This document outlines the tasks and assessment criteria for a student's final major project. The project requires the student to:
1) Independently devise and manage a creative media production from pre-production to post-production. The project must relate to at least one discipline such as video, audio, motion graphics, photography or graphic design.
2) Develop initial ideas using techniques like mind maps and pitch a proposal for their chosen project.
3) Conduct research and create pre-production documents like storyboards, schedules and scripts.
4) Produce the final media product according to their proposal and brief.
5) Gather audience feedback and evaluate their success in meeting the brief, including how
This document is a glossary of terms related to video game design produced by a student at Salford City College. It contains definitions for over 30 terms gathered from online sources with URLs cited. For many terms, the student provides examples of how the term relates to their own video game production work, such as using collision detection to make a character fall over when bumping into things.
There are three main types of computer networks: local area networks (LANs) which connect devices within a small geographic area like a home or office; metropolitan area networks (MANs) that cover larger areas within a city; and wide area networks (WANs) that span across cities, countries, or globally through technologies like the internet. Networks consist of hardware like servers, workstations, and communication systems as well as software and use different topologies and transmission media to connect nodes and allow for communication between systems. Wireless networks also allow for connectivity without physical connections.
The document appears to be a promotional website for Powtoon, a service that allows users to create animated videos and presentations without technical skills or design experience. Powtoon provides templates and tools to help users design professional looking videos and slideshows easily. Users can then share their creations on various social networks and platforms.
The document discusses the development of a game, including code to allow the player to move around the play area, shoot, and die when a shield runs out. Screenshots show the addition of a shield and point system, enemies and lasers, and new background layers. The second enemy can move up and down, and has the same laser code as the first enemy.
Squarelle Tonacity - Multi-channel Plan Nuno Martins
Assignment for Google Squared Online: multi-channel plan with emphasis on digital media for Squarelle Tonacity, a fictional hair colouring brand.
by: Brian Jowers | Kavya Rajagopalan | Nuno Martins | Raymond Webb | Tim Roberts
Unit 73 ig1 assignment computer game audio cut sequence production 2013_y1Jordanianmc
This document provides an assignment brief for a unit on sound design for computer games. Students will complete a series of tasks to understand sound design principles, record field samples, analyze existing game cut sequences, create scripts and dialogue recordings, and use audio editing software to produce effects and a 2-minute soundtrack for a cut sequence in Grand Theft Auto 5. The tasks are mapped to learning outcomes that cover understanding sound and music in games, sound design methods, and creating game audio assets following industry standards. Photographic and audio evidence is required throughout to demonstrate skills learned.
The document discusses the characteristics and traits of Millennials (also known as Generation Y), who are currently between the ages of 18-30. Some key traits of Millennials discussed include that they grew up with technology, are comfortable with social media and gaming, value collaboration over competition, and want immediate feedback. The document also reviews different ways technology and social media can be used in educational settings to engage Millennial students, such as through gaming, blogging, smartphones and tablets.
This document is a glossary of terms related to video game design produced by a student at Salford City College. It contains definitions for over 30 terms gathered from online sources with URLs cited. For many terms, the student provides examples of how the term relates to their own video game production work, such as using collision detection to make a character fall over when bumping into things.
There are three main types of computer networks: local area networks (LANs) which connect devices within a small geographic area like a home or office; metropolitan area networks (MANs) that cover larger areas within a city; and wide area networks (WANs) that span across cities, countries, or globally through technologies like the internet. Networks consist of hardware like servers, workstations, and communication systems as well as software and use different topologies and transmission media to connect nodes and allow for communication between systems. Wireless networks also allow for connectivity without physical connections.
The document appears to be a promotional website for Powtoon, a service that allows users to create animated videos and presentations without technical skills or design experience. Powtoon provides templates and tools to help users design professional looking videos and slideshows easily. Users can then share their creations on various social networks and platforms.
