Higher National Project-based Graded Unit Specification ... · Management of project Effective time management is central to the success of the graded unit project. Media and communication

J4DX 34 Media and Communication: Graded Unit 1 (SCQF level 7) 1

Higher National Project-based Graded Unit Specification

General information This graded unit has been validated as part of the HNC Media and Communication. Centres are required to develop a project-based assessment in accordance with this validated specification.

Graded unit title: Media and Communication: Graded Unit 1 (SCQF level 7)

Graded unit code: J4DX 34

Type of project: Practical assignment Publication date: July 2020 Source: Scottish Qualifications Authority Version: 01

Graded unit purpose This graded unit is designed to provide evidence that the learner has achieved the following principal aims of the HNC Media and Communication:

develop specialist communication, presentation and research skills

develop employability skills and the ability to work co-operatively with others

develop enterprise and project management skills

integrate and apply creative skills and practices across the award

develop understanding of current platforms and media outlets

develop understanding of ethical, legal and regulatory considerations in the creative economy, vocational and educational contexts

engage with audiences by researching, monitoring, distributing and evaluating final product or output

prepare for progression to further study or work in in the creative economy, vocational and educational contexts

On completion, they may progress to further study such as the HND Media and Communication, a degree in a related field and/or work in the creative or communication industries.


Higher National Project-based Graded Unit Specification: General information (cont)


Credit points and level 1 Higher National Unit credit at Scottish Credit and Qualifications Framework (SCQF) level 7: (8 SCQF credit points at SCQF level 7)

Recommended entry to the graded unit It is recommended that the learner should have completed or be in the process of completing the following units relating to the above principal aims prior to undertaking this graded unit: J1NC 34 Research Skills J1S4 34 Writing for the Media J2LD 34 Introduction to Working in the Creative Economy J2JR 34 Communication: Analysing and Delivering Complex Oral Presentations J3J2 34 Law and the Media J2HH 34 Editing and Proofreading Text

Core Skills Opportunities to develop aspects of Core Skills are highlighted in the support notes of this graded unit specification. There is no automatic certification of Core Skills or Core Skill components in this graded unit.

Assessment support pack The assessment support pack for this unit provides assessment and marking guidelines that exemplify the national standard for achievement. It is a valid, reliable and practicable instrument of assessment. Centres wishing to develop their own assessments should refer to the assessment support pack to ensure a comparable standard. Assessment support packs are available on SQA’s secure website.

Equality and inclusion This graded unit has been designed to ensure that there are no unnecessary barriers to learning or assessment. The individual needs of learners should be taken into account when planning learning experiences, selecting assessment methods or considering alternative evidence. Further advice can be found on SQA’s website: www.sqa.org.uk/assessmentarrangements

http://www.sqa.org.uk/assessmentarrangements


Higher National Project-based Graded Unit Specification: Designing the project and assessing learners


Assessment This graded unit will be assessed by the use of a project-based practical assignment developed by centres. The project should provide the learner with the opportunity to produce evidence that demonstrates they have met the aims of this graded unit. The project undertaken by the learner must be a complex task which involves:

variables which are complex or unfamiliar

relationships which need to be clarified

a context which may be unfamiliar to the learner

The project must require the learner to:

analyse the task and decide on a course of action for undertaking the project

plan and organise work and carry it through to completion

reflect on what has been done and draw conclusions for the future

produce evidence of meeting the aims which this graded unit has been designed to cover

The learner will be asked to undertake a project which requires them to plan, develop and evaluate a media production/event/activity to meet an agreed brief, and to present it on a given deadline. The learner must:

develop a brief which outlines the media product/output

analyse the requirements of the brief

produce a plan and adopt a strategy for managing the development of the media product/output

develop the product/output to a given deadline

present the project to an audience on a given deadline

evaluate the whole project.

Conditions of assessment The learner should be given a date for completion of the project. However, the instructions for the project should be distributed to allow the learner sufficient time to assimilate the details and carry out the project. A timetable of deadlines, milestones and assessment activities should be given by the lead assessor, with sufficient notice to allow the project aims to be met. The lead assessor should be kept updated on a regular basis about progress, and the learner should keep records of communications and advice.


