Pearson BTEC Level 3 National in Creative Digital …...of A summary notes of their research to take into the formal superised assessment session. The assessment eidence submitted

PearsonBTEC Level 3 National inCreative Digital Media ProductionUnit 8: Responding to a Commission

SampleAssessmentMaterials (SAMs)For use with:• Extended Certificate, Foundation Diploma, Extended Diploma

in Creative Digital Media Production• Diploma in Film and Television Production• Diplom a in Film and Television Visual Effects• Diploma in Digital Publishing• Diploma in Sound Production• Diploma in Games Design and Development• Extended Diploma in Film, Television and Radio• Extended Diploma in Interactive Publishing and Media• Extended Diploma in Digital Games

First teaching from September 2018 Issue 3

i

Edexcel, BTEC and LCCI qualifications

Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualifications website at qualifications.pearson.com. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus

About Pearson

Pearson is the world's leading learning company, with 35,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at qualifications.pearson.com

References to third-party material made in this specification are made in good faith, we do not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

All the material in this publication is copyright © Pearson Education Limited 2015

i

Edexcel, BTEC and LCCI qualifications

Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding bodyoffering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualifications website at qualifications.pearson.com.Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus

About Pearson

Pearson is the world's leading learning company, with 35,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives throughlearning. We put the learner at the centre of everything we do, because wherever learning flourishes, sodo people. Find out more about how we can help you and your learners at qualifications.pearson.com

References to third-party material made in this specification are made in good faith, we do not endorse, approve or accept responsibility for the content of materials, which may be subject tochange, or any opinions expressed therein. (Material may include textbooks, journals,magazines and other publications and websites.)

All the material in this publication is copyright© Pearson Education Limited 2015

Contents Summary of Sample Assessment materials changes i Task 3 Sample Mark grid 15 Changes to tasks and rubrics We have made changes in response to DfE feedback. The tasks have been redesigned and changed from being Part A and Part B to being a single part. The rubrics in this Sample Assessment Material have been updated to be in line with the changes made to the task and to provide clarity on the conditions under which the task should be taken. Centres should read the Instructions to teachers/tutors and Instructions to learners sections carefully to understand the full detail of the changes. These changes have been summarised below for ease of reference. Summary of Pearson BTEC Level 3 Nationals in Creative Digital Media Production Sample Assessment Materials for Unit 8: Responding to a Commission Issue 2 to 3 changes

Summary of changes made between previous issues and this current issue

Page number

An introduction section has been added to clarify the: purpose of the assessment availability and timing of the supervised assessment has changed

from 5 to 6 hours availability of independent research ahead of 2 hours of monitored

preparation requirements for monitored preparation and formal supervision.

Page 1

The task has been redesigned and changed from being Part A and Part B to being a single part. The total marks for the task has changed from 75 to 72.

Page 3

Wording in the Instructions to teachers/tutors section has been changed to reflect the changes in the Introduction section and clarify: suggestions on independent research activities outside of the

monitored preparation sessions and that learners should spend up to10 hours on this research

stipulations on format of notes and notes that can be taken into thesupervised assessment have changed from 4 to 3 sides of A4

approximate hours that should be spent for each of the 4 Activities.

Pages 4-6

Wording has been added to the Instructions to learners section to reflect the changes in the instructions for teachers/tutors section.

Pages 7-8

Set task information section wording has been changed to reflect the changes in the Instructions for teachers/tutors and learners sections, this includes: brief and supporting material’s theme has changed from ‘Action on

self-harm’ to ‘BullyingSupportUK’.

Pages 9-10

Set Task section wording has been revised to reflect the changes in the Set task information section and clarify: what learners will be assessed on marks for Activities 1 and 2 have changed from 15 to 16 and Activity

4 from 25 to 20.

Pages 12-14

iPearson BTEC Level 3 Nationals in Creative Digital Media Production - Unit 8 - Final Sample Assessment Materials - Issue 3 – August 2018 © Pearson Education Limited 2015

Sample marking grid – Summary of changes made between previous issues and this current issue

Page number

Sample marking grid has been revised to reflect the changes in the task. Pages 16-19

If you need further information on these changes or what they mean, contact us via our website at: qualifications.pearson.com/en/support/contact-us.html.

ii Pearson BTEC Level 3 Nationals in Creative Digital Media Production - Unit 8 - Final Sample Assessment Materials - Issue 3 – August 2018 © Pearson Education Limited 2015

Introduction Teachers/tutors are asked to read this section to understand the structure of the assessment for this unit as illustrated in this sample assessment. This information will not appear in the text of the live assessments.

The key purpose of this assessment is to assess a learner’s ability to respond to a commission through pre-production materials.

This is a single part task. This assessment will be offered twice a year over a two-week period timetabled by Pearson. Learners will be given the opportunity to carry out independent research ahead of 2-hours of monitored preparation followed by a 6-hours of supervised assessment session.

During the independent research period, learners should be encouraged to carry out activities such as:

● identifying appropriate research sources● carrying out primary and secondary research into the target audience and similar

products

Monitored preparation is provided for learners to produce materials that are used in any formally supervised session. This includes notes as specified in the sample assessment. Monitored sessions are where learners are being directly observed. They may have, where specified, access to their own outcomes from their research, access to the internet and use of appropriate resources. Learners are working independently and teachers/tutors will be able to authenticate that the outcomes for formal assessment meet the requirements and are authentic. At the end of the monitored preparation, centres will retain the research notes that are provided to learners during the formal supervised assessment. After the assessment the notes will be retained by the centre and may be requested by Pearson during the marking process.

For this assessment, the monitored preparation sessions allow learners to analyse contextual information from relevant sources. Centres need to make provision for this research using scheduled lessons and ensure that learners have access to information and equipment that may be required. Learners should be working independently rather than being taught or directed.

When materials are brought into the monitored research sessions, tutors must authenticate that the materials have been produced by the learner. No materials are allowed out of the monitored research period.