The document discusses the development of a game, including code to allow the player to move around the play area, shoot, and die when a shield runs out. Screenshots show the addition of a shield and point system, enemies and lasers, and new background layers. The second enemy can move up and down, and has the same laser code as the first enemy.
Squarelle Tonacity - Multi-channel Plan Nuno Martins
Assignment for Google Squared Online: multi-channel plan with emphasis on digital media for Squarelle Tonacity, a fictional hair colouring brand.
by: Brian Jowers | Kavya Rajagopalan | Nuno Martins | Raymond Webb | Tim Roberts
Unit 73 ig1 assignment computer game audio cut sequence production 2013_y1Jordanianmc
This document provides an assignment brief for a unit on sound design for computer games. Students will complete a series of tasks to understand sound design principles, record field samples, analyze existing game cut sequences, create scripts and dialogue recordings, and use audio editing software to produce effects and a 2-minute soundtrack for a cut sequence in Grand Theft Auto 5. The tasks are mapped to learning outcomes that cover understanding sound and music in games, sound design methods, and creating game audio assets following industry standards. Photographic and audio evidence is required throughout to demonstrate skills learned.
The document discusses the characteristics and traits of Millennials (also known as Generation Y), who are currently between the ages of 18-30. Some key traits of Millennials discussed include that they grew up with technology, are comfortable with social media and gaming, value collaboration over competition, and want immediate feedback. The document also reviews different ways technology and social media can be used in educational settings to engage Millennial students, such as through gaming, blogging, smartphones and tablets.
The document discusses the development of a game, including code to allow the player to move around the play area, shoot, and die when a shield runs out. Screenshots show the addition of a shield and point system, enemies and lasers, and new background layers. The second enemy can move up and down, and has the same laser code as the first enemy.
The document outlines an assignment for a games design qualification involving analyzing game engines. It provides 3 tasks: 1) Producing a report on the purposes and components of game engines using industry terminology; 2) Creating a playable 2D level using Game Maker to industry standards; and 3) Creating a playable 3D level using Unity to industry standards. The tasks are mapped to learning outcomes and grading criteria.
This document contains a glossary of terms related to video game design. It provides definitions for terms like alpha, beta, demo, gold (in reference to game versions), debugging, automation, collision detection, and others. Each term definition includes a short explanation and link to an online source. For some terms, the document also describes how the term relates to the author's own game production practice, such as releasing different versions to test for bugs.
The document outlines an assignment for a games design qualification involving analyzing game engines. It provides 3 tasks: 1) Producing a report on the purposes and components of game engines using industry terminology; 2) Creating a playable 2D level using Game Maker to industry standards; and 3) Creating a playable 3D level using Unity to industry standards. The tasks are mapped to learning outcomes and grading criteria.
The document is a glossary of terms related to video game design produced by a student at Salford City College. It contains definitions for over 30 terms sourced from online references. The student provides context for each term and how it relates to their own game production practice, such as releasing demo and beta versions, using debugging techniques, and including collision detection.
The document is a glossary of terms related to video game design produced by a student at Salford City College. It contains definitions of 27 key terms, sourced from online references. For each term, the student provides a short definition and links it to their own production practice, such as developing a game character or debugging scripting errors.
The document is a glossary produced by a student at Salford City College for a BTEC Extended Diploma in Games Design unit on sound for computer games. It contains definitions of 27 key video game design and development terms, with each definition citing a source URL. For many terms, the student provides examples of how the term relates to their own game production practice.
The document contains a survey with questions about demographics and gaming habits, including whether the respondent has played GTA V, their gender, age, occupation, typical gaming expenditures, region, ethnicity, how they identify as a gamer, how much they enjoyed GTA V on a scale of 0-10, and whether GTA V was their first video game.
RAM is a type of computer memory that can be accessed randomly. The CPU controls and executes operations and is the central part of the computer. A graphics processor creates lighting effects and transforms 3D scenes when redrawn. Storage media such as the internal hard drive store application and user information. The power supply supplies power to the computer. The kernel is the central module of an operating system that loads first and remains in memory.
