop ideas
for creative art, design or media work relating to the theme of ‘Identity’,
which explore the question Who am I?
Requirements
The responses can be in any suitable form which could include a finished
piece or a series of more experimental pieces that could be developed
further.
Audience
The primary target audience is for young people from the ages of 16-25.
The aim is to engage young people and to encourage them to think about
and express their own identity.
Deadline
To be completed by assessor.
Resubmission deadline
To be completed by assessor.
Assessor
To be completed by assessor.
Identity
Guidance

4. Requirements – detail:
You will attend a number of skills workshops to develop a range of skills
appropriate to the specialism(s) you are working in. Throughout the
workshops you should explore the potential and limitations of these skills to
develop your response to the theme ‘Identity’.
The responses can be in any suitable form which could include a finished
piece or a series of more experimental pieces that could be developed
further.
Responses could be any of the following types of products or outcomes.
These are suggestions only, and the list is not exhaustive or exclusive:
• 2D or 3D Fine Art or craft response
• Short film, documentary or animation
• Graphic design, illustration or photography
• Website, app or interactive media
• Fashion item and/or fashion photography
• 2D or 3D game
Note: you should agree your ideas with your tutor to ensure they meet the
assessment criteria before you begin working.
Identity
Guidance

5. Identity
Inspiration:
What defines your identity – is it your
cultural identity, nationality, social
group, gender, religion, body, style,
hobbies, or is it something else?
You could use the following as starting
points to provide some inspiration for
your ideas, (these are not the
expectation of outcomes):
• How you look
• How you feel
• What you like
• What you don’t like
• What you believe in
• What you don’t believe in
• How you think other people see you

6. Guidance overview
You will need to plan and
organise your project
individually as part of your
professional practice and
problem solving.
The assessment criteria are
not a series of tasks that are
completed independently.
You will use a combination
of skills relating to the
criteria continuously
throughout the assignment.
The criteria are equally
weighted, meaning they
should be given equal
importance in your project.
The guidance slides of this
assignment brief indicate
how you could approach
each of those skills and
what types of evidence you
could produce.
Identity
AC1: Informing ideas
Use skills for informing ideas,
interpreting the brief and developing
ideas and outcomes as they progress.
AC2: Problem solving
Show problem solving throughout by
engaging with the brief and its
requirements including ideas
generation, experimentation, testing
and reflection on the meaning,
purpose function of your work.
AC3: Technical skill
Show technical skills throughout by exploiting
the potential of media, materials, techniques
and processes. In early stages of the project,
this might be when investigating material
opportunities. Later it would be in the
outcomes or their presentation.
AC4: Professional practice
Show how you apply
professionalism to your
assignment through technical
practice, project management and
working safely.
Informing ideas
Problem
solving
Technical
skills
Professional
practice
Communication
AC5: Communication
Show skills in communicating the meaning,
purpose and function of work, including
development, outcomes and presentation,
in order to engage the audience.

7. Informing ideas
When undertaking the workshops you should keep a record of the skills
you develop, referring to detailed examples related to the work you
produce. This record may be kept in any appropriate format/s, e.g.
sketchbook, production log, blog etc.
Primary and secondary methods for informing ideas:
• Interpret the brief – client, audience, requirements, purpose
• Explore the work of practitioners related to the theme
• Explore the potential of a variety of media, materials, techniques and
processes in relation to your potential outcome
• Make observations and records of the skills you explore and develop
• Use of research to inform development, outcomes and presentation to
improve and refine your work and ideas
Evidence could include:
Physical or digital portfolio, blog, sketchbook, exhibition, presentation
and/or showreel documenting:
• Initial intentions - informed by research, explaining how it will meet the
brief
• How you used investigation skills to inform ideas (e.g. research, critical
analysis of existing work)
Guidance
Identity
Guidance

8. Problem solving
You should use problem solving at all stages of your work by testing, reviewing
and reflecting on progress of:
• Interpreting the brief, client, audience, requirements, purpose
• Generating initial ideas
• Experimentation
• Applying stages of the creative process in order to develop and refine
• Testing and feedback
Evidence could include:
Physical or digital portfolio, blog, sketchbook, exhibition, presentation and/or
showreel documenting and reflecting on:
• Initial ideas
• Stages of development and refinement
• Outcomes of testing and/or feedback
• Critical review and reflection
Guidance
Identity
Guidance

9. Technical skills
You should use the most appropriate and effective technical skills throughout
the assignment and workshops you undertake:
• Development of work:
○ trying different techniques and seeing what is the most useful
○ exploring the properties of media and making comparisons
○ taking work through a series of different processes to compare
outcomes.
• Production of outcomes
Evidence could include:
Physical or digital portfolio, blog, sketchbook, exhibition, presentation and/or
showreel, documenting and reflecting on:
• The creative and technical skills you used
• Initial intentions presentation – with early draft work and practical research
into media
• Series of prototypes
• Final presentation
Identity
Guidance

10. Professional practice
You should apply professional practice when working on the assignment
by:
• Identifying and using best practice associated with the type of work you
are creating:
○ consider and test what others do in industry
○ keep things safe and manage risks.
• Applying project management:
○ breaking up the assignment into manageable parts
○ exploring ways of working efficiently.
• Setting actions and targets for meeting the brief:
○ creating a proposal or plan
○ organising resources
○ Exploiting stages of the creative process.
Evidence could include:
Physical or digital portfolio, blog, sketchbook, exhibition, presentation
and/or showreel, documenting and reflecting on:
• The professional skills you developed to manage planning and
production processes
• Presentation of plan for your outcomes
• Submission on time of an organised portfolio
• Outcome(s) that show an understanding of related professional
practices
Identity
Guidance

11. Communication
You should use communication skills throughout the assignment and workshops
by:
• Considering the client and audience needs
• Working to ensure the meaning, message and impact are clear
• Using visual language and creative forms of communication
Communication opportunities:
• Expressing clear intentions at an early stage by aligning work with the audience
and purpose of the brief
• Using testing and review to reflect on the quality of how the work communicates
• Producing prototypes and outcomes that clearly communicate the requirements
of the brief
• Working with others and presenting intentions
Evidence could include:
Physical or digital portfolio, blog, sketchbook, exhibition, presentation, showreel,
documenting and reflecting on:
• How effectively, fluently and imaginatively you communicated the intended
messages through the work you produced.
• Initial intentions presentation – personal communication
• Series of prototypes that communicate ideas
• Reflection on stages of development with explanation of choices in relation to
assignment
• Outcome(s) presented in relation to audience and related industry conventions
Identity
Guidance

12. Identity