Within the monitored research sessions, learners can prepare a maximum of three sides of A4 summary notes of their research to take into the formal supervised assessment session.

The assessment evidence submitted to Pearson are four pre-production documents produced in response to a brief. The assessment evidence is produced under full formal supervision of 6 hours to ensure that learner work is authentic and that all learners have had the same assessment opportunity. The formal supervision takes place in a timetabled period specified by Pearson.

Formal supervision is the equivalent of examination conditions. Learners must work independently, cannot work with other learners, cannot talk about their work to other learners and will only be able to access the materials specified in the assessment.

Teachers/tutors are asked to read this section to understand the structure of the assessment.

1Pearson BTEC Level 3 Nationals in Creative Digital Media Production - Unit 8 - Final Sample Assessment Materials - Issue 3 – August 2018 © Pearson Education Limited 2015

Level

3Write your name hereSurname Forename

Paper reference31674HS50632A©2017 Pearson Education Ltd.1/1/1/1/1/1/1/1/1/1/1/1/1/1/1/1

Pearson BTEC Level 3 Nationals

Creative Digital Media ProductionUnit 8: Responding to a Commission

Extended Certificate/Foundation Diploma/Diploma/Extended DiplomaSample assessment material for first teaching September 2016

Instructions

This booklet must be issued to learners as defined by Pearson and should bekept securely.

This booklet must be issued to learners at the start of the 2 week period andunder the conditions specified by Pearson. The period will allow centres totimetable appropriate supervised sessions for all learners.

This booklet is specific to each series and this material must only be issued tolearners who have been entered to undertake the task in that series.

Information

The total mark of this set task is 72.

This booklet should not be returned to Pearson.

Centre NumberLearner Registration Number

*S50632A*

Part

S

Marks

Supervised hours

6

Turn over2 Pearson BTEC Level 3 Nationals in Creative Digital Media Production - Unit 8 - Final Sample Assessment Materials - Issue 3 – August 2018 © Pearson Education Limited 2015

Level

3Write your name hereSurname Forename

Paper reference31674H S50632A ©2017 Pearson Education Ltd.1/1/1/1/1/1/1/1/1/1/1/1/1/1/1/1

Pearson BTEC Level 3 Nationals

Creative Digital Media ProductionUnit 8: Responding to a Commission

Extended Certificate/Foundation Diploma/Diploma/ Extended DiplomaSample assessment material for first teaching September 2016

Instructions

This booklet must be issued to learners as defined by Pearson and should be kept securely.

This booklet must be issued to learners at the start of the 2 week period and under the conditions specified by Pearson. The period will allow centres to timetable appropriate supervised sessions for all learners.

This booklet is specific to each series and this material must only be issued to learners who have been entered to undertake the task in that series.

Information

The total mark of this set task is 72.

This booklet should not be returned to Pearson.

Centre NumberLearner Registration Number

*S50632A*

Part

S

Marks

Supervised hours

6

Turn over3Pearson BTEC Level 3 Nationals in Creative Digital Media Production - Unit 8 - Final Sample Assessment Materials - Issue 3 – August 2018 © Pearson Education Limited 2015

2 S56032A

Instructions to Teachers/Tutors

This set task has a preparation period followed by an assessment period of 6 hours. Both the preparation and assessment periods must be scheduled over 2 weeks timetabled by Pearson. The period will allow centres to timetable appropriate supervised sessions for all learners.

The set task has a monitored preparation period of 2 hours. This must be scheduled by the centre. Within this time, learners should review the information provided in this booklet, conduct research activities and make notes to take into the supervised assessment period.

Learners may also undertake some independent research outside of the monitored preparation sessions. It is suggested they spend up to 10 hours on this research.

This can include activities such as:

ÂÂ carrying out primary and secondary research into the target audience and similar products

ÂÂ identifying appropriate research sources.

Centres may need to make facilities available to learners to support independent research. Where learners want to carry out research, these outcomes may be brought into the monitored preparation sessions but only notes produced in monitored preparation sessions may be used during the formal supervised assessment.

Learners’ notes are restricted to:

ÂÂ three sides of A4 notes, which can be handwritten or typed. If typed, the font size must be 10 points minimum

ÂÂ information from primary and/or secondary research

ÂÂ facts related to the commission and existing practice.

Learner notes cannot include:

ÂÂ pre-prepared answers for activities

ÂÂ assets or materials to be used in the activities.

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Teachers/tutors should note that:

ÂÂ learners should not be given any direct guidance or prepared materials

ÂÂ learners should not be given any support in writing or editing notes

ÂÂ all work must be completed independently by the learner

ÂÂ learner notes produced under monitored conditions must be checked to ensure that they comply with the limitations

ÂÂ learner notes should be retained by the centre between the monitored sessions and the formal supervised assessment

ÂÂ learner notes should be retained by the centre after the completion of assessment and may be requested by Pearson.

The supervised assessment will take place over 6 hours in the 2 weeks timetabled by Pearson. Centres should schedule all learners at the same time or supervise cohorts to ensure there is no opportunity for collusion.

Maintaining security during the supervised assessment period

ÂÂ The assessment areas must only be accessible for the individual learner and to named members of staff.

ÂÂ Learners can only access their work under supervision.

ÂÂ Any work learners produce under supervision must be kept secure.

ÂÂ Only permitted materials for the set task can be brought into the supervised assessment.

ÂÂ During any permitted break and at the end of the session materials must be kept securely and no items removed from the supervised environment.

ÂÂ Learners are not permitted to have access to the internet or other resources during the supervised assessment period.

There are four activities within the set task. All of the activities will be completed under 6 hours of supervision.