The document details various gaming activities conducted on different dates using different equipment. It describes setting up a retro SNES console using scart cable on June 5th, connecting an Xbox 360 to an HD TV on March 17th, configuring options in the PC game Eden Eternal on May 20th, and using Eden Eternal's online functionality to play against and with other people on May 20th.
Console design template jordan mccaddenJordanianmc
This document describes the specifications of a new game console, including a quad-core Intel processor, 8GB of RAM, an Nvidia GeForce graphics processor, HDMI and scart ports for video output, 320GB of storage, and wireless connectivity. The console will have a wrist-mounted motion controller with 6 buttons and built-in sensors, as well as an optional traditional controller, and both will connect wirelessly to the console.
The document compares the specifications of several gaming consoles and handhelds: the PSP VITA has a quad-core ARM CPU, 512MB RAM and a 5-inch OLED display; the Nintendo 3DS has a dual-core ARM11 CPU, 128MB RAM and two screens - one touchscreen and one that is 3D; the Nvidia Shield has a Tegra 4 processor with 72 GPU cores, 2GB RAM and a 5-inch multi-touch retinal display.
The document compares the specifications of the PS4, Xbox One, and Wii U consoles. It outlines that the PS4 and Xbox One use similar AMD 8-core Jaguar CPUs and Radeon 7000-series GPUs, while the Wii U uses an IBM Power-based multicore microprocessor. It also notes the different RAM amounts and types, graphics processors, video/audio outputs, operating systems, power supplies, and storage capacities of each system.
The document describes adding different sound effects to a game. It discusses putting the sounds snd_Breaking, snd_Bounce, snd_Play, and snd_Lost into the game through print screens.
Unit 73 ig3 assignment programming sound assets to a game 2013Jordanianmc
This document provides an assignment brief for a student to complete tasks involving sound design and programming for a computer game. The student must select sound effects and music they have produced, document the process of programming these sounds into their game, and create a video demonstrating the gameplay with their soundtrack. They will be assessed on applying industry standard practices for sound design, programming, and presenting their work through blog posts, screenshots, and video according to the provided grading criteria. Completing the tasks successfully will help the student learn outcomes involving sound design and application for computer games.
This document provides a glossary of terms related to sound design and production for computer games. It defines terms such as foley artistry, sound libraries, file formats like .wav and .mp3, audio limitations involving sound processors and memory, audio recording systems using analog and digital methods, MIDI, software plugins, sampling keyboards, and factors that influence file size like bit depth and sample rate. The student created their own sample library and uses .wav files, and discusses how some of the researched terms relate to their own production practice.
Unit 73 ig2 assignment creating a sample libraryJordanianmc
The assignment requires the student to create sound samples and compositions for various game genres to add to a sound library. It also requires the student to complete a glossary defining terms related to sound design and production. The student must produce samples using computer plugins and audio effects, and record samples in the studio and field. The samples must be uploaded and properly labeled for the library. The glossary must define terms in relevant categories and connect them to the student's own production work. This will fulfill learning outcomes on sound design methods and creating sound assets for games according to industry standards.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The document discusses the development of a game, including code to allow the player to move around the play area, shoot, and die when a shield runs out. Screenshots show the addition of a shield and point system, enemies and lasers, and new background layers. The second enemy can move up and down, and has the same laser code as the first enemy.
The document outlines an assignment for a games design qualification involving analyzing game engines. It provides 3 tasks: 1) Producing a report on the purposes and components of game engines using industry terminology; 2) Creating a playable 2D level using Game Maker to industry standards; and 3) Creating a playable 3D level using Unity to industry standards. The tasks are mapped to learning outcomes and grading criteria.