Higher National Project-based Graded Unit Specification: Designing the project and assessing learners


Reasonable assistance Reasonable assistance is the term used by SQA to describe the difference between providing learners with some direction to generate the evidence for assessment and providing too much support which would compromise the integrity of the assessment. Reasonable assistance is part of all learning and teaching processes. In relation to the project, assessors may provide advice, clarification and guidance during the time between the distribution of the project instructions and the completion date, ie at each stage of the project. Where the learner finds it necessary to seek advice about ethical, legal and regulatory issues this need not imply a lack of autonomy; they should be advised to err on the side of caution and ask.

Remediation Remediation allows an assessor to clarify learner responses, either by requiring a written amendment or by oral questioning, where there is a minor shortfall or omission in evidence requirements. In either case, such instances must be formally noted by the assessor, either in writing or recording and be made available to the external verifier. Learners must be given the opportunity for remediation at each stage of the project. During the time between the distribution of the brief and the completion date, assessors may answer questions, provide clarification, guidance and reasonable assistance. The final grading given should reflect the quality of the learner’s evidence at the time of the completion date. The evidence for the project is generated over an extended period and involves three distinct stages: planning, developing and evaluating. Each stage must be achieved before the next is undertaken. Thus, any remediation or reassessment must be undertaken before proceeding to the next stage. If the learner fails the project overall or wishes to upgrade, then this must be done using a substantially different project, ie all stages are undertaken using a new project, assignment, case study, etc. In this case, a learner’s grade will be based on the achievement in the re-assessment, if this results in a higher grade.


Higher National Project-based Graded Unit Specification: Designing the project and assessing learners (cont)


Evidence requirements for this graded unit The project undertaken by learners will consist of three stages: planning; developing; and evaluating. Learners will need to provide evidence to demonstrate their knowledge and/or skills across all outcomes by showing that they can:

plan a project from a brief

develop and present the project

evaluate the success of the project

There should be discussion about the brief and the project objectives, and the centre should agree with the learner what is achievable. A range of research skills should be used to gather material and data of some depth. The learner should produce work that is for publication/exhibition/distribution beyond the classroom and not just for assessment purposes. There should be engagement with the identified market and audience(s) and a range of contexts including face-to-face and online. The learner should put together a folio that they can use to showcase their work to employers, universities and other networks and contacts.



Graded unit title: Media and Communication: Graded Unit 1 (SCQF level 7) The following table specifies the minimum evidence required to pass each stage.

Project stage Minimum evidence requirements % mark

allocation

Stage 1 —

Planning

25 marks

The planning materials will include:

a fully developed project brief

an analysis of the project brief including:

— realistic objectives and measures of success — target audience and market research

identification of primary and secondary research methods to be used

a timeline that schedules all production activities and includes milestones, resources, key stakeholders

resource planning, including people, places, equipment, software

identification of the skills, roles and contacts required for completion of the project

a consideration of relevant statutory and voluntary controls

a consideration of ethical issues relevant to the medium and audience

anticipation of potential difficulties and constraints and solutions

a strategy for managing the development of the project

The plan should be 800–1,000 words or 8–10 minutes of oral evidence.

25%

The learner must achieve all of the minimum evidence specified above in order to pass the planning stage. The planning stage must be passed before the developing stage begins.





allocation

Stage 2 —

Developing

60 marks

The evidence will reflect the demands of the selected medium or media. This should be in the form of a process portfolio, finished product/output and presentation of the project.

The process portfolio will include:

a reflective log of research and all tasks undertaken to fulfil the brief

evidence of response to feedback from target audience, assessor, market research and other data as relevant evidence of development activities carried out

The finished product(s)/output(s) will be one, or a combination of, the following:

1,500–2,500 words of written evidence, with a layout appropriate to medium and format

up to 15 minutes of audio and/or video and/or multimedia evidence as appropriate to medium and format

a portfolio of photographs and/or graphics

written, photographic, graphic, and/or audio/video materials documenting and/or promoting an event.