Activity 1: Produce a rationale – 1 hour approximately

Activity 2: Produce a pitch of the idea – 1 hour approximately

Activity 3: Produce a proposal – 2 hours approximately

Activity 4: Produce a treatment – 2 hours approximately

4 Pearson BTEC Level 3 Nationals in Creative Digital Media Production - Unit 8 - Final Sample Assessment Materials - Issue 3 – August 2018 © Pearson Education Limited 2015

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Instructions to Teachers/Tutors

This set task has a preparation period followed by an assessment period of 6 hours. Both the preparation and assessment periods must be scheduled over 2 weeks timetabled by Pearson. The period will allow centres to timetable appropriate supervised sessions for all learners.

The set task has a monitored preparation period of 2 hours. This must be scheduled by the centre. Within this time, learners should review the information provided in this booklet, conduct research activities and make notes to take into the supervised assessment period.

Learners may also undertake some independent research outside of the monitored preparation sessions. It is suggested they spend up to 10 hours on this research.

This can include activities such as:

ÂÂ carrying out primary and secondary research into the target audience and similar products

ÂÂ identifying appropriate research sources.

Centres may need to make facilities available to learners to support independent research. Where learners want to carry out research, these outcomes may be brought into the monitored preparation sessions but only notes produced in monitored preparation sessions may be used during the formal supervised assessment.

Learners’ notes are restricted to:

ÂÂ three sides of A4 notes, which can be handwritten or typed. If typed, the font size must be 10 points minimum



Learner notes cannot include:



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Teachers/tutors should note that:

ÂÂ learners should not be given any direct guidance or prepared materials

ÂÂ learners should not be given any support in writing or editing notes

ÂÂ all work must be completed independently by the learner

ÂÂ learner notes produced under monitored conditions must be checked to ensure that they comply with the limitations

ÂÂ learner notes should be retained by the centre between the monitored sessions and the formal supervised assessment

ÂÂ learner notes should be retained by the centre after the completion of assessment and may be requested by Pearson.

The supervised assessment will take place over 6 hours in the 2 weeks timetabled by Pearson. Centres should schedule all learners at the same time or supervise cohorts to ensure there is no opportunity for collusion.

Maintaining security during the supervised assessment period

ÂÂ The assessment areas must only be accessible for the individual learner and to named members of staff.

ÂÂ Learners can only access their work under supervision.

ÂÂ Any work learners produce under supervision must be kept secure.

ÂÂ Only permitted materials for the set task can be brought into the supervised assessment.

ÂÂ During any permitted break and at the end of the session materials must be kept securely and no items removed from the supervised environment.

ÂÂ Learners are not permitted to have access to the internet or other resources during the supervised assessment period.

There are four activities within the set task. All of the activities will be completed under 6 hours of supervision.






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The set task is a formal external assessment and must be conducted with reference to the instructions in this task booklet and the Instructions for Conducting External Assessments (ICEA) document to ensure that the supervised assessment is conducted correctly and that learners submit evidence that is their own work.

After the session the teacher/tutor will confirm that all the learner work had been completed independently as part of the authentication submitted to Pearson.

Outcomes for submission

ÂÂ Rationale, pitch, proposal and treatment combined in a pdf.

ÂÂ A completed authentication sheet.

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Instructions for Learners

Read the set task information carefully.

You will be given 2 hours of monitored preparation which will allow you to review the information in this booklet, carry out research and make notes. This will be followed by 6 hours of supervised assessment sessions.

You can carry out independent research outside of the monitored research sessions. This can include activities such as:

ÂÂ identifying appropriate research sources

ÂÂ carrying out primary and secondary research into the target audience and similar products.

You may bring this research into the monitored preparation sessions but only notes produced in monitored sessions may be used during the formal supervised assessment.

You are allowed to prepare three sides of A4 notes to take into the set task.

Your notes can contain:



Notes can be handwritten or typed. If typed, the font size must be a minimum of 10 point.

The notes cannot include:



Your notes must be your own work and will be retained by your centre until results are issued.

The set task is taken over 6 hours under formal supervision. You will have a number of sessions to complete the set task provided by the centre. Plan your time carefully and allow time to produce your outcomes for submission.


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The set task is a formal external assessment and must be conducted with reference to the instructions in this task booklet and the Instructions for Conducting External Assessments (ICEA) document to ensure that the supervised assessment is conducted correctly and that learners submit evidence that is their own work.

After the session the teacher/tutor will confirm that all the learner work had been completed independently as part of the authentication submitted to Pearson.


ÂÂ Rationale, pitch, proposal and treatment combined in a pdf.

ÂÂ A completed authentication sheet.

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Instructions for Learners

Read the set task information carefully.

You will be given 2 hours of monitored preparation which will allow you to review the information in this booklet, carry out research and make notes. This will be followed by 6 hours of supervised assessment sessions.

You can carry out independent research outside of the monitored research sessions. This can include activities such as:

ÂÂ identifying appropriate research sources

ÂÂ carrying out primary and secondary research into the target audience and similar products.

You may bring this research into the monitored preparation sessions but only notes produced in monitored sessions may be used during the formal supervised assessment.

You are allowed to prepare three sides of A4 notes to take into the set task.

Your notes can contain:



Notes can be handwritten or typed. If typed, the font size must be a minimum of 10 point.

The notes cannot include:



Your notes must be your own work and will be retained by your centre until results are issued.

The set task is taken over 6 hours under formal supervision. You will have a number of sessions to complete the set task provided by the centre. Plan your time carefully and allow time to produce your outcomes for submission.


6 S56032A

During the supervised assessment sessions you will be permitted access to:

ÂÂ pens and drawing materials

ÂÂ computers

ÂÂ specialist software and equipment.


You should submit:

ÂÂ rationale, pitch, proposal and treatment combined in a pdf

ÂÂ an authentication sheet.

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Set Task Information

Brief and Supporting Material

BullyingSupportUK.co.uk

Over the next two pages you will find information from BullyingSupportUK, a charity that supports young people through bullying and who is commissioning media products for its new campaign.