This document contains a glossary of terms related to video game design. It provides definitions for terms like alpha, beta, demo, gold (in reference to game versions), debugging, automation, collision detection, and others. Each term definition includes a short explanation and link to an online source. For some terms, the document also describes how the term relates to the author's own game production practice, such as releasing different versions to test for bugs.
The document outlines an assignment for a games design qualification involving analyzing game engines. It provides 3 tasks: 1) Producing a report on the purposes and components of game engines using industry terminology; 2) Creating a playable 2D level using Game Maker to industry standards; and 3) Creating a playable 3D level using Unity to industry standards. The tasks are mapped to learning outcomes and grading criteria.
The document is a glossary of terms related to video game design produced by a student at Salford City College. It contains definitions for over 30 terms sourced from online references. The student provides context for each term and how it relates to their own game production practice, such as releasing demo and beta versions, using debugging techniques, and including collision detection.
The document is a glossary of terms related to video game design produced by a student at Salford City College. It contains definitions of 27 key terms, sourced from online references. For each term, the student provides a short definition and links it to their own production practice, such as developing a game character or debugging scripting errors.
The document is a glossary produced by a student at Salford City College for a BTEC Extended Diploma in Games Design unit on sound for computer games. It contains definitions of 27 key video game design and development terms, with each definition citing a source URL. For many terms, the student provides examples of how the term relates to their own game production practice.
The document contains a survey with questions about demographics and gaming habits, including whether the respondent has played GTA V, their gender, age, occupation, typical gaming expenditures, region, ethnicity, how they identify as a gamer, how much they enjoyed GTA V on a scale of 0-10, and whether GTA V was their first video game.
RAM is a type of computer memory that can be accessed randomly. The CPU controls and executes operations and is the central part of the computer. A graphics processor creates lighting effects and transforms 3D scenes when redrawn. Storage media such as the internal hard drive store application and user information. The power supply supplies power to the computer. The kernel is the central module of an operating system that loads first and remains in memory.
The document details various gaming activities conducted on different dates using different equipment. It describes setting up a retro SNES console using scart cable on June 5th, connecting an Xbox 360 to an HD TV on March 17th, configuring options in the PC game Eden Eternal on May 20th, and using Eden Eternal's online functionality to play against and with other people on May 20th.
Console design template jordan mccaddenJordanianmc
This document describes the specifications of a new game console, including a quad-core Intel processor, 8GB of RAM, an Nvidia GeForce graphics processor, HDMI and scart ports for video output, 320GB of storage, and wireless connectivity. The console will have a wrist-mounted motion controller with 6 buttons and built-in sensors, as well as an optional traditional controller, and both will connect wirelessly to the console.
The document compares the specifications of several gaming consoles and handhelds: the PSP VITA has a quad-core ARM CPU, 512MB RAM and a 5-inch OLED display; the Nintendo 3DS has a dual-core ARM11 CPU, 128MB RAM and two screens - one touchscreen and one that is 3D; the Nvidia Shield has a Tegra 4 processor with 72 GPU cores, 2GB RAM and a 5-inch multi-touch retinal display.
The document compares the specifications of the PS4, Xbox One, and Wii U consoles. It outlines that the PS4 and Xbox One use similar AMD 8-core Jaguar CPUs and Radeon 7000-series GPUs, while the Wii U uses an IBM Power-based multicore microprocessor. It also notes the different RAM amounts and types, graphics processors, video/audio outputs, operating systems, power supplies, and storage capacities of each system.
The document describes adding different sound effects to a game. It discusses putting the sounds snd_Breaking, snd_Bounce, snd_Play, and snd_Lost into the game through print screens.
Unit 73 ig3 assignment programming sound assets to a game 2013Jordanianmc
This document provides an assignment brief for a student to complete tasks involving sound design and programming for a computer game. The student must select sound effects and music they have produced, document the process of programming these sounds into their game, and create a video demonstrating the gameplay with their soundtrack. They will be assessed on applying industry standard practices for sound design, programming, and presenting their work through blog posts, screenshots, and video according to the provided grading criteria. Completing the tasks successfully will help the student learn outcomes involving sound design and application for computer games.