The final presentation of the project will:

present, exhibit, promote, launch, showcase or pitch the project materials and output to an audience of three or more people in a format and length/duration appropriate to the context

include an element of oral presentation appropriate to the context

60%

The learner must achieve all of the minimum evidence specified above in order to pass the developing stage.

The developing stage must be passed before the evaluating stage begins.





allocation

Stage 3 —

Evaluating

15 marks

The evaluation should reflect on the following:

the effectiveness of the plan and process

the quality of the product/output

the extent to which the project brief has been met

the strengths and weaknesses of the pitch/presentation

recommendations for future projects including progression to employment or further study

The evaluation should be 600–800 words or 6–8 minutes of oral evidence.

15%

The learner must achieve all of the minimum evidence specified above in order to pass the evaluating stage.




Assessing and grading learners The overall project will be marked out of 100. Only whole marks should be used. The percentage of marks allocated to each stage of the project is outlined in the evidence requirements. It is a requirement that learners must meet the minimum evidence requirements for the planning stage before progressing to the developing stage before progressing to the evaluating stage. Learners may produce evidence over and above that specified in the minimum evidence requirements and deserve more than half the available marks for that stage. Assessors should use the grade related criteria outlined below to judge learner performance. Learners are required to work independently to meet the evidence requirements of the graded unit. At the same time, learners need appropriate support. At the end of each stage there should be opportunities for remediation and re-assessment of learners for that particular stage. This includes the final evaluation stage. Any re-assessment should be carried out in line with the centre’s own assessment policy.

Grade related criteria

Grade A Grade C

All criteria below must be met to achieve a grade A.

All criteria below must be met to achieve a grade C.

The planning, making and evaluating processes are on the whole consistent with professional practice and standards.

The planning, making and evaluating processes reflect professional practice and standards.

The finished product(s)/output(s) reaches a professional standard of finish and presentation.

The finished product(s)/output(s) reaches a high standard of finish and presentation.

There is sufficient evidence of a high standard of work for each of the three stages of the project.

There is sufficient evidence of an adequate standard of work for each of the three stages of the project.

Overall, the project is a seamless, coherent piece of work which demonstrates:

Overall, the project is a coherent piece of work which demonstrates:

effective planning and coherent structuring of activities throughout

satisfactory structuring and planning from stage to stage

ethical and current academic and industry research practices

ethical and current academic and industry research practices




Grade related criteria (cont)

Grade A Grade C

the learner’s ability to work autonomously under own initiative with support being sought only when necessary

the learner’s ability to work independently with some support required to meet project objectives

a high level of relevant independent learning

a clear effort to learn what is required

use of sophisticated communication skills for maximum impact

use of an acceptable level of communication skills appropriate to purpose and audience

use of a high level of appropriate medium-specific knowledge and skills

acceptable level of appropriate medium-specific knowledge and skills

the meeting of all deadlines the meeting of most key deadlines

effective and independent problem-solving

problem-solves with some assistance

accurate documentation of and reflection on activities, feedback and progress on an ongoing basis

documentation of and reflection on activities, feedback and progress on an ongoing basis

The learner: The learner:

analyses all the requirements of the brief in detail and plans effectively based on this

analyses the brief to a satisfactory level and plans to meet its requirements

plans a clear strategy to complete the project and achieve its aims

plans a strategy to complete the project

accesses and applies comprehensive, relevant research and integrates this throughout the production

accesses relevant research and uses this in the production

develops a high-quality product/output which meets the brief in full and meets the needs of the target audience or market

develops a good quality/product/output which meets the requirements of the brief and is relevant to the target audience or market

skilfully adapts the project in response to ongoing developments and constraints

adapts the project in light of developments and constraints




Grade related criteria (cont)

Grade A Grade C

The learner: The learner:

presents/exhibits/distributes/promotes/launches/pitches the finished product/output with flair

presents/exhibits/distributes/promotes/launches/pitches the finished product/output effectively

uses the evaluation criteria to perceptively analyse and evaluate the planning and development process and overall impact of the project product/output

uses the evaluation criteria to adequately reflect on the planning and development process and project product/output in terms of the objectives set

The marks allocated to each stage will then be aggregated to arrive at an overall mark for the project. Assessors will then assign an overall grade to the learner for this graded unit based on the following grade boundaries.