Read through the information provided. Choose ONE of the five commissions offered on which to create a response.

In responding to the commission, you must incorporate this research into your final responses.

PRESS RELEASE from BullyingSupportUK

BullyingSupportUK is an independent charity set up to provide help and support to young people who are affected by bullying across the UK.

Bullying amongst young people over the last five years is on the increase and there are worrying trends that suggest that it is becoming more widespread and that it is changing in nature. There have been nearly 50,000 more calls to children’s charity support lines in 2014 than just five years earlier. Further to this, the profile of the victims is changing as is the type, location and effect on the victims. Victims were surveyed about what they believed was the root cause of the victimisation, which also showed a changing picture across the country.

Here at BullyingSupportUK, we focus on the impact that bullying has on 14-19 year olds from whatever background, race or culture.

BullyingSupportUK offers independent, anonymous* advice through telephone and online support (web chat or email). We feel that bullying can happen to anyone, anywhere and at any time and we want to be there for people if they feel it is happening to them. If young people feel that they are being bullied but are unsure what to do they can read the case studies of people who we have supported. BullyingSupportUK is an independent charity and so we rely on donations from individuals and businesses.

Finally, we are always looking for volunteers to help out with our support for young people (please visit the website for information on how you can get involved with fundraising and support).


6 S56032A

During the supervised assessment sessions you will be permitted access to:

ÂÂ pens and drawing materials

ÂÂ computers

ÂÂ specialist software and equipment.


You should submit:

ÂÂ rationale, pitch, proposal and treatment combined in a pdf

ÂÂ an authentication sheet.

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Set Task Information

Brief and Supporting Material

BullyingSupportUK.co.uk

Over the next two pages you will find information from BullyingSupportUK, a charity that supports young people through bullying and who is commissioning media products for its new campaign.

Read through the information provided. Choose ONE of the five commissions offered on which to create a response.

In responding to the commission, you must incorporate this research into your final responses.

PRESS RELEASE from BullyingSupportUK

BullyingSupportUK is an independent charity set up to provide help and support to young people who are affected by bullying across the UK.

Bullying amongst young people over the last five years is on the increase and there are worrying trends that suggest that it is becoming more widespread and that it is changing in nature. There have been nearly 50,000 more calls to children’s charity support lines in 2014 than just five years earlier. Further to this, the profile of the victims is changing as is the type, location and effect on the victims. Victims were surveyed about what they believed was the root cause of the victimisation, which also showed a changing picture across the country.

Here at BullyingSupportUK, we focus on the impact that bullying has on 14-19 year olds from whatever background, race or culture.

BullyingSupportUK offers independent, anonymous* advice through telephone and online support (web chat or email). We feel that bullying can happen to anyone, anywhere and at any time and we want to be there for people if they feel it is happening to them. If young people feel that they are being bullied but are unsure what to do they can read the case studies of people who we have supported. BullyingSupportUK is an independent charity and so we rely on donations from individuals and businesses.

Finally, we are always looking for volunteers to help out with our support for young people (please visit the website for information on how you can get involved with fundraising and support).


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We are looking for media practitioners to provide initial responses to one of the following commissions:

COMMISSION 1: PROMOTIONAL VIDEO (6mins approx.)

COMMISSION 2: WEBSITE (4 pages min)

COMMISSION 3: AUDIO PODCAST (10mins approx.)

COMMISSION 4: LEAFLET (Trifold on A4 paper)

COMMISSION 5: DIGITAL GAME (web and mobile)

We expect this resource to be available in schools and colleges for the start of the next academic year, so you will need to consider the timescales and logistics involved.

It is worth pointing out that we have sent this request to a number of media producers, so we will need you to persuade us that your idea is worth taking forward.

We look forward to working with you.

*BullyingSupportUK operates within the law and has a strict safeguarding policy. Any concerns raised with us will be forwarded to the police if a young person is deemed to be at risk.

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Final Sample Assessment Materials - Issue 3 – August 2018 © Pearson Education Limited 2015

8 S56032A

We are looking for media practitioners to provide initial responses to one of the following commissions:

COMMISSION 1: PROMOTIONAL VIDEO (6mins approx.)

COMMISSION 2: WEBSITE (4 pages min)

COMMISSION 3: AUDIO PODCAST (10mins approx.)

COMMISSION 4: LEAFLET (Trifold on A4 paper)

COMMISSION 5: DIGITAL GAME (web and mobile)

We expect this resource to be available in schools and colleges for the start of the next academic year, so you will need to consider the timescales and logistics involved.

It is worth pointing out that we have sent this request to a number of media producers, so we will need you to persuade us that your idea is worth taking forward.

We look forward to working with you.

*BullyingSupportUK operates within the law and has a strict safeguarding policy. Any concerns raised with us will be forwarded to the police if a young person is deemed to be at risk.

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Final Sample Assessment Materials - Issue 3 – August 2018 © Pearson Education Limited 2015

10 S56032A

We look forward to working with you. Set Task

You should choose one of the commissions listed on page 10.

You are required to complete four activities.





You must complete ALL activities within the set task.

Activity 1: Rationale (1 hour approximately)

Write a rationale of your ideas in response to the commission you have chosen.

Your rationale will be assessed on:

ÂÂ the consideration of the commission

ÂÂ interpretation of the commission

ÂÂ meeting the requirements of the commission

ÂÂ justification of approaches used to inform ideas.

Total for Activity 1 = 16 marks

Activity 2 – Pitch (1 hour approximately)

Write a pitch of your idea to BullyingSupportUK which is no more than 350 words.

Your pitch will be assessed on:

ÂÂ idea and solution in relation to the stimulus material

ÂÂ refinement and succinct communication of pitch

ÂÂ insight into the potential of the commission

ÂÂ practicality of solution.


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Activity 3 – Proposal (2 hours approximately)

Write a proposal for your idea for BullyingSupportUK.