This document provides a glossary of terms related to sound design and production for computer games. It defines terms such as foley artistry, sound libraries, file formats like .wav and .mp3, audio limitations involving sound processors and memory, audio recording systems using analog and digital methods, MIDI, software plugins, sampling keyboards, and factors that influence file size like bit depth and sample rate. The student created their own sample library and uses .wav files, and discusses how some of the researched terms relate to their own production practice.
Unit 73 ig2 assignment creating a sample libraryJordanianmc
The assignment requires the student to create sound samples and compositions for various game genres to add to a sound library. It also requires the student to complete a glossary defining terms related to sound design and production. The student must produce samples using computer plugins and audio effects, and record samples in the studio and field. The samples must be uploaded and properly labeled for the library. The glossary must define terms in relevant categories and connect them to the student's own production work. This will fulfill learning outcomes on sound design methods and creating sound assets for games according to industry standards.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
1. 1
Qualification Level 3 ExtendedDiploma in Creative Media Production
Unit number and title
Unit 4 - Creative Media ProductionManagementProject
Unit 5 - Working to a Brief in the Creative Industries
Start date Monday 05/01/2015
Deadline Friday 12/06/2015
Assessor name Iain Goodyear
Assignment title IG5 – Final Major Project
The purpose of this assignment relates to the following learning outcomes:
Unit 4 LO1: Be able to originate, develop and research an idea for a media product
Unit 4 LO2: Be able to pitch a proposal for a media product
Unit 4 LO3: Be able to manage a production process to create a media product.
Unit 5 LO1: Understand the requirements of working to a brief
Unit 5 LO2: Be able to develop a planned response to a brief
Unit 5 LO3: Be able to apply a response to a brief
Unit 5 LO4: Be able to review work on completion of a brief.
Scenario
As a media production specialist approaching the end of your two year programme of study, the time has come to
demonstrate your ability in managing an independently devised production through the stages of pre -production, production
and post-production.
You must devise initial ideas and select one that you will further develop using a broad combination of skills that you have
acquired over the past two years of studying your BTEC extended diploma.
The project must relate to one or more disciplines across video, audio, motion graphics, photography and graphic design.
You must demonstrate that you are able to plan in advance all stages of production and adhere to a production schedule that
you yourself have devised.
You must also, if encountered, evidence how you adapt to changes in your production schedule and overcome production
difficulties.
Good luck!
2. 2
Tasks Grading Criteria Mapping
Task 1
Define and summarise the following range of creative production briefs:
Contractual Commission
Negotiated Tender
Formal Co-operative
Informal Competition
In addition, you must also provide a summary of professional self-development opportunities
working to each of the briefs would provide for you in the following categories:
1. Communication
2. Time management
3. Technical skills
4. Career progression
In addition, you must gather examples of creative production client briefs and annotate said
examples, providing information in your own words under the following categories:
1. Who is the client?
2. What media product(s) does the client require?
3. What is the timescale to deliver the product(s) to the client?
4. Who is the intended target audience the client wishes the product(s) to appeal to?
5. What are the legal and ethical issues relating to the production?
6. What constraints do you have to work within (budget, length of product, format)?
Unit 5: P1/M1/D1
Task 2
Use a range of idea generation techniques, including mind maps, spider diagrams and any other
appropriate methods, to come up with some initial ideas for a specific media production.
Unit 4: P1/M1/D1
Unit 5: P2/M2/D2
Task 3
Prepare a pitch
Finalise ideas for your media product
Prepare a project proposal in response to the brief
Prepare a presentation including visual aids, delegate notes and presenter’s notes
Give the presentation in the form of a pitch to the client
Unit 4: P2/M2/D2
Task 4
Produce detailed research specific to your chosen Final Major Project idea. This research must
include:
Technical code analysis of relevant media products that have influenced your own Final
Major Project idea
Analysis of any websites, books and journals that you have researched to help you form
your Final Major Project idea
Unit 4: P1/M1/D1
Task 5
Use pre-production techniques to draw up plans for your chosen production.