A = 70%–100% B = 60%–69% C = 50%–59% These grade boundaries are fixed and should not be amended.

Re-assessment

The evidence for a project is generated over time and involves three distinct stages, each of which has to be achieved before the next is undertaken. This means that any re-assessment of stages must be undertaken before proceeding to the next stage. The overall grade is derived from the total number of marks across all sections, and should reflect the ability of the learner to work autonomously and the amount of support required. In relation to project-based graded units, learners who have failed any stage of the project and have been unable to provide the necessary evidence through remediation must be given the opportunity for re-assessment of that stage. Any learner who has failed their graded unit or wishes to upgrade their award must be given a re-assessment opportunity, or in exceptional circumstances, two re-assessment opportunities. In the case of project-based graded units, this must be done using a substantially different project.

Final learner grade

The final grading given must reflect the quality of the learner’s evidence at the time of the completion of the graded unit. Learners must be awarded the highest grade achieved —whether through first submission or through any re-assessment, remediation and/or reasonable assistance provided.


Higher National Project-based Graded Unit Support Notes


Guidance on approaches to delivery and assessment of this graded unit Delivery The learner will undertake an individual project that applies the knowledge, skills and understanding they have gained over as wide a range of the specified units as possible. It will be in the form of a media production, event or activity. No new knowledge or skills are taught during the delivery of this unit. The final output must not be a repetition of previous unit assessments. The delivery of the content of other units may be negotiated by group award programme teams to ensure learners are equipped with sufficient knowledge and skills to embark on their project. It is recommended that the final project is submitted during the final third of the award programme as this gives learners sufficient time to acquire and consolidate their skills. It is likely that they will at this point have developed some confidence in a range of research and communication techniques and have sufficient understanding of relevant markets and audiences. However, they are likely to benefit from starting their ideas generation and planning earlier, during the middle part of their award programme, with a view to allocating more time towards the end of the session. Learners may choose to focus on one discipline such as video, or propose an interdisciplinary project which includes for example, audio and photography; both approaches are equally valid. Learners should be made aware at the start of their award programme of the consequences of plagiarism and breaches of data protection and copyright law. It may be helpful to have them submit a signed document to encourage compliance. Online courses may be available and could be delivered at the start of the award programme during Research Skills or Law and the Media. Throughout, learners should seek to engage online resources to research, analyse, promote and distribute their work. They should be enabled to use social media and networks responsibly, safely and with confidence to meet their project aims. However, they will require guidance on when to do so and how to monitor and respond to interaction. It is recommended that early in the award programme, learners are equipped with the knowledge and skills to protect themselves and others from public interactions that might negatively affect them or the centre. It is advisable to introduce them to the centre’s IT and social media policies and establish ground rules for online engagement within the peer group and wider networks.



Graded unit title: Media and Communication: Graded Unit 1 (SCQF level 7) Assessment It is important that the learner passes a preceding stage before moving onto the next. The planning stage must be assessed, remediated and passed before developing can commence. While self-evaluation will be ongoing throughout the project, the evaluating assessment may only be undertaken once the project materials and output have been submitted and the presentation has been made. All stages can be reassessed if necessary. Word counts and other limits are stated to encourage the learner to be concise and to restrict the assessment burden. It also ensures that all are given an equal opportunity to demonstrate their skills. In addition, meeting time/size/length limits is standard industry practice and universities apply penalties for exceeding these. Learners should therefore be encouraged to work within these restrictions. They may want to generate additional material, and lecturers are free to comment on this, but it should not be given additional credit as it may advantage some learners. If the assessor is not confident with the disciplinary area of the project, it may be helpful to seek the opinion of colleagues on technical aspects. Supervision While learners will be encouraged to work with minimum supervision, the project assessor can contribute to the success of projects without providing an inappropriate degree of support. Their role is to take an overview of the project and provide advice to learners when requested on matters such as legal compliance and ethics. Regular tutorial slots should be available to help track and review learner progress but at this level learners are expected to work autonomously. Assessors can provide advice, clarification, and guidance during the time between the distribution of the project instructions and the completion date. This can be done through a range of methods such as the scheduling of regular update tutorials and the facilitation of ongoing pitching opportunities and peer review. It is likely that two or more lecturers with a range of specialisms will be involved in the delivery of group award programme content. It is, however, usually the case that one lecturer is assigned to the unit and supervises all class projects. Where timetabling allows, assessors may be allocated from the wider course team based on subject expertise. In this case, it is desirable that they communicate to ensure consistent advice and assessment. Generally, it will be helpful if all lecturers involved in delivery are given insight to graded unit projects. Learning, assessment and integration across the award programme units will be enhanced if the main graded unit assessor and learner include the wider lecturing team in project pitches, updates and assessment decisions. Receiving a range of feedback will enable learners to reflect fully on their knowledge and skills and this will enrich their learning experience. The assigned assessor’s time will be spent discussing work with individual learners and facilitating pitches, presentations and showcases.