Your proposal will be assessed on:

ÂÂ understanding of technical media production processes

ÂÂ use of the medium and targeting of audience

ÂÂ communication of a plausible idea

ÂÂ consideration of logistical implications.


Activity 4 – Treatment (2 hours approximately)

BullyingSupportUK need to know what your idea will look or sound like.

You will produce a treatment for your chosen commission. your treatment can be up to six A4 pages.

You must select pre-production materials from the table below that are relevant to the medium of your commission. You must include one or more of these in your treatment and include justification of ideas.

Your treatment only has to cover an appropriate sample or taster of the product:

Visual materials Written materials Diagrams and graphics• Storyboard• Visuals• Mock-ups • Layout• Interface or menus

• Audio script• Descriptions of scenes

and transitions• Audio descriptions• Body copy• Character description • Shot descriptions

• Rules and gameplay• Navigation• User flowchart• Wireframe


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We look forward to working with you. Set Task

You should choose one of the commissions listed on page 10.

You are required to complete four activities.





You must complete ALL activities within the set task.

Activity 1: Rationale (1 hour approximately)

Write a rationale of your ideas in response to the commission you have chosen.

Your rationale will be assessed on:

ÂÂ the consideration of the commission

ÂÂ interpretation of the commission

ÂÂ meeting the requirements of the commission

ÂÂ justification of approaches used to inform ideas.


Activity 2 – Pitch (1 hour approximately)

Write a pitch of your idea to BullyingSupportUK which is no more than 350 words.

Your pitch will be assessed on:

ÂÂ idea and solution in relation to the stimulus material

ÂÂ refinement and succinct communication of pitch

ÂÂ insight into the potential of the commission

ÂÂ practicality of solution.


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Activity 3 – Proposal (2 hours approximately)

Write a proposal for your idea for BullyingSupportUK.

Your proposal will be assessed on:

ÂÂ understanding of technical media production processes

ÂÂ use of the medium and targeting of audience

ÂÂ communication of a plausible idea

ÂÂ consideration of logistical implications.


Activity 4 – Treatment (2 hours approximately)

BullyingSupportUK need to know what your idea will look or sound like.

You will produce a treatment for your chosen commission. your treatment can be up to six A4 pages.

You must select pre-production materials from the table below that are relevant to the medium of your commission. You must include one or more of these in your treatment and include justification of ideas.

Your treatment only has to cover an appropriate sample or taster of the product:

Visual materials Written materials Diagrams and graphics• Storyboard• Visuals• Mock-ups • Layout• Interface or menus

• Audio script• Descriptions of scenes

and transitions• Audio descriptions• Body copy• Character description • Shot descriptions

• Rules and gameplay• Navigation• User flowchart• Wireframe


Unit 8: Responding to a Commission – Sample marking grid

General Marking Guidance

● All learners must receive the same treatment. Examiners must mark the firstlearner in exactly the same way as they mark the last.

● Marking grids should be applied positively. Learners must be rewarded for whatthey have shown they can do rather than penalised for omissions.

● Examiners should mark according to the marking grid not according to theirperception of where the grade boundaries may lie.

● All marks on the marking grid should be used appropriately.

● All the marks on the marking grid are designed to be awarded. Examiners shouldalways award full marks if deserved. Examiners should also be prepared to awardzero marks if the learner’s response is not rewardable according to the markinggrid.

● Where judgment is required, a marking grid will provide the principles by whichmarks will be awarded.

● When examiners are in doubt regarding the application of the marking grid to alearner’s response, a senior examiner should be consulted.

Specific Marking Guidance

The marking grids have been designed to assess learner work holistically. Rows within the grids identify the assessment focus/objective being targeted. When using a marking grid, the ‘best fit’ approach should be used. ● Examiners should first make a holistic judgement on which band most closely

matches the learner response and place it within that band. Learners will be placedin the band that best describes their answer.

● The mark awarded within the band will be decided based on the quality of theanswer in response to the assessment focus/objective and will be modifiedaccording to how securely all bullet points are displayed at that band.

● Marks will be awarded towards the top or bottom of that band depending on howthey have evidenced each of the descriptor bullet points.

3

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Your treatment will be assessed on:

ÂÂ understanding of media production processes

ÂÂ use of the medium in targeting the audience

ÂÂ communication of style

ÂÂ justifications of your decisions.


END OF TASK TOTAL FOR TASK = 72 MARKS


Unit 8: Responding to a Commission – Sample marking grid

General Marking Guidance

● All learners must receive the same treatment. Examiners must mark the firstlearner in exactly the same way as they mark the last.

● Marking grids should be applied positively. Learners must be rewarded for whatthey have shown they can do rather than penalised for omissions.

● Examiners should mark according to the marking grid not according to theirperception of where the grade boundaries may lie.

● All marks on the marking grid should be used appropriately.

● All the marks on the marking grid are designed to be awarded. Examiners shouldalways award full marks if deserved. Examiners should also be prepared to awardzero marks if the learner’s response is not rewardable according to the markinggrid.

● Where judgment is required, a marking grid will provide the principles by whichmarks will be awarded.

● When examiners are in doubt regarding the application of the marking grid to alearner’s response, a senior examiner should be consulted.

Specific Marking Guidance

The marking grids have been designed to assess learner work holistically. Rows within the grids identify the assessment focus/objective being targeted. When using a marking grid, the ‘best fit’ approach should be used. ● Examiners should first make a holistic judgement on which band most closely

matches the learner response and place it within that band. Learners will be placedin the band that best describes their answer.

● The mark awarded within the band will be decided based on the quality of theanswer in response to the assessment focus/objective and will be modifiedaccording to how securely all bullet points are displayed at that band.

● Marks will be awarded towards the top or bottom of that band depending on howthey have evidenced each of the descriptor bullet points.