You must include the following (specific to your production idea):
Risk assessment
Storyboards
Shooting schedules
Script
Production Diary
Location recognisance
Unit 4: P3/M3/D3
Unit 5: P3/M3/D3
3. 3
Production schedules
Contingency Plans
Shot Logs
Layout plans
Test shots / sequences
Task 6
Produce the media production as per the brief.
Unit 4: P3/M3/D3
Unit 5: P3/M3/D3
Task 7
Using a range of web 2.0 technologies, evaluate your success in responding to your Final Major
Project brief.
You must first gather audience feedback through online exhibition and the collation of
questionnaire and focus group audience feedback. This feedback must be compiled and analysed
prior to producing your evaluation.
Your evaluation must contain detailed information that is specific to the following areas of your
Final Major Project:
1. Technical quality of final product (images, footage, use of sound, editing, layout,
composition)
2. Production skills you have newly acquired and existing skills you have further
developed
3. How closely your final product matches your original intentions (outlined in your Final
Major Project proposal)
4. Time management and problem solving (scheduling, practical constraints and
strategies you used to overcome constraints)
5. Reaching your target audience (audience response, your reactions to positive and
negative criticism with reference to audience feedback you have gathered)
6. Summary conclusion of how you would respond to your project brief if you were to do
it again
Unit 5: P4/M4/D4
4. 4
Unit 4 Creative Media Production Management Project (Level 3)
P1: originate, develop and
research an idea for a media
product working within
appropriate conventions and
with some assistance
M1: originate, develop and
research an idea for a media
product showing some
imagination and with only
occasional assistance
D1: originate, develop and
research an idea for a media
product showing creativity
and flair and working
independently to professional
expectations
P2: pitch a proposal for a
media product with some
appropriate use of subject
terminology and with some
assistance
M2: pitch a proposal for a media
product competently with
generally correct use of subject
terminology and with only
occasional assistance
D2: pitch a proposal for a
media product to a near
professional standard
consistently using subject
terminology correctly and
working independently to
professional expectations
P3: manage a production
process to create a media
product working within
appropriate conventions and
with some assistance.
M3: manage a production process
competently to create a media
product to a good technical
standard, showing some
imagination and with only
occasional assistance.
D3: manage a production process
to near-professional standards
to create a media product,
showing creativity and flair
and working independently to
professional expectations.
Unit 5 Working to a Brief in the Creative Industries (Level 3)
P1: describe the requirements
of working to a brief
M1: explain the requirements
of working to a brief with
reference to detailed
illustrative examples
D1: comprehensively explain the
requirements of working to a
brief with elucidated examples
P2: plan a response to a brief
working within appropriate
conventions and with some
assistance
[CT, SM]
M2: plan a response to a brief
competently showing some
imagination and with only
occasional assistance
D2: plan a response to a brief to
near-professional standards
showing creativity and flair
and working independently
to professional expectations
P3: apply a response to a
brief
working within appropriate
conventions and with some
assistance
[CT, SM]
M3: apply a response to a brief
competently showing some
imagination and with only
occasional assistance
D3: apply a response to a brief to
near-professional standards
showing creativity and flair
and working independently
to professional expectations
P4: comment on own work on
completion of a brief with
some appropriate use of
subject terminology.
M4: explain own work on
completion of a brief with
reference to detailed
illustrative examples and
with generally correct use of
subject terminology.
D4: critically evaluate own work
on completion of a brief with
reference to professional
practice, and consistently
using subject terminology
correctly.
:PLTS: This summary referenceswhere applicable, in the square brackets, the elements of the personal, learning and thinking skills applicable in
the pass criteria. Itidentifies opportunities for learners to demonstrate effective application of the referenced elements of the skills.