Graded unit title: Media and Communication: Graded Unit 1 (SCQF level 7) It is possible that learners may benefit from the advice of mentors out with the programme team, such as alumni and industry contacts. Learners may also support each other through the formation of small groups based on the medium of the project or other common factors. Such groups could assist in practical tasks such as proofreading and regular critique. They could encourage each other to meet deadlines and project goals. The undertaking of relevant work experience linked to the graded unit project could also enhance the learner experience. These additional opportunities for feedback and development can be of considerable help, but input should be monitored to ensure that undue assistance is not given. Management of project

Effective time management is central to the success of the graded unit project. Media and communication projects necessitate the meeting of deadlines, responsive engagement and quick turnarounds. Learners should be encouraged to develop a disciplined approach and use project tools, technology and support networks to enable this. They should be made aware at the start of planning and as the project develops that the meeting of deadlines is a key factor in success in the sector and at university. However, on occasion, there may be a valid reason for an extension being granted. It is recommended that, in this case, a written request, rationale and supporting evidence such as a medical line is submitted; if approved, a new deadline will be set. It is important that a learner is not given more time than others to achieve their objectives without a valid justification. Careful documentation of the project planning, development and support process will ensure the authenticity of the learner’s work. Progress and decision making can be monitored in a range of ways. Learners should be encouraged to record the advice and actions arising from feedback soon after it is given in forms that reflect creative and industry practice and be proactive in following through on it. They should be encouraged to engage with online tools such as GANTT charts, blogs, calendars and shared documents as they are shareable, interactive and reflect industry practice, but handwritten journals, mind maps, and diaries are also a useful part of the planning and creative process. Learners should be encouraged to view reflection as ongoing throughout the project, with insights from all stages informing the final evaluation. Assessors should keep notes of tutorial discussions, with the onus on learners to proactively document and act on feedback. It will be helpful if they submit after tutorials a detailed summary using a template including date, insights and key actions. This reflects the supervision process that will be encountered at degree level. Drafts, rough cuts, edits, proofs, etc could either be signed by the assessor or uploaded. Online material may be kept private or shared only with the assessor. Media production/event/activity process and output

The learner will produce a media product or output such as an event or performance. They can propose and develop a project idea themselves or work to a brief set by their lecturer or a live client. If they propose their own idea, they will develop the brief and seek approval before commencing planning. The assessor should advise where there are barriers to the proposed project. The learner will gain most from a project which they have enjoyed, and this should inform the choice. Each option offers varying degrees of creativity and interaction with industry and should be tailored to the needs of the learner.



Graded unit title: Media and Communication: Graded Unit 1 (SCQF level 7) There are many possible combinations of outputs/products. Lecturers should be open to proposals that offer clear opportunities for engagement with actual audiences for specific purposes. If the brief is to be self-generated, it will be helpful if a short project proposal is submitted for approval by the learner before they begin to develop their brief. Proposals that engage with innovative ideas and emerging genres should be welcomed, but learners should develop a brief that demonstrates application of formats, layouts, audiences and distribution channels that reflect media industry and creative practice. While the media product/output is completed by the individual learner, it could contribute to a more complex, collective project such as a group showcase. In this case, learners may choose to share research material and discuss and debate with their peers’ possible solutions to constraints identified in the brief. It is important that the supervision process ensures that all essential elements are attributable to each learner. Projects could include one of or a combination of the following:

blogs, vlogs

short films, videos, video/film essays, animation

articles, reports, creative fiction, scripts

websites, webpages

public relations (PR), advertising, promotional material

podcasts, programmes

photographic/graphic portfolios, photo essays, graphic novels

events, performances

other relevant formats

All projects should demonstrate a clear focus on the application of media and communication skills, formats and practices. For instance, a dramatic performance, piece of creative text or visual portfolio should be presented, promoted and/or distributed in a media context. A theatrical performance or exhibition in a gallery are not in themselves media works and the proposal would need to demonstrate how these enhance media skills. The final product/output could be a discrete work or a component of another. A clear brief will assist the learner in developing a successful product/output. There will be some variation in the components depending on the medium and it should reflect relevant industry practice. It will indicate:

What? — the product/output required, format, message

Why? — the main purpose, aims and objectives

Who? — market and/or audience

Where? — distribution/publication/broadcast outlets and launch/release/performance places

When? — deadlines; distribution/publication/broadcast/launch/release/performance date and time

How? — research, resources, collaboration (if applicable)



Graded unit title: Media and Communication: Graded Unit 1 (SCQF level 7) The learner will analyse the requirements of the brief in depth and consider all or some of the following:

What? — the medium/genre/format of the product/output; length/size/duration; the desired message

Why? — the rationale for the project and how to communicate it; project aims and objectives; measures of success; unique selling proposition (USP) or aspect that makes the project worthwhile

Who? — target market and/or audience; market research to reach and appeal to target market/audience; testing of product/output before completion

Where? — production places (studios, locations, venues …); outlets and locations for distribution/publication/broadcast/launch/release/performance of final product/output

When? — scheduling of goals, milestones and deadlines for each stage and overall project; production of timeline; deadline for project product/output

How? — strategy to meet aims and objectives; primary and secondary research methods; techniques relevant to medium/form/genre/task/purpose; planning and scheduling of production tasks and resources (people, places, equipment, software, sources); identification/allocation of roles and skills; collaboration; budget/fundraising/monetisation (if applicable)

Learners will also anticipate how to manage the impact on the project of:

constraints and difficulties (centre and department policy, accessibility, budget, assessment …)

statutory and voluntary controls (self-regulation, health and safety, copyright, data protection …)

ethical issues (representation, consent, transparency, diversity …)

Learners should be strongly encouraged to make their final product/output available in part or in whole online to maximise reach to audiences and markets. Where there has been an ephemeral element, this can be documented and posted or uploaded. Assessors should discuss with learners the implications of wider public distribution and guide them towards safeguards. Strategy for managing the project

Following consideration of the above, a strategy for meeting the requirements of the brief, managing the project and meeting the overall deadline will be developed. This could include:

peer reviews

guidance from professional or alumnus mentor

regular brief pitches and presentations

regular updates to assessor and maintenance of record of discussions

use of planning and scheduling tools

seeking feedback from target audience and professionals

regular entries to production log


Higher National Project-based Graded Unit Support Notes (cont)

Graded unit title: Media and Communication: Graded Unit 1 (SCQF level 7) A GANTT chart is a useful project planning tool which may help the learner to meet the project aims. It facilitates the scheduling and coordination of resources, tasks, milestones and deadlines and is often encountered in industry. It is particularly useful for collaborative aspects of a project. Straightforward online versions are available. The process portfolio

The process portfolio should include:

a reflective log of research and all tasks undertaken to fulfil the brief, which can be maintained online or offline

evidence of response to feedback from target audience, assessor, relevant market research and other data (eg analytics)

evidence of development activities carried out, which will include drafts and completed versions of development materials, documentation and production paperwork relevant to the medium(s)