3

12 S56032A

Your treatment will be assessed on:

ÂÂ understanding of media production processes

ÂÂ use of the medium in targeting the audience

ÂÂ communication of style

ÂÂ justifications of your decisions.


END OF TASK TOTAL FOR TASK = 72 MARKS


Ass

essm

ent

focu

s B

and

0

Ban

d 1

B

and

2

Ban

d 3

B

and

4

Rat

iona

le f

or t

he

resp

onse

to

the

stim

ulus

0

1-4

5

-8

9-1

2

13

-16

No

rew

arda

ble

mat

eria

l

●Li

mite

d co

nsid

erat

ion

ofth

e co

nten

t re

latin

g to

the

com

mis

sion

●Li

mite

d in

terp

reta

tion

ofth

e su

ppor

ting

mat

eria

l,le

adin

g to

som

edi

scus

sion

of

the

cont

ent,

scop

e an

d pu

rpos

e of

the

com

mis

sion

.

●Som

e co

nnec

tions

betw

een

the

supp

ortin

gm

ater

ial a

nd t

here

quirem

ents

of

the

com

mis

sion

●Ju

stifi

catio

n of

appr

oach

es t

o re

spon

sear

e su

ppor

ted

with

limite

d re

fere

nce

toex

istin

g pr

actic

e.

●Bas

ic c

onsi

dera

tion

give

nto

the

con

tent

rel

atin

g to

the

com

mis

sion

.

●In

terp

reta

tion

of t

hesu

ppor

ting

mat

eria

l is

liter

al,

lead

ing

tode

script

ive

anal

ysis

of

the

cont

ent,

sco

pe a

ndpu

rpos

e of

the

com

mis

sion

.

●Li

tera

l con

nect

ions

betw

een

the

supp

ortin

gm

ater

ial a

nd t

here

quirem

ents

of

the

com

mis

sion

●Ju

stifi

catio

n of

appr

oach

es t

o re

spon

sear

e su

ppor

ted

with

bas

icre

fere

nce

to r

elev

ant

exis

ting

prac

tice.

●Sou

nd c

onsi

dera

tion

give

n to

the

con

tent

rela

ting

to t

heco

mm

issi

on.

●Sou

nd I

nter

pret

atio

n of

the

supp

ortin

g m

ater

ial,

lead

ing

to s

ound

ana

lysi

sof

the

con

tent

, sc

ope

and

purp

ose

of t

heco

mm

issi

on

●Rel

evan

t co

nnec

tions

betw

een

the

supp

ortin

gm

ater

ial p

rovi

ded

and

the

requ

irem

ents

of

the

com

mis

sion

.

●Ju

stifi

catio

n of

appr

oach

es t

o re

spon

sear

e su

ppor

ted

with

com

pete

nt r

efer

ence

to

rele

vant

exi

stin

g pr

actic

e.

●Rea

sone

d co

nsid

erat

ion

give

n to

the

con

tent

rela

ting

to t

heco

mm

issi

on.

●In

terp

reta

tion

of t

hesu

ppor

ting

mat

eria

l is

conv

inci

ng,

lead

ing

tocr

itica

l ana

lysi

s of

the

cont

ent,

sco

pe a

ndpu

rpos

e of

the

com

mis

sion

.

●Res

ourc

eful

con

nect

ions

betw

een

the

supp

ortin

gm

ater

ial p

rovi

ded

and

the

requ

irem

ents

of

the

com

mis

sion

.

●Ju

stifi

catio

n of

appr

oach

es t

o re

spon

sear

e su

ppor

ted

with

conv

inci

ng r

efer

ence

to

pert

inen

t ex

istin

gpr

actic

e.


Ass

essm

ent

focu

s B

and

0

Ban

d 1

B

and

2

Ban

d 3

B

and

4

Rat

iona

le f

or t

he

resp

onse

to

the

stim

ulus

0

1-4

5

-8

9-1

2

13

-16

No

rew

arda

ble

mat

eria

l

●Li

mite

d co

nsid

erat

ion

ofth

e co

nten

t re

latin

g to

the

com

mis

sion

●Li

mite

d in

terp

reta

tion

ofth

e su

ppor

ting

mat

eria

l,le

adin

g to

som

edi

scus

sion

of

the

cont

ent,

scop

e an

d pu

rpos

e of

the

com

mis

sion

.

●Som

e co

nnec

tions

betw

een

the

supp

ortin

gm

ater

ial a

nd t

here

quirem

ents

of

the

com

mis

sion

●Ju

stifi

catio

n of

appr

oach

es t

o re

spon

sear

e su

ppor

ted

with

limite

d re

fere

nce

toex

istin

g pr

actic

e.

●Bas

ic c

onsi

dera

tion

give

nto

the

con

tent

rel

atin

g to

the

com

mis

sion

.

●In

terp

reta

tion

of t

hesu

ppor

ting

mat

eria

l is

liter

al,

lead

ing

tode

script

ive

anal

ysis

of

the

cont

ent,

sco

pe a

ndpu

rpos

e of

the

com

mis

sion

.

●Li

tera

l con

nect

ions

betw

een

the

supp

ortin

gm

ater

ial a

nd t

here

quirem

ents

of

the

com

mis

sion

●Ju

stifi

catio

n of

appr

oach

es t

o re

spon

sear

e su

ppor

ted

with

bas

icre

fere

nce

to r

elev

ant

exis

ting

prac

tice.

●Sou

nd c

onsi

dera

tion

give

n to

the

con

tent

rela

ting

to t

heco

mm

issi

on.

●Sou

nd I

nter

pret

atio

n of

the

supp

ortin

g m

ater

ial,

lead

ing

to s

ound

ana

lysi

sof

the

con

tent

, sc

ope

and

purp

ose

of t

heco

mm

issi

on

●Rel

evan

t co

nnec

tions

betw

een

the

supp

ortin

gm

ater

ial p

rovi

ded

and

the

requ

irem

ents

of

the

com

mis

sion

.