The presentation

The learner will present, exhibit, promote, launch, showcase or pitch the project materials and final product/output to an audience. In addition to the presentation of visual/audio/ performative elements of the project, an oral element in the presentation is required. The format of the oral presentation will depend on the project. It can be formal or informal, but in all situations, there should be three or more people in the audience. The duration and audience will be appropriate to the medium and context. Different formats present different demands, and a two-minute pitch to an industry panel can be as challenging as a five-minute illustrated slideshow in front of peers. The presentation could be extended to ten minutes to achieve the individual presentation outcome in Communication: Analysing and Delivering Complex Oral Presentations. The presentation will enable the learner to assess the impact of their product/output on an audience, which in turn will assist their evaluation. Performance could be evidenced by a checklist. However, a video recording would be good practice and affords opportunities for self and peer assessment. The final product

The product should be a finished work and be presented with flair and sensitivity in a way that meets the brief and contextual/industry standards. Evaluation

The learner will evaluate the effectiveness of the whole project —– planning, creative process, production, final product/output and presentation — using the criteria in the evidence requirements and with reference to the brief. If they have, at the planning stage or through ongoing self-evaluation, identified additional measures against which they can assess their performance and the final product/output, they can also refer to these.



Graded unit title: Media and Communication: Graded Unit 1 (SCQF level 7) It is recommended that the learner captures feedback on strengths and weaknesses in such a way that it can inform the next stage of their development in education, work and creativity. It will be useful for learners who progress to the HND Media and Communication to refer to key points from their HNC evaluation before embarking on their HND project.

Opportunities for developing Core and other essential skills This unit is designed to encourage independent working, raise awareness of professional practice and enhance employability skills including:

communication

creativity

digital competence

working autonomously/independently

using initiative and being proactive

research and investigation

planning and organising

setting goals and making action plans

time management and meeting deadlines

project management

critically analysing and evaluating

There are opportunities to develop the Core Skills of Communication, Problem Solving, Information and Communication Technology (ICT), Working with Others at SCQF level 6 and Numeracy at SCQF level 5 in this unit. There will be many opportunities to explore ways of enhancing skills in Communication to a sophisticated level. Learners access and evaluate a wide range of complex source materials in planning their assignment. They must communicate to a high standard to promote themselves and their skills in competitive creative industries’ contexts. They are required to express essential ideas and complex information accurately and effectively, using structures, formats and media designed for impact. Final presentations will provide a context for demonstrating mastery of complex verbal and non-verbal skills. Although this core skill does not require the assessment of online communication, they will be adept at engaging in these challenging interactive contexts. Skills in Problem Solving — Critical Thinking, Planning and Organising, Reviewing and Evaluating are developed naturally as the practical assignment is undertaken. All factors affecting production must be taken into account at the Planning stage when decisions will be made on approaches, technologies and media in line with ethical, legal, regulatory, organisational and safety requirements. Developing the production involves working within resources and modifying original ideas, if necessary, to meet an agreed deadline. Formal review and evaluation of approaches taken at all stages is an essential aspect of achievement.



Graded unit title: Media and Communication: Graded Unit 1 (SCQF level 7) There may be opportunities during development to enhance skills in Working with Others. Strategies to promote co-operative working relationships will underpin practical activities. Identification, management and resolution of any potential problems will reflect professional practice. Online tools which facilitate interactive planning and production enable learners to collaborate in meaningful ways with class peers, lecturers, other learners, networks and contacts to find solutions. Skills in the independent use of ICT are fundamental to effective accessing, retrieval and adapting a complex range of information and source materials. The development of efficient electronic systems of recording, coding and storing evidence will underpin research practice and development work. Availability and effective use of suitable software packages will support the professional presentation of all materials. Security and accountability in the use of equipment and software and consideration for other users will be routine practice. Engagement with online networks and information sources will develop confidence and connections that will prove useful as the learner progresses to the next stage of education or employment. The display of project content on host websites will develop presentation skills. The ability to interpret, apply and present numerical and graphical data could be enhanced. Reference to analytics from online sites and other quantitative data gathered in projects will be useful in developing these skills. There are opportunities for using Numeracy as a tool to be applied efficiently in a practical working context, underpinning and supporting resource and budget planning. Effective presentation of graphical data and analytics will enhance the communication of project aims. Employability will be enhanced by opportunities to engage with industry, freelancers and creatives. Learners may proactively seek work experience to inform their project goals. A portfolio or showreel developed as a result of the project and made available electronically and in other forms will provide a useful resource when seeking employment or funding. Entrepreneurial skills can be developed by including goals for fundraising and monetisation into the project. Applications to funding organisations will prepare learners for portfolio careers. Creativity should be encouraged at all stages, with learners being guided to strategies and practices that stimulate ideas generation, self-motivation and creative thinking. Opportunities for interdisciplinary interaction and collaboration will enrich the learning experience and extend creative possibilities. Citizenship At the planning stage and as the project progresses, learners should be asked to review what they have so far learned about rights and responsibilities within communities at local, national and global levels. As a result, they should develop abilities in making informed decisions, taking thoughtful and responsible action and being outward looking towards society. Formative discussions about ethical, legal and regulatory considerations should enable them to apply strategies that take account of equality, cultural sensitivities, diversity, inclusion, international culture and other issues relevant to citizenship.