●Ju

stifi

catio

n of

appr

oach

es t

o re

spon

sear

e su

ppor

ted

with

com

pete

nt r

efer

ence

to

rele

vant

exi

stin

g pr

actic

e.

●Rea

sone

d co

nsid

erat

ion

give

n to

the

con

tent

rela

ting

to t

heco

mm

issi

on.

●In

terp

reta

tion

of t

hesu

ppor

ting

mat

eria

l is

conv

inci

ng,

lead

ing

tocr

itica

l ana

lysi

s of

the

cont

ent,

sco

pe a

ndpu

rpos

e of

the

com

mis

sion

.

●Res

ourc

eful

con

nect

ions

betw

een

the

supp

ortin

gm

ater

ial p

rovi

ded

and

the

requ

irem

ents

of

the

com

mis

sion

.

●Ju

stifi

catio

n of

appr

oach

es t

o re

spon

sear

e su

ppor

ted

with

conv

inci

ng r

efer

ence

to

pert

inen

t ex

istin

gpr

actic

e.

Ass

essm

ent

focu

s B

and

0

Ban

d 1

B

and

2

Ban

d 3

B

and

4

The

pitc

h 0

1

-4

5-8

9

-12

1

3-1

6

No

rew

arda

ble

mat

eria

l

●Pi

tch

dem

onst

rate

s a

basi

c ap

plic

atio

n of

the

know

ledg

e an

dun

ders

tand

ing

of m

edia

prod

uctio

n pr

oces

ses

lead

ing

to s

olut

ions

tha

tar

e oc

casi

onal

lypr

actic

able

.

●Id

ea li

nks

som

e of

the

requ

irem

ents

of

the

com

mis

sion

for

min

g a

basi

c so

lutio

n, w

ithso

me

rela

tions

hip

to t

hest

imul

us m

ater

ial.

●Pi

tch

show

s lim

ited

refin

emen

t an

d is

stru

ctur

ed a

ndco

mm

unic

ated

in a

mos

tly c

lear

man

ner

●Id

eas

are

tent

ativ

ely

deve

lope

d w

ith s

ome

insi

ght

into

the

pot

entia

lof

the

com

mis

sion

.

●Pi

tch

dem

onst

rate

s a

gene

ral a

pplic

atio

n of

the

know

ledg

e an

dun

ders

tand

ing

of m

edia

prod

uctio

n pr

oces

ses

lead

ing

to s

olut

ions

tha

tar

e m

ostly

pra

ctic

able

.

●Id

ea li

nks

mos

t of

the

requ

irem

ents

of

the

com

mis

sion

for

min

g a

basi

c so

lutio

n, w

ith a

basi

c re

latio

nshi

p to

the

stim

ulus

mat

eria

l.

●Pi

tch

is g

ener

ally

ref

ined

and

is s

truc

ture

d an

dco

mm

unic

ated

in a

nef

ficie

nt m

anne

r

●Id

eas

are

part

ially

deve

lope

d w

ith g

ener

icin

sigh

t in

to t

he p

oten

tial

of t

he c

omm

issi

on.

●Pi

tch

dem

onst

rate

s a

com

pete

nt a

pplic

atio

n of

the

know

ledg

e an

dun

ders

tand

ing

of m

edia

prod

uctio

n pr

oces

ses

lead

ing

to s

olut

ions

tha

tar

e en

tirel

y pr

actic

able

.

●Id

ea li

nks

all o

f th

ere

quirem

ents

of

the

com

mis

sion

for

min

g a

suita

ble

solu

tion,

with

acl

ear

rela

tions

hip

to t

hest

imul

us m

ater

ial.

●Pi

tch

is c

ompe

tent

lyre

fined

and

is s

truc

ture

dan

d co

mm

unic

ated

in a

nef

fect

ive

and

pers

uasi

vem

anne

r

●Id

eas

are

com

pete

ntly

deve

lope

d w

ith c

redi

ble

insi

ght

into

the

pot

entia

l of

the

com

mis

sion

.

●Pi

tch

dem

onst

rate

s a

effe

ctiv

e ap

plic

atio

n of

the

know

ledg

e an

d in

dep

thun

ders

tand

ing

of m

edia

prod

uctio

n pr

oces

ses

lead

ing

to s

olut

ions

tha

tar

e en

tirel

y pr

actic

able

●Id

ea li

nks

all o

f th

ere

quirem

ents

of

the

com

mis

sion

for

min

g an

effe

ctiv

e so

lutio

n w

ith a

clea

r an

d su

stai

ned

rela

tions

hip

to t

he s

timul

usm

ater

ial.

●Pi

tch

is p

rofic

ient

ly r

efin

edan

d is

str

uctu

red

and

com

mun

icat

ed in

an

wel

l-re

ason

ed a

nd h

ighl

ype

rsua

sive

man

ner

●Id

eas

are

effe

ctiv

ely

deve

lope

d w

ithim

agin

ativ

e in

sigh

t in

toth

e po

tent

ial o

f th

eco

mm

issi

on.


Ass

essm

ent

focu

s B

and

0

Ban

d 1

B

and

2

Ban

d 3

B

and

4

Prop

osal

for

the

re

spon

se t

o th

e co

mm

issi

on

with

in t

he

tem

plat

e pr

ovid

ed

Con

side

ratio

n of

le

gal a

nd

ethi

cal i

ssue

s re

late

d to

the

co

mm

issi

on

Con

side

ratio

n of

bu

dget

s an

d sc

hedu

ling

0

1-4

5

-10

1

1-1

5

16

-20

No

rew

arda

ble

mat

eria

l

●Pr

opos

al d

emon

stra

tes

sim

plis

tic k

now

ledg

ean

d un

ders

tand

ing

ofm

edia

pro

duct

ion

proc

esse

s.