Graded unit title: Media and Communication: Graded Unit 1 (SCQF level 7) Sustainability Working practices should be reviewed with learners before they begin their projects to ensure practical approaches to encourage sustainability. Strategies and recommendations on proactively tackling issues such as recycling, waste reduction and sensitivity to production environments could be suggested by reviewing positive models from industry and communities. The use of digital formats for tutor/learner communication and submission of outputs is to be encouraged. Meeting practices should be reviewed to maximise environmentally sound group decision making and may take advantage of digital tools and online communications where these are most appropriate.


History of changes to graded unit

Version Description of change Date

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General information for learners


The purpose of this Graded Unit is to apply the knowledge and skills you have learned in your group award programme in a practical assignment in which you plan, develop and evaluate a media product or output such as an event or performance produced by you. Your project will reflect the following course aims:

develop critical and evaluative thinking

develop specialised communication and presentation skills

develop understanding of current platforms and outlets

develop analytical and research skills

develop awareness of ethical, regulatory and legal issues in the vocational sector

develop employability skills with the ability to work co-operatively with others

develop understanding of a range of specialist areas relevant to the industry sector

develop understanding of the interdisciplinary connections

prepare for progression to further study or employment

engage with audience by researching, monitoring, distributing and evaluating final product

You will start your project around halfway through your course, by which time you will have studied, or be in the process of studying, the following units: Research Skills, Writing for the Media, Introduction to Working in the Creative Economy, Editing and Proofreading Text, Communication: Analysing and Delivering Complex Oral Presentations, Law and the Media. You will decide on a media product/output which will be agreed with your assessor. You will then work through the three broad stages shown below:

Planning — propose a project idea, develop a brief, analyse the requirements of the brief and produce a plan and strategy for managing the project

Developing — implement your strategy, develop the product/output to meet a given deadline and present/exhibit/distribute/promote/launch/showcase/pitch the completed media product/output to an audience

Evaluating — reflect on the effectiveness of your plan and process, the quality of your product/output, the extent to which you met the brief, strengths and weaknesses of your pitch/presentation and potential progression arising from your project

You must pass each of these stages to achieve a pass. You must also pass the planning stage before progressing to the developing stage, and the developing stage before moving onto evaluating. On completion, you will be awarded a grade A, B or C, depending on the effectiveness of your approach. Your project will be marked out of 100: Planning — 25, Developing — 60 and Evaluating — 15.

You will work independently with minimal supervision and meet given deadlines for each stage. Your assessor will monitor your progress and give advice in tutorials, meetings and other communications where required. They will offer a degree of support should you need it. You may also find the input of your class peers useful. However, you will be assessed on your ability to work on your own, use initiative and creatively problem-solve. As you develop your project, you will show awareness of the impact of your ideas and representations on people in society. You will be encouraged to adopt sustainable working practices in line with best practice in communities and industry.

In addition, you will have the opportunity to further develop other skills, such as, your Core Skills, employability and entrepreneurial skills, skills in creativity, citizenship and sustainability.

Documents

Higher National Project-based Graded Unit Specification ... · Management of project Effective time management is central to the success of the graded unit project. Media and communication