●Str

uctu

re o

f th

epr

opos

ed p

rodu

ctw

ould

ten

tativ

ely

targ

et a

udie

nce

thro

ugh

a lim

ited

use

of t

he c

hose

nm

ediu

m

●Sim

plis

tic p

ropo

sal,

com

mun

icat

ed u

sing

limite

d te

chni

cal

lang

uage

with

cons

ider

atio

nspr

esen

ted

whi

ch m

ayno

t be

in a

nap

prop

riat

e fo

rmat

.

●Li

mite

d co

nsid

erat

ion

of lo

gist

ical

impl

icat

ions

lead

ing

to a

nun

real

istic

sol

utio

n.

●Pr

opos

al

dem

onst

rate

sge

nera

l kn

owle

dge

and

unde

rsta

ndin

gof

m

edia

prod

uctio

n pr

oces

ses.

●Str

uctu

re o

f th

epr

opos

ed p

rodu

ct w

ould

gene

rally

tar

get

audi

ence

thro

ugh

a pa

rtia

l use

of

the

chos

en m

ediu

m.

●G

ener

ally

pla

usib

lepr

opos

al c

omm

unic

ated

usin

g so

me

appr

opriat

ete

chni

cal l

angu

age

with

cons

ider

atio

ns p

rese

nted

whi

ch a

re s

omet

imes

inan

app

ropr

iate

for

mat

.

●G

ener

al c

onsi

dera

tion

oflo

gist

ical

impl

icat

ions

with

sol

utio

ns t

hat

are

som

etim

es r

ealis

tic a

ndm

eet

som

e of

the

requ

irem

ents

of

the

com

mis

sion

●Pr

opos

al d

emon

stra

tes

deve

lope

d kn

owle

dge

and

unde

rsta

ndin

g of

med

ia p

rodu

ctio

npr

oces

ses.

●Str

uctu

re o

f th

epr

opos

ed p

rodu

ct w

ould

clea

rly

targ

et a

udie

nce

thro

ugh

an a

ppro

pria

teus

e of

the

cho

sen

med

ium

.

●Rea

listic

pro

posa

lco

mm

unic

ated

usi

ngm

ostly

app

ropr

iate

tech

nica

l lan

guag

e w

ithco

nsid

erat

ions

pre

sent

edw

hich

are

mos

tly in

an

appr

opriat

e fo

rmat

.

●D

evel

oped

con

side

ratio

nof

logi

stic

al im

plic

atio

nsw

ith s

olut

ions

tha

t ar

em

ostly

rea

listic

and

mee

tm

ost

of t

he r

equi

rem

ents

of t

he c

omm

issi

on

●Pr

opos

al d

emon

stra

tes

aco

mpr

ehen

sive

know

ledg

e an

dun

ders

tand

ing

of m

edia

prod

uctio

n pr

oces

ses.

●Str

uctu

re o

f th

e pr

opos

edpr

oduc

t w

ould

eff

ectiv

ely

targ

et a

udie

nce

thro

ugh

an a

ssur

ed u

se o

f th

ech

osen

med

ium

●Rea

listic

pro

posa

lco

mm

unic

ated

usi

ngef

fect

ive

tech

nica

lla

ngua

ge w

ithco

nsid

erat

ions

pre

sent

edin

a c

onsi

sten

tlyap

prop

riat

e fo

rmat

.

●Com

preh

ensi

veco

nsid

erat

ion

of lo

gist

ical

impl

icat

ions

with

solu

tions

tha

t ar

eef

fect

ive

and

clea

rly

mee

t th

e re

quirem

ents

of

the

com

mis

sion


Ass

essm

ent

focu

s B

and

0

Ban

d 1

B

and

2

Ban

d 3

B

and

4

Prop

osal

for

the

re

spon

se t

o th

e co

mm

issi

on

with

in t

he

tem

plat

e pr

ovid

ed

Con

side

ratio

n of

le

gal a

nd

ethi

cal i

ssue

s re

late

d to

the

co

mm

issi

on

Con

side

ratio

n of

bu

dget

s an

d sc

hedu

ling

0

1-4

5

-10

1

1-1

5

16

-20

No

rew

arda

ble

mat

eria

l

●Pr

opos

al d

emon

stra

tes

sim

plis

tic k

now

ledg

ean

d un

ders

tand

ing

ofm

edia

pro

duct

ion

proc

esse

s.

●Str

uctu

re o

f th

epr

opos

ed p

rodu

ctw

ould

ten

tativ

ely

targ

et a

udie

nce

thro

ugh

a lim

ited

use

of t

he c

hose

nm

ediu

m

●Sim

plis

tic p

ropo

sal,

com

mun

icat

ed u

sing

limite

d te

chni

cal

lang

uage

with

cons

ider

atio

nspr

esen

ted

whi

ch m

ayno

t be

in a

nap

prop

riat

e fo

rmat

.

●Li

mite

d co

nsid

erat

ion

of lo

gist

ical

impl

icat

ions

lead

ing

to a

nun

real

istic

sol

utio

n.

●Pr

opos

al

dem

onst

rate

sge

nera

l kn

owle

dge

and

unde

rsta

ndin

gof

m

edia

prod

uctio

n pr

oces

ses.

●Str

uctu

re o

f th

epr

opos

ed p

rodu

ct w

ould

gene

rally

tar

get

audi

ence

thro

ugh

a pa

rtia

l use

of

the

chos

en m

ediu

m.

●G

ener

ally

pla

usib

lepr

opos

al c

omm

unic

ated

usin

g so

me

appr

opriat

ete

chni

cal l

angu

age

with

cons

ider

atio

ns p

rese

nted

whi

ch a

re s

omet

imes

inan

app

ropr

iate

for

mat

.

●G

ener

al c

onsi

dera

tion

oflo

gist

ical

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Pearson BTEC Level 3 National in Creative Digital …...of A summary notes of their research to take into the formal superised assessment session. The assessment eidence submitted